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- Creators: School of Historical, Philosophical and Religious Studies
Description
Ethno-nationalist politicians and criminals in Mostar espoused a discourse of ethno-exclusionist sociocultural relations as a superstructure for the public in order to establish ethnocratic kleptocracies where they concealed their criminal colonization of residential and commercial property through manipulating the pre-Bosnian War discourse on property relations. This is not to argue that some or most of these politicians and criminals did not believe in their virulent nationalist rhetoric, but instead that the effects of the discourse created well-used pathways to personal, not community, wealth. Elites used the Yugoslav economic crisis and perceived past grievance to enflame growing tensions between ethnicities and social classes. I use Mostar as an object of analysis to examine the creation of Bosnian Croat and Bosniak ethnocratic regimes in this divided city. However, I focus more on the Bosnian Croat regime in the city because it envisioned Mostar as its capital, making the city the site of its political competition among factions. Even though ethno-nationalist politicians and criminals still hold a level of power in Mostar, the IC did succeed in instituting a high level of property restitution, which does not necessarily imply return, because the IC was able to impose rule of law when it acted in an organized manner. Also, the ethnocratic regimes were weakened due to regional economic and political factors that undercut the regimes' hold over the population.
ContributorsPignotti, Arthur (Author) / Batalden, Stephen K. (Thesis advisor) / Von Hagen, Mark (Committee member) / Holian, Anna (Committee member) / Arizona State University (Publisher)
Created2013
Description
This thesis provides recommendations to implement journalism and publishing programs into Montessori secondary education systems. This applies to students of 11 years or older that can be found in more than 210 Montessori schools across the nation, according to the American Montessori Society. Much of the foundation for this thesis is created by my own experience starting a journalism program at Desert Garden Montessori School in Phoenix, Arizona. The literature review looks at the history of Montessori education; the differences between Montessori education and traditional public schooling; the benefits of journalism programs for secondary education systems; and the observed fit between journalism and Montessori philosophies. The greater research explores my experience as a journalism adviser for Desert Garden Montessori School, and my own lessons learned through the spring 2015 semester. The final suggestions for a journalism program are split into three sections: those by the Desert Garden Montessori students, by certified members of American Montessori Society, and my own final recommendations. It then looks into areas for further research to solidify the expansion of journalism programs into other Montessori schools. The appendices contain newsroom documents and material published during my time as journalism adviser for Desert Garden Montessori School. This includes the magazines and stories created by the newsroom students.
ContributorsOtarola Alfaro, Miguel Angel (Author) / Gilger, Kristin (Thesis director) / Roschke, Kristy (Committee member) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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
This project covered different components to strengthen Model United Nations organizations, especially programs in Arizona itself. The lack of strong programs in Arizona can be attributed in many ways to a lack of resources, and this project's work aims to bolster programs by providing some resources. The written component contains a write-up of a 2013 High School Model United Nations Conference at Arizona State University; a write-up of a 2014 Middle School Model United Nations Conference at Arizona State University; a guide on how to run such a conference, focused at the high school level; a university-level curriculum that integrates a Model United Nations organization into a classroom setting, including assignments and; a grade school lesson plan with seven lessons that focuses on teaches students about international relations and global affairs while preparing them for a Model United Nations conference.
ContributorsLanza, Jentry Elizabeth (Author) / Von Hagen, Mark (Thesis director) / Hutchinson, Marcie (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
Bad Samaritans are bystanders who omit from preventing some foreseeable harm when doing so could have been accomplished with little risk. Although failing to intervene to prevent a harm often renders Bad Samaritans morally culpable, under current common law in the United States they could not be held criminally liable for any harm that resulted to the victims of that harm. In this paper I argue for the criminalization of individuals who fall under this label; I argue for the adoption of Bad Samaritan laws. To accomplish this, I first argue for the conclusion that omissions can causally contribute to harm. From here I am able to reach three further conclusions relative to Bad Samaritan legislation. These three conclusions are that Bad Samaritan laws are justified, that the punishment for the violation of a Bad Samaritan law should be proportional to the degree culpability for the harm caused, and that if "commission by omission" statutes are justified, then so too are Bad Samaritan laws.
