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1
Schell, Paul. "The Peril of Intervention: Anglo-American Relations during the American Civil War." Thesis, Boston College, 2003. http://hdl.handle.net/2345/436.
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Thesis advisor: Seth Jacobs<br>The most decisive campaign of the American Civil War was waged in neither Virginia, nor Pennsylvania, nor along the Mississippi River, but rather in Great Britain. Northern military advantages in the prosecution of the war effort could have been completely negated by a serious diplomatic setback in Great Britain. In order to win the Civil War, the North had to prevent Great Britain from entering the conflict. British intervention (which would have also included France), whether in the form of actually entering the war on the side of the South, official recognition of the Confederacy, foreign mediation, or a call for an armistice followed by peace negotiations, would have been a diplomatic disaster for the North and a fatal blow in its attempt to re-unify the nation. Military setbacks on the battlefield were not nearly as threatening as diplomatic setbacks abroad. The North had greater manpower, a stronger and more balanced economy, an industrial infrastructure, and a better equipped army; yet, in order for these advantages to translate into military victory at home, the North first needed to ensure that the domestic conflict did not spread to an international war<br>Thesis (BA) — Boston College, 2003<br>Submitted to: Boston College. College of Arts and Sciences<br>Discipline: History<br>Discipline: College Honors Program
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Williams, Jamie. "Imagined Contact Intervention with an American Muslim Target." TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3152.
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Recent studies have shown that imagining contact with a member of a differing social group can reduce prejudice toward said group. This type of prejudice intervention, known as an imagined contact intervention, can be beneficial when direct contact with the outgroup is not feasible. This study adds to existing research on imagined contact interventions by replicating a simple version of the intervention by Husnu and Crisp (2010) and assessing attitudes toward an American Muslim out-group. This study extends the research of Husnu and Crisp (2010) by using American participants as opposed to British participants and also uses an online distribution for the intervention as opposed to a laboratory setting. The research question was: Will the imagined contact intervention significantly reduce prejudice toward the American Muslim out-group when compared to a control condition? Participants who reported socializing with the Muslim out-group less than three times in the past six months completed a form of the intervention online, responded to an out-group attitude index regarding the Muslim out-group, and completed demographics questions. In this study, there was no significant effect of the imagined contact intervention on out-group attitudes. Possible reasons for the intervention’s ineffectiveness, including the use of online distribution for the survey, are discussed along with directions for future research.
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Bolan, Christopher J. "Risk in American foreign military interventions." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/453941483/viewonline.
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Brown, Jacob Alexander. "America's Moral Responsibility?: The Debate over American Intervention in the Near East after WWI." Master's thesis, Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/591530.
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History<br>M.A.<br>After the First World War, there was widespread support for U.S. intervention in the Near East to assist Christian minorities in the region, but the Wilson administration and the U.S. Senate took little action. The Armenian cause in particular was foremost in the minds of Americans. Many Americans felt the United States had a moral responsibility to help Near Eastern Christians. For many observers, American interest coupled with the opportunity for increased participation in Near Eastern affairs made it seem likely that the United States would emerge from the peace process as a major influence in the Area. However, this was not the case, and proposed initiatives that would increase American participation in the area were either ignored or rejected. There was broad interest in getting more involved in the Near East, but no consensus on how to do so. Some favored an American mandate over Armenia, while others wanted a larger American mandate over Armenia, Constantinople, and Anatolia, and others sought to avoid mandates altogether and instead preferred sending direct aid to Armenia and the Near East. By the time it seemed clear that American intervention in the Near East would only happen along the terms favored by those seeking to limit American costs and responsibility, the solidification of isolationist sentiment in the United States, antagonized by the long League of Nations debate, and changing circumstances in the Near East made a dramatic increase in U.S. influence in the region unlikely. The debate over American intervention in the Near East provides insight into larger discussions about American imperialism and its relationship to humanitarianism, American isolationism in the interwar years, and the partisan atmosphere of American postwar politics.<br>Temple University--Theses
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Dorani, Sharifullah. "From intervention to exit : American foreign policymaking towards Afghanistan." Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11159/.
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This thesis examines United States foreign policy towards Afghanistan as a contemporary piece of analysis informed by Foreign Policy Analysis. As part of its Global War on Terror, the Bush Administration intervened in Afghanistan in early October 2001, and only in June 2011 did the Obama Administration decide to begin to end US involvement in Afghanistan. During these eleven years, a timeline which is the subject of this thesis, the US Global War on Terror policy in Afghanistan experienced a number of changes, evolving from a policy of ‘abandonment’ prior to the 9/11 terrorist acts to a military ‘intervention’, from a ‘counterterrorism’ to a ‘counter-insurgency’ strategy, from ‘destroying’ terrorism to ‘containing’ it, from treating the Taliban as ‘terrorists’ to declaring them as ‘non-terrorists’, from the goal of ‘defeating’ the Taliban to ‘degrading’ them, from seeing Afghanistan as having compelling relevance to US national security interests to seeing it as having minimal importance, and from intending to spend as long as it took to secure a ‘democratic’ and ‘strong’ Afghanistan to the objective of establishing a ‘good enough’ state so that the US could have a quick exit. Four decisions are identified to signify these developmental turning points: the decision to intervene in late-2001; the decision to employ a counterterrorism strategy in early 2002; the decision to approve a counter-insurgency strategy in late-2009; and the decision to begin to withdraw US troops in June 2011. Informed by the Foreign Policy Decision-Making Approach from Foreign Policy Analysis, this research analyses what the United States foreign policy towards Afghanistan was at each of the four turning points, and how and why it was constructed. Policymakers’ idiosyncratic characteristics, especially their belief systems and images, their bureaucratic positions and personal ties, domestic influences, and, most importantly, ‘false assumptions’, are those causal factors shown to be responsible for the resulting strategy for the Global War on Terror, which began in Afghanistan, and later for the abovementioned strategy changes. One of the main arguments of this thesis is that the assumptions made by both the Bush and the Obama Administrations were ill-informed and misjudged, and derived from rigid ideologies rather than realities on the ground in Afghanistan, and that therefore the policy choices failed at the implementation phases, greatly triggering the aforementioned changes in the Global War on Terror strategy in Afghanistan over the course of the eleven years.
