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Automation in a Progressive Economy: The Race between Humans and Technology

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For as long as humans have been working, they have been looking for ways to get that work done better, faster, and more efficient. Over the course of human history, mankind has created innumerable spectacular inventions, all with the goal

For as long as humans have been working, they have been looking for ways to get that work done better, faster, and more efficient. Over the course of human history, mankind has created innumerable spectacular inventions, all with the goal of making the economy and daily life more efficient. Today, innovations and technological advancements are happening at a pace like never seen before, and technology like automation and artificial intelligence are poised to once again fundamentally alter the way people live and work in society. Whether society is prepared or not, robots are coming to replace human labor, and they are coming fast. In many areas artificial intelligence has disrupted entire industries of the economy. As people continue to make advancements in artificial intelligence, more industries will be disturbed, more jobs will be lost, and entirely new industries and professions will be created in their wake. The future of the economy and society will be determined by how humans adapt to the rapid innovations that are taking place every single day. In this paper I will examine the extent to which automation will take the place of human labor in the future, project the potential effect of automation to future unemployment, and what individuals and society will need to do to adapt to keep pace with rapidly advancing technology. I will also look at the history of automation in the economy. For centuries humans have been advancing technology to make their everyday work more productive and efficient, and for centuries this has forced humans to adapt to the modern technology through things like training and education. The thesis will additionally examine the ways in which the U.S. education system will have to adapt to meet the demands of the advancing economy, and how job retraining programs must be modernized to prepare workers for the changing economy.

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Agent

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Date Created
2018-05

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Proposal for a New Course: French for Spanish Speakers

Description

This paper seeks to propose a new accelerated French course within the School of International Letters and Cultures at Arizona State University for students who are previously fluent in Spanish. French and Spanish are both Romance languages and exhibit many

This paper seeks to propose a new accelerated French course within the School of International Letters and Cultures at Arizona State University for students who are previously fluent in Spanish. French and Spanish are both Romance languages and exhibit many lexical and structural similarities. Students learning French with a Spanish background would be able to draw on prior knowledge to learn their target language faster and with fewer credits. This paper serves as a preliminary proposal offering background research on third language acquisition as well as the rationale for the course. French for Spanish speakers would present numerous benefits to both students and the university. Students would gain access to increased fast-paced French learning, which can offer career opportunities and cognitive benefits later in life. Furthermore, the School of International Letters and Cultures would be able to use this innovative course to draw students into French programs. Research was conducted regarding the current environment of language courses offered at Arizona State University to show how this new course would fit in. Additionally, the two existing cases of French for Spanish speakers courses offered in the United States were considered in creating this proposal. Also included in the paper are the following specific course suggestions: a textbook to be used in a flipped classroom setting, pre-requisite courses, as well as proficiency expectations for the end of one semester taken from the American Council on the Teaching of Foreign Languages. If implemented, Arizona State would become the third university in the country to offer this innovative course, which could be highly successful.

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2019-05

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Low-Budget, Variable-Length, Arduino-Based Robotics Unit

Description

This thesis is explaining the background, methods, discussions, and future work of developing a low-budget, variable-length, Arduino-based robotics unit for a 5th-7th grade classroom. The main motivation for the Thesis came from self-motivation and a lack of K-12th grade

This thesis is explaining the background, methods, discussions, and future work of developing a low-budget, variable-length, Arduino-based robotics unit for a 5th-7th grade classroom. The main motivation for the Thesis came from self-motivation and a lack of K-12th grade teachers’ teaching robotics. The end goal of the Thesis would be to teach primary school teachers how to teach robotics in the hopes that it would be taught in their classrooms. There have been many similar robotics or Arduino-based curricula that do not fit the preferred requirement for this thesis but do provide some level of guidance for future development. The method of the Thesis came in four main phases: 1) setup, 2) pre-unit phase, 3) unit phase, and 4) post unit phase. The setup focused primarily on making a timeline and researching what had already been done. The pre-unit phase focused primarily on the development of a new lesson plan along with a new robot design. The unit phase was primarily focused around how the teacher was assisted from a distance. Lastly, the post unit phase was when feedback was received from the teacher and the robots were inventoried to determine if, and what, damage occurred. There are many ways in which the lesson plan and robot design can be improved. Those improvements are the basis for a potential follow-up master’s thesis following the provided timeline.

