Matching Items (27)
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- All Subjects: psychology
- Creators: Department of English
Description
I will be investigating the merit of participatory culture in online literary roleplaying. While looking at an affinity space within participatory culture, I will be examining the importance of narrative within a roleplay board, the value placed in writing ability and habitual participation, and the gaining of social capital within the affinity space of players through the scope of two forms of participatory culture: expressions and collaborative problem solving. I will also look at the limitations of literary roleplaying before talking about the potential of roleplaying to be used as a tool for students in the classroom. Throughout my investigation, I pool information from online roleplay forum boards as well as Tumblr blogs. Drawing from these examples, I hope to not only show the value and merit of online roleplaying as a form of literature, but also demonstrate its potential as a curriculum guide for educators.
ContributorsLacson, Therese (Author) / Lussier, Mark (Thesis director) / Daer, Alice (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
Nations have a vital interest in creating a citizenry with certain attributes and beliefs and, since education contributes to the formation of children's national identity, government authorities can influence educational curricula to construct their ideal citizen. In this thesis, I study the educational systems of Pakistan and Arizona and explore the historical and conceptual origins of these entities' manipulation of curricula to construct a particular kind of citizen. I argue that an examination of the ethnic studies debate in Tucson, Arizona, in conjunction with Pakistan's history education policy, will illustrate that the educational systems in both these sites are developed to advance the interests of governing authorities. Resource material demonstrates that both educational systems endorse specific accounts of history, omitting information, perspectives, and beliefs. Eliminating or reimagining certain narratives of history alienates some students from identifying as citizens of the state, particularly when contributions of their ethnic, cultural, or religious groups are not included in the country's textbooks.
ContributorsFritcke, Emily Anne (Author) / Saikia, Yasmin (Thesis director) / Haines, Chad (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-12
Description
The Hunger Games is one of the best representations of trauma and PTSD within a fictional work. While none of the characters are specifically diagnosed with PTSD, all of those who undergo the games put in place by the Capitol experience various forms of trauma and find various methods of coping. We see characters such as Haymitch or the morphling victors turn to drugs and alcohol for their survival. Further, we see characters such as Wiress and Annie who have incoherent speech and who struggle to put their thoughts into words. Finally, there are characters such as Peeta and Katniss who fight to hold onto the slightest bit of hope to try and remain in the present and avoid flashbacks and nightmares that return them to the horrors of the past. However, despite all of these symptoms of PTSD and trauma that are present through all three books of the series, one of the most important aspects of recovery from trauma that is demonstrated is the power of the ability to reconnect, to yourself, to family and friends and to others who have also experienced trauma. This social aspect of reconnecting relationships is the focus I would like to take for my thesis because I believe that it is one of the most powerful and the most healing aspect of trauma and PTSD. It is the most beneficial when those around you understand your experiences with PTSD and trauma and they are the ones who are able to help you the most in remaining in the present and wanting to continue living.
ContributorsWadhwa, Lipika (Author) / Hunter, Joel (Thesis director) / Matoka, Kimberly (Committee member) / Nelson, Peggy (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / Department of English (Contributor)
Created2014-05
Description
The changing student demographics of schools in the US offer opportunities to introduce new curriculum. Schools are seeing an increase in the diversity within classrooms, including an increase in the amount of students from other countries. This project discusses the potential benefits of introducing four specific Global Young Adult novels to high school classrooms in hopes of achieving a more culturally-responsive classroom. These novels include: Purple Hibiscus by Chimamanda Ngozi Adichie, Now Is the Time for Running by Michael Williams, Climbing the Stairs by Padma Venkatraman, and The Red Umbrella by Christina Gonzalez. As there are many arguments for Global YA Literature, this project focuses on the themes of the novels and the implications for the classroom. From a thematic approach, these four novels offer insight into the fluid nature of culture, as the characters must balance different identities as they move around the world. These themes can be used to create dialogue between students on cultural identity and how cultural surroundings affect their identities. These novels can also give students a more empathetic approach as they encounter cultural differences, creating a better community within the classroom.
