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BLACK EVENTS AS NARRATED BY BLACK PEOPLE: CONTEXTUALIZING AMERICA’S FRAMING OF PROGRESSION IN NEWS, SOCIAL, AND ACADEMIC WRITING
Get PDFThis paper is a critical examination of collective and public memories of public events that impact Black lives as constructed in news, social, and academic writing. Using Black mundane life to explore and build localized context and attitudes towards these events, I examine whether the collective memory of an event, as framed by public discourse, accurately portrays how Black communities experienced them. This paper explores what it means for Black people, to experience a disconnect with written accounts of public events that do not properly account for the many layers of Black experience, highlighting where there’s a failure to tell Black stories within the proper context or representation of Black reality that results in a difference of opinion in the treatment and progression of Black American life. Timothy Vercellotti and Paul R. Brewer’s existing research exploring the relationship between the national Black community and media, affirms that media representation of Black lives is riddled with negative stereotypes and Black people, led by media distrust, often challenge America’s concepts of progression (Vercellotti and Brewer). Using Black discourse acquired through interviews, this paper addresses the retelling of public events in various genres of writing and the inevitable dangers of excluding the points of view produced within Black discourse communities and finds that the context in which Black discourse retells public events is not featured in public texts in a way that is meaningful or representative of Black lived experience
Augmenting Legal Expertise: The Role of AI in Enhancing Human Capabilities in Legal Services
Get PDFThis study explores the dynamics of digital transformation within the legal services
industry, focusing on the integration of artificial intelligence (AI) to augment
human capabilities. By examining the interplay between institutional norms and
technological innovations, this research aims to understand how AI disrupts
traditional legal practices while maintaining ethical standards and promoting
equitable access to justice. Employing a qualitative content analysis, this research
analyzes data from international news sources spanning April 2011 to March 2021.
The study examines the roles of key industry actors, identifies barriers to digital
adoption, and explores the implications of digitalization for competition within the
legal sector.
Institutional Theory is utilized to highlight the pressures influencing AI adoption.
Findings reveal three primary barriers to digital transformation in legal services:
limited incentives for technology investment due to traditional billing models,
competency gaps between legal expertise and IT skills, and institutional resistance
from entrenched professional norms. Despite these barriers, AI technologies offer
significant opportunities for efficiency and innovation in legal practice. By
automating routine tasks such as document review and case analysis, AI allows
legal professionals to focus on higher-value activities requiring human judgment
and creativity.
This research contributes to the discourse on digital transformation by highlighting
the unique challenges and opportunities within the legal services industry. It
provides a nuanced understanding of the sector’s slow yet ongoing adaptation to
AI innovations, enriching the theoretical and practical discussions on digital
transformation in professional services. The study’s reliance on news sources for
data collection may not capture the full breadth of internal industry perspectives
on digital transformation. Future research could benefit from case studies or
interviews with legal professionals to deepen the understanding of AI’s impact. For
legal practitioners and firm managers, this study underscores the importance of
reevaluating business models, enhancing IT competencies, and navigating
institutional norms to leverage AI technologies effectively. The findings suggest that
digital transformation in legal services holds potential for democratizing access to
legal advice, though it raises ethical considerations regarding the quality of
automated services and data security. By investigating these dynamics, this study
aims to contribute to a more comprehensive understanding of how AI can be
ethically integrated into legal practices, ultimately enhancing human
capabilities and promoting societal well-being
KIDNEY DISEASE AND ITS IMPACT ON CAREGIVER BURDEN AND MARITAL SATISFACTION
Get PDFThe purpose of this study is to review and analyze the relevant literature focusing on research studies that examine the impact of kidney disease and chronic illness on caregiver burden and marital satisfaction. Studies show that, as the older population increases and, with it, the rise of chronic illness and caregiver need, the quality of marital and relationship satisfaction between patients and caregiver spouses/partners will have a significant impact on the care that patients receive and on the social and community costs that such care will incur.
