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Description
For as long as humans have been working, they have been looking for ways to get that work done better, faster, and more efficient. Over the course of human history, mankind has created innumerable spectacular inventions, all with the goal of making the economy and daily life more efficient. Today, innovations and technological advancements are happening at a pace like never seen before, and technology like automation and artificial intelligence are poised to once again fundamentally alter the way people live and work in society. Whether society is prepared or not, robots are coming to replace human labor, and they are coming fast. In many areas artificial intelligence has disrupted entire industries of the economy. As people continue to make advancements in artificial intelligence, more industries will be disturbed, more jobs will be lost, and entirely new industries and professions will be created in their wake. The future of the economy and society will be determined by how humans adapt to the rapid innovations that are taking place every single day. In this paper I will examine the extent to which automation will take the place of human labor in the future, project the potential effect of automation to future unemployment, and what individuals and society will need to do to adapt to keep pace with rapidly advancing technology. I will also look at the history of automation in the economy. For centuries humans have been advancing technology to make their everyday work more productive and efficient, and for centuries this has forced humans to adapt to the modern technology through things like training and education. The thesis will additionally examine the ways in which the U.S. education system will have to adapt to meet the demands of the advancing economy, and how job retraining programs must be modernized to prepare workers for the changing economy.
ContributorsCunningham, Reed P. (Author) / DeSerpa, Allan (Thesis director) / Haglin, Brett (Committee member) / School of International Letters and Cultures (Contributor) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Aside from uplifting and tearing down the mood of a young LGBTQ+ kid, journalistic media has the potential to alter the way audiences understand and react to individuals of the LGBTQ+ community. Looking at the rhetorical approaches, frameworks, and expanded narratives of news sources, this project engages with the concepts of same-sex marriage, lifestyles, bans, and children in education in order to attain an understanding of what media messages are being shared, how they are being communicated, and what the implications of such rhetoric are. Summary of the findings:
• Same-sex marriage as the win that cannot be repeated.
Infamously known as the central legal battle for the LGBTQ+ community, same-sex marriage finds itself in many political speeches, campaigns, and social commentaries. Interestingly, after being legalized through a Supreme Court decision in the United States, Same-Sex Marriage finds itself framed as the social inevitability that should not be repeated in politics or any legal shift. In other words, “the gays have won this battle, but not the war.”
• There are risks around the “LGBTQ+ lifestyle” and its careful catering to an elite minority and the mediation through bans.
The risks of the LGBTQ+ “lifestyle” date back far, with many connotations being attached to being LGBTQ+ (AIDS epidemics, etc.). In modern journalism, many media outlets portray LGBTQ+ individuals to be a tiny minority (.001% according to some) that demands the whole society to adhere to their requests. This framework portrays the LGBTQ+ community as oppressors and obsessed advocates that can never “seem to get enough” (ex: more than just marriage). The bans are framed as the neutralizing factor to the catering.
• LGBTQ+ children and topics in academic and social spaces are the extreme degree.
When it comes to LGBTQ+ issues and conversations as they revolve around children, media outlets have some of the most passionate opinions about them. Often portrayed as “the line that shouldn’t be crossed,” LGBTQ+ issues, as they find themselves in schools and other spaces, are thus portrayed as bearable to a certain degree, never completely. Claims of indoctrination are also presented prominently even when institutional efforts are to protect LGBTQ+ kids.
• Same-sex marriage as the win that cannot be repeated.
Infamously known as the central legal battle for the LGBTQ+ community, same-sex marriage finds itself in many political speeches, campaigns, and social commentaries. Interestingly, after being legalized through a Supreme Court decision in the United States, Same-Sex Marriage finds itself framed as the social inevitability that should not be repeated in politics or any legal shift. In other words, “the gays have won this battle, but not the war.”
• There are risks around the “LGBTQ+ lifestyle” and its careful catering to an elite minority and the mediation through bans.
The risks of the LGBTQ+ “lifestyle” date back far, with many connotations being attached to being LGBTQ+ (AIDS epidemics, etc.). In modern journalism, many media outlets portray LGBTQ+ individuals to be a tiny minority (.001% according to some) that demands the whole society to adhere to their requests. This framework portrays the LGBTQ+ community as oppressors and obsessed advocates that can never “seem to get enough” (ex: more than just marriage). The bans are framed as the neutralizing factor to the catering.
• LGBTQ+ children and topics in academic and social spaces are the extreme degree.
When it comes to LGBTQ+ issues and conversations as they revolve around children, media outlets have some of the most passionate opinions about them. Often portrayed as “the line that shouldn’t be crossed,” LGBTQ+ issues, as they find themselves in schools and other spaces, are thus portrayed as bearable to a certain degree, never completely. Claims of indoctrination are also presented prominently even when institutional efforts are to protect LGBTQ+ kids.
