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- Creator:
- Tavasol, Marmar , Ramzy, Jay, and Marquez, Valerie
- Description:
- Cut the Bias is a project meant to bridge the gap between academia and the community through (1) community education, and (2) creative outlets such as performance arts. The project features events with presentations by experts on topics of race, prejudice, implicit biases, and other current social issues, as well as musical performances and other forms of art to create a comfortable space for learning and connecting. The project is aimed at both students and community members who wish to learn about and discover different ways they are affected by systemic issues. Moreover, by providing a venue outside of a college campus that allows for open discussion, we aim to engage with people who have historically been denied access to higher education. Another way that the team is organizing community education is through online reading groups with free reading materials through GroupMe and Zoom. We discuss topics themed around the empowerment of oppressed populations with a diverse group of people. Through these projects, we find innovative ways to use the resources given to us as college students to have direct application in communities that need it the most. Despite the challenges we have faced due to COVID 19 and the protests, we are finding ways to use our privilege in education for public service.
- Resource Type:
- Project
- Campus Tesim:
- Pomona
- Department:
- Philosophy
- Creator:
- Viramontes, Alejandro and Raygoza, Cesar J.
- Description:
- This study’s main objective was to demonstrate a correlation between job satisfaction and the two main leadership styles, transformational, and transactional for Flowserve Corporation’s operation department in the seal division for North America. The study also took a deeper dive into the data to find the overall perception of leadership styles from an employee standpoint. The same observation was done with job satisfaction levels in North America. Additionally, demographics were also statistically analyzed against job satisfaction. The data collection was executed with a questionnaire using the simple random method. The questionnaire comprised of demographical questions, the Minnesota Satisfactory Questionnaire (MSQ), and the Multifactor Leadership Questionnaire (MLQ) that was sent to the targeted population via email. The data was collected via Microsoft Form and statistically analyzed using Microsoft Excel.
The study results illustrated a statistically positive relationship between job satisfaction and all attributes of transformational leadership. Furthermore, there was a negative correlation between job satisfaction and transactional leadership attributes except for contingent rewards and management by exception (active). The overall perception of leadership was transactional leadership, which correlated to overall low job satisfaction levels for the operations team. The study also found that specific demographics did not have a factor in job satisfaction.
- Resource Type:
- Graduate project
- Campus Tesim:
- Pomona
- Department:
- Industrial & Manufacturing Engineering
- Creator:
- Albert Alpha
- Description:
- Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.
- Campus Tesim:
- East Bay
- Creator:
- Sosa, Brittany
- Description:
- Objective: The purpose for this activity is to make as much playdough as possible. At times, we run out of playdough so we do not have any for the children to play with. Most children can spend a lot of time on the playdough table. Now that we have this activity, we can make as much or as little playdough. Also, we can make any color playdough whenever we like. Ages: 3-5
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Student
- Description:
- Purpose of Leason: To have children see a new and different way of painting. Activity is not only for chidren, I want parents to be able to imitate the activity at home. Learning Objectives: I want the children to repeat colors and shapes as they drawing them. I want them to use thier muscles to squeeze the paint out. I also want them to be creative and feel free to paint what they want with no teacher direction. Ages: 2-6 English & Spanish
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Sosa, Brittany
- Description:
- Purpose: Most children will have a holiday meal at the end of November. Without saying what holiday most people celebrate we can open a dialogue to figure out how much information the children know about this event. At home, children are hearing about an upcoming event were the family comes together and has a special dinner set-up. In the classroom, we can explain why this event is happening and hear from students how they celebrate in their own particular family. Let the children guide this dialogue. Ages: 3-5
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Sosa, Brittany
- Description:
- Purpose: I have observed that not all children know about brushing their teeth. Some children do not have toothbrushes at home. Other children do brush their teeth, but not as frequently as needed. I have also seen many children with rotten teeth or missing teeth due to poor dental hygiene. This experience will be with the children through their lifetime. We all have teeth so let's take care of them. Ages: 3-5 Book for possible reference "Mr Sugar" by Harriet Rohmer and Cruz Gomez.
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Veloz, Lorena
- Description:
- Purpose: This lesson will provide the importance of fine motor development in children of many different languages. This lesson will provide support for children at home in order to continue developing skills. This lesson will encourage students by providing an opportunity to work with parents at home and build a relationship around an activity they engage in at school. Ages:3-5 Possible Book for reference "My Papa Diego and Me" by Guadalupe Rivera Marin
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- McCutcheon, Larisa
- Description:
- Purpose: The children have been very interested in bookmaking and I occasionally see children binding pages together on their own. Children are also interested in several types of print including newspaper, books, and magazines. This lesson helps to make the connection between home and school while expanding their understanding of print. Ages: 3-5 Books for possible reference "My diary from Here to There" by Amada Irma Perz And "Birthday in the Barrio" by Mayra L. Dole
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Sosa, Brittany
- Description:
- Main Goals: The theme for this lesson is based on the fall season. Wc don't see pumpkins in the regular basis. We can open a conversation about fall, using pumpkins for decoration or as food. The pumpkin is very versatile. The children will be encouraged to fully participate. Ages: 3-5
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- McCutcheon, Larisa
- Description:
- Purpose: Children show an extreme interest in the things that are occurring outdoors in natural environments. This extends past gardening, but also observing what is happening in other parts of their environment, such as finding ladybugs in the grass, looking at the bees that stay in the sand, and birds that land or fly over the environment. Children often bring in flowers or leaves to the classroom on their way to school. This lesson encourages children to observe their environment and also can show the value of natural objects in the classroom. Ages: 3-5 Books for possible reference "My Diary from Here to There" by Amada Irma Perez And "Calling the Doves" by Juan Felipe Herrera
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Description:
- Purpose: they been touching and exploring just about everything that comes across them soft and hard material such as dolls, books, and soft blocks. They explore/touch everything that is near them at home, as well as in school. By observing the children and notcing that it comes from the children and connecting to their interest. Ages: 0-36 months
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Sosa, Brittany
- Description:
