Matching Items (20)
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- All Subjects: Education
- Creators: Department of Finance
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
"Improving Life Outcomes for Children in Arizona: Educational Social Impact Bond" is a creative project that is structured as a pitch to the Arizona Department of Education to consider social impact bonds as a way to fund pilot education programs. The pitch begins with a brief overview of the umbrella of impact investing, and then a focus on social impact bonds, an area of impact investing. A profile of Arizona's current educational rankings along with statistics are then presented, highlighting the need for an educational social impact bond to help increase achievement. The pitch then starts to focus particularly on high school drop outs and how by funding early childhood education the chances of a child graduating high school increase. An overview of existing early education social impact bonds that are enacted are then presented, followed by a possible structure for an early education social impact bond in Arizona. An analysis of the possible lifetime cost savings of investing in early childhood education are then presented, that are as a result of decreasing the amount of high school drop outs. Lastly, is a brief side-by-side comparison of the Arizona structure to the precedent social impact bonds.
ContributorsRodriguez, Karina (Author) / Simonson, Mark (Thesis director) / Trujillo, Gary (Committee member) / Department of Finance (Contributor) / School of Accountancy (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This piece aims to discuss the roles of emerging geographies within the context of global supply chains, approaching the conversation with a "systems" view, emphasizing three key facets essential to a holistic and interdisciplinary environmental analysis: -The Implications of Governmental & Economic Activities -Supply Chain Enablement Activities, Risk Mitigation in Emerging Nations -Implications Regarding Sustainability, Corporate Social Responsibility In the appreciation of the interdisciplinary implications that stem from participation in global supply networks, supply chain professionals can position their firms for continued success in the proactive construction of robust and resilient supply chains. Across industries, how will supply networks in emerging geographies continue to evolve? Appreciating the inherent nuances related to the political and economic climate of a region, the extent to which enablement activities must occur, and sustainability/CSR tie-ins will be key to acquire this understanding. This deliverable aims to leverage the work of philosophers, researchers and business personnel as these questions are explored. The author will also introduce a novel method of teaching (IMRS) in the undergraduate business classroom that challenges the students to integrate their prior experiences both in the classroom and in the business world as they learn to craft locally relevant solutions to solve complex global problems.
ContributorsVaney, Rachel Lee (Author) / Maltz, Arnold (Thesis director) / Kellso, James (Committee member) / Barrett, The Honors College (Contributor) / Department of Supply Chain Management (Contributor) / Department of Information Systems (Contributor)
Created2015-05
Description
The purpose of this thesis is to understand peer-to-peer study habits at Arizona State University, and provide recommendations for improving these habits through online integration. This was done by researching current peer-to-peer collaboration literature, and analyzing online integration efforts. Interviews of Arizona State University students were carried out in order to discover specific insights on study patterns at this university. The scope of this research study was further limited to freshman and sophomore engineering, mathematics, and science majors in order to mitigate the impacts of external factors. The background research and study illuminated various flaws in existing peer-to-peer collaboration tools and methods. These weaknesses were then used to design two online tools that would be incorporated into a student resource dashboard. The first tool, called "Ask a Peer", provides a question and answer forum for students. This tool differs from existing products because it provides a mobile platform for students to receive reputable and immediate responses from their classmates. The second tool, "Study Buddy Finder", can be used by students to form study partnerships. This tool is beneficial because it displays information that is essential to students deciding to work together. The thesis provides detailed designs for both modules, and provides the foundation for implementation.
ContributorsPatel, Niraj (Author) / Balasooriya, Janaka (Thesis director) / Eaton, John (Committee member) / Walker, Erin (Committee member) / Barrett, The Honors College (Contributor) / Department of Finance (Contributor)
Created2013-12
Description
This paper outlines the process of designing, creating, and implementing a supply chain management outreach program to benefit high schools students in areas surrounding Intel campuses. The program—which spreads awareness of supply chain management and STEM (Science, Technology, Engineering, Math) and how they work together in businesses today—was created and tested by me, with the help of the following committee members: James Kellso – Director, Cheryl Dalsin – 2nd Reader, and Jack Berg – 3rd Reader. The end goal is for this program to become sustainable, and for it to spread as far and wide as possible. Supply chain management and STEM are becoming crucial to understand in businesses today and will only become more imperative in future years.
