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Дисертації з теми "Student advocacy"

Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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1

Dean, Jennifer Kaye. "Quantifying Social Justice Advocacy Competency: Development of the Social Justice Advocacy Scale." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/40.

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Анотація:

Social justice advocacy has been a force throughout the history of Counseling Psychology and has been described as more critical to the field than any other time in its long history (Toporek & McNally, 2006). Accordingly, in 2002, the American Counseling Association endorsed the Advocacy Competencies in an effort to advance the status of social advocacy by defining competency for counselors engaged in social advocacy (Lewis, Arnold, House, & Toporek, 2002). However, at the writing of this article, these competencies had not yet been operationalized. Therefore, a comprehensive review of the mul

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2

Snyder, Rene Michelle. "Student advocacy: A case study examining a high school mentoring program for students at risk." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187357.

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Анотація:

This study investigated the perceived effectiveness of a mentoring program known as the Student Advocacy Program for at-risk students at a selected high school. Case study methodology was used to explore, describe, and analyze the perceptions of students, parents, and volunteer staff members participating in the program. The following questions guided the study: What components of the Student Advocacy Program positively impact the school lives of at risk students? What factors do students, their parents, and their advocates perceive as contributing to the success of the Student Advocacy Progra

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3

Balint, Langel Orsolya Kinga. "Evaluating the effects of the self-advocacy strategy on student participation in educational meetings for middle school students with disabilities." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6049.

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This study examined the effects of the Self-Advocacy Strategy delivered via the CD (i.e., SACD) on self-advocacy skills of fifteen middle school students with mild and moderate disabilities. A pre-/and posttest experimental design with random assignment to treatment or wait-list control groups was employed to investigate changes in student participation and level of self-determination post-intervention. The SACD instruction addressed essential self-advocacy skills, including knowledge of self and communication. Results showed significant differences in favor of the treatment group when compare

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4

Fuerth, Katherine M. "Resiliency in Academically Successful Latina Doctoral Students: Implications for Advocacy." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002763.

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5

Goldsmith, SaDohl Kisha. "An exploration of school counselors' self-efficacy for advocacy of gifted students." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2707.

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Анотація:

Current research suggests that gifted students possess a unique set of characteristics that require unique skills and knowledge to address properly. School counselors are in a position to address the unique needs of gifted students provided they have the knowledge required for effective interaction. School counselors are called to provide multiple services for all students in the school setting; among those services are to advocate for student needs as well as to maintain a level of knowledge that will facilitate effective advocacy. Although the current literature suggests that school counselo

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6

Simons, Jack D., Matthew J. Beck, Nancy R. Asplund, Christian D. Chan, and Rebekah J. Byrd. "Advocacy for Gender Minority Students: Recommendations for Professional School Counsellors." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2599.

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Анотація:

Research shows that teachers’ and educators’ responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success

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7

Costis, Patricia. "Seeing The Paradigm: Education Professionals' Advocacy for The Gifted Student with Autism Spectrum Disorder." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1463428512.

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Анотація:

Meeting the needs of the gifted student with autism spectrum disorder (ASD) requires addressing both conditions. Education professionals are in a unique position to begin this process by referring the student to school specialists for evaluation. However, diagnostic confusion surrounding autism, misconceptions about special education, varying conceptions of giftedness, and overlapping behaviors of giftedness and ASD can inhibit education professionals’ ability to recognize unique behaviors of gifted students with ASD, and make appropriate referrals, placing the student at academic risk. Autism

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8

Simons, Jack D., Matthew J. Beck, Nancy R. Asplund, Christian D. Chang, and Rebekah Byrd. "Advocacy for Gender Minority Students: Recommendations for Professional School Counsellors." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5814.

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Анотація:

Research shows that teachers’ and educators’ responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success.

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9

Jeon, Moo Kyong. "Advocacy competencies of rehabilitation counselor trainees in core-accredited rehabilitation counselor education programs." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1341.

