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April 18, 2014Psychology & Sociology of Relationships, Breakout Session 9, 3:10-4:10 . 213Session Chair: Dr. Clifton P. Flynn, USC UpstateRoom: Campus Life Center – Ballroom (310)3:10-3:22Escalated Exposure: First Impressions of Personality and Trust Judgments . 213Stacey M. Olson, Dr. Andrew Beer, and Caitlin ChaneyUSC Upstate3:25-3:37A Home Away from Home: The Benefits of Assisted Living Facilities . 216Alyssa M. SherrillSpartanburg Methodist College3:40-3:52Divorce, Parental Conflict and Adult Children’s Relationship Attitudes: . 218Examining the ConnectionBrittany Eversole, Clifton P. Flynn, and Laura JenningsUSC UpstateLinguistics, Breakout Session 10, 3:10-4:10 . 222Session Chair: Dr. David Marlow, USC UpstateRoom: Health Education Complex – 20013:10-3:22Teachin’ Good: Dialects in Education and Life . n/aDr. David MarlowUSC Upstate3:25-3:37Language in the Classroom: An Observation . 222Jonathan Griffin and Dr. David MarlowUSC Upstate3:40-3:52Sorry, I Must Dash: On the Use of Punctuation in Harry Potter and . 225the Sorcerer’s StoneYvonne Kao and Dr. David MarlowUSC UpstateUSC Upstate, Sponsor Message . 229Biology II, Breakout Session 11, 3:10-4:10 . 230Session Chair: Dr. Ginny Webb, USC UpstateRoom: Health Education Complex – 20393:10-3:22Anticancer Effects of Blueberry and Pomegranate Extracts on the AGS Gastric . 230Adenocarcinoma Cell LineDaniel’le Devoss, Kianna Moss, and Dr. Kathy RomeroGreenville Technical College3:25-3:37The Effect of Antifungal Drugs on Antiphagocytic Protein 1, a Virulence Factor of . 232Cryptococcus neoformansCody Orr and Ginny WebbUSC Upstate3:40-3:52Identification of Local Plants Using DNA Barcodes . 235Deniz DoğanGreenville Technical CollegeWofford College, Sponsor Message . 2387

Tenth Annual SC Upstate Research SymposiumInformatics, Breakout Session 12, 3:10-4:10 . 239Session Chair: Dr. Deshia LeonhirthRoom: Campus Life Center – 3173:10-3:22Action Rules Discovery of Lowest Cost . 239Angelina A. TzachevaUSC Upstate3:25-3:37Modeling Innovation with BACUP . 242Ron FulbrightUSC Upstate3:40-3:52Incorporating Disruptive and Incremental I-TRIZ Innovation into Six Sigma. 245Ron Fulbright and Keith HansenUSC Upstate8

April 18, 2014The 2014 Program CommitteeDr. Melissa PilgrimSymposium ChairAssociate Professor of BiologyDirector of Research, USC UpstateDr. John HartAssociate Professor of Clinical SciencesAssistant Director of ResearchSherman College of ChiropracticDr. Caleb ArringtonAssociate Professor of ChemistryWofford CollegeDr. Crystal Hill-ChapmanAssistant Professor of PsychologyFrancis Marion UniversityDr. Kathleen BradyMetropolitan Studies InstituteUSC UpstateDr. Berta H. HopkinsChair, Science DepartmentSpartanburg Community CollegeDr. Royce CainesDean and ProfessorSchool of BusinessSouthern Wesleyan UniversityElaine MarshallSponsored AwardsUSC UpstateDr. Cole CheekProfessor of History and AnthropologySpartanburg Methodist CollegeDr. Tamara McGovernAssistant Professor of BiologyLimestone CollegeDr. Jeff CookProfessor of HistoryNorth Greenville UniversityDr. Lee EdwardsAcademic Program Director, BiologyGreenville Technical CollegeDr. Neval ErturkAssociate Professor of BiologyConverse CollegeDr. Latha GearhartAssociate Professor of ChemistryPresbyterian CollegeCherie PressleyHigh School Participation ChairUpstate Regional Education Center CoordinatorUSC UpstateDr. David SlimmerDean, College of Science and MathematicsProfessor of PhysicsLander UniversityDr. Bill WrightClinical Assistant ProfessorUSC Upstate Department of Biomedical SciencesUSC School of Medicine Greenville9

