Matching Items (399)
Description
The purpose of this study was to examine the attitudes and opinions of Navajo students toward the Navajo language and culture programs within the schools they were attending. Although in the final year of the No Child Left Behind, a majority of the 265 schools on and near the Navajo reservation have not been making Adequate Yearly Progress, a concern for the parents, teachers, administrators, school board members, and the Navajo Nation. The study entailed conducting a survey at five schools; three of which were not meeting the requirements of the No Child Left Behind. The purpose of the survey instrument (27 questions) administered to the students at the five schools was to examine their attitudes and opinions as to participating in Navajo language and culture programs, to determine if the programs assisted them in their academic achievements, and to examine whether these programs actually made a difference for schools in their Adequate Yearly Progress requirement Approximately 87% of 99 Navajo students, 55 boys and 58 girls, ages 9 through 14, Grades 3 through 8, who lived off the reservation in Flagstaff, Arizona and Gallup, New Mexico, and took the survey knew and spoke Navajo, but less fluently and not to a great extent. However, the students endorsed learning Navajo and strongly agreed that the Navajo language and culture should be part of the curriculum. Historically there have been schools such as the Rock Point Community School, Rough Rock Demonstration School, Borrego Pass Community School, and Ramah Community School that have been successful in their implementation of bilingual programs. The question presently facing Navajo educators is what type of programs would be successful within the context of the No Child Left Behind federal legislation. Can there be replications of successful Navajo language and culture programs into schools that are not making Adequate Yearly Progress?
ContributorsTsosie, David J (Author) / Spencer, Dee A. (Thesis advisor) / Appleton, Nicholas A. (Committee member) / Koerperich, Robbie (Committee member) / Arizona State University (Publisher)
Created2013
Description
The end of the nineteenth century was an exhilarating and revolutionary era for the flute. This period is the Second Golden Age of the flute, when players and teachers associated with the Paris Conservatory developed what would be considered the birth of the modern flute school. In addition, the founding in 1871 of the Société Nationale de Musique by Camille Saint-Saëns (1835-1921) and Romain Bussine (1830-1899) made possible the promotion of contemporary French composers. The founding of the Société des Instruments à Vent by Paul Taffanel (1844-1908) in 1879 also invigorated a new era of chamber music for wind instruments. Within this groundbreaking environment, Mélanie Hélène Bonis (pen name Mel Bonis) entered the Paris Conservatory in 1876, under the tutelage of César Franck (1822-1890). Many flutists are dismayed by the scarcity of repertoire for the instrument in the Romantic and post-Romantic traditions; they make up for this absence by borrowing the violin sonatas of Gabriel Fauré (1845-1924) and Franck. The flute and piano works of Mel Bonis help to fill this void with music composed originally for flute. Bonis was a prolific composer with over 300 works to her credit, but her works for flute and piano have not been researched or professionally recorded in the United States before the present study. Although virtually unknown today in the American flute community, Bonis's music received much acclaim from her contemporaries and deserves a prominent place in the flutist's repertoire. After a brief biographical introduction, this document examines Mel Bonis's musical style and describes in detail her six works for flute and piano while also offering performance suggestions.
ContributorsDaum, Jenna Elyse (Author) / Buck, Elizabeth (Thesis advisor) / Holbrook, Amy (Committee member) / Micklich, Albie (Committee member) / Schuring, Martin (Committee member) / Norton, Kay (Committee member) / Arizona State University (Publisher)
Created2013
Description
Law enforcement, schools and universities, health service agencies, as well as social service agencies, each acquire information from individuals that receive their services. That information gets recorded into the respective application system of each organization. The information, however, gets recorded only in the context of each service rendered and within each system used to record it. Information that is recorded by the police department for one individual is entirely different from the information that is recorded by the hospital for that same individual. What if all the organizations used the same system to record information? What if all the organizations followed the same protocols to record information as well as access it? The goal of this research was to analyze a system that allows for all organizations within a community to share information with each other. Technically, this system is feasible. However, public opinion says sharing personal information is unethical, and Federal regulation says it is unlawful. To accomplish an information-sharing system of this type, both regulation and public opinion need to be addressed.
ContributorsPullin, Britton Scott (Author) / Schildgen, Thomas (Thesis advisor) / Prewitt, Deborah (Committee member) / Ralston, Laurel (Committee member) / Arizona State University (Publisher)
Created2012
Description
The purpose of this study was to investigate whether an alignment exists between the mission of Puente de Hozho Magnet School and the visualization of how current Navajo students view their education at the school. Qualitative research was used as an opportunity to explore the significance and to gain an in-depth understanding of how Navajo students view their education in the context of their personal experiences. The population consisted of six Navajo fifth grade students who lived outside the boundaries of their Indian reservation and attended school at Puente de Hozho Magnet School. The six student participants were asked to respond to the question, "What does your education look like at Puente de Hozho Magnet School?" through the pictures they took with a camera in and around the school. After the pictures were developed, students were individually interviewed by utilizing selected pictures to prompt their memory in eliciting descriptions and meanings of the images they captured. The students' responses generated a data set for coding and analysis, from which a wealth of data yielded prominent themes as to their education at Puente de Hozho Magnet School. Analysis of this research concluded that the students' visualization of their education at Puente de Hozho is aligned with the original mission and vision of the school. The student voices represent a relationship of natural connections to their cultural heritage as experienced in their school by disregarding stereotypes and rising above the expected.
