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Description
Bioscience High School, a small magnet high school located in Downtown Phoenix and a STEAM (Science, Technology, Engineering, Arts, Math) focused school, has been pushing to establish a computer science curriculum for all of their students from freshman to senior year. The school's Mision (Mission and Vision) is to: "..provide a rigorous, collaborative, and relevant academic program emphasizing an innovative, problem-based curriculum that develops literacy in the sciences, mathematics, and the arts, thus cultivating critical thinkers, creative problem-solvers, and compassionate citizens, who are able to thrive in our increasingly complex and technological communities." Computational thinking is an important part in developing a future problem solver Bioscience High School is looking to produce. Bioscience High School is unique in the fact that every student has a computer available for him or her to use. Therefore, it makes complete sense for the school to add computer science to their curriculum because one of the school's goals is to be able to utilize their resources to their full potential. However, the school's attempt at computer science integration falls short due to the lack of expertise amongst the math and science teachers. The lack of training and support has postponed the development of the program and they are desperately in need of someone with expertise in the field to help reboot the program. As a result, I've decided to create a course that is focused on teaching students the concepts of computational thinking and its application through Scratch and Arduino programming.
ContributorsLiu, Deming (Author) / Meuth, Ryan (Thesis director) / Nakamura, Mutsumi (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This paper explores how marginalist economics defines and inevitably constrains Victorian sensation fiction's content and composition. I argue that economic intuition implies that sensationalist heroes and antagonists, writers and readers all pursued a fundamental, "rational" aim: the attainment of pleasure. So although "sensationalism" took on connotations of moral impropriety in the Victorian age, sensation fiction primarily involves experiences of pain on the page that excite the reader's pleasure. As such, sensationalism as a whole can be seen as a conformist product, one which mirrors the effects of all commodities on the market, rather than as a rebellious one. Indeed, contrary to modern and contemporary critics' assumptions, sensation fiction may not be as scandalous as it seems.
ContributorsFischer, Brett Andrew (Author) / Bivona, Daniel (Thesis director) / Looser, Devoney (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Economics Program in CLAS (Contributor) / School of Politics and Global Studies (Contributor) / Department of English (Contributor)
Created2014-12
Description
Through collection of survey data on the characteristics of college debaters, disparities in participation and success for women and racial and ethnic minorities are measured. This study then uses econometric tools to assess whether there is an in-group judging bias in college debate that systematically disadvantages female and minority participants. Debate is used as a testing ground for competing economic theories of taste-based and statistical discrimination, applied to a higher education context. The study finds persistent disparities in participation and success for female participants. Judges are more likely to vote for debaters who share their gender. There is also a significant disparity in the participation of racial and ethnic minority debaters and judges, as well as female judges.
ContributorsVered, Michelle Nicole (Author) / Silverman, Daniel (Thesis director) / Symonds, Adam (Committee member) / Dillon, Eleanor (Committee member) / Barrett, The Honors College (Contributor) / Economics Program in CLAS (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / School of Politics and Global Studies (Contributor)
Created2014-12
Description
According to the Tax Policy Center, a joint project of the Brookings Institution and Urban Institute, the Earned Income Tax Credit (EITC) will provide 26 million households with 60 billion dollars of reduced taxes and refunds in 2015 \u2014 resources that serve to lift millions of families above the federal poverty line. Responding to the popularity of EITC programs and recent discussion of its expansion for childless adults, I select three comparative case studies of state-level EITC reform from 2005 to 2013. Each state represents a different kind of policy reform: the creation of a supplemental credit in Connecticut, credit reduction in New Jersey, and finally credit expansion for childless adults in Maryland. For each case study, I use Current Population Survey panel data from the March Supplement to complete a differences-in-differences (DD) analysis of EITC policy changes. Specifically, I analyze effects of policy reform on total earned income, employment and usual hours worked. For comparison groups, I construct unique counterfactual populations of northeastern U.S. states, using people of color with less than a college degree as my treatment group for their increased sensitivity to EITC policy reform. I find no statistically significant effects of policy creation in Connecticut, significant decreases in employment and hours worked in New Jersey, and finally, significant increases in earnings and hours worked in Maryland. My work supports the findings of other empirical work, suggesting that awareness of new supplemental EITC programs is critical to their effectiveness while demonstrating that these types of programs can affect the labor supply and outcomes of eligible groups.
ContributorsRichard, Katherine Rose (Author) / Dillon, Eleanor Wiske (Thesis director) / Silverman, Daniel (Committee member) / Herbst, Chris (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Economics Program in CLAS (Contributor)
Created2015-05
Description
A thorough understanding of the key concepts of logic is critical for student success. Logic is often not explicitly taught as its own subject in modern curriculums, which results in misconceptions among students as to what comprises logical reasoning. In addition, current standardized testing schemes often promote teaching styles which emphasize students' abilities to memorize set problem-solving methods over their capacities to reason abstractly and creatively. These phenomena, in tandem with halting progress in United States education compared to other developed nations, suggest that implementing logic courses into public schools and universities can better prepare students for professional careers and beyond. In particular, logic is essential for mathematics students as they transition from calculation-based courses to theoretical, proof-based classes. Many students find this adjustment difficult, and existing university-level courses which emphasize the technical aspects of symbolic logic do not fully bridge the gap between these two different approaches to mathematics. As a step towards resolving this problem, this project proposes a logic course which integrates historical, technical, and interdisciplinary investigations to present logic as a robust and meaningful subject warranting independent study. This course is designed with mathematics students in mind, with particular stresses on different formulations of deductively valid proof schemes. Additionally, this class can either be taught before existing logic classes in an effort to gradually expose students to logic over an extended period of time, or it can replace current logic courses as a more holistic introduction to the subject. The first section of the course investigates historical developments in studies of argumentation and logic throughout different civilizations; specifically, the works of ancient China, ancient India, ancient Greece, medieval Europe, and modernity are investigated. Along the way, several important themes are highlighted within appropriate historical contexts; these are often presented in an ad hoc way in courses emphasizing technical features of symbolic logic. After the motivations for modern symbolic logic are established, the key technical features of symbolic logic are presented, including: logical connectives, truth tables, logical equivalence, derivations, predicates, and quantifiers. Potential obstacles in students' understandings of these ideas are anticipated, and resolution methods are proposed. Finally, examples of how ideas of symbolic logic are manifested in many modern disciplines are presented. In particular, key concepts in game theory, computer science, biology, grammar, and mathematics are reformulated in the context of symbolic logic. By combining the three perspectives of historical context, technical aspects, and practical applications of symbolic logic, this course will ideally make logic a more meaningful and accessible subject for students.
