Matching Items (39)
Filtering by

Clear all filters

Description

Due to what is known as the “biologically desert fallacy” and the pervasive westernized ideal of wilderness that has influenced widespread American Conservation culture for millennia, urban areas have long been deemed as areas devoid of biodiversity. However, cities can contribute significantly to regional biodiversity and provide vital niches for

Due to what is known as the “biologically desert fallacy” and the pervasive westernized ideal of wilderness that has influenced widespread American Conservation culture for millennia, urban areas have long been deemed as areas devoid of biodiversity. However, cities can contribute significantly to regional biodiversity and provide vital niches for wildlife, illuminating the growing awareness that cities are crucial to the future of conservation and combating the global biodiversity crisis. In terms of the biodiversity crisis, bats are a relevant species of concern. In many studies, different bat species have been broadly classified according to their ability to adapt to urban environments. There is evidence that urban areas can filter bat species based on traits and behavior, with many bats possessing traits that do not allow them to live in cities. The three broad categories are urban avoiders, urban adapters, or urban exploiters based upon where their abundance is highest along a gradient of urban intensity. A common example of an urban exploiter bat is a Mexican Free-tailed bat, which can thrive and rely on urban environments and it is found in the Phoenix Metropolitan area. Bats are important as even in urban environments they play vital ecological roles such as cactus pollination, insect management, and seed dispersal. Bat Crazy is a thesis project focused on urban enhancement and the field of urban biodiversity. The goals of this thesis are to observe how bio-conscious urban cities that work to promote species conservation can serve as a positive tool to promote biodiversity and foster community education and engagement for their urban environment.

ContributorsKaiser, Nicole (Author) / Senko, Jesse (Thesis director) / Angilletta, Michael (Committee member) / Lynch, John (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Life Sciences (Contributor)
Created2023-05
Description

Protein and gene circuit level synthetic bioengineering can require years to develop a single target. Phage assisted continuous evolution (PACE) is a powerful new tool for rapidly engineering new genes and proteins, but the method requires an automated cell culture system, making it inaccessible to non industrial research programs. Complex

Protein and gene circuit level synthetic bioengineering can require years to develop a single target. Phage assisted continuous evolution (PACE) is a powerful new tool for rapidly engineering new genes and proteins, but the method requires an automated cell culture system, making it inaccessible to non industrial research programs. Complex protein functions, like specific binding, require similarly dynamic PACE selection that can be alternatively induced or suppressed, with heat labile chemicals like tetracycline. Selection conditions must be controlled continuously over days, with adjustments made every few minutes. To make PACE experiments accessible to the broader community, we designed dedicated cell culture hardware and integrated optogenetically controlled plasmids. The low cost and open source platform allows a user to conduct PACE with continuous monitoring and precise control of evolution using light.

ContributorsTse, Ashley (Author) / Bartelle, Benjamin (Thesis director) / Tian, Xiaojun (Committee member) / Barrett, The Honors College (Contributor) / Materials Science and Engineering Program (Contributor) / School of International Letters and Cultures (Contributor) / Harrington Bioengineering Program (Contributor)
Created2023-05
135509-Thumbnail Image.png
Description
This study aims to understand how Arizona's current approach to ESL education \u2014 a recently developed version of Structured English Immersion (SEI) known as the four-hour ELD block \u2014 affects high school teachers and students in mainstream math and science classes containing a mixed population of English Language Learners (ELLs)

This study aims to understand how Arizona's current approach to ESL education \u2014 a recently developed version of Structured English Immersion (SEI) known as the four-hour ELD block \u2014 affects high school teachers and students in mainstream math and science classes containing a mixed population of English Language Learners (ELLs) and native English-speaking students. This focus was chosen due to a lack of prior research on the ELD block's effects at the high school level, and the unique consequences of the ELD block for the timing of ELL students' math and science enrollment. Four teachers of mixed-population, mainstream math and science classes, from four different high schools within a single Arizona district, were interviewed and observed in order to understand their perspectives on their own experiences and those of their students. Areas of focus included students' academic and social experiences, challenges faced by teachers and their responses to these challenges, and teachers' evaluations of their teaching situation and of the ELD block itself. Data were analyzed using modified analytic induction. The study found that teachers believe the following: that the ELD block causes ELLs to be socially isolated; that it damages ELLs' content development; and that, by forcing some ELLs to take mainstream math and science classes before they have received any ESL instruction, it damages their ability to succeed in these classes. Additionally, teachers indicated that they struggled to meet the needs of their ELL students and non-ELL students at once. Given these findings, the removal of the ELD block, and the addition of bilingual, ESL specialist aides into mainstream classes, is recommended as a solution.
ContributorsTinlin, Jessica Elizabeth (Author) / Matsuda, Aya (Thesis director) / Trifiro, Anthony (Committee member) / School of International Letters and Cultures (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
131039-Thumbnail Image.png
Description
Eleven years after being put into practice, the Common Core State Standards for Mathematics still take a back seat as traditional approaches drive many secondary geometry classrooms, specifically in regard to congruence. This thesis explores how university students reason about congruence based on their high school learning experience, as well

