Abortion is one of the most polarizing moral issues in our society today. This issue divides the country into two separate groups: Pro-choice or Pro-life. Our thesis analyzes published reviewed articles, media articles, policy papers, and perspective, opinion, and commentary pieces to discuss the ethical implications of selective abortion, specifically sex-selective abortion and genetic-selective abortion. Our thesis provides an overview of selective abortion, explores women’s bodily autonomy in the U.S., addresses the complexities of both sex-selective and genetic-selective abortion, and finally evaluates the U.S.’s regulation of selective abortion. Through these topics, we were able to determine the implications selective abortion has on the disabled community and how selective abortion is being used to ban abortion overall in the U.S.

Stellar mass loss has a high impact on the overall evolution of a star. The amount<br/>of mass lost during a star’s lifetime dictates which remnant will be left behind and how<br/>the circumstellar environment will be affected. Several rates of mass loss have been<br/>proposed for use in stellar evolution codes, yielding discrepant results from codes using<br/>different rates. In this paper, I compare the effect of varying the mass loss rate in the<br/>stellar evolution code TYCHO on the initial-final mass relation. I computed four sets of<br/>models with varying mass loss rates and metallicities. Due to a large number of models<br/>reaching the luminous blue variable stage, only the two lower metallicity groups were<br/>considered. Their mass loss was analyzed using Python. Luminosity, temperature, and<br/>radius were also compared. The initial-final mass relation plots showed that in the 1/10<br/>solar metallicity case, reducing the mass loss rate tended to increase the dependence of final mass on initial mass. The limited nature of these results implies a need for further study into the effects of using different mass loss rates in the code TYCHO.

Curiosity has been linked with many benefits, including increased overall well-being (Lydon-Staley et al., 2020) and greater academic achievement (Gottfried et al., 2016). The value that children place on learning new things and exploring novel ideas is unrivaled by older individuals. However, little research has been conducted to examine how parents may be able to help foster their children’s curiosity in a way that teaches them how to effectively search for and synthesize information. This paper aims to determine how parents’ language during a storybook task is related to their children’s strategy to collect rewards during a search game. Preliminary results suggest that parents may be able to encourage more effective search by asking more close-ended questions. These findings provide insight into how parents and guardians may be able to encourage their children to become better adept at searching for information by taking in clues about their environment and modifying their behavior to maximize their efforts.

Geology and its tangential studies, collectively known and referred to in this thesis as geosciences, have been paramount to the transformation and advancement of society, fundamentally changing the way we view, interact and live with the surrounding natural and built environment. It is important to recognize the value and importance of this interdisciplinary scientific field while reconciling its ties to imperial and colonizing extractive systems which have led to harmful and invasive endeavors. This intersection among geosciences, (environmental) justice studies, and decolonization is intended to promote inclusive pedagogical models through just and equitable methodologies and frameworks as to prevent further injustices and promote recognition and healing of old wounds. By utilizing decolonial frameworks and highlighting the voices of peoples from colonized and exploited landscapes, this annotated syllabus tackles the issues previously described while proposing solutions involving place-based education and the recentering of land within geoscience pedagogical models. (abstract)