Matching Items (33)
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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

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
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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

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
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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

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
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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

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
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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

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.
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

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

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
Description

Political Notes is a podcast that explores the history of music and musicians over the past several decades and their influence on the political spectrum. Using the case studies of The Chicks and Taylor Swift, Political Notes displays the integration of politics in music and its acceptance by the public,

Political Notes is a podcast that explores the history of music and musicians over the past several decades and their influence on the political spectrum. Using the case studies of The Chicks and Taylor Swift, Political Notes displays the integration of politics in music and its acceptance by the public, giving musicians the power to change the opinions of their listeners. Political Notes exposes a politician's worst nightmare, as we can expect to see a future where musicians collaborate with politicians to help certain individuals get elected and others to be left behind.

ContributorsDubey, Neha (Author) / Schmidt, Peter (Thesis director) / Broberg, Gregory (Committee member) / School of International Letters and Cultures (Contributor) / School of Social Transformation (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description

The Arizona Civic Education Project is a cross-college collaboration supported by the Maricopa County Community College District to design, develop, and distribute publicly available, interactive, and engaging multimedia modules about Arizona State Government and the justice system. The modules aim to consist of high quality, professionally produced, value- neutral, fact-based,

The Arizona Civic Education Project is a cross-college collaboration supported by the Maricopa County Community College District to design, develop, and distribute publicly available, interactive, and engaging multimedia modules about Arizona State Government and the justice system. The modules aim to consist of high quality, professionally produced, value- neutral, fact-based, and bias-free videos, lesson plans, printable materials and activities that explain how Arizona state government is structured and how the justice system works in Arizona. The modules also identify and teach the audience how to deal with encounters within the justice system through lessons about the courts and dealing with the police. In addition to the resources we create, links are provided with attribution to other free resources that have been developed by other organizations. The targeted audience for this project is high school and college students attending public high schools and community colleges. In 2015, Arizona legislature passed the American Civics Act (House Bill 2064). This bill requires students to pass a civics test based on the United States Immigration and Naturalization civics questions. Students are required to score 60% or higher in order to graduate from high school or obtain a high school equivalency certificate. The Arizona Department of Education along with help from the Maricopa County Education Service Agency and Arizona educators have developed a mostly multiple-choice version of the required test. The modules provide helpful information that pertains to the civic test along with additional informational useful to students and educators alike.<br/>There were a few goals kept in mind when assembling the modules and collecting information to put them together. The most important thing is to fairly and effectively educate<br/>2<br/>students about their rights and the place they can hold in their own government. The youth in America, and specifically Arizona, with one of the lowest rated public education systems in the country1, needs to better understand the justice system and the way it works in order to really be able to better understand and decide the role they play in it as they grow into the adult population. We also aimed to teach students, mostly young adults, how to navigate being involved with the law and situations they may find themselves in like being arrested or having to go to court. The videos included in the related modules teach students what to do if they’re ever arrested and go over important legal actions that could affect their outcome. It was also important to provide instructors with a fair and trusted curriculum that can be taught across the state. With a shortage of qualified teacher in the state, it is impossible to provide students from all different districts and background with the same content. With the mandated civics test required to graduate from high school, it’s important that students get a fair chance at passing despite their living conditions or resources. With the modules we provide, passing the civics test along with managing other issues that pertain to young Americans, become attainable and don’t require as much additional time spent outside of school hours. The additional topics covered within our modules also provide information regarding resources that students will find useful for their families and loved ones. Students in compromised neighborhoods may have family and loved ones dealing with court cases and the justice system. Overall, we wanted to provide an unbiased, all-inclusive curriculum that can be used across the state to help students learn about all aspects of the government in Arizona.

ContributorsLabiba, Syeda (Author) / Broberg, Gregory (Thesis director) / Dille, Brian (Committee member) / School of Social Transformation (Contributor) / School of Criminology and Criminal Justice (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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The goal of this study was to compare and contrast the discriminatory experiences of women in policing. Through this comparison, the deeper goal was to investigate the levels of discrimination throughout the ranks of Policewomen and the potential ramifications that might have had on their careers. Surveys were administered to

The goal of this study was to compare and contrast the discriminatory experiences of women in policing. Through this comparison, the deeper goal was to investigate the levels of discrimination throughout the ranks of Policewomen and the potential ramifications that might have had on their careers. Surveys were administered to female police officers. In order for a case study to be performed, 19 responses were collected. The survey consisted of 8 demographic and 8 long response questions. The demographic questions asked for age, ethnicity, state of birth, education level, officer ranking, career outlook, current marital status, and number of children. The long response questions include their positive and negative attributes about their career, their inspiration for pursuing their career in law enforcement, and if they have ever been discriminated against based on sex. The findings in the research gathered on police women within the rank of officer indicate varying levels of discrimination. The discrimination does not only happen from those inside the work place but from the community; the people officers are protecting. In conclusion, there is still great discrimination female officers face by both the community they serve and the department they serve with. This has ramifications on their ability to not only do their job in the moment but also move up throughout their departments.

ContributorsTodd, Jillian (Author) / Robinson, Kevin (Thesis director) / Broberg, Gregory (Committee member) / Barrett, The Honors College (Contributor) / School of Human Evolution & Social Change (Contributor)
Created2020-05