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ABSTRACT Epilepsy is a neurological condition that sometimes pervades all domains of an affected child's life. At school, three specific threats to the wellbeing of children with epilepsy exist: (1) seizure-related injuries, (2) academic problems, and (3) stigmatization. Unfortunately, educators frequently fail to take into account educationally-relevant epilepsy information when making important decisions. One possible explanation for this is that parents are not sharing such information with teachers. This study surveyed 16 parents of children with epilepsy in order to determine the rate at which they disclosed the epilepsy diagnoses to their children's teachers, as well as the difficulty with which they made the decision to disclose or withhold such information. In addition, the relationships between such disclosure and parent-participants' perceptions of the risks of epilepsy-related injuries, academic struggles, and stigmatization at school were examined. Results indicate that all participants disclosed their children's epilepsy diagnoses to their children's teachers, and most (69%) reported that making this decision was "very easy." There were no statistically significant associations between disclosure and any of three parental perception variables (perceptions of the threats of injury, academic problems, and stigmatization at school). Limitations, implications, and directions for future research are discussed.
ContributorsBush, Vanessa (Author) / Wodrich, David L (Committee member) / Blanchard, Jay (Committee member) / Gorin, Joanna (Committee member) / Arizona State University (Publisher)
Created2011
Description
Children with epilepsy represent a unique group of students who may require accommodations in school to be optimally successful. Therefore, it is important for teachers to understand the possible academic consequences epilepsy can have on a child. An important step in providing this information about epilepsy to teachers is understanding where they would prefer to acquire this information. The current study examined differences between teachers of differing ages, school levels and special education teaching status in their preferences for gaining information from parents and the internet. Contrary to expectations, older teachers (those 56 years of age and older) were no less likely that younger teachers to prefer information from the internet. As predicted, elementary school teachers were more likely than high school teachers to prefer information from parents. However, interestingly middle school teachers were also more likely to prefer information from parents than high school teachers. Lastly, contrary to hypothesized results, special education teachers were no more likely to prefer information from parents than non-special education colleagues. Limitations of this study, implications for practice and directions for future research are discussed.
ContributorsGay, Catherine (Author) / Wodrich, David (Thesis advisor) / Levy, Roy (Committee member) / Hart, Juliet (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purpose of this study was to determine if social capital for parents in a low-income urban school would develop through structured or unstructured parent-teacher meetings. The parent-teacher meetings were developed to provide opportunities for parents and teachers to meet to build relationships and develop trust through teaching and learning how to support reading fluency and reading comprehension strategies. In order to build relationships between parents and teachers both parties need to trust one another. Trust is the foundation of relationships but before parties can trust one another, opportunities to form relationships need to be provided. In the case of parents and teachers, the study suggests that the parent-teacher meetings might be a starting point to provide opportunities to form trusting relationships. As parents and teachers work collaboratively to support the academic needs of the children, parents will increase their social capital and learn how to navigate the school system. The findings of the parent-teacher meetings showed that the perceptions of parents and teachers varied. The findings of the study did not display any noticeable differences in responses between the structured and unstructured group of participants. Parents appreciated meeting with teachers to learn how to support student learning at home and believed teachers were influential in the educational experience of their children. Teachers believed: parents want to support student learning at home, but lack academic skills; parents are the influential in the educational experience of the students; and parents are hesitant to ask school staff for help.
