ScholarWorks (California State University)
Not a member yet
87523 research outputs found
Sort by
Equipping Nonprofits for Crisis Response in California
No full textNonprofits play a crucial role in local disaster response efforts. Smaller nonprofits, with missions not directly tied to disaster response, are becoming increasingly recognized for their contributions to these efforts. This proposed research will analyze how nonprofits' ability to respond to disaster is impacted by the provision of training and technical assistance, monetary resources, and service coordination from Southern California community foundations. The proposed study will employ a quantitative research design, specifically a survey, of nonprofits that have recently received disaster-related funding from a local community foundation. The results of this study will inform community foundations as they make future decisions about the types and levels of support they provide to nonprofits in their service regions
Lithofacies and Sand Provenance Analysis of Site U1551 and Comparison to other Sites cored on IODP Expedition 385, Guaymas Basin, Mexico
No full textThe Guaymas Basin, located in the Gulf of California, is a tectonically active, proto-oceanic rift basin known for its high sedimentation rates, magmatic intrusions, and hydrothermal activity. This study investigates the deposition and sand provenance of terrigenous rich facies cored at Site U1551 and unusual origin of sand-bearing beds cored at Sites U1547 and U1548 (Ringvent) drilled during the 2019 International Oceanic Discovery Program (IODP) Expedition 385. Site U1551, Hole A, was drilled to a subseafloor depth of ~120.3 m, with core recovery comprising mainly sand rich sediments of middle to late Pleistocene age. To determine the provenance and depositional processes associated with sand-bearing beds, the cores were analyzed using shipboard and shore-based core descriptions, core and X-radiograph images, and petrographic analyses of smear slides and thin sections. Petrographic analysis included point counts of 16 sand thin sections from Hole U1551A sand intervals using Gazzi-Dickinson methodology and 41 grain categories. These reveal a relatively uniform composition dominated by volcanic lithic fragments, particularly lathwork and microlitic textures, with lesser feldspar and minor quartz (Mean QFL% = 8.5, 30, 61.5). Monocrystalline grain proportions show predominately plagioclase and similar proportions of monocrystalline quartz and potassium feldspar (Mean QmKP% = 19.4, 21.6, 59). The lithic fractions are predominately volcanic lithic fragments with minor sedimentary and metamorphic varieties (Mean LmLvLs% = 9.5, 82.9, 7.6). Volcanic lithics are mainly lathwork and microlitic volcanic types. These compositional results are distinctly different from previously published Sonora River-derived shelf sands with higher quartz content but consistent with sediment derived from the Yaqui River system and delta. This delta, located ~100 km northeast of Site U1551, is fed by a river which drains the largely volcanic Sierra Madre of Northern Mexico. A Yaqui source is further supported by the compositional similarity of all Hole U1551A sand samples to a marine box-core sand sample from near the mouth of the modern Yaqui River. Additionally, sands recovered from Ringvent sites ~80 km to the northwest of Site U1551 and more proximal to the Sonoran shelf, retain a broadly similar Yaqui provenance signal but exhibit slightly higher quartz and bioclast content, suggesting sediment reworking or modification during transport. A lithofacies scheme modified from outcrop-based studies was applied to the core to help interpret the depositional history at Hole U1551A. The scheme has 4 main lithofacies categories comprising the core as follows: 1) thick to medium-bedded sand (37.2%); 2) medium to thin-bedded sand and mud (11.7%); 3) mud with silt and/or sand (30.2%); and 4) disrupted mud and/or (folded/tilted) beds (20.9%). These four main lithofacies are subdivided into 7 sub-facies. Both Lithofacies 1 and 4 demonstrate properties of mass-transport deposits (MTDs) due to their structure, contacts, and bed thicknesses. Sand beds in lithofacies 2 and 3 demonstrate the sedimentary features of high density turbidity current deposits, consistent with a pro-delta setting. The complex distribution of lithofacies at Hole U1551A is reflected through seismic complexity across the site. Determining the Yaqui River provenance provides support of a Yaqui delta origin for widespread gravity-driven sedimentation across the basin, as proposed in seismic studies, and provides a framework for interpreting MTDs in similar tectonically active settings. This work also highlights the potential geohazard implications of large-scale submarine mass wasting in the Guaymas Basin
Engaging Students with Literacy using Universal Design for Learning
No full textThis study investigates how students with literacy-related individualized education program (IEP) goals can be supported through the application of the Universal Design for Learning (UDL) engagement principle. A key component of Universal Design for Learning (UDL), engagement—the "why" of learning—is essential for encouraging student drive, perseverance, and a sense of connection to literacy assignments. This paper focuses on how engagement-focused tactics, like providing choice, integrating culturally relevant content, and creating a classroom community, can be used to meet diverse learning needs. It does this by reviewing the literature and analyzing inclusive practices. In order to make the case for inclusive, equitable literacy instruction through intentional engagement, the inquiry draws on both personal classroom experience and UDL theory
Handwriting Versus Typing
No full textThis study was conducted to understand how traditional handwriting strengthens writing skills, and how educators can use both handwriting and typing to enhance writing performance. This study compares the differences in traditional handwriting and typing, and how each method of writing impacts student writing skills. Additionally, this study suggests that educators understand the importance of handwriting instruction and the appropriate way to implement technology into student writing. The methodology consists of the Embodied Cognition Theory, a literature review of various peer reviewed articles, and a community partner interview from an experienced elementary school teacher. The positionality explains how personal and professional experiences with handwriting and typing, associated with the theoretical framework, influenced this research study. Throughout this study, readers will be made aware of the importance of traditional handwriting, which offers benefits to student memorization and letter recognition. Readers will also learn about the limitations of the study, including the unfamiliarity teachers have with technology and how it can lead to inappropriate use of technology in the classroom
