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You searched for subject:(Adaptative software development ASD ). Showing records 1 – 30 of 33 total matches.

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1. Hsu, Noel. Increasing Access to ABA Intervention for Children with Developmental Disabilities in Taiwan.

Degree: MAin International and Multicultural Education (IME), International and Multicultural Education (IME), 2017, University of San Francisco

  Applied Behavior Analysis (ABA) uses a behavioral approach to help clients and their behavioral challenges. This treatment has been proven to be a highly… (more)

Subjects/Keywords: ABA; Applied Behavior Analysis; ASD; Insurance; Behavioral intervention; Taiwan; Accessibility; Behavioral Disciplines and Activities; Behavior and Behavior Mechanisms; Bilingual, Multilingual, and Multicultural Education; Early Childhood Education; Other Psychology; Special Education and Teaching

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APA (6th Edition):

Hsu, N. (2017). Increasing Access to ABA Intervention for Children with Developmental Disabilities in Taiwan. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/559

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hsu, Noel. “Increasing Access to ABA Intervention for Children with Developmental Disabilities in Taiwan.” 2017. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/559.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hsu, Noel. “Increasing Access to ABA Intervention for Children with Developmental Disabilities in Taiwan.” 2017. Web. 18 Mar 2019.

Vancouver:

Hsu N. Increasing Access to ABA Intervention for Children with Developmental Disabilities in Taiwan. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/559.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hsu N. Increasing Access to ABA Intervention for Children with Developmental Disabilities in Taiwan. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/559

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Taylor, Amber Mackenzie. Teaching While White: White Identity Development and Antiracism for Educators.

Degree: MAin International and Multicultural Education (IME), International and Multicultural Education (IME), 2017, University of San Francisco

  This project explores the use of mindfulness in antiracist professional development for educators, documenting the development and implementation of workshop curriculum across three conference… (more)

Subjects/Keywords: White identity development; antiracism; mindfulness; education; professional development; Teacher Education and Professional Development

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APA (6th Edition):

Taylor, A. M. (2017). Teaching While White: White Identity Development and Antiracism for Educators. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/513

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Taylor, Amber Mackenzie. “Teaching While White: White Identity Development and Antiracism for Educators.” 2017. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/513.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Taylor, Amber Mackenzie. “Teaching While White: White Identity Development and Antiracism for Educators.” 2017. Web. 18 Mar 2019.

Vancouver:

Taylor AM. Teaching While White: White Identity Development and Antiracism for Educators. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/513.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Taylor AM. Teaching While White: White Identity Development and Antiracism for Educators. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/513

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Weston, Wesley. Enhancing ESL Instruction Through Reflective Teaching: A Resource Guide for Administrators of Intensive English Programs.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2015, University of San Francisco

  Reflective teaching practices are meaningful and practical ways for administrators to support and encourage ongoing professional development among ESL teachers. Today, the global demand… (more)

Subjects/Keywords: Reflective Teaching; ESL; Teacher Reflection; Professional Development; English Instruction; Education; Other Teacher Education and Professional Development

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APA (6th Edition):

Weston, W. (2015). Enhancing ESL Instruction Through Reflective Teaching: A Resource Guide for Administrators of Intensive English Programs. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/255

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Weston, Wesley. “Enhancing ESL Instruction Through Reflective Teaching: A Resource Guide for Administrators of Intensive English Programs.” 2015. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/255.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Weston, Wesley. “Enhancing ESL Instruction Through Reflective Teaching: A Resource Guide for Administrators of Intensive English Programs.” 2015. Web. 18 Mar 2019.

Vancouver:

Weston W. Enhancing ESL Instruction Through Reflective Teaching: A Resource Guide for Administrators of Intensive English Programs. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/255.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Weston W. Enhancing ESL Instruction Through Reflective Teaching: A Resource Guide for Administrators of Intensive English Programs. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/capstone/255

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. Parsons, Sarah Rose. Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2017, University of San Francisco

  The daily metrics of the teaching profession can prove emotionally and physically taxing, especially when compared to the current rapidly growing veil of technological… (more)

Subjects/Keywords: idea mapping; professional development; cognition; workshop; education; Adult and Continuing Education; Other Education; Teacher Education and Professional Development

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APA (6th Edition):

Parsons, S. R. (2017). Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/488

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Parsons, Sarah Rose. “Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators.” 2017. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/488.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Parsons, Sarah Rose. “Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators.” 2017. Web. 18 Mar 2019.

