Matching Items (104)
Description
Since its inception in 1973, the Endangered Species Act has been met with both praise and criticism. More than 40 years later, the Act is still polarizing, with proponents applauding its power to protect species and critics arguing against its perceived ineffectiveness and potential mismanagement. Recovery plans, which were required by the 1988 amendments to the Act, play an important role in organizing efforts to protect and recover species under the Act. In 1999, in an effort to evaluate the process, the Society for Conservation Biology commissioned an independent review of endangered species recovery planning. From these findings, the SCB made key recommendations for how management agencies could improve the recovery planning process, after which the Fish and Wildlife Service and the National Marine Fisheries Service redrafted their recovery planning guidelines. One important recommendation called for recovery plans to make threats a primary focus, including organizing and prioritizing recovery tasks for threat abatement. Here, I seek to determine the extent to which SCB recommendations were incorporated into these new guidelines, and if, in turn, the recommendations regarding threats manifested in recovery plans written under the new guidelines. I found that the guidelines successfully incorporated most SCB recommendations, except those that addressed monitoring. As a result, recent recovery plans have improved in their treatment of threats, but still fail to adequately incorporate threat monitoring. This failure suggests that developing clear guidelines for monitoring should be an important priority in future ESA recovery planning.
ContributorsTroyer, Caitlin (Author) / Gerber, Leah (Thesis advisor) / Minteer, Ben (Committee member) / Guston, David (Committee member) / Arizona State University (Publisher)
Created2014
Description
ABSTRACT Whole genome sequencing (WGS) and whole exome sequencing (WES) are two comprehensive genomic tests which use next-generation sequencing technology to sequence most of the 3.2 billion base pairs in a human genome (WGS) or many of the estimated 22,000 protein-coding genes in the genome (WES). The promises offered from WGS/WES are: to identify suspected yet unidentified genetic diseases, to characterize the genomic mutations in a tumor to identify targeted therapeutic agents and, to predict future diseases with the hope of promoting disease prevention strategies and/or offering early treatment. Promises notwithstanding, sequencing a human genome presents several interrelated challenges: how to adequately analyze, interpret, store, reanalyze and apply an unprecedented amount of genomic data (with uncertain clinical utility) to patient care? In addition, genomic data has the potential to become integral for improving the medical care of an individual and their family, years after a genome is sequenced. Current informed consent protocols do not adequately address the unique challenges and complexities inherent to the process of WGS/WES. This dissertation constructs a novel informed consent process for individuals considering WGS/WES, capable of fulfilling both legal and ethical requirements of medical consent while addressing the intricacies of WGS/WES, ultimately resulting in a more effective consenting experience. To better understand components of an effective consenting experience, the first part of this dissertation traces the historical origin of the informed consent process to identify the motivations, rationales and institutional commitments that sustain our current consenting protocols for genetic testing. After understanding the underlying commitments that shape our current informed consent protocols, I discuss the effectiveness of the informed consent process from an ethical and legal standpoint. I illustrate how WGS/WES introduces new complexities to the informed consent process and assess whether informed consent protocols proposed for WGS/WES address these complexities. The last section of this dissertation describes a novel informed consent process for WGS/WES, constructed from the original ethical intent of informed consent, analysis of existing informed consent protocols, and my own observations as a genetic counselor for what constitutes an effective consenting experience.
