Matching Items (20)
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- All Subjects: Agriculture
- Creators: School of International Letters and Cultures
- Member of: Theses and Dissertations
- Status: Published
Description
This honors thesis features a translation of Andrés Bello’s “Historia físicia y política de Chile por Claudio Gay” that had never before been reproduced in English, as well as a discussion of translation theories and a biographical sketch of Andrés Bello, a prolific Latin American author and philosopher. The goals of this thesis include promoting Latin American literature, bringing awareness to Bello’s contributions to Chile’s history, and promoting translation as a creative form of education.
ContributorsDominick, Alicia Lorae (Author) / Humphrey, Ted (Thesis director) / Martinez, Maria Teresa (Committee member) / Burke, Janet (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Department of English (Contributor)
Created2015-05
Description
This study evaluated whether the Story Champs intervention is effective in bilingual kindergarten children who speak Spanish as their native language. Previous research by Spencer and Slocum (2010) found that monolingual, English-speaking participants made significant gains in narrative retelling after intervention. This study implemented the intervention in two languages and examined its effects after ten sessions. Results indicate that some children benefited from the intervention and there was variability across languages as well.
ContributorsFernandez, Olga E (Author) / Restrepo, Laida (Thesis director) / Mesa, Carol (Committee member) / Barrett, The Honors College (Contributor) / Department of Speech and Hearing Science (Contributor) / School of International Letters and Cultures (Contributor)
Created2014-05
Description
This thesis details our experience assisting BASE Equity Partners, a private equity firm based in New York City, on three prospective agricultural dealership deals over the course of this past academic year. The firm is currently structured as a Fundless Sponsor. This distinct structural trait is common for a type of private equity firm known among practitioners as pledge funds. This creates an interesting element for our experience as there is very limited academic research on these types of firms, which, since the Great Recession, have become popular players in middle-market private equity deals. We, first, provide some historical context on pledge funds and identify their primary differences with traditional private equity. The remainder of the paper documents our experience working on the agricultural dealership deals. We have organized this portion after the manner in which we received assignments. We go into detail on the specific projects with which we were tasked, our interactions with the partners and the major takeaways we had from this learning experience. This thesis paper will enrich the academic knowledge regarding pledge funds—and private equity generally—by documenting a real experience of what it is like performing analyst-level tasks at a real firm. Additionally, we were privy to information that is highly confidential, and though we have protected the confidentiality of the companies through pseudonyms and redaction of confidential material, all of the financial data shown, models provided and qualitative discussion is real.
ContributorsTang, Ivan (Co-author) / Johnson, Bradley (Co-author) / Panosian, Tro (Co-author) / Simonson, Mark (Thesis director) / Bonadurer, Werner (Committee member) / Barrett, The Honors College (Contributor) / Department of Finance (Contributor) / Department of English (Contributor) / School of Accountancy (Contributor) / School of International Letters and Cultures (Contributor)
Created2015-05
Description
The purpose of this study is to determine the types of classroom instructional activities commonly used in teaching literature. Data were collected at ASU Preparatory High School. The study determined that literature-based lessons and activities fall under three categories: reading, writing, and discussion. Classroom observations revealed that reading, writing, and discursive activities were designed to promote higher-ordering thinking. These activities included silent reading, annotating text, reading aloud, keeping reading response journals, practicing essay writing, and participating in Socratic discussion. The teachers at ASU Prep used the listed activities with the intent to challenge their English students to engage in active learning, to improve reading, writing, and discursive skills, and promote critical thinking skills.
ContributorsSarik, Vivian Roathany (Author) / Blasingame, James (Thesis director) / Ingram-Waters, Mary (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Department of English (Contributor)
Created2015-05
Description
The American English and Culture Program (AECP) at Arizona State University is an intensive language program that has taught English to speakers of other languages from over 115 countries. This study focuses on English education from five of those countries by examining the similarities and differences between AECP and English education in those countries, as well as analyzing the concerns about English education in these countries and how they may impact students who come to AECP. Those countries are Saudi Arabia, China, Japan, Korea, and Kuwait. The primary characteristics that are analyzed are history of English in relation to that country, the goals of English learning, the teaching methods used in the classes, and textbook content. The implications of this study are to help EFL educators learn about their students' backgrounds in the English language through learning the students' countries' various histories and difficulties concerning English, thus allowing them to help students better transition into the English programs such as AECP. This study also shows what research is readily available about English education in other countries, and reveals that there is a lack of research in some aspects of English education for some countries.
ContributorsMeyer, Elizabeth Kayla (Author) / James, Mark (Thesis director) / Thompson, Robert (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Department of Chemistry and Biochemistry (Contributor)
Created2014-05
Description
A new class of entrepreneurs is emerging in China, who are using a business model approach to solve societal problems. A small but growing niche of these so called "social entrepreneurs" is attempting to address long standing problems in the agricultural sector stemming from the three agricultural issues of farmers, agriculture and rural areas. In order to understand what social entrepreneurship means in the Chinese context, the motivations behind it, and the opportunities and problems related specifically to agricultural sector, interviews were conducted with social entrepreneurs, research institutes, and social fostering organizations in multiple tier-one cities in mainland China. Results show that the concept of social enterprise is comprehended in a very different way in the Chinese context relative to the general usage of the term in the literature. Social enterprises in the agricultural sector are divided into categories of Community Supported Agriculture-based organic farms, farmers' markets, food educators and city farmers. This is a growing group of entrepreneurs who could be better supported on the basis of resources and protection by the government, law and policy, universities, and a united producer and consumer front.
