Matching Items (20)
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- Creators: School of Life Sciences
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- Member of: Barrett, The Honors College Thesis/Creative Project Collection
Description
As part of a group project, myself and four teammates created an interactive children's storybook based off of the "Young Lady's Illustrated Primer" in Neal Stephenson's novel The Diamond Age. This electronic book is meant to be read aloud by a caregiver with their child, and is designed for reading over long distances through the use of real-time voice and video calling. While one part of the team focused on building the electronic book itself and writing the program, myself and two others wrote the story and I provided illustrations. Our Primer tells the story of a young princess named Charname (short for character name) who escapes from a tower and goes on a mission to save four companions to help her on her quest. The book is meant for reader-insertion, and teaches children problem-solving, teamwork, and critical thinking skills by presenting challenges for Princess Charname to solve. The Primer borrows techniques from modern video game design, focusing heavily on interactivity and feelings of agency through offering the child choices of how to proceed, similar to choose-your-own-adventure books. If brought to market, the medium lends itself well to expanded quests and storylines for the child to explore as they learn and grow. Additionally, resources are provided for the narrator to help create an engaging experience for the child, based off of research on parent-child cooperative reading and cooperative gameplay. The final version of the Primer included a website to run the program, a book-like computer to access the program online, and three complete story segments for the child and narrator to read together.
ContributorsLax, Amelia Ann Riedel (Author) / Dove-Viebahn, Aviva (Thesis director) / Wetzel, Jon (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Popular culture tends to downplay strong female characters to favor a plethora of male figures that children look up to as heroes. This creates a gender imbalance in exposure to inspirational characters that children can look up to as role models. For our team's creative project, we chose to write and illustrate a children's book mainly targeted at young girls, ages eight to twelve that focuses on the stories of selected female figures of Norse mythology. The five stories in our collection focus on the figures Frigg, Skadi, Elli, Idunn, and Freya and are inspired by the mythology contained in the Prose Edda by Snorri Sturluson and selected medieval texts on the Germanic Lombard tribe. Through our book, Women of Norse Myth: For Little Goddesses, we wanted to introduce children to Norse mythology, a branch of myth that is often overshadowed by more popular mythologies such as Roman and Greek. Additionally, our goal was to bring light to the female figures within Norse myth that are generally given less attention than their male counterparts. Keeping in mind these goals, the stories were adapted from the original myths in a manner that would be suitable for a young audience as well as our aim for female empowerment. The final manuscript contains an introduction to Norse cosmology, introductions to the figures, a glossary of Norse terms used, and the illustrated stories themselves. Together with our combined talents, interests, and goals, Women of Norse Myth: For Little Goddesses was completed, and we hope that someday it can be published and serve as a fun and inspiring storybook for children to read and learn from.
ContributorsFarine, Brittany (Co-author) / Muth, Margaret (Co-author) / Youngjohn, Trystan (Co-author) / Alexander, John (Thesis director) / Wells, Cornelia (Committee member) / Department of English (Contributor) / Department of Psychology (Contributor) / School of Human Evolution and Social Change (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This study examined whether changes in intervention related gains from the REACH for Personal and Academic Success program, an indicated anxiety prevention school-based protocol, vary as a function of participant youth's exposure to overprotective parenting. This study also examined if ethnicity/race (Caucasian vs. Hispanic/Latino) interacts with overprotective parenting to predict program response. A total of 98 children (M age = 9.70, SD = .07; 77.60% girls; 60.20% Hispanic/Latino) received 1 of 2 protocols (REACH or academic support) and responses were measured at post-treatment and 1-year follow-up. Findings showed that child self-regulation skills improved in the school program (REACH) for children of parents with low levels of overprotection, and child self-regulation skills improved in the control program (academic support) for children of parents with high levels of overprotection. These findings were significant in the Hispanic/Latino subsample, but not in Caucasian youth.
