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
- Creators: College of Health Solutions
This thesis project will discuss how the three macronutrients, protein, carbohydrate and fat, benefit the body and what happens when the body is lacking in any of them. It also delves into micronutrients and supplements and how those can aid in the recovery process following an injury. Inflammation and sleep as well as mood disturbances are also explained. Meal options are available in the second half of this paper displaying pictures of nutritional meals along with their ingredients, instructions and calories. This project displays how a lack of protein can decrease muscle protein synthesis, how carbohydrate deficiency can lead to fatigue and more injury and how Omega-3 fatty acids are more beneficial than Omega-6 fatty acids. In addition, the paper discusses how vitamins, such as vitamin D and C, are important in providing bone strength and preventing excess inflammation. Supplements are reported to be beneficial, however, a disadvantage of consuming nutrients from a synthetic source can rob the athlete of a healthy mixture of nutrients and minerals. Overall, consumption of proper nutrients can aid in the recovery process following an injury and sleep is an important factor that should also be considered while the body heals.
This review of research aimed to explore and understand the benefits of transferable life skills learned through playing sports. Life skills are internal assets, characteristics, and skills that are developed from certain experiences and are beneficial if not necessary to complete daily tasks. Life skills can further be broken down into emotional, cognitive, and social subcategories. During this review of research, it was found that participation in sports programs may enhance the acquisition or improvement of these personal assets due to the development of physical, emotional, psychological, and social aspects, which can be transferred to different areas of life, such as work, school, and family. This leads us to hypothesize that participation in sports can be beneficial when it comes to developing life skills that are used in all aspects of life. The current body of literature suggests that Youth sports should be encouraged from a young age for the obvious physical benefits and behind-the-scenes psychological benefits.
Methods: 9 female college students (age 18-24) were assigned to two yoga sessions, Vinyasa Flow and Meditative yoga. Each participant attended one session of each type of yoga, where their cardiovascular responses were measured both pre and post yoga session. Heart rate, Rate of Perceived Exertion (RPE), and blood pressure were all measured.
Results: Meditative yoga showed a significant difference in the acute response of systolic blood pressure, diastolic blood pressure, and RPE. Vinyasa Flow yoga showed a significant difference the acute response of systolic blood pressure, diastolic blood pressure, and RPE. Heart rate was significantly different when comparing measurements before each yoga session. Systolic blood pressure, diastolic blood pressure, heart rate, and RPE were all significantly different when comparing acute measurements after each respective session. Significance was set to p < 0.05.
Conclusions: Overall, the hypothesis was supported that there was a difference in cardiovascular measurements. Meditative yoga was better at significantly decreasing blood pressure acutely, whereas Vinyasa Flow yoga increased blood pressure acutely. This suggests that Meditative yoga could be suggested over Vinyasa Flow yoga for certain individuals with hypertension. Differences between the yoga practices were found and the cardiovascular effects of different yoga practices can be better understood due to this research.
The integrative model for developmental competencies in minority youth and the stress-buffering model posit that ethnic minority youth have unique experiences (e.g., stressors) that can inhibit their developmental pathways, but that supportive relationships can play a buffering role for individuals when in the presence of stressors. The current study examines the associations between parent-child conflict, sleep, and depressive symptoms among 207 Latinx youth (M = 12.39, SD = 1.15; 53% females) while exploring the moderating role of the opposite parent’s warmth. Results revealed positive links between mother-child conflict, sleep, and depressive symptoms and between father-child conflict and depressive symptoms. No evidence was found for the moderating role of parental warmth. This study’s findings contribute to the knowledge on Latinx youth by creating a starting point for potential intervention targets in familial processes.
The goal of this creative project was to create a card-based game relevant to a functional anatomy course. This game would facilitate learning of the muscles, their origins and insertions, and the joint actions to which they strongly contribute. In order to create an effective study tool for memorization and retention, we utilized aspects of cognitive load theory, as well as emotional design principles, including gamification. We focused on the three types of cognitive load: (1) intrinsic cognitive load (the inherent complexity of the learning material), (2) germane cognitive load (the capacity of working memory to create cognitive schema), and (3) extraneous cognitive load (aspects of a learning task that do not contribute to the learning goal). Our goals for effective game design were to increase germane load, decrease intrinsic load, and decrease extraneous load. Additionally, emotional design principles and gamification were used to elicit positive emotions regarding the learning material to increase the amount of working memory load dedicated to learning, rather than extraneous processing.