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Description
In 2010, a monthly sampling regimen was established to examine ecological differences in Saguaro Lake and Lake Pleasant, two Central Arizona reservoirs. Lake Pleasant is relatively deep and clear, while Saguaro Lake is relatively shallow and turbid. Preliminary results indicated that phytoplankton biomass was greater by an order of magnitude in Saguaro Lake, and that community structure differed. The purpose of this investigation was to determine why the reservoirs are different, and focused on physical characteristics of the water column, nutrient concentration, community structure of phytoplankton and zooplankton, and trophic cascades induced by fish populations. I formulated the following hypotheses: 1) Top-down control varies between the two reservoirs. The presence of piscivore fish in Lake Pleasant results in high grazer and low primary producer biomass through trophic cascades. Conversely, Saguaro Lake is controlled from the bottom-up. This hypothesis was tested through monthly analysis of zooplankton and phytoplankton communities in each reservoir. Analyses of the nutritional value of phytoplankton and DNA based molecular prey preference of zooplankton provided insight on trophic interactions between phytoplankton and zooplankton. Data from the Arizona Game and Fish Department (AZGFD) provided information on the fish communities of the two reservoirs. 2) Nutrient loads differ for each reservoir. Greater nutrient concentrations yield greater primary producer biomass; I hypothesize that Saguaro Lake is more eutrophic, while Lake Pleasant is more oligotrophic. Lake Pleasant had a larger zooplankton abundance and biomass, a larger piscivore fish community, and smaller phytoplankton abundance compared to Saguaro Lake. Thus, I conclude that Lake Pleasant was controlled top-down by the large piscivore fish population and Saguaro Lake was controlled from the bottom-up by the nutrient load in the reservoir. Hypothesis 2 stated that Saguaro Lake contains more nutrients than Lake Pleasant. However, Lake Pleasant had higher concentrations of dissolved nitrogen and phosphorus than Saguaro Lake. Additionally, an extended period of low dissolved N:P ratios in Saguaro Lake indicated N limitation, favoring dominance of N-fixing filamentous cyanobacteria in the phytoplankton community in that reservoir.
ContributorsSawyer, Tyler R (Author) / Neuer, Susanne (Thesis advisor) / Childers, Daniel L. (Committee member) / Sommerfeld, Milton (Committee member) / Arizona State University (Publisher)
Created2011
Description
Quagga mussels are an aquatic invasive species capable of causing economic and ecological damage. Despite the quagga mussels’ ability to rapidly spread, two watersheds, the Salt River system and the Verde River system of Arizona, both had no quagga mussel detections for 8 years. The main factor thought to deter quagga mussels was the stratification of the two watersheds during the summer, resulting in high temperatures in the epilimnion and low dissolved oxygen in the hypolimnion. In 2015, Canyon Lake, a reservoir of the Salt River watershed, tested positive for quagga mussel veligers. In this study, I used Landsat 7 and Landsat 8 satellite data to determine if changes in the surface temperature have caused a change to the reservoir allowing quagga mussel contamination. I used a location in the center of the lake with a root mean squared error (RMSE) of 0.80 and a correlation coefficient (R^2) of 0.82, but I did not detect any significant variations in surface temperatures from recent years. I also measured 21 locations on Canyon Lake to determine if the locations in Canyon Lake were able to harbor quagga mussels. I found that summer stratification caused hypolimnion dissolved oxygen levels to drop well below the quagga mussel threshold of 2mg/L. Surface temperatures, however were not high enough throughout the lake to prevent quagga mussels from inhabiting the epilimnion. It is likely that a lack of substrate in the epilimnion have forced any quagga mussel inhabitants in Canyon Lake to specific locations that were not necessarily near the point of quagga veliger detection sampling. The research suggests that while Canyon Lake may have been difficult for quagga mussels to infest, once they become established in the proper locations, where they can survive through the summer, quagga mussels are likely to become more prevalent.
