Matching Items (62)

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You Gotta Eat the Lettuce: An Examination of the Effects of Lutein and Zeaxanthin on Contrast Sensitivity

Description

Lutein and zeaxanthin are two important carotenoid vitamins related to ocular health and human visual processing. These vitamins can be ingested through supplementation and in regular diet. They concentrate in

Lutein and zeaxanthin are two important carotenoid vitamins related to ocular health and human visual processing. These vitamins can be ingested through supplementation and in regular diet. They concentrate in the central retina where they form a filter of macular pigment and protect the eye from high energy blue and yellow light. We examined participants who had a natural diet of high vs low lutein and zeaxanthin intake on tests of contrast sensitivity and glare disability. We also examined participant performance while wearing blue light blocking glasses in order to determine whether these glasses serve a similar protective function as macular pigment in benefiting participants on contrast sensitivity and glare disability tasks. Most of our data did not show statistically significant differences between the high and low lutein and zeaxanthin groups. An unexpected result that the blue blocker glasses hindered the ability of low lutein participants on their glare disability test was observed. We hypothesize that this is due to light scatter produced by the by glasses resulting in an impoverish retinal image reaching the primary visual cortex. Further research is required to examine this new finding.

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  • 2019-05

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Determining Magnesium Metal Affinity of Alpha L- Id in pH 5

Description

Integrin is a protein in cells that manage cell adhesion. They are crucial to the biochemical functions of cells. L 2 is one type of integrin. Its I domain is

Integrin is a protein in cells that manage cell adhesion. They are crucial to the biochemical functions of cells. L 2 is one type of integrin. Its I domain is responsible for ligand binding. Scientists understand how Alpha L I domain binds Mg2+ at a pH of 7 but not in acidic environments. Knowing the specificity of integrin at a lower pH is important because when tissues become inflamed, they release acidic compounds. We have cloned, expressed, and purified L I-domain and using NMR analysis, we determined that wild type Alpha L I domain does not bind to Mg2+ at a pH of 5.

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Created

Date Created
  • 2017-05

The Long Alchemy of Becoming: Aqua es Vida Film

Description

“The Long Alchemy of Becoming: Aqua es Vida” is a short, artistic film depicting the history of the Universe shown through the microcosm of the Mexican town, Cuatro Ciénegas, in

“The Long Alchemy of Becoming: Aqua es Vida” is a short, artistic film depicting the history of the Universe shown through the microcosm of the Mexican town, Cuatro Ciénegas, in the state of Coahuila. The film takes the viewer from the start of the universe to what scientists believe will be its end, via a poem written by Dr. James Elser. “The Long Alchemy of Becoming: Aqua es Vida” starts with the Big Bang, through the formation of matter, stars, planets, including Earth. From there, the viewer witnesses how life evolved illustrated via scenes in the ciénegas (‘marsh’ in Spanish) found in Cuatro Ciénegas, Coahuila, Mexico. The film explores how life expanded out from water, producing plants and animals, including humans. Then, modern life in Cuatro Ciénegas is shown, including the modern agricultural practices that are threatening to destroy the ciénegas that sustain long histories of microbial evolution. The film concludes with the end mankind and the eventual destruction of Earth by the dying sun. Cuatro Ciénegas is a biologically and ecologically significant location, because its pools and marshes are home to many endemic species, including stromatolites, which are very rare, bio-chemical living structures. This film is part of a National Science Foundation grant, and reflects the extensive scientific research efforts in and around Cuatro Ciénegas and its unique pools.