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Agent

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Date Created
2019-05

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Redefining the Learning Experience: A New Curriculum and Academic Environment for Children Ages 11-13

Description

This project has the intent of redefining the learning experience of children ages 11-13 through student-centered design that of provides a beneficial environment for emotional, social, and physical health in which students can become more independent in both accountability of

This project has the intent of redefining the learning experience of children ages 11-13 through student-centered design that of provides a beneficial environment for emotional, social, and physical health in which students can become more independent in both accountability of actions and in their thinking to see the larger picture and real-world application of each topic they learn and to foster thinking at a global scale. This is to be completed through the focus on the cognitive development and physical needs of the children at this age, a combination of the pedagogical models of inquiry-based, project-based, and community-based learning, connection to resources, implementation of design completed with understanding and testing of learning and working collaborative spaces, emphasizing the biophilic experience.

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Agent

Created

Date Created
2017-05

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Classroom Integration of STEM Using Learning Centers

Description

This project examined the need for Science, Technology, Engineering, and Math (STEM) activities within a specific modality (centers) and their potential influence on elementary students with a particular emphasis on gender. STEM is an interdisciplinary curriculum that seeks to seamlessly

This project examined the need for Science, Technology, Engineering, and Math (STEM) activities within a specific modality (centers) and their potential influence on elementary students with a particular emphasis on gender. STEM is an interdisciplinary curriculum that seeks to seamlessly incorporate science, technology, engineering, and math. Due to the increasing demand for STEM professions and proficiency within each aspect, the education system and individual educators require lessons and modalities that motivate learning in each of these areas. Administrators and teachers need creative ways to provide effective STEM implementation. Currently, the education system as a whole lacks creative and motivating material for these four domains. Not only this, but there has been a misunderstanding in regard to what effective STEM implementation entails, as well as a dearth of classroom ready lessons for educators. As a result, this thesis project developed a way to implement STEM through the use of learning centers. Learning centers are defined as designated areas within a classroom that allow easy access to a variety of learning materials. Within these centers are activities that reinforce concepts by using inquiry-based learning. Learning centers are effective in developing additional concepts or providing students with a greater breadth of knowledge on a concept. This thesis project developed three STEM learning center activity boxes and two STEM learning center outlines. Creating effective STEM learning centers and outlines was a multistep process. The first step was to develop a 3E lesson plan for each activity. Once the lesson plans were revised and complete, the creation of the three activity boxes was next. To create the activity boxes, all the required materials and worksheets were gathered and printed. From there, the next step was to implement the learning centers in a classroom to observe the results and propose any modifications. Afterwards, a reflection detailing the results and modifications was made. In the end, the goal of this project was to develop easily implemented STEM activities for my future classroom. Coming up with a creative way to get kids curious and excited about STEM is key in building STEM awareness. Not only did my project create STEM activities I can implement, but it also allowed me the opportunity to share my activities with other teachers. As a result, influencing the spread of STEM amongst future and current teachers.

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Agent

Created

Date Created
2018-05

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Differences in Student-Perceived Anxiety and Attention Levels Between Italian Language and Non-Language College Courses

Description

The levels of student-perceived anxiety and attention in the Italian language classroom were evaluated. The central evaluation focused on the differences between how students experience anxiety and attention between Italian language and non-language courses. First-year Italian language students were surveyed

The levels of student-perceived anxiety and attention in the Italian language classroom were evaluated. The central evaluation focused on the differences between how students experience anxiety and attention between Italian language and non-language courses. First-year Italian language students were surveyed using a self-report measure to identify individual levels of anxiety and attention during Elementary Italian I (ITA 101) courses compared to their experiences in non-language 100-level courses. A total of 65 responses were collected from the ITA 101 students of four different professors at Arizona State University. It was hypothesized that students experience more anxiety and pay greater attention during language courses in comparison to non-language courses. However, the differences between how students experienced both attention and anxiety across language and non-language course types was not significant. Using the demographic and supplementary questions from the survey, the differing experiences of students with or without previous language experience were examined. The results suggest a significant relationship between students with language experience and how they experience attention in Italian language courses. Additionally, statistical analysis suggests that students experience anxiety differently in Italian language courses dependent on previous second language experience. Implications for language course prerequisites were identified and suggest that it is beneficial for students to have prior second language experience before enrolling in Italian courses. Suggestions for future research were made, including a suggestion for additional research to explore how anxiety and attention may differ in higher-level language courses in addition to a suggestion for creating a more reliable and valid survey for testing classroom anxiety and attention levels.