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Egolf, Jennifer A. ""Keep America American" Great Depression, government intervention, and conservative response in Somerset County, Pennsylvania, 1920s-1940 /." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5851.
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Thesis (Ph. D.)--West Virginia University, 2008.<br>Title from document title page. Document formatted into pages; contains iii, 348 p. : ill., maps. Includes abstract. Includes bibliographical references (p. 340-348).
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Luttrull, Pamelia D. "Impact of School-Wide Positive Behavior Intervention Supports for African American Males in American Public Schools." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699957/.
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Research has shown that African American males are performing poorly in American public schools and are disciplined at a higher rate than other ethnic and gender groups. Positive Behavior Intervention Supports (PBIS) has a long history of success with individual students and more recently in school-wide settings. School-wide PBIS offers schools the ability to tailor their rules, rewards, and consequences to the specific needs and culture of a school. This descriptive and quantitative study sought to determine if implementation with fidelity of SWPBIS positively correlated to reduced disciplinary measures. The object of this study was to determine in what ways disciplinary rates for African American males differ in American public schools that identify as using SWPBIS with fidelity as compared to American public schools that do not implement SWPBIS with fidelity. Disciplinary rates examined included ISS, OSS single incident, and OSS multiple incidents. Descriptive findings indicated that schools that implement SWPBIS show a lower rate of ISS and OSS incidents for African American males. The quantitative findings did not yield a statistically significance between schools with fidelity of implementation of SWPBIS and schools without fidelity of implementation of SWPBIS.
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Mitchell, William. "Selling Lend-Lease: Roosevelt, Truman, and the Rhetoric of American Intervention." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/978.
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McCarthy, David Shamus. "The Making of a Tragedy: American Intervention in Lebanon, 1982-1984." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1539626417.
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Handeland, Tina. "Choice Intervention in an American Indian/Alaska Native Head Start Program." Thesis, Purdue University Global, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13809511.
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<p> This research replicated Dunlap, dePerczel, Clarke, Wilson, Wright, and White’s (1994) single-subject ABAB reversal design using choice/no choice conditions with a 3 year-old Native American boy exposed to trauma. The IV consisted of the child being able to select books to be read during story time vs. no choice. The dependent variables consisted of 2 target behaviors impeding his learning in his Head Start classroom: disruptive and aggressive behaviors. Rate of Behavior 1 during Baseline 2 was 10% higher than during Intervention 1, and considerably higher than Baseline 1. During Intervention 2, rate of Behavior 1 was 10% lower than during Baseline 2, but 24% higher than Baseline 1. Therefore, Behavior 1 responded as expected to the 3 final experimental phases, but was unexpectedly low during Baseline 1 due to uncontrollable, extraneous environmental variables. Rate of Behavior 2 during Intervention 1 was 57% lower than during Baseline 1. During Baseline 2, rate of Behavior 2 was 50% higher than Intervention 1. During Intervention 2, rate of Behavior 2 was 43% below Baseline 1 but 40% higher than Baseline 2. Because occurrence rates for Behavior 2 were low, often 0-3 per session, minor changes in occurrences inflated change percentages. In essence, Behavior 2 improved substantially between Baseline 1 and Intervention 1, then remained stable at low rates across the remaining study phases. During Intervention 2, half the sessions had 0 occurrence rates for Behavior 2, spiking in the final 2 sessions due to an uncontrollable extraneous variable. Overall results appear promising. Future research, with greater observation times and control of extraneous variables, is needed to fully demonstrate intervention effectiveness with young Native American children exposed to trauma. </p><p>
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Munoz, Brianna. "Racism in American Foreign Policy and Racial Bias in Conflict Intervention." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1971.
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The purpose of this thesis was to take a deep look into the history of race in American foreign policy in two White House administrations. The presidencies of Dwight D. Eisenhower and Bill Clinton were examined in which the influence of racism in domestic politics was demonstrated as a factor which shaped, and continues to shape, U.S. foreign policy. The research found that 1) segregation, 2) the concept of “primitiveness” formed due to the history between black and white nation-states and 3) the idea of “the other” used by the media and political elite are three manifestations of the consideration of race in Eisenhower’s foreign policy, particularly with respect to Ethiopia. The research also found that 1) American discomfort with white suffering, 2) the normalization of violence in black countries and usage of the term “tribalism,” and 3) the significance of ethno-racial identity all demonstrate the role of race in Clinton’s foreign policy which resulted in the disproportionate political prioritization of the Western Balkans over Rwanda.
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Boulay, Sherly Marie. "Church-Based Intervention on Prostate Cancer Screening for African American Men." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4775.
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African American men have a significantly higher incidence of prostate cancer, they are diagnosed at a later age, have more advanced stages of cancer at diagnosis, and higher mortality rates than other ethnic group. The purpose of this project, guided by the Ottawa decision support framework and the health belief model, was to investigate whether church leaders could be trained to deliver an educational program about the value of prostate cancer screening to African American males in a church setting. The 2 participants were church leaders in a predominantly African American church. The participants were taught about prostate cancer and the value of screening using videos and informative brochures developed by the National Institute on Aging, the American Cancer Society, and the Centers for Disease Control and Prevention. A researcher-designed pre- and posttest questionnaire was used to measure learning. Data were analyzed using a paired sample t test. Although small sample size may have contributed to lack of statistical significance, the mean score comparison showed knowledge acquisition, thus enabling the trainers to offer the information to members of their congregation, who could then make informed decisions. This study demonstrated the value of using unconventional educational settings, such as churches, to reach populations who might be unaware of their health risks. The results show that church leaders can be trained to have a positive impact on the physical health of their congregations and promote social change by encouraging health care practitioners to investigate alternative settings and methods to educate vulnerable populations about diseases and disease prevention.