Keywords: supply chain management (SCM), Science Technology Engineering Math (STEM)
Keywords: supply chain management (SCM), Science Technology Engineering Math (STEM)
ContributorsHughes, Kelsey Ellen (Author) / Kellso, James (Thesis director) / Dalsin, Cheryl (Committee member) / Berg, Jack (Committee member) / Barrett, The Honors College (Contributor) / Department of Marketing (Contributor) / Department of Supply Chain Management (Contributor) / W. P. Carey School of Business (Contributor)
Created2014-05
Description
For my thesis, I chose to write a children’s book on financial education. The purpose of the book is to introduce financial terms such as savings, loans, and opportunity cost into a child’s life. The goal of the book is to inspire young individuals to start having open discussions about their finances and what these terms mean as well as how it applies to their daily lives.
The inspiration of the book came from my personal upbringing. I was born and raised in Mesa, Arizona, where I would see title loans businesses in every street corner. Many close family friends grew a dependency on these loans. As I grew older, I became aware of the long-term effects these businesses had on these families and I became inspired to make a change.
My book is meant to introduce simple financial terms into a child’s life with the hopes that they will begin to converse with family and friends about these terms. My book specifically incorporates the terms: loans, opportunity costs, savings, and affordability. These four topics were chosen through surveying a high school class by gathering information such as what they know, how much they know, and what they would like to learn more about. The intended audience would be students reading at a 3rd grade reading level. This grade level is ideal for my book based off information found on the Arizona Department of Education’s website. Final revisions were done with the help of my committee as well as through feedback received from children.
The book itself is 31 pages long with illustrations on every page. The illustrations consist of photographs and drawings. The drawings were purposely placed, roughly, and without color, on the photographs to symbolize the rough patches in life in yet a colorful world.
Proposition 1184 plays a major role in the future of my book. Proposition 1184 is
currently working its way through the Arizona legislature and would require all high school students to take a class on financial basics, replacing the current economics class requirement. I plan to continue working with Mesa Public Schools to get my book, or a similar project, incorporated into the Mesa Public Schools curriculum. I envision the book starting discussions related to financial topics which will in turn familiarize children with these terms’ definitions and begin the movement of financial education in Arizona.
The inspiration of the book came from my personal upbringing. I was born and raised in Mesa, Arizona, where I would see title loans businesses in every street corner. Many close family friends grew a dependency on these loans. As I grew older, I became aware of the long-term effects these businesses had on these families and I became inspired to make a change.
My book is meant to introduce simple financial terms into a child’s life with the hopes that they will begin to converse with family and friends about these terms. My book specifically incorporates the terms: loans, opportunity costs, savings, and affordability. These four topics were chosen through surveying a high school class by gathering information such as what they know, how much they know, and what they would like to learn more about. The intended audience would be students reading at a 3rd grade reading level. This grade level is ideal for my book based off information found on the Arizona Department of Education’s website. Final revisions were done with the help of my committee as well as through feedback received from children.
The book itself is 31 pages long with illustrations on every page. The illustrations consist of photographs and drawings. The drawings were purposely placed, roughly, and without color, on the photographs to symbolize the rough patches in life in yet a colorful world.
Proposition 1184 plays a major role in the future of my book. Proposition 1184 is
currently working its way through the Arizona legislature and would require all high school students to take a class on financial basics, replacing the current economics class requirement. I plan to continue working with Mesa Public Schools to get my book, or a similar project, incorporated into the Mesa Public Schools curriculum. I envision the book starting discussions related to financial topics which will in turn familiarize children with these terms’ definitions and begin the movement of financial education in Arizona.
ContributorsMorales, Irma Lucero (Author) / Desch, Tim (Thesis director) / Wolfe, Mindy (Committee member) / Department of Finance (Contributor) / Department of Supply Chain Management (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
English Learners (ELs) in mainstream classrooms must overcome additional language barriers to comprehend and master Common Core State Standards in mathematics. I will be working as a teacher after graduation who will provide content-based instruction to ELs in Spain and Phoenix, AZ. As someone who will be graduating with non-education degrees but working in education, it is imperative that I understand the best methods to create a conducive learning environment for simultaneous L2 acquisition and content comprehension. After reviewing previous research, I identified multiple methods that assist ELs in simultaneously acquiring classroom content and improving English Language Proficiency (ELP). I have used these methods to construct three lesson plans that teach three mathematics standards and corresponding ELP standards for third-grade students in Arizona. I analyzed the methods that were used in my lesson plans and expanded upon how they will enhance ELP for ELs in my classroom. I have concluded my report by identifying some shifts in Common Core State Standards and the implications that these shifts have for ELs in mainstream classrooms.
