Listening to Music While Commuting to Work and Levels of Commuter Stress
Authors: Cristina I. Gutierrez, Courtney A. Brown
Mentor: Professor Jennifer Hughes
“The purpose of this study was to compare those who listen and do not listen to music while commuting. We wanted to see the differences between these two groups and commute stress, feelings of coping, and feelings of time urgency during the commute. We hypothesized that commuters who listened to music would be more likely to have lower commuter stress, greater feelings of coping, and less feelings of time urgency during the commute. Six hundred ninety participants were recruited for the study and they drove an average of 30.41 miles per day. Twenty undergraduate students collected participants via e-mail and flyers. A snowball sampling technique was used in the study to recruit participants. The participants had to at least drive 10 minutes or more in order to qualify for the study. We found contrary to our predictions, that commuters that listened to music had higher commuter stress, fewer feelings of coping, and greater feelings of time urgency during the commute. Our hypotheses were not supported. Further research needs to be done to clarify these results.”
“It’s a Walk in the Park: Determining the Walkability of the Agnes Scott College Campus, Decatur, Georgia,” by Kimberly Reeves. Faculty mentor: Professor Martha Rees
Abstract: “Many factors influence the walkability of a community, including street width, speed limit, bike paths,pollution, and gender. The walkability of a city reduces the amount of carbon emitted into the atmosphere and the betterment of communities by bringing people together, beautifying cities, and creating safer environments. Through focus groups and surveys, conclusions show what factors influence the walkable or non-walkable community at Agnes Scott College. Safety, weather, and time restraint were the main factors that caused people to refrain from walking further. This paper strives to understand the other main factors that cause people to not walk.”
Comment from James Diedrick: Kimberly Reeves gave an excellent presentation on attitudes toward walking (as opposed to driving) to and from the Agnes Scott campus. Did you know some students drive from the Avery Glen apartments to campus some days? During the Q&A we discussed class, race and gender issues in relation to walking, why certain streets in Decatur have no sidewalks, and the differences between cities like Chicago and Atlanta when it comes to pedestrian-friendly roads and neighborhoods.
Kristina LaMothe, Kristen Turner, Anna Williams, Kelsey Hensler started giggling the second they came into the room. It wasn’t hard to figure out that this was going to be a fun project. This daring group of students went through old books on student rules and became very interested in the rules that were assigned to students about relationships and dating. Their presentation brought both curious stares and ecstatic giggles throughout the room.
In the first few years of the 1900’s, women’s lives were obviously still very much controlled by their parents. Chaperones were required for any and every activity, including leaving campus with your friends. Students even had to pay for these “privileges”. The slide for this particular timeline read, “They did it old style.” In the 1910’s, a few changes occurred brought about by the growing wide-spread prevalence of the automobile and the social changes following World War I. Juniors and Seniors were finally able to receive gentleman callers and entertain them in the parlor of Main. In the 1920’s, students were still required to be inside by 6:20 pm and their date was required to leave by 9:25 pm. In the 1930’s, “guest” rules were separated from “date” rules. Then, time limits came into place and dictated when students could see each other and for how long. Not many changes were made in the 1940’s. Students were finally allowed to dance with men on campus but chaperones were always on the watch.
In the 1950’s, time limits changed again so that students had much more freedom. They were also able to bring their dates more places…on campus. In the 1960’s, the idea of double-dating was emphasized. Students had to make sure they were with another student on all their dates, signing in and out together. Forgetting to do this had serious consequences. The 1970’s brought about major changes. Alcohol was brought onto campus for the first time and then open dorm hours came into place when men were allowed into women’s personal dorms during specific limited times. In the 1980’s, men were allowed into the rooms more often, but definitely not overnight. In the 1990’s, serious changes were made. Visitors were finally allowed to stay overnight. There was also a lot of liberalization during this time, and lesbian couples on campus became more prevalent. This brings us to the 2000’s. First years were allowed guests on the weekends while upperclassman could still have overnight guests. Overnight guests were limited by squatter laws that allowed guests to stay in a student’s dorm room for three nights over a two-week consecutive period.
