Barrett, The Honors College Thesis/Creative Project Collection
Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.
Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.
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Did He Kill the Mockingbird? is a play I wrote, which explores the effects of being on the Autism Spectrum plays in Arthur Radley’s life. Arthur Radley is a very misunderstood member of Maycomb County, who is constantly seen as a lesser member of society in Maycomb County.
Did He Kill the Mockingbird? provides an alternate ending to To Kill a Mockingbird. In the original play, the townspeople never discovered that Arthur Radley killed Bob Ewell. In Did He Kill the Mockingbird? a townsperson overhears Atticus Finch and Heck Tate discussing Bob Ewell's death. This leads the townsperson to tell others in Maycomb County of the events that had unfolded the night Bob Ewell died.
As the play progresses, we explore how ignorance, willful and not, change the daily lives and actions of individuals who have mental illnesses and disabilities such as Autism. The townspeople may not see a problem with the way they treat Arthur Radley, as he is just a man who they believe stabbed his mother. However, in reality, they are causing more harm by encouraging and perpetuating rumors about Arthur Radley. In turn, the rumors enhance the stigma that plagues Arthur Radley.
Jean Louise Finch is the main character in Did he Kill the Mockingbird? Jean supports Arthur Radley, and is able to see the good in him although the rest of the townspeople continue to believe he is a bad person.
I hope that my version of this alternative ending to original play brings to light the changes that we need to make as a society to encourage the acceptance of all people. As a society, we need to treat all people, whether disabled or not, as equals. Rather than perpetuating stereotypes, we need to encourage everyone to work hard and reach for their goals whatever they may be.
Did He Kill the Mockingbird? provides an alternate ending to To Kill a Mockingbird. In the original play, the townspeople never discovered that Arthur Radley killed Bob Ewell. In Did He Kill the Mockingbird? a townsperson overhears Atticus Finch and Heck Tate discussing Bob Ewell's death. This leads the townsperson to tell others in Maycomb County of the events that had unfolded the night Bob Ewell died.
As the play progresses, we explore how ignorance, willful and not, change the daily lives and actions of individuals who have mental illnesses and disabilities such as Autism. The townspeople may not see a problem with the way they treat Arthur Radley, as he is just a man who they believe stabbed his mother. However, in reality, they are causing more harm by encouraging and perpetuating rumors about Arthur Radley. In turn, the rumors enhance the stigma that plagues Arthur Radley.
Jean Louise Finch is the main character in Did he Kill the Mockingbird? Jean supports Arthur Radley, and is able to see the good in him although the rest of the townspeople continue to believe he is a bad person.
I hope that my version of this alternative ending to original play brings to light the changes that we need to make as a society to encourage the acceptance of all people. As a society, we need to treat all people, whether disabled or not, as equals. Rather than perpetuating stereotypes, we need to encourage everyone to work hard and reach for their goals whatever they may be.
ContributorsTravieso, Alejandra (Author) / Fette, Donald (Thesis director) / Hoyt, Heather (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
When the Bureau of Land Management (BLM) auctioned off federal lands in the Holbrook Basin area in Arizona, this action set off a furor among concerned residents and groups in Arizona. Under new rules, the BLM did not have to conduct a public input or environmental analysis before the lease auction. Furthermore, evidence suggests that oil and gas companies may use techniques similar to fracking to obtain helium gas from the Holbrook Basin. Through the analysis of the history of fracking in the United States (U.S.) and Arizona as well as fracking bans in four key states, New York, Pennsylvania, Colorado, and Florida, this paper will illustrate some of the ways Arizona can go about preventing fracking. These case studies suggest that the best way to do this is to focus on the local level, specifically zoning regulations, and then move to the state level.
ContributorsHegde, Sakshi (Author) / Jalbert, Kirk (Thesis director) / Bruhis, Noa (Committee member) / School of Sustainability (Contributor) / School of Geographical Sciences and Urban Planning (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
Above and Beyond ASU's Campus is a blog created for college students at Arizona State University in order to suggest opportunities to explore in Arizona out of the Tempe region. The purpose of this blog is to encourage students to go and gain life experiences that cannot be found directly on campus and allow them to make the most of their time in this desert landscape. The blog is divided into three categories consisting of outdoor activities, historical locations, and popular culture events. The blog is written from both my first-person point of view along with researched information in regard to each activity. The goal of the blog is to be relatable to the student as well as be a one-stop, easy format for finding a variety of information. The blog format was chosen in order to appeal to the target audience with its appearance, simple format, and ability to write in a relatable tone.
