Matching Items (18)
Filtering by
- All Subjects: Sociology
- All Subjects: Children
- Creators: Sanford School of Social and Family Dynamics
Description
This work challenges the conventional perceptions surrounding the utility and use of the CMS Open Payments data. I suggest unconsidered methodologies for extracting meaningful information from these data following an exploratory analysis of the 2014 research dataset that, in turn, enhance its value as a public good. This dataset is favored for analysis over the general payments dataset as it is believed that generating transparency in the pharmaceutical and medical device R&D process would be of the greatest benefit to public health. The research dataset has been largely ignored by analysts and this may be one of the few works that have accomplished a comprehensive exploratory analysis of these data. If we are to extract valuable information from this dataset, we must alter both our approach as well as focus our attention towards re-conceptualizing the questions that we ask. Adopting the theoretical framework of complex systems serves as the foundation for our interpretation of the research dataset. This framework, in conjunction with a methodological toolkit for network analysis, may set a precedent for the development of alternative perspectives that allow for novel interpretations of the information that big data attempts to convey. By thus proposing a novel perspective in interpreting the information that this dataset contains, it is possible to gain insight into the emergent dynamics of the collaborative relationships that are established during the pharmaceutical and medical device R&D process.
ContributorsVelez-Cruz, Nayely Luz (Author) / Laubichler, Manfred (Thesis director) / Van Der Leeuw, Sander (Committee member) / School of Sustainability (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / School of Human Evolution and Social Change (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this idea requires teachers to be actively involved in identifying and caring for the children who need it most. Traumatic childhood experiences leave lasting scars on its victims, so it is helpful if teachers learn how to identify and support children who have lived through them. It is unfortunate that teachers will most likely encounter children throughout their career who have experienced horrendous things, but it is a reality. With this being said, teachers need to develop an understanding of what traumatized children live with, and learn how to address these issues with skilled sensitivity. Schools are not just a place where children learn how to read and write; they build the foundation for a successful life. This project was designed to provide teachers with a necessary resource for helping children who have suffered traumatic experiences. The methodology of this project began with interviews with organizations specializing in working with traumatized children such as Arizonans for Children, Free Arts for Abused Children, The Sojourner Center, and UMOM. The next step was a review of the current literature on the subject of childhood trauma. The findings have all been compiled into one, convenient document for teacher use and distribution. Upon completion of this document, an interactive video presentation will be made available through an online education website, so that distribution will be made simpler. Hopefully, teachers will share the information with people in their networks and create a chain reaction. The goal is to make it available to as many teachers as possible, so that more children will receive the support they need.
ContributorsHanrahan, Katelyn Ann (Author) / Dahlstrom, Margo (Thesis director) / Kelley, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The Centers for Disease Control and Prevention in the United States announced that there has been roughly a 50% increase in the prevalence of food allergies among people between the years of 1997 - 2011. A food allergy can be described as a medical condition where being exposed to a certain food triggers a harmful immune response in the body, known as an allergic reaction. These reactions can range from mild to fatal, and they are caused mainly by the top 8 major food allergens: dairy, eggs, peanuts, tree nuts, wheat, soy, fish, and shellfish. Food allergies mainly plague children under the age of 3, as some of them will grow out of their allergy sensitivity over time, and most people develop their allergies at a young age, and not when they are older. The rise in prevalence is becoming a frightening problem around the world, and there are emerging theories that are attempting to ascribe a cause. There are three well-known hypotheses that will be discussed: the Hygiene Hypothesis, the Dual-Allergen Exposure Hypothesis, and the Vitamin-D Deficiency Hypothesis. Beyond that, this report proposes that a new hypothesis be studied, the Food Systems Hypothesis. This hypothesis theorizes that the cause of the rise of food allergies is actually caused by changes in the food itself and particularly the pesticides that are used to cultivate it.
ContributorsCromer, Kelly (Author) / Lee, Rebecca (Thesis director) / MacFadyen, Joshua (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
For many years now, early word learning in children has been an important subject among many researchers. There are many ways in which children learn word-object pairings including using co-occurrences, forwards integration, and backwards integration. This study primarily focuses on backwards integration. Backwards integration entails using learned information to be able to recall a word-object pairing from a previous time. In this thesis, three different studies were conducted with children aged 3-7 years old. In the general task, children were presented with a computerized word-learning task in which they could track word-referent pairings using co-occurrence statistics, forward integration, and backward integration. The goal of Study 1 and Study 2 was to determine the best task design to study backwards integration. The goal of the final study, Study 3, was to provide preliminary data on backwards integration. The overall results indicate that a between subjects design is the most beneficial way to test backwards integration because as a group, children were learning when compared to chance. In addition, the results from Study 3 showed that children were not learning in the task. In general, this suggests that this task may have been very difficult for children to complete. One limitation of Study 3
was that there was a small sample size of only 29 children. In order to account for this, the sample sizes in Study 2 and Study 3 were combined. This combined data did show that children succeeded at the backwards integration condition. It is noteworthy to mention that backwards integration was above chance in Study 2 and in the Study 2 and 3 combination. Therefore, the overall results suggest that children may possibly be able to backwards integrate; however, no evidence of learning in any of the other conditions were present.
was that there was a small sample size of only 29 children. In order to account for this, the sample sizes in Study 2 and Study 3 were combined. This combined data did show that children succeeded at the backwards integration condition. It is noteworthy to mention that backwards integration was above chance in Study 2 and in the Study 2 and 3 combination. Therefore, the overall results suggest that children may possibly be able to backwards integrate; however, no evidence of learning in any of the other conditions were present.
