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Operation Toothbrush is an initiative established to combat the oral healthcare disparity within young children who reside in Arizona. By working with elementary and preschool children, the project educated them and their families about the importance of oral hygiene in informative and intuitive manner. The project incorporated the help of

Operation Toothbrush is an initiative established to combat the oral healthcare disparity within young children who reside in Arizona. By working with elementary and preschool children, the project educated them and their families about the importance of oral hygiene in informative and intuitive manner. The project incorporated the help of Pre-Dental volunteers, dental practices, and the Woodside Grant to obtain the supplies, information, and assistance necessary to conduct the initiative.
ContributorsTsiperfal, Nathan (Co-author) / Mansukhani, Kunal (Co-author) / Virdee, Gitika (Co-author) / Loebenberg, Abby (Thesis director) / Ostling, Michael (Committee member) / School of Life Sciences (Contributor) / School of Human Evolution and Social Change (Contributor) / W. P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
American youth are not well exposed to animal- and nature-related careers. This is especially important to consider due to the recent push to be more environmentally conscious. In addition, youth are spending less time outside and more time in front of screens. This is driving down biophilia strength. The combination

American youth are not well exposed to animal- and nature-related careers. This is especially important to consider due to the recent push to be more environmentally conscious. In addition, youth are spending less time outside and more time in front of screens. This is driving down biophilia strength. The combination of a weaker connection with nature and more screen time has been connected to a new condition named Nature-Deficit Disorder. In order to expose youth to animal- and nature-related careers while attempting to combat the growing presence of Nature-Deficit Disorder, a three day teaching program named Wild Careers was created. This program was presented to teens in December 2015 through a partnership with the education department of Arizona Animal Welfare League. The curriculum was centered on highlighting relevant careers and background information. Topics such as animal welfare and conservation were taught as cornerstones during the program due to their encompassing importance to the career fields in question. It was felt to be important to inform participants about the context of these fields through specially planned activities and guest speakers. Participants were challenged to conduct online research, think critically, and get hands-on during this program. Wild Careers also exposed the participants to animals and the relevant species management stories. The surveys given before and after the presentation of the created curriculum provided evidence that supported an increased understanding of careers and enjoyment of participants. I propose that other non-formal teaching environments should be created that target exposing youth to animals, nature, and related careers.
ContributorsTaubel, Samantha Kay (Author) / Smith, Andrew (Thesis director) / Minteer, Ben (Committee member) / Arthur, Emilie (Committee member) / Division of Teacher Preparation (Contributor) / School of Sustainability (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
As part of a group project, myself and four teammates created an interactive children's storybook based off of the "Young Lady's Illustrated Primer" in Neal Stephenson's novel The Diamond Age. This electronic book is meant to be read aloud by a caregiver with their child, and is designed for reading

As part of a group project, myself and four teammates created an interactive children's storybook based off of the "Young Lady's Illustrated Primer" in Neal Stephenson's novel The Diamond Age. This electronic book is meant to be read aloud by a caregiver with their child, and is designed for reading over long distances through the use of real-time voice and video calling. While one part of the team focused on building the electronic book itself and writing the program, myself and two others wrote the story and I provided illustrations. Our Primer tells the story of a young princess named Charname (short for character name) who escapes from a tower and goes on a mission to save four companions to help her on her quest. The book is meant for reader-insertion, and teaches children problem-solving, teamwork, and critical thinking skills by presenting challenges for Princess Charname to solve. The Primer borrows techniques from modern video game design, focusing heavily on interactivity and feelings of agency through offering the child choices of how to proceed, similar to choose-your-own-adventure books. If brought to market, the medium lends itself well to expanded quests and storylines for the child to explore as they learn and grow. Additionally, resources are provided for the narrator to help create an engaging experience for the child, based off of research on parent-child cooperative reading and cooperative gameplay. The final version of the Primer included a website to run the program, a book-like computer to access the program online, and three complete story segments for the child and narrator to read together.
ContributorsLax, Amelia Ann Riedel (Author) / Dove-Viebahn, Aviva (Thesis director) / Wetzel, Jon (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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Description
Critical thinking has driven pedagogical development and captured the attention of educators for years and is now an important focus in classrooms today (Fahim, 2014, p. 141). Common core and STEM education are both impressive additions to the educational process and practice and exist to encourage students to ask questions,

Critical thinking has driven pedagogical development and captured the attention of educators for years and is now an important focus in classrooms today (Fahim, 2014, p. 141). Common core and STEM education are both impressive additions to the educational process and practice and exist to encourage students to ask questions, analyze information, and create their own solutions or ideas. During my time studying education at Arizona State University, I noticed that a majority of references to critical thinking were in conjunction to STEM subjects. In this study, I explore and defend the benefit of using classical literature to promote critical thinking in 21st century classrooms. Included in this study is a section of curriculum during a unit studying the novel The Great Gatsby that is centered around developing critical thinking and problem solving skills.
ContributorsSherry, Alyssa Lyn (Author) / Smudde, Christopher (Thesis director) / Esch, Mark (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
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Description
The Mexican gray wolf (Canis lupus baileyi) is a genetically distinct subspecies of the gray wolf (Canis lupus) that was driven to the brink of extinction as a result of human persecution. The wolf is listed as Endangered under the Endangered Species Act, and a recovery program is underway in