Vancouver:

Parsons SR. Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/488.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Parsons SR. Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/488

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Sirova, Viktoriya. Urban Stormwater Management: Treatment of Heavy Metals and Polycyclic Aromatic Hydrocarbons with Bioretention and Permeable Pavement Technologies.

Degree: MSEM, Environmental Management, 2015, University of San Francisco

  Urban stormwater runoff is a major non-point source of pollutants release into the environment. Pollutants of concern include sediments; heavy metals; polycyclic aromatic hydrocarbons… (more)

Subjects/Keywords: bioretention; permeable pavement; stormwater; metals; PAHs; low impact development; Environmental Sciences

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APA (6th Edition):

Sirova, V. (2015). Urban Stormwater Management: Treatment of Heavy Metals and Polycyclic Aromatic Hydrocarbons with Bioretention and Permeable Pavement Technologies. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/247

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sirova, Viktoriya. “Urban Stormwater Management: Treatment of Heavy Metals and Polycyclic Aromatic Hydrocarbons with Bioretention and Permeable Pavement Technologies.” 2015. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/247.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sirova, Viktoriya. “Urban Stormwater Management: Treatment of Heavy Metals and Polycyclic Aromatic Hydrocarbons with Bioretention and Permeable Pavement Technologies.” 2015. Web. 18 Mar 2019.

Vancouver:

Sirova V. Urban Stormwater Management: Treatment of Heavy Metals and Polycyclic Aromatic Hydrocarbons with Bioretention and Permeable Pavement Technologies. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/247.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sirova V. Urban Stormwater Management: Treatment of Heavy Metals and Polycyclic Aromatic Hydrocarbons with Bioretention and Permeable Pavement Technologies. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/capstone/247

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Chavez, Natalia. Homeward Bound: The Struggle Senior Dogs Face to Find Their Fur-Ever Homes, An Exhibition Proposal.

Degree: MAin Museum Studies, Museum Studies, 2018, University of San Francisco

  For this capstone project, I created a proposal for an exhibition centering around animal rights that focuses on the rights of senior dogs in… (more)

Subjects/Keywords: Activism; Animal Rights; Animal Shelters; Exhibition Development; Museum Studies; Museum Studies

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APA (6th Edition):

Chavez, N. (2018). Homeward Bound: The Struggle Senior Dogs Face to Find Their Fur-Ever Homes, An Exhibition Proposal. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/874

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chavez, Natalia. “Homeward Bound: The Struggle Senior Dogs Face to Find Their Fur-Ever Homes, An Exhibition Proposal.” 2018. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/874.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chavez, Natalia. “Homeward Bound: The Struggle Senior Dogs Face to Find Their Fur-Ever Homes, An Exhibition Proposal.” 2018. Web. 18 Mar 2019.

Vancouver:

Chavez N. Homeward Bound: The Struggle Senior Dogs Face to Find Their Fur-Ever Homes, An Exhibition Proposal. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/874.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chavez N. Homeward Bound: The Struggle Senior Dogs Face to Find Their Fur-Ever Homes, An Exhibition Proposal. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/capstone/874

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Moran, Jeff. Culturally Relevant ESL Pedagogy for California Community College Teacher Educators.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2014, University of San Francisco

  Demographics in the US are changing rapidly. The current white majority will fall below 50% of the total population by 2060. This shift has… (more)

Subjects/Keywords: Teacher Education; English (Second Language); Culturally Relevant ESL; Interaction Hypothesis; Teacher Education and Professional Development

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APA (6th Edition):

Moran, J. (2014). Culturally Relevant ESL Pedagogy for California Community College Teacher Educators. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/68

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Moran, Jeff. “Culturally Relevant ESL Pedagogy for California Community College Teacher Educators.” 2014. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/68.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Moran, Jeff. “Culturally Relevant ESL Pedagogy for California Community College Teacher Educators.” 2014. Web. 18 Mar 2019.