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Date Created
  • 2015-05

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A Political Critique of the Objectification of Science and Religion

Description

This essay explores the role of religion, science, and the secular in contemporary society by showing their connection to social and political legitimacy as a result of historical processes. In

This essay explores the role of religion, science, and the secular in contemporary society by showing their connection to social and political legitimacy as a result of historical processes. In Chapter One, the essay presents historical arguments, particularly linguistic, which confirm science and religion as historically created categories without timeless or essential differences. Additionally, the current institutional separation of science and religion was politically motivated by the changing power structures following the Protestant Reformation. In Chapter Two, the essay employs the concept of the modern social imaginary to show how our modern concept of the political and the secular subtly reproduce the objectified territories of science and religion and thus the boundary maintenance dialectic which dominates science-religion discourse. Chapter Three argues that ‘religious’ worldviews contain genuine metaphysical claims which do not recognizably fit into these modern social categories. Given the destabilizing forces of globalization and information technology upon the political authority of the nation-state, the way many conceptualize of these objects religion, science, and the secular will change as well.

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Date Created
  • 2018-05

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Using Technological Models to Decrease Medical/Scientific Costs

Description

Both technological and scientific fields continue to revolutionize in a similar fashion; however, a major difference is that high-tech corporations have found models to continue progressions while still keeping product

Both technological and scientific fields continue to revolutionize in a similar fashion; however, a major difference is that high-tech corporations have found models to continue progressions while still keeping product costs low. The main objective was to identify which, if any, components of certain technological models could be used with the vaccine and pharmaceutical markets to significantly lower their costs. Smartphones and computers were the two main items investigated while the two main items from the scientific standpoint were vaccines and pharmaceuticals. One concept had the ability to conceivably decrease the costs of vaccines and drugs and that was "market competition". If the United States were able to allow competition within the vaccine and drug companies, it would allow for the product prices to be best affected. It would only take a few small companies to generate generic versions of the drugs and decrease the prices. It would force the larger competition to most likely decrease their prices. Furthermore, the PC companies use a cumulative density function (CDF) to effectively divide their price setting in each product cycle. It was predicted that if this CDF model were applied to the vaccine and drug markets, the prices would no longer have to be extreme. The corporations would be able to set the highest price for the wealthiest consumers and then slowly begin to decrease the costs for the middle and lower class. Unfortunately, the problem within the vaccine and pharmaceutical markets was not the lack of innovation or business models. The problem lied with their liberty to choose product costs due to poor U.S. government regulations.

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Created

Date Created
  • 2016-12

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Anthropomorphic Animated Animals

Description

Anthropomorphic animal characters are common in animation, but there is limited data on the factors that contribute to such a trend. I studied how animated animals in popular movies look

Anthropomorphic animal characters are common in animation, but there is limited data on the factors that contribute to such a trend. I studied how animated animals in popular movies look and behave like humans, and what that indicates about us that we prefer them that way. My study was conducted via literature review, film review, facial measurements, and the creation of my own character. I discovered the physical importance of eyes in proportion to the rest of the face and the emotional importance of those animals acting as metaphors for us as humans.

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Created

Date Created
  • 2016-12

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Learning Physics Through Dance: An 8th Grade STEAM Curriculum

Description

In recent education trends, an emphasis has been placed on teaching students in STEM (Science, Technology, Engineering, and Mathematics) disciplines. Many researchers have advocated for integrating Arts education as well,

In recent education trends, an emphasis has been placed on teaching students in STEM (Science, Technology, Engineering, and Mathematics) disciplines. Many researchers have advocated for integrating Arts education as well, changing STEM education to STEAM (STEM + Arts) education. This paper describes an original 8th Grade physics curriculum integrating Science, Technology, Engineering, Arts, and Mathematics (STEAM). The curriculum was designed to teach core science concepts through inquiry and dance activities. The curriculum uses the 5E inquiry format, specifically using dance and movement activities to elaborate on the learned science content. The unit curriculum is designed to be implemented in an 8th Grade science classroom based on best practices in Science Instruction and Dance Education. The curriculum was not implemented as a research study this year, but is designed to support research in the future. The curriculum was however presented to Term 6 Pre-service Teachers in Mary Lou Fulton Teacher's College at ASU, whom evaluated the effectiveness of the lessons and offered feedback. This paper includes a review of current literature on STEAM education and dance integration, rationale for the curriculum's 5E Format and dance integration, the entire physics unit curriculum in 5E format, Pre-service Teacher feedback, and implications for a future research study with the unit curriculum.