ContributorsHunt, Katherine (Author) / Hurlbut, J. Benjamin (Thesis advisor) / Robert, Jason S. (Thesis advisor) / Maienschein, Jane (Committee member) / Northfelt, Donald W. (Committee member) / Marchant, Gary (Committee member) / Ellison, Karin (Committee member) / Arizona State University (Publisher)
Created2013
Description
Lung Cancer Alliance, a nonprofit organization, released the "No One Deserves to Die" advertising campaign in June 2012. The campaign visuals presented a clean, simple message to the public: the stigma associated with lung cancer drives marginalization of lung cancer patients. Lung Cancer Alliance (LCA) asserts that negative public attitude toward lung cancer stems from unacknowledged moral judgments that generate 'stigma.' The campaign materials are meant to expose and challenge these common public category-making processes that occur when subconsciously evaluating lung cancer patients. These processes involve comparison, perception of difference, and exclusion. The campaign implies that society sees suffering of lung cancer patients as indicative of moral failure, thus, not warranting assistance from society, which leads to marginalization of the diseased. Attributing to society a morally laden view of the disease, the campaign extends this view to its logical end and makes it explicit: lung cancer patients no longer deserve to live because they themselves caused the disease (by smoking). This judgment and resulting marginalization is, according to LCA, evident in the ways lung cancer patients are marginalized relative to other diseases via minimal research funding, high- mortality rates and low awareness of the disease. Therefore, society commits an injustice against those with lung cancer. This research analyzes the relationship between disease, identity-making, and responsibilities within society as represented by this stigma framework. LCA asserts that society understands lung cancer in terms of stigma, and advocates that society's understanding of lung cancer should be shifted from a stigma framework toward a medical framework. Analysis of identity-making and responsibility encoded in both frameworks contributes to evaluation of the significance of reframing this disease. One aim of this thesis is to explore the relationship between these frameworks in medical sociology. The results show a complex interaction that suggest trading one frame for another will not destigmatize the lung cancer patient. Those interactions cause tangible harms, such as high mortality rates, and there are important implications for other communities that experience a stigmatized disease.
ContributorsCalvelage, Victoria (Author) / Hurlbut, J. Benjamin (Thesis advisor) / Maienschein, Jane (Committee member) / Ellison, Karin (Committee member) / Arizona State University (Publisher)
Created2013
Description
Teaching evolution has been shown to be a challenge for faculty, in both K-12 and postsecondary education. Many of these challenges stem from perceived conflicts not only between religion and evolution, but also faculty beliefs about religion, it's compatibility with evolutionary theory, and it's proper role in classroom curriculum. Studies suggest that if educators engage with students' religious beliefs and identity, this may help students have positive attitudes towards evolution. The aim of this study was to reveal attitudes and beliefs professors have about addressing religion and providing religious scientist role models to students when teaching evolution. 15 semi-structured interviews of tenured biology professors were conducted at a large Midwestern universiy regarding their beliefs, experiences, and strategies teaching evolution and particularly, their willingness to address religion in a class section on evolution. Following a qualitative analysis of transcripts, professors did not agree on whether or not it is their job to help students accept evolution (although the majority said it is not), nor did they agree on a definition of "acceptance of evolution". Professors are willing to engage in students' religious beliefs, if this would help their students accept evolution. Finally, professors perceived many challenges to engaging students' religious beliefs in a science classroom such as the appropriateness of the material for a science class, large class sizes, and time constraints. Given the results of this study, the author concludes that instructors must come to a consensus about their goals as biology educators as well as what "acceptance of evolution" means, before they can realistically apply the engagement of student's religious beliefs and identity as an educational strategy.
ContributorsBarnes, Maryann Elizabeth (Author) / Brownell, Sara E (Thesis advisor) / Brem, Sarah K. (Thesis advisor) / Lynch, John M. (Committee member) / Ellison, Karin (Committee member) / Arizona State University (Publisher)
Created2014
Description
This dissertation examines the nexus of three trends in electricity systems transformations underway worldwide—the scale-up of renewable energy, regionalization, and liberalization. Interdependent electricity systems are being envisioned that require partnership and integration across power disparities. This research explores how actors in the Mediterranean region envisioned a massive scale-up of renewable energy within a single electricity system and market across Europe, North Africa, and the Middle East. It asks: How are regional sociotechnical systems envisioned? What are the anticipated consequences of a system for a region with broad disparities and deep sociopolitical differences? What can be learned about energy justice by examining this vision at multiple scales? A sociotechnical systems framework is used to analyze energy transformations, interweaving the technical aspects with politics, societal effects, and political development issues. This research utilized mixed qualitative methods to analyze Mediterranean electricity transformations at multiple scales, including fieldwork in Morocco and Germany, document analysis, and event ethnography. Each scale—from a global history of concentrating solar power technologies to a small village in Morocco—provides a different lens on the sociotechnical system and its implications for justice. This study updates Thomas Hughes’ Networks of Power, the canonical history of the sociotechnical development of electricity systems, by adding new aspects to sociotechnical electricity systems theory. First, a visioning process now plays a crucial role in guiding innovation and has a lasting influence on the justice outcomes. Second, rather than simply providing people with heat and light, electrical power systems in the 21st century are called upon to address complex integrated solutions. Furthermore, building a sustainable energy system is now a retrofitting agenda, as system builders must graft new infrastructure on top of old systems. Third, the spatial and temporal aspects of sociotechnical energy systems should be amended to account for constructed geography and temporal complexity. Fourth, transnational electricity systems pose new challenges for politics and political development. Finally, this dissertation presents a normative framework for conceptualizing and evaluating energy justice. Multi-scalar, systems-level justice requires collating diverse ideas about energy justice, expanding upon them based on the empirical material, and evaluating them with this framework.