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Sims, Melissa. "Supernatural intervention as an explanation for natural phenomena in Native American mythologies." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/935922.
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Natural phenomena and natural disasters occur across the regions of the United States. While science now provides factual documentation for causes of meteorological and geological events, most Native American tribes lacked scientific explanations of these occurrences. Native Americans, however, sought to explain the effects and often devastation resulting from meteorological and geological events in some manner. The religions and mythologies of many cultures provide explanations for the occurrence of natural phenomena through supernatural intervention. The presentation of myths by geographic region provided the basis for analysis of explanations for natural phenomena. Regional analysis of myths suggests that commonalities exist among Native American Groups experiencing similar meteorological and geological events. Furthermore, common themes span across regional boundaries. For example, the use of a Thunderbird, a large bird with glowing eyes, as an explanation for the occurrence of thunder and storms occurs in every region of the United States. Another common theme is the use of a storm by a supernatural force as punishment for unacceptable behaviors of the earth's inhabitants. The most frequent example of this is the theme of a flood that destroys many inhabitants at some point in the history of the tribe. Often, storms and other natural phenomena have explanations based in the creation myth of the tribe. Another theme in myths regarding natural phenomena is the resolution of opposing forces. In many myths, the opposition exists between humans and nature, weather beings or spirits, or animals and nature. Myths regarding natural phenomena occasionally contain the attempt by humans or animals to gain control over nature or natural elements. The results of this control vary from favorable to unfavorable for those involved. A final theme exhibited in many myths is the function of a supernatural force associated with weather as a guardian, protector, and provider. The belief in these guardians provides Native Americans with assurance that they will be protected, and provided for, especially in times of natural disasters or storms. Research indicates that compilation of myths regarding natural phenomena facilitates regional and cross-cultural analysis and understanding of the role of supernatural intervention in Native American comprehension of natural phenomena.<br>Department of Anthropology
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Van, Brunt Robyn Alycia Zakalik. "An online support group intervention for Asian American lesbian and bisexual women." [Ames, Iowa : Iowa State University], 2008.
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Gonzales-Vigilar, Maria Carmen Rita V. "Cardiovascular risks of Caucasian and African-American women and change with intervention." Thesis, Virginia Tech, 1995. http://hdl.handle.net/10919/42130.
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<p>The study was conducted regarding the prevalence of risks for
cardiovascular disease (CVD) among 150 Caucasian and African-American,
low-income women and the effectiveness of a six-month intervention in
reducing risks. Seventy-four and 76 participants were randomly assigned to
the experimental and control groups, respectively. Intervention consisted of
18 lessons taught by EFNEP paraprofessionals. A family record, three
random-repeat 24-hour food recalls, and a health risk appraisal were
collected at pre- and post-intervention sessions. Lipid profile, height, weight,
percent body fat, and body mass index were measured on a sub-sample of
75 subjects. Descriptive statistics, two-sample t-tests and ANOVA
(P < 0.05) were calculated. Results suggest that African-American and
Caucasian, low-income women have high risks for CVD due to excessive
intakes of total fat, saturated fats, sodium, and fats and sweets, but have
low-intakes of dietary fiber, calcium, milk, vegetables, and fruits. They also
had high incidences of obesity and smoking and low levels of physical
activity. The intervention was successful in reducing intakes of energy and
fats, sweets, and increasing intakes of dietary fiber I vegetable, and fruits.
No significant change occurred with lipid profiles, obesity, and smoking. A
six-month education program resulted in significant dietary improvement, but
interventions of longer duration, specifically targeting obesity, physical
activity, and smoking, are needed to improve those risk factors.</p><br>Master of Science
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Oif, Alana. "A Culturally Responsive Reading Intervention for African American Students At Risk for Reading Failure." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu149211825867405.
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Fiddes, James. "Implementing post-Cold War Anglo-American military intervention : scrutinising the dynamics of legality and legitimacy." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=231671.
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Since the end of the Cold War, much has been written on the various overseas military adventures of Western powers, with significant focus being placed on the legality and legitimacy of these interventions. Despite the volume of work produced on the topic, this thesis argues that much of it has been framed incorrectly, allowing for a conflation of the concepts of legality and legitimacy to distract from the true source of international legitimacy and the true role of international law. Over this period of time, through a combination of selective application and lack of genuine understanding of its role, statutory international law has steadily lost traction and credibility. Through an analysis of a range of case studies from the post-Cold War era, this thesis argues that international legitimacy emanates not from the international legal order (as represented and overseen by the UN) but from consensus amongst kin countries. There are various potential avenues available to achieve consensus, but which is chosen depends on the circumstances of each individual case. National interest underpins state decision-making and, if significant enough, can, on its own, provide a route to consensus. Additionally, a shared national security concern - the pre-eminent catalyst for consensus during the Cold War - remains a powerful option. Furthermore, in the post-Cold War world, a new, norms-based justification, often classified as “humanitarian intervention” has also developed. Demonstrating compliance with international law can, depending on circumstances, be potentially available to strengthen the case for consensus but is not necessarily always an appropriate or productive choice and plays a secondary role to other, more powerful considerations. By focusing on key case studies it is possible to identify trends in approach to the use of international law and identify the nature of the role it plays in international power politics. Through close analysis of a wide variety of primary and secondary sources, it is possible to identify key drivers for decision-makers and detect the impact of past experience on the use of international law in the quest for legitimacy ahead of launching military action. The trends in approach and in relations between close Western allies (in particular the UK and US) have been identified from the Gulf War in 1990 through to the ongoing crisis engulfing Syria, and potentially hold valuable lessons for future strategic decision-making.
