Pub Date : 2018-12-16DOI: 10.14434/IUJUR.V4I1.24524
A. Sayar
This pilot study compared the effect of music played in major and minor keys on long-term declarative memory in high school students. Major and minor keys are pivotal theoretical distinctions in music known to trigger different emotional responses. While the influence of specific genres of music on memory have been studied, possible effects of the tonality of music have not been explored. It was hypothesized that music would improve LT-DM, and music played in the minor key would illicit a greater improvement than the major. A total of 21 volunteer high school students were equally randomized between two groups. Each group completed a control and an experimental long-term memory test. Tests comprised of a reading phase where students studied a standardized passage, and a multiple-choice question phase 7 days later, where their memory of the studied text was examined. The reading phase of the control test was conducted in a quiet environment. During the reading phase of the experimental test, a piece of piano music was played. The same music was played in the major key for one group and in the minor key for the other. Both groups demonstrated a statistically significant improvement in the experimental test compared to their own control (p = 0.0078, p = 0.0107). A trend towards better memory retention with the minor-keyed music was observed compared with the major key. The difference between the two groups of improvement with music, however, did not meet statistical significance (p = 0.31). A larger complementary study may provide more definitive information regarding comparative effects of major and minor musical keys on long-term memory.
本初步研究比较了大调和小调音乐对高中生长期陈述性记忆的影响。大调和小调是音乐中重要的理论区别，可以引发不同的情绪反应。虽然已经研究了特定音乐类型对记忆的影响，但尚未探索音乐调性的可能影响。假设音乐可以改善LT-DM，而小调音乐比大调音乐的改善更大。共有21名志愿高中生被随机分为两组。各组分别进行对照和实验长期记忆测试。测试包括阅读阶段，学生学习一篇标准化的文章，以及7天后的多项选择题阶段，在这个阶段，他们对所学习的文本进行记忆测试。对照试验的阅读阶段在安静的环境中进行。在实验测试的阅读阶段，播放了一段钢琴曲。一组用大调演奏同样的音乐，另一组用小调演奏。与对照组相比，两组在实验测试中均表现出统计学上显著的改善(p = 0.0078, p = 0.0107)。与大调音乐相比，小调音乐有更好的记忆保留趋势。然而，两组音乐改善的差异没有达到统计学意义(p = 0.31)。一个更大的补充研究可能会提供更明确的信息，关于大调和小调对长期记忆的比较影响。
{"title":"Comparison of the Effect of Major- Versus Minor-Keyed Music on Long-Term Declarative Memory in High School Students","authors":"A. Sayar","doi":"10.14434/IUJUR.V4I1.24524","DOIUrl":"https://doi.org/10.14434/IUJUR.V4I1.24524","url":null,"abstract":"This pilot study compared the effect of music played in major and minor keys on long-term declarative memory in high school students. Major and minor keys are pivotal theoretical distinctions in music known to trigger different emotional responses. While the influence of specific genres of music on memory have been studied, possible effects of the tonality of music have not been explored. It was hypothesized that music would improve LT-DM, and music played in the minor key would illicit a greater improvement than the major. A total of 21 volunteer high school students were equally randomized between two groups. Each group completed a control and an experimental long-term memory test. Tests comprised of a reading phase where students studied a standardized passage, and a multiple-choice question phase 7 days later, where their memory of the studied text was examined. The reading phase of the control test was conducted in a quiet environment. During the reading phase of the experimental test, a piece of piano music was played. The same music was played in the major key for one group and in the minor key for the other. Both groups demonstrated a statistically significant improvement in the experimental test compared to their own control (p = 0.0078, p = 0.0107). A trend towards better memory retention with the minor-keyed music was observed compared with the major key. The difference between the two groups of improvement with music, however, did not meet statistical significance (p = 0.31). A larger complementary study may provide more definitive information regarding comparative effects of major and minor musical keys on long-term memory.","PeriodicalId":92647,"journal":{"name":"Indiana University journal of undergraduate research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42655731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-16DOI: 10.14434/IUJUR.V4I1.24491
Clarissa C. Ren, Kristyn E. Sylvia
The gut microbiome has received increasing interest in past years due to its link to many diseases and its potential in therapy. One often-overlooked and newer area of research is the sexual dimorphism in the gut microbiome, and how it relates to the sex differences in behavior, diseases, and the underlying makeup between that of males and females. Reviewing the literature has demonstrated that in several organisms, adult males and females do naturally have different compositions of gut microbes. Differences between the sexes in gut microbiome have also been correlated with differences between the sexes in social behavior and various disorders. A thorough understanding of sexual dimorphism in the gut microbiome is crucial to designing better studies, understanding the mechanism of the diseases and behaviors tied to the sexual dimorphism in the microbiome, and fine-tuning more precise treatments that account for the sex of the individual.