- Purpose Many children that I have observed spell or write their names using different size letters. Some children ask, "why is this letter big and this one is small?" This lesson will be used to explain to the children about upper and lower case letters. Every person has or will need to be able to write, it is part of our lives. Children will be able to write their names as well as their families names. When a child learns to identify letters and begin to write gives them a sense of accomplishment and power. Ages: 3-5
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Description:
- Purpose of Lesson: storytelling through flannels. To expand children's vocabulary, identify animals and recall sequence in a story. Activity will increase vocabulary and learn to make predictions. Pre-math, children will have an understanding of place in time, the ... is first, then the... comes next etc. children will begin making predictions. Ages: 3-5 Book required "Brown Bear, Brown Bear, What do you see?" by Eric Carl
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Sosa, Brittany
- Description:
- Purpose: The children will be shown a picture of a body part and will be asked to idenfity it. Also, we can asdk students to point to the specific body part that is shown to them. For example, I can hold above my head a picture of a hand and ask the children to point to this body part. I used a magazine to cut out these 14 body parts so they can be more realistic as oppose to a drawing. Students will take with them the knowledge of knowing their bobies even further. English & Spanish Ages: 3-5
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Student
- Description:
- Purpose of Lesson: To introduce children to a new texture. Activity also gives the children the opportunity to work together and share materials in the bin. Activitly can also help children learn how to use molds. Learing Objective: The activity will help them share materials and hopefully let them keep the mess in the bin. Since moon sand is thicker than flour, I'm hoping for less of a mess. I want kids to see the texture and see if they ask what it is. The children will be around the bin during outdoor play and they can come and go as they please and feel the moon sand and mold things out of it. Ages:2-4 English & Spanish
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Department:
- Early Childhood Studies Boeing Grant
- Creator:
- Sosa, Brittany
- Description:
- Purpose of Lesson: Listens to stories read aloud. Demonstrates increasing levels of sustained and focused engagement during read aloud times. Comprehends story's main events. Learning Objectives: To guide children toward understanding what the story is about i.e., feelings, emotions, rhyming, etc. Ages: 4 Book for possible reference "Cuddle" by Beth Shoshan and Jacqueline East
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Sosa, Brittany
- Description:
- Objective: The objective for this lesson is to have the children introduced to a pattern. Children wear patterns on their clothes. We have patterns in class and I would like to have the children create their own patterns. I can demonstrate that patterns can be anywhere and on anything. With the materials, we can create very simple to very elaborate patterns. The children will then be able to create their own pattern on their own. Ages 3-5
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Description:
- They been painting with pudding in their trays, and shared with a friend either next or across them. They share, explore/touch, everything that is near them. By observing the children and noticing that it comes from the children and connecting to their interests on sharing with others. Ages: 0-36 months English & Spanish Book for possible reference "Featherless" by Juan Felipe Herrera
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Sosa, Brittany
- Description:
- Purpose: The children ask me why I don't provide chocolate milk, sodas or Kool-Aid. I explain to the children that part of my work is to focus on healthy eating and drinking. Instead of bring into class unhealthy drinks, I bring the best drinks that are delicious as well as tasty and nutritious. Ages: 3-5
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Student
- Description:
- Purpose of Lesson: Engage children in conversation and uses of language and to develop relationships, to increase and expand children's vocabulary. Expose children to colors, and different animals. Ages: 4-6 Book for reference Brown Bear, Brown Bear What Do You See? by Eric Carl.
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Sosa, Brittany
- Description:
- Objective: The objective for this activity is for the students to make art using our scrap art. Our scrap art is saved instead of disposed throughout the year. The children are learning to conserve instead throwing materials away. We would like to show students that after an activity we do have left over paper and we can save them in a bag for later use. Important to say that not everything has one use and that we can conserve in our small ways. Ages: 3-5 Book for possible reference "My Papa Diego and Me" Guadalupe Rivera Marin
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Veloz, Lorena
- Description:
- Purpose: This particular book was chosen to encourage the appreciation of other cultures and welcome diversity. The children can engage in description of the colorful pages and discuss their knowledge and predictions. The author uses illustrations that were influenced by living in Oaxaca and provides artistic flavor. Parents can be read to and encouraged to share what their children will learn from listening to the story. Teacher or presenter can encourage parents to become comfortable in reading the story even though they may not know the language. This will provide a time when parents can share stories or memories of their childhood to their children to encourage interest and knowledge. Explaining to parents what the positive outcomes could be when we share a story or memory can motivate parents to seek more time for stories at home. Ages 3-5 Books for possible reference "Belly Button" by Francisco X. Alarcon And "Quinito, Day and Night" by Ina Cumpiano
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Description:
- Purpose: Children can gain memory discrimination, by remembering where to put the marker for each shape once that shape comes out. Child can name the colors, and shapes. Main Goal: "Playing shape Bingo" Children can be exposed to shape discrimation, visual, and colors. Ages: 3-5
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Sosa, Brittany
- Description:
- Objective: The objective for this activity is for the children to visually see the song come alive. As we sing the Five Little Monkeys song, the teacher can place the corresponding felt pieces on the felt board. A student or students can also help the teacher by placing the pieces on the board. The children can sing the song along with the teachers or teachers can get a hold of a C D so the children can sing along. Children would really like to use the felt board. Ages: 3-5
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Student
- Description:
- Purpose: Children will be allowed to learn from these Language flashcards in multiple ways. I've come a long way to seee that children enjoy learning by having fun and not by forcing them to do stuff that are no around their interest. Children around this age (3-5) are beginning to identify and get familiar with the alphabet and some of words/language that are in our day to day vocabulary. When children get familar with the letter and sounds in the alphabet they will feel more comfortable by being able to form and sound words our as the examples on these language flash cards/ Ages: 3-5
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Student
- Description:
- Purpose of Lesson: To teach children shapes. Not only what shape it is but how to make it. Learning Objectives: To teach the concept of making shapes and identifying different shapes. Ages: 3-5 English & Spanish
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Sosa, Brittany
- Description:
- Purpose of Lesson: Creates two-dimensional artwork. Explores and experiments with dry chalk to create artwork. Explore and experiments with basic shapes and lines in work. Ages: 3-5
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Sosa, Brittany
- Description:
