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- Member of: Barrett, The Honors College Thesis/Creative Project Collection
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Description
The purpose of this project was to examine the viability of protein biomarkers in pre-symptomatic detection of lung cancer. Regular screening has been shown to vastly improve patient survival outcome. Lung cancer currently has the highest occurrence and mortality of all cancers and so a means of screening would be highly beneficial. In this research, the biomarker neuron-specific enolase (Enolase-2, eno2), a marker of small-cell lung cancer, was detected at varying concentrations using electrochemical impedance spectroscopy in order to develop a mathematical model of predicting protein expression based on a measured impedance value at a determined optimum frequency. The extent of protein expression would indicate the possibility of the patient having small-cell lung cancer. The optimum frequency was found to be 459 Hz, and the mathematical model to determine eno2 concentration based on impedance was found to be y = 40.246x + 719.5 with an R2 value of 0.82237. These results suggest that this approach could provide an option for the development of small-cell lung cancer screening utilizing electrochemical technology.
ContributorsEvans, William Ian (Author) / LaBelle, Jeffrey (Thesis director) / Spano, Mark (Committee member) / Barrett, The Honors College (Contributor) / Harrington Bioengineering Program (Contributor)
Created2014-05
Description
STEM education stands for science, technology, engineering and mathematics, and is necessary for students to keep up with global competition in the changing job market, technological advancements and challenges of the future. However, American students are lacking STEM achievement at the state, national and global levels. To combat this lack of achievement I propose that STEM instruction should begin in preschool, be integrated into the curriculum and be inquiry based. To support this proposal I created a month-long physics unit for preschoolers in a Head Start classroom. Students investigated the affect of incline, friction and weight on the distance of a rolling object, while developing their pre-math, pre-literacy and social emotional skills.
ContributorsGarrison, Victoria Leigh (Author) / Kelley, Michael (Thesis director) / Dahlstrom, Margo (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2015-05
Description
Engineering education has long sought to incorporate greater diversity into engineering programs to prepare the profession to meet the engineering challenges of society. Increasing or retaining the conative diversity of engineering programs may help extend other kinds of diversity in the profession as well (Marburger, 2004). One measure of conation is the Kolbe ATM index.
Kolbe ATM is an index developed by Kathy Kolbe to measure the conative traits on an individual. The index assigns each individual a value in four categories, or Action Modes, that indicates their level of insistence on a scale of 1 to 10 in that Action Mode (Kolbe, 2004). The four Action Modes are:
• Fact Finder – handling of information or facts
• Follow Thru – need to pattern or organize
• Quick Start – management of risk or uncertainty
• Implementor – interaction with space or tangibles
The Kolbe A (TM) index assigns each individual a value that indicates their level of insistence with 1-3 representing resistant, preventing problems in a particular Action Mode; 4-6 indicating accommodation, flexibility in a particular Action Mode; and 7-10 indicating insistence in an Action Mode, initiating solutions in that Action Mode (Kolbe, 2004).
To promote retention of conative diversity, this study examines conative diversity in two engineering student populations, a predominately freshmen population at Chandler Gilbert Community College and a predominately junior population at Arizona State University. Students in both population took a survey that asked them to self-report their GPA, satisfaction with required courses in their major, Kolbe ATM conative index, and how much their conative traits help them in each of the classes on the survey. The classes in the survey included two junior level classes at ASU, Engineering Business Practices and Structural Analysis; as well as four freshmen engineering classes, Physics Lecture, Physics Lab, English Composition, and Calculus I.
This study finds that student satisfaction has no meaningful correlation with student GPA.
The study also finds that engineering programs have a dearth of resistant Fact Finders from the freshmen level on and losses resistant Follow Thrus and insistent Quick Starts as time progresses. Students whose conative indices align well with the structure of the engineering program tend to consider their conative traits helpful to them in their engineering studies. Students whose conative indices misalign with the structure of the program report that they consider their strengths less helpful to them in their engineering studies.
This study recommends further research into the relationship between satisfaction with major and conation and into perceived helpfulness of conative traits by students. Educators should continue to use Kolbe A (TM) in the classroom and perform further research on the impacts of conation on diversity in engineering programs.
Kolbe ATM is an index developed by Kathy Kolbe to measure the conative traits on an individual. The index assigns each individual a value in four categories, or Action Modes, that indicates their level of insistence on a scale of 1 to 10 in that Action Mode (Kolbe, 2004). The four Action Modes are:
• Fact Finder – handling of information or facts
• Follow Thru – need to pattern or organize
• Quick Start – management of risk or uncertainty
• Implementor – interaction with space or tangibles
The Kolbe A (TM) index assigns each individual a value that indicates their level of insistence with 1-3 representing resistant, preventing problems in a particular Action Mode; 4-6 indicating accommodation, flexibility in a particular Action Mode; and 7-10 indicating insistence in an Action Mode, initiating solutions in that Action Mode (Kolbe, 2004).