ContributorsYazzie, Lamont L (Author) / Spencer, Dee Ann (Thesis advisor) / Appleton, Nicholas A (Committee member) / Gilmore, Treva C (Committee member) / Arizona State University (Publisher)
Created2012
ContributorsMatthews, Eyona (Performer) / Yoo, Katie Jihye (Performer) / Roubison, Ryan (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-25
Description
This dissertation is a cultural history of the frontier stories surrounding an Arizona politician and Indian trader, John Lorenzo Hubbell. From 1878 to 1930, Hubbell operated a trading post in Ganado, Arizona--what is today Hubbell Trading Post National Historic Site. During that time, he played host to hundreds of visitors who trekked into Navajo country in search of scientific knowledge and artistic inspiration as the nation struggled to come to terms with industrialization, immigration, and other modern upheavals. Hubbell became an important mediator between the Native Americans and the Anglos who came to study them, a facilitator of the creation of the Southwestern myth. He lavished hospitality upon some of the Southwest's principle myth-makers, regaling them with stories of his younger days in the Southwest, which his guests remembered and shared face-to-face and in print, from novels to booster literature. By applying place theory to Hubbell's stories, and by placing them in the context of the history of tourism in the Southwest, I explore the relationship between those stories, the visitors who heard and retold them, and the process of place- and myth-making in the Southwest. I argue that the stories operated on two levels. First, they became a kind of folklore for Hubbell's visitors, a cycle of stories that expressed their ties to and understanding of the Navajo landscape and bound them together as a group, despite the fact that they must inevitably leave Navajo country. Second, the stories fit into the broader myth- and image-making processes that transformed the Southwest into a distinctive region in the imaginations of Americans. Based on a close reading of the stories and supporting archival research, I analyze four facets of the Hubbell legend: the courteous Spanish host; the savior of Native American arts and crafts; the fearless conqueror and selfless benefactor of the Navajos; and the thoroughly Western lawman. Each incarnation of the Hubbell legend spoke to travelers' relationships with Navajo country and the Southwest in different ways. I argue, however, that after Hubbell's death, the connection between his stories and travelers' sense of place weakened dramatically.
ContributorsCottam, Erica, 1985- (Author) / Pyne, Stephen (Thesis advisor) / Szuter, Christine (Committee member) / Osburn, Katherine (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study questioned how the Navajo Nation was going to mitigate and/or adapt
to Global Climate Change. By employing a Diné philosophy based research methodology this study seeks to holistically reframe the lens that the Navajo Nation conceptualizes Global Climate Change. The study uses a comprehensive review of literature that pertained to four research questions. The research questions are: 1) What do Diné oral histories say about climate change? 2) How is the Navajo Nation going to mitigate and adapt to changes to the climate using Western knowledge? 3) How can Diné research methodologies help inform policies that will mitigate and adapt to climate change? 4) What type of actions and frameworks can the Navajo Nation use to generate meaningful policy? The study utilizes a Diné philosophy based analytical framework to focus on how climate change will affect the Diné peoples' A) spirituality, B) economic sustainability, C) family-community, and D) home-environment. The findings are: a) the Navajo spiritual ceremonies are process models that can be used to mitigate and/or adapt to climate change, and they must continue to be practiced. b) The economic development section revealed that economic security is not found solely in resource development, but in the security of ceremonial knowledge. The burden of the Navajo government however, is not to promote labor, but the ability for people to live into old age. c) Because families and communities drive Diné philosophy, Diné families and communities must remember how to treat each other with respect. The collective survival of the Navajo Nation always depended on this teaching. d) The findings of the home-environment section is that Diné have to acknowledge that their lives are fragile in the face of global climate change, and the only way that they can live happily is to trust the power of the stories of the ancestors, and seek to embody the Diné philosophy. This study succeeded as an honest attempt to apply an Indigenous Diné methodology to reframe Global Climate Change into a phenomenon that is survivable.