ContributorsMoore, Sharlissa (Author) / Hackett, Ed J. (Thesis advisor) / Minteer, Ben (Committee member) / Parmentier, Mary Jane (Committee member) / Wetmore, Jameson (Committee member) / Arizona State University (Publisher)
Created2015
Description
Blind and visually impaired individuals have historically demonstrated a low participation in the fields of science, engineering, mathematics, and technology (STEM). This low participation is reflected in both their education and career choices. Despite the establishment of the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA), blind and visually impaired (BVI) students continue to academically fall below the level of their sighted peers in the areas of science and math. Although this deficit is created by many factors, this study focuses on the lack of adequate accessible image based materials. Traditional methods for creating accessible image materials for the vision impaired have included detailed verbal descriptions accompanying an image or conversion into a simplified tactile graphic. It is very common that no substitute materials will be provided to students within STEM courses because they are image rich disciplines and often include a large number images, diagrams and charts. Additionally, images that are translated into text or simplified into basic line drawings are frequently inadequate because they rely on the interpretations of resource personnel who do not have expertise in STEM. Within this study, a method to create a new type of tactile 3D image was developed using High Density Polyethylene (HDPE) and Computer Numeric Control (CNC) milling. These tactile image boards preserve high levels of detail when compared to the original print image. To determine the discernibility and effectiveness of tactile images, these customizable boards were tested in various
university classrooms as well as in participation studies which included BVI and sighted students. Results from these studies indicate that tactile images are discernable and were found to improve performance in lab exercises as much as 60% for those with visual impairment. Incorporating tactile HDPE 3D images into a classroom setting was shown to increase the interest, participation and performance of BVI students suggesting that this type of 3D tactile image should be incorporated into STEM classes to increase the participation of these students and improve the level of training they receive in science and math.
university classrooms as well as in participation studies which included BVI and sighted students. Results from these studies indicate that tactile images are discernable and were found to improve performance in lab exercises as much as 60% for those with visual impairment. Incorporating tactile HDPE 3D images into a classroom setting was shown to increase the interest, participation and performance of BVI students suggesting that this type of 3D tactile image should be incorporated into STEM classes to increase the participation of these students and improve the level of training they receive in science and math.
ContributorsGonzales, Ashleigh (Author) / Baluch, Debra P (Thesis advisor) / Maienschein, Jane (Committee member) / Ellison, Karin (Committee member) / Arizona State University (Publisher)
Created2015
Description
Over the past two decades there has been much discussion surrounding the potential of zoos as conservation institutions. Although zoos have clearly intensified their rhetorical and programmatic commitment to conservation (both ex situ and in situ), many critics remain skeptical of these efforts. This study was comprised of two parts: 1) an investigation of the general relationship between U.S. zoological institutions and the conservation agenda, and 2) a more specific single case study of conservation engagement and institutional identity at the Phoenix Zoo. Methods included extensive literature review, expert interviews with scholars and zoo professionals, site visits to the Phoenix Zoo and archival research. I found that the Phoenix Zoo is in the process of consciously creating a conservation-centered institutional identity by implementing and publicizing various conservation initiatives. Despite criticism of the embrace of conservation by zoos today, these institutions will be increasingly important agents of biodiversity protection and conservation education in this century.
