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- Creators: School of Historical, Philosophical and Religious Studies
Description
Interaction is key to education, as students who perform their own inquiry into a subject retain information longer. The field of interactive fiction, which emphasizes personal decision making and freedom of choice, is ripe for opportunity as it is relatively simple to develop and deploy to audiences of any size. However, few interactive fiction platforms exist with the openness and flexibility required for classroom use. My project attempted to create an interactive fiction platform that can be created for and engaged with by both teachers and students. This led to the creation of an interactive fiction platform that conforms to a variety of requirements, such as openness and compatibility across multiple platforms, and which can display meaningful content. This was accomplished by someone with a content area education background and only limited computer science experience, and shows promise for similar future endeavors.
ContributorsWilley, Kyle Allen (Author) / Bruhn, Karen (Thesis director) / Foy, Joseph (Committee member) / Viles, Rebecca (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-12
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
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
At odds with the Axis powers in the Second World War, the American government
began the task of dealing with an influx of Europeans seeking refugee status stateside, even before the Japanese attack Pearl Harbor on December 7, 1941. American interest in the global situation, nevertheless, did not officially begin after the initial attack on the 7th of December. Before that date, the United States government had to address refugees seeking asylum from European countries. Often studied, German emigration to the United States at times took center stage in terms of the refugee situation after the Nazi regime enacted anti- Semitic legislation in Germany and its occupied nations, prior to the American declaration of war. France, however, had a crisis of its own after the Germans invaded in the summer of 1940, and the fall of France led to a large portion of France occupied by Germany and the formation of a new government in the non-occupied zone, the Vichy regime.
France had an extensive history of Jewish culture and citizenship culture prior to 1940, and xenophobia, especially common after the 1941 National Revolution in France, led to a “France for the French” mentality championed by Marshal Philippe Pétain, Chief of State of Vichy France. The need for the French Jewish population to seek emigration became a reality in the face of the collaborationist Vichy government and anti-Semitic statutes enacted in 1940 and 1941. French anti-Semitic policies and practices led many Jews to seek asylum in the United States, though American policy was divided between a small segment of government officials, politicians, individuals, and Jewish relief groups who wanted to aid European Jews, and a more powerful nativist faction, led by Breckenridge Long which did not support immigration. President Roosevelt, and the American government, fully aware of the situation of French Jews, did little concrete to aid their asylum in the United States.
began the task of dealing with an influx of Europeans seeking refugee status stateside, even before the Japanese attack Pearl Harbor on December 7, 1941. American interest in the global situation, nevertheless, did not officially begin after the initial attack on the 7th of December. Before that date, the United States government had to address refugees seeking asylum from European countries. Often studied, German emigration to the United States at times took center stage in terms of the refugee situation after the Nazi regime enacted anti- Semitic legislation in Germany and its occupied nations, prior to the American declaration of war. France, however, had a crisis of its own after the Germans invaded in the summer of 1940, and the fall of France led to a large portion of France occupied by Germany and the formation of a new government in the non-occupied zone, the Vichy regime.
France had an extensive history of Jewish culture and citizenship culture prior to 1940, and xenophobia, especially common after the 1941 National Revolution in France, led to a “France for the French” mentality championed by Marshal Philippe Pétain, Chief of State of Vichy France. The need for the French Jewish population to seek emigration became a reality in the face of the collaborationist Vichy government and anti-Semitic statutes enacted in 1940 and 1941. French anti-Semitic policies and practices led many Jews to seek asylum in the United States, though American policy was divided between a small segment of government officials, politicians, individuals, and Jewish relief groups who wanted to aid European Jews, and a more powerful nativist faction, led by Breckenridge Long which did not support immigration. President Roosevelt, and the American government, fully aware of the situation of French Jews, did little concrete to aid their asylum in the United States.
ContributorsPalumbo, Alex Paul (Author) / Fuchs, Rachel G. (Thesis director) / Simpson, Brooks (Committee member) / Cardoza, Thomas (Committee member) / Barrett, The Honors College (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Politics and Global Studies (Contributor)
Created2014-05
Description
South Sudan claims the position of being the newest state in the world, formed by a referendum on separation from Sudan held in 2011. The referendum comes after a half a century of fighting, which led to the displacement of an estimated four million South Sudanese and the death of two million. The massive numbers of displaced people fled to Northern Sudan or surrounding countries, crossing borders and becoming refugees. A comparatively small number were repatriated into countries of second asylum, such as the United States. Arizona, a state with relatively cheap cost of living and a large amount of low-skilled jobs became a favored state for resettling refugees. In 2013, the South Sudanese population in the greater Phoenix area was estimated to be around 4,000. This paper is an exploration of the how South Sudanese refugee youth identify themselves, and find their place in a new country, and in Phoenix, without losing their roots. This paper concludes that South Sudanese refugee youth have a hyphenated identity. They identify as both proud South Sudanese and as American citizens. This identity is formed by strong ties to the South Sudanese community and education by parents on the one hand, and integration in American schools and norms on the other hand. Having a hyphenated identity also affects the work that these South Sudanese do and their relationships with South Sudan. This research also highlights the difficulties with theorizing immigration and identity, by placing discussions of integration and transnationalism in concert with the voices of actual immigrants. The findings in this paper are developed from 12 oral history interviews of South Sudanese in conjunction with existing scholarly literature on refugees, South Sudan, and identity.