{"title":"Sexual Dimorphism in the Gut Microbiome","authors":"Clarissa C. Ren, Kristyn E. Sylvia","doi":"10.14434/IUJUR.V4I1.24491","DOIUrl":"https://doi.org/10.14434/IUJUR.V4I1.24491","url":null,"abstract":"The gut microbiome has received increasing interest in past years due to its link to many diseases and its potential in therapy. One often-overlooked and newer area of research is the sexual dimorphism in the gut microbiome, and how it relates to the sex differences in behavior, diseases, and the underlying makeup between that of males and females. Reviewing the literature has demonstrated that in several organisms, adult males and females do naturally have different compositions of gut microbes. Differences between the sexes in gut microbiome have also been correlated with differences between the sexes in social behavior and various disorders. A thorough understanding of sexual dimorphism in the gut microbiome is crucial to designing better studies, understanding the mechanism of the diseases and behaviors tied to the sexual dimorphism in the microbiome, and fine-tuning more precise treatments that account for the sex of the individual.","PeriodicalId":92647,"journal":{"name":"Indiana University journal of undergraduate research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41929564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-16DOI: 10.14434/IUJUR.V4I1.24172
Therin Alrik Showalter
Beginning in the early 1990s, the American public has become increasingly politically polarized. As party affiliations have become more rigid, a racial trend has emerged in which white voters are much less likely than black voters to identify as liberal or align with the Democratic Party. Using voting data from the 2016 presidential election, this study correlates the prevalence of whiteness in certain counties with those counties’ support for Democratic presidential candidate Hillary Clinton. This paper first details the increasing polarization over the past decades and the dramatic shift of white voters away from liberalism. It then analyzes the political affiliations of other identity groups (such as women, millennials, and college graduates) that are majority liberal and demonstrates that, when restricted to their white members, those groups all lean conservative. The research results find a significant correlation between concentrated whiteness and a rejection of Hillary Clinton. The correlation on a national level is weaker, however, than the correlation of counties when separated regionally, suggesting that the relationship between whiteness and anti-liberalism depends heavily on a county’s degree of whiteness (or anti-liberalism) in its geographical context. While it is impossible to determine whether the race of white voters consciously motivates their voting behavior, the results suggest that American democracy is informed, in some way, by the racial identities of its participants. These results should encourage the public to discuss the current political climate and its intensely divided electorate from a racial perspective. If the nation perceives political division as a problem to be solved, it is essential to understand what factors might be causing the division. To that end, the results of this study would be fundamental to the nation’s dialogue and should be considered when voters make their decision on Election Day.
