Matching Items (1,601)
Filtering by
- Creators: School of Life Sciences
Description
The current study examines the role that context plays in hackers' perceptions of the risks and payoffs characterizing a hacktivist attack. Hacktivism (i.e., hacking to convey a moral, ethical, or social justice message) is examined through a general game theoretic framework as a product of costs and benefits, as well as the contextual cues that may sway hackers' estimations of each. In two pilot studies, a bottom-up approach is utilized to identify the key motives underlying (1) past attacks affiliated with a major hacktivist group, Anonymous, and (2) popular slogans utilized by Anonymous in its communication with members, targets, and broader society. Three themes emerge from these analyses, namely: (1) the prevalence of first-person plural pronouns (i.e., we, our) in Anonymous slogans; (2) the prevalence of language inducing status or power; and (3) the importance of social injustice in triggering Anonymous activity. The present research therefore examines whether these three contextual factors activate participants' (1) sense of deindividuation, or the loss of an individual's personal self in the context of a group or collective; and (2) motive for self-serving power or society-serving social justice. Results suggest that participants' estimations of attack likelihood stemmed solely from expected payoffs, rather than their interplay with subjective risks. As expected, the use of we language led to a decrease in subjective risks, possibly due to primed effects of deindividuation. In line with game theory, the joint appearance of both power and justice motives resulted in (1) lower subjective risks, (2) higher payoffs, and (3) higher attack likelihood overall. Implications for policymakers and the understanding and prevention of hacktivism are discussed, as are the possible ramifications of deindividuation and power for the broader population of Internet users around the world.
ContributorsBodford, Jessica (Author) / Kwan, Virginia S. Y. (Thesis advisor) / Shakarian, Paulo (Committee member) / Adame, Bradley J. (Committee member) / Arizona State University (Publisher)
Created2015
Description
Beliefs about change reflect how we understand phenomena and what kind of predictions we make for the future. Cyclical beliefs about change state that events are in a constant flux, and change is inevitable. Linear beliefs about change state that events happen in a non-fluctuating pattern and change is not commonplace. Cultural differences in beliefs about change have been documented across various domains, but research has yet to investigate how these differences may affect health status predictions. The present study addresses this gap by inducing different beliefs about change in a European-American college sample. Health status predictions were measured in terms of predicted likelihood of exposure to the flu virus, of contraction of the flu, and of receiving a flu vaccine. Most differences were observed among those who have a recent history of suffering from the flu. Among them, cyclical thinkers tended to rate their likelihood for exposure and contraction to be higher than linear thinkers. However, linear thinkers indicated that they were more likely to receive a flu vaccine. The different patterns suggest the possibility that cyclical beliefs may activate concepts related to cautionary behaviors or pessimistic biases, while linear beliefs may activate concepts related to taking action and exercising control over the environment. Future studies should examine the interplay between beliefs about change and the nature of the predicted outcome.
ContributorsKim, Summer Hyo Yeon (Author) / Kwan, Virginia S. Y. (Thesis advisor) / Neuberg, Steven L. (Committee member) / Cohen, Adam B. (Committee member) / Arizona State University (Publisher)
Created2012
Description
Individuals differ in the extent to which they feel connected to their future selves, which predicts time preference (i.e., preference for immediate versus delayed utility), financial decision-making, delinquency, and academic performance. Future self-connectedness may also predict how individuals compare themselves with their past selves, future selves, and other people. Greater connectedness may lead to more self-affirming types of temporal self-comparison, less self-deflating types of temporal self-comparison, and less social comparison. Two studies examined the relation between future self-connectedness and comparison processes, as well as effects on emotion, psychological adjustment, and motivation. In the first study, as expected, future self-connectedness positively predicted self-affirming temporal self-comparison and negatively predicted self-deflating temporal self-comparison and social comparison. In addition, future self-connectedness had beneficial direct and indirect effects on adjustment, emotion regulation, and motivation. Unlike previous research, this study examined all three components of future self-connectedness, as opposed to only one. Exploratory analyses examined the items comprising the similarity-connectedness component and found that the relation of these items to the other variables in the model did not differ, though some of the relations in the model were moderated by college generation status. The second study tested whether increasing future self-connectedness would have similar effects on comparison, adjustment, emotion, and motivation. It implemented a pilot future self-connectedness manipulation, an established identity-stability manipulation, and a control condition. The pilot manipulation and identity-stability manipulation failed to affect future self-connectedness relative to control, and did not affect comparison, motivation, adjustment, or emotion. Future research should ascertain whether there is a causal link between connectedness and social comparison or temporal self-comparison processes. Overall, this research links future self-connectedness to social comparison and temporal self-comparison processes, as well as well-being, emotion, and motivation, which demonstrates the importance of connectedness in new, important areas.