ContributorsHidalgo, Rosanna (Author) / McCoy, Kathleen M. (Thesis advisor) / Zehrbach, Gareth D (Committee member) / Cocchiarella, Martha A (Committee member) / Arizona State University (Publisher)
Created2013
Description
Epilepsy is the most common chronic neurological condition in children and can have a significant negative impact on education. The current study aimed to examine factors that may influence the likelihood that a teacher will contact the parents of a student with epilepsy for information regarding the disorder and its impact within the school environment. Specific variables of interest included teacher knowledge about epilepsy and confidence when teaching at student with epilepsy, parent perceived knowledge about epilepsy, and parent socio-economic status. Variables were assessed through the previously developed Teacher Epilepsy Knowledge and Confidence Scales (TEKCS) as well as case vignettes. Overall findings suggest that teachers provided with a letter from a parent of a student with epilepsy are highly likely to contact the parent for more information regardless of the above mentioned factors. Additional supplemental analyses replicated previous findings indicating that special education teachers and teachers currently teaching a student with epilepsy possess more knowledge and confidence than general education teachers and those teachers who are not currently instructing a student with epilepsy. In addition, this study also examined the specific types of information teachers sought from parents. Study limitations, implications for practice, and future research directions are discussed.
ContributorsGay, Catherine (Author) / Hart, Juliet (Thesis advisor) / Wodrich, David (Committee member) / Caterino, Linda (Committee member) / Arizona State University (Publisher)
Created2013
Description
Families and schools share the monumental responsibility of educating children. Children and parent-teacher conferences remain the primary means by which parents and teachers share academic information. Given the limited effectiveness of these conferences, a more compelling alternative for home-school collaboration on academic matters is warranted. The purpose of this action research study was to examine an alternative approach to parent-teacher conferences, Academic Parent Teacher Teams (APTT). APTT is a classroom-based parent involvement model composed of three 75-minute parent-teacher team meetings and an individual 30-minute parent-teacher session. Team meetings are highly structured and include six components: personally inviting parents by the teacher; sharing whole-class and individual student data; setting 60-day academic goals; coaching parents in `teaching' skills; distributing take-home practice materials; and networking. Quantitative data included pre- and post-intervention parent surveys, and pre- and post-intervention student scores on high frequency words and oral reading fluency. Qualitative data included field notes from APTT meetings, pre- and post-intervention teacher reflections, and teacher, parent, and student interviews. Findings from this study supported previous research that suggested most parents have high aspirations for their children's academic success. Findings also indicated parents understood their involvement was important to support academic growth. Increased quality and quantity of parent-teacher communication and interaction improved parents' ability to support student learning at home. Parents increased involvement in children's academics was related to teachers' provision of detailed information and training of parents. Qualitative results showed parents' teaching efforts contributed to students' improvement in reading. To understand this outcome, effectual congruence (EC) was offered as an explanation. EC occurred when parents and teachers agreed on an action plan for student achievement, when there was a mutual commitment to taking specific actions and when each person's role was clearly defined and implemented. EC became the process that supported achievement growth. These results demonstrated that relationships between parents and teachers are complex. Further, when teachers and parents were fully invested in collaboration it produced powerful results for students. This study provided critical information for parents, teachers, administrators and policy makers attempting to implement more effective parent involvement initiatives.
ContributorsParedes, Maria C (Author) / Buss, Ray R (Thesis advisor) / Zambo, Ronald (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2011
Description
As more goods and processes are digitalized and available online, supply chains began to transact digitalized goods and processes that do not involve physical distribution. This dissertation defines this type of supply chain as “digital supply chain” and aims to extend the knowledge for better management of digital supply chains. Digital goods are granularly codifiable and easily duplicatable, and digital processes are less constrained by time and distance. For these reasons, compared to conventional supply chains, digital supply chains have the following features: the delivery of goods is faster; the innovation cycle is shorter; post-sales product modification is easier; and customers switch between the providers of alternative goods more frequently and easily. Given these traits of digital supply chains, this dissertation focuses on the timing of firms’ actions and their consequences under the consideration of dynamic interactions with competitors, customers, and business environments. The dissertation consists of four chapters. Chapter 1 briefly introduces the concept and issues of digital supply chains. Chapter 2 investigates how a service provider’s failure leads to a competing firm’s responsive innovation in the innovation-driven digital service industry. Chapter 3 demonstrates the relationship between market environments and innovation cycles in the innovation-driven digital service industry. Lastly, Chapter 4 studies evolving supply chain cyber-vulnerability from the perspective of agency theory.