More Than a Seat: Creating Meaningful Inclusion for Autistic Students
No full textThis inquiry examined whether mainstream classrooms are truly meeting the academic and social emotional needs of students with autism and what changes need to be made in order to create more meaningful inclusion. Guided by the Social Model of Disability, the study shifts focus from "fixing" the student to removing systemic barriers (Oliver, 1996). Taken from peer reviewed research, insights interviewing a Special Education Coordinator, and personal experience as a parent of an autistic child, this paper explores why inclusion often falls short. Research highlights that many teachers feel under prepared due to limited training specific to autism and a lack of planning time. Additionally, autistic students frequently face social exclusion in the classrooms that prioritize academic placement over connection. The findings suggest that inclusion must be more than physical presence; it requires teacher support, peer understanding, and a school culture that values neurodiversity. Based on research findings, this inquiry recommends increased teacher training specific to Autism, dedicated collaboration, time between general and Special educators, structured peer inclusion programs, and a school-wide, cultural shift that centers around empathy, flexibility, and neurodiversity
Artificial Intelligence's Impact on Students with Disabilities' Education for College and Career Readiness
No full textArtificial intelligence is an innovation impacting education in various ways. One potential impact of artificial intelligence (AI) is assisting educators in supporting students with disabilities (SWD). This study aims to understand how teachers utilize AI to support SWD in college and career readiness. It focuses on three key areas where teachers can use AI: instruction, accommodation, and administration. The research employs a cross-sectional design, collecting qualitative data through surveys and interviews. To maximize variation in sampling, teachers from seven comprehensive public high schools across different districts were invited to participate. To qualify, participants must hold a single-subject teaching credential and teach in an A-G approved course, Advanced Placement (AP) courses, or a Career Technical Education (CTE) pathway. It was found that teachers primarily use AI in delivering instruction, with intelligent tutoring being the most common strategy, followed by the use of AI to differentiate instruction in college and career courses. Teachers view AI as equal to or superior to traditional instructional and accommodation tools. A new theme emerged: teachers are utilizing AI to support SWD's socioemotional development by creating stress-free environments. Further research is needed to determine how AI can more effectively support SWD's socioemotional challenges, as these can disrupt student learning and the attainment of college and career skills. A longitudinal study should be conducted to clarify the causal relationship between AI strategies and student outcomes. Once the relationship has been established, AI strategies can be confidentially implemented in Individualized Education Programs (IEP). Preparing SWD for college and career is essential to reduce their dependence on public financial support and increase the workforce talent pool as they graduate from high school
Evaluating the Impact of a Zero-Tolerance Cell Phone Policy on Student Engagement, Behavior, and Academic Performance: A Qualitative Study of Teacher Perceptions
No full textThe research explores teacher perceptions about the zero-tolerance cell phone policy that a public middle school implemented during the 2024-2025 academic year. This qualitative case study examined the policy's effects on student engagement, academic performance, and classroom behavior. The research collected data through 11 open-ended teacher surveys, 7 semi-structured interviews, and archival records containing discipline referrals, attendance rates, course grades, and standardized test scores. The thematic analysis of teacher responses revealed recurring patterns, while archival data trends added context to support the findings. Teachers documented significant improvements in student concentration, along with decreased phone interruptions, and stronger academic work quality. The number of discipline referrals related to electronic use and defiance decreased throughout the school year. Educators noticed that classroom management improved, and instructional delivery became more efficient. However, the policy created challenges for students who needed accommodations due to disability or social-emotional support during the initial adjustment period. Research findings indicate that the policy becomes more effective when schools maintain consistent enforcement while using trauma informed practices and self-regulation support systems. The research suggests that school leaders should modify their implementation approach to address student specific needs, and that researchers should conduct further studies about long-term policy effects. This research adds to the general conversation about digital distractions, school climate, and inclusive discipline practices. It offers school leaders a framework to assess cell phone policy implementation by considering both academic and social-emotional factors. Keywords: academic performance, behavior, case study, cell phone policy, middle school, student engagement, teacher perceptions, zero-toleranc
Co Teaching: The Academic Achievement and Social Emotional Impact on students in Grades Seven and Eight
