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- Creators: Computer Science and Engineering Program
Sublimity & The Bronte Men: An Exploration of Heathcliff & Rochester Through Edmund Burke's Sublime.
Description
The Brontë sisters, inadvertently, created two characters overwhelmingly offensive to the modern reader. However, I think it is time that we as readers diverge from the well-trodden path of literary analyses concerning Rochester and Heathcliff. By limiting these two characters to only their most surface-level qualities, and passing moral judgments on them as if they are somehow failing some expectation of moral behavior, these two characters are denigrated to the titles of “bad characters” or “bad men.” I propose a reading of Heathcliff and Rochester that transcends the confining rhetoric of good vs. bad and looks to Heathcliff and Rochester as agents of the sublime as defined by Edmund Burke in his foundational text A Philosophical Inquiry Into The Origin of Our Ideas of The Sublime and Beautiful.
ContributorsWeiland, Madeline (Author) / Soares, Rebecca (Thesis director) / Foy, Joseph (Committee member) / Barrett, The Honors College (Contributor) / Hugh Downs School of Human Communication (Contributor) / Department of English (Contributor)
Created2024-05
Description
Victim advocacy is a free and confidential service provided to individuals who have experienced sexual violence. Due to the intense expectations associated with this role, victim advocates often suffer from mental health issues, including compassion fatigue. Compassion fatigue occurs when individuals in helping professions become overly exposed to clients’ traumatic experiences and suffer from debilitating symptoms that impact their daily lives. Through this project, I identified aspects of the role that put victim advocates at a high risk for developing compassion fatigue. I then explored methods for mitigating the negative effects of compassion fatigue including The Accelerated Recovery Program for compassion fatigue, humor as a coping technique, Eye Movement Desensitizing and Reprocessing therapy, comprehensive training efforts, personal and organizational self-care, and social support. With an emphasis on the benefits provided by social support, I developed a resource guide about the prevalence of violence in our community, aimed to help create more open dialogue surrounding sexual violence.
ContributorsSagarin, Rosa (Author) / Sturgess, Jessica (Thesis director) / Soares, Rebecca (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor) / Dean, W.P. Carey School of Business (Contributor)
Created2024-05
Description
For my thesis, I designed a program called Plexify that would take in truth tables as CSV files and be able to generate the minimized sum of products or product of sums expression for any of the output variables in the truth table. My program can run on any Windows device and the repository for the program can be found at https://github.com/RockPalmer/Plexify.
ContributorsPalmer, Rock (Author) / Osburn, Steven (Thesis director) / Platt, Dane (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor)
Created2024-05
Description
This review explores popular gambling strategies often believed to guarantee wins, such as card counting and taking advantage of arbitrage. We present a mathematical overview of these systems to evaluate their theoretical effectiveness in ideal conditions by presenting prior research and mathematical proofs. This paper then generates results from these models using Monte Carlo simulations and compares them to data from real-world scenarios. Additionally, we examine reasons that might explain the discrepancies between theoretical and real-world results, such as the potential for dealers to detect and counteract card counting. Ultimately, although these strategies may fare well in theoretical scenarios, they struggle to create long-term winning solutions in casino or online gambling settings.
ContributorsBoyilla, Harsha (Author) / Clough, Michael (Thesis director) / Eikenberry, Steffen (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor) / School of Mathematical and Statistical Sciences (Contributor)
Created2024-05
Description
Creation of a biodegradable phone case business, "Green Halo Cases".
ContributorsRakolta, Mikayla (Author) / Curtin, Erika (Co-author) / Pollard, Oscar (Co-author) / Byrne, Jared (Thesis director) / Lee, Christopher (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor)
Created2024-05
Description
The core objective of this thesis project is to highlight the enriching contributions of Japanese authors to university-level literature courses that survey human history through literature. Japanese literature, rich in its exploration of complex emotions and philosophical depths through the novella and other forms, presents a unique opportunity to broaden the scope of "Great-Books" courses. Traditionally, these courses have predominantly featured Western texts, inadvertently reinforcing the notion that modern philosophical thought is exclusively a Western domain.
This project has taken thematic elements from HON272 at Arizona State University (ASU), Barrett, The Honors College's flagship humanities course, as a basis for analysis. A selection of texts from a diverse array of Japanese literature was then methodically paired with these materials based on periodization, thematic resonance, and the audience's interests. Of the twenty-seven different pieces of literature spanning from 1651 to the present day included in HON272, this project has identified twenty-one Japanese novels or primary texts that can serve as complements to the existing curriculum. This approach not only enriches the curriculum but also empowers professors to introduce themes vital for a comprehensive understanding of human history and thought, thereby enhancing the flexibility and inclusivity of their course designs.
To support this endeavor, a comprehensive sourcing guide has been developed. This guide prioritizes Japanese literature, listing these texts first and detailing their potential integration into conversations typically dominated by Western texts. It provides, where possible, links to free online PDF versions or excerpts, purchasing information, and availability within the ASU library system. This initiative aims to foster a curriculum that appreciates the global expanse of intellectual heritage and encourages a move away from a Euro-centric narrative. By doing so, it aspires to cultivate a diverse cultural perspective within higher education, both for faculty and students alike.