ContributorsJeong, Seongkyoon (Author) / Choi, Thomas T (Thesis advisor) / Oke, Adegoke A (Committee member) / Dooley, Kevin K (Committee member) / Arizona State University (Publisher)
Created2022
Description政府引导基金自诞生至今，始终处于管理模式的摸索状态。本文试图从公司治理的角度分析不同利益方（政府、社会出资人以及管理人）之间的博弈关系以及其对引导基金投资效果的影响。政府引导基金的注册数量和规模在过去十几年中得到了快速显著的发展。从引导基金设立的政府行政层级来看，地县级政府设立基金是引导基金出资中的绝对主力。本文拟深入研究地县级政府引导基金的运作模式，尝试探索其治理结构与投资效果。
目前，引导基金的运作模式仍然处于摸索阶段，论文试图对引导基金若干个指标做出客观比较，分析政府参与度对资金投资效果的影响，希望对未来引导基金的设立模式选择提供有力的理论基础。为实现较好的研究效果，论文选择了某经济发达的地级市的样本进行了研究，该市的政府引导私募股权基金发展程度相对较高，市本级以及区县级均有较多的政府引导私募股权基金，该市范围政府引导私募股权基金可研究价值相对较高。在样本选择方面，论文将采样某市及所辖区县政府直接出资基金十六只，针对其参与设立的直投基金以及直接投资项目进行分析。同时，论文还总正反两个方面选择了两个经典案例进行详细剖析。
论文发现，市场化运作程度越低，引导基金所期望实现的目标效果相对不理想，投资效果越差。政府在决策中所占比重越高，形成的投资决策对于项目成长性判断的准确度越差，对地方经济社会发展的综合贡献越低。然而，纯粹的商业运作，无法实现引导基金所承担的社会使命。对不同的资金诉求导致的投资要求在不同的决策层级实现，通过政府或其代表出资方对管理方以协议约束的方式保证其投资行为而不再进行对单个项目进行价值判断，是有效实现引导诉求和专业判断兼顾的引导基金管理模式。
论文建议，在经济相对发达地区，政府引导基金应该积极采用市场化运作模式，在现有可选择的模式中，政府引导基金以LP身份且获取咨询委角色，从外部监察约束角度对基金进行投资引导的模式为最佳选择。
ContributorsWu, Di (Author) / Pei, Ker-Wei (Thesis advisor) / Wu, Fei (Thesis advisor) / Zhu, David (Committee member) / Arizona State University (Publisher)
Created2022
Description本文对中国制药企业并购溢价影响因素进行了研究，提出了对制药企业并购非常重要的两个新的影响因素：可生产药品批文和在研新药批文。本文以2011年1月—2019年12月间我国制药行业上市公司并购事件为样本，对在研新药和可生产药品批文的价值从四个维度度量：是否有在研新药和可生产药品批文；在研新药数量及可生产药品批文数量；根据创新药和仿制药两个类别进行细分；标的企业所拥有的在研新药和可生产药品批文的市场价值。论文发现药品批文对企业并购溢价的影响不是很显著。进一步的，本文探究了药品批文对主并企业的对被并购公司的估值的影响。实证结果表明，我国制药企业在并购估值时确实会考虑到在研新药和可生产药品批文的价值。本文还发现对于可生产药品来说，相对创新药，被并购公司持有的仿制药批文影响更显著。而对于在研新药来说，主并企业更看重在研的创新药，在研仿制药对并购估值的影响不大。最后，本文选取了两个代表性案例进一步分析和探讨药品批文对企业并购的影响。
ContributorsYe, Tao (Author) / Shen, Wei (Thesis advisor) / Chang, Chun (Thesis advisor) / Jiang, Zhan (Committee member) / Gu, Bin (Committee member) / Arizona State University (Publisher)
Created2022
Description汽车行业属于国家支柱型产业，创造了高额的产值，增加了就业岗位。随着汽车生产行业竞争日趋激烈的趋势影响，汽车经销商在未来会出现明显的分化，并且逐步向头部集中。基于这样的行业背景，本项研究开展汽车经销商整体经营和盈利能力等方面的详细深入分析，即系统整合汽车经销商业务运营层面和财务层面数据，结合统计研究方法，对经销商盈利能力进行系统且详实归因分析，从而试别驱动盈利能力的关键业务要素。其研究成果能够完善对行业发展规律和经营模式系统性理解，从而进一步指导该领域的相关业务实践，提高经销商整体经营业绩。本课题通过四个阶段来开展经销商整体经营与盈利归因的相关研究。首先，本课题梳理了中国汽车消费行业发展的历史，同时阐述样本期内（2018-2020年）国内宏观经济和汽车消费市场的特征进行，并介绍X品牌汽车经销商的地理分布、资质和业绩评级体系、自身经营特征以及汽车生产商对经销商扶持政策等方面。在第二阶段，本课题聚焦研究假设、模型与方法，通过对X品牌汽车经销商的业务结构和运营管理开展分析，并逐步识别影响经销商盈利的关键指标变量，并提出研究假设和相关模型（即时间序列模型和面板回归模型）。在第三阶段，本课题首先开展经销商相关信息整体性统计分析，获得关键业务指标在样本期内动态特征，并结合时间序列回归模型探讨各项业务指标对经销商整体盈利能力的影响程度。在第四阶段，本课题采用（个体）固定效应的面板回归模型来研究不同组别（控制）条件下经销商盈利能力的影响因素以及其盈利能力对这些因素的敏感程度，从而更深入和全面地揭示影响经销商盈利能力的潜在因素。
