JEWLScholar @MTSU

JEWLScholar@MTSU is the digital repository for Middle Tennessee State University. JEWLScholar@MTSU contains scholarly and research material from MTSU faculty, staff and students.

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    The Machinations and Ethics of Autonomous and Non-Autonomous Melty-Brain Combat Robot
    (University Honors College, Middle Tennessee State University, 2026) Aduroja, John
    Melty Brain combat robots, also known as tornado or spinning-while-moving robots, are rare full-body spinners in which the entire machine revolves around its center of rotation (Beagle Bone). The robot’s operation relies on a complex drive system that can be best described as translational drift. Functionality requires programming microcontrollers (the robot’s brain) alongside sensors such as accelerometers, enabling mobility and spinning without a dedicated weapon. This inquiry explores the Melty Brain robot as a unique case study in combat robotics, offering insight into both autonomous and non-autonomous driven systems. It examines technical machinations, risks, ethical considerations, and rational protocols to establish a framework for safe and precise integration of artificial intelligence. By situating AI as a key component of autonomous systems, the study highlights pathways for advancing combat robotics while informing broader applications in robotics research. Findings aim to support innovation, safety, and responsible development in this evolving field.
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    Bridging the Gap: Integrating Psychological Concepts into Disaster and Emergency Management for Efficient Crisis Response
    (University Honors College, Middle Tennessee State University, 2026) Bedwell, Mollie
    This paper discusses the significant gap between disaster and emergency management and psychological concepts. This division affects the mental well-being of emergency responders and can interfere with practical disaster and emergency response operations. Integrating psychological concepts of well-being and secondary traumatic stress management into disaster and emergency management is necessary for effective and proficient crisis response. Unfortunately, these psychological tolls are overlooked, and because of this, disaster and emergency management personnel are vulnerable to various mental health issues. Therefore, a stance can be taken in support of integrating psychological insights into disaster response, not only to improve the well-being of first responders but also to strengthen emergency response efforts and crisis recovery. Drawing on cross-disciplinary work in disaster management, emergency management, and psychology, advocating for the inclusion of necessary psychological perspectives and mental health professionals could ensure that care is provided to first responders proactively. Analysis of the data suggests that a psychological approach in these fields is critical to establishing and maintaining success and sustainability in crisis response. Arguably, the five branches of psychology that would contribute the most to crisis response are industrial-organizational psychology, trauma psychology, clinical psychology, social psychology, and health psychology.
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    Breaking the Cycle: Understanding the Mental Health Crisis in the Foster Care System
    (University Honors College, Middle Tennessee State University, 2026) Bedwell, Madalyn
    The Foster Care system was established to provide safety, stability, and support for vulnerable children who have been removed from their families due to unfit or unsafe environments. However, growing evidence suggests that systemic deficiencies may instead be actively contributing to the negative mental health outcomes among foster youth. The present study examined how systemic and social factors within the Foster Care System influenced the longterm mental health outcomes of individuals who have aged out of its care. Using a sample of 14 participants currently in the Extension of Foster Care in Tennessee, data was collected through a questionnaire that assessed lived experiences, as well as standardized mental health screeners as measures of depression (CES-D) and anxiety (GAD-7). Findings revealed high rates of psychological distress, with the majority of participants reporting moderate to severe symptoms of both depression and anxiety. Additionally, results indicated that participants experienced significant challenges within the system and when transitioning into independent living. Findings are particularly concerning when viewed alongside existing research, as foster youth have been consistently found to be disproportionately at risk of adverse life outcomes, including homelessness, substance abuse, and criminal involvement. Collectively, findings suggest that systemic failures within the Foster Care System may not only fall short of the organization’s intended purpose, but in some cases, contribute to the mental health crisis within it. Overall, these results highlight the urgent need for comprehensive reform that prioritizes stability, accountability, meaningful support, and effective transitional services to improve the longterm mental health impacts for foster youth.
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    The Factors That Inhibit Black and Hispanic Students from Succeeding in Middle Tennessee Magnet Schools: A Snapshot of America
    (University Honors College, Middle Tennessee State University, 2026) Bullock, Jocelyn
    Black and Hispanic students in magnet schools are underrepresented in the educational conversation. Magnet schools provide academic enrichment and rigor that could greatly benefit Black and Hispanic students, most of whom are statistically more likely to be disadvantaged than White peers. However, in Middle Tennessee, a region with relatively high racial diversity, the racial demographics of magnet schools do not reflect the demographics of the broader region and fall short in serving these students. I completed a review of literature to discover the factors that inhibit Black and Hispanic students from applying to, being admitted into and staying in magnet schools. Next, I completed four interviews with Black and Hispanic adult graduates of Middle Tennessee magnet schools to gain a more comprehensive understanding of the topic. Finally, I analyzed and synthesized the data from the review of literature and interviews to draw conclusions for Middle Tennessee magnet schools. I found that the location where a student resides, a student’s family dynamics, transportation issues, and student race-based beliefs are the factors that inhibit Black and Hispanic students from succeeding in Middle Tennessee magnet schools. I presented re-examining school zones and allocating funds to buses and translation resources as potential solutions.
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    Refashioning Fantasy: Redesigning Costumes for the Television Series "Game of Thrones"
    (University Honors College, Middle Tennessee State University, 2026) Caldwell, Alina
    This creative project thesis explores adapting the Song of Ice and Fire book series to TV through the lens of costume design. I consider the series’ world-building, how different environments impose distinct requirements for clothing, and the visual appeal of a costume’s aesthetics for the audience. I create multiple fashion illustrations for eight different families/locations in A Song of Ice and Fire. By designing and illustrating these costumes, I gain insight into adapting novels to reality, how sociological and cultural elements shape the clothing we wear, and how to clearly convey visual information about a garment through a drawing that would allow a costume shop to make it