Theses and Dissertations
This collection includes both ASU Theses and Dissertations, submitted by graduate students, and the Barrett, Honors College theses submitted by undergraduate students.
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Fish consumption advisories are important to the protection of human health but are not often widely communicated nor systematically or comprehensively conducted. The objective of this thesis is to explore the strengths and weaknesses of current fish consumption advisory programs in the US and Canada, providing a comparison between the two countries. The US and Canada were chosen because the two countries are relatively similar in socio-economic makeup as well as in their state vs. federal regulatory setup, allowing for easier comparison. At the sub-federal level, Arizona was chosen to serve as a case study for the US, and Nova Scotia as a case study for Canada. To compare each country, fish consumption advisory programs were broadly described across the 50 US states and 13 Canadian provinces and territories to provide a full understanding of the variation in such programs within each country. In addition to comparison across states and provinces, opportunities and challenges for policy correction to strengthen fish consumption advisory programs will be provided, including suggestions on how the US and Canada can learn from each other in creating better environmental policy. Policy is addressed as a means of improving fish consumption advisory programs because without state or federal requirements to monitor fish tissue for contaminants of concern across the US and Canada, there is no guarantee human health and environmental justice will remain protected in either country. Potential global sources of enhanced environmental policy will be provided as examples of further opportunities for the US and Canada to improve fish consumption advisory program policies.
ContributorsKing, Rachael A H (Author) / Polidoro, Beth (Thesis director) / Watanabe, Karen (Committee member) / Avery, Trevor (Committee member) / School of Mathematical and Natural Sciences (Contributor) / School of Social and Behavioral Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12
Description
The following thesis project explores the foundation of and current operation of the humanities classroom with a focus on who and what is considered scholarly and therefore who and what gets to be in the classroom. In the first chapter I explore the idea of how space- both physical and proverbial- is made through narrative and gives rise to one’s social place. From there I explore notions of human and person. I explore how human is different from person and how current notions of human and person have philosophical foundations that exclude African and Afro-descended persons. In chapter three I explore how notions of human that exclude black-plus persons have gone on to shape the humanities classroom as a white space where notions of scholar and scholarly often exclude black-plus persons. I then go on to reflect on my personal experiences in the Barrett and Women and Gender Studies classrooms. In the final chapter I explore the importance of popular media, specifically modes of mass media (theater, film, TV, social media) as spaces where black-plus narratives tell stories and give depictions of black-plus persons as beings, as humans, as persons. I also touch on how popular media currently is a space where black-plus narratives provide place for black-plus persons and space for people to learn new ways of seeing black-plus people.
ContributorsShambe, Ayanna (Author) / Stancliff, Michael (Thesis director) / Ramsey, Ramsey Eric (Committee member) / School of Mathematical and Natural Sciences (Contributor) / School of Humanities, Arts, and Cultural Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05