{"title":"The Effect of Whiteness and Attempts to Preserve It on Political Division in the United States","authors":"Therin Alrik Showalter","doi":"10.14434/IUJUR.V4I1.24172","DOIUrl":"https://doi.org/10.14434/IUJUR.V4I1.24172","url":null,"abstract":"Beginning in the early 1990s, the American public has become increasingly politically polarized. As party affiliations have become more rigid, a racial trend has emerged in which white voters are much less likely than black voters to identify as liberal or align with the Democratic Party. Using voting data from the 2016 presidential election, this study correlates the prevalence of whiteness in certain counties with those counties’ support for Democratic presidential candidate Hillary Clinton. This paper first details the increasing polarization over the past decades and the dramatic shift of white voters away from liberalism. It then analyzes the political affiliations of other identity groups (such as women, millennials, and college graduates) that are majority liberal and demonstrates that, when restricted to their white members, those groups all lean conservative. \u0000The research results find a significant correlation between concentrated whiteness and a rejection of Hillary Clinton. The correlation on a national level is weaker, however, than the correlation of counties when separated regionally, suggesting that the relationship between whiteness and anti-liberalism depends heavily on a county’s degree of whiteness (or anti-liberalism) in its geographical context. While it is impossible to determine whether the race of white voters consciously motivates their voting behavior, the results suggest that American democracy is informed, in some way, by the racial identities of its participants. \u0000These results should encourage the public to discuss the current political climate and its intensely divided electorate from a racial perspective. If the nation perceives political division as a problem to be solved, it is essential to understand what factors might be causing the division. To that end, the results of this study would be fundamental to the nation’s dialogue and should be considered when voters make their decision on Election Day. ","PeriodicalId":92647,"journal":{"name":"Indiana University journal of undergraduate research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46653806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-16DOI: 10.14434/IUJUR.V4I1.24508
B. Hull
The purpose of this study is to determine students’ heightened susceptibility to temptation when cognitively engaged. Cognitively straining tasks require considerable focus, which inhibits the brain from the ability to effectively multi-task (Molfese et al., 2006). This may reduce the capacity for executive control during such engagement. This hypothesis was evaluated by offering participants an unhealthy (chocolate) or healthy (celery) food option during a memorization task (experimental group) or following a memorization task (control group). In the experimental group, students are cognitively engaged at the moment of the choice. This allows for the study to compare decision-making between the experimental and control group. Participants required to make a decision while actively participating in the memorization task chose the chocolate option significantly more often than participants who were offered the food after they had disengaged from the cognitive strain. This study could provide insight into how susceptible to temptation students are while under mental strain. It was hypothesized that as students are participating in a cognitively engaging task similar to studying, they will be more susceptible to choosing an unhealthy sugary snack rather than a healthier option. The data supported the idea that students who are cognitively engaged will be more susceptible to this temptation.
{"title":"Influence of Cognitive Engagement on Temptation and Decision Making","authors":"B. Hull","doi":"10.14434/IUJUR.V4I1.24508","DOIUrl":"https://doi.org/10.14434/IUJUR.V4I1.24508","url":null,"abstract":"The purpose of this study is to determine students’ heightened susceptibility to temptation when cognitively engaged. Cognitively straining tasks require considerable focus, which inhibits the brain from the ability to effectively multi-task (Molfese et al., 2006). This may reduce the capacity for executive control during such engagement. This hypothesis was evaluated by offering participants an unhealthy (chocolate) or healthy (celery) food option during a memorization task (experimental group) or following a memorization task (control group). In the experimental group, students are cognitively engaged at the moment of the choice. This allows for the study to compare decision-making between the experimental and control group. Participants required to make a decision while actively participating in the memorization task chose the chocolate option significantly more often than participants who were offered the food after they had disengaged from the cognitive strain. This study could provide insight into how susceptible to temptation students are while under mental strain. It was hypothesized that as students are participating in a cognitively engaging task similar to studying, they will be more susceptible to choosing an unhealthy sugary snack rather than a healthier option. The data supported the idea that students who are cognitively engaged will be more susceptible to this temptation.","PeriodicalId":92647,"journal":{"name":"Indiana University journal of undergraduate research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49326223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-16DOI: 10.14434/iujur.v4i1.24543
Adam Wu
This paper uses a functional approach to analyze the distributions of weekly returns in Bitcoins on leading cryptocurrency exchanges. The results present strong evidence for non-stationarity, which suggests unpredictability and time-varying statistical properties. In addition, non-stationary fluctuations tend to be primarily concentrated in even moments, such as volatility and kurtosis—however their effect is significant and persistent in every moment, including higher moments. The analysis in this paper proposes that the Bitcoin market is maturing and tending towards stability, but retains a high degree of unpredictability in the case of random shocks due to underlying market dynamics.