ContributorsNieto Calderon, Ramon Antonio (Author) / Himberg, Julia (Thesis director) / Sturges, Robert (Committee member) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
There has been a recent push for queer fiction, especially in the young adult genre, whose focus is gay and lesbian relationships. This growth is much needed in terms of visibility and the furthering of acceptance, but there are still subjects within the LGBTQ+ community that need to be addressed, including bisexual, asexual, and non-binary erasure. There are many people who claim that these identities do not exist, are labels used as a stepping stone on one's journey to discovering that they are homosexual, or are invented excuses for overtly promiscuous or prudish behavior. The existence of negative stereotypes, particularly those of non-binary individuals, is largely due to a lack of visibility and respectful representation within media and popular culture. However, there is still a dearth of non-binary content in popular literature outside of young adult fiction. Can You See Me? aims to fill the gap in bisexual, asexual, and non-binary representation in adult literature. Each of the four stories that make up this collection deals with an aspect of gender and/or sexuality that has been erased, ignored, or denied visibility in American popular culture. The first story, "We'll Grow Lemon Trees," examines bisexual erasure through the lens of sociolinguistics. A bisexual Romanian woman emigrates to Los Angeles in 1989 and must navigate a new culture, learn new languages, and try to move on from her past life under a dictatorship where speaking up could mean imprisonment or death. The second story "Up, Down, All Around," is about a young genderqueer child and their parents dealing with microaggressions, examining gender norms, and exploring personal identity through imaginary scenarios, each involving an encounter with an unknown entity and a colander. The third story, "Aces High," follows two asexual characters from the day they're born to when they are 28 years old, as they find themselves in pop culture. The two endure identity crises, gender discrimination, erasure, individual obsessions, and prejudice as they learn to accept themselves and embrace who they are. In the fourth and final story, "Mile Marker 72," a gay Mexican man must hide in plain sight as he deals with the death of his partner and coming out to his best friend, whose brother is his partner's murderer.
ContributorsOchser, Jordyn M. (Author) / Bell, Matt (Thesis director) / Free, Melissa (Committee member) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The nonprofit sector has experienced exponential growth in recent decades, thus creating a separate industry for nonprofits—an industry that requires education and training to run efficiently and successfully. As a result, Nonprofit Management Education (NME) at both graduate and undergraduate levels has steadily increased in number and demand. Recent changes in the political climate and changes in the government funding present new challenges to nonprofit professionals, thus enhancing the value of specific NME to prepare professionals for these challenges. To leverage NME and ensure that students are adequately prepared for these challenges, it is important to design curriculum that addresses the needs of the growing nonprofit industry. The Nonprofit Academic Center of Councils is the creator of the NACC Curricular Guidelines, which are currently used as a model all NME curricula should emulate. This study utilizes Arizona State University (ASU) to compare its current curriculum model to the NACC Curricular Guidelines, as well as the current challenges facing the nonprofit sector. In so doing, this study will provide an in-depth overview of NME at ASU through 1) focus groups of nonprofit leaders; 2) survey data from former students; and 3) curriculum mapping.
The comprehensive results indicated areas of opportunity for both ASU and the NACC Curricular Guidelines. According to the feedback of students, nonprofit professionals, and the current state of the ASU curriculum, ASU may wish to increase emphasis on Financial Management, Managing Staff and Volunteers, Assessment, Evaluation, and Decision Making, and Leading and Managing Nonprofit Organizations. After considering feedback from nonprofit professionals, NACC may consider amending some new competencies that reflect an emphasis on collective impact, cross sector leadership, or relationship building and the use of technology for nonprofit impact. The research team recommends accomplishing these changes through enhancing pedagogy by including case studies and an integrated curriculum into the ASU NME program. by applying the suggested changes to both the ASU curriculum and the NACC guidelines, this research prepares both ASU and NACC towards the process of accreditation and formalizing the NLM degree on a national level.
The comprehensive results indicated areas of opportunity for both ASU and the NACC Curricular Guidelines. According to the feedback of students, nonprofit professionals, and the current state of the ASU curriculum, ASU may wish to increase emphasis on Financial Management, Managing Staff and Volunteers, Assessment, Evaluation, and Decision Making, and Leading and Managing Nonprofit Organizations. After considering feedback from nonprofit professionals, NACC may consider amending some new competencies that reflect an emphasis on collective impact, cross sector leadership, or relationship building and the use of technology for nonprofit impact. The research team recommends accomplishing these changes through enhancing pedagogy by including case studies and an integrated curriculum into the ASU NME program. by applying the suggested changes to both the ASU curriculum and the NACC guidelines, this research prepares both ASU and NACC towards the process of accreditation and formalizing the NLM degree on a national level.
