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Description
This project created a teaching curriculum resource guide for using the popular series, The Hunger Games, in 6th-8th grade classrooms to introduce cultural issues such as child soldiers and international development to students. Studies have shown that literature can cultivate empathy and encourage youth to act. This combined with the expanding phenomenon of participatory culture and fandom activism as outlined by Henry Jenkins demonstrate the potential for youth to learn and act when given the opportunity and resources to do so. The curriculum is composed of three units: The first is a three-week reading of the books with various activities for students to really understand the narrative and source text. The second and third units address the issues of child soldiers and international development using The Hunger Games as a framework and a keystone to build connections so that these complex issues are accessible to youth. This project is a first step in the development of a curriculum that spans the full trilogy and covers a variety of current event topics.
ContributorsSimpson, Rebecca (Author) / Sivak, Henry (Thesis director) / Blasingame, James (Committee member) / Nelson, Margaret (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of Human Evolution and Social Change (Contributor)
Created2014-05
Description
Through interviews with student participants in Barrett Summer Scholars during 2012, I uncovered how education in Arizona is failing and succeeding in meeting the needs of its high-achieving, oftentimes academically disillusioned students. Many high-achieving students feel underserved by their education and do not receive adequate challenges or one-on-one attention. Socioeconomic, ethnic, and racial limitations further contribute to the disenchantment of students and educational inequalities in the US and Arizona in particular. The Barrett Summer Scholars program itself intends to help engage these students, but it may be failing in its stated goals. Limited resources make it difficult for schools to pay as much attention to the high-achieving students as to the low-achieving, but Barrett might be able to help bridge this gap and provide students with one-on-one attention by way of student mentorship.
ContributorsManrique, Liliana (Author) / Popova, Laura (Thesis director) / Eder, James (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Human Evolution and Social Change (Contributor)
Created2014-05
Description
The modern web presents an opportunity for educators and researchers to create tools that are highly accessible. Because of the near-ubiquity of modern web browsers, developers who hope to create educational and analytical tools can reach a large au- dience by creating web applications. Using JavaScript, HTML, and other modern web development technologies, Genie was developed as a simulator to help educators in biology, genetics, and evolution classrooms teach their students about population genetics. Because Genie was designed for the modern web, it is highly accessible to both educators and students, who can access the web application using any modern web browser on virtually any device. Genie demonstrates the efficacy of web devel- opment technologies for demonstrating and simulating complex processes, and it will be a unique educational tool for educators who teach population genetics.
ContributorsRoos, Benjamin Hirsch (Author) / Cartwright, Reed (Thesis director) / Wilson Sayres, Melissa (Committee member) / Mayron, Liam (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor)
Created2015-05
Description
Bats (order Chiroptera) are the longest lived mammals for their size, with particularly extreme longevity evolving in the family Vespertilionidae, or vesper bats. Because of this, researchers have proposed using bats to study ageing and cancer suppression. Here, we study gene duplications across mammalian genomes and show that, similar to previous findings in elephants, bats have experienced duplications of the tumor suppressor gene TP53, including five genomic copies in the genome of the little brown bat (Myotis lucifugus) and two copies in Brandt's bat (Myotis brandtii). These species can live 37 and 41 years, respectively, despite having an adult body mass of only ~7 grams. We use evolutionary genetics and next generation sequencing approaches to show that positive selection has acted on the TP53 locus across bats, and two recently duplicated TP53 gene copies in the little brown bat are both highly conserved and expressed, suggesting they are functional. We also report an extraordinary genomic copy number expansion of the tumor suppressor gene FBXO31 in the common ancestor of vesper bats which accelerated in the Myotis lineage, leading to 34\u201457 copies and the expression of 20 functional FBXO31 homologs in Brandt's bat. As FBXO31 directs the degradation of MDM2, which is a negative regulator of TP53, we suggest that increased expression of both FBXO31 and TP53 may be related to an enhanced DNA-damage response to genotoxic stress brought on by long lifespans and rapid metabolic rates in bats.
ContributorsSchneider-Utaka, Aika Kunigunda (Author) / Maley, Carlo (Thesis director) / Wilson Sayres, Melissa (Committee member) / Tollis, Marc (Committee member) / School of Life Sciences (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
The purpose of this study was to evaluate the efficacy and quality of HEAL International's HIV/AIDS education prevention program for secondary school students in the Arusha region of Tanzania during the summer of 2016 using a cross-cultural teaching team. Basic HIV/AIDS knowledge and attitudes concerning risk reduction behaviors as well as towards people living with HIV/AIDS were studied among Form 1 and Form 3 students from two secondary schools in rural Tanzania. The intervention program aimed to increase knowledge and positive attitudes related to HIV/AIDS in order to motivate healthy behavior change. 211 Form 1 students and 156 Form 3 students received the intervention and completed both pre- and post-evaluation surveys. At the post-evaluation, all students showed increases in basic HIV/AIDS knowledge levels as well as positive attitudes concerning HIV/AIDS risk reduction and about people living with HIV/AIDS. Students' levels of uncertainty when answering the survey questions were also decreased. Overall, the study findings indicate that HEAL's program had a positive impact on HIV/AIDS related knowledge and attitudes of secondary school students in Arusha, Tanzania. While this study had many limitations, it also offers areas of improvement for future HEAL International volunteer programs.