No full textThis study investigated the effectiveness of the co-teaching model as an inclusive educational practice within grades seven and eight. Driven by the ongoing debate surrounding the full efficacy of inclusion mandated by the Individuals with Disabilities Education Act (IDEA), this research focused on understanding how co-teaching influences both academic outcomes and the social-emotional well-being of students, particularly those with disabilities, in general education classrooms. The research focused on understanding how co-teaching influences both academic outcomes and the social-emotional well-being of students, particularly those with disabilities, in general education classrooms. This qualitative and quantitative study collected evidence through an analysis of academic performance data in English Language Arts and Mathematics, couples with qualitative insights into student and teacher perceptions of the social-emotional environment. The major findings indicated that while co-teaching significantly contributes to a positive and supportive social-emotional environment, fostering a sense of inclusion and providing targeted support for students, persistent and substantial academic achievement gaps for students with disabilities remain. These findings highlight that the mere presence of co-teaching does not automatically translate into equitable academic gains. The research suggests a need for re-evaluating instructional strategies within co-taught settings to more effectively address the unique academic needs of diverse learners. Recommendations for practice include enhancing professional development for co-teachers to focus on evidence-based academic interventions and implementing structured co-planning protocols centered on academic outcomes. For future research, it is suggested that longitudinal studies track student academic progress in co-taught settings, qualitative inquiries explore the fidelity of co-teacher collaboration, and comparative studies assess the different impacts of various co-teaching models. This research provides insights for educators and school leaders striving to enhance both academic achievement and social-emotional well-being for all students in inclusive environments
Somali Family Service of San Diego Expanding Care by Launching a Community-Based Adult Services Program
No full textSomali Family Service of San Diego is launching a Community-Based Adult Services center to provide culturally responsive care for aging members of the Somali community and other immigrant and refugee communities in City Heights. This initiative addresses a critical gap in adult day healthcare services in San Diego, where linguistic and culturally competent services are limited for these communities. It also aligns with the organization's mission to promote health and economic success through culturally competent programs. The program will serve approximately eighty participants daily and be staffed by roughly twenty-five employees. The facility will deliver person-centered services such as nursing, therapies, nutrition, and transportation. The center will provide culturally sensitive and religiously appropriate care, including dietary, linguistic, and gender-specific accommodations, to promote access, trust, and dignity. Operating as a Limited Liability Company under Somali Family Service, the center will be Medi-Cal certified and compliant with the California Department of Public Health and Department of Aging regulations for Medi-Cal reimbursement eligibility. This business plan outlines key objectives and requirements for opening the facility. These include an operational roadmap and timeline development, marketing analysis, Title 22 compliance, and partnerships with Medi-Cal Managed Care Organizations. The overall startup is expected to take between eighteen and twenty-four months. It will require significant financial investment, mostly related to facility acquisition, staffing, and equipment costs. There is long-term sustainability supported through Medi-Cal reimbursements, grants, donations, and community fundraising. Also, the center will implement rigorous financial oversight and risk management strategies. This initiative positions Somali Family Service as a model for culturally and religiously integrated elder care, with the potential to influence public health outcomes
Viasat: A Strategic Analysis of International Defense Data Sharing Across Five Eye Alliance Nations
No full textThis report presents research and analysis on data policy regulations and frameworks across three Five Eyes nations, the United Kingdom, Australia, and Canada, focusing on information handling, data sovereignty, cloud certifications and export regulations. In an evolving global defense landscape, companies like Viasat must navigate varying national laws and regulations to design sustainable, legally compliant business practices. With recent global expansion, this project is motivated by both necessity and opportunity: to design secure, interoperable systems that meet international standards, reinforces Viasat's long-term credibility as a trusted defense partner. Key findings reveal that while all three countries implement tiered classification systems and protective access policies, they differ significantly in areas such as data localization, cloud compliance standards, and security clearance protocols. The United Kingdom has streamlined post-Brexit policies to align domestic security with global data frameworks. Australia has adopted a principles-based approach emphasizing national sovereignty through mandatory IRAP accreditation and strict gateway controls. Canada enforces some of the most rigid data residency rules, requiring close adherence to domestic classification and export frameworks, particularly under the Controlled Goods Program. From a strategic standpoint, designing secure cloud and ERP solutions must incorporate role-based access controls, appropriate data classification tagging, and restrictions tailored to each country's legal framework. Just as important is ensuring that all personnel interacting with foreign data hold clearances recognized under bilateral security agreements. This report provides Viasat with a country-specific breakdown of legal and regulatory requirements for managing sensitive defense data. It is intended to guide the company's approach to data segregation and hosting, ensuring compliance with both national and international security mandates. Recommendations are provided to help Viasat navigate regulatory complexities, support compliance-driven interoperability, and strengthen strategic alignment with allied defense partners