Vancouver:

Moran J. Culturally Relevant ESL Pedagogy for California Community College Teacher Educators. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/68.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Moran J. Culturally Relevant ESL Pedagogy for California Community College Teacher Educators. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/capstone/68

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Glantz, Paul D. The Complexity of Non-profit Administration in Global Development: A Case-Study on Neonatal Mortality.

Degree: MPH, 2016, University of San Francisco

  In 2015, 5.9 million children died with 44% of those deaths occurring in the most vulnerable period of life: the neonatal period (first 28… (more)

Subjects/Keywords: neonatal mortality; Case-study; global development; morbidity; International Public Health; Maternal and Child Health

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APA (6th Edition):

Glantz, P. D. (2016). The Complexity of Non-profit Administration in Global Development: A Case-Study on Neonatal Mortality. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/396

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Glantz, Paul D. “The Complexity of Non-profit Administration in Global Development: A Case-Study on Neonatal Mortality.” 2016. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/396.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Glantz, Paul D. “The Complexity of Non-profit Administration in Global Development: A Case-Study on Neonatal Mortality.” 2016. Web. 18 Mar 2019.

Vancouver:

Glantz PD. The Complexity of Non-profit Administration in Global Development: A Case-Study on Neonatal Mortality. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/396.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Glantz PD. The Complexity of Non-profit Administration in Global Development: A Case-Study on Neonatal Mortality. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/396

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Hudkins, Grace. The Mirror Up to Nature: Identity Exploration through Drama for English Language Learners.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2017, University of San Francisco

  It is widely accepted that language acquisition through content, arts integration, and identity development in concert with foreign or second language development are all… (more)

Subjects/Keywords: arts integration; language acquisition; ESOL; drama; identity development; Art Education; International and Comparative Education

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APA (6th Edition):

Hudkins, G. (2017). The Mirror Up to Nature: Identity Exploration through Drama for English Language Learners. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/552

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hudkins, Grace. “The Mirror Up to Nature: Identity Exploration through Drama for English Language Learners.” 2017. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/552.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hudkins, Grace. “The Mirror Up to Nature: Identity Exploration through Drama for English Language Learners.” 2017. Web. 18 Mar 2019.

Vancouver:

Hudkins G. The Mirror Up to Nature: Identity Exploration through Drama for English Language Learners. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/552.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hudkins G. The Mirror Up to Nature: Identity Exploration through Drama for English Language Learners. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/552

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Dileo, Jimmy A. Evaluating Capital and Maintenance Costs for Four Low Impact Development Treatment Systems, and their Efficiency in Removing Total Suspended Solids from Storm Water Runoff.

Degree: MSEM, Environmental Management, 2018, University of San Francisco

  Storm water runoff is the leading source of surface water pollution. To reduce the amount of contaminants in storm water runoff, municipalities and city… (more)

Subjects/Keywords: Low Impact Development; Total Suspended Solids; Water Treatment; Stormwater; Bioretention; Runoff; Environmental Sciences

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APA (6th Edition):

Dileo, J. A. (2018). Evaluating Capital and Maintenance Costs for Four Low Impact Development Treatment Systems, and their Efficiency in Removing Total Suspended Solids from Storm Water Runoff. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/781

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dileo, Jimmy A. “Evaluating Capital and Maintenance Costs for Four Low Impact Development Treatment Systems, and their Efficiency in Removing Total Suspended Solids from Storm Water Runoff.” 2018. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/781.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dileo, Jimmy A. “Evaluating Capital and Maintenance Costs for Four Low Impact Development Treatment Systems, and their Efficiency in Removing Total Suspended Solids from Storm Water Runoff.” 2018. Web. 18 Mar 2019.

Vancouver:

Dileo JA. Evaluating Capital and Maintenance Costs for Four Low Impact Development Treatment Systems, and their Efficiency in Removing Total Suspended Solids from Storm Water Runoff. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/781.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dileo JA. Evaluating Capital and Maintenance Costs for Four Low Impact Development Treatment Systems, and their Efficiency in Removing Total Suspended Solids from Storm Water Runoff. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/capstone/781

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Choi, Jeongtong (Justin). Pronunciation Lesson Plans for Korean EFL University Instructors.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language, 2014, University of San Francisco

This project helps to create lesson plans for instructors who teach Korean ESL/EFL students in English pronunciation part. Advisors/Committee Members: Onllwyn Cavan Dixon.