ContributorsDooling, Carmel Inez (Author) / Holian, Anna (Thesis director) / Gallab, Abdullahi (Committee member) / Barrett, The Honors College (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Politics and Global Studies (Contributor) / Sandra Day O'Connor College of Law (Contributor)
Created2014-05
Description
Mass media has played a central role in the construction of "illegal" immigration as a crisis, despite demographic trends suggesting otherwise, resulting in public concern and extreme policies. Additional coverage by local news has brought the issue closer to home, leading state legislatures to action. This project analyzes trends in a 10 year period in local news articles and state-level legislation about undocumented immigration in Arizona and Alabama. The representation of immigration as a threat has consequences for the lives of immigrants and what it means to be an American.
ContributorsGultz, Chrisanne Marie (Author) / Menjivar, Cecilia (Thesis director) / Doty, Roxanne (Committee member) / Diaz McConnell, Eileen (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor) / School of Politics and Global Studies (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
The demographics of Arizona are changing as Hispanics children are passing through their youth and into adulthood. Yet, even with this changing population Arizona has demonstrated an unwillingness to provide adequate educational opportunities for Hispanic school children. The state has perpetuated fear throughout the Hispanic community in an attempt to marginalize and stigmatize the race. Such attempts have extended to youth in schools creating an environment of fear. This fear limits the academic potential of young Hispanics who are wary of government officials and institutions. Arizona has also failed to provide appropriate funding for programs used predominantly by Hispanic students leaving them unprepared for a workplace that desperately needs them. Finally, Arizona has refused to allow course content with a record of increasing academic achievement and graduation rates amongst Hispanics to be taught in schools. Taken as a whole Arizona's efforts are creating a cadre of unskilled and unprepared laborers who will be desperately needed to take jobs in the Arizona economy in the coming years. This blatant disregard for the educational needs of a large segment of the population will have a devastating impact on Arizona's future.
ContributorsSmith, Jason Ryan (Author) / Davis, T. J. (Thesis director) / Ovando, Carlos (Committee member) / Tsosie, Rebecca (Committee member) / Barrett, The Honors College (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2013-12
Description
The relationship between a fictional character and its reader is one built on sympathy. Likable characters who combat personal adversity or who possess culturally acceptable and praised characteristics at the time of the fictional work's publication garner compassion from its audience. Does the same kind of reader reaction occur when characters of an unfavorable social status begin to transgress specified cultural attitudes to better themselves? In this paper, I examine the role of three literary characters of illegitimate birth: Mordred in Sir Malory's Le Morte d' Arthur, Edmund in William Shakespeare's King Lear and Jon Snow in George R.R. Martin's A Game of Thrones. I question how negative cultural attitudes at the time of each work's publication affect the way each character conducts himself whether as an agent of assumed social chaos or an autonomous bastard whose actions strive to transcend his undesirable birth rank. Each of these three characters represents specific types of bastards. Both Mordred and Edmund are bastard villains. Mordred's actions are pure unforgiving evil, and his destruction is self-indulgent and justified, to the audience, due to his illegitimate birth. Edmund is more complex, as he emotionally manipulates both the reader and other characters in the play, vacillating between a victimized bastard and a power hungry political player. Jon Snow is least like Mordred and Edmund. He endures the typical Renaissance era social and familial ostracism, and works to separate himself wholly from his illegitimate reputation while subconsciously seeking to prove himself worthy of legitimate respect.
ContributorsHouck, Laura Elizabeth (Author) / Facinelli, Diane (Thesis director) / Corse, Taylor (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
This project covered different components to strengthen Model United Nations organizations, especially programs in Arizona itself. The lack of strong programs in Arizona can be attributed in many ways to a lack of resources, and this project's work aims to bolster programs by providing some resources. The written component contains a write-up of a 2013 High School Model United Nations Conference at Arizona State University; a write-up of a 2014 Middle School Model United Nations Conference at Arizona State University; a guide on how to run such a conference, focused at the high school level; a university-level curriculum that integrates a Model United Nations organization into a classroom setting, including assignments and; a grade school lesson plan with seven lessons that focuses on teaches students about international relations and global affairs while preparing them for a Model United Nations conference.
ContributorsLanza, Jentry Elizabeth (Author) / Von Hagen, Mark (Thesis director) / Hutchinson, Marcie (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
I will be investigating the merit of participatory culture in online literary roleplaying. While looking at an affinity space within participatory culture, I will be examining the importance of narrative within a roleplay board, the value placed in writing ability and habitual participation, and the gaining of social capital within the affinity space of players through the scope of two forms of participatory culture: expressions and collaborative problem solving. I will also look at the limitations of literary roleplaying before talking about the potential of roleplaying to be used as a tool for students in the classroom. Throughout my investigation, I pool information from online roleplay forum boards as well as Tumblr blogs. Drawing from these examples, I hope to not only show the value and merit of online roleplaying as a form of literature, but also demonstrate its potential as a curriculum guide for educators.
ContributorsLacson, Therese (Author) / Lussier, Mark (Thesis director) / Daer, Alice (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05