ContributorsPrynn, Tory Ayn (Author) / Jacobs, Bertram (Thesis director) / Maupin, Jonathan (Committee member) / School of Human Evolution and Social Change (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Due to artificial selection, dogs have high levels of phenotypic diversity, yet, there appears to be low genetic diversity within individual breeds. Through their domestication from wolves, dogs have gone through a series of population bottlenecks, which has resulted in a reduction in genetic diversity, with a large amount of linkage disequilibrium and the persistence of deleterious mutations. This has led to an increased susceptibility to a multitude of diseases, including cancer. To study the effects of artificial selection and life history characteristics on the risk of cancer mortality, we collected cancer mortality data from four studies as well as the percent of heterozygosity, body size, lifespan and breed group for 201 dog breeds. We also collected specific types of cancer breeds were susceptible to and compared the dog cancer mortality patterns to the patterns observed in other mammals. We found a relationship between cancer mortality rate and heterozygosity, body size, lifespan as well as breed group. Higher levels of heterozygosity were also associated with longer lifespan. These results indicate larger breeds, such as Irish Water Spaniels, Flat-coated Retrievers and Bernese Mountain Dogs, are more susceptible to cancer, with lower heterozygosity and lifespan. These breeds are also more susceptible to sarcomas, as opposed to carcinomas in smaller breeds, such as Miniature Pinschers, Chihuahuas, and Pekingese. Other mammals show that larger and long-lived animals have decreased cancer mortality, however, within dog breeds, the opposite relationship is observed. These relationships could be due to the trade-off between cellular maintenance and growing fast and large, with higher expression of growth factors, such as IGF-1. This study further demonstrates the relationships between cancer mortality, heterozygosity, and life history traits and exhibits dogs as an important model organism for understanding the relationship between genetics and health.
ContributorsBalsley, Cassandra Sierra (Author) / Maley, Carlo (Thesis director) / Wynne, Clive (Committee member) / Tollis, Marc (Committee member) / School of Life Sciences (Contributor) / School of Human Evolution and Social Change (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
Operation Toothbrush is an initiative established to combat the oral healthcare disparity within young children who reside in Arizona. By working with elementary and preschool children, the project educated them and their families about the importance of oral hygiene in informative and intuitive manner. The project incorporated the help of Pre-Dental volunteers, dental practices, and the Woodside Grant to obtain the supplies, information, and assistance necessary to conduct the initiative.
ContributorsTsiperfal, Nathan (Co-author) / Mansukhani, Kunal (Co-author) / Virdee, Gitika (Co-author) / Loebenberg, Abby (Thesis director) / Ostling, Michael (Committee member) / School of Life Sciences (Contributor) / School of Human Evolution and Social Change (Contributor) / W. P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Cancer is a disease which can affect all animals across the tree of life. Certain species have undergone natural selection to reduce or prevent cancer. Mechanisms to block cancer may include, among others, a species possessing additional paralogues of tumor suppressor genes, or decreasing the number of oncogenes within their genome. To understand cancer prevention patterns across species, I developed a bioinformatic pipeline to identify copies of 545 known tumor suppressor genes and oncogenes across 63 species of mammals. I used phylogenetic regressions to test for associations between cancer gene copy numbers and a species’ life history. I found a significant association between cancer gene copies and species’ longevity quotient. Additional paralogues of tumor suppressor genes and oncogenes is not solely dependent on body size, but rather the balance between body size and longevity. Additionally, there is a significance association between life history traits and genes that are both germline and somatic tumor suppressor genes. The bioinformatic pipeline identified large tumor suppressor gene and oncogene copy numbers in the naked mole rat (Heterocephalus glaber), armadillo (Dasypus novemcinctus), and the two-fingered sloth (Choloepus hoffmanni). These results suggest that increased paralogues of tumor suppressor genes and oncogenes are these species’ modes of cancer resistance.