ContributorsLau, Theresa (Author) / Fox, Peter (Thesis advisor) / Neuer, Susanne (Committee member) / Abbaszadegan, Morteza (Committee member) / Arizona State University (Publisher)
Created2018
Description
Safe, readily available, and reliable sources of water are an essential component of any municipality’s infrastructure. Phoenix, Arizona, a southwestern city, has among the highest per capita water use in the United States, making it essential to carefully manage its reservoirs. Generally, municipal water bodies are monitored through field sampling. However, this approach is limited spatially and temporally in addition to being costly. In this study, the application of remotely sensed reflectance data from Landsat 7’s Enhanced Thematic Mapper Plus (ETM+) and Landsat 8’s Operational Land Imager (OLI) along with data generated through field-sampling is used to gain a better understanding of the seasonal development of algal communities and levels of suspended particulates in the three main terminal reservoirs supplying water to the Phoenix metro area: Bartlett Lake, Lake Pleasant, and Saguaro Lake. Algal abundances, particularly the abundance of filamentous cyanobacteria, increased with warmer temperatures in all three reservoirs and reached the highest comparative abundance in Bartlett Lake. Prymnesiophytes (the class of algae to which the toxin-producing golden algae belong) tended to peak between June and August, with one notable peak occurring in Saguaro Lake in August 2017 during which time a fish-kill was observed. In the cooler months algal abundance was comparatively lower in all three lakes, with a more even distribution of abundance across algae classes. In-situ data from March 2017 to March 2018 were compared with algal communities sampled approximately ten years ago in each reservoir to understand any possible long-term changes. The findings show that the algal communities in the reservoirs are relatively stable, particularly those of the filamentous cyanobacteria, chlorophytes, and prymnesiophytes with some notable exceptions, such as the abundance of diatoms, which increased in Bartlett Lake and Lake Pleasant. When in-situ data were compared with Landsat-derived reflectance data, two-band combinations were found to be the best-estimators of chlorophyll-a concentration (as a proxy for algal biomass) and total suspended sediment concentration. The ratio of the reflectance value of the red band and the blue band produced reasonable estimates for the in-situ parameters in Bartlett Lake. The ratio of the reflectance value of the green band and the blue band produced reasonable estimates for the in-situ parameters in Saguaro Lake. However, even the best performing two-band algorithm did not produce any significant correlation between reflectance and in-situ data in Lake Pleasant. Overall, remotely-sensed observations can significantly improve our understanding of the water quality as measured by algae abundance and particulate loading in Arizona Reservoirs, especially when applied over long timescales.
ContributorsRussell, Jazmine Barkley (Author) / Neuer, Susanne (Thesis advisor) / Fox, Peter (Committee member) / Myint, Soe (Committee member) / Arizona State University (Publisher)
Created2018
Description
How do you convey what’s interesting and important to you as an artist in a digital world of constantly shifting attentions? For many young creatives, the answer is original characters, or OCs. An OC is a character that an artist creates for personal enjoyment, whether based on an already existing story or world, or completely from their own imagination.
As creations made for purely personal interests, OCs are an excellent elevator pitch to talk one creative to another, opening up opportunities for connection in a world where communication is at our fingertips but personal connection is increasingly harder to make. OCs encourage meaningful interaction by offering themselves as muses, avatars, and story pieces, and so much more, where artists can have their characters interact with other creatives through many different avenues such as art-making, table top games, or word of mouth.
In this thesis, I explore the worlds and aesthetics of many creators and their original characters through qualitative research and collaborative art-making. I begin with a short survey of my creative peers, asking general questions about their characters and thoughts on OCs, then move to sketching characters from various creators. I focus my research to a group of seven core creators and their characters, whom I interview and work closely with in order to create a series of seven final paintings of their original characters.
As creations made for purely personal interests, OCs are an excellent elevator pitch to talk one creative to another, opening up opportunities for connection in a world where communication is at our fingertips but personal connection is increasingly harder to make. OCs encourage meaningful interaction by offering themselves as muses, avatars, and story pieces, and so much more, where artists can have their characters interact with other creatives through many different avenues such as art-making, table top games, or word of mouth.
In this thesis, I explore the worlds and aesthetics of many creators and their original characters through qualitative research and collaborative art-making. I begin with a short survey of my creative peers, asking general questions about their characters and thoughts on OCs, then move to sketching characters from various creators. I focus my research to a group of seven core creators and their characters, whom I interview and work closely with in order to create a series of seven final paintings of their original characters.
