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.
Filtering by
- All Subjects: data
- Creators: Martin, Thomas
concerning citizens of the United States. The first step is to explore the need for federal
legislation because of the problems of cyberattacks, data loss and leakage, and big data. The
proposal then analyses how other countries had already addressed these concerns for their
citizens through legislation by looking at their regulation and the results of implementation. The
paper adjacently discusses the importance of American values of privacy as a fundamental right,
the free market, and protection from the private sector within a cybersecurity paradigm. From
this combined research, the paper yields a proposal of how the U.S. government should address
the situation through federal policy. The policy outlines cybersecurity measures to protect
information from cyberattacks and data loss and leakage, rights of American citizens that
organizations need to uphold, and the creation of a commission that provides resources and
education to domestic and foreign organizations.
Visualizations can be an incredibly powerful tool for communicating data. Data visualizations can summarize large data sets into one view, allow for easy comparisons between variables, and show trends or relationships in data that cannot be seen by looking at the raw data. Empirical information and by extension data visualizations are often seen as objective and honest. Unfortunately, data visualizations are susceptible to errors that may make them misleading. When visualizations are made for public audiences that do not have the statistical training or subject matter expertise to identify misleading or misrepresented data, these errors can have very negative effects. There is a good deal of research on how best to create guidelines for creating or systems for evaluating data visualizations. Many of the existing guidelines have contradicting approaches to designing visuals or they stress that best practices depend on the context. The goal of this work is to define the guidelines for making visualizations in the context of a public audience and show how context-specific guidelines can be used to effectively evaluate and critique visualizations. The guidelines created here are a starting point to show that there is a need for best practices that are specific to public media. Data visualization for the public lies at the intersection of statistics, graphic design, journalism, cognitive science, and rhetoric. Because of this, future conversations to create guidelines should include representatives of all these fields.