ContributorsFindlay, Molly Rebecca (Author) / Legg, Eric (Thesis director) / Ashcraft, Robert (Committee member) / Department of Information Systems (Contributor) / School of Community Resources and Development (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
In an effort to combat the lack of diversity in Children's Literature, this project displays a piece of literature titled Stories & Stages: A Tale of Two Sisters, in the form of a children's chapter book for a middle grade audience. Focusing on characters of a Hispanic background without relying on stereotypes or false characterizations, the novel works to inspire young minds and reflect a true representation of the world children are living in. This is done using research on different aspects of Children's Literature, including: the definition of children's literature, diversity, girlhood, and sibling relationships. This research provides the basis for the project, as does personal experience and background. Following the novel is a recording of the background research involved and a documentations of the creative process. Keywords: Children's Literature, Diversity
ContributorsFlores, Abriana Lorraine (Author) / Elliott, Lisa (Thesis director) / Haddy, Lana (Committee member) / Division of Teacher Preparation (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
The Way Home is a full-length young adult novel. The story is split between the perspectives of Theo and Ella, best friends from high school who are starting their freshman year in college. Neither is extremely excited about the start of the new phase of their lives; Theo struggles with severe anxiety and is just hoping to survive the four years; and dark memories in Ella's past don't seem to want to let her start over. A series of murders happening in town don't help their nerves at all, making it hard to focus on the "college experience." They were supposed to be there for each other... But then Ella goes missing, and Theo is left without a clue of where she went. While he searches for her desperately, she wakes up miles away from home, surrounded by strangers. In their efforts to find one another again, they instead find themselves presented with opportunities to study the impossible: magic. Things become stranger and stranger as murders, magic, police investigations, and ever-looming final exams begin to challenge Theo and Ella in ways they never expected. In writing this novel, I hoped to depict the transition from high school to college and the worries and wonders that come with it. The story is almost split directly in half, beginning with normal school life and shifting into the world of magic. The conflicts presented to the characters during the first half, such as grades, majors, and socializing, persist throughout the second half, but are also metaphorized once the characters begin studying magic. I chose to include a protagonist with an anxiety disorder because I believe mental disabilities are not represented enough in YA literature, though it is something that many high school and college students deal with. I wanted to create a character that could inform others and that students with similar mental disorders could relate to. Additional themes I deal with include newfound independence, individuality, growth, and friendship.
ContributorsWoner, Catherine Flynn (Author) / Blasingame, James (Thesis director) / Irish, Jennifer (Committee member) / Department of English (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
Sigmund Freud's psychoanalytic theory proposes that the personality has three components, the id, superego, and ego. The id is concerned with pleasure and gain, the reason it is often identified as a human's animalistic side. Additionally, the id does not consider social rules as closely and is the uncensored portion of the personality. The superego is the id's opposite; the superego considers social expectations and pressures immensely, is more self-critical and moralizing. The ego mediates the id and superego, and is understood as the realistic expression of personality which considers both the "animal" and human. A Fractured Whole: A Collection of Short Stories, explores Freud's construction of human personality in both form and content. Within the collection are three sections, each with a different pair of characters. Within each section, the same scene is written in the three "modes" of the id, superego, and ego, as three separate stories. The fifteen stories comprising this collection address the substance of daily life: sexuality, body image, competition, among other topics, to consider how a single person can balance the desires for personal pleasure and to satisfy social expectations. Writing the same scene in three "modes" allows for the observation of how the characters attitudes and actions alter under the influence of different parts of their personalities.
ContributorsOtte, Aneka (Author) / Sturges, Robert (Thesis director) / Bryant, Jason (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This project focuses on techniques contemporary American poets use in their work. Ten different poetry collections are analyzed for dominant writing styles and techniques, which I then apply to my own poems, concentrating on modeling that particular poet. I then reflect on those poems through an evaluation of my writing process, how those techniques were implemented, and how they affected the poem. In addition to these reviews and reflections, I also wrote three articles about the literary community and what I've learned from my interactions in that community. All these materials are organized into a website, which shows the connections between the different writings via links and menus. Creating this website brings all the materials together to demonstrate my growth as a poet, writer, and designer. This heavy focus on poetry and analysis has helped sharpen my critical thinking skills and has better prepared me for a career in design and journalism.
ContributorsHansen, Elizabeth Sarah (Author) / Murphy, Patricia (Thesis director) / Savard, Jeannine (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / Hugh Downs School of Human Communication (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor)
Created2015-05
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
Abstract "Empty Horizons": A Creative Writing Piece Max Harmon "Empty Horizons" is a creative writing piece composed of two different short stories sharing a common narrator. The first story "Can you dig it?" details a trip the narrator takes to South Dakota to go hunting shortly before starting college. On the trip the narrator contemplates certain aspects of his life and the events of the story serve as a vehicle to explore the narrator's mindset as an eighteen year old about to start a new phase in his life. The second story "Toads, Sharks and Beautiful Encounters with Uncertainty" takes place during the summer before the narrator begins his last semester in college as he attends the funeral of his recently deceased grandmother in Hawaii. During the trip to Hawaii, the narrator meets a girl his age and they are able to bond with each other over feelings of loss and uncertainty. In this story the narrator explores his feelings about life with college graduation on the horizon and comes to terms with some of the anxieties that have been plaguing him since the start of college. By detailing these two distinct and important time periods in the narrator's life the reader is able to gain a sense of understanding in regards to the narrator's own process of beginning life as an adult.
ContributorsHarmon, Max Doyle (Author) / Soares, Rebecca (Thesis director) / Popova, Laura (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-12