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Robinson, Charlotte E. Ms. "Preventing Post - Treatment Relapse among African American Adolescents and Young Adult Marijuana Users through Effective Treatment Interventions: A Proposed Intervention for Metro-Atlanta." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/iph_theses/293.
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INTRODUCTION: Marijuana use, although illegal in the majority of states, is increasingly becoming acceptable for use in the United States. There are dangerous public health consequences associated with marijuana use—including: impaired driving, loss of productivity in workplaces and school settings, as well as mental health impacts. In Atlanta, the majority of residents (54.0%) are African American. Emergency room use is double for African American Fulton County residents compared to their Caucasian counterparts and approximately 1/5 of the total population receiving public health treatment identify marijuana as the primary drug of use, with 57% of those being African Americans. Despite these statistics, the availability of treatment and prevention programs targeting African Americans using marijuana is negligible.AIM: The purpose of this study is to synthesize evidence-based approaches to substance use treatment so that effective components of previous research can be incorporated into an innovative marijuana prevention program to increase post-treatment abstinence targeting a segment of the population that has not been a significant focus in intervention research.
METHODS: A review of scientific literature was conducted to identify and appraise evidence based approaches to substance use among young adults. First, the student researcher examined programs targeting marijuana use. Second, the search was expanded to substance use in general. The student researcher identified the population, intervention, control arm, and outcomes of various studies focusing on substance use prevention in a variety of settings. With this appraisal, the most effective components are suggested for a marijuana specific program which could be offered to African-American young adults, as no current programs in Georgia were found.
RESULTS: Substance abuse intervention approaches targeting young adult populations were identified. Programs are delivered in a variety of settings: family, school, and community. Evidence supports that cognitive behavioral training, motivational enhancement training, and contingency management are the most effective approaches targeting substance use among young adults. A program that integrates components of each approach would be ideal for targeting African American young adults using marijuana in Metro-Atlanta and assisting them to maintain abstinence post-treatment.
DISCUSSION: The results from this study emphasize key program elements that can address marijuana addiction among African American young adults in Metro-Atlanta. As marijuana acceptance increases, the need for prevention programs becomes more urgent. This study’s results can assist program planners in understanding the most strategic interventions that would optimize return on investment when addressing a largely silent public health threat: marijuana use among Africa American young adults in Metro-Atlanta.
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陳慧兒 and Wai-yi Chan. "Cold war in Asia: an appraisal of American intervention in the Korean conflict." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31212116.
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Harris, Badgett Theresa Linette. "Exploring an ACT Preparation Course as an Intervention Method for African American Students." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732101.
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<p> In recent years, there has been an interest in the effectiveness of college assessment preparation, which has prompted many studies. The majority of these studies researched instruction/coaching on the Scholastic Assessment Tool (SAT). Notably, the college entrance exam has become a growing concern for minorities, particularly African American students. Prior research by ACT, Inc. (2012, p. 2) has shown African American students rank the lowest in American College Test (ACT) scores of all racial groups. Between 2006 and 2011 the average ACT composite scores increased for White, Asian, American Indian/Alaska Native, and American/Pacific Islanders. Hispanic scores remained unchanged and the scores of African Americans students declined by an average of two scale points. The focus of this research investigated whether instruction/coaching for the ACT would increase the scores of African American students. The participants of this study were African American high school students who attended a suburban high school in the Midwest. These students took a pre-test (PLAN) and a post-test (ACT) and were provided with reflective journals to document comments and attitudes of this six-week program. The average increase in the ACT scores after taking the ACT Preparation Course was 2.00 points. Considering other variables, it appeared that the increase in these scores could be attributed to the instruction they received taking the ACT Preparation Course and prior to taking the ACT. This research compared both scores of African American students over four semesters, analyzed questionnaire data, and reflective journaling data to examine if student attitudes and scores could be affected as a result of taking a preparation course. The resulting data suggest there was not only an improvement in ACT scores, but also an improvement in student attitudes after completion of the ACT Preparation Course. Student attitudes were positively impacted towards taking the ACT in that the majority of students felt more confident when taking the test as well as acquiring a new perspective in testing skills and study strategies.</p>
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Chan, Wai-yi. "Cold war in Asia : an appraisal of American intervention in the Korean conflict /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20667152.
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Hanket, Jennifer A. "Program Evaluation of the Social Skills Intervention Program with Urban, African-American Kindergartners." Xavier University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1382972008.
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Leonard, LaKeesha Nicole Leonard. "Project LIFE: A Culturally Tailored, Faith Based, Physical Activity and Nutrition Intervention for African American Women." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1501862135383137.
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Rojas, Avendaño Inés N. "Who, how, and what? third- party intervention in Venezuela /." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-11142005-121227/.
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Thesis (M.A.)--Georgia State University, 2005.<br>Title from file title page. Jennifer L. McCoy, committee chair; Henry Carey, William Downs, committee members. Description based on contents viewed Aug. 12, 2009. Includes bibliographical references (p. 98-110).
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Hein, Vanessa. "Using Multi-Paradigmatic Interventions: Gauging the Possibilities of Using Culturally Responsive Pedagogy within a Response to Intervention Framework." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3146.
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Xie, Tianyi. "Responding to Microaggressions: Evaluation of Bystander Intervention Strategies." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7621.