Subjects/Keywords: TESOL; Korean student; Teaching English as a second language; English pronunciation; Other Teacher Education and Professional Development

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APA (6th Edition):

Choi, J. (. (2014). Pronunciation Lesson Plans for Korean EFL University Instructors. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/84

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Choi, Jeongtong (Justin). “Pronunciation Lesson Plans for Korean EFL University Instructors.” 2014. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/84.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Choi, Jeongtong (Justin). “Pronunciation Lesson Plans for Korean EFL University Instructors.” 2014. Web. 18 Mar 2019.

Vancouver:

Choi J(. Pronunciation Lesson Plans for Korean EFL University Instructors. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/84.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Choi J(. Pronunciation Lesson Plans for Korean EFL University Instructors. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/capstone/84

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Armes, Jeremy W. Quantifying the Qualitative: Increasing the Reliability of Subjective Language Assessments.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2016, University of San Francisco

  This project explores how to increase the reliability of subjective language assessments. What are the major factors that affect reliability, and what can educators… (more)

Subjects/Keywords: Assessment; Reliability; Language Testing; Curriculum and Instruction; Elementary Education and Teaching; International and Comparative Education; Other Teacher Education and Professional Development

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APA (6th Edition):

Armes, J. W. (2016). Quantifying the Qualitative: Increasing the Reliability of Subjective Language Assessments. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/338

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Armes, Jeremy W. “Quantifying the Qualitative: Increasing the Reliability of Subjective Language Assessments.” 2016. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/338.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Armes, Jeremy W. “Quantifying the Qualitative: Increasing the Reliability of Subjective Language Assessments.” 2016. Web. 18 Mar 2019.

Vancouver:

Armes JW. Quantifying the Qualitative: Increasing the Reliability of Subjective Language Assessments. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/338.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Armes JW. Quantifying the Qualitative: Increasing the Reliability of Subjective Language Assessments. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/338

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Herbert, Nell C. Curating Adjacent Shores: A Contemporary Art Exhibition at USF's Thacher Gallery.

Degree: MAin Museum Studies, Museum Studies, 2016, University of San Francisco

  This capstone is a project management plan for the curation of a real-world contemporary art exhibition at the University of San Francisco’s Mary and… (more)

Subjects/Keywords: curating contemporary art; museum studies; Adjacent Shores; Thacher Gallery; art exhibition; exhibition development; Art and Design; Museum Studies

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APA (6th Edition):

Herbert, N. C. (2016). Curating Adjacent Shores: A Contemporary Art Exhibition at USF's Thacher Gallery. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/299

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Herbert, Nell C. “Curating Adjacent Shores: A Contemporary Art Exhibition at USF's Thacher Gallery.” 2016. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/299.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Herbert, Nell C. “Curating Adjacent Shores: A Contemporary Art Exhibition at USF's Thacher Gallery.” 2016. Web. 18 Mar 2019.

Vancouver:

Herbert NC. Curating Adjacent Shores: A Contemporary Art Exhibition at USF's Thacher Gallery. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/299.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Herbert NC. Curating Adjacent Shores: A Contemporary Art Exhibition at USF's Thacher Gallery. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/299

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Gant, Jason M. Exploring Masculinity For a Healthy Campus Culture.

Degree: MSBH, Adult & Organizational Education, 2016, University of San Francisco

  1 in 5 female students is and will be sexually assaulted in college. This is a public health issue as defined by the Centers… (more)

Subjects/Keywords: masculinity; sexual health; mindfulness; resilience; athletics; consent; Cognition and Perception; Counseling; Developmental Psychology; Leadership Studies; Organization Development; School Psychology; Sports Studies

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APA (6th Edition):

Gant, J. M. (2016). Exploring Masculinity For a Healthy Campus Culture. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/394

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gant, Jason M. “Exploring Masculinity For a Healthy Campus Culture.” 2016. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/394.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gant, Jason M. “Exploring Masculinity For a Healthy Campus Culture.” 2016. Web. 18 Mar 2019.

