Matching Items (495)
Description
We have seen the joy pets bring into people’s lives, and the sadness that follows the loss of them. Many pet owners view their pets as more than just animals: they are family. They offer a level of love and support similar to friends and family, despite not being human. Some pets are also trained as service animals to assist humans who struggle with diagnosed physical, mental, and other disabilities. However, emotional support animals appear to lie somewhere between pets and service animals, as there are rules and policies still developing around them. With more and more college students requesting to bring ESAs on campus, the question of their effectiveness has been raised. The aim of this honors thesis study is to examine the effectiveness of ESAs in alleviating mental health symptoms in college students. More specifically, I wanted to evaluate students who currently live on campus (or have lived on campus in the past). The first aim will be to determine whether non-pet owners versus ESA owners (and pet owners in general) show a difference in their stress levels. The second aim is to examine if owning a pet or ESA predicts stress levels differently between genders. The final aim of the study is to determine if degree of attachment to pets predicts differences in stress in the owners.
ContributorsRuminski, Faith Elizabeth (Author) / Mickelson, Kristin (Thesis director) / Hall, Deborah (Committee member) / School of Social and Behavioral Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Rainbowfish, Melanotaenia splendida, are a common freshwater species in tropical regions of the world. They are members of the Atheriniformes (Atherinomorpha), the silverside fishes, which are known for some unusual feeding behaviors. Their close relatives, the Cypriniformes, such as mollies, guppies, and mosquitofish, are well studied and exhibit innovative morphologies associated with feeding. The third member of the Atherinomorphs, the Beloniformes, contains the recognizably odd needlefish, halfbeaks, and flying fishes. As a group, it is fair to say that the Atherinomorpha contain some pretty unusual fishes. The purpose of this project was to gain a further understanding of the unique feeding kinematics of Atheriniform fishes using the rainbowfish as an exemplar species. Feeding kinematics were quantified using high speed video recording unrestrained feeding events. Three feeding events from five individuals were analyzed frame by frame, from the time of the mouth opening to mouth closing. The X,Y coordinates of seven specific points were used to calculate the following kinematic variables: cranial elevation, gape distance, premaxillary protrusion, and hyoid depression. The contribution of cranial elevation to the strike was inconsistent. At times the fish raised the head as they expanded the mouth for prey capture, and at other times they did not. Cranial elevation is theoretically important for expanding the head during suction prey capture. Hyoid depression was more consistent, and clearly contributed to expansion of the head elements. Premaxillary protrusion contributed strongly to the event, and the jaws are closed with the premaxilla still protruded, facilitating a ‘nipping’ style jaw closure. A nipping style of prey capture is much like the Cyprinodontiforms, however, in rainbowfish, the event was quicker, and appeared to rely heavily on suction. We used both cleared and stained specimens and CT scans to investigate the underlying morphology of rainbowfish. These images revealed nearly microscopic teeth on the exterior of the jaws, and other features associated with feeding on highly elusive prey (i.e. prey that are mobile and likely to be able to escape predation). Further examination revealed a surprisingly well developed set of pharyngeal jaws, secondary to the oral jaws. The structure of the pharyngeal jaws suggested that most of the prey processing occurred within the pharynx.
ContributorsLerma, Sarahi (Author) / Ferry, Lara A. (Thesis director) / Hackney Price, Jennifer (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Natural Sciences (Contributor) / School of Social and Behavioral Sciences (Contributor)
Created2015-05
Description
Violence in schools occurs throughout America, prevalent to the point of daily happenstance. The epidemic of violence in our society is in sore need of healing efforts. Ending Bullying with Multiple Architectures focuses on the violence of bullying in young children and adolescents, in an effort to mitigate bullying at a critical age, before it transcends into their adult behavior. Bullying begins in elementary schools, a time when our minds are extremely impressionable and our behavioral habits take birth. Bullying may happen for a certain segment of a person's life, but the effects transcend a person's entire life. People who bully may follow a familial cycle of bullying and people who are bullied may become bullies and start a new cycle. With bullying and aggressive behavior increasing exponentially in schools, our society is growing up in a place where it is acceptable to react aggressively to stressful or undesirable situations. Today, violence in our society infiltrates every aspect of our lives, from road rage, to grocery store quarrels, to family ties breaking, to gun violence in school and public spaces. Unplanned acts of violence occur in "spur of the moments". Is our society so impatient, aggressive, antagonistic, individualistic, and isolated because we have been conditioned as human beings to behave this way? Did we miss our chance to work cordially as a community, peacefully and patiently, because we put progress and productivity in front of community and collaboration? How can architecture slow you down, keep you aware of your surroundings and facilitate collaboration and getting along? Why do we accept abrupt anger and violence, and how can architecture create, improve or encourage positive behavioral habits in our impressionable young minds? Ending Bullying with Multiple Architectures translates existing bullying strategies (social architecture) into physical architectural intervention, in an effort to mitigate bullying at the critical age when behavioral habits take birth. This project challenges efficiency based design in order to complement the human experience. By creating healthier spaces that foster wholeness, we can heal violence at this critical age, and thus hopefully reduce future societal violence as a whole.