ContributorsAdelman, Robert Mark (Author) / Kwan, Virginia S. Y. (Thesis advisor) / Grimm, Kevin (Committee member) / Aktipis, Athena (Committee member) / Neuberg, Steven (Committee member) / Arizona State University (Publisher)
Created2018
Description
Friendships make us happy, keep us healthy, and can even facilitate our reproductive fitness. But most friendships are not forever—even when we want them to be. How do people maintain valued friendships? I propose that “friendship jealousy” arises when people perceive others as posing threats to valued friendships, and that this response can function to prevent friendship loss and friend defection. In preliminary experiments, I tested predictions derived from this functional view. As predicted, I found, first, that friendship jealousy is calibrated to friend value. Second, friendship jealousy predicts intentions to “friend guard” (i.e., engage in behavior to protect the friendship). Third, friendship jealousy has sex-differentiated features, which are consistent with sex differences in friendship structures and ancestral friendship functions. The present work pits against one another intuitive and functional predictions as to what drives friendship jealousy. Although intuition might lead one to expect greater jealousy when a friend spends more time with a new person, a functional view suggests greater jealousy when that new person threatens to fulfill the same function for one’s friend that one is currently fulfilling (i.e., to “replace” him/her). Preliminary studies revealed that greater friendship jealousy is evoked when friends form new same-sex friendships (which presumably pose greater replacement threat, but lesser time threat) versus new romantic relationships (which presumably pose lesser replacement threat, but greater time threat). The focal experiment explicitly and experimentally manipulates a version of “replacement threat” (whether the best friend “chooses” the new friend over you) and “time threat” (how much time the best friend spends with the new friend). In line with functional predictions, the amount of time the best friend spends with a new friend drives friendship jealousy—but only when direct information about replacement threat is unavailable. Regardless of the time threat posed, participants report high friendship jealousy when replacement threat is high, and low friendship jealousy when replacement threat is low. Results imply that friendship jealousy is calibrated to replacement threat (over time threat). Overall, findings suggest that friendship jealousy might be a functional response aimed at facilitating friendship maintenance.
ContributorsKrems, Jaimie Arona (Author) / Kenrick, Douglas T. (Thesis advisor) / Neuberg, Steven L. (Thesis advisor) / Aktipis, Athena (Committee member) / Ha, Phuong Thao (Committee member) / Arizona State University (Publisher)
Created2018
Description
The inherent risk in testing drugs has been hotly debated since the government first started regulating the drug industry in the early 1900s. Who can assume the risks associated with trying new pharmaceuticals is unclear when looked at through society's lens. In the mid twentieth century, the US Food and Drug Administration (FDA) published several guidance documents encouraging researchers to exclude women from early clinical drug research. The motivation to publish those documents and the subsequent guidance documents in which the FDA and other regulatory offices established their standpoints on women in drug research may have been connected to current events at the time. The problem of whether women should be involved in drug research is a question of who can assume risk and who is responsible for disseminating what specific kinds of information. The problem tends to be framed as one that juxtaposes the health of women and fetuses and sets their health as in opposition. That opposition, coupled with the inherent uncertainty in testing drugs, provides for a complex set of issues surrounding consent and access to information.
