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Undergraduate Scholarship at Winthrop University 2014 Book of Abstracts Winthrop University Winthrop University Digital Commons @ Winthrop University Winthrop University Undergraduate Research Abstract Books Program Spring 2014 Undergraduate Scholarship at Winthrop University 2014 Book of Abstracts Winthrop University Undergraduate Research Office, Winthrop University Follow this and additional works at: https://digitalcommons.winthrop.edu/ undergradresearch_abstractbooks Recommended Citation Winthrop University and Undergraduate Research Office, Winthrop University, "Undergraduate Scholarship at Winthrop University 2014 Book of Abstracts" (2014). Abstract Books. 3. https://digitalcommons.winthrop.edu/undergradresearch_abstractbooks/3 This Book is brought to you for free and open access by the Winthrop University Undergraduate Research Program at Digital Commons @ Winthrop University. It has been accepted for inclusion in Abstract Books by an authorized administrator of Digital Commons @ Winthrop University. For more information, please contact [email protected]. “Tell me and I forget, teach me and I may remember, involve me and I learn.” Benjamin Franklin “Confidence, like art, never comes from having all the answers; it comes from being open to all the questions.” Wallace Stevens (1879-1955) Poet & Insurance Executive University College proudly presents the third Undergraduate Scholarship at Winthrop University Book of Abstracts, which chronicles the scholarly accomplishments of students throughout all five academic colleges in the university: College of Arts and Sciences (CAS), College of Business Administration (CBA), College of Education (COE), the College of Visual and Performing Arts (CVPA) and University College (UC). The book also highlights the students who have completed Honors Theses, applied for Nationally Competitive Awards, and were selected as McNair or WISE Scholars. The Book of Abstracts, which contains the work conducted by students in collaboration with their faculty mentors, reflects the great depth and variety of projects these students were engaged in. Their success illustrates how effective undergraduate research is at providing valuable learning experiences to students and why it is recognized as one of the high-impact educational practices that increase the rates of student retention and engagement. Participating in undergraduate research can help students prepare for professional and graduate programs and enhance their professional and academic credentials to support applications for scholarships, awards, career employment, and graduate and professional schools. Moreover, students have the opportunity to contribute to the creation of new knowledge on the cutting edge of their academic disciplines and apply that knowledge to real world problems. We congratulate the students for the quality of their work and their willingness to share this work with the academic community through publications in refereed journals and presentations at regional, national, and international meetings. We also recognize and appreciate the quality of the mentoring by our faculty who teach the students the art and science of asking questions, how to interpret the results, and how to disseminate the knowledge and creative activities at a professional level. The production of the book itself is an undergraduate project undertaken by the class of Associate Professor Jason Tselentis. We thank Andrea Perkins, a visual communication design major, for designing the cover and composing the book's interior, as well as Devon Holmes, a visual communication design major, and Rose Fenton and Wyatt Minton, digital information design: interactive media majors, for composing the book. We also thank the graduate assistant in the Undergraduate Research Office, Patrick Bryant, for editing the abstracts. We hope you enjoy our Book of Abstracts. Dr. Dwight Dimaculangan Director of Undergraduate Research Dr. Gloria Jones Dean of University College Table of Contents 5 Winthrop University Undergraduate Research Initiative 7 Publication Abstracts 8 Honors Thesis Abstracts 12 Meeting Abstracts 38 Other Student/Faculty Collaborations 44 Office of Nationally Competitive Awards (ONCA) Applicants 49 McNair Scholars 51 WISE Scholars 52 Student Index 53 Faculty Index Winthrop University Undergraduate Research Initiative The Winthrop University Undergraduate Research Initiative (WUURI) supports a student- centered learning environment that fosters student research, scholarship, and creative activities. The Initiative encourages students and faculty mentors to collaborate in the design and implementation of projects and the dissemination of results. University–Wide Undergraduate Research Advisory Committee: Dwight Dimaculangan, Ph.D. - Director of Undergraduate Research Carol Marchel, Ph.D. - College of Education Ian Pearson, Ph.D. - College of Visual and Performing Arts Merry Sleigh-Ritzer, Ph.D. - College of Arts and Sciences William Thacker, Ph.D. - College of Business College of Arts and Sciences–Undergraduate Research Advisory Committee: Merry Sleigh-Ritzer, Ph.D. - Director of Undergraduate Research for the CAS Marsha Bollinger, Ph. D.