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Date Created
2018-05

De aquí, de allá, de las dos: Three Women's Language Learning Journeys from Mexico to Arizona

Description

The purpose of this study is to document and analyze three women's English language learning journeys after moving from various parts of Mexico to Phoenix, Arizona. The study explores the effects of English as a Second Language (ESL) education on

The purpose of this study is to document and analyze three women's English language learning journeys after moving from various parts of Mexico to Phoenix, Arizona. The study explores the effects of English as a Second Language (ESL) education on the social and cultural development of Mexican women students at Friendly House, whose mission is to "Empower Arizona communities through education and human services". The literature review section explores such topics as the complications and history of Mexican immigration to Phoenix and of state-funded ESL education in Phoenix. The consequent research study will entail a pair of interviews with the three beginner ESL students about their lives in Mexico compared to their lives in Phoenix, with a specific focus on aspects of their language acquisition and cultural adjustment to life in Arizona. Photos of and by the consultants add to their stories and lead to a discussion about the implications of their experiences for ESL teachers. By documenting the consultants' experiences, this study finds many gaps in ESL education in Phoenix. Suggestions about how ESL programs and teaching methods can be modified to fit student's needs form the basis for the conclusions.

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Date Created
2018-05

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Virtual Reality Drum Training System

Description

Can a skill taught in a virtual environment be utilized in the physical world? This idea is explored by creating a Virtual Reality game for the HTC Vive to teach users how to play the drums. The game focuses on

Can a skill taught in a virtual environment be utilized in the physical world? This idea is explored by creating a Virtual Reality game for the HTC Vive to teach users how to play the drums. The game focuses on developing the user's muscle memory, improving the user's ability to play music as they hear it in their head, and refining the user's sense of rhythm. Several different features were included to achieve this such as a score, different levels, a demo feature, and a metronome. The game was tested for its ability to teach and for its overall enjoyability by using a small sample group. Most participants of the sample group noted that they felt as if their sense of rhythm and drumming skill level would improve by playing the game. Through the findings of this project, it can be concluded that while it should not be considered as a complete replacement for traditional instruction, a virtual environment can be successfully used as a learning aid and practicing tool.

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Date Created
2017-12

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Escape Rooms: Learning by Doing

Description

The experiences of 14 groups of 2-8 players in a local escape room were observed through the lens of small-group teamwork and goal-based communication. Their interactions were used to explore how escape rooms could be used as a tool to

The experiences of 14 groups of 2-8 players in a local escape room were observed through the lens of small-group teamwork and goal-based communication. Their interactions were used to explore how escape rooms could be used as a tool to improve the retention of knowledge using experiential learning and to develop substantial interpersonal relationships between teams of strangers. These observations were used to develop an ASU-themed escape room for educating prospective students about ASU's culture and campus with a focus on total inclusion and enthusiastic participation.

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Agent

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Date Created
2018-05

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Tools to Teach 8th Grade Geometry: A 5-Day Lesson Kit

Description

There are two types of understanding when it comes to learning math: procedural understanding and conceptual understanding. I grew up with a rigorous learning curriculum and learned math through endless drills and practices. I was less motivated to understand the

There are two types of understanding when it comes to learning math: procedural understanding and conceptual understanding. I grew up with a rigorous learning curriculum and learned math through endless drills and practices. I was less motivated to understand the reason behind those procedures. I think both types of understanding are equally important in learning mathematics. Procedural fluency is the "ability to apply procedures accurately, efficiently, and flexibly... to build or modify procedures from other procedures" (National Council of Teachers of Mathematics, 2015). Procedural understanding may perceive as merely about the understanding of the arithmetic and memorizing the steps with no understanding but in reality, students need to decide which procedure to use for a given situation; here is where the conceptual understanding comes in handy. Students need the skills to integrate concepts and procedures to develop their own ways to solve a problem, they need to know how to do it and why they do it that way. The purpose of this 5-day unit is teaching with conceptual understanding through hands-on activities and the use of tools to learn geometry. Through these lesson plans, students should be able to develop the conceptual understanding of the angles created by parallel lines and transversal, interior and exterior angles of triangles and polygons, and the use of similar triangles, while developing the procedural understanding. These lesson plans are created to align with the eighth grade Common Core Standards. Students are learning angles through the use of protractor and patty paper, making a conjecture based on their data and experience, and real-life problem solving. The lesson plans used the direct instruction and the 5E inquiry template from the iTeachAZ program. The direct instruction lesson plan includes instructional input, guided practice and individual practice. The 5E inquiry lesson plan has five sections: engage, explore, explain, elaborate and evaluate.

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2015-12