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Анотація:

The purpose of this study was to investigate how well rehabilitation counselor trainees in CORE accredited rehabilitation counseling programs are prepared to advocate clients. In order to seek an answer to this research question, this study (a) measured the rehabilitation counselor trainees' self-reported preparedness to advocate for their clients, (b) assessed the rehabilitation counselor educators' perceptions of their students' preparedness to advocate for their clients, (c) explored the relationship between rehabilitation counselor trainees' self-reported preparedness to advocate for their

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10

Broussard, William James. "One Foot In: Student-Athlete Advocacy and Social Movement Rhetoric in the Margins of American College Athletics." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195290.

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Анотація:

In "One Foot In: Student-Athlete Advocacy and Social Movement Rhetoric in the Margins of American College Athletics," the author explores student-athlete advocacy of black male student-athletes in revenue generating sports and educational and cultural reforms to NCAA policies and bylaws over approximately two decades (1985-2006). The author examines non-profit organizations--Black Coaches Association, Drake Group, Institute for Diversity and Ethics and Sport, and Knight Commission on Intercollegiate Athletics--who pressured the NCAA to enact measures to restore order and balance to American c

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11

Walker, Quiteya Dawn. "An investigation of the relationship between career maturity, career decision self-efficacy, and self-advocacy of college students with and without disabilities." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/617.

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Анотація:

Although much has been written about the relationship between career maturity and career decision self-efficacy of college students, the literature review provided no studies that investigated the relationship between career maturity, career decision self-efficacy, and self-advocacy; therefore the purpose of this study was to explore the relationship between career maturity, career decision self-efficacy, and self-advocacy of college students with and without disabilities. An increasing number of college students with disabilities are attending postsecondary institutions, and the figures are c

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12

Wyatt, Kristi-Anne Lee. "The mandate for social justice advocacy in counselor education: Using service learning to train masters' students as social justice advocates." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1550154196.

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13

Graybill, Emily. "Social Justice Advocacy Trends Related to Gay/Straight Alliance Advisors' Experiences in Schools." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/cps_diss/57.

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Анотація:

Social justice within education increasingly has been emphasized over the past decade (Kraft, 2007; Oakes et al., 2000; Riester et al., 2002). Little is known about the demographic trends and the advocacy experiences of school-based social justice advocates such as Gay/Straight Alliance (GSA) advisors despite the established importance of teachers engaging in social justice advocacy within schools. Data were collected from a national sample (N = 262) of GSA advisors to further the understanding of the demographic characteristics and the experiences of these social justice advocates and to inve

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14

Brown, Sarah Denyse. "An Investigation of Trauma Symptom Reduction in a Clinical Sample of Sexually Abused Children Using the Trauma Symptom Checklist for Children." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/cps_diss/10.

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Анотація:

School counselors have a duty to formulate strategies that aid in the detection and prevention of child sexual abuse (ASCA, 2003). This may be accomplished in a number of ways, such as designing programs, providing training to teachers regarding recognizing and reporting abuse indicators, and collaborating with child protection and other mental health professionals to provide additional aftercare for sexually abused children in the school setting. Much can be learned about trauma symptomology from a clinical sample of sexually abused children. The Trauma Symptom Checklist for Children (TSCC;

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15

Willingham, Elizabeth Upchurch. "Maternal Perceptions and Responses to Child Sexual Abuse." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/cps_diss/12.

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Анотація:

ABSTRACT MATERNAL PERCEPTIONS AND RESPONSES TO CHILD SEXUAL ABUSE by Elizabeth U. Willingham Child sexual abuse (CSA) is a complex phenomenon that requires various levels of intervention to address the safety, recovery, and prevention needs of children and families who have experienced victimization. Although there is a large body of literature that has identified and examined many aspects of CSA (Putnam, 2003), less is known about nonoffending caregivers of sexually abused children. The one consistent finding across studies that have investigated CSA, nonoffending caregivers, and traumati

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16

Gomez, Beane Dannette. "Virginia Counselors' Engagement with Social Issues Advocacy for Black/African American Clients/Students in Various Workplace Settings." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/82964.