Tenth Annual SC Upstate Research SymposiumSINCERE THANKS TO OUR SPONSORS10

April 18, 2014PROGRAM -10:00Registration, Poster Set-up in the Campus Life CenterWelcome: Dr. Tom Moore, USC Upstate ChancellorOpening Remarks: Dr. Melissa PilgrimKeynote Address: Dr. Louis Guillette, Medical University of South Carolina10:00-11:15Breakout Sessions 1, 2, 3, 4BallroomCLC BallroomCLC BallroomCLC BallroomAttendees/Presenters Report to Breakout SessionsBreakout Session 1: Psychology of the Zombie ApocalypseBreakout Session 2: History & Political ScienceBreakout Session 3: Chemistry & PhysicsBreakout Session 4: Business & Entrepreneurship11:15-11:25Coffee Break11:25-11:35Attendees/Presenters Report to Breakout Sessions11:35-12:50Breakout Sessions 5, 6, 7, 8CLC BallroomHEC 2001HEC 2039CLC 317Breakout Session 5: Culture & SocietyBreakout Session 6: LiteratureBreakout Session 7: Biology IBreakout Session 8: Linking Pedagogy with Student OutcomesCLC BallroomHEC 2001HEC 2039CLC 317CLC Ballroom2:00-3:00LunchPoster Session3:00-3:10Attendees/Presenters Report to Breakout Sessions3:10-4:10Breakout Sessions 9, 10, 11, 1212:50-2:004:20-5:205:50-6:20pmCLC BallroomBreakout Session 9: Psychology & Sociology of RelationshipsBreakout Session 10: LinguisticsBreakout Session 11: Biology IIBreakout Session 12: InformaticsCLC BallroomHEC 2001HEC 2039CLC 317Fireside Social and Award CeremonyPoster Breakdown & Distribution of ReviewsRoel PavillionKeynote SpeakerDr. Louis J. Guillette, Jr., holds a professorship in obstetrics and gynecology at the Medical Universityof South Carolina and is the CoEE Endowed Chair in Marine Genomics at the Hollings MarineLaboratory. Professor Guillette received his doctorate in comparative reproductive biology from theUniversity of Colorado at Boulder in 1981. Professor Guillette was a distinguished professor of biology atthe University of Florida for 25 years, where he was an award-winning teacher of biology, embryology andreproductive biology. In 2010 he was awarded the Heinz Medal, consideredthe major international award for work in the area of environmentalhealth. He is internationally recognized for his research in the field ofreproductive and developmental biology, having published over 300papers and edited five books. His research examining the role ofenvironmental contaminants as inducers of birth defects in various wildlifespecies and children has drawn international attention. His current workexamines the molecular (genomic and epigenetic), cellular and endocrinemechanisms associated with genital and gonadal development andcontaminant-induced bnormalities.11

Tenth Annual SC Upstate Research SymposiumAre Zombies Bad for Your Mental Health Too?Melanie WaddellPsychologyConverse College580 E. Main St. Spartanburg, SC 29304Melanie.waddell@converse.eduAbstract – The Walking Dead (Darabont & Hurd,2010) affords us the opportunity to study the effects ofdisaster and aftermath on vulnerable populations. Thisfictional representation of people in crisis can serve as adiagnostic tool to help train or increase skills in disasterresponse. Using Carl as a model, we can identifywhether his mental health is affected; and using hisinteraction with the group, we can determine variousprojections about the future of the character. ThoughCarl does not exhibit any signs of disaster relateddisorders, or decreased mental health, he is at extremerisk for developing adverse mental health in the future.Keywords — Walking Dead, Disasters, Psychosocial,PTSDIntroductionDisasters can affect people in many differentways; not only because of the traumatic eventsthemselves, but also because of the succeedingevents, or the aftermath. There are specificingrained responses to disaster, or what weperceive as threats: fight, flight, or freeze (Ksiazak,2014 January 10). In the event of a disaster, ourbrains are acting from a more primal state,responding on a more primitive level using thehippocampus (Ripley, 2008). Common reactions todisaster include loss of senses, memory, andrational thinking. What this means for those whosuffer from a disaster is that they can often incurequal, if not increased damage from the aftermathof the disaster as well as the event itself. Toillustrate this, we have used the popular televisionseries The Walking Dead (Darabont & Hurd, 2010)in an attempt to analyze the effects of disasters andtheir aftermath.Disaster ResearchDisaster related research is confined bynature. As researchers, we are limited in our abilityto analyze the effects of disaster to responding tonaturally occurring disasters. In those situations,research into psychological responses to disaster isnot a high priority. Thus, a researcher is only ableto survey the affected population or create anexperiment to analyze disaster and aftermatheffects. Except, we cannot always survey affectedpopulations due to relocation, death, injury, and12any number of post-disaster conditions. If we areable to survey an affected population, we cannot doso during a disaster or in the immediate aftermath,thereby affording us the chance to collect data fromsurvivors only after a prolonged time period. Thispost hoc data would be weakened by survivor’srecollections due to the time lapse between thedisaster and research, and could be vulnerable to anumber of additional concerns, as we’ve seen fromstudies conducted in the past (Roberts, Mitchell,Witman, & Taffaro, 2010). We also cannot inducedisaster conditions in an experiment. Theramifications of conducting an experimentinducing real disaster conditions would be horriblydamaging and highly unethical. While there arecertain constraints we face when using the show foranalysis, The Walking Dead is almost certainly oneof the most realistic disaster affected populationswe can expect to observe in the moment, given theaforementioned concerns. Though the show isfictional in its content, the reactions of thecharacters’ are meant to portray an accurate or atleast quasi-accurate representation of humanresponse to disaster, trauma, death, tragedy, etc.Therefore, analysis of The Walking Dead canactually provide useful diagnostic material relevantto post-disaster issues. In an area where field studyis usually subjected to flaws and expense, utilizingpopular media such as The Walking Dead canprove a useful training tool.SCENARIOThe Walking Dead chronicles the story of agroup of survivors squaring off against zombies.The characters in season one of the series haveescaped death and un-death, but their lives arethreatened almost daily. Carl Grimes is thecharacter we will be analyzing for signs of mentalhealth issues post-disaster, but there are a numberof other characters who play a large part in hisreaction to the Zombie Apocalypse. Prior to the riseof zombies, Rick Grimes was a Sheriff’s Deputy. Heis married to Lori, and they have a son: Carl, age 12.Shane Walsh, another member of the group, wasRick’s partner and his best friend. These charactersall comprise Carl’s family unit at one point.Another important figure in Carl’s life is Sophia, ayoung girl his age. These characters are the most