ContributorsDavies, Alec G. (Author) / Silva, Alexandria (Thesis director) / Moses, Lindsey (Committee member) / School of Politics and Global Studies (Contributor) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The returns to education in Haiti are high. Nevertheless, few individuals receive/enjoy them because education is privately provided, costly, and the poor cannot afford it. The poor receive too little education and would benefit from investing more into their education however, they cannot do so because they are unable to borrow, which can be attributed to the poorly functioning credit markets. Therefore, there is a need for government policy intervention aimed at providing more education to the poor. The purpose of this study is to propose and evaluate economic policies that might help the poor obtain more education. In particular, I analyze a taxation policy that redistributes income from the rich to the poor by implementing a tax transfer program. I also analyze a tax policy that taxes only the rich and used the tax revenue generated to fund public education for all children age 5-14. In the first policy, a tax rate of 3.17% on the rich and transfer to the poor increases the income of the poor parents by $81.74 USD a year and the income of the poor child by $61.78 USD while decreasing the income of the rich child by $61.78 USD. The second policy varies the amount parents and the government spend on a children's education and analyzes the effects on a children's income. I find that a fairly modest tax on the rich does a good job at generating more education for the poor, increasing the income of the poor children, and therefore alleviating the poverty of the poor. For example, a 5.21% tax on the top 20% of the rich raises enough money to provide six years of free public education for all children. As a result, the child's income in the poorest 20% of families raises from $539.30 to $887.14. These findings suggest that public education is likely an important channel through which the extent of poverty in Haiti can be reduced.
ContributorsWard, Alisha Elizabeth (Author) / Vereshchagina, Galina (Thesis director) / McDaniel, Cara (Committee member) / Department of Finance (Contributor) / Department of Economics (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
The main compelling question to this thesis was to determine if there is a relationship between the amount of sensitivity received in ones college experience to how easily one transitions to a full time role upon graduation. Furthermore to determine if there is measurable difference, what can educators do to close the gap to better serve students. The conduction of this thesis was done through a survey via Google Forms targeting three groups. The three groups were Alpha Kappa Psi at Arizona State University, Delta Sigma Pi at Penn State University and the Supply Chain Development Program at Dell in Austin, Texas. These groups allowed for a wide range of demographics in participants from all over the US and with many different business majors. There were two main sections in the survey, personal experiences with professors and personal experiences with peers. Both asked multiple different hard data questions (multiple choice, numerical rating, drop down) and short answer questions (open ended.) The goal was to gauge participant's experiences with their professors and their peers in terms of sensitivity and see if it helped or hindered their experience transitioning to a full time role. The results for the hard data indicated that there was a significant correlation between better professors being more sensitive and worse professors exercising very little sensitivity. The open ended responses indicated that students preferred professors that gave less sensitive and academic approach and more real life experiences to help them transition to their job. There were many issues to if the open-ended responses specifically addressed sensitivity versus other topics. Three other topics that were clearly alternately identified were class behavior, job relevancy, and professor influence/resistance. Overall from the research completed in this study it can be concluded that sensitivity does not significantly affect the performance in the transition from college to working in a profession environment.
ContributorsGhinos, Christina Eva (Author) / Kellso, James (Thesis director) / Thorn, Taylor (Committee member) / Department of Information Systems (Contributor) / Department of Supply Chain Management (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Millennial involvement levels in the stock market are startlingly low. But what has caused this disconnect between America's younger generation and the financial sector? Stress from past financial crises, distrust of Wall Street, corporate greed, or a dislike of capitalism could surely all be viable culprits. Through our mutual experiences and research, however, we have found that most millennials aren't cynical anarchists avoiding the stock market in an attempt to fight against the system. Rather, they are individuals who have the desire to learn about investing but are clueless as to where/how to start. We both began investing in the stock market early in our college careers by opening online brokerage accounts and developing investment portfolios based on knowledge we learned within our Finance degrees and through independent research. Word of our involvement in the stock market began to spread in our social circles and people would consistently approach either of us and ask a variety of questions regarding investing. Questions such as: Can you sit down and help me open up an account and pick some stocks? What type of things do you invest in? How do I get started? How much money have you made? (always a favorite). Pre-med students, engineers, business, science, and technology majors alike all showed interest in the stock market. The more and more we talked to people, the more we realized that the problem was not a lack of desire or a lack of intellect. The problem was a lack of logically presented information, and barriers to entry that were far too high. We want to fix that. Investnet will be an online educational platform that will teach anyone the basics of investing, in plain, easy to understand terms. Whether the individual has absolutely zero knowledge of finances, or has some familiarity with investing, Investnet will provide them with the knowledge and confidence necessary to start investing in the stock market (or choose not to, but at least they'll know how).
ContributorsMcKenzie, Connor (Co-author) / Shatila, Jordan (Co-author) / Budolfson, Arthur (Thesis director) / Hoffman, David (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / Department of Finance (Contributor) / W. P. Carey School of Business (Contributor) / Economics Program in CLAS (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05