On Friday, Sept. 11, Aderhold Hall was evacuated following activation of the fire alarm system. During the response, it was discovered that occupants on all floors did not hear the alarm as intended.
The issue was traced to compatibility between the main fire alarm panel installed in February 2025 and several older panels still in service within the building. Those older panels are being updated and tested to ensure they communicate properly with the main system and provide consistent alarm notification throughout the building.
As a reminder, when a fire alarm sounds, all building occupants should fully evacuate to their designated assembly areas. It is important to keep the area immediately surrounding the building clear during an evacuation. Emergency responders and vehicles require unobstructed access to the building and adequate space to assess and manage an incident.
Moving to the designated assembly areas helps support a safer and more efficient emergency response.
Remembering these three simple concepts—escape, shelter, and communicate—can help you in most any emergency. In the event of a fire, hazardous material spill, or active threat, it is important to evacuate the area as quickly and safely as possible.
If you are in a building, identify at least two ways to get out of the space. Be intentional in your communication when sharing various exits and escape routes to new faculty, staff, students, and student employees. It is a good idea to practice using different exits and to know the evacuation assembly locations for your building.
- Aderhold Hall: Gather across the street, either on Carlton Street or Green Street
- Ramsey Student Center: Gather between Ramsey and Joe Frank Harris Commons or the E09 parking lot
- River’s Crossing: Gather on the far side of the parking lot furthest from the building in the grassy field
Work within your units to consider how you will communicate with coworkers, family, and friends during an emergency. While cell phone systems are usually reliable, they may become overloaded during an emergency. You may want to consider updating your status on social media, texting a trusted friend who lives out of state, or other low-bandwidth methods of communication.
The University seeks to identify and support students, faculty, staff, and visitors with disabilities who need assistance during an emergency. If you are a person with a disability, even if you have not otherwise self-identified or asked for an accommodation, the University encourages you to complete an emergency assistance referral form if you may need assistance during an emergency. Housed in the Office of Emergency Preparedness, these forms will not be saved in your student or personnel records and will be used only to assist you in developing a personal emergency plan. Please watch for upcoming events hosted by the College this fall and spring to help you better prepare for emergencies.
When composing your quantitative research question, it is important to consider your data and what questions it can answer. If you haven’t collected your data yet, your research question will help guide the process by specifying what needs to be measured. Quantitative research questions should be specific in language, clearly indicating which measures will be used in the analysis and the outcome for which you are testing.
There are three types of quantitative research questions:
- Descriptive: Descriptive quantitative research questions describe the characteristics of the data and are important for the audience to understand the overview of the data you’ve collected. These research questions can be answered by reporting the mean/median/mode and the shape of the data (or the distribution).
- Comparative: Comparative quantitative research questions compare groups (treatment vs. control group, for example) and can be answered with methods such as ANOVA and t-tests.
- Relationship-based: Relationship research questions aim to uncover trends and interactions between variables and can be answered with a multitude of statistical tests.
Need help in the research question design process? Request a consultation with the UGA Quantitative Methods Consulting Center! Please visit our website or email us at qmcenter@uga.edu.
With help from: Barroga, E., & Matanguihan, G. J. (2022). A Practical Guide to Writing Quantitative and Qualitative Research Questions and Hypotheses in Scholarly Articles. Journal of Korean Medical Science, 37(16).
Research Live is the UGA Office of Research’s (OoR) monthly webinar series, focused on topics of practical interest to the University’s research community. These virtual events provide an opportunity for faculty, students and staff to interact directly with OoR professionals. All events are free and open to anyone in the UGA community.
September
Ready to Engage Industry? A Faculty Guide to UGA’s Engagement Resources
October
Amplifying Impact: An Introduction to UGA Research Communications
November
Core Strength: Inside UGA’s Core Research Facilities, Part 3
December
Working with People: What’s New in UGA Human Research
- Submission deadline: Friday, Sept. 18
To recognize high-achieving Mary Frances Early College of Education students, the Marketing and Communications Office features “Amazing Student” profiles on the College’s website and social media channels.