to Global Climate Change. By employing a Diné philosophy based research methodology this study seeks to holistically reframe the lens that the Navajo Nation conceptualizes Global Climate Change. The study uses a comprehensive review of literature that pertained to four research questions. The research questions are: 1) What do Diné oral histories say about climate change? 2) How is the Navajo Nation going to mitigate and adapt to changes to the climate using Western knowledge? 3) How can Diné research methodologies help inform policies that will mitigate and adapt to climate change? 4) What type of actions and frameworks can the Navajo Nation use to generate meaningful policy? The study utilizes a Diné philosophy based analytical framework to focus on how climate change will affect the Diné peoples' A) spirituality, B) economic sustainability, C) family-community, and D) home-environment. The findings are: a) the Navajo spiritual ceremonies are process models that can be used to mitigate and/or adapt to climate change, and they must continue to be practiced. b) The economic development section revealed that economic security is not found solely in resource development, but in the security of ceremonial knowledge. The burden of the Navajo government however, is not to promote labor, but the ability for people to live into old age. c) Because families and communities drive Diné philosophy, Diné families and communities must remember how to treat each other with respect. The collective survival of the Navajo Nation always depended on this teaching. d) The findings of the home-environment section is that Diné have to acknowledge that their lives are fragile in the face of global climate change, and the only way that they can live happily is to trust the power of the stories of the ancestors, and seek to embody the Diné philosophy. This study succeeded as an honest attempt to apply an Indigenous Diné methodology to reframe Global Climate Change into a phenomenon that is survivable.
ContributorsAtencio, Mario (Author) / Killsback, Leo K (Thesis advisor) / Tippeconnic, John (Committee member) / Lee, Lloyd L. (Committee member) / Arizona State University (Publisher)
Created2015
ContributorsHoeckley, Stephanie (Performer) / Lee, Juhyun (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-24
Description
Early childhood is a special and amazing period in a child's development. It is a period during which all facets of a human being-cognitive, linguistic, physical, emotional, social, and spiritual--are rapidly developing and influenced by a child's interactions with her socializers and environment. Fundamentally, what happens during this critical period will influence and impact a child's future learning. Much of what is known about children's development comes from research focusing primarily on mainstream English speaking children. However, not much that is known about Indigenous children and their early period of child development. Therefore, this thesis research focused on Diné children and their early childhood experiences that occur during the fundamental time period before Diné children enter preschool. It also examines the contemporary challenges that Diné parents and other cultural caretakers face in ensuring that Diné infants and young children are taught those important core elements that make them uniquely Diné. The research questions that guide this thesis are: 1.What do Diné people believe about children and their abilities? 2.What do Diné children need to learn in order to become Diné? 3. What are the Diné childhood rearing beliefs and practices? 4. Why aren't Diné parents and grandparents teaching their children how to be Diné? Findings reveal an early childhood experience in which children are viewed as true explorers and highly intelligent, inquisitive learners and included as integral participants and contributors to the family and community. This thesis concludes with a discussion of the multidimensional transitions, such as the shift from the Diné language to English in Diné homes and communities that have occurred in the Diné way of life and how they have impacted how Diné children are socialized. Creative alternatives for increasing Diné childhood speakers on and off the Navajo reservation are also considered.
ContributorsBia, Sunshine Sallie (Author) / Romero-Little, Mary E (Thesis advisor) / Tippeconnic, John (Thesis advisor) / Martinez, David (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study examines the contemporary school placement decisions of Navajo parents in the reservation community of Piñon, Arizona. School placement decisions are defined as the school where the parent chooses to enroll his/her child for schooling. Twelve Navajo parents participated in this qualitative study, which explored their past educational experiences in order to garner insight into the current school placement choices they have made for their children. Navajo parents who live within the community of Piñon, AZ who currently have school-aged children living in their household were recruited to participate in this study. Participants took part in 60- to 90-minute interviews that included questions related to their prior educational experiences and current school placement choices for their children. Parents were given an opportunity to reflect about the school placement decisions they have made for their children. The variety of schools Navajo parents are able to choose from were illuminated. These findings have implications for education decision makers by providing insight into which schools parents are choosing and why. The study will assist Navajo Nation policy makers in future educational planning, and may have more general implications for American Indian/Alaskan Native education. This may assist Navajo Education policy makers in making future decisions regarding the newly developed Navajo Department of Education and its education planning. Participants will also benefit from the study by being able to understand how the past has impacted the school placement choices they have made. In doing so parents may be better able to articulate the impetus behind the choices they make for their children, thereby becoming better advocates for themselves and their children. The results of this study impacts scholarly literature as a new viewpoint in the area of school choice. Navajo parents represent a distinct group who make educational choices within a specific context. This study is unique as the impact of historical Indian education policies is considered. Future studies can further expand on the topic creating a unique area of research in the field of Indian education.
ContributorsLansing, Danielle R (Author) / Mccarty, Teresa L. (Thesis advisor) / Romero-Little, Mary Eunice (Committee member) / Frederick, Dale (Committee member) / Arizona State University (Publisher)
Created2011