- Purpose: The purpose for this exercise is to have the children introduced to counting. In our everybday lives, there are denominations of items. We can count pretty much anything such as we have 2 eyes, 2 legs, 1 nose, 10 fingers, 1 tongue etc. Children do notice that we are counting, but I would like to show them what the physically number looks like. Ages: 3-5
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Sosa, Brittany
- Description:
- During free play, most children play at the playdough table. To expand on the child's thinking and imagination, we have a variety of playdough cutters. Shapes and figures make up this box of cutters that the children are so fascinated with. Some of the children do know the names of some shapes, but I would like all of the children to learn the names of all many more shapes. This lesson will help me grow on the shapes that the children are already familiar with. They can go home with the knowledge and find items in their homes that are shaped like the shapes that wc learned about in class. Ages: 3-5 English & Spanish
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Student
- Description:
- Purpose of Lesson: Introduction to new textures. Learning Objectives: To have children be exposed and accept a new texture to play with. Ages: 2-4
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Sosa, Brittany
- Description:
- Objective: Our objective is for the children to not only hear and see the story of The Very Hungry Caterpillar, but too also have it at the reach of their hands. The teacher will put her arm through the caterpillar and the caterpillar will 'cat' the corresponding food items as the story is read to the children. The caterpillar is open from both ends so the teacher can place the food inside the caterpillar. The story will truly come alive. Once it is time for the caterpillar to go inside the cocoon, the teacher will place the caterpillar inside and pull out a beautiful butterfly from the cocoon when the story indicates to do so. The cocoon is big enough to hold the materials in and has an opening at the top to do so. Purpose: Anyone can read a book to a child or children, but this time the child can follow along by using the materials or the teacher can have an assistant to follow her with the materials that are provided. The teacher can read as another person acts out the storyline with the actual pieces. This is a great activity for individuals, small group or large groups. Ages: 3-5
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Sosa, Brittany
- Description:
- Objective: I would like the children to work on their fine motor skills as well as their hand-eye coordination. This activity will help mc to analyze how well the children can control their fine motor skills. There are many different shapes and sizes of beads. Depending on the age range that teachers are working with, they can choose to purchase the appropriate size materials. This can be done in a large or small group with the explanation that beads are not candy and should not be placed in ones mouth. Have children pick out one bead at a time from the container to minimize loose beads on the floor. Ages: 3-5
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- McCutcheon, Larisa
- Description:
- Purpose of Lesson: I am engaging children in this lesson because many show an extreme interest in their families. The children's development will be supported through using appropriate reading material and activities to support literacy through multiple other content areas. Also, children will begin learning cultural diversity through means of geography. Ages: 3-5 Books for possible reference "My Diary from Here to There" by Amada Irma Perez And "From North to South" by Rene Colato Lainez
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Sosa, Brittany
- Description:
- Objective: The objective for this lesson is to have a picture of each student with their families. We would like the children to have a picture of themselves and there family in the class. At times, students ask for their parents and with this activity they can feel closer to home. Specially if the children are very young, they will need this sense of closeness with their families. Ages: 3-5 Book for possible reference "In My Family" by Carmen Lomas Garza
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Zuniga, Flora
- Description:
- Purpose: They been touching and exploring just about everything that comes across them. They been playing with dolls that have Velcro on and they go back to close and open. They explore/touch and manipulate eveything that is near them at home, as well as in school. By observing the children and noticing that it comes from the children and connecting to their interests. Ages: 0-36 months
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Description:
- Purpose of Lesson: Children will associate the name of a letter with its shape. Children will name many uppercase letters. Children will participates successfully as a member group. Ages: 3-5
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Sosa, Brittany
- Description:
- Purpose: At the beginning of each class, I ask the children, "how many girls do wc have today?" "Also, how many boys are in class today?" I usually have between 5 to 9 children at my work for Rcitcr Affiliated child care. Most children respond correctly, while the younger children repeat the number of children as we as a group say the number of girls and boys that are in class on that day. Counting and pronouncing the correct names of items and activities in the class is essential to a young child's learning. As the child learns more and more numbers, she/he will be able to count along with the rest of the class. Ages: 3-5
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Student
- Description:
- Purpose of Lesson: Allowing kids to experience salt in a new way. Learning Objectives: Have kids learn that painting doesn't always have to be the same. Ages: 4+ English & Spanish
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- McCutcheon, Larisa
- Description:
- Main Goals: The goal of this lesson will be for children to experience an activity that relates to their family life in terms of them coming from family members who work in agriculture on a regular basis. Another goal is for children to have the opportunity to interact with their peers, teachers, and family members in making a collective work. Finally, the last goal is to allow students to have the opportunity to creatively express themselves. During this lesson the children will be assisting the teacher in making planters, painting the planters, then planting flowers into them. This experience will benefit children by allowing them to take part in several different parts of one activity, or simply the only parts of it that they would like to work on. Ages: 3-5 Books for possible reference "Xochil, La Nina de las Flores" by Jorge Argueta And "From North to South" by Rene Colato Lainez.
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Student
- Description:
- Puropse of the Leason: Exposing kids to new textures and differnent ways of painting. Learning Objective: Introduc new materials of painting to kids. Introducing them to a new feeling in their hands. Ages: 3-5+ English & Spanish
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Department:
- Early Childhood Studies Boeing Grant
- Description:
- Purpose: Children seem to be attracted to music, animals, and colors. Children will be able to sing along to the song of "Little Bear, Little Bear what color are you?" Children will use visual discrimination as they play with the flannel bears. They can also do color naming, and counting. Ages: 3-5 Book for possible reference "My Colors" by Maya Christina Gonzalez
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Sosa, Brittany
- Description:
- Main Goals: The goal for this lesson is for the children to notice the colors change. I am going to try not to say that the colors will change. I will only say, "I wonder what will happen if we mix red and yellow?" I will see if any of the children have any comments. I will then mix the colors and wait for the children to have a response. Ages: 3-5
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Description:
- Purpose: Child and Parent can spend quality time together, talk about the past, child can gain history from parent back ground. English & Spanish Ages: 3-5 Books for possible reference "Belly Button" by Francisco X. Alarcon, "Animal Poems of the Iguazu" by Francisco X. Alarcon.