Social expectations have seriously changed over the course of the last hundred or so years. In conclusion, I am very glad to live in the 21st century. In fact, I’m going out to hold a boy’s hand right now. Take that Agnes Scott of the 1900’s!
“They were real people.”
Anna Williams transcribed a collection of letters called the Wells-Cochran Letters that allowed the reader a daily look into the lives of people during the Civil War. She has transcribed about 25 in total. Anna feels that these letters debunk our “overly romanticized” image of people living in the Old South. She focused mostly on Aurelia Wells, her husband Augustus, and their two children. Unfortunately, these letters are very old so many of them are damaged, sometimes even torn in half. However, Anna was able to accurately describe many of the letters, reading and researching closely enough to differentiate between hand-writing and spelling, which gave Anna some insight into the different backgrounds and educations of the people writing these letters.
Anna delved deeply into the lives of Aurelia and her family, relating the dates of her marriage, children, and educational status. Although, she admits that there is a lot she was unable to find out about their lives, she does a remarkable job of giving her audience an accurate view of Aurelia’s life, and through her, the typical American family during the Civil War.
Anna also focuses on the relationship of agrarian lifestyle and family income. One of the more “exciting” letters was from Aurelia to her husband during the war after the pig had apparently become lost. She wrote to him often, asking for money until she learned to make and sell clothes in order to support them. Towards the end of the letters, we find that Augustus has died and the family moves in with some relatives in order to survive.
Anna was even able to see some of the family’s personal effects. She shows us a picture of her in a room with their supposed clothing and pictures. It’s obvious that this is a student with a great love for her topic. She even plans to continue her research for her senior seminar.
Lydia Dickerson, Emily Thomas both hold internships in safe spaces. Lydia works with LGBT youth, while Emily works with youth that are with a parent seeking to leave an abusive relationship. Lydia’s center is voluntary, meaning people can come and go as they please. Emily’s safe space is a mandatory one, for somewhat obvious reasons.
The link between the two internships is working with predominantly African American youth 4-24. At both sites, boys were demonstrating externalized behaviors as opposed to girls that internalized behaviors. When exacerbated in various cases, the boys exhibited overly masculine displays as coping mechanisms.
At Lydia’s safe space internship, boys exhibit more verbal aggression. She said that there was a tendency of the more feminine boys having sharper tongues. Lydia said this was likely due to their belief that it is important to have a sharp tongue and quick feet as a defense since there is not much brute force that they could put forth. The boys that Emily works with mimic behaviors that were violent and aggressive, most likely because the heaviest imprint of behavior is from the abuser that the family is attempting to escape.
Common expectations of masculinity include heterosexuality, physical strength, athleticism, no showing emotion, as well as being the head of the household.
Lydia and Emily also presented the idea of bullying as a circular system. If a person is bullied, there is a chance that they will go on to bully someone else. Most of the case studies and scholarships that they reviewed were overly deterministic. These documentations ignored the fact that people needed outlets that were catered more towards them racially and in terms of gender. The decrease of bullying in both places is something that the both of them are currently working on. One instance is providing self-expression through outlets such as art and music.
Yuan (Sunny) Yuan served as a Hubert Scholar in Public Service in Cambodia. The second she began to speak, her words shot out rapidly as she explained her various experiences almost too quickly for me to follow. She started off with a brief explanation of Cambodian history and the Khmer Rouge regime which occurred in between 1975 and 1979. Yuan first became interested in the cultural and political dealings of Cambodia after attending a lecture by Dr. Alan Lightman. She first traveled to Cambodia in the summer of 2010 where she was a part of the Alliance Association of Rural Restoration in the Pursat Province. She returned to Cambodia in the summer of 2011 as a Leadership Resident at the Harpswell Foundation. This group helped to build dorms for woman to live in and created classes in order to “empower a new generation of women leaders in Cambodia”.
