Matching Items (7)
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- All Subjects: Navajo Indians
- All Subjects: Military
- Creators: Appleton, Nicholas
- Resource Type: Text
- Status: Published
DescriptionThe purpose of this study was to determine if there was a gender difference in how students perceived their classroom environment on the Navajo Nation public school.
ContributorsPiechowski, Alta Begay (Author) / Appleton, Nicholas (Thesis advisor) / Spencer, Dee (Committee member) / Slowman-Chee, Janet (Committee member) / Arizona State University (Publisher)
Created2011
DescriptionNo.
ContributorsCody, Herman (Author) / Spencer, Dee Ann (Thesis advisor) / Appleton, Nicholas (Committee member) / Becenti, Carmelia (Committee member) / Arizona State University (Publisher)
Created2012
Description
American families have been coming to South Korea accompanying active duty service members or Embassy employees since before the Korean War. While their numbers were originally smaller, they continue to increase as South Korean assignments undergo "tour normalization", a transition from a location intended for service members to come alone for one year to a location where service members come accompanied by their family and stay for longer periods of times. The U.S. maintains a large presence in South Korea as a deterrence against possible threats from North Korea. Despite establishment of an armistice at the conclusion of the Korean War, a constant state of potential threat was created. This paper will examine what affect the recent rise in tension between North Korea and South Korea has on the American children living in South Korea with their active duty service member parent(s).
ContributorsWoodley, Elizabeth Saucedo (Author) / Margolis, Eric (Thesis advisor) / Romero, Mary (Committee member) / Appleton, Nicholas (Committee member) / Arizona State University (Publisher)
Created2012
Description
In 2005, the Navajo Sovereignty in Education Act was signed into law by the Navajo Nation. Like the No Child Left Behind Act, this Navajo Nation legislation was as much a policy statement as it was a law. It marked the first time that the Navajo Nation linked sovereignty with education by expressing its intent to control all education within its exterior boundaries. The objective of the law was to create a department of education that would resemble the states of Arizona, New Mexico, and Utah in which the Navajo Nation resides. Through their department of education, the Navajo Nation would operate the educational functions for its populace. This study looked at the implications and impact that perspectives of this law would have on public schools within Arizona from the perspective of five superintendents in Arizona public schools within the Navajo Nation were gained through open-ended interviews. It examined the legal, fiscal, and curricular issues through the prism of sovereignty. Through the process of interviews utilizing a set of guided questions in a semi-structured format, five superintendents in Arizona public schools within the Navajo Nation shared their perspectives. Analysis of the five interviews revealed curriculum, funding, jurisdictional, and fear or mistrust as problems the Navajo Nation will need to overcome if it is to begin full control of all aspects of education within its boundaries. There is a strong need for the Department of Dine' Education to educate public schools with regards to the Navajo Nation Sovereignty in Education Act of 2005. Administrators need more training in tribal governments. Like the constitution, the Navajo Sovereignty in Education Act will be interpreted differently by different people. But, without action, it will be ignored. Within the Act's pages are the hopes of the Navajo Nation and the dreams for our young Navajo students.
ContributorsRoessel, Karina A (Author) / Appleton, Nicholas (Thesis advisor) / Spencer, Dee Ann (Thesis advisor) / Wauneka, Jacquelyne (Committee member) / Arizona State University (Publisher)
Created2011
Description
Based upon personal involvement from August 2010 to July 2014 as a Marine Option Midshipman within the ASU Naval Reserves Officer Training Corps (NROTC), being a student of leadership training within my degree plan, and gender difference research I conducted, this creative project addresses potential issues that reside within the ASU NROTC and the ways in which the program overall can be changed for the Marine Options in order to bring about proper success and organization. In order to officially become a Marine within the Unites States Marine Corps, it is necessary for Marine Option students to fulfill Officer Candidate School (OCS) at Quantico, Virginia. As the first female to go through OCS as a midshipman from the ASU NROTC, I found that there is an inadequate amount of preparation and training given in regards to the gender differences and what is to be expected for successful completion. I will offer a brief history regarding the NROTC across the Unites States and the ASU NROTC itself. These subjects will cover the program layouts as well as the leadership training that is required and provided within it and the ways in which this is conducted. I will then compare and contrast this to the leadership training given to me within my study of Leadership and Ethics regarding the transformational leadership, gender-based leadership, and coercive leadership. Finally, I end my thesis with a reflection of personal experiences taken away from these avenues and offer recommendations to better equip the ASU NROTC program in having successful retention and success of the female Marine Option midshipman.
