Matching Items (38)
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
It is imperative for the West that the War on Terror not be won, yet it is also certain that the War on Terror will be won, a victory for the West which simultaneously signifies its defeat. This state of affairs is not paradoxical, but catastrophic, and as is argued in the course of this essay, the War on Terror is the logical and necessary terminus of the Western project and its attendant metaphysic. Beginning with Marx's analysis of the commodity in Das Kapital, it has become increasingly clear that the West (and for that matter, the rest of the world) is succumbing to a regime of simulation, in which reality is liquidated in favor of increased inertia of circulating signs. Using Jean Baudrillard's infamous critiques of the postmodern society as a guide, the following essay examines the emerging forms of terrorism and their relation to Western social structures, ultimately concluding that the West is on the brink of an abyss which is marked by the advent of the anonymous act of terrorism.
ContributorsOberhaus, Daniel Martin (Author) / Ingram-Waters, Mary (Thesis director) / King, Kristy (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2015-05
Description
Sexual violence is a serious epidemic plaguing college campuses in the United States. At Arizona State University, students are expected to care for themselves, each other, and their community. To help foster this community of care, ASU provides various resources and educational programs to teach students, staff, and faculty about sexual violence and their role in its prevention. Students, staff, and faculty have the ability to manipulate their environment to discourage sexual violence and encourage a culture in which sexual violence is not tolerated. As a student programming coordinator for Arizona State's Sexual Violence Prevention and Education Program (SVPEP), I have worked in collaboration with SVPEP Staff, the Office of Fraternity and Sorority Life and the Panhellenic Council to develop the Sexual Violence Prevention and Leadership Development Program for Sorority Women (SSVLP). The SSVLP is a six week, comprehensive sexual violence prevention program that provides emerging leaders in the sorority community with the knowledge, skills, and confidence to facilitate change in the culture of violence by taking action in their own community. The following project is consists of an overview of the program, evidence that the program helps to change behaviors and attitudes, and a participant weekly workbook that program participants are required to bring with them to their session each week.
ContributorsMillner, Riley Paige (Author) / King, Kristy (Thesis director) / Frick, Kimberly (Committee member) / School of Social and Behavioral Sciences (Contributor) / College of Integrative Sciences and Arts (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Classical literature features numerous prominent female characters. This thesis paper identifies and examines the pattern of masculinization of female characters in classical literature through case studies of two characters and two authors. The character Iphigenia is examined as an example of a heroically masculinized female character and the character Agave is examined as an example of an aggressively masculinized female character. The mythologies of these two women are analyzed through the writings of the authors Euripides and Ovid in order to compare and contrast the perspectives of a Greek and Roman author on masculinization. The texts analyzed for this paper were Euripides' Iphigenia at Aulis, Iphigenia Among the Taurians, and The Bacchae, as well as Ovid's Metamorphoses. This paper also analyzes the responses to masculinized female characters within the texts and identifies patterns of re-feminization in Euripides' writing and dehumanization in Ovid's writing. These responses are found to be reflective of cultural values regarding gender and this paper discusses how these literary characterization patterns are indicative of cultural anxieties regarding gender norms. Finally, this paper briefly addresses similar patterns of masculinization in modern film and literature exemplified by the proverbial "strong female character." This paper compares two modern "strong female characters", Katniss Everdeen from The Hunger Games and the Bride from Kill Bill, to Iphigenia and Agave and draws parallels in their masculinization patterns. The results of this paper's textual analysis conclude that classical authors (as well as some modern authors) often masculinized their female characters but expressed subsequent cultural discomfort with those characters as a reflection of uncertainty regarding established gender norms.
ContributorsBardales, Abigail Gwendolyn-Joy (Author) / Poudrier, Almira (Thesis director) / King, Kristy (Committee member) / School of Human Evolution and Social Change (Contributor) / School of Film, Dance and Theatre (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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
Description
In order to best approach the paradoxical concepts of exonerations and wrongful convictions in the determinate system of US courts, both court agents (i.e. attorneys and judges) and citizens that interact with it must increase their understanding of the various perspectives found in the process. Through the use of an app for mobile devices, information from the perspective of these court agents can be easily accessible for anyone, serving as a valuable learning tool for not only individuals that strive to work in the justice system, but citizens that will possibly interact with it in the future as well.
ContributorsLopez, Enrique Alejandro (Co-author) / Shilliday, Isabella (Co-author) / Broberg, Gregory (Thesis director) / Kane, Kevin (Committee member) / School of Social Transformation (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
The Arizona Teachers Academy is a program that was first designed and implemented by Governor Doug Ducey in 2017 with a simple concept: to cover the tuition and fees of Arizona higher education students learning to teach in exchange for fulfilling a commitment to teach at an Arizona public school following graduation. The academy has evolved quite rapidly in its short history, going from an unfunded mandate that Arizona universities could not afford to be funded to a voter-approved tax, and seeing its student enrollment numbers increase by over tenfold. This paper seeks to be an overview and process evaluation of the program, as well as an outlook into the program’s future. As a process evaluation, the thesis includes examinations of the program’s presumed logic model, that model’s assumptions, and relevant stakeholders. I used a multi-method approach: statutory and financial data were collected from web research and agency archival collections, and a series of interviews were conducted to ask analytical questions to key stakeholders and program directors about the program’s internal operations and data findings. These stakeholders and program directors consist of staff at the Arizona Board of Regents, the Arizona Department of Education, all three major Arizona public universities (Arizona State University, Northern Arizona University, and the University of Arizona), as well as multiple elected officials and political advocacy groups that have impacted the program through legislation and ballot initiative. This thesis finds that the Arizona Teachers Academy does not have a stated logic model, which in turn led to program assumptions that fail to meet the needs of Arizona public schools and did not allow for all key stakeholders to be involved in the process.
ContributorsLister, Blake (Author) / Lennon, Tara (Thesis director) / Broberg, Gregory (Committee member) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05