Copyright (c) 2008 Fayetteville State University All rights reserved. http://digitalcommons.uncfsu.edu Recent documents in DigitalCommons@Fayetteville State University en-us Thu, 28 Aug 2008 02:55:58 PDT 3600 http://digitalcommons.uncfsu.edu/dissertations/AAI1451607 http://digitalcommons.uncfsu.edu/dissertations/AAI1451607 Tue, 05 Aug 2008 18:28:59 PDT What is the forest on the campus at Fayetteville State University, Fayetteville, NC going to be like 100 years from now? What changes are taking place in forest community composition? In 1998 an investigation was started to answer these questions about a young forest fragment in an urban area in which most of the trees are less than 30 years old. All trees with a diameter of 10 cm or greater were counted. The saplings in randomly selected quadrats were also counted in order to predict what large trees will be present in future decades. A record of growth and mortality of these trees was kept each year. The hypotheses are that tree species diversity will decrease and the proportion of shade-tolerant species will increase. Madalina Liliana Ignat http://digitalcommons.uncfsu.edu/macsc_wp/2 http://digitalcommons.uncfsu.edu/macsc_wp/2 Fri, 25 Jul 2008 06:39:46 PDT This article documents the results of a pilot study involving the use of mobile phones to enhance student learning. A year-long mobile initiative, identified as Bronco Mobile, was deployed at Fayetteville State University (FSU), a historically Black Institution located in North Carolina. Students were able to manage their academic and social lives using RaveGuardian, RaveAlert, RaveTransit, RaveEmail, RaveAcademics, RaveGroups, RavePolling, and RaveFlashcard--a customized package of applications developed specifically for FSU. The mobile-based applications were developed by Rave Wireless and made available to students on the Sprint/Nextel national network. The results indicate that a large percentage of the study participants found the mobile-based applications to be insignificant. Daniel Okunbor http://digitalcommons.uncfsu.edu/swk_faculty_wp/3 http://digitalcommons.uncfsu.edu/swk_faculty_wp/3 Wed, 30 Apr 2008 07:39:09 PDT Terri Moore-Brown http://digitalcommons.uncfsu.edu/swk_faculty_wp/2 http://digitalcommons.uncfsu.edu/swk_faculty_wp/2 Wed, 30 Apr 2008 07:32:39 PDT Terri Moore-Brown http://digitalcommons.uncfsu.edu/dissertations/AAI1450802 http://digitalcommons.uncfsu.edu/dissertations/AAI1450802 Mon, 28 Apr 2008 12:38:53 PDT In Gustave Flaubert's novel Madame Bovary , Emma Bovary violates her society's norms regarding so-called proper female behavior because she is dissatisfied living as a middle-class, provincial, married woman and mother whose world is comprised solely by her home, husband, and child. Emma wants the power to accomplish more with her life, but accomplishing more implicitly means that she will have to violate the traditional roles of wife and mother. As Emma violates these roles and eventually realizes that she will never attain happiness, she finds that she is unable to function in society. She therefore suffers from emotional distress that is mirrored by her behavior. Using social construction theory and feminism, one may conclude that Emma is not solely at fault for her unhappiness. Her society helps her to construct ideas and notions regarding her sense of self and others that ultimately impede her ability to function in life. Whitney Dyann Larrimore http://digitalcommons.uncfsu.edu/dissertations/AAI3287765 http://digitalcommons.uncfsu.edu/dissertations/AAI3287765 Thu, 27 Mar 2008 12:51:58 PDT An Analysis of Student Achievement and the 21st Century Community Learning Center After-school Programs in a Southeastern North Carolina School System (Under the direction of Virginia Dickens). There is a need for working parents to find affordable, safe and structured after-school care for their children. Research has shown after-school programs are successful in providing recreational experiences, cultural activities, and in some programs, tutorial assistance (Delisio, 2001). Since the enactment of the No Child Left Behind Act in 2000 (Coleman Advisory, 2002), emphasis is being placed on developing after-school programs that focus on student academic achievement. The federally funded 21st Century Community Learning Center (21st CCLC) after-school programs offer support to schools with high numbers of students at risk for school failure (Lacey, 2000). These programs give participating students both a safe haven for after school hours and also additional time allocated to support their academic achievement. As school principals seek to ensure all students within their schools have maximum opportunities to perform well on accountability measures required of today's students, principals should have a keen interest in after-school programs that can supplement the efforts of school day programs. The purpose of this study was to analyze student achievement, as measured by the North Carolina End-of-Grade (EOG) tests scores in reading and mathematics, by student gender and minority status, in 21st CCLC after-school programs in a southeastern North Carolina school system. This descriptive analytical study made use of a database compiled from the five schools participating in the 21st CCLC after-school programs in the school system. The student sample