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- Creators: Harrington Bioengineering Program
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Description
The following study will address the questions: "Why is it essential to teach elementary students about sustainability?" and "How do we teach elementary students about sustainability?" Teachers have an obligation to their students, as well as to the planet, to make their students concerned about sustainability. Many natural resources students need in the future in order to survive are running out. Without a future generation prepared with the skills to challenge issues and investigate complex problems, the Earth will remain in a jeopardized state. Teachers need to incorporate sustainability-themed literature into their classrooms and lessons in order to prepare this future generation with those skills. Teachers should inform their students about the history of the term "sustainability." During this study, it was found that the sustainability curriculum topics and the "Four Ways of Thinking" could have been included into the existing curriculum. Subsequently, sustainable and critical thinking are aligned because they both share many of the same skills. Teachers could have students investigate current and past news articles to discover the problems caused by using natural resources unsustainably. Current news articles could be given to students, so they can look at how these issues can be solved with the use of alternative resources. Many of the younger students might not have a high enough reading level to understand news articles. There have been websites created that are geared toward younger audiences, so this would allow teachers to incorporate news into their lessons. Projects and class discussions should be rooted in sustainability. Class discussions can take place every day or once a week, while projects can occur over the course of a single month. Many teachers think the curriculum is too focused on improving state test scores. Nevertheless, the curriculum should contain sustainable and critical thinking skills. The implementation of sustainability education seems to overwhelm teachers because some do not see how they can incorporate it into their classrooms. However, this study found that these particular instructors can design existing lesson topics around the content and ways of thinking in sustainability education. Another reason why there is resistance to sustainability education is because the sustainability programs would add even more to each school's budget. Schools could raise funds for sustainability education, or apply for grants from the government. The in-depth literature review within this qualitative and open-ended study looked at subjective data. Sustainability, sustainability education, elementary curriculum, classroom, and teachers were just a sample of the key terms used for article searches in Google Scholar through Arizona State University. The reduction techniques included discarding any literature that neither linked directly to the problem statement nor with the ideas relating to the research questions. Limitations within the field of sustainability and elementary education include the research among middle and high schools across the nation. Many of the ideas for future research include the analysis of the long-term effects of incorporation of sustainability education within elementary curricula.
ContributorsWenninger, Jessica Shea (Author) / Ahmad, Omaya (Thesis director) / Shelton, Catharyn (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This paper proposes a new framework design for the lightweight transradial prosthesis. This device was designed to be light-weight, easily manufactured, inexpensive, and to have a high interstitial free space volume for electrical components and customization. Press-fit junctions between fins allow for little or no adhesives, allowing for easily replaceable parts. Designs were constructed out of chipboard and run through an assortment of tests to see if each design iterations met structural design specifications. There were four main design iterations tested: 4, 8, 12 fin designs, and a 4 fin design with additional angled fins for torsional support (4T). Compression, torsion, and 3-point bending tests were all performed on each cylindrical iteration. Basic tensile and material testing was done on chipboard to support results. The force applied to a human arm during a fall is approximately 500 lbf [13]. Compression tests yielded a strength of approximately 300 lbf for the cylindrical designs. ANOVAs and T-tests were performed to find significance in compressive strength between the design iterations with the varied number of fins (p<<0.05). The torsional strength of the human arm, without causing great strain or discomfort has a max value of approximately 15 Nm [14]. This matched the torsional values of the 4T. design [14]. The 4, 8, and 12 designs' torsional strengths were linear with values of approximately 4, 7, and 12 Nm respectively. The 3-point bending test yielded the flexural stress and strain values to find compressive strength in the convex direction as well as the displacement and deformation in each sample. The material chipboard was found to be variable with elastic modulus, Poisson's ratio, and tensile strength. Each experimental procedure was done as a proof of concept for future prosthesis design.
ContributorsMcbryan, Sarah Jane (Author) / LaBelle, Jeffrey (Thesis director) / Lathers, Steven (Committee member) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
There is still a major underrepresentation of females in STEM fields, with many girls beginning to lose interest as early as middle school. This is due to a variety of factors including lack of role models, stereotypes, ineffective teaching methods, and peer influence. A popular way to increase female interest is through day camps and other programs where girls complete a variety of activities related to science and engineering. These activities are usually designed around problem-based learning, a student-lead approach to teaching that requires students to work collaboratively and use background knowledge to solve some sort of given problem. In this project, a day camp for middle school girls was created and implemented to increase student interest in STEM through three problem-based learning activities. By analyzing survey data, it was concluded that the camp was successful in increasing interest and changing participants' attitudes towards science. This approach to learning could be applied to other subject areas, including mathematics, to increase the interest of both male and female students at the secondary level.
