Matching Items (407)
Description
In exploration of the negative reputation of gender-inclusive housing (GIH) among LGBTQ+ students at Arizona State University (ASU), this study seeks to investigate the extent to which ASU student housing inadvertently replicates structural discrimination and social inequities through its conceptualization and implementation of GIH. The present study is guided by four core research questions: (1) are GIH students more likely to report negative user experiences than non-GIH students? (2) are GIH students more likely to report poor housing outcomes than non-GIH students? (3) are GIH students more likely to report poor communications with Housing staff than non-GIH students? (4) are GIH students less likely to recommend University Housing to their peers than non-GIH students? In defining answers to these core research questions, the present study employs a four-pronged research methodology: (1) student survey; (2) student interviews; (3) faculty interview; (4) analysis of existing GIH models.
Findings from the student survey, student interviews, and faculty interview elucidate answers to three of the four research questions, with GIH students being more likely to report negative user experiences and poor housing outcomes, and being more likely to recommend University Housing. Findings relating to housing outcomes were inconclusive, demonstrating the need for additional research. Synthesizing these findings with those of the analysis of existing housing models, the present study proposes three specific design solutions for consideration by ASU administration as they invest in systems redesign – decenter student gender in core University Housing system, establish a GIH living-learning community and dedicated staff team comprising Queer faculty, and expand residential community options for all students along cultural identities and extracurricular interests.
ContributorsStetson, Nathan (Author) / Bauer, DB (Thesis director) / Cheung, Patrick (Committee member) / Barrett, The Honors College (Contributor) / College of Integrative Sciences and Arts (Contributor) / Arts, Media and Engineering Sch T (Contributor)
Created2024-05
Description
Empathy facilitates connections between individuals and fluctuates throughout life, affecting emotions, views, and interactions. Research suggests that behaviorism offers the most logical explanation for the current state of empathy in the United States. While the consequences of interactions with one’s environment have shaped covert and overt empathy behaviors in individuals and groups of individuals across civilizations, this paper combines research from three sectors to illustrate how interactions in the school, art museum, and healthcare environments reverberate significantly throughout American society. Although behaviorism is a major contributing theory throughout this paper, and it is especially relevant in schools, other theories are employed to show various constructs of empathy. Americans tip the scale heavily in favor of individualism over collectivism. The American Dream focuses on individual achievement and welfare, which directly challenges the concept of empathy. This paper delineates the history of empathy in the United States within the three sectors and illustrates how a thoughtfully manipulated school, museum, and healthcare environment can play a vital role in increasing empathy across American society.
ContributorsRyan, Jennifer (Author) / Romano, Adam (Co-author) / Wiseman, Shania (Co-author) / Niebuhr, Robert (Thesis director) / Henriksen, Danah (Committee member) / Barrett, The Honors College (Contributor) / College of Integrative Sciences and Arts (Contributor) / School of Social and Behavioral Sciences (Contributor)
Created2024-05
Description
Background: Currently, we do not know the direct cause of autism spectrum disorder (ASD). A correlation between the gut microbiome and ASD may play a key role in normalizing ASD symptoms that plague many around the world. Furthermore, microbiota transfer therapy (MTT) may be the next step toward reducing GI symptoms in people impacted with ASD. The Medical Histories of ASD and NT (Neurotypical) adults may help find further information that could help find causes that contribute to the development of ASD.
Objective: To identify key questions in the Medical History Questionnaire and evaluate differences between the ASD and NT participants.
Results: There are 53 ASD participants and 43 NT participants with mean ages of 23.3 and 25.6 respectively. The mean birth weights of each group remain relatively similar (122.3 vs. 117). A greater number of NT participants were delivered vaginally than ASD participants (72.5% vs. 66%). More ASD participants were born before 40 weeks than NT participants (26.4% vs. 7.5%). NT participants, on average, were breastfed almost two times longer than ASD participants (11.2 months vs. 6.4). ASD participants required more time to be toilet trained for both urine and stool output (3.3 years vs. 2.4 years for urine and 4.3 years vs. 2.7 years for stool output). ASD participants have more food allergies with a higher severity and an equal likelihood of seasonal allergies but with a higher severity. ASD participants mainly reported a major regression at an average age of 19.6 months or an abnormal development from early infancy. Maternal and Paternal Histories are more severe in GI problems, ASD, Delayed Speech, Learning Disabilities, Asthma, Eczema, Seasonal and Food Allergies for ASD participants than NT participants. The most significant finding was the ASD participants’ average age of GI symptoms starting was 3.1 compared to 17.9 for NT participants.
Conclusions and Relevance: There are many factors that may contribute to the development of ASD in early childhood. Further research in a larger sample size may demonstrate more significant differences in ASD and NT populations.
ContributorsKazanchi, Alexander (Author) / Adams, James (Thesis director) / Kirby, Jasmine (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2024-05
Description
This thesis explores one day in the American Civil War: the Chambersburg Fire of 1864, a significant occurrence in American history that has been overshadowed by larger Civil War battles. Through the analysis of firsthand sources and the inclusion of personal anecdotes, this research aims to shed light on the tales of strength, empathy, and bravery displayed by the women of Chambersburg amidst and after the catastrophe.
In the mid-19th century, Chambersburg, Pennsylvania, was a bustling hub of industry and commerce. However, its prosperity was cut short when Confederate troops, under the command of General John McCausland, set the town ablaze. Despite preparations, the surprise attack caught the residents off guard, leading to extensive damage and loss of life. While previous historical records have emphasized military tactics and physical destruction, this thesis endeavors to shed light on the overlooked personal experiences of women and provide an accurate account of the casualties.
