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- Creators: School of Life Sciences
Description
Water resource management is becoming increasingly burdened by uncertain and fluctuating conditions resulting from climate change and population growth which place increased demands on already strained resources. Innovative water management schemes are necessary to address the reality of available water supplies. One such approach is the substitution of trade in virtual water for the use of local water supplies. This study provides a review of existing work in the use of virtual water and water footprint methods. Virtual water trade has been shown to be a successful method for addressing water scarcity and decreasing overall water consumption by shifting high water consumptive processes to wetter regions. These results however assume that all water resource supplies are equivalent regardless of physical location and they do not tie directly to economic markets. In this study we introduce a new mathematical framework, Embedded Resource Accounting (ERA), which is a synthesis of several different analytical methods presently used to quantify and describe human interactions with the economy and the natural environment. We define the specifics of the ERA framework in a generic context for the analysis of embedded resource trade in a way that links directly with the economics of that trade. Acknowledging the cyclical nature of water and the abundance of actual water resources on Earth, this study addresses fresh water availability within a given region. That is to say, the quantities of fresh water supplies annually available at acceptable quality for anthropogenic uses. The results of this research provide useful tools for water resource managers and policy makers to inform decision making on, (1) reallocation of local available fresh water resources, and (2) strategic supplementation of those resources with outside fresh water resources via the import of virtual water.
ContributorsAdams, Elizabeth Anne (Author) / Ruddell, Benjamin L (Thesis advisor) / Allenby, Braden R. (Thesis advisor) / Seager, Thomas P (Committee member) / Arizona State University (Publisher)
Created2013
Description
In vitro, or cultured, meat refers to edible skeletal muscle and fat tissue grown from animal stem cells in a laboratory or factory. It is essentially meat that does not require an animal to be killed. Although it is still in the research phase of development, claims of its potential benefits range from reducing the environmental impacts of food production to improving human health. However, technologies powerful enough to address such significant challenges often come with unintended consequences and a host of costs and benefits that seldom accrue to the same actors. In extreme cases, they can even be destabilizing to social, institutional, economic, and cultural systems. This investigation explores the sustainability implications of cultured meat before commercial facilities are established, unintended consequences are realized, and undesirable effects become reified and locked in. The study utilizes expert focus groups to explore the social implications, life cycle analysis to project the environmental implications, and economic input-output assessment to explore tradeoffs between conventionally-produced meat and factory-grown food products. The results suggest that, should cultured meat be widely adopted by consumers, food is likely to be increasingly a product of human design, perhaps becoming integrated into existing human institutions such as health care delivery and education. Environmentally, cultured meat could require smaller quantities of agricultural inputs and land than livestock. However, those avoided costs could come at the expense of more intensive energy use as biological processes are replaced with industrial systems. Finally, the research found that, since livestock production is a driver of significant economic activity, shifting away from traditional meat production in favor of cultured meat production could result in a net economic contraction.