You could hear a slight undertone of remembered stress and humor as she related tales of thunderstorms lasting for hours in the afternoons and the lack of electricity which forced her to “get away from Cyberspace” and “go look at the real world”. During her stay, Yuan taught an English class to young girls in Cambodia and came up with several subjects to increase their knowledge of the world around them, including “World History and Famous People”, “Antonyms and Synonyms”, and the ever popular subject of whether or not they should “have boyfriends on campus.” She even taught them songs like “Big Big World” and “My Heart Will Go On” (They were particularly fond of Titanic). In addition, Yuan learned that many of the girls she taught hadn’t been exposed to the “difficult past of their own country”. In order to better understand and teach these girls, Yuan visited a Holocaust camp where she did academic research on Khmer Rouge Genocide. Not only did she learn a lot of history here, she was also able to find out information about why the girls hadn’t been informed about their cultural history. As it turns out, the textbook containing all the information necessary about Cambodian culture and history was readily available. However, it was not made available to these specific girls because of issues like teacher qualification and salary.
Yuan’s project was specifically designed to make her audience think seriously about obstacles that women in different countries face involving education. I must say that she greatly succeeded. By the end of her presentation, I was already trying to figure out how to learn more about this topic and how these girls could be helped. By the looks on the faces of the people around me, I was not alone. There was much to be learned in the twenty minutes that it took for Yuan to explain these problems to us. In the last few minutes of her presentation, she passed around a textbook entitled “A History of Democratic Kampuchea. I can only imagine how it might feel to open this book and discover the painful history of your country, at a time when many students in America are already studying the history of the world.
– Presented by Tezin Walji, Chelsea Walker, Erin Luippold, Shannon McCartha
Tezin, Chelsea, Erin, and Shannon have successfully annotated part of the Drosophila erecta genome. In other words, their data has been added to a database with the Gene Expression Programming (GEP), and they have annotated 53,000 base pairs of DNA.
Many biology student, here at Agnes Scott are pretty familiar with the Drosophila fruit fly, but the group choose the species because it has a short life cycle and easy maintenance. WIth computer programs and a lot of hard work, they used a process of labeling genes sequences as introns and exons. After they passed all of the checks, their data is was to the database and available for other scientists to use. In the future, another group of students will get a new gene to sequence.
This talk was especially interesting to me to see how much work four people had to put in to sequence one chunk of the fruit flies DNA. Research like what Tezin, Chelsea, Erin, and Shannon have done at Agnes is the type of scientific research that can lead to an understanding of the genetic behavior in the animal kingdom including humans. Great job!
Kate Schulein, a double major in classics and history, presented Livia: Portraits of an Ideal Roman Matron in order to explain how these statues of Livia displayed the traditional form of an ideal Roman female. She began the research for this project in a Classics course from 2009. Kate uses several different statues to demonstrate the ideal Roman matron. She explained that the Roman civilization was plagued by many wars in 1st century BC and so the Roman Emperor Augustus decided that people needed to emulate a specific way of living in order to recreate their society. He chose the image of his wife, Livia, as a model of this ideal. Augustus installed laws that created rewards and punishments for those who did or did not become the “ideal Romans”.
The three pieces of art that Kate mostly focused on were the Ara Pacis – South Frieze, the portrait statue of Livia near the Porta Primus, and the statue of Livia, wife of Augustus. She chose them based on history, availability, and by how much they were still intact. She analyzed the clothing including the “stola” (the dress traditionally worn by married women), the velum (a woman’s veil), and the palla. When looking at busts, she observed the hair styles (faiyum, salus, diva augusta, etc) strong nose, petite mouth, and small but sturdy chin, all aspects that are apparently indicative of a respectable female woman in Rome, namely Livia.