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Ethnic minorities often experience microaggressions that cause psychological distress and increase health risks. Bystander interventions are good ways to intervene when microaggressions take place and provide emotional support for ethnic minority targets. White interveners and interventions that pose low threats to White aggressors are perceived more positively than ethnic minority interveners and interventions that are more confrontational and direct. Furthermore, a support-based intervention that validates White aggressors’ good intention and effort without judgement may help White aggressors feel less defensive and more receptive to the intervention. Asian Americans face unique microaggressive themes and their racial experiences are influenced by the stereotype that they are model minorities. Asian Americans may prefer the supportive interventions because they are congruent with Asian cultural values such as relational harmony.
The current set of studies assessed the effect of different intervention formats (high threat, low threat, support based) and race of interveners (Asian vs. White) on Asian American targets and White witnesses’ emotional change, perceptions of the intervention, and willingness for future interracial interactions. Among three intervention formats, Asian American targets perceived the intervener and aggressor least negatively in the support intervention. Asian American targets perceived the intervener least positively, whereas White witnesses perceived intervener most negatively in the high-threat intervention. White witnesses perceived the intervener more positively and had more interests in making friends with them when they are White than Asian in high-threat and supportive interventions. White witnesses’ favorable perceptions of aggressor were only influenced by a high degree of racial colorblindness. Overall, the support approach seems to be the most socially appropriate and accepting bystander intervention strategy to intervene in microaggressions targeted at Asian Americans. The high-threat approach is likely to damage interveners’ social image, especially when the intervener is Asian.
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Kardaras, Eva I. "Substance abuse among African American adolescents: Examining the effects of a community based intervention." Diss., Wichita State University, 2008. http://hdl.handle.net/10057/2072.
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This study investigated how adolescent beliefs and subjective norms towards drugs are related to their self reported drug use. A sample of African American adolescents was recruited from a Midwest community to participate in the Risk Reduction Project. The Risk Reduction Project was designed to build refusal skills and safer sex practices among African American adolescents aged 11-19. This project was a collaborative partnership between a university (Wichita State University) and three community based agencies: Knox Center, a local alcohol and drug treatment facility, the Boys and Girls Club of South Central Kansas, and the Center for Health and Wellness, a primary health care facility. Approximately 309 African American youth completed a 41 item questionnaire that asked about their beliefs, subjective norms towards drugs as well as their intentions to use alcohol, tobacco, and marijuana. The results indicate no significant correlation existed between beliefs and intentions at pre-test, r (289) =.002, p=.97, at the post-intervention, r(84)=.166, p=.28. A significant correlation was found between beliefs and intentions at the three month follow-up, r (154) =.214, p<.01. Significant correlations between the variables subjective norms and intentions at the pre-test measure, r (287) =.636, p<.01, at the post-intervention measure, r(211)=.469, p<.01, and at the three month follow-up, r(159)=.724, p<.01. As intention not to use increased at pre-test, reported drug use behavior at three month follow up decreased. The participants’ self reported beliefs against drug use were not significantly different between the different intervention groups. All groups reported a moderate to strong belief of risk with regard to overall drug use, which was consistent over time. Regardless of their group assignment all participants believed that there are high risks associated substance uses, no one intervention had a more marked effect on the change in subjective norms and all participants reported that they intended not to use. There were differences in subjective norms and intentions between participants reporting previous drug use and those reporting no drug use. Those who reported using drugs previously had a slight increase in reported subjective norms against drug use immediately after the intervention, t(212)=-3.023, p<.01, which subsequently decrease at the three months follow-up, t(161)=8.518, p<.01. It appears that for those participants who reported previous drug use, there was an initial effect for the intervention which was reflected in the post-intervention measures, however these results were not sustained over a three month period. Results indicated that there was a difference between those who reported previous drug use and those who did not use drugs. For those who reported no previous drug use, there was a modest decrease in the intention scores reported by participants. For the measures from pre-test, t(285)=-3.79, p<.01, to three month follow up, t(152)=-8.01, p<.01, both groups expressed a decline in their intentions to not use drugs. Limitations and future research are discussed.<br>Wichita State University, College of Liberal Arts and Sciences, Dept. of Psychology<br>Includes bibliographic references (leaves 44-48)
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Pollisco, Mary Jane 1964. "American Sign Language intervention with deaf children of monolingual Hispanic families: A case study." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278248.
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Deaf children of monolingual Hispanic families possess unique linguistic needs and are recognized as a "minority within a minority" because of their unique language situation, in which case, American Sign Language (ASL), is not available in their environment, and both Spanish and English are essentially spoken languages and not accessible to them. In order to develop a strong language foundation, deaf children need exposure to ASL. Moreover, their own parents, if non-signing, also need exposure to ASL to serve as a language model and to maintain reciprocal and effective communication. A formal signed language intervention program is critical for deaf children and their families of non-English-speaking backgrounds. In response to the linguistic and educational challenge posed by Hispanic deaf children, a complete approach has been developed and utilized in this case study. The ASL intervention project is especially designed to explore the feasibility and outcome of this study in meeting the unique linguistic needs of the Hispanic deaf child and the family.
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Mendelson, Sherri Garber. "A community-based parish nurse intervention program for Mexican American women iwth gestational diabetes." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1428853201&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Kardaras, Eva I. Lewis-Moss Rhonda. "Substance abuse among African American adolescents : Examining the effects of a community based intervention /." A link to full text of this dissertation in SOAR, 2008. http://hdl.handle.net/10057/2072.
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Wichita State University, College of Liberal Arts and Sciences, Dept. of Psychology.<br>"December 2008". Copyright 2008 by Eva I. Kardaras. All Rights Reserved Includes bibliographic references (leaves 44-48).
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Fallon, Jennifer. "Yoga as an Intervention for Stress Reduction and Enhanced Wellbeing in African American Athletes." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/6146.