{"title":"Non-Stationarity in Stochastic Distributions of Cryptocurrency Returns","authors":"Adam Wu","doi":"10.14434/iujur.v4i1.24543","DOIUrl":"https://doi.org/10.14434/iujur.v4i1.24543","url":null,"abstract":"This paper uses a functional approach to analyze the distributions of weekly returns in Bitcoins on leading cryptocurrency exchanges. The results present strong evidence for non-stationarity, which suggests unpredictability and time-varying statistical properties. In addition, non-stationary fluctuations tend to be primarily concentrated in even moments, such as volatility and kurtosis—however their effect is significant and persistent in every moment, including higher moments. The analysis in this paper proposes that the Bitcoin market is maturing and tending towards stability, but retains a high degree of unpredictability in the case of random shocks due to underlying market dynamics.","PeriodicalId":92647,"journal":{"name":"Indiana University journal of undergraduate research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44470603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-16DOI: 10.14434/IUJUR.V4I1.24207
S. Pickett
The 2011 Chilean Winter was a student movement that fought to end the rampant inequality found in the nation’s neoliberal education policies, which found their origins in the reforms enacted during the 1980s by Chilean dictator General Augusto Pinochet. In response to the nation’s economic crisis, he attempted to cut government spending by decentralizing and privatizing the education system. The results were largely unfavorable; Chilean education came to be known for its socioeconomic stratification, unequal schools, and its exorbitantly expensive universities. Despite the undoubtedly negative outcome of Pinochet’s policies, they remained relatively untouched until student movements in 2006 and 2011 began to challenge them. Although almost all of the issues that the 2011 Chilean Winter addressed were the result of Pinochet’s policies, it would be incorrect to claim that the students were protesting his reforms. Instead, the movement was a reaction to the failure of the nation’s post-dictatorship governments, the Concertación coalition and right-centrist presidency of Sebastián Piñera, to restructure Chile’s neoliberal education system despite its numerous problems. This work aims to disprove the erroneous view of many newspapers and academic journals that the student movement was caused directly by Pinochet’s policies. In other words, I wish to separate protest against the legacy of the Pinochet reforms—that is the current system—from protest against the reforms themselves. The work will be divided into two main sections. The first section will focus on demonstrating the lasting impact of Pinochet’s education programs, with a particular emphasis on statistical studies performed by other researchers. The second section will be devoted to analyzing the roots of the 2011 student movement. This part of the investigation will focus on rhetoric from the students themselves, especially movement leader Camila Vallejo.
{"title":"The Chilean Winter: A Student Revolution","authors":"S. Pickett","doi":"10.14434/IUJUR.V4I1.24207","DOIUrl":"https://doi.org/10.14434/IUJUR.V4I1.24207","url":null,"abstract":"The 2011 Chilean Winter was a student movement that fought to end the rampant inequality found in the nation’s neoliberal education policies, which found their origins in the reforms enacted during the 1980s by Chilean dictator General Augusto Pinochet. In response to the nation’s economic crisis, he attempted to cut government spending by decentralizing and privatizing the education system. The results were largely unfavorable; Chilean education came to be known for its socioeconomic stratification, unequal schools, and its exorbitantly expensive universities. Despite the undoubtedly negative outcome of Pinochet’s policies, they remained relatively untouched until student movements in 2006 and 2011 began to challenge them. Although almost all of the issues that the 2011 Chilean Winter addressed were the result of Pinochet’s policies, it would be incorrect to claim that the students were protesting his reforms. Instead, the movement was a reaction to the failure of the nation’s post-dictatorship governments, the Concertación coalition and right-centrist presidency of Sebastián Piñera, to restructure Chile’s neoliberal education system despite its numerous problems. This work aims to disprove the erroneous view of many newspapers and academic journals that the student movement was caused directly by Pinochet’s policies. In other words, I wish to separate protest against the legacy of the Pinochet reforms—that is the current system—from protest against the reforms themselves. The work will be divided into two main sections. The first section will focus on demonstrating the lasting impact of Pinochet’s education programs, with a particular emphasis on statistical studies performed by other researchers. The second section will be devoted to analyzing the roots of the 2011 student movement. This part of the investigation will focus on rhetoric from the students themselves, especially movement leader Camila Vallejo.","PeriodicalId":92647,"journal":{"name":"Indiana University journal of undergraduate research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45887963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-16DOI: 10.14434/IUJUR.V4I1.24547
Keiland W Cooper
The debate of a thinking machine continues on, especially in an era where machines are achieving tasks that we never thought possible. In this essay, I explore one of the most famous critiques of the thinking machine, Searle’s Chinese room, by breaking down his argument into two claims of varying scope. I then offer an alternative method to assess this argument, by employing a top down approach in contrast to Searles which seems to advance from the conclusion. I explore the current thinking on how the human brain may come to understand the world, as well as some of the aspects of these semantics. This is all in an effort to elucidate some the features necessary for machine understanding and to accurately assess whether a machine possesses them. I conclude that Searle may have been too quick to judge the abilities of computers, and that a claim that any digital computer cannot understand is much too strong.
