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- Creators: School of Life Sciences
- Creators: School of Nutrition and Health Promotion
Description
Students Organize for Syria (SOS) is the student led initiative for Syria. With 18 registered chapters across the United States, this student organization is targeting a multidimensional cause by different means. Though it is now a national movement, it started off with one group at Arizona State University, with one student. Zana Alattar, founder and student director of SOS, tells the story of how she took an ASU organization, Save Our Syrian Freedom (SOS Freedom), to the national level as SOS. As a pre-medical student, she also combines her work in human rights with her future in healthcare. After all, health and human rights have long maintained a synergistic relationship.
ContributorsAlattar, Zana (Author) / Graff, Sarah (Thesis director) / McClurg, Sharolyn (Committee member) / School of Molecular Sciences (Contributor) / School of Social Transformation (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Poetry serves as a window through which we can convey emotions and experiences otherwise difficult to access and express. This chapbook addresses the moments in life that have dramatic transformational effects and those moments and events we wish to deny. Through my poetry, I reveal the honest revelations of hurt and pain, and the raw emotions evoked from the things that have occurred throughout my life. In doing so, I confront these painful experiences from a place of conscious awareness of the way in which they have impacted my life, and I allow others access to my hurt, self-hatred, and imperfection acknowledged throughout. This chapbook symbolizes the movement from a place of denial to a place of awareness and finally to a place of transformation and growth. As my poetry transformed from weak poems only accessible on an abstract level to powerful poems of honest and tangible pain and hurt, I experienced my own transformation. Allowing myself to candidly share my experiences with others has enabled me to grow from these experiences.
ContributorsLarson, Amanda Beth (Author) / Montesano, Mark (Thesis director) / Comeaux, Alexandra (Committee member) / Barrett, The Honors College (Contributor) / School of Nutrition and Health Promotion (Contributor) / Department of Psychology (Contributor)
Created2014-12
Description
The incorporation of electronic books (e-books) into the classroom and home of young children has been shown to have positive effects on the acquisition of early literacy skills. Dialogic reading methods, which include interactive conversations between caregiver and child about a story as it is being read, additionally are known to improve skills that lead to improved literacy during the school years. No research to date, however, has examined e-books and dialogic reading when used together. This study examines how using dialogic reading with a child reading an e-book will impact the acquisition of emergent literacy skills, particularly vocabulary knowledge and story recall ability. Twenty-three children aged 3 to 5 took part in a matched pairs experiment that included reading a select e-book four times in which half received a dialogic reading intervention. The children who received the intervention scored significantly higher in the story recall measure of the posttest than those in the control group. No differences were found between the experimental and control groups on the vocabulary measure, although mutual gains were found among both groups from the pretest to the posttest. The results suggest that dialogic reading when incorporated with e-books may improve a child's ability to recall a story. Further, the results indicate that repeated reading of the same e-book may increase vocabulary knowledge.
ContributorsFallon, Ashley Elizabeth (Author) / Connor, Carol (Thesis director) / Kupfer, Anne (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Division of Teacher Preparation (Contributor)
Created2014-12
Description
Although the number of women earning college degrees and entering the workforce is increasing, a gender gap persists at top leadership positions. Women are faced with numerous challenges throughout the talent pipeline, challenges that often drive women out of the workforce. This paper looks at the power of mentoring and how women, particularly young women, have the potential to overcome these challenges through a successful mentoring relationship. We use examples of successful mentoring programs at the corporate and university level to support the development of a mentoring program at the high school level. Our paper presents the research and development process behind the Young Women in Leadership (YWiL) Workshop, a half-day event that focused on bringing awareness to the importance of mentoring and leadership at the high school level while providing young women with the confidence and knowledge to begin to establish their own mentoring relationships.
ContributorsRust, Brenna (Co-author) / Myers, Sheridan (Co-author) / Desch, Tim (Thesis director) / Kalika, Dale (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / School of Accountancy (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / WPC Graduate Programs (Contributor) / W. P. Carey School of Business (Contributor)
Created2015-05
Description
This project, which consists of a review article and an applied creative project, proposes mirror neurons as being a physiological mechanism for motor imagery. The review article highlights similarities between motor imagery research and research on mirror neurons. The research is roughly divided into three types of studies: neuroimaging studies, transcranial magnetic stimulation (TMS) and electromyography (EMG) studies, and electroencephalography (EEG) studies. The review also discusses the associative hypothesis of mirror neuron origin as support for the hypothesis and concludes with an assessment of conflicting research and the limitations of the hypothesis. The applied creative project is an instructional brochure, aimed at anyone who teaches motor skills, such as dance teachers or sports coaches. The brochure takes the academic content of the review and presents it in a visually pleasing, reader-friendly fashion in an effort to educate the intended audience and make the research more accessible. The brochure also prescribes research-based suggestions for how to use motor imagery during teaching sessions and how to get the best benefits from it.