ContributorsDollarhide, Hannah Marie (Author) / Lynch, Jacquelyn (Thesis director) / McWilliams, Claire (Committee member) / Dean, W.P. Carey School of Business (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
This thesis explores the current standards and the progress being made for civic education in the state of Arizona. To develop a new model, it draws on the programs offered to students in the community of Camden, NJ by the thriving civics department at Rutgers University. Motivated by the current lack of civic resources in Arizona high schools, this research seeks out a practical, community-centered approach to improving the civic education standards. Arizona was one of the first states to make civic education a priority by passing the American Civics Act, but there is still a long way to go to create civically engaged classrooms for students. The proposed plan combines citizenship pedagogy with direct service opportunities, mentorship, and community projects to help students become engaged in their local communities.
ContributorsMiller, Mekenna Moriah (Author) / Simhony, Avital (Thesis director) / Lennon, Tara (Committee member) / School of Public Affairs (Contributor) / School of Social Transformation (Contributor) / School of Politics and Global Studies (Contributor, Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
The following honors thesis analyzes the history of advertising in the state of Arizona since the late 19th century and its overall impact on economic development. Advertising is defined as the action of calling something to the attention of the public, especially by paid announcements; and economic development is defined as the process whereby simple economies are transformed into modern industrial economies. This paper will analyze the influence of key people, events, locations, and publications on consumer behavior and discuss how they contributed to tourism in the state and, subsequently, economic growth. By speaking to experts on Arizona history, economic development and tourism as well as analyzing a variety of historical multimedia, I will discuss how advertising methods evolved over time and how they contributed to increased interest and growth within the state.
ContributorsTatom, Julia Kathryn (Co-author) / Tatom, Julia (Co-author) / Eaton, Dr. John (Thesis director) / Mokwa, Dr. Michael (Committee member) / Department of Marketing (Contributor) / Department of Economics (Contributor) / Department of Information Systems (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
The way the public perceives law enforcement influences how communities function. Identifying how individuals develop their perceptions of law enforcement is critically important. Mainly, their experiences with officers determine how perceptions of law enforcement are developed. Analyzing perceptions of law enforcement can help people understand relationships that officers have with community members and determine the type of impact that officers have on certain populations such as the youth. This study examines youth perceptions of law enforcement. The youths’ perception of police is an important perception to analyze. It is important because their perceptions have the power to create change or influence other people their age. It has been seen that the youth “create meaningful institutional change in their communities”. The research and findings on perceptions of law enforcement are important because they could help explain whether there is a correlation between crime rates in the community and perceptions of law enforcement from community members. It can also help identify how much the youth population is willing to rely on law enforcement and whether they trust and respect them. The youth are exposed to factors in their community that can influence certain attitudes and perspectives. In this research, a study from Elementary schools in Compton, CA is analyzed to identify youth perceptions of law enforcement. The research questions addressed are: Is there any correlation between crime rates in the community and perceptions of law enforcement? Can a program implemented into schools improve youth perceptions of law enforcement? How much are the youth willing to rely on law enforcement?
ContributorsRodriguez Villarreal, Elizabeth (Author) / Fine, Adam (Thesis director) / Trinkner, Rick (Committee member) / School of Criminology and Criminal Justice (Contributor, Contributor) / School of Social Work (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Cities and towns are creatures of the state. There is a constitutional hierarchy between levels of governments, and cities and local governments are structurally at the bottom of this hierarchy. However, despite this established dynamic of power, local governments in the State of Arizona have traditionally maintained a significant level of autonomy when it comes to enacting their own policies. In the face of slow-moving state and national governments, local governments have operated on a level that is quick to respond to the needs of its citizens, and cities have assumed the role of filling in the policy and administrative gaps of higher levels of government. However, relatively recently, there has been increased conflict between cities and the State of Arizona. The state legislature has passed various measures restricting local governments on a variety of topics ranging from elections, labor, firearms, immigration, environmental regulations, and more, preempting cities at a wide level.