A scoping review is proposed to search, analyze, and synthesize the existing body of literature based on evidence-based therapeutic interventions available for marital dyads where one spouse is diagnosed with a chronic illness. This proposed study will benefit social work practice and education by identifying effective interventions that target those marital dyads where the chronic illness of one spouse places the partner/care provider at higher risk of caregiver burnout. It will also benefit social work macro practice by helping to identify communities where high rates of caregiver burnout negatively impacts the social and financial cost of care for those with chronic illness
LGBTQ+ LATINO YOUTH AND MINIMIZING ELEMENTS LEADING TO SUICIDAL IDEATION
Get PDFThe proposed project makes every effort to affirm if whether implementing forward thinking practices of inclusive LGBTQ+ interventions in schools, prevent or minimize suicidal ideation in Latino youth. Although there is some literature regarding interventions in suicidality, there is not enough research to affirm how the intersectionality in double minorities might benefit by implementing inclusive practices for youth to learn and feel accepted, safe and empowered in schools. This project utilizes a qualitative design methodology that focuses on selected peer reviewed literature files from 2015 - 2024. The searched files included demographics such as ethnicity, identity, geographic locations of schools, and the dates studies were conducted. The findings of this proposed study would allow us to have a thorough understanding of the current research on this topic and identify gaps for future work
A SYSTEMATIC REVIEW OF THE EFFECTS OF DEPRESSION ON ACADEMIC PERFORMANCE IN HISPANIC COLLEGE STUDENTS
Get PDFThis research project proposal looked at the impact of depression on the academic achievement of Hispanic college students in the United States. Depression is a significant mental health disorder, as it affects emerging adults, particularly college students trying to find their way and understand the academic and social challenges that come along with attending college. Research in the past has established a strong relationship between depression and a decrease in academic performance. However, there have been a limited amount of studies addressing this correlation between mental health and academic performance among Hispanic college students, a growing demographic within higher education. Common stressors experienced by the Hispanic college student population such as cultural expectations, perceived discrimination, racial bias, and socioeconomic challenges, can lead to depressive symptoms being exacerbated thus negatively affecting academic success. This research project proposal would aim to fill gaps in the existing literature by exploring deeper into how depression affects Hispanic students’ academic success while taking into consideration the intersectional identities and cultural influences of Hispanic college students. This research project\u27s findings could help highlight the need for culturally competent mental health interventions and resources that could help create a more inclusive and supportive education environment for Hispanic college students
MOTIVATING THROUGH ASSESSMENT: EXPLORING BEST PRACTICES IN CONTINUATION HIGH SCHOOLS
No full textThis qualitative exploratory case study examined how continuation high school teachers perceive and implement assessment practices that foster student motivation and accurately measure learning. Grounded in Assessment for Learning (AFL) and Self-Determination Theory (SDT), the study sought to identify assessment strategies that promote autonomy, competence, and relatedness among students who are at risk of academic disengagement. Seven teachers from a Continuation High School in the Coachella Valley participated in semi-structured interviews to explore their experiences, beliefs, and classroom practices regarding assessment and motivation. Data were analyzed thematically using Braun and Clarke’s (2006) method, with triangulation across interviews and literature to enhance trustworthiness.
Findings revealed that motivation among Continuation High School students increases when assessments emphasize feedback, flexibility, and relational trust rather than high-stakes evaluation. Teachers reported that formative assessments, project-based learning tasks, and opportunities for student choice enhance engagement by creating safe and supportive learning environments. Clear success criteria and scaffolding practices strengthened students’ sense of competence, while autonomy-supportive strategies, such as allowing varied modes of expression, encouraged ownership of learning. The study concludes that integrating AFL strategies with SDT principles transforms assessment from a measure of performance into a catalyst for motivation and growth. Recommendations include professional development in formative assessment design, policies that support teacher autonomy, and further research into motivational assessment practices across alternative education settings
TO LEAVE OR NOT TO LEAVE: ORGANIZATIONAL SUPPORT TYPES, UTILITY AND EMPLOYEE COMMITMENT
Get PDFOrganizational support research has shown it to be a significant predictor of organizational commitment; however, specifying labeling support types and grouping them has rarely been done, let alone the utilization of the supports. In this study, undergraduate students were recruited to investigate how different types of organizational support and their utilization influence organizational commitment (OC), specifically the six types of support groups (monetary/financial, developmental, work-life balance, health and wellbeing, social, recognition, and reward). Using hierarchical regression and moderation analyses, this study examined 1. Whether specific support types predict organizational commitment, 2. Whether specific support types can explain more variance in OC than general support, and 3. Whether the utilization of specific support types moderates the support-commitment relationship. Evidence was found that specific support types explain more variance than general support. Utilization of health and wellbeing support was shown to be a positive moderator of the support-commitment relationship, while utilization of social support was found to negatively moderate the relationship. Theoretical and practical implications were discussed