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Анотація:

The purpose of this study was to develop an understanding of how Virginia counselors engage in social issues advocacy, specifically advocacy for Black/African American clients/students. Racial Identity (Helms, 1993) and Multicultural Social Justice Counseling Competencies (Ratts, Singh, Nassar-McMillan, Butler, and McCullough, 2016) are used as the framework. The researcher examined whether the work setting of a counselor impacts the amount and type of involvement with race-specific advocacy and how counselors are supported as advocates in that setting. Data was collected via information que

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17

Farmer, Laura, and Rebekah J. Byrd. "Genderism in the LGBTQQIA Community: An Interpretative Phenomenological Analysis." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/891.

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Анотація:

Using interpretative phenomenological analysis (IPA), the researchers examined experiences of genderism within, among, and between members of the lesbian, gay, bisexual, transgender, queer, questioning, intersex, and ally (LGBTQQIA) community. Genderism, or bias resulting from a gender binary view, was explored with regard to gender identity, gender expression, gender roles, and gender-based assumptions. Responses from 10 participants were analyzed for themes within and across participants using IPA. Seven themes are presented, discussed, and supported by participant extracts. Implications for

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18

King-Pleas, Brittany. "Advocacy Services for First-Generation College Students| A Grant Proposal." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10605812.

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Анотація:

<p> The purpose of this thesis was to write a grant proposal to fund advocacy services through the All Ways Up (AWU) Foundation, which partners with non-profits that service low-income, first-generation college students. The advocacy services, named TAP (The Advocacy Project) are provided to the students within 35 organizations in partnership with the AWU Foundation. The goal is to increase college retention rates and advocacy skills among first-generation students. The literature explored first-generation status and some of the challenges faced by students who are the first in their families

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19

Heyer, Chiara. "Advocacy Services for College Students With Disabilities| A Grant Proposal." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261953.

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<p> Students with disabilities face a variety of challenges that are not experienced by their able-bodied peers. Literature reveals that these students are less likely to succeed in higher education, earn their degrees, and often take more time to earn their degrees than the able-bodied majority. These students face stigma related to their disability and lack of acceptance among their peers and professors. Additionally, these students are tasked with the additional responsibility of disclosing their disability and requesting accommodations often without adequate preparation. The goal of this p

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20

Scavella, Arthur J. N. "The Relationship Between District Concert Band Music Performance Assessment Participation and Student Achievement in Miami-Dade County Public Middle Schools." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3638.

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Анотація:

Since the implementation and achievement score pressures of the No Child Left Behind Act of 2001, elective course offerings such as music have been drastically reduced, especially in the middle school setting. A great deal of correlational research has shown a positive correlation between music education in school and students’ overall academic achievement. This study examined the correlation between those middle school students that participated in the District Concert Band Music Performance Assessment (MPA) versus those middle school students that did not regarding their achievement scores o

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21

Smith, Ashleigh R. "Self-Advocacy Training in Secondary Schools for Students with Learning Disabilities." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2823.

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Анотація:

To be successful in the general education students with disabilities may require accommodations. Students with disabilities need to develop self-advocating skills to be able to request the accommodations needed in the general education. This article describes a study in which six high school students with learning disabilities were explicitly taught to recognize when an accommodation was needed, select the appropriate accommodation, request the accommodation and then implement the accommodation in the general education classroom. The study indicated that students were able to advocate for them

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22

Wikoff, Haley Dianne. "Understanding the factors that influence school counselor advocacy for LGBTQ students." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6882.