ContributorsLove, Karen (Author) / Minteer, Ben (Thesis advisor) / Kinzig, Ann (Committee member) / Collins, James (Committee member) / Arizona State University (Publisher)
Created2014
Description
This dissertation analyzes the way in which leaders of certain Taiwanese Buddhist organizations associated with a strand of Buddhist modernism called "humanistic Buddhism" use discourse and rhetoric to make environmentalism meaningful to their members. It begins with an assessment of the field of religion and ecology, situating it in the context of secular environmental ethics. It identifies rhetoric and discourse as important but under acknowledged elements in literature on environmental ethics, both religious and secular, and relates this lack of attention to rhetoric to the presence of a problematic gap between environmental ethics theory and environmentalist practice. This dissertation develops a methodology of rhetorical analysis that seeks to assess how rhetoric contributes to alleviating this gap in religious environmentalism. In particular, this dissertation analyzes the development of environmentalism as a major element of humanistic Buddhist groups in Taiwan and seeks to show that a rhetorical analysis helps demonstrate how these organizations have sought to make environmentalism a meaningful subject of contemporary Buddhist religiosity. This dissertation will present an extended analysis of the concept of "spiritual environmentalism," a term developed and promoted by the late Ven. Shengyan (1930-2009), founder of the Taiwanese Buddhist organization Dharma Drum Mountain. Furthermore, this dissertation suggests that the rhetorical methodology proposed herein offers offers a direction for scholars to more effectively engage with religion and ecology in ways that address both descriptive/analytic approaches and constructive engagements with various forms of religious environmentalism.
ContributorsClippard, Seth (Author) / Chen, Huaiyu (Thesis advisor) / Tirosh-Samuelson, Hava (Committee member) / Bokenkamp, Stephen (Committee member) / Tillman, Hoyt (Committee member) / Minteer, Ben (Committee member) / Arizona State University (Publisher)
Created2012
Description
The advent of advanced reproductive technologies has sparked a number of ethical concerns regarding the practices of reproductive tourism and commercial gestational surrogacy. In the past few decades, reproductive tourism has become a global industry in which individuals or couples travel, usually across borders, to gain access to reproductive services. This marketable field has expanded commercial gestational surrogacy--defined by a contractual relationship between an intending couple and gestational surrogate in which the surrogate has no genetic tie to fetus--to take on transnational complexities. India has experienced extreme growth due to a preferable combination of western educated doctors and extremely low medical costs. However, a slew of ethical issues have been brought to the forefront: the big ones manifesting as concern for reduction of a woman's worth to her reproductive capabilities along with concern for exploitation of third world women. This project will be based exclusively on literature review and serves primarily as a call for cultural competency and understanding the circumstances that gestational surrogates are faced with before implementing policy regulating commercial gestational surrogacy. The paper argues that issues of exploitation and commodification hinge on constructions of motherhood. It is critical to define and understand definitions of motherhood and how these definitions affect a woman's approach to reproduction within the cultural context of a gestational surrogate. This paper follows the case study of the Akanksha Infertility Clinic in northern India, a surrogacy clinic housing around 50 Indian surrogates. The findings of the project invokes the critical significance of narrative ethics, which help Indian surrogates construct the practice of surrogacy so that it fits into cultural comprehensions of Indian motherhood--in which motherhood is selfless, significant, and shared.
ContributorsMoorthy, Anjali (Author) / Robert, Jason S (Thesis advisor) / Hurlbut, Benjamin (Committee member) / Ellison, Karin (Committee member) / Arizona State University (Publisher)
Created2011
Description
Within ethics, a number of scholars advocate an interdisciplinary approach of combining the two traditionally different professions of science and philosophy with the confidence that this collaboration will be a mutually beneficial experience. Current ethicist-scientist interactions include embedded-ethicists and research ethics consultation services. Both methods are employed with the hope that they will reduce social and ethical problems that could arise from scientific research, and enhance the reflective capacity of investigative teams. While much effort has been put forth in the endeavor of creating ethicist-scientist interactions, there remains opportunity to refine these new interaction models to make them more robust. There is need for ethicists to understand the context of ethical decision-making in the laboratory. By extension, before interacting with scientists in a research lab, research ethicists ought to have the ability to understand the science and also be familiar with the different factors that influence scientific research, such as funding, productivity requirements, time constraints, politics of laboratories and institutional reward structures. Through literature review and the analysis of qualitative data obtained from the ethnographic study in a neuroscience laboratory, this thesis explores the strengths and weaknesses of ethicist-scientist interactions and aims to understand the culture, traditions and values of this community and their perspectives on their role as scientists and their relationship to ethics. This study shows that the quantity and quality of ethics discussions in the lab are limited and dictated by time constraints and minimal incentives. Other influencing factors are the researchers' perspectives on ethics and how they view their role as a scientist in relation to the public.
ContributorsMin, Gyongeun Catherine (Author) / Ellison, Karin (Thesis advisor) / Robert, Jason S (Thesis advisor) / Minteer, Ben A (Committee member) / Arizona State University (Publisher)
Created2012