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This study explored the preventive impact of a brief Hat ha yoga program on stress-reduction and enhanced wellbeing in a sample of healthy African American college athletes. African Americans suffer higher rates of hypertension and sudden cardiac death syndrome, both linked to stress. Study design was single case, with six replications, utilizing comparison of pre- and post-intervention scores on physiological and psychological indicators of distress and wellbeing. Findings were inconsistent across participants and measures, though generally included beneficial increases in positive affect (i.e ., C = 0.567 , Z = 2 071, p < 0.05) and perceived physical health (i.e., C = 0489 , Z = 1. 721, p < 0.05). Increased fatigue over the course of the semester may have confounded results. Given the brevity and cost-effectiveness of the intervention, limited positive results suggest more intensive studies are warranted.
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Lewis, Junko Yokota. "Home Literacy Environment and Experiences: A Description of Asian American Homes and Recommended Intervention." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330961/.
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The purpose of this study was to describe the home literacy environments and literacy experiences of a select group of Asian American children, and to recommend an intervention program based on the findings. The target population was the families which sent their children to a Saturday Asian language and culture school while sending them to public schools during the week, because of their expressed interest in literacy and the probability of their being the group to most likely benefit from intervention.
The Home Literacy Environment and Literacy Experiences survey was initially sent out and results tallied and quantified. Upon placing the returned surveys into groups of "high," "middle," and "low" home literacy environment and literacy experiences, a sample of five "high" and five "low" families was selected for further study. Home visits, interviews, field notes, collection of artifacts and other methods of data collection provided a clearer picture of the state of the home literacy environment and literacy experiences of the families studied.
Families rated as having "high" home literacy environment and experiences were found to have a larger number of literacy-related materials and higher frequency of literacy-related activities. Bilingualism and education were perceived as being important. The families also exhibited a strong interest in music and music lessons.
Parents expressed a desire for two two-hour training sessions which would be held at the Saturday school location while their child attended classes there. It would be ideally held in the native language of the parents by a speaker from the native country. The parents preferred workshops with actual practice and examples which could be seen, accompanied by reading materials. Topics in which parents expressed interest include, in descending order: (a) 'selection of books for and with their child, (b) how to encourage their child to read, (c) how to discuss stories with their child, and (d) how to read aloud to their child.
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Williams, Marquita C. "Evaluation of a Culturally Specific Parent Empowerment Intervention for Parents of African American Children." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/150714.
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Counseling Psychology<br>Ph.D.<br>The current project examines the parenting practices of African-American parents through a culturally relevant intervention framework and proposes a model of empowerment that can serve as a point of reference for counselors, educators and social workers, when engaging these parents about their parenting practices, school involvement and patterns of self-care. The present research is a pilot evaluation of a culturally specific parent empowerment intervention for parents of African-American children - The Black Lemonade Project (BL). This sample is comprised of parents and primary caregivers of school aged children in the Cleveland and Canton, Ohio Public School District who consented to participate in a two part Black Lemonade Empowerment Intervention. A total of 69 parents attended an 8 week (Phase I and Phase II) Black Lemonade Empowerment Intervention. Parents completed an Informed Consent to Participate, The Participant Questionnaire and the Parent Empowerment Inventory (PEI) and the Family Activities of Daily Living Questionnaire (FADL) at pre and post assessment points. During the Phase I conference, parents also completed the Parent Stress Index (PSI). The research questions asked about the perceived concerns, attitudes, beliefs and behaviors that parents who volunteer to attend a culturally specific parenting program hold. Results indicated a discrepancy across parents concerns, beliefs and behaviors. Implications for future research are discussed.<br>Temple University--Theses
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Falconer, Jameca. "The effectiveness of a culturally relevant eating disorder prevention intervention with African American college women /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060097.
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Davis, Daphne L. "Best Practices for Integrating Culturally Responsive Instruction Into Response to Intervention Frameworks." Thesis, Capella University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13811583.
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<p> Abstract Culturally Relevant Instruction integrated with Responsiveness to Intervention is considered a framework for creating equitable learning environments that engage and educate all students within the classroom. Creating equitable learning environments has been a problem for American educators for over forty years. Historically, the curriculum and instruction methods employed in most American classrooms centered in cultural paradigms that appealed to European American students and ignored the cultural significance of African Americans and other culturally diverse student populations. As a result, most African American students experience academic challenges in the classroom. </p><p> The National Assessment of Educational Progress (NAEP) revealed that since the 1970’s, the academic achievement gap between African American and European American students’ averages between 20 to 30 points on standardized Math and Reading examinations. With such a significant gap in academic performance, professional development teacher training and schools of education programs have attempted dramatic changes in their approaches to curriculum and instruction. The purpose of this basic qualitative research study is to explore what twelve teacher participants consider the best practices for creating equitable learning environments in their classrooms. Data collection included interviews with teachers about what strategies are most effective for integrating Responsiveness to Intervention with Culturally Responsive Instruction and how to identify and implement evidence-based instruction that enhances learning. Future studies should focus on the impact of Re-normed tests on student performance and full implementation of all components of CRI.</p><p>
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Martinez, Dayna Lee. "Non-pharmaceutical Intervention Strategies for Pandemic Influenza Outbreaks." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4146.
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In case of a pandemic influenza outbreak, non-pharmaceutical interventions will likely be the only containment measure at the early stages of the pandemic when vaccines are not available. NPIs also oer an option for decreasing the probability of creating antiviral resistant viruses product of a mass prophylaxis campaign. In countries where there are not enough resources for vaccines and antivirals, NPIs may be the only mitigation actions available.
NPIs have been increasingly used in preparedness plans. We can see recommendations and guidelines regarding the use of NPIs in countries, health departments and universities. Also, researchers all around the world have study the impact of NPI's in pandemic
influenza outbreaks, most of them using simulation as their modeling tool. Our review of the aforementioned plans and literature shows that there is a lack of consensus in how to implement these interventions. They vary widely in the choice of key parameters such as intervention initiation threshold, duration and compliance. We believe that the lack of uniformity in NPI mitigation strategies arise from the uncertainty in the virus epidemiology and the current lack of scientic knowledge about the complex interactions between virus epidemiology with social behavioral factors and mitigation actions.