ContributorsCote, Jacqueline (Author) / Button, Melissa M (Thesis director) / Dove-Viebahn, Aviva (Committee member) / School of Art (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
In the past ten years, the United States’ sound recording industries have experienced significant decreases in employment opportunities for aspiring audio engineers from economic imbalances in the music industry’s digital streaming era and reductions in government funding for career and technical education (CTE). The Recording Industry Association of America reports promises of music industry sustainability based on increasing annual revenues in paid streaming services and artists’ high creative demand. The rate of new audio engineer entries in the sound recording subsection of the music industry is not viable to support streaming artists’ high demand to engineer new music recordings. Offering CTE programs in secondary education is rare for aspiring engineers with insufficient accessibility to pursue a post-secondary or vocational education because of financial and academic limitations. These aspiring engineers seek alternatives for receiving an informal education in audio engineering on the Internet using video sharing services like YouTube to search for tutorials and improve their engineering skills. The shortage of accessible educational materials on the Internet restricts engineers from advancing their own audio engineering education, reducing opportunities to enter a desperate job market in need of independent, home studio-based engineers. Content creators on YouTube take advantage of this situation and commercialize their own video tutorial series for free and selling paid subscriptions to exclusive content. This is misleading for newer engineers because these tutorials omit important understandings of fundamental engineering concepts. Instead, content creators teach inflexible engineering methodologies that are mostly beneficial to their own way of thinking. Content creators do not often assess the incompatibility of teaching their own methodologies to potential entrants in a profession that demands critical thinking skills requiring applied fundamental audio engineering concepts and techniques. This project analyzes potential solutions to resolve the deficiencies in online audio engineering education and experiments with structuring simple, deliverable, accessible educational content and materials to new entries in audio engineering. Designing clear, easy to follow material to these new entries in audio engineering is essential for developing a strong understanding for the application of fundamental concepts in future engineers’ careers. Approaches to creating and designing educational content requires translating complex engineering concepts through simplified mediums that reduce limitations in learning for future audio engineers.
ContributorsBurns, Triston Connor (Author) / Tobias, Evan (Thesis director) / Libman, Jeff (Committee member) / Department of Information Systems (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
There has been a recent push for queer fiction, especially in the young adult genre, whose focus is gay and lesbian relationships. This growth is much needed in terms of visibility and the furthering of acceptance, but there are still subjects within the LGBTQ+ community that need to be addressed, including bisexual, asexual, and non-binary erasure. There are many people who claim that these identities do not exist, are labels used as a stepping stone on one's journey to discovering that they are homosexual, or are invented excuses for overtly promiscuous or prudish behavior. The existence of negative stereotypes, particularly those of non-binary individuals, is largely due to a lack of visibility and respectful representation within media and popular culture. However, there is still a dearth of non-binary content in popular literature outside of young adult fiction. Can You See Me? aims to fill the gap in bisexual, asexual, and non-binary representation in adult literature. Each of the four stories that make up this collection deals with an aspect of gender and/or sexuality that has been erased, ignored, or denied visibility in American popular culture. The first story, "We'll Grow Lemon Trees," examines bisexual erasure through the lens of sociolinguistics. A bisexual Romanian woman emigrates to Los Angeles in 1989 and must navigate a new culture, learn new languages, and try to move on from her past life under a dictatorship where speaking up could mean imprisonment or death. The second story "Up, Down, All Around," is about a young genderqueer child and their parents dealing with microaggressions, examining gender norms, and exploring personal identity through imaginary scenarios, each involving an encounter with an unknown entity and a colander. The third story, "Aces High," follows two asexual characters from the day they're born to when they are 28 years old, as they find themselves in pop culture. The two endure identity crises, gender discrimination, erasure, individual obsessions, and prejudice as they learn to accept themselves and embrace who they are. In the fourth and final story, "Mile Marker 72," a gay Mexican man must hide in plain sight as he deals with the death of his partner and coming out to his best friend, whose brother is his partner's murderer.
ContributorsOchser, Jordyn M. (Author) / Bell, Matt (Thesis director) / Free, Melissa (Committee member) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Pandora is a play exploring our relationship with gendered technology through the lens of artificial intelligence. Can women be subjective under patriarchy? Do robots who look like women have subjectivity? Hoping to create a better version of ourselves, The Engineer must navigate the loss of her creation, and Pandora must navigate their new world. The original premiere run was March 27-28, 2018, original cast: Caitlin Andelora, Rikki Tremblay, and Michael Tristano Jr.
