Matching Items (102)
Description
Engineered pavements cover a large fraction of cities and offer significant potential for urban heat island mitigation. Though rapidly increasing research efforts have been devoted to the study of pavement materials, thermal interactions between buildings and the ambient environment are mostly neglected. In this study, numerical models featuring a realistic representation of building-environment thermal interactions, were applied to quantify the effect of pavements on the urban thermal environment at multiple scales. It was found that performance of pavements inside the canyon was largely determined by the canyon geometry. In a high-density residential area, modifying pavements had insignificant effect on the wall temperature and building energy consumption. At a regional scale, various pavement types were also found to have a limited cooling effect on land surface temperature and 2-m air temperature for metropolitan Phoenix. In the context of global climate change, the effect of pavement was evaluated in terms of the equivalent CO2 emission. Equivalent CO2 emission offset by reflective pavements in urban canyons was only about 13.9e46.6% of that without building canopies, depending on the canyon geometry. This study revealed the importance of building-environment thermal interactions in determining thermal conditions inside the urban canopy.
ContributorsYang, Jiachuan (Author) / Wang, Zhi-Hua (Author) / Kaloush, Kamil (Author) / Dylla, Heather (Author)
Created2016-08-22
Description
This thesis contains three chapters, all of which involve using culturally inclusive education to explore the experiences of religious undergraduate biology students. The first chapter is an essay entitled "Toward Culturally Inclusive Undergraduate Biology Education," which describes a literature review performed with the aim of characterizing the landscape of cultural competence and related terms for biology educators and biology education researchers. This chapter highlights the use of 16 different terms related to cultural competence and presents these terms, their definitions, and highlights their similarities and differences. This chapter also identifies gaps in the cultural competence literature, and presents a set of recommendations to support better culturally inclusive interventions in undergraduate science education. The second chapter, entitled "Different Evolution Acceptance Instruments Lead to Different Research Findings," describes a study in which the source of 30 years of conflicting research on the relationship between evolution acceptance and evolution understanding was determined. The results of this study showed that different instruments used to measure evolution acceptance sometimes lead to different research results and conclusions. The final chapter, entitled "Believing That Evolution is Atheistic is Associated with Poor Evolution Education Outcomes Among Religious College Students," describes a study characterizing definitions of evolution that religious undergraduate biology students may hold, and examines the impact that those definitions of evolution have on multiple outcome variables. In this study, we found that among the most religious students, those who thought evolution is atheistic were less accepting of evolution, less comfortable learning evolution, and perceived greater conflict between their personal religious beliefs and evolution than those who thought evolution is agnostic.
ContributorsDunlop, Hayley Marie (Author) / Brownell, Sara (Thesis director) / Collins, James (Committee member) / Barnes, M. Elizabeth (Committee member) / School of Human Evolution & Social Change (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
In response to a national call within STEM to increase diversity within the sciences, there has been a growth in science education research aimed at increasing participation of underrepresented groups in science, such as women and ethnic/racial minorities. However, an underexplored underrepresented group in science are religious students. Though 82% of the United States population is religiously affiliated, only 52% of scientists are religious (Pew, 2009). Even further, only 32% of biologists are religious, with 25% identifying as Christian (Pew, 2009; Ecklund, 2007). One reason as to why Christian individuals are underrepresented in biology is because faculty may express biases that affect students' ability to persist in the field of biology. In this study, we explored how revealing a Christian student's religious identity on science graduate application would impact faculty's perception of the student during the biology graduate application process. We found that faculty were significantly more likely to perceive the student who revealed their religious identity to be less competent, hirable, likeable, and faculty would be less likely to mentor the student. Our study informs upon possible reasons as to why there is an underrepresentation of Christians in science. This further suggests that bias against Christians must be addressed in order to avoid real-world, negative treatment of Christians in science.
ContributorsTruong, Jasmine Maylee (Author) / Brownell, Sara (Thesis director) / Gaughan, Monica (Committee member) / Barnes, Liz (Committee member) / School of Life Sciences (Contributor) / W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Learning student names has been promoted as an inclusive classroom practice, but it is unknown whether students value having their names known by an instructor. We explored this question in the context of a high-enrollment active-learning undergraduate biology course. Using surveys and semistructured interviews, we investigated whether students perceived that instructors know their names, the importance of instructors knowing their names, and how instructors learned their names. We found that, while only 20% of students perceived their names were known in previous high-enrollment biology classes, 78% of students perceived that an instructor of this course knew their names. However, instructors only knew 53% of names, indicating that instructors do not have to know student names in order for students to perceive that their names are known. Using grounded theory, we identified nine reasons why students feel that having their names known is important. When we asked students how they perceived instructors learned their names, the most common response was instructor use of name tents during in-class discussion. These findings suggest that students can benefit from perceiving that instructors know their names and name tents could be a relatively easy way for students to think that instructors know their names. Academic self-concept is one's perception of his or her ability in an academic domain compared to other students. As college biology classrooms transition from lecturing to active learning, students interact more with each other and are likely comparing themselves more to students in the class. Student characteristics, such as gender and race/ethnicity, can impact the level of academic self-concept, however this has been unexplored in the context of undergraduate biology. In this study, we explored whether student characteristics can affect academic self-concept in the context of a college physiology course. Using a survey, students self-reported how smart they perceived themselves in the context of physiology compared to the whole class and compared to the student they worked most closely with in class. Using logistic regression, we found that males and native English speakers had significantly higher academic self-concept compared to the whole class compared with females and non-native English speakers, respectively. We also found that males and non-transfer students had significantly higher academic self-concept compared to the student they worked most closely with in class compared with females and transfer students, respectively. Using grounded theory, we identified ten distinct factors that influenced how students determined whether they are more or less smart than their groupmate. Finally, we found that students were more likely to report participating less than their groupmate if they had a lower academic self-concept. These findings suggest that student characteristics can influence students' academic self-concept, which in turn may influence their participation in small group discussion.