ContributorsBromich, Bobbi Lynn (Author) / Pina, Armando (Thesis director) / Presson, Clark (Committee member) / Hahs, Adam (Committee member) / Department of Psychology (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The ‘draw and write’ research technique was developed as a bottom-up approach to gaining access to children’s ideas, experiences, and views of the world around them in areas such as health, education, and social issues. While the technique may allow children to participate in research in a way that is less restrictive than other techniques, many critique the method for its adverse ethical concerns, validity, and issues of interpretation and analysis. This article reviews the ‘draw and write’ research technique and its common critiques as well as offers a case study of the ‘draw and write’ technique, performed with children in Acatenango, Guatemala, in order to validate the accuracy of the ‘draw and write’ technique in depicting specific quantitative results.
ContributorsJones, Danielle Lynn (Author) / Maupin, Jonathan (Thesis director) / Hackman, Joe (Committee member) / School of International Letters and Cultures (Contributor) / School of Human Evolution and Social Change (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
The goal of this study was to understand elementary school children’s perceptions of engineering. A total of 949 elementary school students were surveyed, individually or as a whole group, to examine gender and age differences in achievement-related beliefs (i.e., competency, interest, and importance) pertaining to engineering-related skills and activities. The results of this study found that specific skills and activities showed significant gender and age differences for each of the three measures. Significant findings showed that younger students (kindergarten through second grade) found many of the engineering-related skills and activities more interesting than the older students (third through fifth grade); however, the older students rated more of the skills and activities as being important. Gender differences showed that girls typically rated themselves as being more competent, more interested in, and valuing the skills and activities that pertained more to mindset ideas, such as learning from your mistakes and failures or not giving up, whereas boys rated themselves higher in more of the hands-on activities, such as building with things like legos, blocks, and k’nex.
ContributorsHandlos, Jamie Lynn Harte (Author) / Miller, Cindy (Thesis director) / Reisslein, Martin (Committee member) / School of Life Sciences (Contributor) / Chemical Engineering Program (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
During the formative years, habits, outlooks, and attitudes develop which influence social interaction throughout life. Because empathy is crucial in social interaction, empathy development should be supported. Evidence of empathy is first observed around the age of two (Radke-Yarrow et al., 1983, 1984; Spinrad & Fabes, 2009). The purpose of this thesis is to examine empathy in children from multiple perspectives. The scientific literature reviews the discovery of the mirror neuron system (MNS). A study on nine- and ten-year-old children showed a correlation between MNS activity and empathic concern (Pfeifer et al. 2008). Another study with a mean age of 11 demonstrated that high emotional intelligence (EI) resulted in more nominations for "cooperation" and less for "aggression" (Petrides, Sangareau, Furnham & Frederickson, 2006). The three most common EI tests (MSCEIT, TEIQue, Bar-On) are modeled to measure empathy (Bar-On, 2006; Goleman 1998, 1995; Mayer & Caruso 1997; Petrides & Furnham 2001). Psychologists agree that low measures are linked to narcissistic and aggressive behavior. The Observational Study analyzed both evidence of empathy and a lack of empathy in interactions with three- and four-year-old children. Personal experiences were also shared on how empathy was understood and practiced. Lastly, the children's short story was written to support empathy development through fiction-reading.
ContributorsDominic, Bronson (Author) / Hanish, Laura (Thesis director) / Blasingame, James (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
Self-regulation in the form of coping with emotions is something that most people have effectively adapted to by adulthood. This is an organically learned process that begins in early childhood through play, parenting, education, and peer interactions. This study examines whether six children aged 4-5 (M age= 4.72, SD= 0.372, 50% female, 100% Caucasian) are able to understand basic emotions and how to cope with them through one of two protocols. The conditions were either directive instruction or embodied cognition, and children were evaluated with a pre and post-test measure. Findings did not indicate any significant effect of the conditions on memorizing coping mechanisms, nor did it indicate that there was a significant improvement in emotion understanding following the sessions. These findings were limited by the sample size and participant interest.