population consisted of 400 students in grades three through eight who participated in the after-school programs during 2002-2004 and who had complete data in the database related to achievement tests scores, gender and minority status. Four hypotheses were analyzed using one-way Analysis of Variance (ANOVA). The analyses of the data revealed no statistically significant differences between male and female or minority and non-minority program participants in achievement tests scores in reading and mathematics. The results of this study add to the information and existing literature on the academic achievement of students participating in federally funded 21st CCLC after-school programs. Jaunita Alberta White Heyward http://digitalcommons.uncfsu.edu/dissertations/AAI1449363 http://digitalcommons.uncfsu.edu/dissertations/AAI1449363 Thu, 27 Mar 2008 12:51:55 PDT The current thesis examined the effects of anxious/avoidant attachment on depression and anxiety and the potential role of social acceptance and partner-specific emotional reactivity as mediators or additive mechanisms in the relations between insecure attachment and psychological maladjustment. Couples completed self report measures of anxious and avoidant attachment and emotional reactivity and rated themselves and their partners on perceived social acceptance and depression/anxiety. Anxious attachment predicted more depression and anxiety and was related to lower social acceptance and higher emotional reactivity scores. Depression and anxiety also predicted lower social acceptance and higher emotional reactivity. Rather than operating as mediators, social acceptance and emotional reactivity had additive effects on depression and anxiety. Thus, anxious attachment, social acceptance, and emotional reactivity all explained significant increments in anxiety and depression variance. Sylvia Rich http://digitalcommons.uncfsu.edu/dissertations/AAI1449362 http://digitalcommons.uncfsu.edu/dissertations/AAI1449362 Thu, 27 Mar 2008 12:51:54 PDT This study examined coping and social support as mediators between work environment and burnout in female third, fourth, and fifth grade elementary school teachers (N = 95). Predictor variables were scales from the Work Environment Scale-Form R. Mediating variables were factors scores from the COPE Inventory and the total score from the Interpersonal Support Evaluation List. Criterion variables were the three scales of the Maslach Burnout Inventory-Educators Survey. Denial, Disengagement, and Humor demonstrated a stress buffering effect for the cognitive demands of the work environment as manifested in Task Orientation, but it did not demonstrate this beneficial effect for the emotional demands of the work environment as manifested in Work Pressure. Teachers who reported the highest level of Planning and Active Coping reported the lowest levels of Depersonalization and the highest levels of Personal Accomplishment. Social support did not mediate any relationship between work environment and burnout. Sarah Puwalowski http://digitalcommons.uncfsu.edu/dissertations/AAI1449361 http://digitalcommons.uncfsu.edu/dissertations/AAI1449361 Thu, 27 Mar 2008 12:51:54 PDT This thesis based on Diana Gabaldon's Outlander examines the role of the hero and heroine as they follow the mythic structure presented by Joseph Campbell. The heroic adventure begins in 1945 with Claire Randall, a former combat nurse who is transported back in time to the seventeen hundreds after touching a rock formation, similar to Stonehenge, in Scotland. Without warning, Claire is thrust through the threshold passage of the eighteenth century to encounter the mystery and intrigue of a time rich in the influence of magic and myth. It is in this setting that the hero is revealed to Claire, and the heroic journey begins. The heroic structure presented here begins with the introduction of guides, the call to adventure represented by the presence of the herald, the heroic threshold passages, initiation, transformation, the union of the god and goddess, atonement with the father and the return home. Archetypes are identified based on the work of Carl Jung, in addition to mythic rituals based on Mircea Eliade's theories on the quest for paradise. Sherri Sutton Davis http://digitalcommons.uncfsu.edu/dissertations/AAI1449353 http://digitalcommons.uncfsu.edu/dissertations/AAI1449353 Thu, 27 Mar 2008 12:51:53 PDT The current thesis examined the "effects" of anxious and avoidant attachment on multiple measures of relationship quality and whether causal and responsibility attributions mediate the relations between indices of insecure attachment and relationship quality. Thirty-three late adolescent couples completed self-report measures of insecure attachment, negative relationship attributions, and relationship satisfaction. In addition, they participated in a 10-minute Problem Resolution task that was videotaped. More anxious attachment predicted more negative communication behaviors of males. More avoidant attachment was linked to more negative causal attributions. More negative attributions of both types predicted less relationship quality across measures. The effects of anxious attachment on negative communication behaviors became nonsignificant after controlling for negative responsibility attributions. Costella Roberts McKoy