ContributorsVitale, Nathalie Maria (Author) / Walters, Molina (Thesis director) / Oliver, Jill (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
To supplement lectures, various resources are available to students; however, little research has been done to look systematically at which resources studies find most useful and the frequency at which they are used. We have conducted a preliminary study looking at various resources available in an introductory material science course over four semesters using a custom survey called the Student Resource Value Survey (SRVS). More specifically, the SRVS was administered before each test to determine which resources students use to do well on exams. Additionally, over the course of the semester, which resources students used changed. For instance, study resources for exams including the use of homework problems decreased from 81% to 50%, the utilization of teaching assistant for exam studying increased from 25% to 80%, the use of in class Muddiest Points for exam study increased form 28% to 70%, old exams and quizzes only slightly increased for exam study ranging from 78% to 87%, and the use of drop-in tutoring services provided to students at no charge decreased from 25% to 17%. The data suggest that students thought highly of peer interactions by using those resources more than tutoring centers. To date, no research has been completed looking at courses at the department level or a different discipline. To this end, we adapted the SRVS administered in material science to investigate resource use in thirteen biomedical engineering (BME) courses. Here, we assess the following research question: "From a variety of resources, which do biomedical engineering students feel addresses difficult concept areas, prepares them for examinations, and helps in computer-aided design (CAD) and programming the most and with what frequency?" The resources considered include teaching assistants, classroom notes, prior exams, homework problems, Muddiest Points, office hours, tutoring centers, group study, and the course textbook. Results varied across the four topical areas: exam study, difficult concept areas, CAD software, and math-based programming. When preparing for exams and struggling with a learning concept, the most used and useful resources were: 1) homework problems, 2) class notes and 3) group studying. When working on math-based programming (Matlab and Mathcad) as well as computer-aided design, the most used and useful resources were: 1) group studying, 2) engineering tutoring center, and 3) undergraduate teaching assistants. Concerning learning concepts and exams in the BME department, homework problems and class notes were considered some of the highest-ranking resources for both frequency and usefulness. When comparing to the pilot study in MSE, both BME and MSE students tend to highly favor peer mentors and old exams as a means of studying for exams at the end of the semester1. Because the MSE course only considered exams, we cannot make any comparisons to BME data concerning programming and CAD. This analysis has highlighted potential resources that are universally beneficial, such as the use of peer work, i.e. group studying, engineering tutoring center, and teaching assistants; however, we see differences by both discipline and topical area thereby highlighting the need to determine important resources on a class-by-class basis as well.
ContributorsMalkoc, Aldin (Author) / Ankeny, Casey (Thesis director) / Krause, Stephen (Committee member) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Studies have shown that arts programs have a positive impact on students' abilities to achieve academic success, showcase creativity, and stay focused inside and outside of the classroom. However, as school funding drops, arts programs are often the first to be cut from school curricula. Rather than drop art completely, general education teachers have the opportunity to integrate arts instruction with other content areas in their classrooms. Traditional fraction lessons and Music-infused fraction lessons were administered to two classes of fourth-grade students. The two types of lessons were presented over two separate days in each classroom. Mathematics worksheets and attitudinal surveys were administered to each student in each classroom after each lesson to gauge their understanding of the mathematics content as well as their self-perceived understanding, enjoyment and learning related to the lessons. Students in both classes were found to achieve significantly higher mean scores on the traditional fraction lesson than the music-infused fraction lesson. Lower scores in the music-infused fraction lesson may have been due to the additional component of music for students unfamiliar with music principles. Students tended to express satisfaction for both lessons. In future studies, it would be recommended to spend additional lesson instruction time on the principles of music in order help students reach deeper understanding of the music-infused fraction lesson. Other recommendations include using colorful visuals and interactive activities to establish both fraction and music concepts.
ContributorsGerrish, Julie Kathryn (Author) / Zambo, Ronald (Thesis director) / Hutchins, Catherine (Committee member) / Division of Teacher Preparation (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this idea requires teachers to be actively involved in identifying and caring for the children who need it most. Traumatic childhood experiences leave lasting scars on its victims, so it is helpful if teachers learn how to identify and support children who have lived through them. It is unfortunate that teachers will most likely encounter children throughout their career who have experienced horrendous things, but it is a reality. With this being said, teachers need to develop an understanding of what traumatized children live with, and learn how to address these issues with skilled sensitivity. Schools are not just a place where children learn how to read and write; they build the foundation for a successful life. This project was designed to provide teachers with a necessary resource for helping children who have suffered traumatic experiences. The methodology of this project began with interviews with organizations specializing in working with traumatized children such as Arizonans for Children, Free Arts for Abused Children, The Sojourner Center, and UMOM. The next step was a review of the current literature on the subject of childhood trauma. The findings have all been compiled into one, convenient document for teacher use and distribution. Upon completion of this document, an interactive video presentation will be made available through an online education website, so that distribution will be made simpler. Hopefully, teachers will share the information with people in their networks and create a chain reaction. The goal is to make it available to as many teachers as possible, so that more children will receive the support they need.