By conducting research of primary sources such as "The Burning of Chambersburg, Pennsylvania (1864)" by B. Schneck and "Reminiscences of The War (1884)" by Jacob Hoke, the thesis uncovers the remarkable stories of women like Louisa Brand, Elizabeth Boyd, Matilda McClure, and Ellen McLellan. These unsung heroines challenged societal norms by displaying immense courage in protecting their homes and supporting their community.
Despite facing numerous obstacles and setbacks, the town demonstrated solidarity, thereby ensuring that the legacy of the disaster was preserved through various channels, such as yearly reenactments and memorials.
This thesis reviews the often-neglected death count and the role of women in Chambersburg. It pays tribute to the grit and kindness of those who bravely paved the path during difficult times. Their influence continues to remind us of the unwavering strength of the human spirit, instilling hope and vitality in times of struggle.
ContributorsFraser, Jamie (Author) / Martin, Thomas (Thesis director) / Simpson, Mark (Committee member) / Barrett, The Honors College (Contributor) / College of Integrative Sciences and Arts (Contributor)
Created2024-05
Description
The purpose of this research is to investigate a new drug that is currently facing the Food and Drug Administration (FDA) approval process to treat the symptoms of Autism Spectrum Disorder (ASD). This new drug is Microbiota Transfer Therapy (MTT) that targets the gut microbiome, which is the ecosystem of bacteria inhabiting our bodies gastrointestinal system. Autism Spectrum Disorder is a neurological and developmental condition that’s prevalence is increasing in the modern-day population, however, no treatments outside of interventions and therapies exist to treat the symptoms of this disorder. Within the past decade, researchers have begun to examine the role that the gastrointestinal system plays in the presence of Autism, in which many studies have shown that the disbalance of gut microbiomes could be linked to some of the behavioral symptoms of ASD. There is an ongoing Adult MTT study that has shown that replacing the participants gut microbiota with healthy donor microbiota, not only do their gastrointestinal symptoms improve, but so do their ASD symptoms. Preliminary results of this study have shown that this treatment is safe, with virtually no serious, lasting adverse effects, while also being effective. This study is in Phase 2 of the FDA approval process and holds promising evidence of a new treatment that would improve the lives of many.
ContributorsLaBrosse, Alexandra (Author) / Adams, James (Thesis director) / Kirby, Jasmine (Committee member) / Barrett, The Honors College (Contributor) / School of Human Evolution & Social Change (Contributor) / School of Life Sciences (Contributor)
Created2024-05
Description
Despite being fundamental to how they experience the world around them, humans have not properly understood how it behaves and functions. In fact, the classical understanding of light has only developed within the past 600 years. The scientific consensus in the time of Sir Isaac Newton held that light behaved such that it is like a particle, however certain phenomena and discoveries, like diffraction and polarization, would begin to show that light actually must behave like a wave. This wave theory of light was a very successful model that represented light extraordinarily well for its time. Despite this, evidence began to mount that light could actually be quantized, meaning that it has a base unit that it cannot be divided further from, with Albert Einstein advocating that light sometimes must be treated as a particle. This gave rise to quantum mechanics which installs something comparable to a hybrid between the particle and wave theories of light by treating light as being composed of particles known as photons that have wave-like characteristics. The wave theory of light, or classical physics, have different explanations of the characteristics of light and how it behaves, as well as diverging interpretations of the causes.
In this essay, I will delve into the history of the theory of light, the major discoveries in the process, and the significance of these developments. In addition, I will consider the differences in the two major theories of light, the wave theory and the quantum mechanical perspective, and present notable phenomena through the lens of either ideology.
ContributorsFeldman, Aidan (Author) / Foy, Joseph (Thesis director) / Hines, Taylor (Committee member) / Barrett, The Honors College (Contributor) / College of Integrative Sciences and Arts (Contributor)
Created2024-05
Description
There is an etiquette for most areas in life–bathroom etiquette, restaurant and dining etiquette, in person/virtual meeting etiquette, business etiquette, the list goes on and on. Social etiquette is also a part of that category and is one of the most important etiquettes as it informs an individual about the norms and behavior that society considers acceptable. There is research that has been done on social etiquette. There have been studies done, books written, and different interpretations of the definition for it. Despite this topic being increasingly relevant, relatable and modern transferable skills are not always conveyed in current research and self improvement books— given its emphasis on interviews, email structure, and “how to carry yourself”. While these tips are important as well, we would like shift the focus toward simplifying the interactions that should be common knowledge but sometimes turns out not to be given the exceedingly diverse cultural landscape of the college population. Here we touch on the broad topic of social etiquette for college students in a book sharing communicative experiences, displaying real life college student input, and providing advice to avoid or successfully handle social conflict.
Students coming together from different places both domestically and internationally means concentrating a copious amount of diversity within the campus(es) bounds. Connecting students from all over means everyone has grown up with different guardianships, boundaries and living situations. This unique melting pot or “Campus Kaleidoscope” means that everyone has developed different ways to communicate with others. This attracts a lot of opportunities for unsuccessful and/or successful communicative experiences.
Our goal is to combine social etiquette and the college student setting into a short (5-chapter), digestible (common language) book for the college community using an attention grabbing approach (including memes, comic scenarios, and asking questions) as the current state media is fast-paced and revolves on convenience. In addition, allowing readers to look deeper into the importance of self-awareness and significance in catering properly to different people with various boundaries. Lastly, providing solutions to facilitate the process of communication among heterogeneous individuals.
ContributorsSmith, Lailah (Author) / Molina, Melisa (Co-author) / Ocampo, Rachel (Thesis director) / Olson, DaNeil (Committee member) / Barrett, The Honors College (Contributor) / College of Integrative Sciences and Arts (Contributor)
Created2024-05