ContributorsKhan, Nadira (Author) / Lewis, Paul (Thesis director) / Larsen, Dale (Committee member) / School of Politics and Global Studies (Contributor, Contributor) / Department of Information Systems (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
This short documentary on the Equal Rights Amendment features attorney Dianne Post and State Representative Jennifer Jermaine, and it examines the fight for passage at the federal and state level. This film attempts to answer the following questions: What is the ERA? What is its history? Why do we need it? How do we get it into the Constitution of the United States of America?
The text of the Equal Rights Amendment (ERA) states that “equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex.” The amendment was authored by Alice Paul and was first introduced into Congress in 1923. The ERA did not make much progress until 1970, when Representative Martha Griffiths from Michigan filed a discharge petition demanding that the ERA move out of the judiciary committee to be heard by the full United States House of Representatives. The House passed it and it went on to the Senate, where it was approved and sent to the states for ratification. By 1977, 35 states had voted to ratify the ERA, but it did not reach the 38 states-threshold required for ratification before the 1982 deadline set by Congress. More recently, Nevada ratified the ERA in March 2017, and Illinois followed suit in May 2018. On January 27th, 2020, Virginia finalized its ratification, making it the 38th state to ratify the Equal Rights Amendment.
Supporters of the ERA argue that we have reached the required goal of approval by 38 states. However, opponents may have at least two legal arguments to challenge this claim by ERA advocates. First, the deadline to ratify was 1982. Second, five states have voted to rescind their ratification since their initial approval. These political and legal challenges must be addressed and resolved before the ERA can be considered part of the United States Constitution. Nevertheless, ERA advocates continue to pursue certification. There are complicated questions to untangle here, to be sure, but by listening to a variety of perspectives and critically examining the historical and legal context, it may be possible to find some answers. Indeed, Arizona, which has yet to ratify the ERA, could play a vital role in the on-going fight for the ERA.
The text of the Equal Rights Amendment (ERA) states that “equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex.” The amendment was authored by Alice Paul and was first introduced into Congress in 1923. The ERA did not make much progress until 1970, when Representative Martha Griffiths from Michigan filed a discharge petition demanding that the ERA move out of the judiciary committee to be heard by the full United States House of Representatives. The House passed it and it went on to the Senate, where it was approved and sent to the states for ratification. By 1977, 35 states had voted to ratify the ERA, but it did not reach the 38 states-threshold required for ratification before the 1982 deadline set by Congress. More recently, Nevada ratified the ERA in March 2017, and Illinois followed suit in May 2018. On January 27th, 2020, Virginia finalized its ratification, making it the 38th state to ratify the Equal Rights Amendment.
Supporters of the ERA argue that we have reached the required goal of approval by 38 states. However, opponents may have at least two legal arguments to challenge this claim by ERA advocates. First, the deadline to ratify was 1982. Second, five states have voted to rescind their ratification since their initial approval. These political and legal challenges must be addressed and resolved before the ERA can be considered part of the United States Constitution. Nevertheless, ERA advocates continue to pursue certification. There are complicated questions to untangle here, to be sure, but by listening to a variety of perspectives and critically examining the historical and legal context, it may be possible to find some answers. Indeed, Arizona, which has yet to ratify the ERA, could play a vital role in the on-going fight for the ERA.
ContributorsSchroder, Jude Alexander (Author) / Adelman, Madelaine (Thesis director) / Mitchell, Kathryn (Committee member) / School of Politics and Global Studies (Contributor, Contributor, Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Despite its well-documented preference for much more humid climates, the yellow fever mosquito, or Aedes aegypti, has inhabited Arizona since 1951. Their presence is of great concern as they can transmit many deadly diseases, including yellow fever, chikungunya, Zika, and dengue fever, putting the residents of the Phoenix Metropolitan Area at risk. Maricopa County Vector Control has made an extensive effort to reduce this risk mainly through the act of fogging insecticides during the night in areas where mosquito numbers exceed a threshold. However, given the well-known temperature-toxicity relationships in insect species, fogging at night may be less or more effective —depending on the relationship— due to the colder temperatures at these times. Additionally, insecticide resistance testing has always been performed at temperatures not usually experienced during fogging, adding to the uncertainty on how useful those test outcomes are. This study took the first steps in determining the effects of temperature on the toxicity of a commonly used insecticide, deltamethrin, on Aedes aegypti by developing a dose response curve on a lab strain at a standard lab temperature of 25°C by performing a CDC bottle bioassay. The diagnostic dose was found to be 50 μg/mL and the lethal dose, 50% (LD50, the dose required to kill half of the test mosquitoes) was found to be 9 μg/mL. Future testing would need to be completed to compare the deltamethrin dose response curve developed in this study with deltamethrin dose response curves at various different temperatures.