In this dissertation we addressed this problem by modeling pandemic influenza outbreaks using an agent-based simulation approach. The model incorporates detailed popu-
lation demographics and dynamics, variety of mixing groups and their contact processes, infection transmission process, and non-pharmaceutical interventions. Using a statistical experimental design approach we examine the influence of characteristic parameters of virus epidemiology, social behavior, and non-pharmaceutical interventions on various measures of
pandemic impact such as total number of infections, deaths and contacts. The experimental design approach also yields the knowledge of the extent of interactions among the above
parameters. Using this knowledge we develop eective NPI strategies and demonstrate the efficacy of these strategies on large-scale simulated outbreaks involving three dierent scenarios of virus transmissibility. The results show that signicant improvements in the NPI based pandemic mitigation approaches can be attained by the strategies derived from our methodology.
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Castaneda, Angelina Jeanette. "Early drop out prevention and intervention program for Latino students| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523238.
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<p> The purpose of this project was to write a proposal to fund an early dropout prevention and intervention program for Latino students. This program will be offered to all students 4-12 years of age who attend J.E. Van Wig Elementary School within the Bassett Unified School District. Attendance support services, academic support services, mental health, and counseling services will be provided in order to assists students to overcome social, emotional, attendance and academic challenges. After an extensive search for funding sources, The Annenberg Foundation, whose mission was suitable with the goals of the program, was selected. The actual submission and/or funding of this grant, was not a requirement for the successful completion of the project.</p>
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Simpson, Alicia C. "Sociocultural Barriers to Breast Feeding in African American Women with Focused Intervention to Increased Prevalence." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/nutrition_theses/41.
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Objective: The goal of this study is to uncover sociocultural barriers to breastfeeding among African American women in the Atlanta metropolitan area and provide an educational intervention based on identified barriers to increase the willingness to breastfeed. Methods: Non-Hispanic African American women, 6 to 9 months pregnant, between the ages of 18 and 45, of varying socioeconomic status were recruited from multiple Obstetrics and Gynecology clinics throughout the Atlanta-metropolitan area. Participants completed a self-administered pre-test survey that questioned their intention to breastfeed and anticipated barriers associated with breastfeeding. Those who were unsure of breastfeeding or did not plan to breastfeed were asked to participate in an educational intervention that provided information about breastfeeding, the benefits to mother and baby and managing commonly perceived barriers. Immediately after the intervention a post-test was provided. A second post-test was conducted after all participants delivered their baby. Chi-square analysis was performed to examine the distribution of actual breastfeeding initiation rates by initial intention as well as by age, income and education. Results: Forty-nine women participated in the study. 18 of 20 women (90%) who intended to exclusively breastfeed initiated breastfeeding. Sixteen women reported that they did not intend to breastfeed. After receiving the intervention, 56.3% (n=9) initiated breastfeeding. Thirteen women reported they were unsure of their feeding plans in the pretest. Of these, 69.2% (n=9) initiated breastfeeding. Participants reported their primary barriers to breastfeeding were fear of pain, difficulty breastfeeding once they returned to work and lack of support from family, friends and their partner/spouse/father of the child. A significant association was observed between ages 25-29 years old and initiation of breastfeeding in women who were unsure of their breastfeeding plans (p=0.005). No association was found between income or education and initiation of breastfeeding. Conclusion: Education about breastfeeding was a significant barrier to breastfeeding in the African-American women in our study population. Women who participated in the intervention were more likely to initiate breastfeeding. Employment status, income, and education were not significant factors in a woman’s decision to initiate breastfeeding.
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Le, Cornu Daryl John, University of Western Sydney, of Arts Education and Social Sciences College, and School of Humanities. "Bright hope : British radical publicists, American intervention, and the prospects of a negotiated peace, 1917." THESIS_CAESS_HUM_LeCornu_D.xml, 2005. http://handle.uws.edu.au:8081/1959.7/801.
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This dissertation is about a group of influential British publicists on the left-wing of the Liberal Party known as Radicals. The focus is on the year 1917 during the First World War and the Radical publicist’s belief in the necessity of a negotiated settlement as an essential ingredient to achieving a just and lasting peace. These publicists also believed that the United States could play a unique role in mediating an end to the war and reforming the international system. Radical publicists tirelessly campaigned for a revision of Allied war aims and were convinced that alliances, the arms race, secret diplomacy, imperialism and militarism, played a large part in the outbreak of war and its prolongation. They believed that when the peace settlement came, it should not be a peace of vengeance but a just peace that addressed these flaws in the international system. The Radical publicists looked increasingly to the American President Wilson for leadership, while Wilson was drawn to the Radical publicist’s progressive internationalist ideas, particularly the concept of a league of nations. The Conclusion examines the reason for the failure of the Wilsonian strategy to achieve a just and lasting peace in 1919, but points to the enduring legacy of the Radical publicist’s ideas about creating a stable world order. This dissertation finishes by looking at contemporary commentators who advocate an approach to world order in the tradition of the Radical publicists of the First World War<br>Doctor of Philosophy (PhD)
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Le, Cornu Daryl John. "Bright hope British radical publicists, American intervention, and the prospects of a negotiated peace, 1917 /." View Thesis, 2005. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060123.103228/index.html.
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Sewell, Donna Nichele. "Attitudes of HIV positive African American males towards support systems as a form of intervention." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1994. http://digitalcommons.auctr.edu/dissertations/1906.