Vancouver:

Gant JM. Exploring Masculinity For a Healthy Campus Culture. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/394.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gant JM. Exploring Masculinity For a Healthy Campus Culture. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/394

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Kellen, Shari Lee, RN, OCN, ONN. Clearing the Pathway to Chemotherapy Certification for Inpatient Nurses.

Degree: MSN, 2017, University of San Francisco

  Abstract A clinical nurse leader (CNL) project was conducted, in a medical-surgical oncology unit in a community-based hospital, to evaluate and improve upon the… (more)

Subjects/Keywords: chemotherapy certification; oncology nursing; nursing education; professional development; oncology certification; safe handling hazardous drugs; Adult and Continuing Education and Teaching; Medicine and Health Sciences; Nursing; Occupational and Environmental Health Nursing; Other Education; Other Teacher Education and Professional Development

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APA (6th Edition):

Kellen, Shari Lee, RN, OCN, O. (2017). Clearing the Pathway to Chemotherapy Certification for Inpatient Nurses. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/620

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kellen, Shari Lee, RN, OCN, ONN. “Clearing the Pathway to Chemotherapy Certification for Inpatient Nurses.” 2017. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/620.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kellen, Shari Lee, RN, OCN, ONN. “Clearing the Pathway to Chemotherapy Certification for Inpatient Nurses.” 2017. Web. 18 Mar 2019.

Vancouver:

Kellen, Shari Lee, RN, OCN O. Clearing the Pathway to Chemotherapy Certification for Inpatient Nurses. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/620.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kellen, Shari Lee, RN, OCN O. Clearing the Pathway to Chemotherapy Certification for Inpatient Nurses. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/620

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Suzuki, Joy R. Integrating Language and Content Instruction: A Linguistic and Cultural Guide for Content-Area Teachers of Asian International Secondary School Students in the US.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2017, University of San Francisco

  As more and more international Asian ESL high school students seek an education at private American high schools, where students spend most of their… (more)

Subjects/Keywords: English as a second language; second language acquisition; content and language integrated learning; teacher professional development; secondary education; Bilingual, Multilingual, and Multicultural Education; Secondary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Suzuki, J. R. (2017). Integrating Language and Content Instruction: A Linguistic and Cultural Guide for Content-Area Teachers of Asian International Secondary School Students in the US. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/514

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Suzuki, Joy R. “Integrating Language and Content Instruction: A Linguistic and Cultural Guide for Content-Area Teachers of Asian International Secondary School Students in the US.” 2017. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/514.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Suzuki, Joy R. “Integrating Language and Content Instruction: A Linguistic and Cultural Guide for Content-Area Teachers of Asian International Secondary School Students in the US.” 2017. Web. 18 Mar 2019.

Vancouver:

Suzuki JR. Integrating Language and Content Instruction: A Linguistic and Cultural Guide for Content-Area Teachers of Asian International Secondary School Students in the US. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/514.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Suzuki JR. Integrating Language and Content Instruction: A Linguistic and Cultural Guide for Content-Area Teachers of Asian International Secondary School Students in the US. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/514

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Chan, Winnie Y. Fieldwork Summary Report: Reducing Repeat Teenage Pregnancy through Program Planning and Evaluation.

Degree: MPH, 2014, University of San Francisco

  This fieldwork summary report provides a synthesis of both my overall fieldwork experience at TAPP, Felton Institute’s Teenage Pregnancy and Parenting Program, and my… (more)

Subjects/Keywords: teenage pregnancy; teenage parenting; program development; evaluation; Community Health and Preventive Medicine; Maternal and Child Health; Public Health Education and Promotion; Women's Health

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APA (6th Edition):

Chan, W. Y. (2014). Fieldwork Summary Report: Reducing Repeat Teenage Pregnancy through Program Planning and Evaluation. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/48

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chan, Winnie Y. “Fieldwork Summary Report: Reducing Repeat Teenage Pregnancy through Program Planning and Evaluation.” 2014. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/48.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chan, Winnie Y. “Fieldwork Summary Report: Reducing Repeat Teenage Pregnancy through Program Planning and Evaluation.” 2014. Web. 18 Mar 2019.