ContributorsMattick, Carolyn Sue (Author) / Allenby, Braden R. (Thesis advisor) / Landis, Amy E. (Committee member) / Wetmore, Jameson M. (Committee member) / Arizona State University (Publisher)
Created2014
Description
Electronic waste (E-waste) is a concern, because of the increasing volume of materials being disposed of. There are economical, social and environmental implications derived from these materials. For example, the international trade of used computers creates jobs, but the recovery from valuable materials is technically challenging and currently there are environmental and health problems derived from inappropriate recycling practices. Forecasting the flows of used computers and e-waste materials supports the prevention of environmental impacts. However, the nature of these material flows is complex. There are technological geographical and cultural factors that affect how users purchase, store or dispose of their equipment. The result of these dynamics is a change in the composition and volume of these flows. Collectors are affected by these factors and the presence of markets, labor and transportation costs. In northern Mexico, there is an international flow of new and used computers between Mexico and the United States and an internal flow of materials and products among Mexican cities. In order to understand the behavior of these flows a field study was carried out in 8 different Mexican cities. Stake holders were interviewed and through a structured analysis the system and the relevant stakeholders were expressed as Data Flow Diagrams in order; to understand the critical parts from the system. The results show that Mexican cities have important qualitative differences. For example, location and size define the availability of resources to manage e-waste. Decisions to dispose a computer depend on international factors such as the price of new computers, but also on regional factors such as the cost to repair them. Decisions to store a computer depend on external factors such as markets, but also internal factors such as how users perceive the value of old equipment. E-waste collection depends on the value of e-waste, but also on costs to collect and extract value from them. The main implication is that a general policy base on how E-waste is managed at a big city might not be the most efficient for a small one. More over combining strengths from different cities might overcome respective weaknesses and create new opportunities; this integration can be stimulated by designing policies that consider diversity
ContributorsEstrada Ayub, Jesus Angel (Author) / Allenby, Braden R. (Thesis advisor) / Ramzy, Kahhat A (Thesis advisor) / Kahhat, Ramzy A (Committee member) / Williams, Eric (Committee member) / Arizona State University (Publisher)
Created2012
Description
Fossil resources have enabled the development of the plastic industry in the last century. More recently biopolymers have been making gains in the global plastics market. Biopolymers are plastics derived from plants, primarily corn, which can function very similarly to fossil based plastics. One difference between some of the dominant biopolymers, namely polylactic acid and thermoplastic starch, and the most common fossil-based plastics is the feature of compostability. This means that biopolymers represent not only a shift from petroleum and natural gas to agricultural resources but also that these plastics have potentially different impacts resulting from alternative disposal routes. The current end of life material flows are not well understood since waste streams vary widely based on regional availability of end of life treatments and the role that decision making has on waste identification and disposal.
This dissertation is focused on highlighting the importance of end of life on the life-cycle of biopolymers, identifying how compostable biopolymer products are entering waste streams, improving collection and waste processing, and quantifying the impacts that result from the disposal of biopolymers. Biopolymers, while somewhat available to residential consumers, are primarily being used by various food service organizations trying to achieve a variety of goals such as zero waste, green advertising, and providing more consumer options. While compostable biopolymers may be able to help reduce wastes to landfill they do result in environmental tradeoffs associated with agriculture during the production phase. Biopolymers may improve the management for compostable waste streams by enabling streamlined services and reducing non-compostable fossil-based plastic contamination. The concerns about incomplete degradation of biopolymers in composting facilities may be ameliorated using alkaline amendments sourced from waste streams of other industries. While recycling still yields major benefits for traditional resins, bio-based equivalents may provide addition benefits and compostable biopolymers offer benefits with regards to global warming and fossil fuel depletion. The research presented here represents two published studies, two studies which have been accepted for publication, and a life-cycle assessment that will be submitted for publication.
This dissertation is focused on highlighting the importance of end of life on the life-cycle of biopolymers, identifying how compostable biopolymer products are entering waste streams, improving collection and waste processing, and quantifying the impacts that result from the disposal of biopolymers. Biopolymers, while somewhat available to residential consumers, are primarily being used by various food service organizations trying to achieve a variety of goals such as zero waste, green advertising, and providing more consumer options. While compostable biopolymers may be able to help reduce wastes to landfill they do result in environmental tradeoffs associated with agriculture during the production phase. Biopolymers may improve the management for compostable waste streams by enabling streamlined services and reducing non-compostable fossil-based plastic contamination. The concerns about incomplete degradation of biopolymers in composting facilities may be ameliorated using alkaline amendments sourced from waste streams of other industries. While recycling still yields major benefits for traditional resins, bio-based equivalents may provide addition benefits and compostable biopolymers offer benefits with regards to global warming and fossil fuel depletion. The research presented here represents two published studies, two studies which have been accepted for publication, and a life-cycle assessment that will be submitted for publication.