ContributorsLittell, Naila Sabre (Co-author) / Frutiger, Kiana (Co-author) / Fey, Richard (Thesis director) / Kupfer, Anne (Committee member) / School of Life Sciences (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
With the overall health of the environment rapidly declining \u2014 mostly due to human behaviors, solving the problem of nature deficit disorder and getting more children interested and aware of nature could be paramount to improving the environmental health of our planet. In this study, the relationship between children's learning and emotion is explored. Pre- and post-tests were given to children attending a week-long summer freshwater ecology camp; their knowledge of and emotional connection to different ecological concepts were measured. Two separate ecosystems were tested \u2014 a freshwater ecosystem that was taught over the course of the week, and a marine ecosystem for comparison. Increases in knowledge and emotion were seen in every freshwater ecosystem concept. Additionally, the knowledge and emotion scores were correlated, suggesting a positive relationship between them. The marine ecosystem did not show improvements in concrete knowledge, but showed increases in abstract learning, indicating that the abstract concepts learned about the freshwater ecosystem were able to transfer to the marine. Overall results show the ability of a hands-on learning experience to foster an emotional connection between a child and the subject matter. However, long-term studies are needed to track the relationship between children and their knowledge of and emotional connection to the subject matter.
ContributorsMossler, Max Vaughn (Author) / Pearson, David (Thesis director) / Smith, Andrew (Committee member) / Berkowitz, Alan (Committee member) / Barrett, The Honors College (Contributor) / School of Sustainability (Contributor) / School of Life Sciences (Contributor)
Created2013-05
Description
It is well known that the lack of care coordination in the healthcare system causes numerous problems including cost inefficiency and inconsistent care, specifically for complex pediatric and adult patients. Many pediatric patients have complex medical and social service needs which can be expensive for both the patient’s parents and the general healthcare system. Therefore, it is difficult for the healthcare system to deliver the highest quality care possible, due to the number of appointments that have to be scheduled (with some being out of state), the large volume of physical health records, and overall lack of time parents have to coordinate this care while also caring for themselves and other family members. It is integral to find a more efficient way to coordinate care for these patients, in order to improve overall care, cost efficiency, and outcomes. <br/>A number of stakeholders in Arizona came together to work on this problem over several years. They were funded through a PCORI Eugene Washington Engagement grant to investigators at ASU. This project, Take Action for Arizona's Children through Care Coordination: A Bridge to Action was developed in order to further develop a research agenda and build the network (PCOR). Regional conferences were conducted in Flagstaff, Yuma, Phoenix, and Tucson, as well as a final capstone conference held in Phoenix. At these conferences, frustrations, suggestions, and opinions regarding Children with Special Health Care Needs (CSHCN) and navigating the healthcare system were shared and testimonials were transcribed.<br/>This study focused on the capstone conference. The study design was a strategic design workshop; results of the design analysis were analyzed qualitatively using descriptive content analysis. Themes described parent’s common experiences navigating the system, impacts resulting from such experiences, and desires for the care coordination system. Quotes were then grouped into major themes and subthemes for the capstone conference. After these themes were determined, the overarching goals of stakeholders could be assessed, and implementation projects could be described.
ContributorsBrennan, Bayley (Author) / Doebbeling, Bradley (Thesis director) / Lamb, Gerri (Committee member) / College of Health Solutions (Contributor, Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
The Healthy Pregnancy Summit is a collection of videos from a variety of specialists detailing how to have a healthy pregnancy and healthy child, based on the latest scientific and medical information. This project summarizes each presentation, and compares to the Healthy Child Guide, a document supplementary to the summit. Finally, this project analyzes the overall usefulness of the summit and each presentation, and suggests areas for improvement.
ContributorsKragenbring, Kylee (Author) / Adams, James (Thesis director) / Matthews, Julie (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / School of Human Evolution & Social Change (Contributor)
Created2023-05