ContributorsRaghani, Divya Nikita (Author) / Shraiky, James (Thesis director) / Hejduk, Renata (Committee member) / Civil, Environmental and Sustainable Engineering Programs (Contributor) / Barrett, The Honors College (Contributor) / The Design School (Contributor) / School of Social and Behavioral Sciences (Contributor)
Created2015-05
Description
Society places great trust in the police to uphold and protect the law. People who have a duty to protect (vs. no duty) and violate the institution they are supposed to safeguard are often judged more harshly. I test whether people will punish an on-duty police officers more severely for committing a violent crime compared to an off-duty officer or a civilian. I hypothesized that this effect might be enhanced when a perpetrator commits a violent crime against an African-American compared to a Caucasian. Furthermore, I predicted that this effect will be exacerbated after highly publicized controversial incidents of police use-of-force. In a mock jury paradigm involving a defendant who committed a violent crime, I found that the protective role of the perpetrator and race of the victim did not affect punishment judgments. Participants did, however, punish defendants less and identified with police more after a highly publicized incident (the Ferguson grand jury decision) compared to before the incident.
ContributorsSanchez, Manuel Justin (Author) / Salerno, Jessica (Thesis director) / Schweitzer, Nicholas (Committee member) / Barrett, The Honors College (Contributor) / School of Criminology and Criminal Justice (Contributor) / School of Social and Behavioral Sciences (Contributor)
Created2015-05
Description
This interdisciplinary thesis examines the possible relationship between the public speaking experience for women and the gender gap in political ambition. First, a historical analysis of women public speakers ranging from the 1800s to the Suffragettes to female politicians in the 1900s reveals a pattern of female public speakers in politics receiving extreme criticism for their communicative behavior. The thesis then turns to the socialization of young girls, highlighting how gameplay in children translates into gendered communicative behavior in adult women. Next, an examination of the pedagogy of public speaking showcases how the public speaking experience is different for women than it is for men, and how public speaking traditionally is taught in a masculine style. Then, through a review of the literature on the gender gap in political ambition, it is seen that not only are women severely underrepresented in political office in the United States, but women have far less political ambition than men. And a case study of the 2008 presidential primaries and elections, highlighting modern women in politics, demonstrates that the few women who are politically ambitious in the 21st century face criticism that mirrors those faced by political women decades and centuries prior. Finally, the thesis offers possible solutions to changing the experience of women as public speakers and fostering political ambition in women.
ContributorsPatton, Ashley Crystal (Author) / Gruber, Diane (Thesis director) / Wentzel, Bonnie (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor)
Created2015-05
Description
This paper focuses on feudalist structure and values within this system in George R. R. Martin's fantasy novel series A Song of Ice and Fire and Shakespeare's play King Richard the Third. The paper is structured into three arguments that focus on different characters from each work. The first argument is focused on Tyrion Lannister and Richard III's deformity, and how they violate feudalist values. This argument ultimately comes to the discussion of whether or not these characters are monstrous and by what values. The second argument is focused on Daenerys Targaryen and Margaret, discussing why both authors give these women a supernatural power. The authors give women these powers because they believe that women should have power. Martin argues that women need to remake the structure, while Shakespeare believes women can change their place in the structure through collective action. The last argument focuses on Petyr Baelish and Richard III, and how they both represent a chaos attacking feudalism. Petyr is a chaos that comes outside the system, exploiting the values of the system, while Richard is a chaos within the system because he violates feudal values, while trying to hold positions where he needs to embody feudalist value. The authors come to different conclusions of what is trying to take down feudalist structure and how this could be fixed. Martin finds feudalism cannot be fixed and that other systems are not much better because they still create violence. Shakespeare comes to the conclusion that feudalism cannot be fixed because people continue to violate its values, so a new system must be put in place.
