No. 10, Phase II Archival Investigations of 40RD222 and 40WM178, 840 Highway Corridor, Rutherford and Williamson Counties

https://digitalcommons.memphis.edu/govpubs-tn-dept-environment-conservation-tdot-archaeology-publications/1005/thumbnail.jp

Rising Tide Center_Equity vs. Equality Video

A short video explaining the concepts of equity and equality

Gardner-Webb Recruiting Class Reaches 20 On National Signing Day

Gardner-Webb football signed 20 student-athletes on National Signing Day, signaling a strong first class for new head coach Tre Lamb. The class features 16 high school recruits and four transfers. Ten of the signees are from the Carolinas (six from North Carolina, four from South Carolina).https://digitalcommons.gardner-webb.edu/gardner-webb-newscenter-archive/1106/thumbnail.jp

Monthly Planet, 1981, April

https://cedar.wwu.edu/planet/1124/thumbnail.jp

Monthly Planet, 1981, February

https://cedar.wwu.edu/planet/1135/thumbnail.jp

Monthly Planet, 1980, December

https://cedar.wwu.edu/planet/1136/thumbnail.jp

Monthly Planet, 1981, June

https://cedar.wwu.edu/planet/1126/thumbnail.jp

The Effect of Exercise on the Work-Family Interface: A Follow-Up Survey

In the original study, “The Effect of Exercise on the Work-Family Interface: A Field Experiment Using Group Exercise Classes”, a significant decrease in both WIF (work interference with family) and FIW (family interference with work) was seen in a long-term exercise group. This follow-up survey was done to ascertain whether study participants are still exercising after 11 months and if both WIF and FIW have remained low. Intensity of exercise, frequency of exercise, type of exercise, and potential barriers and motivators to exercising were all evaluated, alongwith corresponding work-family conflict and stress levels. Likert scales, multiple choice, and open-ended response were all used as measurement. Results were gathered and assessed in SurveyMonkey and were analyzed throughstudent’s 2-sample t-test, cross-tabulation and Chi Squares in MiniTab. Information on barriers and motivators for exercising and the WIF/FIW and stress levels associated with them was captured in the participant’s responses. It is hypothesized that those who were in the treatment group will have continued to exercise more often than not. This hypothesis was not upheld. It is also hypothesized that those who have continued to exercise will exhibit lower WIF/FIW and lower stress levels than those who have not. While this hypothesis was not proven to be statisticallysignificant, there was a correlation between those who were exercising and lower WIF/FIW and stress levels. Further research with larger sample sizes should be conducted on this topic in the future

Employment Testing and Incentives to Learn

Employment tests predict job performance because they measure or are correlated with a large set of malleable developed abilities which are causally related to productivity. Our economy currently under-rewards the achievements that are measured by these tests. Consequently, economic incentives to study hard in high school are minimal and this absence of incentives has contributed to the low levels of achievement in math and science. The paper concludes with a discussion of ways in which employment tests can strengthen incentives to learn

Oh no!! It's Pomo : a case for postmodern discourse

The rhetoric of postmodernism is dense, difficult, and widely interpreted. It is this abrasive and ambiguous nature that has often led to many of postmodern discourse’s more beneficial aspects being either overlooked or disregarded. In this thesis, I have clarified some of the discourse’s more complex aspects, addressed its opponents, and highlighted its strongest points, and in doing this, I have shown the various uses for postmodern rhetoric as per practical application. Citing both postmodern and modern scholars, I have argued, ultimately, for postmodern rhetoric’s implementation and fusion with the modernist rhetoric that so dominates our Western democratic sphere. I have chosen to examine two specific areas that I believe to be the most formative and influential in constructing our ideas of what it means to be a thoughtful, productive American citizen: education and public administration. I specifically analyze the pedagogical “tools” postmodern discourse has to offer and argue for its inclusion and implementation, not only in the University classroom, but also in classrooms all across America, to students of all ages and educational levels. In the chapter on postmodern politics, I maintain that our public administrators, policy-makers, and politicians all would benefit greatly by acknowledging and understanding the rhetoric of postmodernism and incorporating it into our contemporary political sphere