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Анотація:

Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students are at-risk for high rates of bullying and harassment in the school setting. School counselors are uniquely positioned to provide support to LGBTQ youth and work alongside building principals to create safe and welcoming school environments. To build on existing literature, this researcher set out to examine how demographic factors and the school counselor-principal relationship influenced school counselor advocacy for LGBTQ youth. By examining these factors, school counselors are better informed about the roadblocks or barriers t

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23

Kosine, Natalie R. "Self-advocacy, metacognition, and transition in college freshmen with learning disabilities." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1216741321&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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24

Rowley, Patrick James. "School Counselor Advocacy: Postsecondary Planning for Adolescents Experiencing Emotional Disturbances in Urban Environments." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/78204.

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Анотація:

While research studies have investigated postsecondary planning for high-need student populations, few studies have explored the intersectionality of students experiencing emotional disturbances and students living in urban environments and the postsecondary planning perspectives of school counselors with this demographic. The purpose of this study was to explore the current perspectives, practices, and experiences of 10 high schools counselors working within a large school district of the northeastern U.S. on postsecondary planning with students experiencing emotional disturbances in urban en

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25

Thomas, Nakpangi. "The Experiences of Counseling Graduate Students Who Participated in Professional Legislative Advocacy Training." Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13805568.

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Анотація:

<p> Legislative advocacy efforts are increasingly becoming part of a counselor’s professional identity, yet scholarly literature lacks studies about experiences of counseling students involved in legislative advocacy for the counseling profession. The purpose of this study was to gain an understanding of the meaning counseling students ascribe to their involvement in legislative advocacy for the counseling profession. Astin’s student involvement theory was the conceptual framework utilized to explore the lived experiences of counseling graduate students and recent graduates who par

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26

Buhl, Nathan John. "A phenomenological study of the attitudes & perceptions of middle school students towards the character, advocacy, remediation, enrichment, & school spirit (CARES) program." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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27

Walter, Sandra L. "Understanding our students : how aspects of students' pre-collegiate lives correlate with self advocacy, confidence, and risk taking." Thesis, Massachusetts Institute of Technology, 2021. https://hdl.handle.net/1721.1/130864.

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Анотація:

Thesis: S.M., Massachusetts Institute of Technology, Department of Mechanical Engineering, February, 2021<br>Cataloged from the official PDF version of thesis.<br>Includes bibliographical references (pages 80-81).<br>A US childhood trauma epidemic has created lifelong negative effects for children across the US. In addition to being connected to long term health conditions, Adverse Childhood Experiences (ACEs) make it difficult for students to learn in traditional classrooms. Although trauma-informed teaching has become popular in the K-12 setting in recent years, college classrooms remain ess

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28

Calabro, Kristin, and Whitney Shields. "Project SHAPE (Students Helping Advocate for Patient Education)." The University of Arizona, 2010. http://hdl.handle.net/10150/623898.

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Class of 2010 Abstract<br>OBJECTIVES: The purpose of Project SHAPE was to provide an interdisciplinary workshop for future practitioners from the Colleges of Pharmacy, Medicine and Public Health on health literacy to improve the communication between the patients and their providers. METHODS: Study participants were recruited via email from the Colleges of Pharmacy, Medicine, and Public Health at The University of Arizona. Participants attended a workshop that included a one-hour presentation by Dr. Barry Weiss followed by the development of educational materials on various health topics. A r

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29

Vogler, Jessica L. "Development of an instrument to measure the tobacco control advocacy knowledge of youth." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1295145.

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The problem of this study was to develop a valid and reliable instrument to assess the tobacco control advocacy knowledge level of high school students enrolled in the Busting Big Tobacco (BBT) program. The steps taken to examine this problem include: created a table of specifications, created the initial instrument, selected a jury of experts, a qualitative assessment by jurors, created the revised instrument, a quantitative review by jurors, revised the instrument, conducted a modified pilot test of the instrument using university students, and created the final 23 item instrument.The final

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30

Mospan, Cortney M., and McKenzie L. Calhoun. "Developing Students as Advocates through a Pilot Advocacy Curricular Thread within a PharmD Curriculum." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/6873.