ContributorsMeek, Caroline Jane (Author) / Maienschein, Jane (Thesis director) / Brian, Jennifer (Committee member) / School of Life Sciences (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Social-emotional learning (SEL) methods are beginning to receive global attention in primary school education, yet the dominant emphasis on implementing these curricula is in high-income, urbanized areas. Consequently, the unique features of developing and integrating such methods in middle- or low-income rural areas are unclear. Past studies suggest that students exposed to SEL programs show an increase in academic performance, improved ability to cope with stress, and better attitudes about themselves, others, and school, but these curricula are designed with an urban focus. The purpose of this study was to conduct a needs-based analysis to investigate components specific to a SEL curriculum contextualized to rural primary schools. A promising organization committed to rural educational development is Barefoot College, located in Tilonia, Rajasthan, India. In partnership with Barefoot, we designed an ethnographic study to identify and describe what teachers and school leaders consider the highest needs related to their students' social and emotional education. To do so, we interviewed 14 teachers and school leaders individually or in a focus group to explore their present understanding of “social-emotional learning” and the perception of their students’ social and emotional intelligence. Analysis of this data uncovered common themes among classroom behaviors and prevalent opportunities to address social and emotional well-being among students. These themes translated into the three overarching topics and eight sub-topics explored throughout the curriculum, and these opportunities guided the creation of the 21 modules within it. Through a design-based research methodology, we developed a 40-hour curriculum by implementing its various modules within seven Barefoot classrooms alongside continuous reiteration based on teacher feedback and participant observation. Through this process, we found that student engagement increased during contextualized SEL lessons as opposed to traditional methods. In addition, we found that teachers and students preferred and performed better with an activities-based approach. These findings suggest that rural educators must employ particular teaching strategies when addressing SEL, including localized content and an experiential-learning approach. Teachers reported that as their approach to SEL shifted, they began to unlock the potential to build self-aware, globally-minded students. This study concludes that social and emotional education cannot be treated in a generalized manner, as curriculum development is central to the teaching-learning process.
ContributorsBucker, Delaney Sue (Author) / Carrese, Susan (Thesis director) / Barab, Sasha (Committee member) / School of Life Sciences (Contributor, Contributor) / School of Civic & Economic Thought and Leadership (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
As of 2019, 30 US states have adopted abortion-specific informed consent laws that require state health departments to develop and disseminate written informational materials to patients seeking an abortion. Abortion is the only medical procedure for which states dictate the content of informed consent counseling. State abortion counseling materials have been criticized for containing inaccurate and misleading information, but overall, informed consent laws for abortion do not often receive national attention. The objective of this project was to determine the importance of informed consent laws to achieving the larger goal of dismantling the right to abortion. I found that informed consent counseling materials in most states contain a full timeline of fetal development, along with information about the risks of abortion, the risks of childbirth, and alternatives to abortion. In addition, informed consent laws for abortion are based on model legislation called the “Women’s Right to Know Act” developed by Americans United for Life (AUL). AUL calls itself the legal architect of the pro-life movement and works to pass laws at the state level that incrementally restrict abortion access so that it gradually becomes more difficult to exercise the right to abortion established by Roe v. Wade. The “Women’s Right to Know Act” is part of a larger package of model legislation called the “Women’s Protection Project,” a cluster of laws that place restrictions on abortion providers, purportedly to protect women, but actually to decrease abortion access. “Women’s Right to Know” counseling laws do not directly deny access to abortion, but they do reinforce key ideas important to the anti-abortion movement, like the concept of fetal personhood, distrust in medical professionals, the belief that pregnant people cannot be fully autonomous individuals, and the belief that abortion is not an ordinary medical procedure and requires special government oversight. “Women’s Right to Know” laws use the language of informed consent and the purported goal of protecting women to legitimize those ideas, and in doing so, they significantly undermine the right to abortion. The threat to abortion rights posed by laws like the “Women’s Right to Know” laws indicates the need to reevaluate and strengthen our ethical defense of the right to abortion.