ContributorsRyba, Austin (Author) / Vaz, Paul (Thesis director) / Jones, Donald (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Many fear that the growth of automation and artificial intelligence will lead to massive unemployment since human labor would no longer be needed. Although automation does displace workers from their current jobs, it is unclear the total net effect on jobs this period of advancement will have. One possible solution to help displaced workers is a Universal Basic Income. A Universal Basic Income(UBI) is a set payment paid to all members of society regardless of working status. Compared to current unemployment programs, a Universal Basic Income does not restrict participants in how to spend the money and is more inclusive. This paper examines the effects of a UBI on a person's motivation to work through a study on current college students. There is reason to believe that a Universal Basic Income will lead to fewer people working as people may become dependent on a base payment to meet their basic needs and not look for work. In addition, some people may drop out of their current jobs and rely on a UBI as their main form of income. The current literature does not offer a consensus opinion on this relationship and more studies are being completed with the threat of mass unemployment looming. This study shows the effects of a UBI on participants' willingness to work and then applies these results to the current economic model. With these results and new economic model, a decision about future policies surrounding a UBI can be made.
ContributorsAgarwal, Raghav (Author) / Pulido Hernadez, Carlos (Thesis director) / Foster, William (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / Department of Economics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Electromyography (EMG) and Electroencephalography (EEG) are techniques used to detect electrical activity produced by the human body. EMG detects electrical activity in the skeletal muscles, while EEG detects electrical activity from the scalp. The purpose of this study is to capture different types of EMG and EEG signals and to determine if the signals can be distinguished between each other and processed into output signals to trigger events in prosthetics. Results from the study suggest that the PSD estimates can be used to compare signals that have significant differences such as the wrist, scalp, and fingers, but it cannot fully distinguish between signals that are closely related, such as two different fingers. The signals that were identified were able to be translated into the physical output simulated on the Arduino circuit.
ContributorsJanis, William Edward (Author) / LaBelle, Jeffrey (Thesis director) / Santello, Marco (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor)
Created2013-12
Description
Economists, political philosophers, and others have often characterized social preferences regarding inequality by imagining a hypothetical choice of distributions behind "a veil of ignorance". Recent behavioral economics work has shown that subjects care about equality of outcomes, and are willing to sacrifice, in experimental contexts, some amount of personal gain in order to achieve greater equality. We review some of this literature and then conduct an experiment of our own, comparing subjects' choices in two risky situations, one being a choice for a purely individualized lottery for themselves, and the other a choice among possible distributions to members of a randomly selected group. We find that choosing in the group situation makes subjects significantly more risk averse than when choosing an individual lottery. This supports the hypothesis that an additional preference for equality exists alongside ordinary risk aversion, and that in a hypothetical "veil of ignorance" scenario, such preferences may make subjects significantly more averse to unequal distributions of rewards than can be explained by risk aversion alone.
ContributorsTheisen, Alexander Scott (Co-author) / McMullin, Caitlin (Co-author) / Li, Marilyn (Co-author) / DeSerpa, Allan (Thesis director) / Schlee, Edward (Committee member) / Baldwin, Marjorie (Committee member) / Barrett, The Honors College (Contributor) / Department of Economics (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Economics Program in CLAS (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
Previous research discusses students' difficulties in grasping an operational understanding of covariational reasoning. In this study, I interviewed four undergraduate students in calculus and pre-calculus classes to determine their ways of thinking when working on an animated covariation problem. With previous studies in mind and with the use of technology, I devised an interview method, which I structured using multiple phases of pre-planned support. With these interviews, I gathered information about two main aspects about students' thinking: how students think when attempting to reason covariationally and which of the identified ways of thinking are most propitious for the development of an understanding of covariational reasoning. I will discuss how, based on interview data, one of the five identified ways of thinking about covariational reasoning is highly propitious, while the other four are somewhat less propitious.
ContributorsWhitmire, Benjamin James (Author) / Thompson, Patrick (Thesis director) / Musgrave, Stacy (Committee member) / Moore, Kevin C. (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2014-05
Description
The purpose of this thesis is to examine the current atmosphere of genetic patent law and use economic theory to construct models which describe the consequences of the legal code. I intend to analyze the four specific cases of Diamond v. Chakrabarty, Association for Molecular Pathology v. Myriad Genetics, the Alzheimer's Institute of America v. Jackson Laboratory, and the harm caused by PGx Health's monopoly over the LQTS gene.
ContributorsVolz, Caleb Richard (Author) / DeSerpa, Allan (Thesis director) / Silverman, Daniel (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Department of Chemistry and Biochemistry (Contributor) / Economics Program in CLAS (Contributor)
Created2014-05