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Анотація:

There is a need for education about and development of advocacy skills within student pharmacists. Pharmacy literature describes experiences incorporating advocacy education within curricula; however, these are often singular, limited experiences. To increase student pharmacists’ awareness, knowledge, and skills, effective advocacy curricular threads are necessary within curricula. This paper provides rationale for the need for a greater emphasis on development of these skills within student pharmacists, evidence of curricular experiences surrounding advocacy from the literature, initial obser

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31

Bernklau, Halvor Christie Dianne. "Increasing Social Work Students' Political Interest and Efficacy: The Experience and Impact of a Social Welfare Policy Course from the Students' Perspective." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/565.

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Анотація:

Students of accredited social work programs are expected to demonstrate ten core competencies, including the ability to "engage in policy practice to advance social and economic well-being and to deliver effective social work services" (Council on Social Work Education, 2008). Despite this expectation, almost half of licensed social workers surveyed disagreed with the notion that they were adequately prepared for political engagement by their social work education (Ritter, 2007). Because social welfare policy courses are the primary curricular means for preparing generalist social workers for

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32

Chambers, Alex Wayne. "Effects of a Self-Advocacy Intervention on Latino Male College Students' Ability to Request Academic Accommodations." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612556.

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Анотація:

While the number of students with learning disabilities entering the postsecondary environment is rising, many of these students have not yet acquired the skills to help them request necessary academic accommodations. Students with learning disabilities need to recognize how their disability affects their academic learning, and need to have the strategies and skills known as self-advocacy, so that they can request and obtain these accommodations. Unfortunately, many of these students, particularly Latino students, have not been given the opportunity to acquire advocacy skills prior to entering

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33

Kennedy, Tara. "Research Based Recommendation: Effective Parent Advocacy for Students who are Twice-Exceptional, Academically Gifted With Autism." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/honors_theses/79.

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Анотація:

This thesis’s purpose is twofold. The first purpose is to present both information about what twice-exceptionality is and to make recommendations based on the existing research as to how parents or guardians can become more effective advocates and advocate for effective programming and services for their children who are twice-exceptional. While this thesis focuses on a specific subset of twice-exceptional students, those who are both gifted and have autism, a good deal of the material presented will be applicable to children who are gifted with learning disabilities. Effective parent advocacy

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34

Schaeffer, Kelly Akos Patrick. "Educator perspectives on school counselor advocacy as it relates to the college access of underrepresented students." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2125.

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Анотація:

Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2008.<br>Title from electronic title page (viewed Feb. 17, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Education in the Department of Educational Leadership, School of Education." Discipline: Education; Department/School: Education.

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35

Malone, Shannon A. "The Circle of Care: Supporting the Academic Achievement of Students Who Reside in Group Homes." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/944.

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Анотація:

According to data published in 2018, approximately 20,000 children resided in group homes across the United States. By the nature of their situations, living outside of their familial homes, these children are experiencing trauma while trying to participate in typical childhood activities, such as making friends and attending school. Children who reside in group homes are foster youth. Foster youth consistently show low levels of academic achievement (Vacca, 2008). Children who reside in group homes have many service providers that are responsible for their care, including teachers, social wor

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36

Kelly, Samuel J. "The views of students with dyslexia on the transition to secondary school : the importance of self-advocacy." Thesis, University of East London, 2015. http://roar.uel.ac.uk/4429/.

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Анотація:

The transition to secondary school can be a stressful and challenging process for young people, especially those with special educational needs. While research acknowledges the importance of additional support for students with dyslexia at post-secondary transition, a systematic literature review indicated that very little research has studied their experience during transition to secondary school. Additionally, there is a growing evidence base for the importance of vulnerable students being taught to self-advocate during transition, though limited research has investigated its efficacy for yo

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37

Aller, Ty B. "Mental Health Awareness and Advocacy: Assessment Tool Development and an Evaluation of a College-Based Curriculum." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7701.