ContributorsHottle, Troy A (Author) / Landis, Amy E. (Thesis advisor) / Allenby, Braden R. (Thesis advisor) / Bilec, Melissa M (Committee member) / Arizona State University (Publisher)
Created2015
Description
Engineering education can provide students with the tools to address complex, multidisciplinary grand challenge problems in sustainable and global contexts. However, engineering education faces several challenges, including low diversity percentages, high attrition rates, and the need to better engage and prepare students for the role of a modern engineer. These challenges can be addressed by integrating sustainability grand challenges into engineering curriculum.
Two main strategies have emerged for integrating sustainability grand challenges. In the stand-alone course method, engineering programs establish one or two distinct courses that address sustainability grand challenges in depth. In the module method, engineering programs integrate sustainability grand challenges throughout existing courses. Neither method has been assessed in the literature.
This thesis aimed to develop sustainability modules, to create methods for evaluating the modules’ effectiveness on student cognitive and affective outcomes, to create methods for evaluating students’ cumulative sustainability knowledge, and to evaluate the stand-alone course method to integrate sustainability grand challenges into engineering curricula via active and experiential learning.
The Sustainable Metrics Module for teaching sustainability concepts and engaging and motivating diverse sets of students revealed that the activity portion of the module had the greatest impact on learning outcome retention.
The Game Design Module addressed methods for assessing student mastery of course content with student-developed games indicated that using board game design improved student performance and increased student satisfaction.
Evaluation of senior design capstone projects via novel comprehensive rubric to assess sustainability learned over students’ curriculum revealed that students’ performance is primarily driven by their instructor’s expectations. The rubric provided a universal tool for assessing students’ sustainability knowledge and could also be applied to sustainability-focused projects.
With this in mind, engineering educators should pursue modules that connect sustainability grand challenges to engineering concepts, because student performance improves and students report higher satisfaction. Instructors should utilize pedagogies that engage diverse students and impact concept retention, such as active and experiential learning. When evaluating the impact of sustainability in the curriculum, innovative assessment methods should be employed to understand student mastery and application of course concepts and the impacts that topics and experiences have on student satisfaction.
Two main strategies have emerged for integrating sustainability grand challenges. In the stand-alone course method, engineering programs establish one or two distinct courses that address sustainability grand challenges in depth. In the module method, engineering programs integrate sustainability grand challenges throughout existing courses. Neither method has been assessed in the literature.
This thesis aimed to develop sustainability modules, to create methods for evaluating the modules’ effectiveness on student cognitive and affective outcomes, to create methods for evaluating students’ cumulative sustainability knowledge, and to evaluate the stand-alone course method to integrate sustainability grand challenges into engineering curricula via active and experiential learning.
The Sustainable Metrics Module for teaching sustainability concepts and engaging and motivating diverse sets of students revealed that the activity portion of the module had the greatest impact on learning outcome retention.
The Game Design Module addressed methods for assessing student mastery of course content with student-developed games indicated that using board game design improved student performance and increased student satisfaction.
Evaluation of senior design capstone projects via novel comprehensive rubric to assess sustainability learned over students’ curriculum revealed that students’ performance is primarily driven by their instructor’s expectations. The rubric provided a universal tool for assessing students’ sustainability knowledge and could also be applied to sustainability-focused projects.
With this in mind, engineering educators should pursue modules that connect sustainability grand challenges to engineering concepts, because student performance improves and students report higher satisfaction. Instructors should utilize pedagogies that engage diverse students and impact concept retention, such as active and experiential learning. When evaluating the impact of sustainability in the curriculum, innovative assessment methods should be employed to understand student mastery and application of course concepts and the impacts that topics and experiences have on student satisfaction.