To promote retention of conative diversity, this study examines conative diversity in two engineering student populations, a predominately freshmen population at Chandler Gilbert Community College and a predominately junior population at Arizona State University. Students in both population took a survey that asked them to self-report their GPA, satisfaction with required courses in their major, Kolbe ATM conative index, and how much their conative traits help them in each of the classes on the survey. The classes in the survey included two junior level classes at ASU, Engineering Business Practices and Structural Analysis; as well as four freshmen engineering classes, Physics Lecture, Physics Lab, English Composition, and Calculus I.
This study finds that student satisfaction has no meaningful correlation with student GPA.
The study also finds that engineering programs have a dearth of resistant Fact Finders from the freshmen level on and losses resistant Follow Thrus and insistent Quick Starts as time progresses. Students whose conative indices align well with the structure of the engineering program tend to consider their conative traits helpful to them in their engineering studies. Students whose conative indices misalign with the structure of the program report that they consider their strengths less helpful to them in their engineering studies.
This study recommends further research into the relationship between satisfaction with major and conation and into perceived helpfulness of conative traits by students. Educators should continue to use Kolbe A (TM) in the classroom and perform further research on the impacts of conation on diversity in engineering programs.
ContributorsSmith, Logan Farren (Author) / Seager, Thomas P. (Thesis director) / Adams, Elizabeth A. (Committee member) / Civil, Environmental and Sustainable Engineering Programs (Contributor) / Barrett, The Honors College (Contributor)
Created2015-05
Description
Introduction: Human papillomavirus (HPV) infection is seen in up to 90% of cases of cervical cancer, the third leading cancer cause of death in women. Current HPV screening focuses on only two HPV types and covers roughly 75% of HPV-associated cervical cancers. A protein based assay to test for antibody biomarkers against 98 HPV antigens from both high and low risk types could provide an inexpensive and reliable method to screen for patients at risk of developing invasive cervical cancer. Methods: 98 codon optimized, commercially produced HPV genes were cloned into the pANT7_cGST vector, amplified in a bacterial host, and purified for mammalian expression using in vitro transcription/translation (IVTT) in a luminescence-based RAPID ELISA (RELISA) assay. Monoclonal antibodies were used to determine immune cross-reactivity between phylogenetically similar antigens. Lastly, several protein characteristics were examined to determine if they correlated with protein expression. Results: All genes were successfully moved into the destination vector and 86 of the 98 genes (88%) expressed protein at an adequate level. A difference was noted in expression by gene across HPV types but no correlation was found between protein size, pI, or aliphatic index and expression. Discussion: Further testing is needed to express the remaining 12 HPV genes. Once all genes have been successfully expressed and purified at high concentrations, DNA will be printed on microscope slides to create a protein microarray. This microarray will be used to screen HPV-positive patient sera for antibody biomarkers that may be indicative of cervical cancer and precancerous cervical neoplasias.
ContributorsMeshay, Ian Matthew (Author) / Anderson, Karen (Thesis director) / Magee, Mitch (Committee member) / Katchman, Benjamin (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2015-05
Description
Non-small cell lung cancer (NSCLC) is the leading cause of cancer-related mortality in the USA and throughout the world. Two phenotypes that promote this deadly outcome are the invasive potential of NSCLC and the emergence of therapeutic resistance in this disease. There is an unmet clinical need to understand the mechanisms that govern NSCLC cell invasion and therapeutic resistance, and to target these phenotypes towards abating the dismal five-year survival of NSCLC. The expression of the tumor necrosis factor receptor superfamily, member 12A (TNFRSF12A; Fn14) correlates with poor patient survival and invasiveness in many tumor types including NSCLC. We hypothesize that suppression of Fn14 will inhibit NSCLC cell motility and reduce cell viability. Here we demonstrate that atorvastatin calcium treatment reduces Fn14 expression in NSCLC cell lines. Prior to Fn14 protein suppression, atorvastatin calcium modulated the expression of the Fn14 modulators P-ERK1/2 and P-NF-κβ. Atorvastatin calcium treatment inhibited the migratory capacity in H1975, H2030 and H1993 cells by at least 55%. When chemotactic migration in H2030 cells was induced by the Fn14 ligand TNF-like weak inducer of apoptosis (TWEAK) treatment, atorvastatin calcium successfully negated any stimulatory effects. Inversely, treatment of NSCLC cells with cholesterol resulted in a statistically significant increase in migration. Depletion of Fn14 expression via siRNA suppressed the migratory effect of cholesterol. Finally, atorvastatin calcium treatment sensitized cells to radiation treatment, reducing cell survival. These data suggest that atorvastatin calcium may inhibit NSCLC invasiveness through a mechanism involving Fn14, and may be a novel therapeutic target in NSCLC tumors expressing Fn14.