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- McCutcheon, Larisa
- Description:
- Purpose of Lesson: I am engaging children in this lesson because many show an extreme interest in their families. The skills learned will be most important so that children will be able to relate to others and understand family structure. This lesson helps children understand their home culture and family structure as well as others, which increases their awareness of diversity. Ages: 3-5 English & Spanish Books for possible reference "In My Family" by Carmen Lomas Garza, "My Dairy from Here to There" by Amada Irma Perez And "Birthday in the Barriio" by Mayra L. Dole
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Sosa, Brittany
- Description:
- Purpose: With our many activities containing food items, we are expending on the theme of healthy eating habits and incorporating the definitions of fruits and vegetables. Fruits and vegetables are in our every day vocabulary and children need to understand their meaning. This will encourage children to leam and figure out if they are eating a fruit or a vegetable. They can then discover on their own new fruits and vegetables to try at home or at school. Ages: 3-5 English & Spanish Book for possible reference "Laughing Tomatoes" by Francisco X. Alarcon
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Student
- Description:
- Purpose of Lesson: storytelling through stick puppets. To expand children's vocabulary, identify animals, learn names of animals, increase vocabulary and practice and learn to make predictions. Premath activity to prepare children to counting and number sequencing. Ages: 3-5 English & Spanish
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Sosa, Brittany
- Description:
- Purpose: Children love the opportunity to sing, during clean-up we sing the clean-up song. Any opportunity that we have to sing as a whole is great. Children can learn the song and sing it in the playground, at home or anywhere. This song will encourage children to ask to sing more songs. Hopefully, the children will learn the song and teach it to others. Ages: 3-5
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Veloz, Lorena
- Description:
- Purpose: Parents have been asking tor assistance in helping their child at home with letter recognition and letter sounds. This lesson will connect and review what is done at school by playing a game of matching the letters to the book “ABeCedarios” by Cynthia Weill. This activity is similar to Bingo; however, a book will be used to have the child match the letters. As children continue to explore the cards and the book they become more proficient. Parents and teachers will begin to observe how many letters can be recognized or matched. Ages: 3-5 English & Spanish
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Student
- Description:
- Purpose of Lesson: Have children create a unique art work while recycling old crayons. Learning Objectives: Younger students will enjoy exploring with this activity while older students should be encouraged to investigate images and patterns. Ages: 4+
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Sosa, Brittany
- Description:
- Purpose: Each child will get one construction paper that they will fold in half to represent a book. The teacher will place a stack of grocery newspapers in the middle of the table or hand each child one newspaper. The child will then cut out the picture of the food items that they eat at home and glue the picture in their book. The newspapers that we arc using for this activity are free, grocery stores mail them to promote their business and specials for the week. Also, the children get to see the real picture of food as oppose to a drawing. Depending on the children's ages, you can have a goal of 10 items per student or have the children fill the whole book. Healthy eating is promoted everywhere now a days. A child might be thinking, what is healthy food? The next step for this activity is to do one page with non-healthy food items and the second page with healthy food items. Also, once the children have a better understanding of what is healthy, teachers can increase the number of pages in the child's book. Ages: 3-5 Book for possible reference "Grandma and Me at the Flea" by Juan Felipe Herrera
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Sosa, Brittany
- Description:
- Objective: The objective for this lesson is to introduce the children to identify money. We are using play money, but it looks very real. We can ask the children if they know what is inside the see through bag. The children will most likely know it's money, but probably won't know that each packet contains different denominations. As part of this lesson, we need to teach the children that each bill is worth a different amount of money. Ages: 3-5
- Resource Type:
- Other
- Campus Tesim:
- Channel Islands
- Creator:
- Wiley, Brittany
- Description:
- This study utilizes studies on the research and exploration of the impact that schools have on parent participation and involvement in a child’s education, specifically when focusing on non-native English speaking families. This study investigates the struggles that these families face in the school setting, as well as possible solutions to create a more welcoming environment. The findings of this study include that parents felt frustrated or scared when reaching out, schools provided little resources for these families, and healthy parent-school relationships yielded positive results for English language learners. A key implication of this study was that there are many things the schools, educators, and administration can do to help the parents feel respected and understood, creating a positive and mutually beneficial relationship.
- Resource Type:
- Capstone project
- Campus Tesim:
- Chico
- Department:
- Liberal Studies
- Creator:
- Schott, Jessica
- Description:
- This study was performed in response to the problem of practices regarding school safety tactics. According to Tim Walker, author of “'School Hardening' Not Making Students Safer, Say Experts”, schools are spending millions of dollars on new technology and safety procedures to improve the safety of their campuses. Through my research I have found that there are a few concepts that can be introduced to improve school safety as well. The first concept is to introduce self-defense to teachers, so that they can protect their classrooms.
Through my research, I have found that Krav Maga, the Israeli hand-to-hand combat system may prove successful against attacks. I was limited to the amount of research that I could do on this topic, due to the fact that testing out a safety tactic like this would require an attack to take place or have teachers practice the techniques. I plan to continue this study and conduct experiments, as I have partnered with a local gym that believes that Krav Maga may bring security to campuses nationwide. The second idea that I began to research was how to make mental health services more accessible. As I began my research on current school tactics and their effectiveness, I originally wanted to study how self-defense can improve school safety; however, I began to realize that most attacks are made by individuals with mental health issues. This began the second part of my study: how to improve mental health services and make them more available. This second part of my study opened a new gate way to how to deter future threats. Although I feel that improving mental health services could be beneficial in the long run, my research shows that self-defense can have a positive impact on school safety tactics now.
