In the 80s and 90s in America, residential developers believed that the best way to make money was to build a golf course community. Premiums of homes on golf courses ranged from 30% to 100% more than the price of a similar home not adjacent to a course. Today, the bottom has fallen out of the golf market leaving over 2,400 courses closed in America. Residential homes bordering a closed golf course experience an 11.7% loss of value. Many owners and potential developers want these large parcels of land to be up-zoned so they can build higher density residential and make a profit. Neighbors do not want to lose their greenspace and public officials do not want to be seen as harming single-family residential. This thesis argues that to retrofit a closed golf course, developers, community members and other stakeholders must first understand the morphological and environmental implications of the different types of golf courses, the context surrounding closed courses and the location of these courses in a greater regional area. By understanding closed golf courses in this way, a framework can be established that results from negotiation among golf course residents, neighbors, developers and public officials.

This dissertation examines the content of a required classroom management course to determine how preservice teachers are prepared for managing problem behaviors. Qualitative content analysis of interviews with four adjunct classroom management course instructors, their course syllabi, textbooks, assignments and projects, ancillary course materials, fieldwork, and formative assessment revealed how the topic of problem behaviors is incorporated and implemented in the design of the course and how the topic is addressed in the textbooks and other course materials selected for the course. The complexities of scholarly research, individual course instructors’ personal beliefs about classroom and behavior management and problem behaviors, and the implications of those personal beliefs upon text selection and course content that guide the preservice teacher’s developing philosophies to meet the challenges of today’s diverse educational settings provide the foundation for this interpretive analysis. Findings suggest that, regardless of the documented need for additional preservice teacher preparation in managing student behavior in general and problem behavior specifically, course content on problem behaviors in the classroom management course depends upon the course instructors’ personal beliefs about classroom and behavior management that developed through their personal knowledge, experience, and preferences. Academic freedom serves as a centerpiece of university professor and student rights. Academic freedom must support academic responsibility in the design, implementation, and evaluation of curriculum, preparation of course materials, complementary course offerings, and a competent and judicious treatment of the subject. Findings of this study reveal that the university’s academic responsibility for providing a “competent and judicious treatment of the subject” relies upon the personal beliefs of the individual course instructor. / text

Previous research has established the influence of the division of household labor between spouses on marital satisfaction, as well as the mental health of each spouse. Less is known about how the division of labor changes during the course of marriage. The family development perspective suggests that division of labor will change in response to different stages and circumstances, while the homeostasis perspective suggests that the division of labor will remain stable throughout the life course. This study used data from a 35 year longitudinal study of married women to examine changes of household division of labor over the life course. Participants in this study were wives of medical trainees at an East Coast medical school. Data collection at Time-1 included 175 wives in 1969-1970. The wives were also contacted in 1980 (Time-2), 1990 (Time-3), and 2005 (Time-4). All the participants were white. The average age of the women at Time-1 was 25.5 years. Participation in household labor was measured using five questions reflecting how much the husband helped in traditionally female stereotyped tasks. The five tasks were: does the family wash, sets table for dinner, clears table after meals, washes the dishes, and prepares meals. Other variables were included to help explain the change in husband participation in household labor over the course of the marriage, including number of children, the number of hours worked by the wife, and the wife's level of education. Multi-level growth curve modeling was used to examine stability and change in husband participation in household tasks over time. The fixed effects in the baseline model showed a significant positive linear slope indicating more husband participation over time. The random effect for time was also significant, suggesting variability in slopes across the sample. Results from the quadratic effect for time indicated a downward linear slope, attenuated by a positive quadratic slope. Thus, the results indicate that husbands participate less in household tasks early in marriage, but their level of participation increases in midlife. No predictor variables accounted for significant variability in the initial value or rate of change in the husband's participation in household tasks.

Through distance learning, the community college system has moved beyond geographical boundaries to serve all students and provide educational opportunities at a distance to individuals previously out of reach of the college community. With the inception of the Mississippi Virtual Community College (MSVCC) in January 2000, Mississippi’s public community colleges have experienced unprecedented growth in online enrollments and online course offerings to include the laboratory sciences; however, transfer of online lab science courses are problematic for individuals who wish to gain admittance to Medical, Dental, and Pharmacy schools in Mississippi. Currently online lab science courses are not accepted for transfer for students seeking admission to Mississippi Medical, Dental, or Pharmacy schools. The need for this study, the statement of the problem, and the purpose of the study address transfer issues related to the transfer of online lab science courses in Mississippi and the impact of such on the student and community college. The study also addresses existing doubts regarding online course delivery as a viable method of lab science delivery. The purpose of the study was to investigate differences between online instructional delivery as compared to traditional face-toace delivery with the following research questions to: 1. Investigate the perception of quality of online courses as compared to traditional face-toace courses. 2. Investigate the difference in student performance in online transfer lab science courses as compared to student performance in traditional face-toace lab science courses. The results of this 13 semester study show significant differences in both perception of quality and student performance between online instructional delivery as compared to traditional face-toace delivery. The findings demonstrate a need for Mississippi Dental, Medical, and Pharmacy schools to re-examine the articulation agreement between IHL and Community and Junior Colleges and consider accepting online lab sciences courses taken at the community college as transfer for admission to Medical, Dental, and Pharmacy schools. Conclusions are included in the study; however, additional studies are needed to address the issue of student performance in the online lab science classroom.

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