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- Creators: Barrett, The Honors College
Description
We, a team of students and faculty in the life sciences at Arizona State University (ASU), currently teach an Introduction to Biology course in a Level 5, or maximum-security unit with the support of the Arizona Department of Corrections and the Prison Education Program at ASU. This course aims to enhance current programs at the unit by offering inmates an opportunity to practice literacy and math skills, while also providing exposure to a new academic field (science, and specifically biology). Numerous studies, including a 2005 study from the Arizona Department of Corrections (ADC), have found that vocational programs, including prison education programs, reduce recidivism rates (ADC 2005, Esperian 2010, Jancic 1988, Steurer et al. 2001, Ubic 2002) and may provide additional benefits such as engagement with a world outside the justice system (Duguid 1992), the opportunity for inmates to revise personal patterns of rejecting education that they may regret, and the ability of inmate parents to deliberately set a good example for their children (Hall and Killacky 2008). Teaching in a maximum security prison unit poses special challenges, which include a prohibition on most outside materials (except paper), severe restrictions on student-teacher and student-student interactions, and the inability to perform any lab exercises except limited computer simulations. Lack of literature discussing theoretical and practical aspects of teaching science in such environment has prompted us to conduct an ongoing study to generate notes and recommendations from this class through the use of surveys, academic evaluation of students' work and ongoing feedback from both teachers and students to inform teaching practices in future science classes in high-security prison units.
ContributorsLarson, Anika Jade (Author) / Mor, Tsafrir (Thesis director) / Brownell, Sara (Committee member) / Lockard, Joe (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of Life Sciences (Contributor)
Created2015-05
Description
We examined the evolutionary morphological responses of Drosophila melanogaster that had evolved at constant cold (16°), constant hot (25°C), and fluctuating (16° and 25°C). Flies that were exposed to the constant low mean temperature developed larger thorax, wing, and cell sizes than those exposed to constant high mean temperatures. Males and females both responded similarly to thermal treatments in average wing and cell size. The resulting cell area for a given wing size in thermal fluctuating populations remains unclear and remains a subject for future research.
ContributorsAdrian, Gregory John (Author) / Angilletta, Michael (Thesis director) / Harrison, Jon (Committee member) / Rusch, Travis (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2015-05
Description
The relationship between the European Union and Britain has been long and contentious. It has been dominated by Britain's skepticism towards the EU and a hesitation to participate in an integrated Europe. This paper outlines the costs and benefits of Britain's membership in three areas: trade and foreign direct investment, financial contributions, and immigration. In addition to analyzing the effect of a British exit in these three areas, alternatives are also discussed.
ContributorsLeon, Monique Briana (Author) / Mendez, Jose (Thesis director) / Kenchington, David (Committee member) / Barrett, The Honors College (Contributor) / W. P. Carey School of Business (Contributor) / School of Accountancy (Contributor) / WPC Graduate Programs (Contributor)
Created2015-05
Description
Three populations of experimentally evolved Drosophila melanogaster populations made up of high temperature (H, constant 25 ᵒC), low temperature (C, constant 16 ᵒC) and temporal homogeneity (T, environment changes between 16 ᵒC and 25 ᵒC) were prepared and assayed to determine difference in citrate synthase activity. Between the three groups, the results were inconclusive: the resulting reaction rates in units of nmol min-1mgfly-1 were 81.8 + 20.6, 101 + 15.6, and 96.9 + 25.2 for the hot (H), cold (C), and temporally homogeneous (T) groups, respectively. We conclude that the high associated variability was due to a lack of control regarding the collection time of the experimentally evolved Drosophila.
ContributorsBelohlavek, David (Author) / Angilletta, Michael (Thesis director) / Francisco, Wilson (Committee member) / Barrett, The Honors College (Contributor) / Department of Chemistry and Biochemistry (Contributor)
Created2015-05
Description
The financial feasibility of NextPotential's X-doped photocatalyst is uncertain, the outcome depends on how much the material cost becomes reduced due to mass production techniques. If carbon taxes continue on the current trend the photocatalyst is highly likely to become financially feasible. Without carbon taxes, it is still likely the photocatalyst will achieve economical feasibility. The land area required by the photocatalyst is a feasible size. The minimal environmental downsides are that more land will be used and water will be used, but both of these are minimal compared to the benefit of eliminating carbon emissions.