ContributorsSchneider-Utaka, Aika Kunigunda (Author) / Maley, Carlo C (Thesis advisor) / Wilson, Melissa A. (Committee member) / Tollis, Marc (Committee member) / Arizona State University (Publisher)
Created2019
Description
Agassiz’s desert tortoise (Gopherus agassizii) is a long-lived species native to the Mojave Desert and is listed as threatened under the US Endangered Species Act. To aid conservation efforts for preserving the genetic diversity of this species, we generated a whole genome reference sequence with an annotation based on deep transcriptome sequences of adult skeletal muscle, lung, brain, and blood. The draft genome assembly for G. agassizii has a scaffold N50 length of 252 kbp and a total length of 2.4 Gbp. Genome annotation reveals 20,172 protein-coding genes in the G. agassizii assembly, and that gene structure is more similar to chicken than other turtles. We provide a series of comparative analyses demonstrating (1) that turtles are among the slowest-evolving genome-enabled reptiles, (2) amino acid changes in genes controlling desert tortoise traits such as shell development, longevity and osmoregulation, and (3) fixed variants across the Gopherus species complex in genes related to desert adaptations, including circadian rhythm and innate immune response. This G. agassizii genome reference and annotation is the first such resource for any tortoise, and will serve as a foundation for future analysis of the genetic basis of adaptations to the desert environment, allow for investigation into genomic factors affecting tortoise health, disease and longevity, and serve as a valuable resource for additional studies in this species complex.
Data Availability: All genomic and transcriptomic sequence files are available from the NIH-NCBI BioProject database (accession numbers PRJNA352725, PRJNA352726, and PRJNA281763). All genome assembly, transcriptome assembly, predicted protein, transcript, genome annotation, repeatmasker, phylogenetic trees, .vcf and GO enrichment files are available on Harvard Dataverse (doi:10.7910/DVN/EH2S9K).
ContributorsTollis, Marc (Author) / DeNardo, Dale F (Author) / Cornelius, John A (Author) / Dolby, Greer A (Author) / Edwards, Taylor (Author) / Henen, Brian T. (Author) / Karl, Alice E. (Author) / Murphy, Robert W. (Author) / Kusumi, Kenro (Author)
Created2017-05-31
Description
Education plays a key role throughout many different fields of study. My question has to do with not what we are learning, but how we are learning it, therefore focusing more on the teaching and instructional design aspect of the learning process. Specifically, the goal of my thesis is to theoretically define collaborative learning and develop a framework that demonstrates how collaboration and interactivity can be successfully implemented in a language learning classroom. Language learning is essential in schools because it enables students to be culturally aware. According to the Modern Language Teachers' Association of South Australia, language learning plays a significant role in 21st Century learning. It assists students in being more community engaged as well as culturally diverse. They state that "knowing additional languages and cultures involves connecting, engaging, and interacting with others and negotiating boundaries based on diverse ways of understanding the world." (MLTASA) Collaboration can be very beneficial in the human learning process. According to Webb, students that collaborate with each other engage in challenging conversations and produce joint solutions whereas students that don't collaborate engage in conversation about practical rather than abstract matters (Webb, 2009). The success of collaboration is defined by the content of the dialog, groups won't necessarily engage in beneficial dialogue without help and facilitation by the teacher. It's important for teachers to keep groups on task and monitor their progress throughout the lesson. Through collaborative learning the student is able to take more from the lesson and view each concept from an alternate perspective. With teacher facilitated group discussions, students preform knowledge construction and challenge individual thoughts in order to come up with a joint solution that's takes everyone's point of view into perspective (Nastasi, 1999). Many researchers have concluded that collaborative learning, is a very beneficial learning method when it comes to challenging thoughts and concepts between students. Because each individual has a different thought process and ideas, each student brings a different concept that can be challenged and discussed among the group. Many researchers have previously studied the benefits of collaborative learning as well as the teacher's role in correctly facilitating and implementing it. Webb, highlights the importance of teachers actively pushing students to collaborate and challenge ideas. She states "In classrooms in which teachers pushed students to make explicit the steps in their mental processes (whether students' answers and strategies were correct or incorrect), collaborative groups engaged in frequent explaining and provided explanations that were correct and complete" (Webb, 2009, pg.18). Similarly, researchers such as Rijkje Dekker and Marianne Elshout-Mohr argue that collaboration in classrooms is especially important in terms of the type of work that is assigned. Assignments that require collaboration generally go more in depth and are considered more challenging than those given in individual assignments "Collaborative learning tasks are in general designed as complex, challenging and authentic problems. Such problems motivate students to attempt different strategies and co-construct and justify solutions" (Elshout-Mohr and Dekker, 2000, pg.40). Collaboration in language learning classrooms is beneficial and quite easy to implement (Elshout-Mohr and Dekker, 2000).
ContributorsAhmad, Nshwah Khalil (Author) / Wylie, Ruth (Thesis director) / Li, Na (Committee member) / School of Human Evolution and Social Change (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05