- Resource Type:
- Capstone project
- Campus Tesim:
- Chico
- Department:
- Liberal Studies
- Creator:
- Rodrigues, Kristi A.
- Description:
- This paper discusses the various ways in which second language learners can be motivated in education. It is the job of the educator to try to build relationships with their students. Student-teacher relationships are critical to student motivation. There are different methods that teachers can use to motivate students who are English language learners. More so than other students, English language learners lack motivation when it comes to school. The reasons for the lack of motivation vary. Students may not have a strong support system at home or the parents at home may feel the school does not offer the resources necessary to inform them or make them feel like they are part of the school. When teachers are teaching and they are reading books with characters that are all of the same race and background children can have a hard time relating to the material causing a decrease in their willingness to participate. If students feel like their teachers are supportive of their success then they are more likely to put forth the effort necessary to complete the work or task given to them. In addition to relationships, teachers can use various learning strategies to help student motivation. There are many learning strategies that teachers can use, such as the MUSIC strategy, providing accommodations and approaches to learning are just a few ways that teachers can encourage student motivation in the classroom.
- Resource Type:
- Capstone project
- Campus Tesim:
- Chico
- Department:
- Liberal Studies
- Creator:
- Prusa, Nicole
- Description:
- The purpose of this study is to look at some different variables regarding student mental health in the classroom and how trauma can affect the classroom community or students academic performance. This study seeks to answers the question “How can schools and teachers promote a trauma informed classroom?” The goal is to establish tangible approaches in which teachers and schools can establish an environment that makes trauma affected students feel safe, emotionally connected, and accepted.
- Resource Type:
- Capstone project
- Campus Tesim:
- Chico
- Department:
- Liberal Studies
- Creator:
- Crystal O. Wong
- Description:
- First-generation college students make up more than one-third of the California
State University population, but more than 23% drop out in the first year. Yet little is
known about their first-year experiences. Most institutions rely on the National Student
Survey of Engagement (NSSE) to provide engagement data on first-year students in the
belief that such data is linked to student success. However, there is no substantial
evidence that NSSE actually predicts first year retention or captures the key dimension
of student engagement. The purpose of this study was to use a narrative inquiry to
explore this gap. I focus on the academic, social, and campus experiences of first-year,
first-generation college students. Multiple in-depth interviews were conducted with
five highly diverse students. The findings suggest that student engagement is driven not
in terms of academics but social and emotional factors. These findings are not captured
in NSSE, and therefore, institutions should broaden the definition of engagement and
the use of qualitative studies to better measure student engagement.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Educational Leadership
- Creator:
- D ’Andrea Nicole Robinson
- Description:
- This dissertation examines the implementation of a curricular intervention for directly addressing oppressive practices in the American public education system by implementing inclusive, culturally relevant curriculum content based in Black feminist pedagogy and recognizing the voices of Black elementary schoolgirls in an urban public elementary school setting. This study used narrative case study methodology to examine the experience of Black girls with a curriculum that highlights pre-colonial African history and engaged them activities meant to develop agency and activism. Findings indicate that participants gained cultural heritage knowledge and agency while developing a strong sense of academic identity. This qualitative study informs researchers and education practitioners of methods that can support Black girls’ academic achievement, which begins when they can experience and learn from positive self-images reflected in their own academic experience.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Educational Leadership
- Creator:
- Montelongo, Angelina
- Description:
- There have been many studies done in the past ten years that question the effectiveness of zero tolerance policies and its contribution to the school-to-prison pipeline. Rather than creating an atmosphere of learning, engagement and opportunity, current educational practices have increasingly blurred the distinction between school and jail (Heitzeg, 2009, p. 1). Youth of color in particular are at increased risk for being ―pushed out of schools—pushed out into the streets, into the juvenile justice system, and/or into adult prisons and jails (Heitzeg, 2009, p.1). I conducted an interview with a former principal to gain insight first hand to how zero tolerance policies affect schools, specifically students of color, and alternative steps he has taken to disrupt the school-to-prison pipeline. My research and findings supports that school systems need to shift their focus to increasing student engagement and relationship-building among teachers, students, and families, and utilizing problem solving and prevention work to improve the school climate and community (Mallett, 2016, p. 299). I will make recommendations for current and future teachers to support this shift for a more restorative justice system.
- Resource Type:
- Capstone project
- Campus Tesim:
- Chico
- Department:
- Liberal Studies
- Creator:
- Miranda, Nancy D.
- Description:
- English Language Learners (ELLs) of all ages are found all across the United States. In California elementary aged ELL students account for more than 50 percent of all school aged English learners (cde.ca.gov). California is the state with the largest number of ELL students, at about 20% according to the 2019 census (cde.ca.gov). English Language Learners have been the center of many educational debates for many years, dating back to 2001 with the beginning of the No Child Left Behind Act. However, assessment scores prove that ELL students are struggling and being left behind at an alarming rate.
- Resource Type:
- Capstone project
- Campus Tesim:
- Chico
- Department:
- Liberal Studies
- Creator:
- Dees, Brian
- Description:
- American employees experience workplace bullying at rates four times higher than illegal harassment. The current literature approaches the problem as a descriptive analysis of the overall organizational environment or from an attempt to alleviate / understand the plight of those who have been bullied. This study examines management’s role in workplace bullying, given that the majority of bullying comes from management, most employees leave because management fails to adequately address the problem, and management is responsible for policy enforcement within organizations.
The analysis concluded that: 1. Those who need anti-bullying legislation and policies the most are the least likely to follow them, so established guidelines give the organization legal and ethical recourse against the workplace bully; 2. Targeted workers should utilize informal methods of reducing workplace hostilities including emotionally detaching from the situation and aligning with other targeted individuals when workplace bullying is overlooked by management and reasonable formal options for redress are unavailable.