基于上述四阶段的研究结果，本研究进一步就提升经销商盈利能力展开讨论，并提出相应对策。本课题相关结论仅从X品牌汽车经销商经营和财务数据进行定性和定量分析获得，但衷心希望本研究的成果能够对汽车经销商改善经营业务方面能起到实践上的借鉴和指导意义。
ContributorsPan, Guangxiong (Author) / Shen, Wei (Thesis advisor) / Wu, Fei (Thesis advisor) / Zhu, Qigui (Committee member) / Arizona State University (Publisher)
Created2022
Description
In response to the COVID-19 pandemic, countries took serious measures to control its spread and reduce its effect on health, social, and economic aspects. The United Arab Emirates (UAE) has taken unprecedented preventive measures against the spread of COVID-19, including complete lockdowns and the closing of some businesses. Therefore, 27% of companies expected to lose their businesses within a month, while 43% of companies expected to go out of business within six months. This was not only due to the countrywide lockdown, or the impacts caused by the pandemic, but also due to the bad leadership of some leaders during this crisis. There are little of studies and data that discuss the consequences of these decisions on businesses, and it will be helpful to measure the consequences over three years. This study answers the following question: How much did myopic staffing and compensation decisions in the context of COVID-19 affect companies’ performance? To answer this question, I use agent-based modeling (ABM) supported by secondary data to create a simulation to study the consequences of myopic decisions made on employees’ performance in the private sector in the United Arab Emirates starting from the 2020 year and through an anticipated period of 3 years . The study found that under the assumptions that pay deductions, layoffs, and unpaid leaves, are myopic decisions and in the context of the COVID-19 pandemic and its impact on the companies’ performance, there is a huge affect on companies’ performance over the study period which is 3 years.
Keywords: bad leadership, myopic decisions, companies, businesses, COVID-19, agent-based model.
ContributorsAlsaleh, Mohammad (Author) / Trinh, Mai P. (Thesis advisor) / Castillo, Elizabeth (Committee member) / Wallace, L. Marie (Committee member) / Arizona State University (Publisher)
Created2022