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Proposal for a New Course: French for Spanish Speakers

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This paper seeks to propose a new accelerated French course within the School of International Letters and Cultures at Arizona State University for students who are previously fluent in Spanish. French and Spanish are both Romance languages and exhibit many

This paper seeks to propose a new accelerated French course within the School of International Letters and Cultures at Arizona State University for students who are previously fluent in Spanish. French and Spanish are both Romance languages and exhibit many lexical and structural similarities. Students learning French with a Spanish background would be able to draw on prior knowledge to learn their target language faster and with fewer credits. This paper serves as a preliminary proposal offering background research on third language acquisition as well as the rationale for the course. French for Spanish speakers would present numerous benefits to both students and the university. Students would gain access to increased fast-paced French learning, which can offer career opportunities and cognitive benefits later in life. Furthermore, the School of International Letters and Cultures would be able to use this innovative course to draw students into French programs. Research was conducted regarding the current environment of language courses offered at Arizona State University to show how this new course would fit in. Additionally, the two existing cases of French for Spanish speakers courses offered in the United States were considered in creating this proposal. Also included in the paper are the following specific course suggestions: a textbook to be used in a flipped classroom setting, pre-requisite courses, as well as proficiency expectations for the end of one semester taken from the American Council on the Teaching of Foreign Languages. If implemented, Arizona State would become the third university in the country to offer this innovative course, which could be highly successful.

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2019-05

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Building a Culture of Care: Mental Health Awareness for Elementary School Teachers

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This study examines the intersectionality of mental health and education, with an emphasis on resources and awareness for elementary school teachers. It starts with a review of mental health awareness in society, particularly in regard to social stigma and its

This study examines the intersectionality of mental health and education, with an emphasis on resources and awareness for elementary school teachers. It starts with a review of mental health awareness in society, particularly in regard to social stigma and its associated effects. I then discuss the existing resources, teaching methods, and third party interventions which address mental health awareness and care within elementary schools. Within this context, the research supports the strong influence of teachers’ behaviors and perceivable attitudes on students. However, despite the identification of teachers playing a significant role in the availability of mental health resources for students, existing studies rarely addresses the necessity of mental health awareness and care to optimize teacher capacity and counteract occupational stress. The study examines the current approach and challenges of an elementary school that has expressed interest in creating a culture of care, characterized by mental health awareness and resources that support teachers within the school environment. After identifying the key mental health concerns of the school’s stakeholders, I propose a custom program of self-care and mental health awareness to support the current work culture. The study concludes with examination of implementation strategies for the school, as well as implications for future mental health awareness in similar settings.

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2019-05

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An Analysis of Charter and Public High Schools in the State of California

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This paper aims to get a snapshot of charter school and public school performance in the state of California, specifically looking at high schools. Based off of data gathered on specific variables of interest and carefully constructed regression models, we

This paper aims to get a snapshot of charter school and public school performance in the state of California, specifically looking at high schools. Based off of data gathered on specific variables of interest and carefully constructed regression models, we are testing whether charter schools perform differently from public schools. This paper attempts to analyze results from standard OLS regression models and random effects GLS models, both with and without
interaction effects between charter schools and ethnicity and geographic area. While discussing results, this paper will also acknowledge limitations while drawing the line between correlation and causality. Our variable of interest throughout the paper is charter school, controlling for other factors that might impact API scores such as geographic area, demographics, and school
characteristics.

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2019-05

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Language Policies in America, With an Emphasis on the State of Arizona

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This thesis investigates the policy surrounding English Language Learners (ELL) on both a federal and state level, with an emphasis on the state of Arizona. Arizona ELL policy and pedagogy have been the subjects of research nationwide; many studies demonstrate

This thesis investigates the policy surrounding English Language Learners (ELL) on both a federal and state level, with an emphasis on the state of Arizona. Arizona ELL policy and pedagogy have been the subjects of research nationwide; many studies demonstrate that ELLs struggle before, during and after participating in Arizona ELL programs (Lillie et al. 2012; Roa 2012; Office of Civil Rights 2012). Despite this previous research there were limited comprehensive overviews of the data that had been collected as well as recommendations that could be created utilizing the data. This thesis addresses that void of information through 1) A comprehensive literature review of the framework of policies used on the federal and state level, and 2) recommendations provided that are based on the findings of the literature included in the review. Study findings present that there is limited literature to support the English-Only policies currently enforced in the state of Arizona and that students would be better served to utilize other language acquisition approaches that view their primary language as a resource rather than a problem. Additionally, the literature suggests that there needs to be greater oversight in what language is being used to define certain groups so that all students receive proper resources and that there needs to be more communication about federal and state guidelines currently in place. It was recommended that extended research be conducted given recent policy shifts in the state of Arizona that occurred while the thesis was written, that future policy should account for greater inclusivity as well as continuous support, and that the state of Arizona reframe most of its current policies to be more fully aligned with research-based strategies.

