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- All Subjects: psychology
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Description
Humans use emotions to communicate social cues to our peers on a daily basis. Are we able to identify context from facial expressions and match them to specific scenarios? This experiment found that people can effectively distinguish negative and positive emotions from each other from a short description. However, further research is needed to find out whether humans can learn to perceive emotions only from contextual explanations.
ContributorsCulbert, Bailie (Author) / Hartwell, Leland (Thesis director) / McAvoy, Mary (Committee member) / School of Life Sciences (Contributor) / School of Criminology and Criminal Justice (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Examining the elements of the hidden curriculum in theatre education allows theatre educators the opportunity to reflect on their own pedagogy and its effects on the learner. The hidden curriculum refers to the unspoken or implicit values, norms, and beliefs that are transmitted through tacit messages. When the hidden curriculum remains veiled, the impact on the learner's education and socialization process can perpetuate gender, race, and class inequalities. In order to understand how the hidden curriculum manifests itself in theatre classrooms, we have to look at schools as "agents of legitimation, organized to produce and reproduce the dominant categories, values, and social relationships necessary for the maintenance of the larger society" (Giroux, 1983, p. 72). This qualitative study examined the hidden curriculum in theatre at the secondary level and looked at theatre teachers' pedagogy in reproducing elements of the hidden curriculum. Interviews, naturalistic observation, and a researcher reflective journal were employed in the data collection process to better understand: a) the elements of hidden curriculum that appear in theatre education at the secondary level, b) how the pedagogical practices of theatre teachers support societal structures, and c) how the hidden curriculum in theatre reinforces gender, race, and social class distinctions. Data were then coded and analyzed to find emergent themes. Multiple theoretical perspectives serve as a conceptual framework for understanding the hidden curriculum, and provide a neglected perspective of the hidden curriculum in theatre education. The theatre classroom provides a unique space to view hidden curriculum and can be viewed as a unique agent of social change. Themes related to the first research question emerged as: a) privileges for older students, b) school rules, c) respect for authority, d) acceptance of repetitive tasks, and c) punctuality. Themes related to the second research question emerged as: a) practices, b) procedures, c) rules, d) relationships, and e) structures. Finally, themes related to the third question emerged as: a) reinforcement of social inequality, b) perpetuation of class structure, and c) acceptance of social destiny. The discussion looks at the functions of theatre pedagogy in the reproduction of class, inequality, and institutionalized cultural norms.
ContributorsHines, Angela R (Author) / Saldana, Johnny (Thesis advisor) / Malewski, Erik (Committee member) / Fischman, Gustavo (Committee member) / Arizona State University (Publisher)
Created2013
Description
The relationship of attachment style to both the selection and efficacy of emotion management strategies in adult dyadic contexts is not well elucidated. In non-romantic contexts, the interplay between emotion management and individual attachment style may provide a better understanding of how affect can be mitigated in daily life. The present study investigated these interactions by studying 56 pairs of college age women who were close friends. Participants were asked to have a conversation about a current source of concern/distress to one partner, while seated in the laboratory. After the conversation, participants were asked to report their subjective experience of several emotions during the conversation, such as ‘sadness,’ ‘joy,’ and ‘fear.’ Participants were also asked to complete a questionnaire assessing adult attachment style, specifically attachment anxiety and avoidance. Behavior during the conversation was coded for co-rumination and co-cognitive reappraisal by the “listener.” Listener attachment insecurity showed a trending association with increased use of co-detached reappraisal, for both avoidance (p=0.14) and anxiety (p=0.14). Listener attachment insecurity also predicted lower use of co-rumination, for both anxiety (p=0.10) and avoidance (p=0.02). Speaker attachment insecurity moderated the relationship between co-detached reappraisal and speaker emotion. Greater co-detached reappraisal predicted higher reports of non-fear negative and positive emotions, but only for high-avoidance speakers. Greater co-detached reappraisal also predicted greater non-fear negative emotions among speakers high, but not low, on attachment anxiety. Greater listener use of co-positive reappraisal was associated with higher reports of speaker fear; this effect was not moderated by speaker attachment style. These findings are discussed in relation to theoretical conceptions of attachment style, and in terms of the impact of context on emotion.