Vancouver:

Chan WY. Fieldwork Summary Report: Reducing Repeat Teenage Pregnancy through Program Planning and Evaluation. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/48.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chan WY. Fieldwork Summary Report: Reducing Repeat Teenage Pregnancy through Program Planning and Evaluation. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/capstone/48

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Lopez, Alex M. Humanistic Approach vs. Technological Approach: Accelerate Language Learning by Having Fun In the Sun.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language, 2016, University of San Francisco

  Technology continues to spread throughout the world, and it seems that this trend will continue for some time. Many students have been left behind… (more)

Subjects/Keywords: TESOL; language learners; second language acquisition; ESL; Field Trip; Outdoor learning; Bilingual, Multilingual, and Multicultural Education; Curriculum and Social Inquiry; Education; Other Education; Teacher Education and Professional Development

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APA (6th Edition):

Lopez, A. M. (2016). Humanistic Approach vs. Technological Approach: Accelerate Language Learning by Having Fun In the Sun. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/447

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lopez, Alex M. “Humanistic Approach vs. Technological Approach: Accelerate Language Learning by Having Fun In the Sun.” 2016. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/447.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lopez, Alex M. “Humanistic Approach vs. Technological Approach: Accelerate Language Learning by Having Fun In the Sun.” 2016. Web. 18 Mar 2019.

Vancouver:

Lopez AM. Humanistic Approach vs. Technological Approach: Accelerate Language Learning by Having Fun In the Sun. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/447.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lopez AM. Humanistic Approach vs. Technological Approach: Accelerate Language Learning by Having Fun In the Sun. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/447

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Ziogas, Sara G. Practical Pragmatics: A Workshop to Learn Strategies for Teaching Pragmatic Awareness to Adult English Language Leaners.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2017, University of San Francisco

  The lack of teacher training and textbook teaching materials for developing pragmatic awareness in ESL (English as a second language) and EFL (English as… (more)

Subjects/Keywords: pragmatic awareness; communicative competence; speech acts; workshop; teacher training; Adult and Continuing Education and Teaching; Higher Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Ziogas, S. G. (2017). Practical Pragmatics: A Workshop to Learn Strategies for Teaching Pragmatic Awareness to Adult English Language Leaners. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/577

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ziogas, Sara G. “Practical Pragmatics: A Workshop to Learn Strategies for Teaching Pragmatic Awareness to Adult English Language Leaners.” 2017. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/577.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ziogas, Sara G. “Practical Pragmatics: A Workshop to Learn Strategies for Teaching Pragmatic Awareness to Adult English Language Leaners.” 2017. Web. 18 Mar 2019.

Vancouver:

Ziogas SG. Practical Pragmatics: A Workshop to Learn Strategies for Teaching Pragmatic Awareness to Adult English Language Leaners. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/577.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ziogas SG. Practical Pragmatics: A Workshop to Learn Strategies for Teaching Pragmatic Awareness to Adult English Language Leaners. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/577

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Wilson, Kimmera. CHILD ABUSE PREVENTION TRAINING: INTRODUCING A TRAIN-THE-TEACHER MANUAL FOR CHILD SAFETY AWARENESS.

Degree: MSBH, 2017, University of San Francisco

  Introduction. In order for the San Francisco Child Abuse Prevention Center community education department to extend the outreach of the Child Safety Awareness (CSA)… (more)

Subjects/Keywords: Child abuse; prevention; training manual; child safety awareness; Community Health; Elementary Education and Teaching; Other Social and Behavioral Sciences; Other Teacher Education and Professional Development

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APA (6th Edition):

Wilson, K. (2017). CHILD ABUSE PREVENTION TRAINING: INTRODUCING A TRAIN-THE-TEACHER MANUAL FOR CHILD SAFETY AWARENESS. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/608

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wilson, Kimmera. “CHILD ABUSE PREVENTION TRAINING: INTRODUCING A TRAIN-THE-TEACHER MANUAL FOR CHILD SAFETY AWARENESS.” 2017. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/608.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wilson, Kimmera. “CHILD ABUSE PREVENTION TRAINING: INTRODUCING A TRAIN-THE-TEACHER MANUAL FOR CHILD SAFETY AWARENESS.” 2017. Web. 18 Mar 2019.