ContributorsCamarena, Leonor Jimenez (Author) / Lucio, Joanna (Thesis director) / Warnicke, Margaretha (Committee member) / Barrett, The Honors College (Contributor) / School of Public Affairs (Contributor)
Created2014-12
Description
Buried under ice and snow in Greenland, the abandoned Camp Century holds the remnants of a Danish-American Cold War-era operation left to achieve final disposal beneath a tomb of ice. Nearly 50 years later, climate projections hypothesize that snowmelt will exceed snowfall in 2090—releasing the trapped hazardous wastes at Camp Century. This thesis examines the mechanisms through which the international community is able to remediate climate change impacts on Camp Century wastes. The wastes are characterized and examined as either a problem of transboundary pollution, as an issue of military accountability, or as an issue of climate change policy. As revealed, the wastes are unable to be classified as transboundary pollutants. Though classified as a point-source transboundary risk, they are neither a traded or public risk. Furthermore, no international or domestic transboundary pollution agreements incorporate provisions encompassing the specific attributes of Camp Century’s waste. Camp Century is also not an issue of military accountability as U.S. base cleanup laws and environmental regulations do not apply abroad and as the original bilateral agreement governing the site is insufficient in addressing potential ice melt. Finally, as examined through institutions such as the UNFCCC and the Paris Agreement, Camp Century is, again, unable to be incorporated in current frameworks such as adaptation as adaption efforts are concentrated on developing nations. This thesis reveals the inability of current frameworks, institutions, and agreements to effectively remediate Camp Century wastes which is a case utilized as a microcosm through which to examine international capacity in addressing climate-change induced impacts.
ContributorsKilker, Natalie Angelina (Author) / Klinsky, Sonja (Thesis director) / Bodansky, Daniel (Committee member) / School of Sustainability (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Although racial minorities are heavily represented in student bodies throughout the United States, school administrators who work with minority children have been overwhelmingly White. Previous research by race scholars has demonstrated that systems of racial dominance in the larger society are often replicated in schools. However, the role of White school administrators in perpetuating or disrupting racism has not been documented. This study examined the racial attitudes and resulting professional practices of White school administrators who worked in a unique environment. These administrators lived and practiced their profession in towns that lay just outside the borders of the Navajo Nation, a large Indian reservation in the Four Corners region of Arizona, New Mexico, and Utah. Termed border towns, these communities were populated by a large majority of Native Americans, with a heavy representation of Hispanics. This placed White school administrators in the uncommon position of living and working in a place where they were a numeric minority, while simultaneously representing the majority culture in the United States. Twelve White border town administrators in four different communities agreed to participate in the interview study, conducted over a two-month period in 2010 and 2011. Using a semi-structured interview format, the researcher gathered data on participants' racial attitudes and analyzed responses to find common themes. Common responses among the interviewees indicated that there were clear racial hierarchies within border town schools and that these hierarchies were sometimes atypical of those found in mainstream American society. These racial hierarchies were characterized by a dichotomy of Native American students based on residence in town or on the reservation, as well as deferential treatment of White administrators by Native American constituents. The intersectionality of race and socioeconomic class was a key finding of the study, with implications for school administrators' professional actions. Racial attitudes also impacted White border town administrators' actions and sometimes reinforced institutionally racist practices. Finally, results of the study supported several established models of race relations and White identity formation.
ContributorsOrr, Kimberly (Author) / Spencer, Dee Ann (Thesis advisor) / Appleton, Nicholas (Committee member) / Hotchkiss, Margaret (Committee member) / Arizona State University (Publisher)
Created2011