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People of color, and more especially Black Americans, make up a minuscule portion of annual National Park visitation. This podcast is a look into the prejudiced history surrounding the formation of the national parks, the modern theories surrounding continuing lack of park diversity, and personal accounts of where the movement

People of color, and more especially Black Americans, make up a minuscule portion of annual National Park visitation. This podcast is a look into the prejudiced history surrounding the formation of the national parks, the modern theories surrounding continuing lack of park diversity, and personal accounts of where the movement for outdoor equality is going and where your support should go. This all culminates into a project that aims to understand why this statistic exists as it is and present it through podcast.

ContributorsTuft, Rose Elizabeth Lincoln (Author) / Schmidt, Peter (Thesis director) / Voorhees, Matthew (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description

People of color, and more especially Black Americans, make up a minuscule portion of annual National Park visitation. This podcast is a look into the prejudiced history surrounding the formation of the national parks, the modern theories surrounding continuing lack of park diversity, and personal accounts of where the movement

People of color, and more especially Black Americans, make up a minuscule portion of annual National Park visitation. This podcast is a look into the prejudiced history surrounding the formation of the national parks, the modern theories surrounding continuing lack of park diversity, and personal accounts of where the movement for outdoor equality is going and where your support should go. This all culminates into a project that aims to understand why this statistic exists as it is and present it through podcast.

ContributorsTuft, Rose Elizabeth Lincoln (Author) / Schmidt, Peter (Thesis director) / Voorhees, Matthew (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Description

The research presented here aims to explore the perceived Quality of Life (QoL) and perceived accessibility among varying demographic and socioeconomic groups in the Phoenix Metropolitan Area. A relationship between perceived QoL and perceived accessibility was further investigated. The data was collected through the Phoenix Area Social Survey (PASS), which

The research presented here aims to explore the perceived Quality of Life (QoL) and perceived accessibility among varying demographic and socioeconomic groups in the Phoenix Metropolitan Area. A relationship between perceived QoL and perceived accessibility was further investigated. The data was collected through the Phoenix Area Social Survey (PASS), which sent randomized surveys to 496 people in the Phoenix region. The survey’s response rate varied, from a low of 22.2% in one of the lowest-income neighborhoods and a high of 55.6% for a middle-income neighborhood. Results were obtained through statistical analyses, such as correlations, chi-squared tests, and t-tests. Results for income, gender and ethnicity indicated similar and comparable perceived QoL and perceived accessibility in the Phoenix area. The data did not reveal a relationship between perceived QoL and perceived accessibility; however, accessibility did increase with increasing income. A striking finding revolved around disparities in access to walkability and transit across all income, genders and ethnicities. This presents implications for built environment and resource allocation planning in order to enhance the lives of residents in the Valley. Future research and investigation into the objective indicators of QoL and impacts of culture on QoL should be pursued.

ContributorsOmar, Hafsa (Author) / Pfeiffer, Deirdre (Thesis director) / Ehlenz, Meagan (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Description
The rate of vaccinations has been consistently decreasing in the past years in children of ages 0-18. Multiple factors and barriers contribute to these low rates. This comparative case study investigated the accessibility of information regarding childhood vaccinations to parents in areas with differing poverty levels in the greater Phoenix

The rate of vaccinations has been consistently decreasing in the past years in children of ages 0-18. Multiple factors and barriers contribute to these low rates. This comparative case study investigated the accessibility of information regarding childhood vaccinations to parents in areas with differing poverty levels in the greater Phoenix region, specifically in the West Valley, Downtown Phoenix, and the East Valley. Pediatric clinics, public elementary schools, and public libraries were visited in each area to assess how much information was available where. The analysis produced unexpected results: the West Valley, which had the highest poverty level, contained the most amount of accessible information for parents in many languages, while the East Valley, with a low poverty level, had almost no information accessible to parents of these children. Implications for future research, policy, and practice are discussed. Based on these unexpected results, one recommendation is to develop a pamphlet that could be distributed to these public places to raise awareness of the importance of vaccinations in children to parents.
ContributorsShah, Veedhi (Author) / Bates, Denise (Thesis director) / Castillo, Elizabeth (Committee member) / College of Health Solutions (Contributor) / School of Life Sciences (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
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Description
In the Spring of 2021, I had an internship with Butterfly Wonderland, where I worked in their conservatory and learned about the ecological relationship between butterflies and plants. As part of my internship, I encouraged guests to learn more about gardening for pollinators. That experience inspired me to complete a

In the Spring of 2021, I had an internship with Butterfly Wonderland, where I worked in their conservatory and learned about the ecological relationship between butterflies and plants. As part of my internship, I encouraged guests to learn more about gardening for pollinators. That experience inspired me to complete a creative project in which I would design a butterfly garden of my own that would highlight wildlife benefits and be accessible to people like myself, who do not have their own gardens and don’t have hundreds of dollars to spend on gardening supplies. In collaboration with Dr. Gwen Iacona and Liz Makings (director and second committee member respectively), I planted accessible gardens. By “accessible”, I mean that the gardens were affordable (less than $100 total), included free/upcycled materials wherever possible, and are easily replicable. For my project, I made ‘prototypes’ of the gardens by using freely available seeds and soil sources, germinating those seeds in the ASU Greenhouses, and documenting my process so that it could be shared. Freely available seeds and other materials came from a variety of places including the ASU seed library, local Free Little Libraries, donations, as well as purchases from on campus fundraisers. The germination and growth of seeds in the ASU greenhouse took place over the course of several months in the fall and winter. That documentation has taken on several forms, including an informational pamphlet about wildlife gardening and flyers specific to locally available plant seeds. I find this to be very important because my end goal was to create something that other students or people in our community can use in a practical way. I wanted to create something that will bring gardening into the homes of people who didn’t think they were able to participate in it.
ContributorsBernat, Isabella (Author) / Iacona, Gwen (Thesis director) / Makings, Elizabeth (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Life Sciences (Contributor)
Created2022-05
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Description
Libraries provide a needed third place for students to engage with their peers and faculty, both academically and socially. Staff behavior, knowledge, and skills in providing an accessible and inclusive environment are key to helping students with disabilities feel that they belong in the libraries. This makes training in disability

Libraries provide a needed third place for students to engage with their peers and faculty, both academically and socially. Staff behavior, knowledge, and skills in providing an accessible and inclusive environment are key to helping students with disabilities feel that they belong in the libraries. This makes training in disability and accessibility awareness a necessary component of the overall program for the library. This study assessed a locally-developed, online training program for staff of all levels that was intended to improve staff knowledge and skills in disability etiquette, library services and spaces that support people with disabilities, and the policies that govern this work. The program used the four-part Deines-Jones (1999) model for its content and the core principles of andragogy for its instructional design. Assessment focused on changes in beliefs and knowledge using an adapted standardized scale, and evidence for learning from responses to training program questions, focus group discussions, and survey responses. Further development of the training program was informed by the principles of andragogy. Participants in the training program improved their scores in the knowledge domain but had no change in their beliefs domain. Learning was most evident in spaces where it engaged with previous knowledge and supportive customer service approaches. Participants identified and, in several cases, independently pursued new questions that were prompted by the training program. On the whole, participants found the training to be supportive and engaging, with minor changes to structure and focus recommended for the next iteration.
ContributorsVaughan, K.T. (Author) / Bernstein, Katherine (Thesis advisor) / Puckett, Kathleen (Committee member) / VanScoy, Amy (Committee member) / Arizona State University (Publisher)
Created2019