ContributorsBurbank, Nicole Lauren (Author) / Durand, Sybil (Thesis director) / Clark-Oakes, Angela (Committee member) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
In the United States, more than 22 million people are estimated to be affected by the chronic illness, asthma (American Lung Association [ALA], 2014). Of those 22 million, approximately 7.1 million are children (ALA, 2014). An important factor in trying to curb the frequency of asthma attacks is education. Particular elements of asthma education include symptom recognition, self-management skills, correct administration, and understanding how medications are used to control asthma. A review of the literature shows that multimedia education holds some promise in increasing asthma-knowledge retention. This creative project involved the creation of an asthma-education video with a concomitant asthma-education comic book. Of the two creations, the asthma-education video was used in a former Doctorate of Nursing Practice (DNP) student’s study to supplement a session at a clinic with an asthma educator. The tools included in the study, the Asthma Medication Use Questionnaire (Moya, 2014) and the Asthma Control TestTM (ACTTM; QualityMetric Incorporated, 2002), were completed by the participants prior to and after the implementation of the session that incorporated the video. The results suggested that the video had an effect on asthma control as measured by the ACTTM (QualityMetric Incorporated, 2002), but not on daily preventative asthma inhaler usage as measured by the Asthma Medication Use Questionnaire (Moya, 2014). The comic book has not been evaluated yet. Both multimedia education tools—the comic book and the video—were created as a requirement for the Barrett thesis.
ContributorsVanhkham, Sophia (Co-author) / Wells, Amanda (Co-author) / Stevens, Carol (Thesis director) / Vana, Kimberly (Committee member) / Barrett, The Honors College (Contributor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor) / Department of English (Contributor) / School of Art (Contributor)
Created2015-05
Description
In this paper, I attempt to measure the impact of education levels on a country’s productivity, measured by its Gross Domestic Product. I find that educational attainment is significantly correlated with economic growth. Previous research on this topic has shown similar results and concluded the importance of education on improving the GDP levels in a country.
ContributorsDanishyar, Roma (Author) / Goegan, Brian (Thesis director) / Hill, John (Committee member) / Dean, W.P. Carey School of Business (Contributor) / Department of Economics (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
While English language education has become increasingly prominent worldwide, countries have adopted various initiatives to increase English language development. One country making a push for English language development is Taiwan; however, current educational practices and values can prove to be challenges in implementing new methods. For example, although Communicative Language Teaching (CLT) methods gained popularity starting in the 1990s, they have been slow to take hold in Taiwan. Additionally, Taiwan’s Ministry of Education is pushing for bilingualism by the year 2030, introducing curricular reforms and new strategies to increase the prominence of English on a social level. In order to analyze current educational methods and practices in Taiwan, as well as predict the efficacy of new strategies, this study focused on gathering the perspectives and experiences of the students themselves. International students were specifically targeted, as they have had exposure to multiple educational environments, as well as firsthand experience applying their English language knowledge in an immersive environment. To gather student perspective, an online survey was made available to Taiwanese international students currently studying in a U.S. university. Respondents were asked multiple-choice questions on curricular focus, as well as short answer questions regarding their educational experiences. Overall, the respondents showed an agreement in regards to the heavy emphasis of reading, writing, and grammar in Taiwan, which they correlated directly with high-stakes exams, particularly the university entrance exam. They also noted the lack of speaking and listening practice, as well as a strong desire to apply English in a communicative sense. These observations hold significant implications for various stakeholders, including teachers, principals, curriculum developers, exam designers, and university admissions.
ContributorsEricson, Rebecca Elaine (Author) / Matsuda, Aya (Thesis director) / James, Mark (Committee member) / Historical, Philosophical & Religious Studies (Contributor, Contributor) / School of International Letters and Cultures (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
Nearly a decade of research has shown that high achieving students are at elevated risk for serious adjustment problems \u2014 including internalizing and externalizing symptoms and substance use. In this study, we examine the relationship among three types of risk factors, including parent expectations and criticism, self-reported perfectionism, and daily stressors, and internalizing symptoms, rule-breaking behaviors, and substance use.
Perfectionism and daily stressors (e.g., relationship stress and hours of sleep) were significantly associated with internalizing symptoms and rule-breaking behaviors for both males and females across schools. Our findings suggest that there may be a unique interplay among perfectionism, relationship stress, and hours of sleep for students attending high achieving schools. Future research should attempt to tease apart the interactions among these risk factors and determine whether interventions should address them as separate, modifiable dimensions or treat them in a holistic manner.