Vancouver:

Wilson K. CHILD ABUSE PREVENTION TRAINING: INTRODUCING A TRAIN-THE-TEACHER MANUAL FOR CHILD SAFETY AWARENESS. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/608.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wilson K. CHILD ABUSE PREVENTION TRAINING: INTRODUCING A TRAIN-THE-TEACHER MANUAL FOR CHILD SAFETY AWARENESS. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/608

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Hershner, Kathleen. Strategies to Reduce Foreign Language Anxiety in Adult EFL Students of the European Union.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2015, University of San Francisco

  One of paradoxes in adult foreign language learning is that older learners must communicate in the very language, in this case English, they struggle… (more)

Subjects/Keywords: Anxiety; Foreign Language; TESOL; EFL; FLA; Adult ESL; Bilingual, Multilingual, and Multicultural Education; Educational Psychology; Language and Literacy Education; Teacher Education and Professional Development

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APA (6th Edition):

Hershner, K. (2015). Strategies to Reduce Foreign Language Anxiety in Adult EFL Students of the European Union. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/483

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hershner, Kathleen. “Strategies to Reduce Foreign Language Anxiety in Adult EFL Students of the European Union.” 2015. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/483.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hershner, Kathleen. “Strategies to Reduce Foreign Language Anxiety in Adult EFL Students of the European Union.” 2015. Web. 18 Mar 2019.

Vancouver:

Hershner K. Strategies to Reduce Foreign Language Anxiety in Adult EFL Students of the European Union. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/483.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hershner K. Strategies to Reduce Foreign Language Anxiety in Adult EFL Students of the European Union. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/capstone/483

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Zhou, Yifan. China’s Sharing Mobility Economy.

Degree: MAPS, Asia Pacific Studies, 2018, University of San Francisco

  Evolution in the urban landscape is key for sustainable development in the world because people have progressively moved from rural areas to live in… (more)

Subjects/Keywords: Sustainable Development; population; Business Ecosystem; Decarbonizing; Socio-economic Relationships; Public Transportation; Business Administration, Management, and Operations; E-Commerce; Environmental Studies; Social and Behavioral Sciences; Social Statistics

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APA (6th Edition):

Zhou, Y. (2018). China’s Sharing Mobility Economy. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/766

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zhou, Yifan. “China’s Sharing Mobility Economy.” 2018. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/766.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zhou, Yifan. “China’s Sharing Mobility Economy.” 2018. Web. 18 Mar 2019.

Vancouver:

Zhou Y. China’s Sharing Mobility Economy. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/766.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zhou Y. China’s Sharing Mobility Economy. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/capstone/766

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Doctors, Emma. Museum-School Partnerships: From Creative Discourse to Resource Development.

Degree: MAin Museum Studies, Museum Studies, 2018, University of San Francisco

  This paper aims to explore museum-school partnerships and best educational practices within each entity's efforts to collaborate. The project surveys museum education and explores… (more)

Subjects/Keywords: education; partnerships; collaboration; discourse; resources; curriculum development; museum studies; Art Education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Methods; Elementary Education

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APA (6th Edition):

Doctors, E. (2018). Museum-School Partnerships: From Creative Discourse to Resource Development. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/879

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Doctors, Emma. “Museum-School Partnerships: From Creative Discourse to Resource Development.” 2018. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/879.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Doctors, Emma. “Museum-School Partnerships: From Creative Discourse to Resource Development.” 2018. Web. 18 Mar 2019.

Vancouver:

Doctors E. Museum-School Partnerships: From Creative Discourse to Resource Development. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/879.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Doctors E. Museum-School Partnerships: From Creative Discourse to Resource Development. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/capstone/879

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Steinborn, Maya L. Reimagining Ability, Reimagining America: Teaching Disability in United States History Classes.