By embracing the vast thematic landscapes offered by Japanese literature, this project serves as a step towards avoiding the pitfalls of cognitive imperialism. It champions the cause of diversifying educational content, ensuring we are moving in the right direction by celebrating and integrating the depth and diversity of global literature into our academic pursuits.
ContributorsLisk, Harrison (Author) / Soares, Rebecca (Thesis director) / Hedberg, William (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor) / School of International Letters and Cultures (Contributor)
Created2024-05
Description
Culturally responsive teaching refers to an approach to teaching and learning that facilitates the achievement of all students by including content that is relatable to all cultures, and creating a culturally-supported and learner-centered environment. The CSE 110 course at ASU would greatly benefit from the incorporation of culturally relevant learning, as it would help them thrive in their chosen field of study while being able to uphold and value cultural relevance. The incorporation of culturally relevant pedagogy would further help students from marginalized communities feel more accepted and capable to thrive in STEM education.
We began our research by first understanding the foundations of culturally responsive pedagogy, including how it is currently being used in classrooms. Concurrently, we studied the CSE 110 curriculum to see where we can implement this teaching strategy. Our research helped us develop a set of worksheets. In the second semester of our research we distributed these worksheets and a set of control worksheets. Students were randomly assigned to an experiment or control group each of the four weeks of the study. We then analyzed this information to quantitatively see how culturally responsive pedagogy affects their outcomes. To follow up we also conducted a survey to get some qualitative feedback about student experience. Our final findings consisted of an analysis on how culturally responsive pedagogy affects learning outcomes in an introductory computer science course.
ContributorsMane, Rhea (Author) / Tripathi, Tejal (Co-author) / Sathe, Isha (Co-author) / Tadayon-Navabi, Farideh (Thesis director) / Nkrumah, Tara (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor)
Created2024-05
Description
Culturally responsive teaching refers to an approach to teaching and learning that facilitates the achievement of all students by including content that is relatable to all cultures and creating a culturally supported and learner-centered environment. The CSE 110 course at ASU would greatly benefit from the incorporation of culturally relevant learning, as it would help them thrive in their chosen field of study while being able to uphold and value cultural relevance. The incorporation of culturally relevant pedagogy would further help students from marginalized communities feel more accepted and capable of thriving in STEM education.
We began our research by first understanding the foundations of culturally responsive pedagogy, including how it is currently being used in classrooms. Concurrently, we studied the CSE 110 curriculum to see where we can implement this teaching strategy. Our research helped us develop a set of worksheets. In the second semester of our research, we distributed these worksheets and a set of control worksheets. Students were randomly assigned to an experiment or control group each of the four weeks of the study. We then analyzed this information to quantitatively see how culturally responsive pedagogy affects their outcomes. To follow up we also conducted a survey to get some qualitative feedback about student experience. Our final findings consisted of an analysis of how culturally responsive pedagogy affects learning outcomes in an introductory computer science course.
ContributorsSathe, Isha (Author) / Tripathi, Tejal (Co-author) / Mane, Rhea (Co-author) / Tadayon-Navabi, Farideh (Thesis director) / Nkrumah, Tara (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Computer Science and Engineering Program (Contributor) / Dean, W.P. Carey School of Business (Contributor)
Created2024-05
Description
Culturally responsive teaching refers to an approach to teaching and learning that facilitates the achievement of all students by including content that is relatable to all cultures, and creating a culturally-supported and learner-centered environment. The CSE 110 course at ASU would greatly benefit from the incorporation of culturally relevant learning, as it would help them thrive in their chosen field of study while being able to uphold and value cultural relevance. The incorporation of culturally relevant pedagogy would further help students from marginalized communities feel more accepted and capable to thrive in STEM education.
We began our research by first understanding the foundations of culturally responsive pedagogy, including how it is currently being used in classrooms. Concurrently, we studied the CSE 110 curriculum to see where we can implement this teaching strategy. Our research helped us develop a set of worksheets. In the second semester of our research we distributed these worksheets and a set of control worksheets. Students were randomly assigned to an experiment or control group each of the four weeks of the study. We then analyzed this information to quantitatively see how culturally responsive pedagogy affects their outcomes. To follow up we also conducted a survey to get some qualitative feedback about student experience. Our final findings consisted of an analysis on how culturally responsive pedagogy affects learning outcomes in an introductory computer science course.
ContributorsTripathi, Tejal (Author) / Mane, Rhea (Co-author) / Sathe, Isha (Co-author) / Tadayon-Navabi, Farideh (Thesis director) / Nkrumah, Tara (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor)
Created2024-05
Description
Machine learning(ML) has been on the rise in many fields including agriculture. It is used for many things including crop yield prediction which is meant to help farmers decide when and what to grow based on the model. Many models have been built for various crops and areas of the world utilizing various sources of data. However, there is yet to exist a model designed to predict any crop’s yield in Yuma Arizona, one of the premier places to grow crops in America. For this, I built a dataset from farm documentation that describes the actions taken before, during, and after a crop is being grown. To supplement this data, ecological data was also used so data such as temperature, heat units, soil type, and soil water holding capacity were included. I used this dataset to train various regression models where I discovered that the farm data was useful, but only when used in conjunction with the ecological data.
ContributorsJohnson, Nicholas (Author) / Kerner, Hannah (Thesis director) / Bandaru, Varaprasad (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Computer Science and Engineering Program (Contributor)
Created2024-05