ContributorsCallahan, Ty William (Author) / Sigler, Mary (Thesis director) / Murphy, Jeffrie (Committee member) / Botham, Thad (Committee member) / Barrett, The Honors College (Contributor) / Chemical Engineering Program (Contributor) / Sandra Day O'Connor College of Law (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2013-05
Description
Protection orders are a common remedy for victims of domestic violence in Arizona, but problems of access and unnecessary complexity can prevent these orders from achieving their full potential impact. Through interviews with court officials and advocates, data collected from survivors of domestic violence and observation of court proceedings, this study takes a comprehensive look at how to make protection orders as effective and accessible as possible. This analysis concludes with a series of recommendations to improve the protection order process and guidelines for the information to be included in a comprehensive resource to help plaintiffs through the process.
ContributorsDavis, Lauren Elise (Author) / Durfee, Alesha (Thesis director) / Messing, Jill (Committee member) / Buel, Sarah (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor) / Sandra Day O'Connor College of Law (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2013-05
Description
The demographics of Arizona are changing as Hispanics children are passing through their youth and into adulthood. Yet, even with this changing population Arizona has demonstrated an unwillingness to provide adequate educational opportunities for Hispanic school children. The state has perpetuated fear throughout the Hispanic community in an attempt to marginalize and stigmatize the race. Such attempts have extended to youth in schools creating an environment of fear. This fear limits the academic potential of young Hispanics who are wary of government officials and institutions. Arizona has also failed to provide appropriate funding for programs used predominantly by Hispanic students leaving them unprepared for a workplace that desperately needs them. Finally, Arizona has refused to allow course content with a record of increasing academic achievement and graduation rates amongst Hispanics to be taught in schools. Taken as a whole Arizona's efforts are creating a cadre of unskilled and unprepared laborers who will be desperately needed to take jobs in the Arizona economy in the coming years. This blatant disregard for the educational needs of a large segment of the population will have a devastating impact on Arizona's future.
ContributorsSmith, Jason Ryan (Author) / Davis, T. J. (Thesis director) / Ovando, Carlos (Committee member) / Tsosie, Rebecca (Committee member) / Barrett, The Honors College (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2013-12
Description
Contributing to the small but growing body of research on linguistic discrimination in legal settings, this thesis conducts a sociolinguistic investigation of the impact of an individual's accent on juror perceptions of defendant favorability and innocence. The study used an online questionnaire in which sixty mock jurors were each asked to evaluate the audio testimony of a defendant representing one of three English ethnolects: African American, British South African, or Caucasian American. In addition to rating the defendant's persuasiveness, honesty, credibility, trustworthiness, and guilt, participants were also asked to determine an appropriate punishment (if any) for the defendant. Results indicate a preference of participants to issue an unsure or caveat opinion for the African American speaker but not to the British South African or Caucasian American speaker. The implications of these findings, as well as the correlations between each variable are discussed. The paper concludes with a recommendation for legal training and a revision of courtroom practices.
ContributorsMaerowitz, Max Robert (Author) / Prior, Matthew (Thesis director) / Adams, Karen (Committee member) / Barrett, The Honors College (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / Department of English (Contributor)
Created2014-05
Description
Interaction is key to education, as students who perform their own inquiry into a subject retain information longer. The field of interactive fiction, which emphasizes personal decision making and freedom of choice, is ripe for opportunity as it is relatively simple to develop and deploy to audiences of any size. However, few interactive fiction platforms exist with the openness and flexibility required for classroom use. My project attempted to create an interactive fiction platform that can be created for and engaged with by both teachers and students. This led to the creation of an interactive fiction platform that conforms to a variety of requirements, such as openness and compatibility across multiple platforms, and which can display meaningful content. This was accomplished by someone with a content area education background and only limited computer science experience, and shows promise for similar future endeavors.
ContributorsWilley, Kyle Allen (Author) / Bruhn, Karen (Thesis director) / Foy, Joseph (Committee member) / Viles, Rebecca (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-12