April 18, 2014influential in Carl’s life during the ZombieApocalypse.It is revealed in “Wildfire” that the zombievirus went global 63 days ago. We know that Rickrecently awoke in the hospital from a coma beforebecoming part of the group, and Dr. Edwin Jennerof the CDC said the virus spreads like wildfire;therefore, we can assume that it has beenapproximately two months since the virus became adisaster. Though the timeframe may seem like anonissue, it can actually help us pinpoint differentindividual responses to the disaster, as well asgroup response. Since the disaster is ongoing, theactual response from survivors is different than wecould expect to see in the survivors of otherdisasters which are not as extensive in duration. Ifwe try to compare the group to where a normalsurvivor population would be in terms of recovery,we can see that the phases of disaster will be muchlonger for the group because of the ongoingtrauma. However, using the disaster model(Ksiazak, 2014 January 23) we can see that thegroup is progressing through the stages of responseat a somewhat normal pace, given small variance toaccount for the ongoing nature of ‘Impact’. One ofthe ways we see the group trying to adapt is in theircreation of a new normal. Though life is not thesame, it does gain a semblance of normality,especially for the children. Instead of attendingschool, they routinely learn from textbooks andparents. They continue to be able to play andengage in childlike pastimes. When the grouptravels to the CDC in Atlanta, they experiencestandards of living which they had not possessed inthe camp. For children, the success of adapting todisaster situations and maintaining mental healthis a return to routine and normalcy (Rao, 2006).The “maintenance of the status quo” (Cox & Perry,2011, p. 408) is important in recovering from adisaster.The most common disorders arising fromdisasters are post traumatic stress disorder,depression, and substance abuse (Ksiazak, 2014January 16). Carl does not exhibit overt symptomsof any of these. Though we do not see Carldocumented in every moment, when we see him,we never see signs of these disorders, indicatingCarl has good mental health. Perhaps this isbecause of his resilience or his moral development,which will be discussed further in the analysis.Ripley (2008) bases her theory of disasterresponse on three stages: denial, deliberation, anddecision. Through extensive research into a varietyof recent traumas, Ripley crafted her three stageresponse, which values the importance ofresilience. Resilience is the main factor indetermining how people will respond to a disaster:“They believe they can influence what happens tothem. They find meaningful purpose in life’sturmoil. They are convinced that they can learnfrom both good and bad experiences,” (Ripley,2008, p. 230). In Carl’s case, it is difficult todetermine his resilience; however, we can see thathe has not given up hope, and he learns from bothgood and bad experiences. Also, the l

Session Chair: Dr. Albert D. Dukes III, Lander University Room: Health Education Complex - 2039 10:00-10:12 Temperature Effects on the Morphology of CdSe Nanocrystals. 37 Albert D. Dukes III, Michael Tanner Cameron, Jordan C. Ashley, and Ralph C. Layland Lander University