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.
Displaying 1 - 5 of 5
Description
Many journals provide guidelines for their publications, which outline the expectations for authors when submitting an article for publication. Although these guidelines have become common practice for some journals, there is little written regarding the impact that these guidelines have on the reporting of research. This paper aims to provide insight regarding the question of “How do journal guidelines address the reporting of data in scientific journals?” This study does not measure the impact that guidelines have had on the reporting of research and instead aims to use the established methodology of document analysis to develop a new instrument for helping understand how and whether publication guidelines impact the reporting of data. The work conducted to develop this methodology involved analysis of the language used in publication guidelines and its potential impact on the use of qualitative versus quantitative data in the reporting of animal behavior research. The topic was chosen as animal behavior research often requires the use of both quantitative and qualitative observations when reporting. In this study, we examined the differences in publication guidelines outlined by the Elsevier’s Animal Behaviour between the years 1960 and 2019, to identify any potential influence of the journal’s publication guidelines on the reporting of scientific research in Animal Behaviour. This study highlights three emerging themes (data presentation, types of research topics and paper types) and identifies supporting language in the guidelines that address the use of qualitative and quantitative terms in the reporting of scientific research.
ContributorsVazquez, Luis Armando (Author) / Briggs, Georgette (Thesis director) / Brian, Jennifer (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
This paper explores the impacts of dam-induced displacement on the health of populations. By the start of the 21st century, an estimated 40-80 million people worldwide were forced to resettle due to the construction of large dams. The process of displacement and resettlement is connected to numerous social impacts on communities such as decreases in household income, natural resources, and social connectivity, but less seems to be known about specific health impacts. Analyzing literature in a formal review allowed for increased understanding about what information already exists in published research regarding the connections between dams, displacement, and health. Some negative health impacts as a result of forced displacement were identified, including increases in infectious disease transmission, depression, and mortality rates as well as losses of food and water sources. However, the small amount of cases found in the literature review when compared to the massive scale of dam development worldwide indicates a gap in knowledge in the dam industry and research field specifically about the health of the vast majority of populations forcibly displaced by dams. Health impacts must be considered and systematically studied in dam projects involving displacement to fully understand the needs of resettled populations and move towards equitable processes in development projects worldwide.
ContributorsWalker, Erika (Author) / Hruschka, Daniel (Thesis director) / Brian, Jennifer (Committee member) / Drake, Alexandria (Committee member) / School of Human Evolution & Social Change (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Genetic engineering and gene alterations are a very rich and complex issue that have been the talk of many ethical debates. Somatic and germline genetic engineering technologies are becoming more prevalent in the scientific community and could be provided for public use in a matter of time. These technologies raise bioethical concerns as society recognizes the challenges behind where to draw the line in use of this relatively new science. The basis of this paper is focused around a meta-analysis and systematic assessment of previous publications of major ethical debates to show the complex interests and ideas that need to be reflected and contemplated upon when deciding to genetically alter our species. A short description of background literature takes place first to show the ideas of major philosophers and bioethic figures to introduce these topics. This analysis will then continue with discussion from a religious point of view and the concerns that they have on these technologies. Next, there is a discussion regarding violation of consent, rights, and autonomy. A discussion of the potential consequential grounds of these enhancements on our species and what they could mean for our future takes ensues after this. At the end of this paper, there is a last discussion about the injustice and inequity that could form from these technologies becoming available to the public. These technologies could affect the future of our entire species and drastically shape our society, medicine, and science in ways we could never imagine.
ContributorsHinni, Danielle Nicole (Author) / McGregor, Joan (Thesis director) / Brian, Jennifer (Committee member) / Department of Psychology (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
This project was designed to assess whether Arizona State University’s current Health and Counseling services perpetuate healthcare discrimination against its LGBTQIA+ student population: a pervasive problem that both researchers and patients have observed in the general healthcare landscape--on university campuses and beyond. A two-part online survey, including multiple-choice and free-response questions, was administered to ASU students attending any of the four campuses in order to receive a wide range of student feedback from diverse populations and assess the queer and transgender healthcare experience on campus. This survey data was used to pinpoint gaps and/or problems in student care and to assess how these concerns might be addressed. Results showed that a number of participants experienced discrimination, including incorrect references to gender pronouns, name preferences, and sexual identity. In response to survey participants’ desire for clearer information about health care services, a prototype for a resource pamphlet and corresponding mock-up of an online platform were created. These prototype resources clearly outline information about the sexual, mental, and physical health resources provided by ASU and include supplementary off-campus programs to fill the gaps in university services. Additionally, these findings were used to create a prototype that could be used to help ensure healthcare workers are familiar with LGBTQIA+ specific healthcare needs.
ContributorsJocque, Meta Elizabeth (Co-author) / Sells, Emma (Co-author) / Miller, April (Thesis director) / Brian, Jennifer (Committee member) / Van Engen, Dagmar (Committee member) / Department of Psychology (Contributor) / School of Human Evolution & Social Change (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
This project looks at the impact that the internet has had on society, and how it has shaped the way that digitally native generations live their lives. More specifically, this thesis showcases what it means for younger generations to be digitally native and how engaging with technology while growing up affects the way that these individuals experience contemporary adolescence. Generation X is said to be the last group of people to experience life before the spread of the personal computer and internet access. Newer generations, such as Generation Z, have grown up having constant and easy access to the internet, all of the information it encompasses, and its additional functions. This access has shaped much of the generation as individuals as well as society as a whole. It can be argued that the human experience has been fundamentally different for those born after the creation of the internet and the rapid increase in accessible technology that followed. Through an interview with a participant from Generation X, I will showcase the transformative role that the internet and technology has played in major life events for a digitally native individual compared to that of individuals from older generations. As a member of Generation Z, I will compare my personal narrative regarding ten different life events occurring between the ages of five to 25 that I feel are common and impactful to the narrative a of non-digitally native individual. I expect to see that the internet and the creation of cyber culture that we see through social media has enhanced many of the defining events for younger generations growing up in some positive ways as well as some negative ways. Thus, growing up only knowing the internet and its purposes has altered the way that our experiences play out as we age, for good and for bad.
ContributorsTomchak, Marissa Janine (Author) / Ingram-Waters, Mary (Thesis director) / Brian, Jennifer (Committee member) / Department of Psychology (Contributor) / School of Politics and Global Studies (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-05