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My name is Adriana Becerra and I am a student at the Walter Cronkite School of Journalism and Mass Communication at Arizona State University. In hoping to combine my two passions of journalism and film, for my Honors Undergraduate Thesis project I created my own film review website. My website is a complete review of the films that were nominated for the 2015 Oscars in the following categories: Best Picture, Animated Feature, Documentary Feature, Foreign Language, and Short Film Live Action. In all, I watched and reviewed a total of twenty-eight films based on acting, lighting, music, cinematography, costume/makeup/set design, writing, and visual effects. Over the course of nine months, I have watched, reviewed, and talked extensively about each film that I have reviewed. Though tedious at times, I thoroughly enjoyed completing my Undergraduate Thesis Project. I hope to continue critically looking at films, and possibly even incorporating film in my journalistic career.
ContributorsBecerra, Adriana Justina (Author) / Dodge, Nancie (Thesis director) / Russell, Dennis (Committee member) / School of Politics and Global Studies (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
In this paper, it is determined that learning retention decreases with age and there is a linear rate of decrease. In this study, four male Long-Evans Rats were used. The rats were each trained in 4 different tasks throughout their lifetime, using a food reward as motivation to work. Rats were said to have learned a task at the age when they received the highest accuracy during a task. A regression of learning retention was created for the set of studied rats: Learning Retention = 112.9 \u2014 0.085919 x (Age at End of Task), indicating that learning retention decreases at a linear rate, although rats have different rates of decrease of learning retention. The presence of behavioral training was determined not to have a positive impact on this rate. In behavioral studies, there were statistically significant differences between timid/outgoing and large ball ability between W12 and Z12. Rat W12 had overall better learning retention and also was more compliant, did not resist being picked up and traveled more frequently at high speeds (in the large ball) than Z12. Further potential studies include implanting an electrode into the frontal cortex in order to compare neuro feedback with learning retention, and using human subjects to find the rate of decrease in learning retention. The implication of this study, if also true for human subjects, is that older persons may need enhanced training or additional refresher training in order to retain information that is learned at a later age.
ContributorsSpinrad, Amelia (Author) / Si, Jennie (Thesis director) / Thompson, Patrick (Committee member) / Ma, Weichao (Committee member) / Barrett, The Honors College (Contributor)
Created2014-05
Description
"The Process and Analysis of Film Reviewing" is a two-part project that discovers what goes into the film reviewing process and what produces a good film review. A film review website entitled "Reel Reviews" (reelfilmreviews.com) was created, which features original content such as film reviews, trailers and information about special features and events relevant to the film industry. The paper portion of the project takes an analytical look at the current state of the film reviewing world and addresses the changes in technology that have an impact on how film reviewing is done.
ContributorsRepasi, Bianca Joyce (Author) / Baker, Aaron (Thesis director) / Dodge, Nancie (Committee member) / Barrett, The Honors College (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor)
Created2015-05
Description
This study looked at college-age students' ability to comprehend and retain information learned from news articles depending on what platform they read from. Fifteen participants read three local New York Times articles on each of the platforms provided: iPad, laptop, and paper. They took one test immediately after to test comprehension and another two weeks later to test their retention. Participants were also asked if they found the articles interesting, enjoyable, clear, etc. Results showed that participants' views on each format had little, if any, affect on their number of correct responses. The most consistent results on the participants' perceptions of the formats came from the laptop and paper, whereas the iPad received a bimodal pattern of responses. Participants were also asked to share their news habits while taking the test by selecting how frequently they gain news from various sources such as social media or television. These habits also seemed to have very little effect on their scores.
ContributorsKillin, Jamie Faye (Author) / Gilpin, Dawn (Thesis director) / Russomanno, Joseph (Committee member) / Dodge, Nancie (Committee member) / Barrett, The Honors College (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of Art (Contributor)
Created2014-05
Description
This study looked at college-age students' ability to comprehend and retain information learned from news articles depending on what platform they read from. Fifteen participants read three local New York Times articles on each of the platforms provided: iPad, laptop, and paper. They took one test immediately after to test comprehension and another two weeks later to test their retention. Participants were also asked if they found the articles interesting, enjoyable, clear, etc. Results showed that participants' views on each format had little, if any, affect on their number of correct responses. The most consistent results on the participants' perceptions of the formats came from the laptop and paper, whereas the iPad received a bimodal pattern of responses. Participants were also asked to share their news habits while taking the test by selecting how frequently they gain news from various sources such as social media or television. These habits also seemed to have very little effect on their scores.
ContributorsKillin, Jamie Faye (Author) / Gilpin, Dawn (Thesis director) / Russomanno, Joseph (Committee member) / Dodge, Nancie (Committee member) / Barrett, The Honors College (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of Art (Contributor)
Created2014-05