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- Creators: Debussy, Claude, 1862-1918
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
Description
Sustainability and environmental justice, two fields that developed parallel to each other, are both insufficient to deal with the challenges posed by institutional environmental violence (IEV). This thesis examines the discursive history of sustainability and critiques its focus on science-based technical solutions to large-scale global problems. It further analyzes the gaps in sustainability discourse that can be filled by environmental justice, such as the challenges posed by environmental racism. Despite this, neither field is able to contend with IEV in a meaningful way, which this thesis argues using the case study of the Flint Water Crisis (FWC). The FWC has been addressed as both an issue of sustainability and of environmental justice, yet IEV persists in the community. This is due in part to the narrative of crisis reflected by the FWC and the role that knowledge production plays in that narrative. To fill the gap left by both sustainability and environmental justice, this thesis emphasizes the need for a transformational methodology incorporating knowledge produced by communities and individuals directly impacted by sustainability problems.
ContributorsWest, Madison Sedona (Author) / Graffy, Elisabeth (Thesis advisor) / Klinsky, Sonja (Committee member) / Broberg, Gregory (Committee member) / Arizona State University (Publisher)
Created2019
Description
Much research has been conducted regarding the current state of public education within the United States. Very little of that research bodes well for the system’s current circumstances or for the direction our system is headed. The debate stems around two opposing ideologies. One believes that there needs to be more accountability via high-stakes testing and the continuum of the status quo that the country has maintained for centuries, regardless of the effect it may be having on the students’ well-being. While the opposing view sees high-stakes testing as a contributing factor to the seemingly unproductive, chaotic, and even harmful conundrum of bias and hegemony that shows a positive correlation of deleterious effects to student well-being. Although this paper references the research of highly esteemed scholars, it asserts that the voices of those that are most relegated to that of undervalued and ignored are precisely the voices that need to be gleaned most relevant. This paper’s purpose is to hear what the ‘experts’ in the field of education, the students themselves, have to say.
ContributorsKhaleesi, Casey (Author) / Swadener, Elizabeth (Thesis advisor) / Bertrand, Melanie (Committee member) / Broberg, Gregory (Committee member) / Arizona State University (Publisher)
Created2018
Description
This project and method uses contemporary media sources to paint a broader picture of Black women's experiences in the U.S. under more visible conditions of modern day police brutality, and aims to expand the scope of Black feminist thought. As a primary academic source and inspiration for this project, "Black Feminist Thought" written by Patricia Hill Collins (2009), is used to clarify and illuminate the connection between these contemporary and more informal sources of Black feminist's intellectual work, and formal academic works from Black feminist tradition. Thus, using formal Black feminist works in conjunction with more informal, personal, and subjective narratives from Black women, in this project, is aimed at illuminating how contemporary examples of the state violence indicate that being and surviving under the conditions of today as a Black woman, is in itself a form of radical resistance.
ContributorsChanes Augusto, Yasmeen Mali (Author) / Broberg, Gregory (Thesis director) / King, Kristy (Committee member) / School of Politics and Global Studies (Contributor) / School of Social Transformation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Under the supervision of Pofessor Robert Hammond, I handled the programming and record-keeping needs of a project at the Arizona Public Service Solar Test and Research Center (STAR). In the course of the first year that I worked there, I became aware that STAR's Data Management System (DMS) was in need of an overhaul due to an increasingly volatile date set that was quickly growing in size. STAR management was looking for a software system that would retrieve and store data automatically, that would contain a friendly user-interface, that minimized space usage on a crowded hard drive, that provided quick access to charts, and that generated statistical analysis of solar plant operation. STAR's current DMS consists of four top-level procedures. The latest version of STAR's DMS began operation two and a half years ago. The goal of the following chapters is to document and critique the software development process that I used to bring the Visual Basic for Excel version of the current software components into existence. In addition, the conclusion will include a look into the future of STAR's DMS as management introduces an Access database version for the implementation of the DMS.
ContributorsEveringham, Spencer (Author) / Pheanis, David (Thesis director) / Hammond, Robert (Committee member) / Broberg, Gregory (Committee member) / Barrett, The Honors College (Contributor)
Created2003-05
Description
Child abuse is a hard topic to talk about, and even harder to diagnose without proper training. Though there is a list of general characteristics that child abuse victim's exhibit, it could be difficult to diagnose because everyone reacts to maltreatment differently. Teachers are required by law to report any case where they believe a child is in an abusive environment. Unfortunately, teachers are given the tools to report the abuse, but they lack the knowledge of what to look for. The results are two fold; one is there is an overflow of false reporting, and two, the children who do not having obvious symptoms go unnoticed. This project aims to bridge the gap between these two extremes. It will lower the frequency of false reporting while increasing the chance that a child in need will be helped. The best way to achieve this is through education. The purpose of the study is to create an informational manual for teachers at the kindergarten and elementary level on how to identify child abuse and neglect victims. It will outline the behavioral and physical symptoms of physical abuse, sexual abuse, emotional abuse, and neglect. It will also highlight the importance of realizing that not all maltreatment victims react the same to abuse. It will then follow into advice on how to approach the situation and what questions to ask. The primary form of research was primary observation by volunteering at the Mesa Child Crisis Center (with IRB approval). Interviews were conducted with Child Crisis Center workers, child behavioral psychologists, and Special Victims Unit detectives. The goal of this research is to help teachers better identify children that are at risk of abuse
eglect, and to understand the theory behind their behavior. In the end, teachers will be more informed on the topic so they can better help their students and create a safe environment for them, and be more confident in reporting.
eglect, and to understand the theory behind their behavior. In the end, teachers will be more informed on the topic so they can better help their students and create a safe environment for them, and be more confident in reporting.
ContributorsBaker, Karen Colette (Author) / Kobojek, Kimberly (Thesis director) / Broberg, Gregory (Committee member) / Kelley, Michael (Committee member) / School of Criminology and Criminal Justice (Contributor) / School of Mathematical and Natural Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12