ContributorsAntaya, Claire Louise (Author) / Landis, Amy E. (Thesis advisor) / Parrish, Kristen (Thesis advisor) / Bilec, Melissa M (Committee member) / Besterfield-Sacre, Mary E (Committee member) / Allenby, Braden R. (Committee member) / Arizona State University (Publisher)
Created2015
Description
The inherent risk in testing drugs has been hotly debated since the government first started regulating the drug industry in the early 1900s. Who can assume the risks associated with trying new pharmaceuticals is unclear when looked at through society's lens. In the mid twentieth century, the US Food and Drug Administration (FDA) published several guidance documents encouraging researchers to exclude women from early clinical drug research. The motivation to publish those documents and the subsequent guidance documents in which the FDA and other regulatory offices established their standpoints on women in drug research may have been connected to current events at the time. The problem of whether women should be involved in drug research is a question of who can assume risk and who is responsible for disseminating what specific kinds of information. The problem tends to be framed as one that juxtaposes the health of women and fetuses and sets their health as in opposition. That opposition, coupled with the inherent uncertainty in testing drugs, provides for a complex set of issues surrounding consent and access to information.
ContributorsMeek, Caroline Jane (Author) / Maienschein, Jane (Thesis director) / Brian, Jennifer (Committee member) / School of Life Sciences (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Social-emotional learning (SEL) methods are beginning to receive global attention in primary school education, yet the dominant emphasis on implementing these curricula is in high-income, urbanized areas. Consequently, the unique features of developing and integrating such methods in middle- or low-income rural areas are unclear. Past studies suggest that students exposed to SEL programs show an increase in academic performance, improved ability to cope with stress, and better attitudes about themselves, others, and school, but these curricula are designed with an urban focus. The purpose of this study was to conduct a needs-based analysis to investigate components specific to a SEL curriculum contextualized to rural primary schools. A promising organization committed to rural educational development is Barefoot College, located in Tilonia, Rajasthan, India. In partnership with Barefoot, we designed an ethnographic study to identify and describe what teachers and school leaders consider the highest needs related to their students' social and emotional education. To do so, we interviewed 14 teachers and school leaders individually or in a focus group to explore their present understanding of “social-emotional learning” and the perception of their students’ social and emotional intelligence. Analysis of this data uncovered common themes among classroom behaviors and prevalent opportunities to address social and emotional well-being among students. These themes translated into the three overarching topics and eight sub-topics explored throughout the curriculum, and these opportunities guided the creation of the 21 modules within it. Through a design-based research methodology, we developed a 40-hour curriculum by implementing its various modules within seven Barefoot classrooms alongside continuous reiteration based on teacher feedback and participant observation. Through this process, we found that student engagement increased during contextualized SEL lessons as opposed to traditional methods. In addition, we found that teachers and students preferred and performed better with an activities-based approach. These findings suggest that rural educators must employ particular teaching strategies when addressing SEL, including localized content and an experiential-learning approach. Teachers reported that as their approach to SEL shifted, they began to unlock the potential to build self-aware, globally-minded students. This study concludes that social and emotional education cannot be treated in a generalized manner, as curriculum development is central to the teaching-learning process.
