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Boiling Springs, NC, United States

Gardner–Webb University is a private, four-year university located in Boiling Springs, North Carolina, United States, 50 miles west of Charlotte. Founded as Boiling Springs High School in 1905 as a Baptist institution, it is currently the youngest North Carolina Baptist university.Gardner–Webb undergraduates receive a liberal arts education in an environment that fosters "meaningful intellectual thought, critical analysis, and spiritual challenge within a diverse community of learning." The University encourages its graduates to make significant contributions for God and humanity in an ever-changing global community.Over 4,300 students attend Gardner–Webb, including both undergraduates and graduates. A total of five professional schools, two academic schools, and 11 academic departments offer nearly 60 fields of study, and GWU's online programs have won multiple awards and recognitions. GWU's Runnin' Bulldogs are NCAA Division I and are part of the Big South Conference. Wikipedia.

Campbell D.C.,Gardner - Webb University | Clark S.A.,Invertebrate Identification | Johannes E.J.,Deixis Consultants | Lydeard C.,Western Illinois University | Frest T.J.,Deixis Consultants
Biochemical Systematics and Ecology | Year: 2016

The taxonomy of the genus Juga (Semisulcospiridae), as in many freshwater mollusks, poses several challenges. Only a few species have been studied genetically or anatomically. We analyzed a portion of the cox1 gene for 103 specimens, emphasizing the upper Sacramento - Pit system but including all recognizable named species and subspecies from across the geographic range. The rrnL gene was also sequenced for 35 specimens and showed similar patterns, but was less informative. None of the three extant subgenera appear monophyletic and additional clades of similar rank exist. Several currently recognized taxa such as Juga silicula, Juga nigrina, Juga hemphilli, Juga bulbosa, and Juga acutifilosa are polyphyletic. In contrast to previous classifications, the clades found in our study correspond closely to geography. Some geographically and genetically distinctive populations do not fit in any named species. © 2016 Elsevier Ltd. Source

Feldman S.,University of Virginia | Stadther D.,Gardner - Webb University | Wang B.,University of Connecticut
Proceedings - 11th IEEE International Conference on Mobile Ad Hoc and Sensor Systems, MASS 2014 | Year: 2015

As the world's most popular mobile operating system, Google's Android OS is the principal target of an ever increasing mobile malware threat. To counter this emerging menace, many malware detection techniques have been proposed. A key aspect of many static detection techniques is their reliance on the permissions requested in the AndroidManifest.xml file. Although these permissions are very important, the manifest also contains additional information that can be valuable in identifying malware, which, however, has not been fully utilized by existing studies. In this paper we present Manilyzer, a system that exploits the rich information in the manifest files, produces feature vectors automatically, and uses state-of-the-art machine learning algorithms to classify applications as malicious or benign. We apply Manilyzer to 617 applications (307 malicious, 310 benign) and find that it is very effective: the accuracy is up to 90%, while the false positives and false negatives are both around 10%. In addition to classifying applications, Manilyzer is used to study the trends of permission requests in malicious applications. Through this evaluation and further analysis, it is clear that malware has evolved over time, and not all malware can be detected through static analysis of manifest files. To address this issue, we briefly explore a dynamic analysis technique that monitors network traffic using a packet sniffer. © 2014 IEEE. Source

Hankemeier D.A.,Ball State University | Walter J.M.,Old Dominion University | McCarty C.W.,A.T. Still University | Newton E.J.,Gardner - Webb University | And 5 more authors.
Journal of Athletic Training | Year: 2013

Context: Although evidence-based practice (EBP) has become more prevalent, athletic trainers' perceptions of importance and knowledge of these concepts and their confidence in EBP are largely unknown. Objective: To assess perceived importance and knowledge of and confidence in EBP concepts in athletic trainers in various roles and with different degree levels. Design: Cross-sectional study. Setting: Online survey instrument. Patients or Other Participants: The survey was sent to 6702 athletic training educators, clinicians, and postprofessional students. A total of 1209 completed the survey, for a response rate of 18.04%. Main Outcome Measure(s): Demographic information and perceived importance and knowledge of and confidence in the steps of EBP were obtained. One-way analysis of variance, a Kruskal-Wallis test, and an independent-samples t test were used to determine differences in scores among the demographic variables. Results: Athletic trainers demonstrated low knowledge scores (64.2% ± 1.29%) and mild to moderate confidence (2.71 ± 0.55 out of 4.0). They valued EBP as moderately to extremely important (3.49 ± 0.41 out of 4.0). Perceived importance scores differed among roles (clinicians unaffiliated with an education program scored lower than postprofessional educators, P = .001) and highest educational degree attained (athletic trainers with terminal degrees scored higher than those with bachelor's or master's degrees, P < .001). Postprofessional athletic training students demonstrated the highest total EBP knowledge scores (4.65 ± 0.91), whereas clinicians demonstrated the lowest scores (3.62 ± 1.35). Individuals with terminal degrees had higher (P < .001) total knowledge scores (4.31 ± 1.24) than those with bachelor's (3.78 ± 1.2) or master's degrees (3.76 ± 1.35). Postprofessional educators demonstrated greater confidence in knowledge scores (3.36 ± 0.40 out of 4.0) than did those in all other athletic training roles (P < .001). Conclusions: Overall knowledge of the basic EBP steps remained low across the various athletic trainers' roles. The higher level of importance indicated that athletic trainers valued EBP, but this value was not reflected in the knowledge of EBP concepts. Individuals with a terminal degree possessed higher knowledge scores than those with other educational preparations; however, EBP knowledge needs to increase across all demographics of the profession. © by the National Athletic Trainers' Association, Inc. Source

