Matching Items (4)
Description
I will be redacting my thesis on a project I will be a party of over the next two semesters through Innovation Space. This program is a joint venture between the Herberger Institute for Design and the Arts, Ira A. Fulton School of Engineering and W.P. Carey School of Business in which we form an interdisciplinary team to work on and develop products that create market value all the while serving societal needs and minimizing environmental impacts. In short we are an entrepreneurial venture that will go through every facet of bringing a project from the imagination to market. My role in this project will be to conduct research while brainstorming potential applications of my results. I will be in addition sharing and exercising my expertise in the field of Supply Chain management and business in general to support the other disciplines on my team. Furthermore, as a business student I will be personally responsible for developing a strategic plan once we have determined a potential product, I will analyze any sort of market forecast applicable to my topic and ideate any sort of customer relations to follow through with our product. To add to these tasks, I will also ensure a positive cash flow for the project in general. As the thesis specific part of the project I will be writing about the legal implications involved in the development of an idea into a marketable and financially viable product. I will be analyzing various aspects of patent law as well as potentially private international law in regards to sourcing.
ContributorsGanase, Ketan Mael (Author) / Marchant, Gary (Thesis director) / Peck, Sidnee (Committee member) / Boradkar, Prasad (Committee member) / Barrett, The Honors College (Contributor) / Department of Supply Chain Management (Contributor)
Created2013-05
Description
This project examined the relationship of science teachers' knowledge about the laws relating to the teaching of creationism/evolution in public schools using multiple demographic factors. Overall, teachers correctly identified only 7 out of 10 "yes" or "no" answers about the laws, this score is only slightly better than the expected 5 out of 10 that would be obtained from guessing. Statistically significant results in differences in the overall score on the survey were found for three major variables. Teachers who say creationism should be taught in the classroom have a lower score than those who say it should not be taught in the classroom, with a large effect size. Teachers who teach biology or a life science had significantly higher scores than those who do not, with a small/medium effect size. Older teachers had significantly higher scores than younger teachers, with a small effect size. Identifying the demographic variables that effect teacher knowledge about the laws is the first step to determining how to educate teachers on the legality teaching of creationism/evolution in public school classrooms to avoid violations of the First Amendment.
ContributorsSorge, Aidan Bennet (Author) / Parker, John (Thesis director) / Lynch, John (Committee member) / School for the Future of Innovation in Society (Contributor) / Department of English (Contributor) / College of Integrative Sciences and Arts (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The Family Planning Services and Public Research Act of 1970, often called Title X Family Planning Program, is a US federal law that provides federal funding for family planning services to low income or uninsured families. The US federal government passed the law, Public Law 91-572, in 1970 as an amendment to the Public Health Services Act of 1944. The Act created the Office of Population Affairs (OPA) under the Secretary of Health, Education, and Welfare (here called the Secretary). Through the Act, the OPA and the Secretary provide resources and policy advice to the US government on health issues. The OPA also issue grants and formed contracts with public and nonprofit organizations to assist in the establishment and operation of voluntary family planning services. The Act helped to extend reproductive health services to low income individuals and to individuals who otherwise struggle to get such services.
ContributorsCiardullo, Patsy (Author) / Wagoner, Nevada (Author) / Arizona State University. School of Life Sciences. Center for Biology and Society. (Publisher) / Arizona Board of Regents (Publisher)
Created2016-10-21
Description
In this dissertation, I grapple with the compelling question: Why have women’s mobilizations in Latin America not only increased but also become increasingly confrontational towards the state and other institutions, even amid a longstanding rise in progressive gender-based legislation and policies? This inquiry unfolds against a backdrop of diverse theoretical perspectives on women’s engagement in contentious politics. This introspection has led to the formulation of a theoretical mechanism, which posits that neither the proliferation of gender-progressive policies, windows of opportunity, nor grievances are sole precipitating factors. Instead, the emergence of the ‘legal facade’ – spawned by this structural political opportunity - incites further contentious actions. These are intertwined with the development of a collective conscience, anchored in a sense of shared destiny, amplified by both fear and hope. To elucidate the activists’ experiences, I employ a methodological blend of case-process tracing and narrative analysis. This ‘legal facade’ embodies the systematic failures of the state and informal institutions to effectively address women’s violence and inequalities, resulting in the superficial enactment of numerous policies and laws that have deep flaws in their design, execution, and evaluation.
ContributorsPaez, Camila (Author) / Hinojosa, Magfa (Thesis advisor) / Kittilson, Miki (Committee member) / Kirkpatrick, Jennet (Committee member) / Kaire, Jose (Committee member) / Arizona State University (Publisher)
Created2024