ContributorsCornes, Victoria Elisabeth (Author) / Stout, Valerie (Thesis director) / Whitsett, Timothy (Committee member) / Carson, Vashti (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2015-05
Description
Challenging project-based learning, this 3-part thesis analyzes the current environment of business and university relationships, examines an experimental course at W.P. Carey and proposes a unique, execution-based teaching strategy. The outcome is a sustainable and mutually beneficial relationship between business and universities that allows each to operate at its maximum potential while bridging the gap for students between classroom theory and its application in the real world of business.
ContributorsMccaleb, Emily Anne (Author) / Peck, Sidnee (Thesis director) / Hillman, Amy (Committee member) / Barrett, The Honors College (Contributor) / W. P. Carey School of Business (Contributor) / Department of Management (Contributor)
Created2015-05
Description
The purpose of this thesis study was to examine whether the "war on cancer" metaphor influences cancer perception and treatment decision. A total of 249 undergraduates (152 females) from a large southwestern university participated in an online survey experiment and were either randomly assigned to the control condition (N=123) or to the war prime condition (N=126). Participants in the control condition did not receive the metaphor manipulation while participants in the war prime condition received the subtle "war on cancer" metaphor prime. After the prime was given, participants read a scenario, answered questions related to the situation, and responded to demographic questions. The results suggested that, compared to participants in the no-prime condition, participants exposed to the war metaphor were more likely to (a) view melanoma as an acute disease, (b) choose chemotherapy over molecular tests, and (c) prefer more aggressive treatment. These findings illustrated the unintended consequences of the "war on cancer" slogan. The results were encouraging and in the predicted direction, but the effect size was small. The discussion section described possible future directions for research.
ContributorsShangraw, Ann Mariah (Author) / Kwan, Virginia (Thesis director) / Neuberg, Steven (Committee member) / Cavanaugh Toft, Carolyn (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor)
Created2015-05
Description
Nations have a vital interest in creating a citizenry with certain attributes and beliefs and, since education contributes to the formation of children's national identity, government authorities can influence educational curricula to construct their ideal citizen. In this thesis, I study the educational systems of Pakistan and Arizona and explore the historical and conceptual origins of these entities' manipulation of curricula to construct a particular kind of citizen. I argue that an examination of the ethnic studies debate in Tucson, Arizona, in conjunction with Pakistan's history education policy, will illustrate that the educational systems in both these sites are developed to advance the interests of governing authorities. Resource material demonstrates that both educational systems endorse specific accounts of history, omitting information, perspectives, and beliefs. Eliminating or reimagining certain narratives of history alienates some students from identifying as citizens of the state, particularly when contributions of their ethnic, cultural, or religious groups are not included in the country's textbooks.
ContributorsFritcke, Emily Anne (Author) / Saikia, Yasmin (Thesis director) / Haines, Chad (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-12
Description
This thesis investigates the environment of support for reclassified English Language Learners (RCELLs) in Arizona schools. Arizona English Language Learner (ELL) policy and pedagogy have been the subjects of research nationwide; many studies demonstrate that ELLs struggle before, during and after participating in Arizona ELL programs (Lillie et al. 2012; Roa 2012; Garcia, Lawton & de Figuieredo 2012; Office of Civil Rights 2012). Despite evidence that the achievement gap between RCELLs and mainstream students is not closing, little information is available about additional language support that RCELLs might receive in mainstream classrooms. This thesis addresses that void of information through: 1) A literature review of the framework of RCELL support, as outlined by the Arizona Department of Education and relevant studies, and 2) a study of teacher and principal opinion about support components for RCELLs and whether such support is adequate. Study findings present that teachers and principals generally believe RCELLs are well-supported, in terms of both the availability and quality of study-defined support components. Yet there is only weak consensus among teachers that support components are adequate. Additionally, teachers' knowledgeability related to important RCELL support components is low, undermining the reliability of teacher responses. The disconnect between participants' optimistic perceptions of support and the external evidence of low RCELL achievement is rationalized by two conjectures. The first is that teachers are not knowledgeable about RCELL support components and cannot accurately gauge the quality of such support. The second is that existing support components are effective at assisting RCELLs with English learning but are not sufficient to close RCELL academic content achievement gaps.
ContributorsKelly, Cary Shepherd (Author) / Garcia, David (Thesis director) / Garcia, Eugene (Committee member) / Seleznow, Steven (Committee member) / Barrett, The Honors College (Contributor) / Department of Economics (Contributor) / W. P. Carey School of Business (Contributor)
Created2014-12
Description
This thesis explores my experience in teaching a high school music class through composition. I detail pedagogical approaches that helped to shape my lesson planning including constructivism, informal learning, and project based learning. The music education theory is put into action in a real high school setting and I explain what happened: what worked, what didn't, and what can we learn from this?
ContributorsWhelihan, Brian Peter (Author) / Tobias, Evan (Thesis director) / Schildkret, David (Committee member) / Barrett, The Honors College (Contributor) / School of Music (Contributor)
Created2014-05