ContributorsToye, Abigail Elizabeth (Author) / Linde, Jennifer (Thesis director) / Abele, Kelsey (Committee member) / Department of Information Systems (Contributor) / Economics Program in CLAS (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
After freelancing on my own for the past year and a half, I have realized that one of the biggest obstacles to college entrepreneurs is a fear or apprehension to sales. As a computer science major trying to sell my services, I discovered very quickly that I had not been prepared for the difficulty of learning sales. Sales get a bad rap and very often is the last thing that young entrepreneurs want to try, but the reality is that sales is oxygen to a company and a required skill for an entrepreneur. Due to this, I compiled all of my knowledge into an e-book for young entrepreneurs starting out to learn how to open up a conversation with a prospect all the way to closing them on the phone. Instead of starting from scratch like I did, college entrepreneurs can learn the bare basics of selling their own services, even if they are terrified of sales and what it entails. In this e-book, there are tips that I have learned to deal with my anxiety about sales such as taking the pressure off of yourself and prioritizing listening more than pitching. Instead of trying to teach sales expecting people to be natural sales people, this e-book takes the approach of helping entrepreneurs that are terrified of sales and show them how they can cope with this fear and still close a client. In the future, I hope young entrepreneurs will have access to more resources that handle this fear and make it much easier for them to learn it by themselves. This e-book is the first step.
ContributorsMead, Kevin Tyler (Author) / Sebold, Brent (Thesis director) / Kruse, Gabriel (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
South Korea possesses the only culture to successfully create a transnationality and hybridity formula that is not replicable. So why Korea and why now? The goal of this thesis creative project is to demonstrate the marketing and communications strategies used in the arts and culture industry to drive global awareness and interest in K-Pop. In order to achieve that goal, I created HellotoHallyu.com, a website designed for an audience of Millennials and Generation Z English speakers to increase their awareness of the growth and impact of the Korean Wave in a fun and engaging way. So those who may hear a song by K-Pop idol group BTS on a music awards show in the U.S. can get themselves up-to-speed before diving into the fast-paced world of K-culture gossip sites and forums. Hello to Hallyu delivers consumer-friendly, educational content easily understood by English speakers with no prior knowledge of Korean culture, while still piquing the interest of K-pop connoisseurs. It provides the background necessary for even the most dedicated fans to glean new knowledge of Korea's cultural industry and a new perspective on the content they consume. Hello to Hallyu is based on a combination of secondary and primary research conducted over four semesters beginning Spring 2017 and continuing through Spring 2018. This project is set up as an ever-expanding resource freely available to anyone with internet access. The research required to maintain the site will continue with the Wave. However, the content currently on the site is evergreen, a documentation of the history of the Wave as explained in peer-reviewed articles and by Dr. Ingyu Oh as well as a documentation of my personal experience with Hallyu while in Korea and as a Westerner living in the U.S. The site's goal is to demonstrate the marketing and communications strategies used in the industry to drive global awareness and interest. Through this means, Hello to Hallyu aims to provide fully developed multimedia content intended to increase English speakers' awareness of the growth and impact of the Korean Wave as shown through site visits, content views, and audience engagement.
ContributorsTravis, Lisa Anne (Author) / Hass, Mark (Thesis director) / Shewell, Justin (Committee member) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This honors thesis outlines a method for teaching argument writing in the secondary classroom, including the elements of an argument based upon the Toulmin method, and diverse ways to help students who are all types of learners become engaged and receive the support they need. It includes all elements of argument, including evidence, warrants, backing, counterargument, claims, theses, the rhetorical triangle and the rhetorical appeals, including definitions and how they fit together in an argumentative essay. The largest portion of the project is dedicated to activities and resources for teachers based upon all of those elements, along with activities for the writing process as a whole. These activities are based upon the student's individual experience as well as various scholarly resources from leading professionals in the curriculum development field for English Language Arts. This is not meant to be an end-all be-all solution for teaching argument writing, but rather one of many resources that teachers can use in their classroom. This 30-page paper, including references, are condensed into an accessible website for teachers to use more easily. Each tab on the website refers to a different element or focus of the argument writing process, with both a definition and introduction as well as one or more activities for teachers to implement into the classroom. The activities are versatile and general for the purpose of teachers being able to include them into whatever curriculum they are currently teaching. The goal is that they can add argument instruction into what they are already either willingly or being required to teach in an easy and logical way. The website is available for any secondary teachers to use as they see fit at www.teachingargumentwriting.weebly.com.
ContributorsBrooks, Jenna Nicole (Author) / Blasingame, James (Thesis director) / Barnett, Juliet (Committee member) / Division of Teacher Preparation (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05