ContributorsPittaro, James Vincent (Author) / Mann, Annika (Thesis director) / Kirsch, Sharon (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor) / School of Humanities, Arts, and Cultural Studies (Contributor)
Created2015-05
DescriptionA self-help guide for the independent animator. Answers the question, "What do I do when I finish a film?" Includes information on how to successfully market a film as well as different avenues of distribution. Discusses both shorts and features.
ContributorsHoma, Christopher Andres Burruel (Author) / Pinholster, Jacob (Thesis director) / Bernstein, Gregory (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / School of Film, Dance and Theatre (Contributor) / School of Art (Contributor)
Created2015-05
Description
The globalization of dance offers a unique situation to encourage peace. The kinesthetic experience associated with dance builds communities and unites people without needing to share the same language or be in the same location on the planet. Dance is a vehicle to understand other cultures but how can people be given the keys? As the 2014 Circumnavigator Travel Study Grant recipient for Arizona State University (ASU), I traveled to six countries in three continents over seventy-two days conducting ethnochoreology (dance ethnography) research. Upon returning I had a passion to share my experience through dance. Therefore I organized a charity dance concert. To share my kinesthetic education from my trip I taught six high schools each a dance from the countries I visited. An additional high school, elementary school and ASU students joined the concert. The performers and audience members gained new understanding, curiosity and appreciation. The proceeds of the concert have started a new scholarship for ASU students pursuing dance or studying abroad. This journey has come full circle just like the Circumnavigator trip which began this project. Knowledge of other dances from around the world invites participants to see into the heart of the culture, creating empathy. Therefore dance can ignite peace.
ContributorsCoury, Melia Ann (Author) / Vissicaro, Pegge (Thesis director) / Ostrom, Amy (Committee member) / Barrett, The Honors College (Contributor) / Herberger Institute for Design and the Arts (Contributor) / Department of Marketing (Contributor) / W. P. Carey School of Business (Contributor) / School of Film, Dance and Theatre (Contributor)
Created2015-05
Description
I am double majoring in Film & Media Production and Geography, and whenever I tell anyone that their first reaction is one of polite incredulity. The two disciplines seem so far from each other that there doesn't seem to be any possible way of combining them. With this project, I wanted to incorporate these two very different fields into one meaningful product. Using film as a medium, I explored how impactful a geographical location can truly be on someone. When we think about our pasts, we often focus on the people and events, losing sight of the physical location where these memories take place. Life in a Museum attempts to shine a light on this forgotten aspect of memory. I moved to Prescott, Arizona when I was 11 and moved away when I was 18, living there for only 7 years. Yet as time passes, I am starting to realize how impactful Prescott has been on me. For my Honors Creative Project, I created a video essay in an attempt to "map" my relationship with Prescott and how it has changed over time. Incorporating digital video, Google SketchUp Animations and historical photographs, Life in a Museum acts as collage that attempts to mimic the tangential aspects of memory. The film addresses my upbringing in Prescott, the town's intense pride for its history, and how living there has affected my own perception of time, memory, death and the future. Link to video: https://vimeo.com/126633587
ContributorsJones, Zachary Loren (Author) / Larson, Elizabeth (Thesis director) / Kitson, Jennifer (Committee member) / Barrett, The Honors College (Contributor) / School of Geographical Sciences and Urban Planning (Contributor) / School of Film, Dance and Theatre (Contributor)
Created2015-05
Description
A longing to revisit the people, places, and moments of my past has followed me for years, sometimes affecting me to the extent that the past seems to intrude on my present. In this piece, I wish to turn a critical eye on these feelings of nostalgia and examine how strong emotion can emerge from nothing more than fractured, faded memories. Using footage of moments I had recorded over six months of living in Europe, I seek to sculpt these images from my past into a form that rejects the daze of nostalgia for the fragmented truth of memory. My background is in more traditional narrative filmmaking, and so I was excited to work in this experimental three-screen format, in which I could explore the concept of memory in a manner that felt truer to how I actually experience it. I tested various combinations of imagery in my videos to build the progression of the piece, which I hoped would play out in an associational style that mimicked the process of my own memory. I hope that this will cause people to walk away from the piece thinking about how memory can fuel emotion and even to investigate their own relationship to the past.
ContributorsPowell, Matthew Rhys (Author) / Bradley, Christopher (Thesis director) / Brye, Anne (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Film, Dance and Theatre (Contributor)
Created2015-05