One of the most pressing questions in economics is “why are some countries richer than others?” One methodology designed to help answer the question is known as “Development Accounting,” a framework that organizes the determinants of income into two categories: differences in inputs and differences in efficiency. The objective of our work is to study to what extent differences in the levels of pollution can help explain income differences across countries. To do this, we adjusted a factor-only model to allow us to enter PM2.5, a measure of pollution that tracks the concentration of fine particulate matter in the air and looked to see if the model’s predictive power improved. We ultimately find that we can improve the model’s success in predicting GDP by .5 - 6%. Thus, pollution is unlikely to be a major force in understanding cross-country income differences, but it can be used with other economic factors to potentially magnify its impact with other additions in the future.

This project offers an argument that isolates several major forces that it contends pose a critical threat to the endurance of modern American democracy. It evaluates modern and classic political philosophy to identify the prerequisites for a stable democracy, identifying and defining voter education and participation as necessary contributors to civic engagement. It provides a socio-legal framework for evaluating four phenomena that have shifted in their impact on politics over the past 20 years: the roles of money and media in politics, as well as disenfranchisement by gerrymandering and by felon voting restrictions. It demonstrates how each has a new and worsening impact on voter education and/or participation, thus threatening the continued existence of modern American democracy.

This project offers an argument that isolates several major forces that it contends pose a critical threat to the endurance of modern American democracy. It evaluates modern and classic political philosophy to identify the prerequisites for a stable democracy, identifying and defining voter education and participation as necessary contributors to civic engagement. It provides a socio-legal framework for evaluating four phenomena that have shifted in their impact on politics over the past 20 years: the roles of money and media in politics, as well as disenfranchisement by gerrymandering and by felon voting restrictions. It demonstrates how each has a new and worsening impact on voter education and/or participation, thus threatening the continued existence of modern American democracy.

This project offers an argument that isolates several major forces that it contends pose a critical threat to the endurance of modern American democracy. It evaluates modern and classic political philosophy to identify the prerequisites for a stable democracy, identifying and defining voter education and participation as necessary contributors to civic engagement. It provides a socio-legal framework for evaluating four phenomena that have shifted in their impact on politics over the past 20 years: the roles of money and media in politics, as well as disenfranchisement by gerrymandering and by felon voting restrictions. It demonstrates how each has a new and worsening impact on voter education and/or participation, thus threatening the continued existence of modern American democracy.

This research explores the use of transformative urban scenarios and timelines as a planning tool for addressing future sustainability challenges in urban environments. The analysis comes from a set of scenarios that were explored through workshops conducted in 2019 in which Phoenix stakeholders developed timelines toward their visions of Phoenix 60 years into the future. To evaluate the pathways created in these timelines, we employed process tracing methodology to understand which causal mechanisms lead to certain phenomena. Or in other words, it helps us understand how changes happen. We converted the timelines into process tracing diagrams that categorized the relationship between actions, actors, and observable manifestations (OM’s) of change over time. To understand the relationship between these components, we then used a combination of inductive and deductive coding to categorize types of activities, actors, OM’s and sustainability topics and organized them into themes. This helped us to understand how city decision-makers and community leaders think sustainability and resilience transformation can and should occur. This thesis takes a closer look at one particular scenario, Some Like it Hot, which explores resilience to extreme heat. Through coding and analysis, we found trends, correlations, and missing pieces in the participants’ timeline. There are numerous overarching causal mechanisms throughout the scenario timeline. These trends offer insight into which activities and stakeholders are seen as significant drivers of sustainable transformation according to the workshop participants. The file attached is a pdf version of an ArcGIS Story Map completed for this honors thesis. To view the full, interactive thesis deliverable, visit https://storymaps.arcgis.com/stories/14d1e52a9448498e87f20e7566651a13

Participatory Budgeting (PB) can create changes within individuals and between them and their community. PB processes allow people to determine how to spend a portion of a particular budget (in the case of School PB, a portion of the school budget). These processes help address the underrepresentation of youth in the realm of civics.

I spent time with the steering committee and teacher coordinator of school PB in Carson Junior High to explore the impact of school PB on students’ knowledge, skills, attitudes and practices in relation to civic engagement. In the study I used quantitative and qualitative components. The participants were unique in that they all had prior experience in civic engagement programs in Carson Junior High that were organized by the teacher coordinator of school PB.

The main findings suggest that the participants reported a significant amount of learning in civic knowledge. In comparison, their overall perceived growth in attitudes, practices and skills were much lower. School PB helped the participants in the steering committee to grow in different ways than their other civic engagement programs by providing them with knowledge about budgets, their school’s mechanisms and other students within their school. They also became more familiar with the democratic process of voting and more comfortable with public speaking and presenting.

Recommendations for future research on this process include compiling quantitative and qualitative data from a larger sample consisting of students who had prior civic engagement experience and students who didn’t, and students with different ethnicities from different grades. Another recommendation for future research is to conduct a longitudinal study following school PB participants to high school and beyond to explore long-term impacts.