ContributorsHanrahan, Katelyn Ann (Author) / Dahlstrom, Margo (Thesis director) / Kelley, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
In the future a Community struggles for survival on an uninhabitable Earth. A small faction of rebels, called Villains, put the lives of the entire Community at risk as they fight for domination of their home. Heroes and their Sidekicks rise up from the population to fight the Villains and win back their world. As they complete their training and begin to enter the world of Heroes and Villains, Alyssa begins to struggle with her identity as a Sidekick, her new role in the Community, and whether she can really preserve all that matters most to her. This excerpt from the larger novel, Sidekick, tells the story of Alyssa's struggles to remain true to herself, and her best friend Jeremy, all the while being called to serve the Community and eradicate the threat the Villains pose to her way of life. I conceived Sidekick as a work of speculative fiction because I believe the genre is one of the most powerful tools for education in the present time. By freeing one's mind to wonder, the dull becomes an exciting thought experiment that can (and does) influence how individuals see their world. Reading pieces like Ender's Game and 1984 I have found my ways of thinking challenged and stretched, and ideas from these works of fiction have stuck with and changed me. One major goal of the work was identifying and integrating major academic and life lessons I have learned into the overall work, providing it an intellectual and emotional grounding in reality. Having its foundations in the real world, the setting of Sidekick becomes a stage for a fantastical story as well as the reader's own imagination and introspection.
ContributorsWarren, Taylor Ann (Author) / Finn, Ed (Thesis director) / Bell, Matt (Committee member) / Department of English (Contributor, Contributor, Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
This study investigates the application of Computational Fluid Dynamics (CFD) to the medical field. An overview of recent advances in computational simulation and modeling in medical applications is provided, with a particular emphasis on CFD. This study attempts to validate CFD and demonstrate the possibility for applying CFD to the clinical treatment and evaluation of atherosclerotic disease. Three different geometric configurations are investigated: one idealized bifurcation with a primary diameter of 8 mm, and two different patient-specific models of the bifurcation from the common femoral artery to the superficial and deep femoral arteries. CFD is compared against experimental measurements of steady state and pulsatile flow acquired with Particle Image Velocimetry (PIV). Steady state and pulsatile flow rates that are consistent with those observed in the femoral artery are used. In addition, pulsatile CFD simulations are analyzed in order to demonstrate meaningful clinical applications for studying and evaluating the treatment of atherosclerotic disease. CFD was successfully validated for steady state flow, with an average percent error of 6.991%. Potential for validation was also demonstrated for pulsatile flow, but methodological errors warrant further investigation to reformulate methods and analyze results. Quantities frequently associated with atherosclerotic disease and arterial bifurcations, such as large variations in wall shear stress and the presence of recirculation zones are demonstrated from the pulsatile CFD simulations. Further study is required in order to evaluate whether or not such phenomena are represented by CFD accurately. Further study must also be performed in order to evaluate the practicality and utility of CFD for the evaluation of atherosclerotic disease treatment.
ContributorsMortensen, Matthew James (Author) / VanAuker, Michael (Thesis director) / Frakes, David (Committee member) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Since its inception, the Affordable Care Act has prompted many different genres of discourse within governmental, media, business, and cultural realms. The narratives common in each realm, as well as the means by which they are shared, influence the everyday consumer and overall image of the act (Fairclough 1995, 2003). These discourses shape a sense of what is possible. Through critical discourse analysis, focusing on both how the authors felt constrained by the message they must deliver and the way in which established discourses shape what is possible to imagine about health care in the future. In particular, I want to focus on how the federal government shaped the discourse on the Affordable Care Act around the concept of human rights and implied privilege and how this shaped the way in which the act was perceived by the general public.
ContributorsPoncy, Haylee Elena (Author) / Popova, Laura (Thesis director) / Barca, Lisa (Committee member) / Harrington Bioengineering Program (Contributor) / WPC Graduate Programs (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The purpose of this research was to determine and evaluate glutamate oxidase's ability to detect levels of glutamate as part of a working sensor capable of quantifying and detecting stress within the body in the case of adverse neurological events such as traumatic brain injury. Using electrochemical impedance spectroscopy (EIS), a linear dynamic range of glutamate was detected with a slope of 36.604 z/ohm/[pg/mL], a lower detection limit at 12.417 pg/mL, correlation of 0.97, and an optimal binding frequency of 117.20 Hz. After running through a frequency sweep the binding frequency was determined based on the highest consistent reproducibility and slope. The sensor was found to be specific against literature researched non-targets glucose, albumin, and epinephrine and working in dilutions of whole blood up to a concentration of 25%. With the implementation of Nafion, the sensor had a 250% improvement in signal and 155% improvement in correlation in 90% whole blood, illustrating the promise of a working blood sensor. Future work includes longitudinal studies and utilizing mesoporous carbon as the immobilization platform and incorporating this as part of a continuous, multiplexed blood sensor with glucose oxidase.
ContributorsLam, Alexandria Nicole (Author) / LaBelle, Jeffrey (Thesis director) / Ankeny, Casey (Committee member) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05