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Created

Date Created
  • 2016-12

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A Comprehensive Literature Review of Evidence-based Interventions in Science for Students with Autism Spectrum Disorder

Description

Students with autism spectrum disorders (ASD) are increasingly included in general education and are expected to access core content, including science. Development of science content knowledge, scientific literacy, and scientific

Students with autism spectrum disorders (ASD) are increasingly included in general education and are expected to access core content, including science. Development of science content knowledge, scientific literacy, and scientific thinking are areas emphasized in legislation as well as the National Science Education Standards (NSES) as critical for all students. However, participation in science inquiry and discourse is often challenging for students with ASD given their difficulties with communication. Moreover, evidence on teaching academic content, such as science, to students with disabilities is limited. This comprehensive literature review synthesized ten studies of science intervention strategies for students with ASD. Findings suggest that students struggle with obtaining and retaining the background knowledge and strenuous vocabulary necessary to be successful with science content. Though studies related to instructional interventions in science for students with ASD are limited, these students can benefit from direct instruction through the implementation of supplementary materials such as e-texts, graphic organizers, and scripted lessons. Although there is not much research that supports inquiry-based practices, these interventions engage and assist students in the science curriculum by providing hands-on explorations with the material. Evidence-based practices for interventions in science for students with ASD have focused on direct instruction and inquiry-based practices. Direct instruction elicits explicit strategies in delivering science content concretely and directly. Many direct instruction approaches deal with the incorporation of visual supports and supplementary material to guide in student retention and access of complex ideas and terminology. Through direct instruction, the teacher facilitates and leads instruction to benefit the acquisition of science background knowledge. Contrastingly, inquiry-based practices encourage independent learning and hands-on explorations. While science is frequently inquiry-based in the general education setting, the communication challenges for students with ASD may contribute to difficulties with interactions and collaborations among peers within an inquiry lesson. Future implications include the need for additional, empirically-supported interventions in science for students with ASD and the need to target more inquiry-based science interventions for this population.

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Date Created
  • 2016-12

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Teaching Science to Arizona Refugee Students: Lesson Plans Created for English Language Learners

Description

This project is designed to generate enthusiasm for science among refugee students in hopes of inspiring them to continue learning science as well as to help them with their current understanding of their school science subject matter.

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Created

Date Created
  • 2017-12

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Implementing Kinetic Activities into a Children's Summer Program to Encourage STEM Engagement in Children Ages 5-11

Description

This creative project created and implemented a seven-day STEM curriculum that ultimately encouraged engagement in STEM subjects in students ages 5 through 11. The activities were incorporated into Arizona State

This creative project created and implemented a seven-day STEM curriculum that ultimately encouraged engagement in STEM subjects in students ages 5 through 11. The activities were incorporated into Arizona State University's Kids' Camp over the summer of 2017, every Tuesday afternoon from 4 to 6 p.m. with each activity running for roughly 40 minutes. The lesson plans were created to cover a myriad of scientific topics to account for varied student interest. The topics covered were plant biology, aerodynamics, zoology, geology, chemistry, physics, and astronomy. Each lesson was scaffolded to match the learning needs of the three age groups (5-6 year olds, 7-8 year olds, 9-11 year olds) and to encourage engagement. "Engagement" was measured by pre- and post-activity surveys approved by IRB. The surveys were in the form of statements where the children would totally agree, agree, be undecided, disagree, or totally disagree with it. To more accurately test engagement, the smiley face Likert scale was incorporated with the answer choices. After implementation of the intervention, two-tailed paired t-tests showed that student engagement significantly increased for the two lesson plans of Aerodynamics and Chemistry.

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Created

Date Created
  • 2017-12