Matching Items (2)
Filtering by

Clear all filters

136068-Thumbnail Image.png

Building an Identity: Exploring the Relationship between Colonial and Georgian Architecture to Colonial Culture in Old Virginia in the Seventeenth Century to Eighteenth Century

Description
The aim of this thesis is to explore the relationship between architecture and history in Virginia from 1607 to the eve of the American Revolution to create a complete historical narrative. The interdependency of history and architecture creates culturally important pieces and projects the colonist's need to connect to the…

The aim of this thesis is to explore the relationship between architecture and history in Virginia from 1607 to the eve of the American Revolution to create a complete historical narrative. The interdependency of history and architecture creates culturally important pieces and projects the colonist's need to connect to the past as well as their innovations in their own cultural exploration. The thesis examines the living conditions of the colonists that formed Jamestown, and describes the architectural achievements and the historical events that were taking place at the time. After Jamestown, the paper moves on to the innovations of early Virginian architecture from Colonial architecture to Georgian architecture found in Williamsburg. Conclusively, the thesis presents a historical narrative on how architecture displays a collection of ideals from the Virginian colonists at the time. The external display of architecture parallels the events as well as the economic conditions of Virginia, creating a social dialogue between the gentry and the common class in the colony of Virginia.
ContributorsChang, Hosu (Author) / Gray, Susan (Thesis director) / O'Donnell, Catherine (Committee member) / Barrett, The Honors College (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Social Transformation (Contributor)
Created2015-05
132260-Thumbnail Image.png

Understanding the Role of Gender in Economics: an Observational Study at Arizona State University

Description
There exists a notable gender gap in the field of economics. One explanation for this gap is the low supply of women entering the economics labor market. To understand the shortage of female economics students, I observe students at the undergraduate and graduate level. My data consists of a sample…

There exists a notable gender gap in the field of economics. One explanation for this gap is the low supply of women entering the economics labor market. To understand the shortage of female economics students, I observe students at the undergraduate and graduate level. My data consists of a sample of current undergraduate students and a sample of past Ph.D. applicants at Arizona State University. The gender gaps in these samples, both at the undergraduate and graduate level, can largely be explained by the variation in mathematical preparation of the students. The data reveals that undergraduate male economics students are more frequently enrolled in higher level math courses compared to female undergraduate students. Likewise, a higher number of male Ph.D. applicants have stronger mathematical backgrounds relative to female Ph.D. applicants. This common factor might explain the higher supply of male students who apply and get accepted to postgraduate studies in economics, relative to female students, holding all else constant. I conclude with the following recommended interventions: make information regarding postgraduate opportunities in economics more readily available, and increase math requirements for a bachelor’s degree in economics at ASU.
ContributorsZafari, Zorah (Author) / Datta, Manjira (Thesis director) / Zafar, Basit (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / School of Social Transformation (Contributor, Contributor) / Department of Economics (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05