The Mexican gray wolf (Canis lupus baileyi) is a genetically distinct subspecies of the gray wolf (Canis lupus) that was driven to the brink of extinction as a result of human persecution. The wolf is listed as Endangered under the Endangered Species Act, and a recovery program is underway in Arizona and New Mexico to restore its population. However, the wolf is struggling to recover due to high mortality, which is a result of continued human hostility toward it. This thesis examines historical and current human attitudes toward the wolf and the implications that they have had on the extermination and recovery of the subspecies. An overview is given of wolf biology, the history of wolf extermination and recovery, and recent events relating to the recovery of the wolf. Negative impacts on ranching, hunting, and human safety are the main reasons for opposition toward wolves and wolf recovery; these concerns are analyzed, and solutions to them are proposed, with the goal of addressing them while fostering non-lethal coexistence with the wolf. In addition, opposition to wolves and wolf recovery is tied in with larger socio-political issues and is influenced by the representation of the wolf in culture; these issues in the context of wolves are also analyzed.
ContributorsLenk, Heather Nicole (Author) / Smith, Andrew (Thesis director) / Minteer, Ben (Committee member) / Brown, David E. (Committee member) / School of Life Sciences (Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
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Description
In today's world, critical thinking and using a systems approach to problem solving are skills that are far too rare. In the age of information, the truth has become muddled by "fake news" and a constant barrage of exaggerations or blatant falsehoods. Without critical thinking skills, "many members of our

In today's world, critical thinking and using a systems approach to problem solving are skills that are far too rare. In the age of information, the truth has become muddled by "fake news" and a constant barrage of exaggerations or blatant falsehoods. Without critical thinking skills, "many members of our society do not command the scientific literacy necessary to address important societal issues and concerns" (NCES 2012, p.11). Additionally, far too many people are incapable of thinking long term and understanding how their actions affect others. Because of this shortsightedness our world is facing one of its biggest ecological crises \u2014 global warming confounded by overpopulation and overconsumption. Now, more than ever, it is critical "for our young people to have a basic understanding of the relevant scientific ideas, technologies and ethical issues and powers of reasoning, to be prepared to face these issues" (Harlen et al., 2015). I believe that investigating innovative ways to teach ecology could be an important step to accomplishing this. Learning to think like a scientist forces people to rely on facts, follow similar protocols to deduce these facts, and be able to think critically about misleading events. More specifically, ecology education will allow people to develop those skills while also learning about team work, open-mindedness, and their environment. Ecology is defined as "the branch of biology that deals with the relations of organisms to one another and to their physical surroundings" (Dictionary.com, 2018). It is clear that this subcategory of science could act as a powerful introduction to the scientific world and how we relate to it. Its introduction at a young age has the potential to create a generation of conscientious and curious lifelong learners. In an attempt to support effective ways to teach ecology, I developed an educational unit and applied it in different educational contexts. My target audience was elementary aged students and I tested this unit with children in Phoenix Metropolitan Area afterschool programs. I taught core concepts of ecology \u2014 the water cycle, the sun's energy, plants and photosynthesis, and food webs \u2014in a sequence of lesson plans that build upon each other. Finally, I determined the appropriate age group and setting for these lesson plans through research and in-class observations. In this document, I explain the process I went through in developing my lesson plans, why I felt compelled to make them, and my experiences in implementing them.
ContributorsVotaw, Alexandra Lindsay (Author) / Larson, Kelli (Thesis director) / Herrmann, Lisa (Committee member) / York, Abigail (Committee member) / School of Art (Contributor) / The Design School (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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Description
In the Spring of 2021, I had an internship with Butterfly Wonderland, where I worked in their conservatory and learned about the ecological relationship between butterflies and plants. As part of my internship, I encouraged guests to learn more about gardening for pollinators. That experience inspired me to complete a