McCarty C.W.,A.T. Still University | Hankemeier D.A.,Ball State University | Walter J.M.,Old Dominion University | Newton E.J.,Gardner - Webb University | Van Lunen B.L.,Ball State University
Journal of Athletic Training | Year: 2013

Context: Successful implementation of evidence-based practice (EBP) within athletic training is contingent upon understanding the attitudes and beliefs and perceived barriers toward EBP as well as the accessibility to EBP resources of athletic training educators, clinicians, and students. Objective: To assess the attitudes, beliefs, and perceived barriers toward EBP and accessibility to EBP resources among athletic training educators, clinicians, and students. Design: Cross-sectional study. Setting: Online survey instrument. Patients or Other Participants: A total of 1209 athletic trainers participated: professional athletic training education program directors (n = 132), clinical preceptors (n = 266), clinicians (n = 716), postprofessional athletic training educators (n = 24) and postprofessional students (n = 71). Main Outcome Measure(s): Likert-scale items (1=strongly disagree, 4=strongly agree) assessed attitudes and beliefs and perceived barriers, whereas multipart questions assessed accessibility to resources. Kruskal-Wallis H tests (P ≤ .05) and Mann-Whitney U tests with a Bonferroni adjustment (P ≤ .01) were used to determine differences among groups. Results: Athletic trainers agreed (3.27 ± 0.39 out of 4.0) that EBP has various benefits to clinical practice and disagreed (2.23 ± 0.42 out of 4.0) that negative perceptions are associated with EBP. Benefits to practice scores (P = .002) and negative perception scores (P < .001) differed among groups. With respect to perceived barriers, athletic trainers disagreed that personal skills and attributes (2.29 ± 0.52 out of 4.0) as well as support and accessibility to resources (2.40 ± 0.40 out of 4.0) were barriers to EBP implementation. Differences were found among groups for personal skills and attributes scores (P < .001) and support and accessibility to resources scores (P < .001). Time (76.6%) and availability of EBP mentors (69.6%) were the 2 most prevalent barriers reported. Of the resources assessed, participants were most unfamiliar with clinical prediction rules (37.6%) and Cochrane databases (52.5%); direct access to these 2 resources varied among participants. Conclusions: Athletic trainers had positive attitudes toward the implementation of EBP within didactic education and clinical practice. However, accessibility and resource use remained low for some EBP-related resources. Although the perceived barriers to implementation are minimal, effective integration of EBP within athletic training will present challenges until these barriers dissolve. © by the National Athletic Trainers' Association, Inc. Source

Lane S.H.,Appalachian State University | Serafica R.,Gardner - Webb University
Nursing Forum | Year: 2014

Aim: The purpose is to explore the concept of connect in multiple disciplines for further development of knowledge and theories in nursing and to establish a clear understanding of this construct. Background: Connect has meanings rooted in the discipline of business, technology, and transportation which influence how the term is defined in nursing. Several definitions have been established that demonstrate the concepts of connect in other disciplines. Design: A concept exploration design was used for the identification and explication of the term connect to describe, explain, and predict this interprofessional phenomenon. Review Methods: The databases CINAHL, MEDLINE, PRO-Quest, and EBSCO were searched for articles through title and abstract screening using connect, connectedness, and connectivity. Results: Three specific components were identified in the exploration: (a) respect, (b) trust, and (c) mutuality. Current literature validated the need for an empirical concept analysis. Conclusions: This concept exploration provides the first step in understanding the context and meaning of connect in nursing profession. By determining if connections exist and quantifying the level of connections, a level of congruency between the nurse and the patient can be established to determine the best plan of care and goals. An empirical measure of connect will benefit nursing and other disciplines. © 2013 Wiley Periodicals, Inc. Source

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