{"title":"Can the Machine Understand: An Evidence Based Approach to the Chinese Room","authors":"Keiland W Cooper","doi":"10.14434/IUJUR.V4I1.24547","DOIUrl":"https://doi.org/10.14434/IUJUR.V4I1.24547","url":null,"abstract":"The debate of a thinking machine continues on, especially in an era where machines are achieving tasks that we never thought possible. In this essay, I explore one of the most famous critiques of the thinking machine, Searle’s Chinese room, by breaking down his argument into two claims of varying scope. I then offer an alternative method to assess this argument, by employing a top down approach in contrast to Searles which seems to advance from the conclusion. I explore the current thinking on how the human brain may come to understand the world, as well as some of the aspects of these semantics. This is all in an effort to elucidate some the features necessary for machine understanding and to accurately assess whether a machine possesses them. I conclude that Searle may have been too quick to judge the abilities of computers, and that a claim that any digital computer cannot understand is much too strong. ","PeriodicalId":92647,"journal":{"name":"Indiana University journal of undergraduate research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41756800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-16DOI: 10.14434/iujur.v4i1.24553
M. Bailey, S. Wasson, B. Roberts
According to the National Institute on Drug Abuse, 70 percent of adolescents have experimented with alcohol, while 20 percent have experimented with prescription drugs before their senior year in high school. Alcohol and drug abuse has become a nationwide problem. A small rural community in southern Indiana reports that almost 12 percent of its population uses drugs daily. The authors hypothesize that current school-based alcohol and drug curriculums are not robust enough to divert risky behavior during adolescence. Surveys were administered to residents living in two separate transitional homes for people with addiction. The surveys consisted of questions regarding drug and alcohol abuse related to childhood education. The process was completed using a descriptive study. Participants in the study (n = 17) revealed valuable information confirming their rationales for substance abuse. Overwhelmingly, all participants agreed that drug education needs to be available in early childhood education. As substance abuse escalates, so must our efforts to research and understand the problem. The examination of current adolescent drug and alcohol prevention programs isessential to help promote program evaluation and in identifying potential education needs for our youth.
{"title":"Increasing Awareness of Substance Abuse and Addictions: Does Early Childhood Drug Education Provide Diversion from Using Drugs and/or Alcohol?","authors":"M. Bailey, S. Wasson, B. Roberts","doi":"10.14434/iujur.v4i1.24553","DOIUrl":"https://doi.org/10.14434/iujur.v4i1.24553","url":null,"abstract":"According to the National Institute on Drug Abuse, 70 percent of adolescents have experimented with alcohol, while 20 percent have experimented with prescription drugs before their senior year in high school. Alcohol and drug abuse has become a nationwide problem. A small rural community in southern Indiana reports that almost 12 percent of its population uses drugs daily. The authors hypothesize that current school-based alcohol and drug curriculums are not robust enough to divert risky behavior during adolescence. Surveys were administered to residents living in two separate transitional homes for people with addiction. The surveys consisted of questions regarding drug and alcohol abuse related to childhood education. The process was completed using a descriptive study. Participants in the study (n = 17) revealed valuable information confirming their rationales for substance abuse. Overwhelmingly, all participants agreed that drug education needs to be available in early childhood education. As substance abuse escalates, so must our efforts to research and understand the problem. The examination of current adolescent drug and alcohol prevention programs isessential to help promote program evaluation and in identifying potential education needs for our youth.","PeriodicalId":92647,"journal":{"name":"Indiana University journal of undergraduate research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45778984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-16DOI: 10.14434/iujur.v4i1.24398
Grace A. Taylor
One-for-one companies, such as TOMS and Warby Parker, have become a common occurrence in the marketplace. These companies promise to donate a good or service for every product purchased. To date, millions of products have been donated worldwide. This paper seeks to analyze the positive and negative impacts of the one-for-one model on both the one-for-one company and the people receiving product donations. A specific focus of the paper is to determine whether the one-for-one model is helpful or harmful to companies and beneficiaries. To gather information, I contacted sixteen one-for-one companies and asked for reports, gathered preliminary research completed by news outlets such as Forbes and the New York Times, and analyzed academic research. The study finds that the one-for-one model can be both helpful and harmful, depending on the conditions in which the giving is done. For example, if there is an immediate need for a good that cannot be produced in the beneficiary country, then a donation would be beneficial. However, if a donation such as shoes ultimately takes away jobs and reduces the market in the beneficiary country, then it causes more harm and long-term damage than it prevents. As this model becomes more common, it is important that consumers know the impact of their purchases on the beneficiaries and the companies know the benefits and repercussions of their actions.