In the Spring of 2021, I had an internship with Butterfly Wonderland, where I worked in their conservatory and learned about the ecological relationship between butterflies and plants. As part of my internship, I encouraged guests to learn more about gardening for pollinators. That experience inspired me to complete a creative project in which I would design a butterfly garden of my own that would highlight wildlife benefits and be accessible to people like myself, who do not have their own gardens and don’t have hundreds of dollars to spend on gardening supplies. In collaboration with Dr. Gwen Iacona and Liz Makings (director and second committee member respectively), I planted accessible gardens. By “accessible”, I mean that the gardens were affordable (less than $100 total), included free/upcycled materials wherever possible, and are easily replicable. For my project, I made ‘prototypes’ of the gardens by using freely available seeds and soil sources, germinating those seeds in the ASU Greenhouses, and documenting my process so that it could be shared. Freely available seeds and other materials came from a variety of places including the ASU seed library, local Free Little Libraries, donations, as well as purchases from on campus fundraisers. The germination and growth of seeds in the ASU greenhouse took place over the course of several months in the fall and winter. That documentation has taken on several forms, including an informational pamphlet about wildlife gardening and flyers specific to locally available plant seeds. I find this to be very important because my end goal was to create something that other students or people in our community can use in a practical way. I wanted to create something that will bring gardening into the homes of people who didn’t think they were able to participate in it.
ContributorsBernat, Isabella (Author) / Iacona, Gwen (Thesis director) / Makings, Elizabeth (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Life Sciences (Contributor)
Created2022-05
Description

The status of Earth’s diversity is deteriorating quickly which will continue to impact humans’ way of life, as well as every other living creature, in all regions of the world. However, there are organizations taking action to protect biodiversity on our planet. The Convention on Biological Diversity (CBD) is one

The status of Earth’s diversity is deteriorating quickly which will continue to impact humans’ way of life, as well as every other living creature, in all regions of the world. However, there are organizations taking action to protect biodiversity on our planet. The Convention on Biological Diversity (CBD) is one of those organizations and includes 196 signatories from around the world who are committed to strategies to preserve their biodiversity (Secretariat). Indeed, 98% of the parties which have participated in the Convention on Biological Diversity (CBD) have created national biodiversity strategies (NBS) and action plans (NBSAPs) (Secretariat). Yet, there are still countries that have yet to partake in these efforts. America continues to hold out against ratifying the CBD and remains the only developed country without a National Biodiversity Strategy. As an NBS for the U.S. is under consideration, my goal is to understand what works from previous plans. In particular, I focus on stakeholder engagement in Conservation Biodiversity Action Plans. Stakeholder engagement is important because, without it, there may be insufficient levels of integration of the action plans, which can lead to the failure of the CBDs conservation efforts. To address this question, I analyze the 193 strategies created for countries across the globe. My review describes the ways that stakeholders are engaged in National Biodiversity Strategies for CBD member countries. All plans mention some form of engagement. The most common types mentioned are ‘Education’, ‘Communication’, and ‘Training’. Examining the plans further reveals that most forms of engagement often are just mentioned and not completed. Close to 58% of the engagement forms are only completed about 50% of the time. Exceptions are surveys, interviews, and workshops, which are each completed in over 70% of plans that mention them. I then use this information to provide practical recommendations for creating an effective NBSAP for the United States.

ContributorsOlofsson, Elisa (Author) / Gerber, Leah (Thesis director) / Kroetz, Kailin (Committee member) / Sterner, Beckett (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2022-12
Description
This research dives into the media’s influence, population tracking, new conservation methods, and previous studies to support the thesis that creating a positive public perception of the animals will help reduce shark finning and overfishing. Provisions and solutions provide inspiration for what we can do to reduce the overfishing and

This research dives into the media’s influence, population tracking, new conservation methods, and previous studies to support the thesis that creating a positive public perception of the animals will help reduce shark finning and overfishing. Provisions and solutions provide inspiration for what we can do to reduce the overfishing and finning of sharks.
ContributorsMinhinnick, Tess (Author) / Chew, Matthew (Thesis director) / Lyon, Cassandra (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2023-12
Description
Wound healing is a complex tissue response that requires a coordinated interplay of multiple cells in orchestrated biological processes to restore the skin's barrier function post-injury. Proteolytic enzymes, in particular matrix metalloproteinases (MMPs), contribute to all phases of the healing process by regulating immune cell influx, clearing out the extracellular

Wound healing is a complex tissue response that requires a coordinated interplay of multiple cells in orchestrated biological processes to restore the skin's barrier function post-injury. Proteolytic enzymes, in particular matrix metalloproteinases (MMPs), contribute to all phases of the healing process by regulating immune cell influx, clearing out the extracellular matrix (ECM), and remodeling scar tissue. As a result of these various functions in the healing of skin wounds, uncontrolled activities of MMPs are associated with impaired wound healing. The MMP gene family consists of a highly conserved set of genes. Deleterious mutations in MMP genes cause developmental phenotypes that affect the heart, skeleton, and immune system response. The availability of contiguous draft genomes of non-model organisms enables the study of gene families through analysis of synteny and sequence identity. My project is aimed at conducting a comparative genomic analysis of the MMP gene family from the genomes of 29 tetrapod species—with an emphasis on reptiles. Results regarding the similarities and differences among MMP protein sequences can be further investigated to shed light on the causes which give rise to various adaptive mutations for specific species groups.
ContributorsYu, Alexander (Author) / Kusumi, Kenro (Thesis director) / Dolby, Greer (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2022-12