Matching Items (4)
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- All Subjects: Children
- Creators: Caterino, Linda
- Creators: Ahn, Soyoung
- Member of: ASU Electronic Theses and Dissertations
Description
The presence of certain chromosomal disorders is not always immediately apparent at birth. Children with relatively high-incidence, but non-heritable disorders may receive delayed identification due to the sometimes subtle manifestation of their disorder. Delayed identification may result in various undesirable outcomes for affected children and their families. In addition to parents, teachers can be valuable participants in the identification process. Chromosomal disorders are associated with generally predictable physical and behavioral characteristics, known as phenotype. In the present study, the influence of phenotype on teachers' student-related concerns was examined. Teachers looked at a photo and read a vignette about a fictional elementary-age student who, although not identified, showed varying degrees of the Turner syndrome phenotype. A follow-up questionnaire indicated significantly greater concerns when a student showed many versus few characteristics of behavioral phenotype. However, the effect of morphological phenotype on teacher responses was not significant. The implications for identification of chromosomal disorders are discussed.
ContributorsMahoney, Joseph M (Author) / Caterino, Linda (Thesis advisor) / Mathur, Sarup (Committee member) / Stamm, Jill (Committee member) / Arizona State University (Publisher)
Created2013
Description
ABSTRACT The phenomenon of cyberbullying has captured the attention of educators and researchers alike as it has been associated with multiple aversive outcomes including suicide. Young people today have easy access to computer mediated communication (CMC) and frequently use it to harass one another -- a practice that many researchers have equated to cyberbullying. However, there is great disagreement among researchers whether intentional harmful actions carried out by way of CMC constitute cyberbullying, and some authors have argued that "cyber-aggression" is a more accurate term to describe this phenomenon. Disagreement in terms of cyberbullying's definition and methodological inconsistencies including choice of questionnaire items has resulted in highly variable results across cyberbullying studies. Researchers are in agreement however, that cyber and traditional forms of aggression are closely related phenomena, and have suggested that they may be extensions of one another. This research developed a comprehensive set of items to span cyber-aggression's content domain in order to 1) fully address all types of cyber-aggression, and 2) assess the interrelated nature of cyber and traditional aggression. These items were administered to 553 middle school students located in a central Illinois school district. Results from confirmatory factor analyses suggested that cyber-aggression is best conceptualized as integrated with traditional aggression, and that cyber and traditional aggression share two dimensions: direct-verbal and relational aggression. Additionally, results indicated that all forms of aggression are a function of general aggressive tendencies. This research identified two synthesized models combining cyber and traditional aggression into a shared framework that demonstrated excellent fit to the item data.
ContributorsLerner, David (Author) / Green, Samuel B (Thesis advisor) / Caterino, Linda (Committee member) / Atkinson, Robert (Committee member) / Nakagawa, Kathryn (Committee member) / Arizona State University (Publisher)
Created2013
Description
Rapid developments are occurring in the arena of activity-based microsimulation models. Advances in computational power, econometric methodologies and data collection have all contributed to the development of microsimulation tools for planning applications. There has also been interest in modeling child daily activity-travel patterns and their influence on those of adults in the household using activity-based microsimulation tools. It is conceivable that most of the children are largely dependent on adults for their activity engagement and travel needs and hence would have considerable influence on the activity-travel schedules of adult members in the household. In this context, a detailed comparison of various activity-travel characteristics of adults in households with and without children is made using the National Household Travel Survey (NHTS) data. The analysis is used to quantify and decipher the nature of the impact of activities of children on the daily activity-travel patterns of adults. It is found that adults in households with children make a significantly higher proportion of high occupancy vehicle (HOV) trips and lower proportion of single occupancy vehicle (SOV) trips when compared to those in households without children. They also engage in more serve passenger activities and fewer personal business, shopping and social activities. A framework for modeling activities and travel of dependent children is proposed. The framework consists of six sub-models to simulate the choice of going to school/pre-school on a travel day, the dependency status of the child, the activity type, the destination, the activity duration, and the joint activity engagement with an accompanying adult. Econometric formulations such as binary probit and multinomial logit are used to obtain behaviorally intuitive models that predict children's activity skeletons. The model framework is tested using a 5% sample of a synthetic population of children for Maricopa County, Arizona and the resulting patterns are validated against those found in NHTS data. Microsimulation of these dependencies of children can be used to constrain the adult daily activity schedules. The deployment of this framework prior to the simulation of adult non-mandatory activities is expected to significantly enhance the representation of the interactions between children and adults in activity-based microsimulation models.
ContributorsSana, Bhargava (Author) / Pendyala, Ram M. (Thesis advisor) / Ahn, Soyoung (Committee member) / Kaloush, Kamil (Committee member) / Arizona State University (Publisher)
Created2010
Description
This study was designed to introduce specific activities/lessons to students in an online university gender and communication course. It was also designed to determine how participants made meaning of and felt about learning about intersectionality of gender and cultural identities, using arts-based data collection. Previous research on the symbolic nature of language, ground-breaking work on intersectionality, and work on arts-based research were instrumental frameworks in guiding this study. Participants were asked to create poems in response to their readings of class materials and vignettes about cultural identity issues that were provided to them. The researcher was able to determine how individuals from disparate cultural backgrounds made meaning of what they read and then how they articulated their feelings relative to learning about intersectionality, their experiences with arts-based data collection, and their perceptions of their futures application of the lessons learned. The poetic expression about those experiences provides a valuable initial base for future research with regard to more narrowly focused studies of gender intersected with identities associated with socioeconomic status, age, ableism, religious affiliation, and other cultural identities.
ContributorsEdmonds, Leonard M. (Author) / Caterino, Linda (Thesis advisor) / Carlson, David L. (Committee member) / Sumner, Carol (Committee member) / Arizona State University (Publisher)
Created2017