In conclusion, Kate found that “Augustus utilized busts and statues of his wife, Livia Drusilla, to represent the moral codes Roman women were to adhere to in order to strengthen the empire”. She thoroughly researched her subject and demonstrated it in a way that would have caused anyone even remotely interested in Classics to listen with a single-minded intensity.
Kaitlyn McCune’s opening PowerPoint slide portrays a vicious battle between two Roman warriors, a stunning indicator as to the context of her text. She presents information from her Classics special study. Although projects involving female empowerment are fairly common on a women’s college campus such as Agnes Scott, Kaitlyn manages to separate hers from the others with a strong basis on female Roman warriors and their depiction in society.
When the first words out of her mouth referred to the movie Hunger Games, my first thought was “Huh?” Then she explained. The main character in the movie, Katniss, has both masculine and feminine character traits. She embodies the very non-traditional image of a woman as someone who is both physically and mentally equal to the level of a man. In other words, she is a perfect portrayal of a modern female warrior. For the rest of the presentation, we go back into Ancient Rome.
A quick overlook into Roman Society gives the audience an intimate look at the way gender roles were defined in the patriarchal system. “There was always a campaign going on, always a war to be fought.” The female warrior seems to have been defined in many ways in Roman history, one example being the Amazons. They are described in many ways as notable warriors but also as “man-eaters.” The Amazons represented a sort of Anti-Roman society, everything about them being against what Romans believed was correct in society. At the same time, they were acknowledged as worthy opponents for the Romans.
An example of a notable female warrior that Kaitlyn mentioned was Camilla from Virgil’s Aeneid, a leader who took charge of both men and women in order to fight the Trojans for her country. She is portrayed as a woman who had no need for a man, definitely an unusual trait during these times. At the same time, she is highly sexualized, often being portrayed with “one breast bared for battle.” Camilla and the Amazons “represent a time before culture.” They possess a “primal lust for battle” and a “fantastical” need to spill blood. Kaitlyn emphasizes this idea with the statement, “The ancient Romans perceived the females warrior as primitive.” Kaitlyn continues by giving some names of notable female enemies of Rome, including Boudicca, the Queen of Iceni and Zenovia, the Queen of Palmyra. They were both eventually defeated but managed to fight fiercely and bravely beforehand.
Kaitlyn goes on to remark on the reinforcement of cultural norms created by the female warriors and how their primitive nature made them both “explainable” and “alluring”. She presents many unusual contrasts to explain her point and ends up with a project that is both respectable and intriguing.
With her talk “Creating the femme Fatale: Marlene Dietrich Under the Gaze”, Charlotte Kubicz, German Studies major at Agnes Scott College, introduced an attentive audience to the investigation of gender representation in popular cinema.
Kubicz compared and analyzed Marlene Dietrich’s role in the films “Blue Angel” (1930) and “Shanghai Express” (1932). Both were directed by Austro-American director Josef von Sternberg, but while “The Blue Angel” was produced during the German Weimar republic, “Shanghai Express” was produced in Hollywood. Part of Kubicz’ project is to see if the different cultural and national context of production for these two films also resulted in a different manifestation of the femme fatale or vamp concept.
After introducing and the concept of the femme fatale as a female role that disrupts the traditional boundaries between masculine and feminine identities, Kubicz focused on the different ways in which “Shanghai Express” presented the character of Shanghai Lili, played by Marlene Dietrich, as a vamp. Charlotte highlighted the lack of depth in many shots of Dietrich, the framing of her character in doors and windows, a strategy that almost made her look pasted into the mise-en-scène.
Charlotte’s presentation was a great example for close film analysis. In order to discuss the often quickly changing power dynamics between the female and the male leads, she showed the following sequence from “Shanghai Express” (scene begins at 5:55):
Charlotte pointed out how Marlene Dietrich’s character, despite her verbal declaration to not “detain” her former love intereest, arrests his attention nonetheless.