ContributorsNgai, Valerie Christina (Author) / Hoffner, Kristin (Thesis director) / Glenberg, Arthur (Committee member) / Barrett, The Honors College (Contributor) / School of Nutrition and Health Promotion (Contributor) / Department of Psychology (Contributor)
Created2015-05
Description
‘why we bend' a Bachelor of Fine Arts honors thesis exhibition by Ximenna Hofsetz and Tiernan Warner brings together installation, digital, sculptural, and printed artwork. The main focus concerns memory; and its vague, formless, and hazy nature. The work also examines what would happen if cognitive space could be physically mapped? What would it look like in sculptural form? Memory erodes and distorts with time. We influence our memories as much as they affect us. Thus, just as relationships are ever-changing, and our memories of those we interact with constantly shifting, our relationships with our own memories are malleable and evolve through time. This transient nature of memory is depicted in the various stylistic means of this exhibition by referencing time and space as well as personal memories and ephemera in both concrete and abstract ways. ‘why we bend’ implements a variety of multimedia techniques to examine recollection and its hold on us.
ContributorsHofsetz, Ximenna Cedella (Author) / Gutierrez, Rogelio (Thesis director) / Hood, Mary (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / School of Art (Contributor)
Created2014-12
Description
A Guiding Hand: Grief Response in Young Adults works to guide young adults thought the grieving process after the traumatic death of a loved one. It goes through the steps of grieving and what a person can expect when they suddenly lose someone dear. Written from the point of view of someone who had lost their best friend in a murder/suicide, A Guiding Hand, shares a personal view that is often missing in other books on grief. This piece works to prepare other young adults for the unexpected emotions that are associated with grief. It also works to provide coping strategies to help recover from a traumatic loss in a healthy manner and to put people in touch with resources they may not know exist in order to help with healing.
ContributorsSmith, Madison Ann (Author) / Foy, Joseph (Thesis director) / Shaeffer, John (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2014-12
Description
In the United States, many new cases of type I diabetes appear among youth. Upon diagnosis, many patients experience psychosocial issues in addition to physical issues, including depression, anxiety, and poor self-esteem. Diabetes educators have found that it is important to form interpersonal connections and trust with their adolescent patients. One tool that may be particularly useful for diabetes educators to implement is art therapy, which combines creativity and problem solving in a practical manner. Art therapy may be particularly helpful for individuals with type 1 diabetes because of the great cognitive and emotional changes, which occur during adolescence. In order for caretakers and educators to implement tenants of art therapy, it is helpful to have a medium, such as an art journal, which provides a foundation on which to process the emotions and thoughts the adolescent is experiencing as they process diabetes and their feelings throughout diagnosis. Keywords: art therapy, type I diabetes
ContributorsFowle, Mikaelah Jenee (Author) / Bodman, Denise (Thesis director) / Rogers, Jennifer (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2015-05
Description
Many studies have supported the theory that gain-framed messaging is effective in changing smoking behavior. However, the importance of focusing on long-term positive benefits or short-term positive benefits in this messaging remains a mystery. This study investigated the role that reward-delay within gain-framed messaging has on the self-esteem and behavior of cigarette smokers. Specifically, it sought to answer the question of whether short-term reward-delay messaging is more effective in increasing self-esteem and positive smoking behavior than long-term reward-delay messaging. An intervention was conducted in which participants, 16 female and 17 male, were exposed to either short-term reward-delay information or long-term reward-delay information. Self-esteem scores as well as smoking behavior were measured and compared before and after the intervention. Results from the study showed that participants in the short-term reward-delay group smoked 2 less cigarettes per day and 12 less cigarettes per week on average after the intervention than participants in the long-term reward-delay group. The results were also consistent with the findings of previous studies that suggest females are more heavily influenced by gain-framed messaging than males.
ContributorsHintze, Kellie Elizabeth (Author) / Chisum, Jack W. (Thesis director) / Brown, Carla J. (Committee member) / Barrett, The Honors College (Contributor) / School of Nutrition and Health Promotion (Contributor) / Department of Psychology (Contributor)
Created2015-05
Description
The ASU Page Turners is an entrepreneurial community action program founded by Chase Fitzgerald and Hannah McAtee. In 2014, a third program partner, Chloe Holmes, replaced Hannah as co-president. The ASU Page Turners program aims to enhance opportunities for the children of the Tempe/Mesa school districts through a unique one-on-one weekly reading program that is designed to draw together engaged ASU Barrett students and similarly motivated second and third grade students at the Tempe Public Library. The ASU Page Turners empowers the youth of our community by growing reading confidence, vocalization, and public speaking that can serve as transformative skill sets both in and out of the classroom. This document serves as a description and appraisal of the work done to establish the program, expand its reach and success, reflect on the experiences of the primary collaborators, appraise the value of the work as seen by the Tempe Public library, and set it on a sustainable path of growth for its future with Barrett, The Honors College and the Tempe Public Library. The Page Turners community consists of thirty Barrett students and thirty second and third grade students from ASU's greater community who actively embrace our mission to cultivate their own intellectual growth in a safe and productive manner. We look for every opportunity to encourage academic development, hold ourselves accountable, and realize our potential through the work we are doing, regardless if you are the student or the teacher. We have learned that these roles regularly reverse themselves, as there is much to learn from an inquisitive child's mind.
ContributorsFitzgerald, Chase Matthew (Author) / Mokwa, Michael (Thesis director) / Eaton, John (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / School of Human Evolution and Social Change (Contributor)
Created2015-05