{"title":"One-for-One Companies: Helpful or Harmful?","authors":"Grace A. Taylor","doi":"10.14434/iujur.v4i1.24398","DOIUrl":"https://doi.org/10.14434/iujur.v4i1.24398","url":null,"abstract":"One-for-one companies, such as TOMS and Warby Parker, have become a common occurrence in the marketplace. These companies promise to donate a good or service for every product purchased. To date, millions of products have been donated worldwide. This paper seeks to analyze the positive and negative impacts of the one-for-one model on both the one-for-one company and the people receiving product donations. A specific focus of the paper is to determine whether the one-for-one model is helpful or harmful to companies and beneficiaries. To gather information, I contacted sixteen one-for-one companies and asked for reports, gathered preliminary research completed by news outlets such as Forbes and the New York Times, and analyzed academic research. The study finds that the one-for-one model can be both helpful and harmful, depending on the conditions in which the giving is done. For example, if there is an immediate need for a good that cannot be produced in the beneficiary country, then a donation would be beneficial. However, if a donation such as shoes ultimately takes away jobs and reduces the market in the beneficiary country, then it causes more harm and long-term damage than it prevents. As this model becomes more common, it is important that consumers know the impact of their purchases on the beneficiaries and the companies know the benefits and repercussions of their actions.","PeriodicalId":92647,"journal":{"name":"Indiana University journal of undergraduate research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41562288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-16DOI: 10.14434/iujur.v4i1.24507
Parker Henry
Cameroon is home to over two hundred eighty native languages coming from three language families, making it one of the most linguistically diverse countries on Earth. Despite this, native languages hold very few domains in Cameroonian society. In recent years, several experimental programs have begun to implement native languages in schools, citing that children learn best in their mother tongue. Among these schools is ELAN-Afrique, an initiative put forth by La Francophonie with the main aim of helping students better learn French by way of their mother tongue. This paper seeks to differentiate the benefits prescribed or expected by ELAN leadership from the actual benefits occurring at one Ewondo-medium ELAN school in Yaoundé. The study includes a series of twenty interviews with program leadership, linguists, and NGOs, as well as teachers and parents of students enrolled in the program. Claims made in interviews were then validated or refuted by classroom observation. The program’s main flaw is the assumption that the students’ mother tongue is Ewondo when in reality, due to their urban upbringing, the students’ mother tongue is French. This causes the reality of the program to differ fundamentally from the expectations of La Francophonie as some predicted benefits are negated, some manifest differently than expected, and other benefits appear never having been predicted.
{"title":"\"Ewondo in the Classes, French for the Masses\"","authors":"Parker Henry","doi":"10.14434/iujur.v4i1.24507","DOIUrl":"https://doi.org/10.14434/iujur.v4i1.24507","url":null,"abstract":"Cameroon is home to over two hundred eighty native languages coming from three language families, making it one of the most linguistically diverse countries on Earth. Despite this, native languages hold very few domains in Cameroonian society. In recent years, several experimental programs have begun to implement native languages in schools, citing that children learn best in their mother tongue. Among these schools is ELAN-Afrique, an initiative put forth by La Francophonie with the main aim of helping students better learn French by way of their mother tongue. This paper seeks to differentiate the benefits prescribed or expected by ELAN leadership from the actual benefits occurring at one Ewondo-medium ELAN school in Yaoundé. The study includes a series of twenty interviews with program leadership, linguists, and NGOs, as well as teachers and parents of students enrolled in the program. Claims made in interviews were then validated or refuted by classroom observation. The program’s main flaw is the assumption that the students’ mother tongue is Ewondo when in reality, due to their urban upbringing, the students’ mother tongue is French. This causes the reality of the program to differ fundamentally from the expectations of La Francophonie as some predicted benefits are negated, some manifest differently than expected, and other benefits appear never having been predicted.","PeriodicalId":92647,"journal":{"name":"Indiana University journal of undergraduate research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41675595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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