Perfectionism and daily stressors (e.g., relationship stress and hours of sleep) were significantly associated with internalizing symptoms and rule-breaking behaviors for both males and females across schools. Our findings suggest that there may be a unique interplay among perfectionism, relationship stress, and hours of sleep for students attending high achieving schools. Future research should attempt to tease apart the interactions among these risk factors and determine whether interventions should address them as separate, modifiable dimensions or treat them in a holistic manner.
ContributorsSciabica, Kyra Nicole (Author) / Luthar, Suniya (Thesis director) / Glenberg, Arthur (Committee member) / Department of English (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
Higher education institutions have increasingly sought to diversify the ethnic makeup of freshmen classes (Covarrubias, Herrmann, & Fryberg, 2016) and rates of Latinx college attendance have been rising (Hall, Nishina, & Lewis, 2017). However, despite comparable levels of earned-credits, Latinx students have lower rates of college completion (Contreras & Contreras, 2015). One potential explanation may be disproportionate increases in stress, and in particular, discrimination experiences reported by Latinx students during the transition from high school to college (Hunyh & Fuligni, 2012). As such, the aim of the current study was to examine whether everyday discrimination in high school and college were associated with changes in adolescent well-being and academic adjustment over the college transition in a sample of Latinx adolescents. Study participants were 209 Latinx adolescents (85.1% Mexican descent, 62.1% 2nd generation; 35.6% male; Mage= 17.59) who completed questionnaire assessments during the spring or summer before entering college (T1) and again during the first semester of college (T2; 88.5% retention). In both high school and college, participants completed a modified version of the Everyday Discrimination Scale (T1 α=.88, T2 α=.89; Williams et al., 1997). Dependent variables included internalizing symptoms in college (depressive symptoms {α = .95}, anxiety symptoms {α = .88}, stress symptoms {α = .94}; DASS; Lovibond & Lovibond, 1995), and institutional records of college GPA. Correlation and regression analyses were conducted in SPSS 23 to examine associations between discrimination experiences (high school and college) and college internalizing symptoms and GPA, controlling for high school levels. Other covariates included immigrant generation status, sex, parent education (as a proxy for socioeconomic status), and whether the participant attended the focal higher education institution. Zero order correlations (Table 1) revealed that greater reports of discrimination in high school and college were associated with higher depressive symptoms, higher anxiety symptoms, higher stress, but not GPA in college (Table 1; all ps <.05). In multivariate analyses and after adjusting for covariates similar patterns emerged (Table 2). Greater reports of discrimination in college were associated with higher depressive symptoms (β = .18, p < .05), anxiety symptoms (β = .19, p <.05) and stress (β = .18, p <.05), but not GPA (β = -.04, ns). Everyday experiences of discrimination in high school were not significantly associated with college outcomes. In summary, our findings suggest that discrimination experiences among Latinx students in college, but not high school, are associated with increases in internalizing symptoms, including depression, anxiety and stress. Interestingly, discrimination experiences in high school and college were not associated with academic achievement in the first semester of college. Such findings suggest that higher education institutions should focus on global indicators of well-being during the Latinx college transition and seek to implement programs to: a) reduce stress associated with engaging in diverse college environments and b) reduce discrimination experiences on college campuses. Future research is needed for replication of these results and should also seek to further explore the trajectories of internalizing symptoms beyond the first semester of college.
ContributorsSills, Jessica (Author) / Doane, Leah (Thesis director) / Perez, Marisol (Committee member) / Castro, Saul (Committee member) / Department of English (Contributor, Contributor) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Theory Jam is a series of online, education videos that teach music theory in a fun, engaging way. Our project is a response to the growing need for successful online education content. It incorporates strategies for creating effective educational video content and engages with contemporary debates in the field of music theory surrounding the purpose of a music theory education.
ContributorsCannatelli, Joshua Bryce (Co-author) / Daval, Charles Joseph (Co-author) / Miller, April (Thesis director) / Scott, Jason (Committee member) / Tobias, Evan (Committee member) / Department of English (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05