We encourage faculty and staff members who work closely with students to submit a nomination using the Mary Frances Early College of Education Amazing Student nomination form. If the criteria are met, a marketing and communications team member will contact the student about how to submit the profile.
Note: Students must be majoring in the College of Education to qualify.
Nominees can be amazing students for a variety of reasons, but we’re looking for well-rounded students whose accomplishments extend beyond the classroom. There needs to be something—preferably multiple factors—that makes the nominee stand out. The nominator can provide details in the nomination form, but the primary criteria are:
- Overcame major obstacles to succeed in college
- Outstanding academic credentials
- Scholarship (research and/or creative activity)
- Honors and awards
- Community service
- Leadership positions
- Significant participation in student organization(s)
- Volunteer/service-learning work
- Other related factors will be considered, but they must relate directly to the student’s work or involvement at UGA
Nominate an amazing student today!
- Date: Thursday, Sept. 24
- Time: 9 a.m.-4 p.m.
- Location: Virtual
This one-day workshop from the Center for Multilingual-Learner Education, Research, and Innovative Teaching offers preK-12 educators the opportunity to explore and practice research-based principles and techniques for collaborative, conversation-based instruction to:
- Better meet the needs of multilingual learners
- Integrate multilingual learners productively into content classrooms
- Actively develop multilingual learners’ academic language skills
- Date: Tuesday, Sept. 29
- Time: 9 a.m.-4 p.m.
- Location: Virtual
This practical, hands-on, one-day workshop from the Center for Multilingual-Learner Education, Research, and Innovative Teaching introduces preK-12 educators to the language “functions” embedded in disciplinary content standards.
The interactive session moves beyond vocabulary lists and offers educators the opportunity to identify what key language uses (e.g. inform, narrate, explain, argue) are embedded in the content standards and what associated language functions and features the standards ask students master to demonstrate their conceptual understanding of content.
Institutional Responses to Student Basic Needs: Evidence from Kentucky
- Date: Monday, Oct. 5
- Time: 2-3 p.m.
- Location: Aderhold Hall Room 206
- Speaker: Zitsi Mirakhur, assistant professor of educational policy studies and evaluation, University of Kentucky
The Department of Communication Sciences and Special Education invites you to a talk by Zitsi Mirakhur, assistant professor in the Department of Educational Policy Studies and Evaluation at the University of Kentucky, titled “Institutional Responses to Student Basic Needs: Evidence from Kentucky.”
Mirakhur’s research examines education policy and the conditions that shape students’ access to learning, using quantitative and mixed methods. She holds a Ph.D. in demography and social policy from Princeton University and previously served as a research associate at the Research Alliance for New York City Schools. Her visit is supported by an SEC Faculty Travel Grant.
The Marketing and Communications Office is excited to welcome Tommy Gies to our team. As our new digital marketing strategist, Tommy will work on developing and producing content across the College’s social media platforms.
Tommy received his bachelor’s degree in communications and public relations from Florida Gulf Coast University, where he also worked as a social media assistant. As a student, he worked in communications and media relations roles for F1 Miami Grand Prix and the Miami Dolphins. Most recently, he was a communications specialist with Hideaway Beach Club in Marco Island, Florida.
Outside of work, Tommy enjoys exploring new places, photography, and rooting for the New York Giants.
Please join us in giving Tommy a warm welcome to the College!
The pressure to be perfect may intensify for kids once they get into high school—especially for those labeled as “gifted,” according to a new University of Georgia study.
Gifted students are typically identified in elementary school for advanced or additional class opportunities based on academic aptitude and competence. They traditionally remain in these advanced courses throughout the K-12 timeline.
The study found gifted high school students are more driven to perfectionism than their younger counterparts. This drive was largely self-oriented, meaning the students held themselves to high standards.
But what drives that goal for perfection affects the well-being of the teen, as well as their relationships with others.
“We hear a lot from parents that their child is a perfectionist,” said Sakhavat Mammadov, corresponding author of the study and an associate professor in the Department of Educational Psychology. Mammadov is also the director of the Learning and Well-Being Lab. “Some of them see it as something really good because they have very high standards and like to see their child succeed. However, students cannot always meet that standard. Then that perfectionism becomes harmful.”
Read the full story in UGA Today.