This study offers guidance in clarifying management’s role in workplace bullying and shows the necessity of counteracting institutional complicity through enacting healthy workplace legislation / anti-bullying policies. Workplace bullying is manageable when acknowledged and properly treated, and needs consistent effort to keep it from getting out of control. Therefore, utilizing a team approach to handling bullying behaviors (as shown in the disruptive behavioral pyramid) through management enforced policies mandates accountability and disrupts the cycle of hostility.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Bakersfield
- Department:
- Public Policy and Administration
- Creator:
- Wheeler, Jim
- Description:
- Prior to 2000 most of the national conversation concerning homelessness revolved around approaches that focused on managing homelessness. Very few considered the idea that we could end homelessness. In 2000, the National Alliance to End Homelessness (NAEH) developed and distributed a 10-year plan to end homelessness altogether. This goal caught the attention of members of the Bush Administration which in turn made ending homelessness their goal. In particular, they focused on the chronic homeless population with a strategy called “housing first.” Housing first has been the de facto homeless policy for the last decade.
While apparently successful in reducing the chronic homeless population several concerns have been raised about this policy, namely, the justification of time and resources to focus on the chronically homeless which make up only 17 percent of the homeless population. Additional concerns have been raised about the adaptability of the policy to include families, children and youth and whether current policy and resources should be shifted toward preventing homelessness.
This paper looked at those questions and then researched possible alternatives that might be implemented to make homeless policy more comprehensive. An analysis of those alternatives was based on three criteria: the political priorities of the current Administration, fiscal constraints due to the current financial mood of the country and external factors relating to recent lessons learned and homeless services best practices. This analysis resulted in the recommendation that the best policy approach would be one that incorporates elements of housing first but also includes a greater emphasis on homelessness prevention and rapid rehousing. With this policy in place, the dream of ending homelessness could be within reach.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Bakersfield
- Department:
- Public Policy and Administration
- Creator:
- Jones, Sterling Nicholaus
- Description:
- Clinica Sierra Vista (CSV) is a non-profit health care corporation based in California. In 2009, the organization received $1.86 million from the State of California to implement electronic health records (EHRs), (US Department of Health, 2011). However, as of June 2012, only one of the 19 sites in Kern County has successfully converted; three more are scheduled to go “live” by year’s end.
In order to stay in compliance with contract by-laws, CSV must make the conversion to EHRs and demonstrate “meaningful use” by 2014. If not, they will face funding reduction penalties. This project aims to develop recommendations that assist the organization to accomplish this goal. Although the research does reveal a number of obstacles that hinder the process, key strategies for successful implementation appear to be:
1.
Adopting and Installing an appropriate Software program that compliments workflow at all of the Kern County Sites
2.
Developing an Abstraction Team and completing medical record data abstraction of existing (and new patient) records
3.
Training and Improving the Overall Staff Competency and Expertise with the software program
4.
Establishing and introducing a program evaluation method in order to attain a baseline for future improvement measures
- Resource Type:
- Dissertation
- Campus Tesim:
- Bakersfield
- Department:
- Public Policy and Administration
- Creator:
- Messer, Jessica
- Description:
- The problem of practice that I investigated in this inquiry research paper is that of poverty in the public school system, and the role that those in leadership positions in high-poverty schools play in the success of those schools. The methodology included in this study is twofold: a review of the literature, and an interview that was conducted with a community partner whom had relevant expertise to offer. What was found through these two forms of data collection was that there are certain characteristics of leaders in high-poverty schools that contribute to the success of those schools. The characteristics identified in this research are leaders that have high expectations for their staff and students, leaders that value the development of their staff, and leaders that focus on improving their school environment both physically and relationally. The conclusion drawn from this study is that the role of leadership in high-poverty schools can have a large impact on the success of the school’s academic success. The implications drawn from this research is that the role of leadership in high-poverty schools ought to be more highly valued and developed.
- Resource Type:
- Capstone project
- Campus Tesim:
- Chico
- Department:
- Liberal Studies
- Creator:
- Lucero, Christopher Adam
- Description:
- This paper will propose a new policy that addresses California’s lack of law that requires recreational organizations to educate stakeholders about the severity of, protection and recovery/treatment processes and requirements of head trauma injuries amongst youth. It will encompass all youth that participate in supervised recreational activities from ages thirteen (13) to nineteen (19) years old. Specifically, the author argues that California needs to pass a policy that mandates proper education to stakeholders, which includes students, parents, organization administration, and most importantly coaches of head injuries. This paper traces the development of the problem of by utilizing John Kingdon’s multiple streams model (Kingdon, 2003).
Kingdon’s model employs three streams that contribute to the policy window in advancing a policy solution. The streams are the problem, policy and political stream. In theory, the streams need to occur simultaneously for a proposed act to be made into law. By applying the streams in the model to the problem of head injuries amongst youth athletes, one can vividly see the policy proposed is necessary for the protection of health.
To conclude, the author will recommend a policy for the state of California to pass. This will align California with the efforts of the professional leagues (NFL, NBA, NHL, and MLB), National Collegiate Athletic Association (NCAA), and seventeen states in the formalization of protection against head trauma injuries.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Bakersfield
- Department:
- Public Policy and Administration
- Creator:
- Giardina, M. Dolores
- Description:
- Congress created the National Flood Insurance Program (NFIP) in 1968 to help flood victims. The program was designed to reduce flood damages through mitigation, provide affordable insurance, and reduce the cost to taxpayers (FEMA, 2002). Before the NFIP, flood victims generally relied on disaster relief aid.
Historically, the NFIP has been self-sustaining; borrowing money from the U.S. Treasury when it needed to and repaying the loan with interest. However, damage claims from the 2004 and 2005 hurricanes drained the NFIP’s fund. It is now $18 billion in debt, and the Government Accountability Office (GAO) reports that the NFIP will not be able to repay the U.S. Treasury and be solvent again unless Congress reforms the program (GAO-09-20).
An analysis of the NFIP’s subsidies, specifically its Pre-Flood Insurance Rate Maps (FIRMs) and repetitive losses properties (RLPs), offer background information as to why the NFIP is now bankrupt and why the policy needs to be changed. The changes are necessary to enable the NFIP do what it was designed to do.