The presentation concluded with Charlotte comparing the marriage of the femme fatale in “Shanghai Express” with the tragic ending of “The The Blue Angel,” where the femme fatale Lola Lola (M. Dietrich) eventually drives her bourgeois lover to commit suicide. Charlotte discussed how different historical circumstances might have let to different resolutions to the conflicts between the sexes and the genders. While Lola Lola’s resistance to marriage in “The Blue Angel” can be read as a reflection of the gender discourses of the Weimar republic in Germany, the eventual marriage of Shanghai Lily might indicate the conservatism of 1930s America and the attempts at censoring Hollywood.
Charlotte’s clear and decisive presentation prompted several good questions and made me want to go back and watch these two films.
Kelly Smith traveled to the coral reefs in the Caribbean to study the Thalassoma bifasciatum fish. With Doctor Rogers and other students, she wanted to research what happens when certain patterns occurred in the species’ IP/TP types and what effect population had on plankton duration.
Hypotheses that were tested:
1. Mortality rate is higher for males than females on smaller reefs. Fantastic
2. The mortality rate is equal between male/female, but the growth rate in males is slower than in females.
4. IP males are avoiding small reefs since they are not as productive and are unsuccessful in smaller reefs.
5. IP females are avoiding large reefs.
The Thalassoma bifasciatum is known for having the ability to change sex. In her research, Kelly focused on analyzing the Otholith (or ear bones) to determine the age of the fish as well as when it had emerged as an adult. Similar to trees, the fish’s bones have rings that continually add new, outer layers. After collecting 700-800 fish from 19 different reefs, the group then shipped them back to Agnes Scott, counted the Otholiths, and then quantified the results. The data showed that IP males are on small reefs and that females are avoiding large reefs.
The research still has room to grow, and the Caribbean has its plusses (Kelly’s pictures of the trip had clear, blue water, who doesn’t like that?). If you are interested in research similar to Kelly’s, the research course is offered occasionally in the summer.
The title of this group presentation was From Agnes to Natchez. Group members include Syedah Asghar, Mariah Cawthorne, Katrina Parsons, Crystal Ridgeway, Ravea Rodriguez, Tiffany Washington. This group embarked on an alternative Sping Break trip this year sponsored by Agnes Scott College.
The purpose of their presentation was to expose the audience to their observations of racism and sexism in Natchez, Mississippi. Natchez is the name of a Native American tribe that lived there years ago. During a controversial pageant that is held in the town, there is a display that the group described as an unfair representation of the contribution of the Native Americans to the history of the town. Other groups lack representation as well, such as African Americans.
The pageant caused the members of this group to ponder how different the teachings of history can vary from place to place. The story content of the pageant remains virtually unchanged, likely because of wealthier Caucasian citizens pouring ample amounts of money into the event. It was mentioned by one of the group members that there was heavy attendance of the Caucasian population at the pageant and that the Agnes Scott group were the only people present that were of various races.
While on this trip the group volunteered at the Nachez Children’s Home where they participated in activities with the children and ran a thrift shop as a source of income for the home. The Agnes Scott group was featured in the town newspaper, The Nachez Democrat, for their decision to utilize their break by helping others while most teens swarmed Panama City.
Kiegan Montgomery did her presentation over how the narrative has changed concerning the Velodrome D’hiver, based off of her original senior seminar project, cleverly named “French Memory in the Box Office”. Kiegan specifically looked at French cimena as a representation as of society and societal memory. She feels that French films reveal notable shifts in their society. Specifically she looked at Monsieur Klein, La Rafle, and Elle s’appelait Sarah. Her background information on the Vel D’Hiv was remarkably well-researched to the extent that she appeared an obvious expert on her topic. She managed to give an accurate portrayal of French history and life while speeding through detailed explanations. She focused her research on the Velodrome d’Hiver, where families were deported and taken to death camps. Kiegan brought a deeply emotional tone to her presentation with an intimate discussion of the lives and especially deaths of the people July 16-19, 1942. We learn of the terrible care people received, being treated as little more than “animals”.