ContributorsVenkatraman, Richa (Author) / Maienschein, Jane (Thesis director) / Brian, Jennifer (Thesis director) / Abboud, Carolina (Committee member) / Historical, Philosophical & Religious Studies (Contributor) / School of Life Sciences (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Turbidity is a known problem for UV water treatment systems as suspended particles can shield contaminants from the UV radiation. UV systems that utilize a reflective radiation chamber may be able to decrease the impact of turbidity on the efficacy of the system. The purpose of this study was to determine how kaolin clay and gram flour turbidity affects inactivation of Escherichia coli (E. coli) when using a UV system with a reflective chamber. Both sources of turbidity were shown to reduce the inactivation of E. coli with increasing concentrations. Overall, it was shown that increasing kaolin clay turbidity had a consistent effect on reducing UV inactivation across UV doses. Log inactivation was reduced by 1.48 log for the low UV dose and it was reduced by at least 1.31 log for the low UV dose. Gram flour had a similar effect to the clay at the lower UV dose, reducing log inactivation by 1.58 log. At the high UV dose, there was no change in UV inactivation with an increase in turbidity. In conclusion, turbidity has a significant impact on the efficacy of UV disinfection. Therefore, removing turbidity from water is an essential process to enhance UV efficiency for the disinfection of microbial pathogens.
ContributorsMalladi, Rohith (Author) / Abbaszadegan, Morteza (Thesis director) / Alum, Absar (Committee member) / Fox, Peter (Committee member) / School of Human Evolution & Social Change (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Aquatic macroinvertebrates are important for many ecological processes within river ecosystems and, as a result, their abundance and diversity are considered indicators of water quality and ecosystem health. Macroinvertebrates can be classified into functional feeding groups (FFG) based on morphological-behavioral adaptations. FFG ratios can shift due to changes in normal disturbance patterns, such as changes in precipitation, and from human impact. Due to their increased sensitivity to environmental changes, it has become more important to protect and monitor aquatic and riparian communities in arid regions as climate change continues to intensify. Therefore, the diversity and richness of macroinvertebrate FFGs before and after monsoon and winter storm seasons were analyzed to determine the effect of flow-related disturbances. Ecosystem size was also considered, as watershed area has been shown to affect macroinvertebrate diversity. There was no strong support for flow-related disturbance or ecosystem size on macroinvertebrate diversity and richness. This may indicate a need to explore other parameters of macroinvertebrate community assembly. Establishing how disturbance affects aquatic macroinvertebrate communities will provide a key understanding as to what the stream communities will look like in the future, as anthropogenic impacts continue to affect more vulnerable ecosystems.
ContributorsSainz, Ruby (Author) / Sabo, John (Thesis director) / Grimm, Nancy (Committee member) / Lupoli, Christina (Committee member) / School of Life Sciences (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
This study evaluates medical pluralism among 1.5 generation Indian American immigrants. 1.5 generation Indian Americans (N=16) were surveyed regarding their engagement in complementary and alternative medical systems (CAM), how immigration affected that, and reasons for and for not continuing the use of CAM. Results indicated most 1.5 Indian immigrants currently engage in CAM, given that their parents also engage in CAM. The top reasons respondents indicated continued engagement in CAM was that it has no side effects and is preventative. Reasons for not practicing CAM included feeling out of place, not living with parents or not believing in CAM. After immigration, most participants decreased or stopped their engagement in CAM. More women than men continued to practice CAM after immigration. From the results, it was concluded that CAM is still important to 1.5 generation Indian immigrants.
ContributorsMurugesh, Subhiksha (Author) / Stotts, Rhian (Thesis director) / Mubayi, Anuj (Committee member) / School of Human Evolution & Social Change (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05