ContributorsEl Sheikha, Mariam D (Co-author) / El Sheikha, Mariam (Co-author) / Paaijmans, Krijn (Thesis director) / Huijben, Silvie (Committee member) / Kalmouni, Joshua (Committee member) / Harrington Bioengineering Program (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Personal experiences with body image dysmorphia and an eating disorder necessitated that I do a thorough investigation into why they happened and why I felt this way about my body. For this project, not only was I motivated by my own struggles, but I noticed that these experiences were shared among my family, my friends, and my fellow peers in the dance community. We had been struggling since childhood. I began to realize that these behaviors and thought patterns were manifestations of apology, an apology that women have been learning, living, and spreading since our beginnings. Why do women apologize? How does this apology affect how we view, treat, and navigate our bodies in space? In what ways can dance be the mechanism by which we remove apology and individually and collectively find joy, freedom, and liberation? Not only was I interested in understanding the ‘why’, but I was deeply interested in finding a solution. Research for this thesis came from written materials, stories that the dancers and I shared, and choreographic research in the body. The final goal was to create a community-based performance of dance, spoken word, and storytelling that demonstrated the findings from each of those questions and catalyzed a conversation about how we can liberate ourselves. We used rehearsals to explore our own experiences within apology and shame, while also exploring how the ways in which we practice being unapologetic in the dance space can translate to how we move through the world on a daily basis.
Through a deep analysis and application of Sonya Renee Taylor’s book The Body Is Not An Apology, I discovered that apology is learned. We learn how to apologize through body shame, the media, family/generational trauma, and government/law/policy. This apology is embodied through gestures, movement patterns, and postures, such as bowing the head, hunching the shoulders, and walking around others. Apology causes us to view our bodies as things to be manipulated, discarded, and embarrassed by. After recognizing why we apologize and how it affects our bodies, we can then begin to think of how to remove it. Because the body the site of the problem, it is also the site of the solution. Dance gives us an opportunity to deeply learn our bodies, to cultivate their power, and to heal from their traumas. By being together in community as women, we are able to feel seen and supported as we work through uncharted territory of being free from apology in these bodies. By dancing in ways that allow us to take up space, to be free, to be unapologetic, we use dance as a practice for life. Through transforming ourselves, we begin to transform the world and rewrite the narrative of how we exist in and move through our bodies as women.
Through a deep analysis and application of Sonya Renee Taylor’s book The Body Is Not An Apology, I discovered that apology is learned. We learn how to apologize through body shame, the media, family/generational trauma, and government/law/policy. This apology is embodied through gestures, movement patterns, and postures, such as bowing the head, hunching the shoulders, and walking around others. Apology causes us to view our bodies as things to be manipulated, discarded, and embarrassed by. After recognizing why we apologize and how it affects our bodies, we can then begin to think of how to remove it. Because the body the site of the problem, it is also the site of the solution. Dance gives us an opportunity to deeply learn our bodies, to cultivate their power, and to heal from their traumas. By being together in community as women, we are able to feel seen and supported as we work through uncharted territory of being free from apology in these bodies. By dancing in ways that allow us to take up space, to be free, to be unapologetic, we use dance as a practice for life. Through transforming ourselves, we begin to transform the world and rewrite the narrative of how we exist in and move through our bodies as women.
ContributorsWaller, Marguerite Lilith (Author) / Fitzgerald, Mary (Thesis director) / Britt, Melissa (Committee member) / Lerman, Liz (Committee member) / Dean, Herberger Institute for Design and the Arts (Contributor) / School of Film, Dance and Theatre (Contributor, Contributor) / School of Social Transformation (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05