Matching Items (3)
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- All Subjects: empowerment
- Creators: Samuelson, Melissa
- Creators: Barrantes Santamaria, Alfredo G
Description
With 2016 marking the 100th Anniversary of the National Park Service (NPS), important discussions regarding the future of America's beloved parks and respective government funding must take place. Imagine all the money, including tax revenue, flowing through America's national parks system, and where is that money destined for in the future? National park funding will factor greatly into determining the future of America's NPS and individual parks. Therefore, it is imperative to investigate where and how government funding, for the present and future, is distributed throughout the parks protected under the NPS. Through personal experiences as a child, national parks consistently provide a unique exposure to and an education of the natural world, which are rare finds when growing up in suburban or metropolitan regions. Narrowing down, this analysis will focus on government disbursements to Yellowstone National Park (Yellowstone) and Isle Royale National Park (Isle Royale) with specifics on two budgeted projects crucial to park survival. Yellowstone and Isle Royale each request funding for a project crucial to the park's ecosystem and a project intended to improve guest services for visitors. Closing comments will provide recommendations for Yellowstone, Isle Royale and the NPS, including effects of President Trump's 2018 Government Proposed Budget, in an attempt to offer forward thinking about national parks. The projects and respective funding as detailed in this analysis have a forward-thinking focus as other projects included in the NPS requested funding budgets consider as well. Current actions and efforts are crucial to the long-term life and of this country's national parks for future generations to come.
ContributorsHager, Madeline (Author) / Samuelson, Melissa (Thesis director) / Kenchington, David (Committee member) / Department of Marketing (Contributor) / School of Accountancy (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Society has formed certain stereotypes surrounding genders and the roles that they play in society based on the qualities that each gender is assumed to have (Lopez & Ensari, 2014; Eagly & Wood, 2012; Heilman, 2012). Leadership is seen as a masculine role because of the similar perceptions between what qualities men possess and what qualities leadership requires. (Koenig et al., 2011). Biases against women in leadership prevent women from successfully gaining high-level positions at the same rate as men, despite equal qualifications (Lopez & Ensari, 2014). There is great debate on how this problem can be resolved. On the one hand, trends toward institutional and policy changes in the 1970’s and 1980’s were intended to create greater equality and help women reduce bias in the workforce. More recently, however, the tone of the conversation has shifted. Books like Sheryl Sandberg’s “Lean In” have seen great popularity as they emphasize the role women have to combat bias through personal empowerment rather than waiting for the system to change. As a consequence of this shift in ideology, a possible shift has occurred in perceptions of where responsibility for change lies. This presents the question: Does exposure to empowerment literature increase perceptions of women’s responsibility to fix the gender inequality issue in the workplace?
ContributorsSchewe, Rachel (Author) / Samuelson, Melissa (Thesis director) / Hart, Wendy (Committee member) / School of Accountancy (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Due to federal mandates, Title I schools now are being asked to implement parent involvement programs that meaningfully involve parents in the schools to increase academic gains. This action research study was based on three different concepts from the literature: a) critical pedagogy theory from Paulo Freire, b) parent involvement from diverse scholars including Epstein, Olivos, Mapp, Henderson, and Gonzalez-DeHass, and c) Wenger's communities of practice approach. The study was designed to determine whether a community of practice approach could provide the necessary conditions to meaningfully involve Latino Spanish-speaking parents in school. This innovation took place for 14-weeks, during which the community of practice approach was developed and utilized during meetings. Data were collected during each community of practice meeting at two schools. The data sources were surveys, audio video transcriptions of the meetings, journal, field notes, leadership meetings, and analytic memos. To add reliability and validity, mixed methods were applied to triangulate the data sources. Results indicated that through a community of practice approach Latino Spanish-speaking parents could become meaningfully involved in their children's schools. Parent participants reported that the community of practice allowed them to dialogue, contribute, learn, reflect, and become self-aware of their role in the schools. Data also showed that parent participants applied the community of practice approach to contribute to the solution of problems at their school. After participating in the study, parent participants realized their potential to impact in their children's school. Additionally, they started purposefully becoming more interested in participating and planning activities with the parent liaison. Based on the results, further cycles of action research are suggested.
ContributorsBarrantes Santamaria, Alfredo G (Author) / Jimenez-Castellanos, Oscar (Thesis advisor) / Jimenez-Silva, Margarita (Committee member) / Chavez, Jacob (Committee member) / Arizona State University (Publisher)
Created2012