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Compass orientation or menotaxis is defined as the ability to orient at a specific angle relative to a directional cue. Cues used for compass orientation include the sun, stars, moon, geomagnetic field and polarized light. While there is evidence in a variety of organisms for compass orientation, the ability of mammals to use cues for compass orientation has been relatively unexplored. The goal of this research was to explore whether laboratory mice could use either magnetic or auditory cues for compass orientation. The results indicate that mice are able to learn to position their nest using a magnetic compass. The development of a magnetic compass assay in laboratory mice will allow the investigation of the mechanism of magnetic compass orientation in mammals, a goal that has been unattainable to this point.In addition, this research has provided preliminary evidence that mice are able to learn to position their nests using an auditory compass. While there is evidence in several organisms for place navigation using auditory cues (i.e. the ability to locate a specific spatial position using auditory cues), this is the first evidence in any organism for an auditory compass (i.e. the ability to calculate a directional heading relative to an auditory cue).In conclusion, both experiments provide evidence for specialized compass systems in mice and suggest that further research is necessary to fully understand the role of these systems in the behavioral ecology of mice. / Master of Science

Prior research shows a positive correlation between years of education and overall health. Historically, Latinos have had lower levels of educational attainment than Whites and other ethnic groups in the United States. The current study explored how a student’s social context in sophomore year is associated with his/her college aspirations and college expectations, and how these factors then influence subsequent college preparatory behaviors and college application in senior year. Differences in the role of social context were explored in Latino students and White students. Secondary data analysis was conducted using the Texas Higher Education Opportunity Project (THEOP) dataset, which provided longitudinal data for 2,875 Texas high school students. Hopes and Fears theory of future orientation was used as the guiding framework for the analysis of future orientation. Bivariate and multivariate logistic regression analyses were used to address the research questions. College preparatory behaviors and college application at senior year had the strongest associations with the social contextual variables at sophomore year that were most proximal to the students, namely family and friends. For all students, iv grade point average, graduation track, parent education in sophomore year were all significant predictors of college preparatory behaviors and college application in senior year. Parental encouragement to go to college in sophomore year was a significant predictor of college preparatory behaviors and college application at senior year among Latino students, but not among White students. Conversely, having more than three friends who planned to attend college or having a sibling who dropped out of high school was predictive of college preparatory behaviors and college application among White students, but not among Latino students. Implications for interventions and future research are discussed. / text

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