ContributorsGray, Christopher Stephan (Author) / Aggarwal, Rimjhim (Thesis director) / Ostrom, Amy (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Department of Marketing (Contributor)
Created2013-12
Description
Current farming demographics in the United States indicate an aging and overwhelmingly white group of farmers, stimulating the need for engaging a younger and more diverse population. There is an opportunity to engage these populations through farm-based internship and apprenticeship programs, which are immersive programs on small-scale, sustainable farms. These programs are unique in providing hands-on training, housing, meals, and a stipend in return for labor, presenting a pathway to social empowerment. The potential outcomes of increasing diversity and inclusion in farm programs are absent from the research on the benefits of diversity and inclusion in other work environments, such as the corporate setting. This paper presents the results of a study aimed at determining levels of diversity and inclusion in United States farm-based internship programs, and the viability of these programs as an effective opportunity to engage marginalized young people in farming. The study of 13 farm owners and managers across the U.S. found that the participants are focused on fostering education and training, environmental benefits, and a sense of community in their respective programs. All participants either want to establish, or believe they currently have, an inclusive workplace on their farm, but also indicated a barrier to inclusivity in the lack of a diverse applicant pool. Future recommendations for removing that barrier and involving more young, diverse interns include increased outreach and access to these programs, the use of inclusive language, and further research.
ContributorsLascola, Dania (Co-author) / Biel, Braden (Co-author) / Cloutier, Scott (Thesis director) / MacFadyen, Joshua (Committee member) / School of International Letters and Cultures (Contributor) / School of Geographical Sciences and Urban Planning (Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Insect Girls is a chapbook-length collection of poems exploring the human inclination toward, and desire for, violence. Using insects and other bugs as motifs to show how people can often be treated like insects, these 25 poems complicate the relationships between violent people and their victims. The collection specifically focuses on women's issues such as domestic violence and female sexuality. The speakers range from a prostitute waiting in the rain, to a submissive girl at a fetish party, to a housewife with a werewolf for a husband. Violence and sex are depicted as inherently intertwined. Because of this, many characters in the book show a connection between desire and violence, how cruelty can have a kind of sex appeal. This is explored in the collection with depictions of sadomasochism and BDSM, where power dynamics can be at certain times problematic, and at others, beautiful. In writing these poems, I was inspired by the fact that upon seeing a harmless bug, so many people's first instinct is to crush it, for no reason at all except because they can. Bug imagery appears throughout the collection, illustrating the dehumanizing aspect of cruelty. The capture of a butterfly serves as a metaphor for sexual assault, and elsewhere bee wings show a desire for escape. Imagery as a whole is important to the collection because it illustrates not only the physical scars that result from violent actions, but also the strength and loveliness within the survivors. In Insect Girls, I didn't want to hide away ugliness, but I didn't want to hide away beauty either.
ContributorsPrice, Emily Kay (Author) / Ball, Sally (Thesis director) / Giner, Oscar (Committee member) / School of International Letters and Cultures (Contributor) / Department of English (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
ContributorsPanosian, N. Zari (Author) / Ison, Tara (Thesis director) / Fortunato, Joe (Committee member) / Talerico, Daniela (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor)
Created2013-05
Description
Salud Empoderada is a bilingual English-Spanish blog with the goals of providing pre-medical advice, exposure to careers in medicine through interviews with leaders in medicine and science, and resources to support and encourage Latino pre-medical college students at Arizona State University. This information is provided in the forms of blog posts and infographics. Salud Empoderada was created as a way to address the lack of representation of Latino medical students enrolled in U.S. medical schools and Latino physicians in the U.S. Therefore, Salud Empoderada targets Latino students in the first stage of their journeys to becoming a doctor, pre-medical students, to help inspire and guide them to pursue their dreams despite the challenges they may face, including struggles with mental health, socioeconomic status, access to Latino mentors in medicine and science, health disparities, gender, DACA status, attacks on affirmative action, and the MCAT exam. Furthermore, Salud Empoderada encompasses my trip with Barrett, The Honors College to Costa Rica to share insight on life in Costa Rica and the Indigenous tribes residing there. Sharing this experience with Latino pre-medical students may provide them further exposure to other cultures, the heterogeneity within Latin America, the importance of cultural competence in medicine and the possibilities that global health and Spanish studies offer to become well-rounded and holistic future physicians.
ContributorsLopez, Jasmine (Author) / Gonzalez-Estevez, Dulce (Thesis director) / Fernandez, Sofía (Committee member) / Barrett, The Honors College (Contributor) / School of Human Evolution & Social Change (Contributor) / School of Life Sciences (Contributor) / School of International Letters and Cultures (Contributor) / Watts College of Public Service & Community Solut (Contributor)
Created2023-05