ContributorsMcmullan, Kyle Jonathan (Co-author) / Lahpai, Mun (Co-author) / Donnelly, Connor (Co-author) / Puzhaev, Boris (Co-author) / Adams, James (Thesis director) / Krause, Stephen (Committee member) / Barrett, The Honors College (Contributor) / Materials Science and Engineering Program (Contributor)
Created2015-05
Description
This project examined the relationship of science teachers' knowledge about the laws relating to the teaching of creationism/evolution in public schools using multiple demographic factors. Overall, teachers correctly identified only 7 out of 10 "yes" or "no" answers about the laws, this score is only slightly better than the expected 5 out of 10 that would be obtained from guessing. Statistically significant results in differences in the overall score on the survey were found for three major variables. Teachers who say creationism should be taught in the classroom have a lower score than those who say it should not be taught in the classroom, with a large effect size. Teachers who teach biology or a life science had significantly higher scores than those who do not, with a small/medium effect size. Older teachers had significantly higher scores than younger teachers, with a small effect size. Identifying the demographic variables that effect teacher knowledge about the laws is the first step to determining how to educate teachers on the legality teaching of creationism/evolution in public school classrooms to avoid violations of the First Amendment.
ContributorsSorge, Aidan Bennet (Author) / Parker, John (Thesis director) / Lynch, John (Committee member) / School for the Future of Innovation in Society (Contributor) / Department of English (Contributor) / College of Integrative Sciences and Arts (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This thesis project provides a thorough cost-benefit analysis of the golf industry in Arizona. We begin by examining the economic, environmental, and social costs that the industry requires. One of the largest costs of the industry is water consumption. Golf courses in Arizona are currently finding ways to reduce water consumption through various methods, such as turf reduction and increasing the usage of drip irrigation. However, even at current levels of consumption, golf only consumes 1.9% of water in Arizona, compared to the 69% consumed by agriculture. Of the water consumed by the golf industry, 26.3% is wastewater, otherwise known as effluent water. Since the population in Arizona is projected to grow significantly over the next decade, the amount of effluent water produced will also increase. Due to this, we recommend that the golf industry move towards using as much effluent water as possible to conserve clean water sources. Additionally, we examine land allocation and agricultural tradeoffs to the state. Most golf courses are built in urban areas that would not be suitable for agriculture. The same land could be used to build a public park, but this would not provide as many economic benefits to the state. Many courses also act as floodplains which protect the communities surrounding them from flooding. These floodplains have proven to be crucial to protect from occasional flash floods by diverting the excess water away from homes. We also discuss golf's primary social cost in terms of its perception as being a sport played exclusively by privileged and wealthy people. This is proven to be false due to many non-profit organizations centered around the game, as well as municipal courses that provide affordable options for all citizens who want to play. We provide an in-depth analysis of the benefits that the industry provides to the state and its citizens primarily through business and tax revenue, employment, and property values. Including multiplier effects, the golf industry contributed 42,000 full- and part-time jobs, $3.9 billion in sales, $1.5 billion in labor income, and $2.1 billion value added in 2014. An estimated $72 million in state and local taxes were generated from golf facilities alone, without including taxes from indirectly impacted businesses. This tax revenue provides a great benefit to the public sector and increases Arizona's GDP. Also, much of this economic contribution is from the golf tourism industry, which brings new revenue into the state that would otherwise not exist. Golf courses also increase the surrounding real estate prices anywhere from 4.8% to 28%, providing a positive externality to community members in addition to scenic views. Finally, we provide a case study of the Waste Management Phoenix Open (WMO) to illustrate the impact of Arizona's single largest golf event each year. In 2017, the event brought an estimated $389 million into Arizona's economy in one week alone. Also, it regularly hosts massive crowds with a record-breaking 719,179 people attending the event in 2018. The WMO has also taken a "Zero Waste Challenge" to promote eco-friendly and sustainable practices by diverting all of the waste and materials produced by the tournament from landfills. The WMO has been dubbed both the "Greatest Show On Grass" and the "Greenest Show On Grass" due to the entertainment value provided as well as its effort to improve the environment.