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Анотація:

Students’ mental health issues are a common concern on college campuses and are often addressed via prevention programming called mental health literacy. This dissertation consists of two studies regarding mental health literacy programming for college students at a western university in the United States. In study one, the Mental Health Awareness and Advocacy Assessment Tool (MHAA-AT) was created and evaluated for its utility in assessing college students’ mental health literacy. This assessment tool is unique in that it is built upon a process-based approach to mental health literacy. The as

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38

Foster, Rita Garrett. "Meeting the Needs of College Students With Learning Disabilities." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7869.

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Анотація:

Although more students with learning disabilities (LDs) are attending postsecondary institutions, faculty lacks the necessary training to educate students with LDs. A need exists to ensure that their college experiences include resources or support services to help students meet their academic requirements. Without support services, students may encounter poor outcomes in postsecondary education. This bounded, qualitative case study was designed to explore perspectives and experiences of students with LDs related to student services and accommodations at a postsecondary institution. Knowles's

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39

Kwon, Clara. "Health Students' Perceptions of Food Pantry Practices and Clients." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313599990.

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40

Stackhouse-Powe, Demetra L. "A study of political interest, competence, advocacy and awareness among social work students in the state of Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/dissertations/2290.

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Анотація:

This study examined to what degree social work students participate politically. This study also seeks to understand students' political interests, competencies, advocacy efforts and awareness, which are factors that contribute to political activism among social work students. Two hundred and eleven (211) participants were selected for the study, utilizing non-probability convenience sampling. The survey participants were composed of social work students enrolled in an accredited social work program in the state of Georgia, whereas the programs are also governed by the Council of Social Work E

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41

Student, Bar Association College of Law University of Arizona. "Arizona Advocate, Vol. 25, No. 2 (October 1992)." College of Law, University of Arizona (Tucson, AZ), 1992. http://hdl.handle.net/10150/611308.

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42

Student, Bar Association College of Law University of Arizona. "Arizona Advocate, Vol. 20, No. 1 (Fall 1986)." College of Law, University of Arizona (Tucson, AZ), 1986. http://hdl.handle.net/10150/611288.

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43

Student, Bar Association College of Law University of Arizona. "Arizona Advocate, Vol. 20, No. 2 (Fall 1986)." College of Law, University of Arizona (Tucson, AZ), 1986. http://hdl.handle.net/10150/611289.

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44

Student, Bar Association College of Law University of Arizona. "Arizona Advocate, Vol. 20, No. 4 (Spring 1987)." College of Law, University of Arizona (Tucson, AZ), 1987. http://hdl.handle.net/10150/611290.

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45

Student, Bar Association College of Law University of Arizona. "Arizona Advocate, Vol. 21, No. 1 (Fall 1987)." College of Law, University of Arizona (Tucson, AZ), 1987. http://hdl.handle.net/10150/611292.

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46

Student, Bar Association College of Law University of Arizona. "Arizona Advocate, Vol. 21, No. 2 (Winter 1987)." College of Law, University of Arizona (Tucson, AZ), 1987. http://hdl.handle.net/10150/611293.

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47

Student, Bar Association College of Law University of Arizona. "Arizona Advocate, Vol. 20, No. 3 (Spring 1987)." College of Law, University of Arizona (Tucson, AZ), 1987. http://hdl.handle.net/10150/611301.

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48

Student, Bar Association College of Law University of Arizona. "Arizona Advocate, Vol. 23, No. 2 (Spring 1990)." College of Law, University of Arizona (Tucson, AZ), 1990. http://hdl.handle.net/10150/611305.

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49

Student, Bar Association College of Law University of Arizona. "Arizona Advocate, Vol. 24, No. 1 (Fall 1990)." College of Law, University of Arizona (Tucson, AZ), 1990. http://hdl.handle.net/10150/611306.

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50

Student, Bar Association College of Law University of Arizona. "Arizona Advocate, Vol. 25, No. 1 (September 1992)." College of Law, University of Arizona (Tucson, AZ), 1992. http://hdl.handle.net/10150/611307.

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