Now Kiegan begins to explain the film aspects of her presentation. In Monsieur Klein, Joseph Losey began to question the actions of the French people. It told the story of a man who got confused with a Jewish person and ended up being deported to Auschwitz. His goal was this film was to “identify the indifference of the French people” during this time. For the films involved, Kiegan focuses specifically on the arrest scenes and the portrayal of the French police. The particular one in this film is very subtle. The streets are empty and quiet as though the French people are ignoring the wrongs being done just outside their front doors. As expected, this film was not well-received by the public who were disturbed by the ideas portrayed in the film.
La Rafle takes a different approach and focuses more on the French people themselves. The goal of the film was to arouse sympathy in the hearts of the French people, using many violent and emotional scenes. The violence of the arrests in this film is much more prevalent in this film, where the focus is more on the brutality and the confusion of these scenes. Throughout the film, you get the idea of the German ideas being behind the whole situation when it truth the French were very much responsible for everything that happened. In the final film, Elle S’appelait Sarah, the goal was to create a film that was both popular and respectable. You go back and forth between the events of two characters before their histories meet up and you understand why the events in this film are important to society. This was the first time where Kiegan saw the police strike the Jews in such a brutal manner, without doubt or hesitation.
Throughout her presentation, Kiegan played on the idea of selective memory. Depending on the focus of the films, we are able to see how the French people judged the events that occurred with the Jews and what they chose to remember about what happened.
The title of Terrinae Watson’s presentation was “Eve and the Desire for Knowledge”. She began her presentation by instructing the audience to close their eyes. She proceeded to read a different interpretation of the story of Eve.
A popular phrase “To err is human” is one of the focal points of her presentation. She mentions that there are two creation stories. What the knowledge of good and evil could have been is the biggest question that Terrinae poses. She proposes that Eve may have not been responsible for the Fall. Eve’s purpose was to gain the knowledge of good and evill, and the serpent was her guide in the partaking of the knowledge. Her sharing the knowledge with Adam without being told to do so was where disobedience comes into play.
The serpent is the first being to speak to her, and it speaks with honesty. The serpent is said to be tempting her, but there is little persuasion according to Terrinae. The serpent is already in possession of this knowledge and is speaking from experience. Terrinae also brings up the point of the serpent being a feminine figure as opposed to satanic.
Terrinae’s interpretation of Eve is that the woman was not naive or timid. Eve was intrigued by the fact that there was curiosity and truth in the serpent’s words. After receiving, she shared with Adam.
Was the Knowledge sexual? This is one of Terrinae’s supporting questions. She argues the queer relationship of the serpent (Lilith) and Eve. Queer theology argues a queer relationship between Adam and God, while Gnostic/ Kabbalist tradition argues union between the androgynous couples.
Terrinae states that after realizing female nature of the serpent, one’s eyes are opened to other possibilities. The spirit of God as a feminine figure (ability to create life, for example) is one of many possibilities.
She ends her presentation with these three points, supporting the claim Eve’s gain of knowledge elevated her to a status above men and more like God:
- woman finding self and elevating intelligence
- becoming one with another being
- bringing another being into the world, ultimately becoming like God
She follows this up by saying that the purpose of the Bible is to be interpreted and that she pursued this topic out of curiosity as to what exactly gave Eve such a bad reputation.
“I never could love treachery, nor act or word could salvage me”
It’s impossible to see the title of Elle O’Brien’s presentation and not be immediately interested. As she nervously strummed the chords of her guitar, I couldn’t help but wonder if she was going to burst into song. Surprisingly, Elle is a math major, yet she managed to do an exceptional job capturing the spirit of Irish music and story-telling, two of her goals in writing her presentation. Elle recently went on a trip to Ireland with Dr. Cozzens.