ContributorsShershenovich, Andrew (Co-author) / Wilhelm, Spencer (Co-author) / Goegan, Brian (Thesis director) / Van Poucke, Rory (Committee member) / Department of Finance (Contributor) / W.P. Carey School of Business (Contributor) / Department of Economics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
In today's world, critical thinking and using a systems approach to problem solving are skills that are far too rare. In the age of information, the truth has become muddled by "fake news" and a constant barrage of exaggerations or blatant falsehoods. Without critical thinking skills, "many members of our society do not command the scientific literacy necessary to address important societal issues and concerns" (NCES 2012, p.11). Additionally, far too many people are incapable of thinking long term and understanding how their actions affect others. Because of this shortsightedness our world is facing one of its biggest ecological crises \u2014 global warming confounded by overpopulation and overconsumption. Now, more than ever, it is critical "for our young people to have a basic understanding of the relevant scientific ideas, technologies and ethical issues and powers of reasoning, to be prepared to face these issues" (Harlen et al., 2015). I believe that investigating innovative ways to teach ecology could be an important step to accomplishing this. Learning to think like a scientist forces people to rely on facts, follow similar protocols to deduce these facts, and be able to think critically about misleading events. More specifically, ecology education will allow people to develop those skills while also learning about team work, open-mindedness, and their environment. Ecology is defined as "the branch of biology that deals with the relations of organisms to one another and to their physical surroundings" (Dictionary.com, 2018). It is clear that this subcategory of science could act as a powerful introduction to the scientific world and how we relate to it. Its introduction at a young age has the potential to create a generation of conscientious and curious lifelong learners. In an attempt to support effective ways to teach ecology, I developed an educational unit and applied it in different educational contexts. My target audience was elementary aged students and I tested this unit with children in Phoenix Metropolitan Area afterschool programs. I taught core concepts of ecology \u2014 the water cycle, the sun's energy, plants and photosynthesis, and food webs \u2014in a sequence of lesson plans that build upon each other. Finally, I determined the appropriate age group and setting for these lesson plans through research and in-class observations. In this document, I explain the process I went through in developing my lesson plans, why I felt compelled to make them, and my experiences in implementing them.
ContributorsVotaw, Alexandra Lindsay (Author) / Larson, Kelli (Thesis director) / Herrmann, Lisa (Committee member) / York, Abigail (Committee member) / School of Art (Contributor) / The Design School (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Since its discovery in 1524, many people have characterized the vermiform appendix. Charles Darwin considered the human appendix to be a vestige and a useless structure. Others at the time opposed this hypothesis. However, Darwin's hypothesis became prevalent one until recently when there became a renewed interest in the appendix because of advancements in microscopes, knowledge of the immune system, and phylogenetics. In this review, I will argue that the vermiform appendix, although still not completely understood, has important functions. First, I will give the anatomy of the appendix. I will discuss the comparative anatomy between different animals and also primates. I will address the effects of appendicitis and appendectomy. I will give background on vestigial structures and will discuss if the appendix is a vestige. Following, I will review the evolution of the appendix. Finally, I will argue that the function of the appendix is as an immune organ, including discussion of gut-associated lymphoid tissue (GALT), development of lymphoid follicles in GALT and their comparison within different organs, Immunoglobulin A (IgA) function in the gut, biofilms as evidence that the appendix is a safe-house for beneficial bacteria, re-inoculation of the bowel, and protection against recurring infection. I will conclude with future studies that should be conducted to further our understanding of the vermiform appendix.
ContributorsPrestwich, Shelby Elizabeth (Author) / Cartwright, Reed (Thesis director) / Lynch, John (Committee member) / Furstenau, Tara (Committee member) / School of Geographical Sciences and Urban Planning (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Many fear that the growth of automation and artificial intelligence will lead to massive unemployment since human labor would no longer be needed. Although automation does displace workers from their current jobs, it is unclear the total net effect on jobs this period of advancement will have. One possible solution to help displaced workers is a Universal Basic Income. A Universal Basic Income(UBI) is a set payment paid to all members of society regardless of working status. Compared to current unemployment programs, a Universal Basic Income does not restrict participants in how to spend the money and is more inclusive. This paper examines the effects of a UBI on a person's motivation to work through a study on current college students. There is reason to believe that a Universal Basic Income will lead to fewer people working as people may become dependent on a base payment to meet their basic needs and not look for work. In addition, some people may drop out of their current jobs and rely on a UBI as their main form of income. The current literature does not offer a consensus opinion on this relationship and more studies are being completed with the threat of mass unemployment looming. This study shows the effects of a UBI on participants' willingness to work and then applies these results to the current economic model. With these results and new economic model, a decision about future policies surrounding a UBI can be made.
ContributorsAgarwal, Raghav (Author) / Pulido Hernadez, Carlos (Thesis director) / Foster, William (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / Department of Economics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05