- Chair of Interdisciplinary Studies Matthew Fike, Ph.D. - English Christian Grattan, Ph.D. - Chemistry Nick Grossoehme, Ph.D. - Chemistry Anna Igou, Ph. D. - Modern Languages Teresa Justice - Director of the Sponsored Programs and Research Robin Lammi, Ph.D. - Chemistry Ameda Manetta, Ph. D. - Social Work David Meeler, Ph.D. - Philosophy and Religious Studies Donna Nelson, Ph.D. - Psychology Joe Rusinko, Ph.D. - Mathematics William Schulte, Ph.D. - Mass Communication Jane B. Smith, Ph.D. - Director of the Writing Center Steve Smith, Ph.D. - Political Science Sarah Stallings, Ph.D. - Associate Dean and Acting Chair Department of Human Nutrition Brad Tripp, Ph.D. - Sociology and Anthropology Kristi Westover, Ph.D. - Biology Undergraduate Research Initiative 5 6 Undergraduate Scholarship 2014 Book of Abstracts Preliminary Geologic Map of Ninety Six National Historic Site and Vicinity, Ninety Publication Abstracts Six 7.5 Minute Quadrangle, South Carolina Published in Geological Society of America Abstracts with Programs, Vol. 45.7 “Aggressive Disintegration in the Individual”: A Lacanian Study of Signification Presented at the Geological Society of America Annual Meeting, October, 2013 and Self in King Lear Student: Christy Long (2014) Published in The Sigma Tau Delta Critical Review, Vol. 11, 2014 Faculty Mentor: Irene Boland, Ph.D. Presented at the 2014 NCUR, April, 2014 CAS – Department of Chemistry, Physics, and Geology Winner of the Frederic Fadner Critical Essay Award for the top essay in the Sigma Tau Delta Critical Review, 2014 (GEOL 551 – Boland) Student: Alexander Muller (2014) This is the second report of an ongoing project to develop a detailed digital geologic map of Ninety Six National Historic Site (NSNHS) and vicinity for National Park Service and the Faculty Mentor: Matthew Fike, Ph.D. USGS Geologic Resources Inventory. The first report provided a digital surficial geologic map CAS – Department of English of the area within the boundaries of NSNHS (White and others, 2012). The NSNHS resides (ENGL 305 – Fike) in the southeastern part of the Ninety Six 7.5 Minute Quadrangle, South Carolina. The purpose of this report is to provide a digital bedrock geologic map of the southern half of the Although various scholars like David Willbern and Julia and Kenneth Reinhard-Lupton have Ninety Six 7.5 Minute quadrangle. The quadrangle is part of the Charlotte terrane, gener- addressed the issue of Cordelia’s non-speech at the opening of Shakespeare’s King Lear, few ally interpreted as the plutonic axis of the Carolina terrane, remnants of a Neoproterozoic have connected it to the linguistic theories of the psychoanalyst Jacques Lacan. In fact, most to Early Paleozoic exotic volcanic island arc accreted to southeastern North America during of the current scholarship seems to be either Freudian or Jungian and focuses on the role of Paleozoic tectonic events that formed Pangaea. The surface topography of the quadrangle Lear as the Father-King and his Oedipal/incestuous relationship with his daughter(s). The consists of gently rolling hills with a hundred feet or so of relief. The bedrock is deeply present essay examines the ways in which roles are reversed, specifically in the act of Significa- weathered and overlain in most places by a thick layer of soil. Exposures are found mainly in tion, in which the upper half of a binary member (the Signifier) imposes its meaning upon streams and deep road cuts. Unfoliated, tan to light gray, fine to medium grained biotite me- a lower binary member (the signified). Lear represents what Lacan calls the Symbolic Order, tagranite is the predominant rock type. The metagranite is cut in numerous places by small the patriarchal figure who wields the phallus-as-language in order to impose Signification plugs and dikes of unfoliated, medium to dark gray, fine to medium grained hornblende upon his subjects. Yet, in the context of the play, Lear is also a signified subject: the title of metadiorite containing varying amounts of biotite and pyrite. Cross-cutting relationships “King” is precisely what alienates him. Through a reversal of the Signifier/signified binary, suggest the metadiorite is younger than the metagranite. The metagranite and metadiorite a new, non-patriarchal Signifier emerges in the form of Cordelia. This interpretation is not generally display a xenomorphic-equigranular texture, which suggests they are metamorphic only an implication of Freud’s early reading
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