ContributorsKrieg, Anna Florence (Author) / Brownell, Sara (Thesis director) / Stout, Valerie (Committee member) / Cooper, Katelyn (Committee member) / School of Life Sciences (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Open source image analytics and data mining software are widely available but can be overly-complicated and non-intuitive for medical physicians and researchers to use. The ASU-Mayo Clinic Imaging Informatics Lab has developed an in-house pipeline to process medical images, extract imaging features, and develop multi-parametric models to assist disease staging and diagnosis. The tools have been extensively used in a number of medical studies including brain tumor, breast cancer, liver cancer, Alzheimer's disease, and migraine. Recognizing the need from users in the medical field for a simplified interface and streamlined functionalities, this project aims to democratize this pipeline so that it is more readily available to health practitioners and third party developers.
ContributorsBaer, Lisa Zhou (Author) / Wu, Teresa (Thesis director) / Wang, Yalin (Committee member) / Computer Science and Engineering Program (Contributor) / W. P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Course-Based Undergraduate Research Experiences, or CUREs have become an increasingly popular way to integrate research opportunities into the undergraduate biology curriculum. Unlike traditional cookbook labs which provide students with a set experimental design and known outcome, CUREs offer students the opportunity to participate in novel and interesting research that is of interest to the greater biology community. While CUREs have been championed as a way to provide more students with the opportunity to experience, it is unclear whether students benefit differently from participating in different CURE with different structural elements. In this study we focused in on one proposed element of a CURE, collaboration, to determine whether student's perception of this concept change over the course of a CURE and whether it differs among students enrolled in different CUREs. We analyzed pre and post open-ended surveys asking the question "Why might collaboration be important in science?" in two CUREs with different structures of collaboration. We also compared CURE student responses to the responses of senior honors thesis students who had been conducting authentic research. Five themes emerged in response to students' conceptions of collaboration. Comparing two CURE courses, we found that students' conceptions of collaboration were varied within each individual CURE, as well as what students were leaving with compared to the other CURE course. Looking at how student responses compared between 5 different themes, including "Different Perspectives", "Validate/Verify Results", "Compare Results", "Requires Different Expertise", and "Compare results", students appeared to be thinking about collaboration in distinct different ways by lack of continuity in the amount of students discussing each of these among the classes. In addition, we found that student responses in each of the CURE courses were not significantly different for any of the themes except "Different Expertise" compared to the graduating seniors. However, due to the small (n) that the graduating seniors group had, 22, compared to each of the CURE classes composing of 155 and 98 students, this comparison must be taken in a preliminary manner. Overall, students thought differently about collaboration between different CUREs. Still, a gap filling what it means to "collaborate", and whether the structures of CUREs are effective to portray collaboration are still necessary to fully elaborate on this paper's findings.
ContributorsWassef, Cyril Alexander (Author) / Brownell, Sara (Thesis director) / Stout, Valerie (Committee member) / Cooper, Katelyn (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Video object segmentation (VOS) is an important task in computer vision with a lot of applications, e.g., video editing, object tracking, and object based encoding. Different from image object segmentation, video object segmentation must consider both spatial and temporal coherence for the object. Despite extensive previous work, the problem is still challenging. Usually, foreground object in the video draws more attention from humans, i.e. it is salient. In this thesis we tackle the problem from the aspect of saliency, where saliency means a certain subset of visual information selected by a visual system (human or machine). We present a novel unsupervised method for video object segmentation that considers both low level vision cues and high level motion cues. In our model, video object segmentation can be formulated as a unified energy minimization problem and solved in polynomial time by employing the min-cut algorithm. Specifically, our energy function comprises the unary term and pair-wise interaction energy term respectively, where unary term measures region saliency and interaction term smooths the mutual effects between object saliency and motion saliency. Object saliency is computed in spatial domain from each discrete frame using multi-scale context features, e.g., color histogram, gradient, and graph based manifold ranking. Meanwhile, motion saliency is calculated in temporal domain by extracting phase information of the video. In the experimental section of this thesis, our proposed method has been evaluated on several benchmark datasets. In MSRA 1000 dataset the result demonstrates that our spatial object saliency detection is superior to the state-of-art methods. Moreover, our temporal motion saliency detector can achieve better performance than existing motion detection approaches in UCF sports action analysis dataset and Weizmann dataset respectively. Finally, we show the attractive empirical result and quantitative evaluation of our approach on two benchmark video object segmentation datasets.