Eleven years after being put into practice, the Common Core State Standards for Mathematics still take a back seat as traditional approaches drive many secondary geometry classrooms, specifically in regard to congruence. This thesis explores how university students reason about congruence based on their high school learning experience, as well as how in-service geometry teachers reason about and teach congruence. During the Summer of 2020, two distinct surveys were distributed to 33 undergraduate students at Arizona State University and two in-service geometry teachers in Arizona to characterize the ways they understand congruence and reflect on their experiences in secondary geometry classrooms. The results of the survey indicate that students who understood congruence either in terms of corresponding measurements or transformations were successful in identifying congruent shapes, while only students who understood congruence in terms of transformations were successful in constructing congruent shapes. Transformational reasoning was both the most productive and the least prominent way of understanding congruence among students. Their responses to activities and reflections on their experiences also suggested that deductive reasoning is not practiced or prioritized in many secondary geometry classrooms. Teacher understandings of congruence varied, and reflections suggested that development of materials and training that are aligned with the goals of CCSSM for both pre-service and in-service teachers would help teachers create an environment conducive to a transformational understanding of congruence and that promotes deductive reasoning.
ContributorsGeotas, Anastasia Melina (Author) / Roh, Kyeong Hah (Thesis director) / O'Bryan, Alan (Committee member) / School of International Letters and Cultures (Contributor) / The Design School (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12
131712-Thumbnail Image.png
Description
NIPAAm co-DEAEMA hydrogels are a potential solution for sustained, local delivery of ketorolac tromethamine. Current methods of postoperative pain management, such as local anesthetics, NSAIDs, and opioids, can be improved by minimizing side effects while still effectively treating severe and extreme pain. Though high doses of ketorolac can be toxic,

NIPAAm co-DEAEMA hydrogels are a potential solution for sustained, local delivery of ketorolac tromethamine. Current methods of postoperative pain management, such as local anesthetics, NSAIDs, and opioids, can be improved by minimizing side effects while still effectively treating severe and extreme pain. Though high doses of ketorolac can be toxic, sustained, local delivery via hydrogels offers a promising solution. Four ketorolac release studies were conducted using PNDJ hydrogels formulated by Sonoran Biosciences. The first two studies tested a range of JAAm concentration between 1.4 and 2.2 mole percent. Both had high initial release rates lasting less than 7 days and appeared to be unaffected by JAAm content. Tobramycin slowed down the release of ketorolac but was unable to sustain release for more than 6 days. Incorporating DEAEMA prolonged the release of ketorolac for up to 14 days with significant reductions in initial burst release rate. Low LCST of NIPAAM co-DEAEMA polymer is problematic for even drug distribution and future in vivo applications.
ContributorsHui, Nathan (Author) / Vernon, Brent (Thesis director) / Heffernan, John (Committee member) / School of International Letters and Cultures (Contributor) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Examining the effect of various factors such as class, gender, and status on health inequalities in India is crucial for improving access to health services. However, most research on castes in India is done using broad, government-defined categories, including “Scheduled Castes,” “Scheduled Tribes,” “Forward Classes,” and “Other Backwards Classes.” These

