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This LCA used data from a previous LCA done by Chester and Horvath (2012) on the proposed California High Speed Rail, and furthered the LCA to look into potential changes that can be made to the proposed CAHSR to be more resilient to climate change. This LCA focused on the

This LCA used data from a previous LCA done by Chester and Horvath (2012) on the proposed California High Speed Rail, and furthered the LCA to look into potential changes that can be made to the proposed CAHSR to be more resilient to climate change. This LCA focused on the energy, cost, and GHG emissions associated with raising the track, adding fly ash to the concrete mixture in place of a percentage of cement, and running the HSR on solar electricity rather than the current electricity mix. Data was collected from a variety of sources including other LCAs, research studies, feasibility studies, and project information from companies, agencies, and researchers in order to determine what the cost, energy requirements, and associated GHG emissions would be for each of these changes. This data was then used to calculate results of cost, energy, and GHG emissions for the three different changes. The results show that the greatest source of cost is the raised track (Design/Construction Phase), and the greatest source of GHG emissions is the concrete (also Design/Construction Phase).

Created2014-06-13
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Evolution is a key feature of undergraduate biology education: the AmericanAssociation for the Advancement of Science (AAAS) has identified evolution as one of the five core concepts of biology, and it is relevant to a wide array of biology-related careers. If biology instructors want students to use evolution to address scientific challenges post-graduation,

Evolution is a key feature of undergraduate biology education: the AmericanAssociation for the Advancement of Science (AAAS) has identified evolution as one of the five core concepts of biology, and it is relevant to a wide array of biology-related careers. If biology instructors want students to use evolution to address scientific challenges post-graduation, students need to be able to apply evolutionary principles to real-life situations, and accept that the theory of evolution is the best scientific explanation for the unity and diversity of life on Earth. In order to help students progress on both fronts, biology education researchers need surveys that measure evolution acceptance and assessments that measure students’ ability to apply evolutionary concepts. This dissertation improves the measurement of student understanding and acceptance of evolution by (1) developing a novel Evolutionary Medicine Assessment that measures students’ ability to apply the core principles of Evolutionary Medicine to a variety of health-related scenarios, (2) reevaluating existing measures of student evolution acceptance by using student interviews to assess response process validity, and (3) correcting the validity issues identified on the most widely-used measure of evolution acceptance - the Measure of Acceptance of the Theory of Evolution (MATE) - by developing and validating a revised version of this survey: the MATE 2.0.
ContributorsMisheva, Anastasia Taya (Author) / Brownell, Sara (Thesis advisor) / Barnes, Elizabeth (Committee member) / Collins, James (Committee member) / Cooper, Katelyn (Committee member) / Sterner, Beckett (Committee member) / Arizona State University (Publisher)
Created2023