ContributorsWang, Yilin (Author) / Li, Baoxin (Thesis advisor) / Wang, Yalin (Committee member) / Cleveau, David (Committee member) / Arizona State University (Publisher)
Created2013
Description
Learning from high dimensional biomedical data attracts lots of attention recently. High dimensional biomedical data often suffer from the curse of dimensionality and have imbalanced class distributions. Both of these features of biomedical data, high dimensionality and imbalanced class distributions, are challenging for traditional machine learning methods and may affect the model performance. In this thesis, I focus on developing learning methods for the high-dimensional imbalanced biomedical data. In the first part, a sparse canonical correlation analysis (CCA) method is presented. The penalty terms is used to control the sparsity of the projection matrices of CCA. The sparse CCA method is then applied to find patterns among biomedical data sets and labels, or to find patterns among different data sources. In the second part, I discuss several learning problems for imbalanced biomedical data. Note that traditional learning systems are often biased when the biomedical data are imbalanced. Therefore, traditional evaluations such as accuracy may be inappropriate for such cases. I then discuss several alternative evaluation criteria to evaluate the learning performance. For imbalanced binary classification problems, I use the undersampling based classifiers ensemble (UEM) strategy to obtain accurate models for both classes of samples. A small sphere and large margin (SSLM) approach is also presented to detect rare abnormal samples from a large number of subjects. In addition, I apply multiple feature selection and clustering methods to deal with high-dimensional data and data with highly correlated features. Experiments on high-dimensional imbalanced biomedical data are presented which illustrate the effectiveness and efficiency of my methods.
ContributorsYang, Tao (Author) / Ye, Jieping (Thesis advisor) / Wang, Yalin (Committee member) / Davulcu, Hasan (Committee member) / Arizona State University (Publisher)
Created2013
Description
This dissertation constructs a new computational processing framework to robustly and precisely quantify retinotopic maps based on their angle distortion properties. More generally, this framework solves the problem of how to robustly and precisely quantify (angle) distortions of noisy or incomplete (boundary enclosed) 2-dimensional surface to surface mappings. This framework builds upon the Beltrami Coefficient (BC) description of quasiconformal mappings that directly quantifies local mapping (circles to ellipses) distortions between diffeomorphisms of boundary enclosed plane domains homeomorphic to the unit disk. A new map called the Beltrami Coefficient Map (BCM) was constructed to describe distortions in retinotopic maps. The BCM can be used to fully reconstruct the original target surface (retinal visual field) of retinotopic maps. This dissertation also compared retinotopic maps in the visual processing cascade, which is a series of connected retinotopic maps responsible for visual data processing of physical images captured by the eyes. By comparing the BCM results from a large Human Connectome project (HCP) retinotopic dataset (N=181), a new computational quasiconformal mapping description of the transformed retinal image as it passes through the cascade is proposed, which is not present in any current literature. The description applied on HCP data provided direct visible and quantifiable geometric properties of the cascade in a way that has not been observed before. Because retinotopic maps are generated from in vivo noisy functional magnetic resonance imaging (fMRI), quantifying them comes with a certain degree of uncertainty. To quantify the uncertainties in the quantification results, it is necessary to generate statistical models of retinotopic maps from their BCMs and raw fMRI signals. Considering that estimating retinotopic maps from real noisy fMRI time series data using the population receptive field (pRF) model is a time consuming process, a convolutional neural network (CNN) was constructed and trained to predict pRF model parameters from real noisy fMRI data
ContributorsTa, Duyan Nguyen (Author) / Wang, Yalin (Thesis advisor) / Lu, Zhong-Lin (Committee member) / Hansford, Dianne (Committee member) / Liu, Huan (Committee member) / Li, Baoxin (Committee member) / Arizona State University (Publisher)
Created2022
Description
Retinotopic map, the map between visual inputs on the retina and neuronal activation in brain visual areas, is one of the central topics in visual neuroscience. For human observers, the map is typically obtained by analyzing functional magnetic resonance imaging (fMRI) signals of cortical responses to slowly moving visual stimuli on the retina. Biological evidences show the retinotopic mapping is topology-preserving/topological (i.e. keep the neighboring relationship after human brain process) within each visual region.
Unfortunately, due to limited spatial resolution and the signal-noise ratio of fMRI, state of art retinotopic map is not topological.
The topic was to model the topology-preserving condition mathematically, fix non-topological retinotopic map with numerical methods, and improve the quality of retinotopic maps.
The impose of topological condition, benefits several applications.
With the topological retinotopic maps, one may have a better insight on human retinotopic maps, including better cortical magnification factor quantification, more precise description of retinotopic maps, and potentially better exam ways of in Ophthalmology clinic.
ContributorsTu, Yanshuai (Author) / Wang, Yalin (Thesis advisor) / Lu, Zhong-Lin (Committee member) / Crook, Sharon (Committee member) / Yang, Yezhou (Committee member) / Zhang, Yu (Committee member) / Arizona State University (Publisher)
Created2022