Three policy alternatives were considered: (1) “do nothing,” (2) charge actuarial rates, and (3) mandate mitigation. The evaluation of the alternatives and employment of the criteria showed that mandating mitigation was effective and feasible, thereby making it the most appropriate alternative to consider.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Bakersfield
- Department:
- Public Policy and Administration
- Creator:
- Lopez, Griselda
- Description:
- The methods for remaining safe and socially distanced during the Covid-19 Pandemic has created a new array of problems for low-income families; namely the critical need for food security and mental health services. As a mother and future educator, I find it important that students and families are provided with resources to help them stay healthy and motivated to learn. The theoretical framework that I used in my research paper is Self-Study. In my findings I learned that food insecurity is directly related to suicidal ideation and feelings of anxiety in young students. As of today, government programs are helping to provide necessary food benefits to keep families safe. As educators we have a role to play in helping to mitigate the negative effects of the pandemic.
- Resource Type:
- Capstone project
- Campus Tesim:
- Chico
- Department:
- Liberal Studies
- Creator:
- Lopez-Duenas, Alondra
- Description:
- The purpose of this study is to explore different variables that are important for all afterschool programs to address as well as implement. The study seeks to answer the research question, what are the three main components of an after school program that are needed for success? The goal is to analyze several different studies and determine what are essential variables for an afterschool program to entail.
- Resource Type:
- Capstone project
- Campus Tesim:
- Chico
- Department:
- Liberal Studies
- Creator:
- Linder, Tara
- Description:
- Every year many students come into the classroom after having gone through some form of trauma whether it is a family member who has passed away, parent(s) who suffer from substance abuse or are incarcerated, experiencing or witnessing abuse, poverty, or a situational crisis, such as the loss of a home to wild fire. For children who have suffered from situations like these, learning may be the last thing on their minds. This Inquiry Research paper will help teachers and schools understand why it is so important to help our children succeed even though it may seem impossible. This research paper will also give insight into what steps and strategies teachers can take to be the most effective teacher and positive influencer of our children's education. Recommendations on how to give our students the proper resources to achieve their educational goals all while obtaining a positive attitude.
- Resource Type:
- Capstone project
- Campus Tesim:
- Chico
- Department:
- Liberal Studies
- Creator:
- Horsley, Courtney
- Description:
- This study explores how white teachers can best build relationships with students of color and students living in poverty. The barriers that these students face and how to combat these challenges are explored. The importance of student-teacher relationships and parent-teacher communication is also discussed. An interview with Dr. Matthew’s, a school superintendent/principal provided insights into my problem of practice. Recommendations for the study include the importance of teachers building meaningful relationships with students of color and/or living in poverty in order to best support them.
- Resource Type:
- Capstone project
- Campus Tesim:
- Chico
- Department:
- Liberal Studies
- Creator:
- Cortes, Adrian
- Description:
- Praise is a consequence that consists of different features and it is used in many teaching settings. Research on quality of praise suggests that enthusiasm increases reinforcing value of praise; however, the limited research on type of praise suggests that descriptive praise may not have a discriminative function. Previous research has not altered the length of auditory feedback, even though short praise statements are recommended when using descriptive praise statements. Researchers recruited two typically developing toddlers from families who received services from the Child Development Center at California State University Stanislaus, for the present study. Researchers used a multiple-baseline across participants with an alternating-treatments design across conditions to evaluate general, descriptive, and general + descriptive praise statements on acquisition of tacts. Number of sessions to criterion were similar in all conditions for both participants, which suggests that contents of praise did not influence learning. This study builds on the research of praise through the preliminary use of telehealth with toddlers.
Keywords: Praise statements, tacts, toddlers, concurrent chains procedure, telehealth
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Stanislaus
- Department:
- Department of Psychology and Child Development
- Creator:
- Gray, Ryan
- Description:
- This study’s main focus is on students that are facing different disadvantages because of the poverty they live with and what schools and communities are doing to help. The data collected is from articles, studies, and an interview with a community partner. The data shows the effects on students along with some examples of resources from a variety of organizations for students and their families. The finding of this study is the different physical, cognitive, and emotional health problems students face because of being housing and food insecure. Along with examples of how districts, schools and communities are doing to help.
- Resource Type:
- Capstone project
- Campus Tesim:
- Chico
- Department:
- Liberal Studies
- Creator:
- Gonzalez, Miriam
- Description:
- The intention of this paper is to discuss the occurrence of a Pandemic during 2020. How is COVID-19 a huge impact in the educational system and how is remote learning limiting the students? The United States is not the only country on the planet that has suffered tremendously because of COVID-19. Each and every day new policies are resurfacing in schools and the way students will continue their studies during this time. Additionally, this inquiry paper will also review the limitations, teachers’ accomodations and if any possible benefits that can be efficient enough to give the students great success.
- Resource Type:
- Capstone project
- Campus Tesim:
- Chico
- Department:
- Liberal Studies
- Creator:
- Crowley, Jack Arthur.
- Description:
- The Cosunnes Copper Mine is a contact-metasomatic copper deposit
located in the Sierra Nevada Mountains approximately fifteen miles
southeast of Placerville, California. The deposit is located near
the western margin of a large marble and biotite schist body surrounded
by granitic rocks. A small lens of this marble occurs in diorite
along the western edge of these metamorphics. The marble lens was
totally replaced by skarn due to metasomatic reaction between the
marble and post-magmatic hydrothernal fluids under initially hypothermal
conditions. Cooling of the fluid,combined with reaction of the fluid
with the wall rocks, resulted in a series of retrograde replacement
reactions.