ContributorsLalani, Hanna Alyssa (Author) / Benitez, Viridiana (Thesis director) / Kupfer, Anne (Committee member) / Fabricius, William (Committee member) / Department of Psychology (Contributor) / Department of Management and Entrepreneurship (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Equal access to community facilities and resources is vital to the educational development of children. Yet, many times community programs and activities are not appropriately adapted for children with disabilities. This thesis project explored how public library spaces and programs can be adapted to become more accessible for children with special needs. Forty-one library youth staff members were surveyed to understand their training needs and inform the development of a professional workshop. In partnership, Arizona State University and Scottsdale Public Library System created a professional development training to educate library youth staff on cultural responsivity. One component of the training, "Creating Safe Library Spaces for Children with Special Needs," was developed to teach library youth staff about techniques for ensuring equal educational opportunities for all children in libraries. Sixteen library staff members participated in the training and were asked to complete a post-workshop survey evaluating their satisfaction and perceived usefulness of the training.
ContributorsFessenden, Wyatt J. (Author) / Taylor, Michelle (Thesis director) / Gaias, Larissa (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / College of Integrative Sciences and Arts (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
This creative project is a children's book entitled Sheldon the Shy Tortoise. Accompanying the story is a literature review of the research on childhood shyness. The purpose of the project is to gain a better of understanding of shyness in childhood. Topics covered in the literature review include risk factors and causes, negative social and behavioral effects, impact on academics, and treatment options. Using this information, the children's book was written. It aims to be fun for children to read while also providing insight and encouragement into some of the problems related to being shy. The story features animal characters and a relatively simple plot so it is easily understandable by the target audience of late-preschool and early-elementary children. The main character, Sheldon the tortoise, is often physically and metaphorically "stuck in his shell". He wants to participate in social activities but is afraid to do so. Through a series of events and interactions, Sheldon starts to come out of his shell in every sense of the phrase. The book is illustrated using photographs of hand-crocheted stuffed animals representing each of the characters. By incorporating scholarly research into the writing process, children will hopefully be able to gain an understanding of their shyness and ways to help decrease it. Teachers should be able to better understand their shy students and understand some of the unique challenges of working with shy children. This creative project helps convey necessary information to children and families during a critical period of development.
ContributorsRyan, Amanda (Author) / Hansen, Cory (Thesis director) / Bernstein, Katie (Committee member) / Department of Speech and Hearing Science (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
An exploratory research study conducted to determine the comparing and contrasting views and understandings of masculinity between young adults. Specifically those who identify as Christian compared to those who do not identify as Christian. A survey study was distributed through ASU courses and through social media leading to the results discussing the varying opinions on how masculinity is defined by Religion, Mass Media, and Education. Relationships and comparisons between Christian participants displayed the importance of traditional masculine values, whereas non-Christian participants seemed to have a more open and inclusive understanding of masculinity. Due to this being an exploratory study, much future research is necessary in order to fully expand on the complexities of Christianity, masculinity, and society’s overall understanding of the two.
ContributorsBell, Wesley (Author) / Fey, Richard (Thesis director) / Fessenden, Tracy (Committee member) / Barrett, The Honors College (Contributor) / School of Criminology and Criminal Justice (Contributor) / Sanford School of Social and Family Dynamics (Contributor)
Created2022-05
ContributorsHott, Sydney (Author) / Carrasco, Clare (Thesis director) / Dove-Viebahn, Aviva (Committee member) / Espaillat Lizardo, Mónica (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / School of Social Transformation (Contributor)
Created2024-05
ContributorsHott, Sydney (Author) / Carrasco, Clare (Thesis director) / Dove-Viebahn, Aviva (Committee member) / Espaillat Lizardo, Mónica (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / School of Social Transformation (Contributor)
Created2024-05
Description
My creative thesis project is titled “NOTEworthy HERstory: A Feminist Exploration of Prominent Women in Pop Music.” Specifically, I seek to answer this research question: what is the dynamic, reciprocal relationship between these prominent female artists’ music and careers with feminist theory? In other words, I am exploring how feminist theory influenced their work, and also how their work influenced feminist theory and our societal understanding and appreciation of women’s lives. This topic incorporates history, sociology, musicology, and feminist theory. I have presented my findings about specific female artists through a series of four podcast episodes. I selected Carole King, Tina Turner, Beyoncé, and Taylor Swift as the subjects for the episodes because they each jumped out to me as being highly connected to specific feminist themes: waves of feminism, patriarchy, intersectionality, and power, respectively.
ContributorsHott, Sydney (Author) / Carrasco, Clare (Thesis director) / Dove-Viebahn, Aviva (Committee member) / Espaillat Lizardo, Mónica (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / School of Social Transformation (Contributor)
Created2024-05