Examining the effect of various factors such as class, gender, and status on health inequalities in India is crucial for improving access to health services. However, most research on castes in India is done using broad, government-defined categories, including “Scheduled Castes,” “Scheduled Tribes,” “Forward Classes,” and “Other Backwards Classes.” These general categories erase the experiences that more specific caste groups have in their health and their livelihood. Using the 2015-2016 Demographic and Health Survey of India, this study analyzes data on 699,686 women aged 15-49 to investigate the association of socioeconomic status, assessed by wealth, education, and community status on two types of contraceptive use–sterilization and other modern methods. Those with secondary education or higher were much less likely to be sterilized and more likely to use non-sterilization forms of modern contraception. Interestingly, those with greater household wealth were more likely to be sterilized but had no different chance of using non-sterilization forms of modern contraception. After controlling for other socioeconomic factors, members of Scheduled Castes and Backward Classes are more likely to be sterilized. However, there was additional heterogeneity between groups, with Muslim groups and Northeastern tribes much less likely to be sterilized, and Southern tribes more likely to be sterilized. Moreover, Muslim groups as well as Northern and Northeastern tribes were more likely to use non-sterilizations forms of contraception, whereas Southern tribes were less likely to use non-sterilization forms of contraception. These findings illustrate that in addition to differences by major caste categories, there is still religious and regional variation in the likelihood of using different forms of contraception. Future research should examine how unique community factors erased within the already present government caste system can affect health. In addition, more research should be done on the various effects of discrimination faced by these communities and how this discrimination affects their health education, access, and autonomy.
ContributorsChandra, Natasha (Author) / Hruschka, Daniel (Thesis director) / Drake, Alexandria (Committee member) / Barrett, The Honors College (Contributor) / School of Human Evolution & Social Change (Contributor) / School of International Letters and Cultures (Contributor) / Dean, W.P. Carey School of Business (Contributor)
Created2024-05
Description
My thesis is a comprehensive, multi-page report highlighting the ethical concerns of Arizona’s English-only law, or Proposition 203. It will emphasize the detrimental effects the law has on bilingualism, language preservation, and educational equity. To do this, I will explore research on the benefits of bilingualism for cultural awareness, brain

My thesis is a comprehensive, multi-page report highlighting the ethical concerns of Arizona’s English-only law, or Proposition 203. It will emphasize the detrimental effects the law has on bilingualism, language preservation, and educational equity. To do this, I will explore research on the benefits of bilingualism for cultural awareness, brain development, and career opportunities. The project will underscore the importance of embracing linguistic diversity in the public education system in Arizona. My report will provide some background on the topic by delving into the historical context and intentions behind the English-only law. This will essentially expose to readers the misguided attempts of the law, some of which include boosting test scores at the expense of genuine learning experiences. I will include information that supports my argument that Proposition 203 discourages bilingualism and strips impactful opportunities from students in the public education system. Additionally, anecdotes and personal opinions from educators will be included to strengthen my argument. By highlighting the ethical implications of prioritizing test outcomes over holistic education, my thesis aims to advocate for a shift towards inclusive, more immersive bilingual education models.
ContributorsErramuzpe, Sophia (Author) / Sipka, Danko (Thesis director) / Amrein-Beardsley, Audrey (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of International Letters and Cultures (Contributor)
Created2024-05
Description
This project offers a multi-perspective overview of why art matters in ecology. Combining the research of others with my own art and insight from within the academic system, I address the breadth of applications that art has in science education. The goal of this project is to show that creative

This project offers a multi-perspective overview of why art matters in ecology. Combining the research of others with my own art and insight from within the academic system, I address the breadth of applications that art has in science education. The goal of this project is to show that creative engagement can foster a sustainable mindset, make science-learning more accessible, and encourage progress in social and environmental justice in an integrative, interdisciplinary way.
ContributorsSvitak, Lo (Author) / Barca, Lisa (Thesis director) / Chew, Matthew (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / School of International Letters and Cultures (Contributor)
Created2024-05
Description
Education is highly valued in our society, and teaching is regarded as a necessary and impactful job. Students are influenced not only by the knowledge they retain, but also by the connections they build with their instructors and peers, as well as the classroom environment. Reciprocally, teachers are impacted by

Education is highly valued in our society, and teaching is regarded as a necessary and impactful job. Students are influenced not only by the knowledge they retain, but also by the connections they build with their instructors and peers, as well as the classroom environment. Reciprocally, teachers are impacted by the classroom environment which is determined by the students within it. While all teachers have a heavy workload and may be prone to moments of exhaustion, teachers dealing with difficult students are increasingly at risk of burnout (Aloe et. al., 2014). Despite the available research on teacher burnout, there is little exploration on the factors that protect against teacher stress. While interventions have been conducted to help mitigate burnout, they have been time consuming and difficult to implement in everyday practice. In this study, elementary school teachers from a variety of schools participated in a survey that assessed their stress levels, rewarding and challenging aspects of their job, relationships with students, and their stress-management strategies. This data was used to establish the connection between stress-management/mindfulness practice, quality of student-teacher relationships, stress levels and attitudes towards teaching. Results revealed significant correlations between the practice of stress management strategies, student-teacher closeness and stress levels (both overall and relating specifically to student misbehavior). As the practice of stress management strategies increased, stress levels decreased. Similarly, the closer teachers felt to their students, the less that student misbehavior stressed them out. Teachers felt most rewarded by seeing student growth, and most stressed out by their overall workload and lack of time.
ContributorsTrefny, Erin (Author) / Kappes, Janelle (Thesis director) / Pickett, Janna (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of International Letters and Cultures (Contributor)
Created2024-05