PARENT\u27S PLAY CORNER: A DRAMATIC PLAY RESOURCE FOR PARENTS OF YOUNG CHILDREN
Get PDFParents play a critical role in supporting their child’s early development, yet many face barriers that limit their involvement in meaningful, developmentally supportive play—particularly dramatic play. Dramatic play supports children’s language, self-regulation, executive function, and emotional competence, but most existing interventions are school-based and teacher-focused. This creates an access gap for parents, especially those experiencing time, financial, or confidence-related challenges. The present project addresses this gap through the development and implementation of ParentsPlayCorner, an Instagram-based resource that promotes parent engagement in dramatic play at home. ParentsPlayCorner delivers accessible, research-informed content using Instagram. Weekly posts include Motivation Monday (play prompts), Wellness Wednesday (parent wellness support), Fun Fact Friday (research summaries), and 5 Minute Play Ideas (low-prep activities). These materials are sensitive to parent time constraints, socioeconomic diversity, and confidence levels. Live sessions and story features (e.g., polls, Q&A) foster community, provide modeling, and support parent learning through casual, digestible formats. Grounded in Vygotsky’s Sociocultural Theory and Piaget’s Cognitive Development Theory, the project emphasizes adult scaffolding and symbolic play as critical tools for development. Evaluation is conducted using Instagram’s built-in tools. Pre- and post-evaluation polls assess parent beliefs, confidence, and frequency of play, while monthly polls and engagement metrics (e.g., story views, post saves, live attendance) track ongoing interaction and inform content adjustments. This project demonstrates how free, widely used digital platforms can promote equity in early childhood education by providing accessible, parent-centered support. ParentsPlayCorner aims to increase parent confidence, reduce barriers, and enhance children’s home play experiences. Its design and implementation offer a scalable model for future digital parenting interventions that foster joyful, developmentally supportive interactions
INVESTIGATING THE ROLE OF MOTIVATION ON THE EFFECTIVENESS OF COMPUTERIZED COGNITIVE TRAINING AMONG AT-RISK YOUTH
No full textStudent motivation plays a central role in academic success, influencing persistence, engagement, and performance across grade levels. Within situated expectancy-value theory (SEVT), motivation is shaped by students’ beliefs about their ability to succeed (expectancy), the importance or usefulness they assign to a task (value), the perceived effort or trade-offs involved (cost), and the situational context in which learning occurs. Although the link between motivation and academic performance is well known, there is limited research on how motivational factors, like those proposed by SEVT, influence the extent of cognitive gains from school-based cognitive interventions designed to improve abilities related to academic success. This study aimed to address this gap by investigating whether students’ perceived value of a computerized cognitive training (CCT) program is associated with improvements in their working memory (WM) performance after participating in a cognitive training program.
Participants included 40 adolescents (33 males, 7 females; M age = 16.03, SD = 1.42) attending four Community Day Schools in California, which serve students expelled or removed from traditional schools due to behavioral, attendance, and/or disciplinary issues. Students completed a demographic survey, the Verbal Working Memory subtest of the Wide Range Assessment of Memory and Learning (WRAML2), and an adapted version of the Expectancy-Value-Cost Questionnaire (EVCQ; Kosovich et al., 2015), which was modified to measure the value students placed on the CCT activity. The CCT intervention, Recollect the Game, is an adaptive N-back task designed to enhance working memory. Participants trained for 20 minutes per day, four days a week, for a total of six hours.
Two hypotheses were evaluated in the study: (1) students would demonstrate significant improvements in WM following CCT participation, and (2) that students who assigned greater value to the training would show greater WM gains than those who valued it less. A paired-samples t-test supported the first hypothesis, revealing a significant improvement in working memory (WM) scores from pre- to post-training. To test the second hypothesis, participants were divided into two groups, labeled as high value and low value, using a median split. An independent samples t-test indicated that students in the high value group exhibited statistically significantly greater WM improvements compared to those in the low value group.
Findings demonstrate that not only does CCT improve WM among at-risk adolescents, but the degree of perceived value students attribute to the training resulted in an apparent difference in treatment effect. This highlights the importance of integrating motivational frameworks, such as SEVT, into the design and implementation of educational and cognitive interventions. Additionally, the current study also contributes to the growing literature on CCT and motivation by emphasizing the practical implications of tailoring interventions to students’ motivational profiles. Considering individual differences in perceived value could enhance the effectiveness, engagement, and sustainability of CCT programs in educational settings