There were three zones of skarn formed at the Cosumnes Copper
Mine: a sericite zone formed in the diorite, a pyroxene skarn zone
formed between the altered diorite and the garnet skarn, and the garnet
skarn zone which has replaced the original marble. The skarn was
formed as a primary result of the diffusion process of skarn formation
and to a lesser degree, the infiltration process. The initial skarn
forming fluids were moderately iron rich. The hydrothernal fluids
became progressively more iron rich as they cooled through the mesothermal
range. As the fluids cooled into the epithermal range they became iron
deficient. V/hen mesothermal conditions were reached by the cooling
hydrotherr.-al solutions, extensive bomite-clalcopyrite and molybdenite
mineralization occurred as vein fillings, open space filling and replacements in the skarn zone itself. The final hydrothernal process was
emplacement of massive quartz veins with minor sulfide mineralization.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Fresno
- Department:
- Earth and Environmental Sciences
- Creator:
- Francisco Orlando Castillo
- Description:
- The passage of Senate Bill 1440 was meant to strengthen the pipeline from a California Community College to a California State University. This study analyzed how AS-T in Business Administration earners and non-AS-T in Business Administration earners fare at degree completion from a California State University campus. A quantitative research methodology was used to identify the effectiveness of the AS-T in Business Administration program. The results of this study are mixed. Key findings indicate the preliminary benefits. AS-T earners, on average, finish their degree within 60 units at San Jose State University (SJSU) and earn three cumulative SJSU units fewer than their non-AS-T peers. In addition, regarding time to degree, on average, there was no statistically significant difference between Hispanic and White students, whereas historically, a gap exists between these groups. The preliminary disadvantages also include time to degree, where Asian students, on average, have a statistically significantly higher number of years to degree completion when compared to White students. These results showcase a clear discrepancy, and the need to ensure equitable outcomes at SJSU, an Asian-American Native American Pacific Islander Serving Institution and a Hispanic Serving Institution. Lastly, time to degree for students with an AS-T degree is greater than two years. Further research is needed to learn more about the outcomes of the AS-T program.
- Resource Type:
- Dissertation
- Campus Tesim:
- San Francisco
- Department:
- Educational Leadership
- Creator:
- Bickel, Tanja
- Description:
- The research suggests that seating arrangements in the classroom shape students’ learning experiences. However, the emphasis in most classrooms seems to be placed in behavior management rather than actual learning. This study investigated how classroom seating arrangements shape middle school students’ experiences in the classroom and focused on two questions: (1) How do students perceive the ways that seating arrangements shape their learning experiences in my classroom?; (2) In what way does in-class behavior suggest that seating influences student learning? Through the use of a student survey, student focus groups, and classroom observations, I found that students believe they learn best when seating arrangements provide peer support and access to resources, and that students believe they do their best learning when they are seated in table groups or working independently. The implications of this study include that the nature of the task should dictate the student seating arrangement.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Phan, Richard
- Description:
- According to the Surgeon General of the United States, many Americans do not understand the importance of good dental hygiene, causing an overwhelming amount of disparities in oral health, especially in Hispanics. In general, Hispanics have the poorest dental hygiene care when compared to other racial and ethnic groups in the United States. Currently, there are little or no published research specifically on Hispanics living in California and their utilization of oral health services. The aim of this study is to conduct a systematic review of existing literature based on in-depth analysis of peer-reviewed published articles with a goal to review utilization of oral health care services by Hispanics living in California. The study reviewed how levels of educational attainment, levels of acculturation, levels of household incomes, gender, and age are associated with dental health utilization among California Hispanics. The results show that although California Hispanics require oral health services, limited resources such as finances, proper knowledge, and access to care makes this population at higher risk towards preventative oral care.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Public Health
- Creator:
- Brotman, Andrea
- Description:
- The need to provide appropriate support for students with Autism Spectrum Disorder (ASD) during recess and lunch is essential. This paper presents a workshop for paraprofessionals, recess supervisors and custodians to learn strategies to help students with ASD initiate appropriate social interactions and communications with their peers during recess and lunch. The content of the workshop is intended to provide an understanding of common characteristics of students with ASD and their need for both social skills and friendship development. The workshop also includes an explanation of the different states of student engagement on the playground as well as methods to boost appropriate engagement. Specific tips are provided throughout the workshop, along with video demonstrations, discussions and games to encourage participation.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Special Education
- Creator:
- Hill, David and Wang, Zixian
- Description:
- Cart Mart Inc. would like a comprehensive assessment of its existing logistics strategy to help decide what influences the operation. It would like to know whether consolidation would benefit expansion goals. In this manner, the company wants to explore better alternatives to the way it currently conducts business. Ideally, it would like to focus on improvements that help the company maximize efficiencies in operations and logistics. This includes the right size, function, and type of each facility, as well as, the prime locations to relocate to best accommodate their customers efficiently. Opportunity The motivation of Cart Mart is to take advantage of the growing low speed vehicle industry. This involves capitalizing on the underdeveloped areas surrounding its current business locations to increase market share. Cart Mart currently operates primarily in the Southern California region. The sales, distribution, and service of low speed vehicles also offers considerable opportunities in neighboring states. For Cart Mart, there are two main opportunities. One is to expand in its current Southern California area and reposition its super-hub to improve logistic efficiencies while consolidating functions to reduce redundancies. In the same manner, additional growth opportunities involve expansions into regions that incorporate the Las Vegas, NV and Phoenix, AZ metropolitan areas. This analysis will help to determine if a planned pre-staged central location for a distribution center will improve logistical efficiencies for future expansions.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Business Administration
- Creator:
- Chamberlin, Christine
- Description:
- Teaching can be an emotional profession, as teachers are faced with a wide variety of situations in any given day and are required to act quickly and flexibly as the situation demands. Teaching can be a stressful job with stressors from school administration, state standards, parental demands and student needs. To manage a classroom and deliver effective instruction requires social-emotional self-management as well pedagogical skills. Designed to help develop and strengthen their social emotional competencies, the professional development developed as the product of this thesis project offers a two part professional development, through a PowerPoint presentation as well as an independent activity for the teachers to engage in between the professional development meetings. There will be ample opportunity for the teachers to engage in discussions regarding this professional development and to share their own reflections.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Education