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- Creators: Brahms, Johannes, 1833-1897
ContributorsBrahms, Johannes, 1833-1897 (Composer)
ContributorsBrahms, Johannes, 1833-1897 (Composer)
ContributorsBrahms, Johannes, 1833-1897 (Composer)
ContributorsBrahms, Johannes, 1833-1897 (Composer)
Description
This paper emphasizes how vital prosthetic devices are as tools for both congenital and acquired amputees in order to maximize this population's level of societal productivity, but several issues exist with the current technological focus of development by the prosthetic industry that creates unnecessary hurdles that amputees must surpass in order to truly benefit from these tools. The first major issue is that these devices are not readily available to all amputees. The astronomical cost of most prosthetic devices is a variable that restricts low income amputee populations from obtaining these vital tools regardless of their level of need, thus highlighting the fact that amputees who are not financially stable are not supported in a fashion that is conducive to their success. Also, cost greatly affects children who suffer from a missing appendage due to the fact that they are in constant need of prosthetic replacement because of physical growth and development. Another issue with the current focus of the prosthetic industry is that it focuses on acquired amputees because this population is much larger in comparison to congenital amputees and thus more lucrative. Congenital amputees' particular needs are often entirely ignored in terms of prosthetic innovation. Finally, low daily utilization is a major issue amongst the amputee population. Several variables exist with the use of prosthetic devices that cause many amputees to decide against the utilization of these tools, like difficulty of use and lack of comfort. This paper will provide solutions to cost, discrimination, issues in development, and daily utilization by emphasizing on how lowering the cost through alternative designs and materials, transitioning the focus of technological development onto the entire amputee population rather than targeting the most lucrative group, and advancing the design in a fashion to which promotes daily utilization will provide the largest level of societal support, so that the amputee population as a whole can maximize their level of productivity in a manner that will allow this group to conquer the hardships that are introduced into their lives due to a missing appendage.
ContributorsO'Connor, Casey Charles (Author) / Popova, Laura (Thesis director) / Graff, Sarah (Committee member) / Department of Psychology (Contributor) / School of Social Work (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
In Arizona, there are virtually no established support groups or services for children on the autism spectrum and their families when experiencing the loss of a loved one. This is due to many factors, including the complexity of autism, an inconsistent belief that children with autism are capable of grieving, and a general lack of research conducted on the crossover of children with autism and grief. This proposal is based on the social work strengths perspective, in which I argue that children living with autism are capable of grieving and need support to do so. The way families and practitioners approach grief among children with autism is with individual counseling based on a therapist's discretion, grief books and guides, and virtual communities. I attempt to compile evidence-based and practical activities, interviews with parents and professionals, and my experience in order to recommend effective support for children with autism experiencing loss. My hope is that caregivers will use this material in order to understand and help a neglected population find the language and means to safely grieve.
ContributorsCohen, Jessica Marie (Author) / Ingram-Waters, Mary (Thesis director) / Stuckey, Michelle (Committee member) / School of Criminology and Criminal Justice (Contributor) / School of Social Work (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The Zero Tolerance Policy began appearing in secondary schools in the early 1990's. In the late 1980's, crimes committed by juveniles were at an all-time high. Fears that the violence would spill onto campus propelled lawmakers and school officials to take preventative measures. With the creation of the Gun-Free School Zone Act of 1990 and Gun-Free Act of 1994, any individual caught with a weapon on campus would be found in violation of the Act and be punishable by law. In addition to the Acts, School Resource Officers (SROs) became more prominent on campus. SROs were originally on campus to teach drug prevention programs, however SROs began to take on more of a disciplinary role to support the Zero Tolerance Policy. Furthermore, educators began turning towards SROs to handle less serious incidents such as behavioral outbursts. As SROs took a more active role, arrests among students started to rise. Many think this is a direct pathway to our criminal justice system, more commonly known as the school-to-prison pipeline. This pipeline disproportionately affects African Americans. This paper will examine the creation, aims and purpose of the Zero Tolerance Policy as well as what incidents helped create and install the policy. This paper will look at what the Zero Tolerance Policy looks like since it has been enacted. Moreover, there will be a focus on which students are affected the most and if this policy will lead to criminal justice contact in the future. Lastly, alternatives to the Zero Tolerance Policy will be discussed and if the policy can be improved or should it be eliminated.
ContributorsSoto, Tatyana E. (Author) / Sweeten, Gary (Thesis director) / Stolzenberg, Stacia (Committee member) / School of Social Work (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Late life domestic violence is essentially synonymous with domestic violence except that it specifically refers to older adults. Although there are many similarities between younger victims and older victims, there are also distinct differences. Older victims have unique risk factors and barriers, including generational factors that stem from socialization. Unfortunately, society lacks awareness of late life domestic violence. This is reflected in current state statutes as well as the limited services provided to victims of domestic violence. For example, there are currently elder abuse or dependent abuse adult statutes in every state, yet there is no statute that specifically addresses late life domestic violence. When it comes to services, many programs are geared toward younger victims and staff is typically not trained to work with older victims, so older victims often do not get the resources they need. Yet about 1 in 10 women over the age of 50 experience abuse by an intimate partner. This is a prevalent issue needing more attention. To bring awareness and educate people on this topic, a user friendly website was created that will provide information on late life domestic violence, resources for victims, and ways to share the information with others. The website provides information that will educate people on this issue, and also promotes advocacy for older victims.
ContributorsGarcia, Brittany Nicole (Author) / Bonifas, Robin (Thesis director) / Dodge, Nancie (Committee member) / Barrett, The Honors College (Contributor) / School of Social Work (Contributor)
Created2015-05
Description
Looking into the school community cohesion and how refugee youth integrate into schools is important when addressing refugee resettlement issues at large. It is important that school community identity (SCI) formation for refugee high school youth is understood in order to develop school programs that can better assist integration process of refugee families. Looking at high school refugee youth from Arizona a model was created that better displays the specifics this study found when dealing with this population. Unlike non-refugee high school youth, refugee youth do not develop school community cohesion through voice, resonance, or empowerment like other studies have shown. This study shows that they must first develop a SCI before they can have a strong school community presence. School community identity is an important first step that facilitates sense of school community. Two focus groups were down at the Somali American United Council, and from these two groups four common themes surfaced: faculty support, emotional security, cultural understanding, and partnership/collaboration. Using these themes a refugee school identity model was created to represent the data collected. The participants in the focus group often told stories and used phrases that indicated a lack of identity in their school, and no claims to a need of a voice within their school community was mentioned. This indicates that refugee students need an identity within their school community before they will express a need for voice or influence.
ContributorsReiswig, Clinton Gene (Author) / Klimek, Barbara (Thesis director) / Zayas, Luis (Committee member) / Sambe, Pape (Committee member) / Barrett, The Honors College (Contributor) / College of Letters and Sciences (Contributor) / School of Public Affairs (Contributor) / School of Social Work (Contributor)
Created2015-05