ContributorsJakob, Nicholas (Co-author) / Tolmachoff, Georgeanne (Co-author) / Shiota, Michelle (Thesis director) / Luecken, Linda (Committee member) / Yee, Claire (Committee member) / School of Life Sciences (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Photosynthesis is a critical process that fixes the carbon utilized in cellular respiration. In higher plants, the immutans gene codes for a protein that is both involved in carotenoid biosynthesis and plastoquinol oxidation (Carol et al 1999, Josse et al 2003). This plastoquinol terminal oxidase (PTOX) is of great interest in understanding electron flow in the plastoquinol pool. In order to characterize this PTOX, polyclonal antibodies were developed. Expression of Synechococcus WH8102 PTOX in E. coli provided a useful means to harvest the protein required for antibody production. Once developed, the antibody was tested for limit of concentration, effectiveness in whole cell lysate, and overall specificity. The antibody raised against PTOX was able to detect as low as 10 pg of PTOX in SDS-PAGE, and could detect PTOX extracted from lysed Synechococcus WH8102. The production of this antibody could determine the localization of the PTOX in Synechococcus.
ContributorsKhan, Mohammad Iqbal (Author) / Moore, Thomas (Thesis director) / Redding, Kevin (Committee member) / Roberson, Robert (Committee member) / Barrett, The Honors College (Contributor) / Department of Chemistry and Biochemistry (Contributor) / School of Life Sciences (Contributor)
Created2014-05
Description
First-semester student retention is a constant priority for undergraduate institutions. The transition to the collegiate level, and to a new scholastic program and format, is frequently challenging academically and socially—for this reason, many first-semester course schedules for incoming freshman undergraduates feature an introductory seminar to ease transition to an undergraduate lifestyle. Arizona State University features a required “Careers in the Life Sciences” course for its first-semester School of Life Sciences students, which has had tractable results in first semester student retention and academic success. Here, we evaluate a component of the seminar, the peer-mentorship program, for its efficacy in students’ first semester experience. Analysis of self-reports from 168 first-semester “mentees” and their 25 mentors indicates frequency of mentee-mentor contact was the best indicator of a higher first semester GPA, comfort with academic resources and study habits, and desire to engage in extracurricular activities and internships. These data indicate that access to a mentor who actively engages and verbally connects with their mentees is a valuable component of first-semester student academic integration and retention.
ContributorsMathews, Ian T. (Author) / Capco, David (Thesis director) / Clark-Curtiss, Josephine (Committee member) / Harrell, Carita (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2014-05
Description
This study examined the cross-sectional and longitudinal associations among diurnal cortisol rhythms and sleeping patterns in adolescents. 79 participants completed the study over three days during the spring semester of their senior year in high school, and 76 of these subjects participated again over three days during the fall semester of their freshman year in college. They completed daily saliva samples and diary entries, while wearing an actigraph to obtain objective measurements of sleep duration and efficiency. Cross-sectionally, longer sleep duration was associated with a lower cortisol awakening response, a smaller area under the cortisol curve, and a steeper cortisol slope. Longitudinally, there was no significant relationship between sleep duration and these cortisol parameters. Moreover, sleep efficiency was not associated with cortisol parameters cross-sectionally nor longitudinally. Results suggest associations between concurrent sleep duration and cortisol patterns, and may have significant impact on understanding adolescents' physiological response to stress.
ContributorsLathrop, Devon Olivia (Author) / Doane, Leah (Thesis director) / Orchinik, Miles (Committee member) / Zeiders, Katherine (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2013-05
Description
With the overall health of the environment rapidly declining \u2014 mostly due to human behaviors, solving the problem of nature deficit disorder and getting more children interested and aware of nature could be paramount to improving the environmental health of our planet. In this study, the relationship between children's learning and emotion is explored. Pre- and post-tests were given to children attending a week-long summer freshwater ecology camp; their knowledge of and emotional connection to different ecological concepts were measured. Two separate ecosystems were tested \u2014 a freshwater ecosystem that was taught over the course of the week, and a marine ecosystem for comparison. Increases in knowledge and emotion were seen in every freshwater ecosystem concept. Additionally, the knowledge and emotion scores were correlated, suggesting a positive relationship between them. The marine ecosystem did not show improvements in concrete knowledge, but showed increases in abstract learning, indicating that the abstract concepts learned about the freshwater ecosystem were able to transfer to the marine. Overall results show the ability of a hands-on learning experience to foster an emotional connection between a child and the subject matter. However, long-term studies are needed to track the relationship between children and their knowledge of and emotional connection to the subject matter.
