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The Performance Based Studies Research Group (PBSRG) has developed industry-tested leadership and management techniques that have been proven to increase organizational performance. The Leadership Society of Arizona (LSA) has worked closely with PBSRG to develop an educational framework that introduces these leadership concepts to college students. LSA is now endeavoring

The Performance Based Studies Research Group (PBSRG) has developed industry-tested leadership and management techniques that have been proven to increase organizational performance. The Leadership Society of Arizona (LSA) has worked closely with PBSRG to develop an educational framework that introduces these leadership concepts to college students. LSA is now endeavoring to make this curriculum more accessible for K-12 students and educators. As part of a thesis creative project, the author has developed a strategy to connect with and enable local high schools, teachers, and students to engage with the professional industry and higher education. This strategy will allow LSA to connect with up to 150 high school students over the summer of 2016. By making this education easily accessible, the author has accomplished a milestone in the larger effort encompassed by LSA. The course chosen to present to high school students is an abridged variation of the Barrett Honors College course "Deductive Logic: Leadership and Management Techniques". The class framework is designed to instantiate a self-sustaining program for future summer school courses. The summer school course will allow high school students to learn, understand, and apply college level concepts into their education, work, and personal lives. The development of the framework for the program encompasses networking/partnering efforts, marketing package creation, and the delivery of the summer school course over the months of June and July in 2016.
ContributorsDunn, Melissa Anne (Author) / Kashiwagi, Dean (Thesis director) / Kashiwagi, Jacob (Committee member) / Industrial, Systems (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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The definition of "beauty" can be interpreted in many ways but when defining it literally, it is considered as such: "a combination of qualities that pleases the intellect or moral sense" (Oxford Dictionaries). Beauty simply "pleases" the intellect; it does not say that intellect is a factor of beauty itself.

The definition of "beauty" can be interpreted in many ways but when defining it literally, it is considered as such: "a combination of qualities that pleases the intellect or moral sense" (Oxford Dictionaries). Beauty simply "pleases" the intellect; it does not say that intellect is a factor of beauty itself. Beauty is nice to look at, a mere pleasure to experience in the "moral sense." It does not have anything to do with one's actions, principles or intelligence, but instead the way one presents himself or herself. If someone is deemed as intellectual, does that mean they are not viewed as beautiful? Is that why beauty is rarely associated with brains and vice versa? Has a history of stereotypes and media interference convinced us that these two concepts cannot coexist? And what if we found out that they did? Could we take that person seriously? I decided to challenge the idea of beauty and brains, and see if beauty is in fact measured by its literal definition and controlled by its assumed stereotype, or if other factors apply when deciphering someone's "beauty." First, I will analyze the perceptions and stereotypes of engineers. By looking at the public opinion of both engineers and women engineers, I can show the common struggles engineers face. Next I will look at perceptions of cheerleaders, in particular, professional cheerleaders. Through analyzing current stereotypes and gender roles associated with these women in the spotlight, I can establish how opinions of these women are formed. I will also look at a survey of a sample of Arizona State University students in which we can confirm or deny the results found through research of previous studies. We will also be able to gather personal opinions about why these stereotypes exist and how to break them down. Finally, we will look at personal accounts of current or retired National Football League (NFL) cheerleaders. These will give first-hand examples of what it is like to be both a cheerleader and a woman in STEM (science, technology, engineering, and mathematics).

ContributorsSanders, Samantha Kaye (Author) / Hibner Koblitz, Ann (Thesis director) / Eaton, John (Committee member) / McCarville, Daniel R. (Committee member) / Industrial, Systems (Contributor) / Barrett, The Honors College (Contributor)
Created2013-05