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This study surveyed 19 HIV positive African American males and their attitudes towards supports system as an intervention. The study emphasized support groups and family as an intervention. The purpose of the study was to discover which support system African American males are more likely to receive as a positive intervention. It was found that the majority of participants were diagnosed as being HIV positive between 1987-1990 and that they consider the support groups to be a stronger support system than family.
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Pham, Ly-Elaine. "Effectiveness of intervention to increase knowledge and awareness on cervical cancer among Vietnamese American women." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12590.
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Thesis (M.A.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>Vietnamese women in Texas have the highest cervical cancer mortality rate compared to all other racial/ethnic groups while little is known about Human Papillomavirus (HPV) vaccine rates among Vietnamese women. With the rapidly increasing Vietnamese population, it is essential to reach this high-risk group and educate them of the benefits of cervical cancer screenings and preventative measures regarding HPV. This study aims to assess Vietnamese female knowledge and attitudes towards cervical cancer and HPV with a focus on acculturative measures through a culturally and linguistically tailored intervention. One hundred sixteen Vietnamese-American women were recruited from community-based organizations in Houston to attend the educational intervention on cervical cancer and HPV in their preferred language. The participants completed a two-part survey with questions taken from previous studies and pilot testing. The pre-intervention survey is a pre-test to determine baseline attitude and knowledge of cervical cancer and HPV, and included relevant demographic and acculturation questions such as age and length of residency in the United States (US). The post-intervention survey is a post-test to compare any changes to the participants' attitude and knowledge of cervical cancer and HPV immediately after the educational session. The participants' ages ranged from 18 to 73, with a mean of 45.57 years. The majority of the participants were born in Vietnam (85.3%) while only 14.7% were born in the U.S. Similarly, the average number of years that participants have been living in the U.S. was 16.48 years. As expected younger and more acculturated study participants were more knowledgeable about HPV and cervical cancer. Preliminary findings suggest that women who participated in the intervention significantly increased cervical cancer and HPV knowledge. The significant changes between pre- and post intervention results indicate that the program affected participants' knowledge, concerns, and interest in taking action regarding preventive measures of cervical cancer. The study suggests that future interventions should target less acculturated Vietnamese females with limited English proficiency, a population difficult in reaching through public health messages.
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Johnson, James Stefhan 1977. "The evolution of an American small town : an intervention focusing upon re-centralization and diversification." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/27026.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Architecture, 2004.<br>Some pages folded.<br>Includes bibliographical references (p. 104-107).<br>A research and design thesis exploring the evolution of a small southwest Virginia farming town named Christiansburg. The first section of this work focuses on the original crossroad community that aided the surrounding county farmers with their monthly business and civic needs. This thesis researches the town's origin form and follows its growth after the introduction of the automobile, the connections brought by U.S, Highway System, the effects Industrial Revolution, movement away for an agrarian based economy, and the aftermath of being bypassed by the Interstate. This initial step is in hopes of understanding the current landscape of many of our nation's small towns, how they lost much of their civic identity, and to establish the problems which they face within today economy. The second step of this thesis is to create an urban design intervention which helps redevelop Christiansburg's civic identity. This design project replies to the town's history, existing and past urban form, programming of open space, and the community's current needs by creating a proposal that both stabilizes the community and acts as catalyst for growth. This new master plan responses to earlier research by re-centralizing many of the town's civic institutions, currently lost to land flanking the highway, and by diversifying the existing amenities and resources offered within the downtown core. The hope is by re-centering and diversifying the core many existing perceptions of downtown will change and businesses, recreation, and housing with return.<br>by James Stefhan Johnson, III.<br>S.M.
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Stoll-Juredine, Natasha. "Goodwill Girls: Examining the Effectiveness of a Relational Aggression Intervention with Predominantly African American Females." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1448922295.
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Richards, Kimberly H. "Assessment of organizational readiness to change and an intervention program." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000224.
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Stoner, Mark Reed. "The Free Speech Movement : a case study in the rhetoric of social intervention /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487585645578684.
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Jones, Bianca M. "The Impact of a Culture-Gender Specific Brief Intervention in Decreasing Academic Risk Factors and Increasing Protective Factors for Urban Adolescent Girls." Xavier University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1396354303.
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Terrones, Tracy Lee. "Education of Anti-Platelet Medication to Improve Adherence for the Hispanic Patient Post Percutaneous Coronary Intervention." Thesis, Grand Canyon University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425392.
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<p> Hispanic patients in the United States had increased incidence of cardiovascular disease as compared to non-Hispanic whites. The purpose of this project was to implement an evidence-based educational program to improve the health knowledge of adult Hispanic patients who have had percutaneous coronary intervention (PCI) living in a community in the desert southwest. An educational improvement program on medication comprehension was in need to improve the healthcare continuum for adult Hispanics at risk post-PCI. Non-adherence to dual anti-platelet therapy (DAPT) could have resulted in stent thrombosis, a potentially fatal event. The human caring theory and the cultural care theory were the theoretical frameworks for this project. Adult Hispanic patients at a cardiac catheterization lab in the southern United States near the border were screened and 12 out of 33 eligible patients were enrolled. The questionnaires were conducted pre-procedure, followed by an investigator administered educational program. The same questionnaire was given to post-PCI patients prior to discharge to measure improvement in knowledge post-education. There was a statistically significant difference in the pre-/post-education scores following the education program with a <i> p</i>-value of < 0.05. This improved understanding could increase medication adherence to DAPT medication for post-PCI patients, thereby reducing morbidity and mortality for these patients by reducing stent thrombosis rates. Inexpensive and highly efficacious, education should be emphasized as part of any procedural preparation. </p><p>
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Avila, Rosa M. "The Getting Ready to Learn Program: An Impact Report." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002405.
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Hughley, Kiena S. "Disproportionate Representation of African American Males in Special Education." Youngstown State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1589368123747831.
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