ContributorsMossler, Max Vaughn (Author) / Pearson, David (Thesis director) / Smith, Andrew (Committee member) / Berkowitz, Alan (Committee member) / Barrett, The Honors College (Contributor) / School of Sustainability (Contributor) / School of Life Sciences (Contributor)
Created2013-05
Description
Protein AMPylation is a recently discovered and relatively unstudied post-translational modification (PTM). AMPylation has previously been shown to play an important role in metabolic regulation and host pathogenesis in bacteria, but the recent identification of potential AMPylators across many species in every domain of life has supported the possibility that AMPylation could be a more fundamental and physiologically significant regulatory PTM. For the first time, we characterized the auto-AMPylation capability of the human protein SOS1 through in vitro AMPylation experiments using full-length protein and whole-domain truncation mutants. We found that SOS1 can become AMPylated at a tyrosine residue possibly within the Cdc25 domain of the protein, the Dbl homology domain is vital for efficient auto-AMPylation activity, and the C-terminal proline-rich domain exhibits a complex regulatory function. The proline-rich domain alone also appears to be capable of catalyzing a separate, unidentified covalent self-modification using a fluorescent ATP analogue. Finally, SOS1 was shown to be capable of catalyzing the AMPylation of two endogenous human protein substrates: a ubiquitous, unidentified protein of ~49kDa and another breast-cancer specific, unidentified protein of ~28kDa.
ContributorsOber-Reynolds, Benjamin John (Author) / LaBaer, Joshua (Thesis director) / Borges, Chad (Committee member) / Barrett, The Honors College (Contributor) / Department of Chemistry and Biochemistry (Contributor) / School of Life Sciences (Contributor)
Created2014-05
Description
An introduction to neuroscientific thought aimed at an audience that is not educated in biology. Meant to be readable and easily understood by anyone with a high school education. The first section is completed in its entirety, with outlines for the proposed final sections to be completed over the next few years.
ContributorsNelson, Nicholas Alan (Author) / Olive, M. Foster (Thesis director) / Brewer, Gene (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of Life Sciences (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
In vitro measurements of cellular respiration have proven to be key biomarkers for the early onset of tumor formation in certain pathological mechanisms.1 The examination of isolated single cells has shown promise in predicting the onset of cancerous growth much earlier than current methods allow.2 Specifically, measurements of the oxygen consumption rates of precancerous cells have elucidated outliers which predict the early onset of esophageal cancer.2 Single cell profiling can fit in to current pathology studies and can serve as a step along the way, much like PCR or gel assays, in detecting biomarkers earlier than current clinical methods.3 Measurement of these single cell metabolic rates is currently limited to 25 cells per experiment. It is the aim of this project to increase throughput from 25 cells to 225 cells per experiment via the implementation of new hardware and software which fit with current methods to allow the same experimental structure. Successful implementation of such methods will allow for more rapid and efficient data collection, facilitating quantitative results and nine times the yield from the same experimental manpower and funding. This document focuses on the implementation ultra high density (UHD) hardware consisting of a pneumatic molar design, angular adjustment features and a mechanical Z-stage. These components have produced the most encouraging results thus far and are the key changes in transitioning to higher throughput experiments.
ContributorsUeberroth, Benjamin Edward (Author) / Kelbauskas, Laimonas (Thesis director) / Ashili, Shashanka (Committee member) / Myers, Jakrey (Committee member) / Barrett, The Honors College (Contributor) / Department of Chemistry and Biochemistry (Contributor) / School of Life Sciences (Contributor)
Created2013-05