To mine and the audience’s great delight, Elle did indeed burst into a song, starting with one entitled “Treachery” which was inspired by Michael O’Brien and the poetry of Patrick Kavanagh. I was very much impressed with the fact that Elle wrote all of the songs in her presentation herself. Although she stopped in between songs to explain her reasoning and background, the presentation was very much a musical one. Next, she sang a song she calls “Erin, I Will Bring the Storm.” It was inspired by the Easter Rising of 1916 which was ultimately a failed rebellion, but where the execution of the martyrs was able to inspire the Irish to fight against their oppressors. Elle felt their identities had almost been lost in the cause. She wanted to write a song that gave more importance to who they were as people. This song considers the “human implications of organizing the uprising”, as a “first person reflection on the preceding night.”
The next song, “The Ring I Bore” was based on the story of Grace Plunkett who married one of the martyrs just before he was executed. Elle wanted to explore the story from the angle of someone who was fighting a cause and wondering what more she could do. She wonders how “the widow of an Easter Rising [could] martyr reclaim her life”, singing, “He never was just a man, his ring I bore.”
The final song, entitled “The Sacred Cease” was inspired by W.B. Yeats and Lady Gregory’s regular visits to salons at Coole Park. It reflects both the “widespread and personal implications of the Easter Rising”. Elle sings of the more personal effects on the times that the Easter Rising had on Ireland, how people began to realize that their way of life was changing. Elle manages to use her voice to change mere words into a very lonely and poignant moment. I assure you that there wasn’t a dry eye left in the room by the end.
If you’d like to hear her music, her website is ashlingobrien.wordpress.com.
Vickie Russell is a Senior Anthropology- Sociology Major with a 5-month old child. A daily obstacle for her is ensuring that her son is in safe hands while she is on campus for classes. She made the decision to research the affects of having small children while embarking on a college career.
A case study that Vickie referenced from the University of Texas stated that 72% of college drop-outs left due to family responsibility. 36% left for financial reasons. She says that there is a need for childcare services. This could lower drop out rates, allowing students to focus more in classes. Limitations of past research conducted by the University of Texas were that small colleges not covered. Neither were non-traditional students.
Vickie conducted 2 Student interviews, 3 faculty/staff members, and a survey. The following are basic summaries of what each group said:
students: There was not a lot of time to spend with children. Daycares out of the way, making commutes much longer
faculty/staff: There is a lack in both funds and space.
The survey was open to students and faculty of Agnes Scott College, resulting in an 89% response. 50% of respondents had children under 5. Almost ¾ of participants said they would utilize school child care if provided by Agnes Scott College.
Limitations to Vickie’s study were that only Agnes Scott was reviewed. Also she didn’t visit schools that provided child care services to students and faculty.
Agnes Scott is the world for women. Women have children. The fact that this should be taken into consideration was the basis of her presentation. Vickie’s future plans are to draft a proposal for campus childcare and look into providing vouchers for students that could be used towards child care services.
One member of the audience made the proposal that this could be presented as a work study opportunity for those interested in working with children in the future.
Jordan Kennedy presented on Math and Biology. The title of her SparC presentationation was: The Effects of Life Expectancy on Reproductive Rates of Sequential Hermaphodites.
In Jordan’s powerpoint she presented information based on the research of Dr. Koch & Dr. Rodgers. Her overall objective was to find the total reproductive value of Hermaphodite fish. Essentially, these fish start their adult life as female then change into males. She tried to find the total reproductive value of hermaphodite fish by modeling the biological system by using graphs and mathematical equations. She used the results of her data to compared the reproductive rates of the two sexes. She explained to us that female fish have the highest reproductive rate in the beginning of life and males have the highest reproductive rate towards the end of their life. However most of the fish do not live long enough to change into males for reproduction. I cannot remember the results of her presentation, nevertheless as a first-year student observer I think she did an excellent job presenting the complex data of Dr. Koch and Dr. Rodgers.