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2019-12

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The Steps to My Stethoscope: Evidence Based Resources for BSN Students During and After their Degree

Description

Evidence has shown that new graduate nurses have a lot to learn when they begin working (Moore, Sublett, Leahy, & Bradley, 2017). Some of the common themes related to what new graduates are lacking when they move into their new

Evidence has shown that new graduate nurses have a lot to learn when they begin working (Moore, Sublett, Leahy, & Bradley, 2017). Some of the common themes related to what new graduates are lacking when they move into their new roles include communication skills, problem solving, and critical thinking (Missen, McKenna, Beauchamp, & Larkins, 2016). However, there is also a large gap involving information that new graduates need in order to make the transition into nursing practice. Nursing managers have stated that students are prepared for the hospital setting instead of how to get into the hospital setting (Missen et al., 2016). After two years of extensive education, I have found that other students and I have unanswered questions and concerns involving what to do after our nursing education ends. Little to no time was spent in formal coursework discussing topics like resumes, test anxiety, or what to wear for interviews. To address this need, I constructed a blog to not only reflect on my own experiences and get my own questions answered, but to also answer the questions of other nursing students, both present and future, and consolidate that information into one place. This blog goes into more depth and logistical detail using the Keele Curriculum Model developed by Humphreys, Wood, Johnson, Walsh, Witton, Green, and Corkhill (2013) as a conceptual framework. Even though scholarly blogging is a new form of communication, this is a useful way to exchange and discuss different ideas and facilitate collaboration (Puschmann & Mahrt, 2014). Blogs permit students to have access to a lot of information in one place and reduces the need to search through libraries and other resrouces. Blogs also allow for communication between professors and students who may not be geographically connected. Because blogs allow for editing after they are written, I will be able to update information in this scholarly blog as new research comes out, making the blog current and applicable for future nursing students.

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2018-05

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Determining Medical-Surgical Nurses' Perceptions of Alcohol-Abusing Patients

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Purpose: The purpose of this study is to examine perceptions of medical-surgical nurses of alcohol-abusing patients admitted to an acute care facility Background: Studies report that many nurses have negative feelings about substance-abusing patients (Neville & Roan, 2014). It has

Purpose: The purpose of this study is to examine perceptions of medical-surgical nurses of alcohol-abusing patients admitted to an acute care facility Background: Studies report that many nurses have negative feelings about substance-abusing patients (Neville & Roan, 2014). It has been found nurses report a lack of knowledge about substance abuse disorders, as well as a view that substance abusing patients are more emotionally challenging and dangerous, often leading to decreased motivation and lower levels of job satisfaction (van Boekel, Brouwers, van Weeghel & Garrestsen, 2013). However, studies have found that additional education can positively impact nurses' perceptions (Arthur, 2001). Methods/Approach: This study is a descriptive design using a 17-question 2-part survey. The first part of the survey includes seven demographic questions pertaining to the participants' characteristics and experiences. The second part of the survey is adapted from the Short Alcohol and Alcohol Problems Perception Questionnaire (SAAPPQ), a valid and reliable instrument used to assess healthcare providers' attitudes toward working with alcohol-abusing patients. Results: Eighty four medical-surgical nurses participated in the study. Over half reported having four hours or less of continuing education on alcohol abuse disorder. Regression analyses identified positive relationships between factors, particularly continuing education, on perceptions of alcohol-abusing patients. Conclusions/Implications: Results of this study can be used to determine what factors contribute to nurses' perceptions of alcohol-abusing patients in the medical-surgical unit, therefore aiding in identifying and developing effective policies, protocols, and interventions aimed at improving quality of patient care in this specific patient population.

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2016-05

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A Multimedia Approach in Asthma Medication Education

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

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.

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2015-05

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Evaluations in the City of Phoenix Head Start Agencies

Description

There is a serious need for early childhood intervention practices for children who are living at or below the poverty line. Since 1965 Head Start has provided a federally funded, free preschool program for children in this population. The City

There is a serious need for early childhood intervention practices for children who are living at or below the poverty line. Since 1965 Head Start has provided a federally funded, free preschool program for children in this population. The City of Phoenix Head Start program consists of nine delegate agencies, seven of which reside in school districts. These agencies are currently not conducting local longitudinal evaluations of their preschool graduates. The purpose of this study was to recommend initial steps the City of Phoenix grantee and the delegate agencies can take to begin a longitudinal evaluation process of their Head Start programs. Seven City of Phoenix Head Start agency directors were interviewed. These interviews provided information about the attitudes of the directors when considering longitudinal evaluations and how Head Start already evaluates their programs through internal assessments. The researcher also took notes on the Third Grade Follow-Up to the Head Start Executive Summary in order to make recommendations to the City of Phoenix Head Start programs about the best practices for longitudinal student evaluations.

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2014-05

Digital Education Collaborative Thesis

Description

A deep dive on digital education solutions in the current and post-COVID education industry. Specific attention was given Interactive Flat Panel Display solutions in K-12 and higher education classrooms.

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2021-05

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Assessing Social Sustainability in US Cities: A Systems Approach

Description

Brundtland’s definition of sustainability is the ability to “meet the needs of the present<br/>without compromising the ability of future generations to meet their needs” (IISD, 2021). But<br/>what if there are no future generations? Social sustainability, the sector of sustainability that<br/>foregrounds

Brundtland’s definition of sustainability is the ability to “meet the needs of the present<br/>without compromising the ability of future generations to meet their needs” (IISD, 2021). But<br/>what if there are no future generations? Social sustainability, the sector of sustainability that<br/>foregrounds the well-being and livelihoods of people (and thereby continuation of humanity), is<br/>included in definitions within the sustainability field, but less developed in sustainability<br/>practice. In an effort to bridge this gap of knowledge, 14 U.S. cities and over 100 sustainability<br/>policies were analyzed for their social sustainability performance. An eight-item analytical<br/>framework that deals with differing areas of social equity guided the analysis. Results found that<br/>most cities’ sustainability departments fell short of truly addressing social sustainability<br/>concerns. Out of the eight items, the most frequently addressed were housing security and racial<br/>and gender equality whereas few, if any, cities addressed the more specific social concerns of<br/>immigration, technology and media, or arts/cultural preservation. Future research is<br/>recommended to gain a better understanding of the ways existing cities can improve in this area.

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2021-05