ContributorsBucker, Delaney Sue (Author) / Carrese, Susan (Thesis director) / Barab, Sasha (Committee member) / School of Life Sciences (Contributor, Contributor) / School of Civic & Economic Thought and Leadership (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
As of 2019, 30 US states have adopted abortion-specific informed consent laws that require state health departments to develop and disseminate written informational materials to patients seeking an abortion. Abortion is the only medical procedure for which states dictate the content of informed consent counseling. State abortion counseling materials have been criticized for containing inaccurate and misleading information, but overall, informed consent laws for abortion do not often receive national attention. The objective of this project was to determine the importance of informed consent laws to achieving the larger goal of dismantling the right to abortion. I found that informed consent counseling materials in most states contain a full timeline of fetal development, along with information about the risks of abortion, the risks of childbirth, and alternatives to abortion. In addition, informed consent laws for abortion are based on model legislation called the “Women’s Right to Know Act” developed by Americans United for Life (AUL). AUL calls itself the legal architect of the pro-life movement and works to pass laws at the state level that incrementally restrict abortion access so that it gradually becomes more difficult to exercise the right to abortion established by Roe v. Wade. The “Women’s Right to Know Act” is part of a larger package of model legislation called the “Women’s Protection Project,” a cluster of laws that place restrictions on abortion providers, purportedly to protect women, but actually to decrease abortion access. “Women’s Right to Know” counseling laws do not directly deny access to abortion, but they do reinforce key ideas important to the anti-abortion movement, like the concept of fetal personhood, distrust in medical professionals, the belief that pregnant people cannot be fully autonomous individuals, and the belief that abortion is not an ordinary medical procedure and requires special government oversight. “Women’s Right to Know” laws use the language of informed consent and the purported goal of protecting women to legitimize those ideas, and in doing so, they significantly undermine the right to abortion. The threat to abortion rights posed by laws like the “Women’s Right to Know” laws indicates the need to reevaluate and strengthen our ethical defense of the right to abortion.
ContributorsVenkatraman, Richa (Author) / Maienschein, Jane (Thesis director) / Brian, Jennifer (Thesis director) / Abboud, Carolina (Committee member) / Historical, Philosophical & Religious Studies (Contributor) / School of Life Sciences (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Turbidity is a known problem for UV water treatment systems as suspended particles can shield contaminants from the UV radiation. UV systems that utilize a reflective radiation chamber may be able to decrease the impact of turbidity on the efficacy of the system. The purpose of this study was to determine how kaolin clay and gram flour turbidity affects inactivation of Escherichia coli (E. coli) when using a UV system with a reflective chamber. Both sources of turbidity were shown to reduce the inactivation of E. coli with increasing concentrations. Overall, it was shown that increasing kaolin clay turbidity had a consistent effect on reducing UV inactivation across UV doses. Log inactivation was reduced by 1.48 log for the low UV dose and it was reduced by at least 1.31 log for the low UV dose. Gram flour had a similar effect to the clay at the lower UV dose, reducing log inactivation by 1.58 log. At the high UV dose, there was no change in UV inactivation with an increase in turbidity. In conclusion, turbidity has a significant impact on the efficacy of UV disinfection. Therefore, removing turbidity from water is an essential process to enhance UV efficiency for the disinfection of microbial pathogens.
ContributorsMalladi, Rohith (Author) / Abbaszadegan, Morteza (Thesis director) / Alum, Absar (Committee member) / Fox, Peter (Committee member) / School of Human Evolution & Social Change (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Aquatic macroinvertebrates are important for many ecological processes within river ecosystems and, as a result, their abundance and diversity are considered indicators of water quality and ecosystem health. Macroinvertebrates can be classified into functional feeding groups (FFG) based on morphological-behavioral adaptations. FFG ratios can shift due to changes in normal disturbance patterns, such as changes in precipitation, and from human impact. Due to their increased sensitivity to environmental changes, it has become more important to protect and monitor aquatic and riparian communities in arid regions as climate change continues to intensify. Therefore, the diversity and richness of macroinvertebrate FFGs before and after monsoon and winter storm seasons were analyzed to determine the effect of flow-related disturbances. Ecosystem size was also considered, as watershed area has been shown to affect macroinvertebrate diversity. There was no strong support for flow-related disturbance or ecosystem size on macroinvertebrate diversity and richness. This may indicate a need to explore other parameters of macroinvertebrate community assembly. Establishing how disturbance affects aquatic macroinvertebrate communities will provide a key understanding as to what the stream communities will look like in the future, as anthropogenic impacts continue to affect more vulnerable ecosystems.
ContributorsSainz, Ruby (Author) / Sabo, John (Thesis director) / Grimm, Nancy (Committee member) / Lupoli, Christina (Committee member) / School of Life Sciences (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-05