Degree: MAin Human Rights Education (HRE), International and Multicultural Education (IME), 2017, University of San Francisco

  In service to the FAIR Education Act (2012) and the awareness-raising mission of the Convention on the Rights of Persons with Disabilities (2008), this… (more)

Subjects/Keywords: disability studies; dis/ability critical race studies; critical social studies education; U.S. history; curriculum development; human rights education; Accessibility; Curriculum and Social Inquiry; Disability and Equity in Education; History of Science, Technology, and Medicine; Secondary Education and Teaching; Special Education and Teaching; Teacher Education and Professional Development; United States History

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APA (6th Edition):

Steinborn, M. L. (2017). Reimagining Ability, Reimagining America: Teaching Disability in United States History Classes. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/504

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Steinborn, Maya L. “Reimagining Ability, Reimagining America: Teaching Disability in United States History Classes.” 2017. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/504.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Steinborn, Maya L. “Reimagining Ability, Reimagining America: Teaching Disability in United States History Classes.” 2017. Web. 18 Mar 2019.

Vancouver:

Steinborn ML. Reimagining Ability, Reimagining America: Teaching Disability in United States History Classes. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/504.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Steinborn ML. Reimagining Ability, Reimagining America: Teaching Disability in United States History Classes. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/504

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Rodriguez-Juarez, Martin. The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2016, University of San Francisco

This field project shows that the immigrant community that works in the fields from the Central Coast of California need the motivation to attend adult school to learn English as their second language. A six-week courses is included. Advisors/Committee Members: Sedique Popal, Luz Navarrette Garcia.

Subjects/Keywords: immigration; latinos; california; motivation; English as second language; ESL; Adult and Continuing Education and Teaching; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Leadership; Educational Methods; Education Economics; Elementary Education and Teaching; Higher Education; Higher Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching; Other Education; Other Teacher Education and Professional Development; Secondary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Rodriguez-Juarez, M. (2016). The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/444

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rodriguez-Juarez, Martin. “The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language.” 2016. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/444.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rodriguez-Juarez, Martin. “The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language.” 2016. Web. 18 Mar 2019.

Vancouver:

Rodriguez-Juarez M. The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/444.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rodriguez-Juarez M. The Immigrants in the Central Coast of California Need Motivation to Attend Classes and Learn English as Their Second Language. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/444

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Althouse, Osaro. Empowering Female English Language Learners to Pursue Computer Science Fields: A Practical 4-Hour Workshop for Beginning Teachers in High School.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Education, 2014, University of San Francisco

  Female English language learners (FELLs) are not taken under consideration when trying to attract new student populations to computer science fields. Frequently, females are… (more)

Subjects/Keywords: Blogging; Blogs; ELL; Female English Language Learner; STEM; HTML; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Methods; Higher Education; Instructional Media Design; Online and Distance Education; Secondary Education and Teaching; Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Althouse, O. (2014). Empowering Female English Language Learners to Pursue Computer Science Fields: A Practical 4-Hour Workshop for Beginning Teachers in High School. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/116

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Althouse, Osaro. “Empowering Female English Language Learners to Pursue Computer Science Fields: A Practical 4-Hour Workshop for Beginning Teachers in High School.” 2014. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/116.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Althouse, Osaro. “Empowering Female English Language Learners to Pursue Computer Science Fields: A Practical 4-Hour Workshop for Beginning Teachers in High School.” 2014. Web. 18 Mar 2019.

Vancouver:

Althouse O. Empowering Female English Language Learners to Pursue Computer Science Fields: A Practical 4-Hour Workshop for Beginning Teachers in High School. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/116.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Althouse O. Empowering Female English Language Learners to Pursue Computer Science Fields: A Practical 4-Hour Workshop for Beginning Teachers in High School. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/capstone/116

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. McCrane, Jessica A. Culturally Aware Teaching: A Supplemental Reference Guide for Intermediate Secondary School English Language Learners.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2016, University of San Francisco

  This project takes a critical eye at the cultural biases in place in the Common Core State Standards (CCSS) curriculum and the New York… (more)

Subjects/Keywords: Regents Examination; Common Core State Standards (CCSS); Whorf-Sapir Hypothesis; testing anxiety; English language learners (ELLs); interlanguage pragmatics; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Junior High, Intermediate, Middle School Education and Teaching; Other Education; Other Teacher Education and Professional Development; Secondary Education and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McCrane, J. A. (2016). Culturally Aware Teaching: A Supplemental Reference Guide for Intermediate Secondary School English Language Learners. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/351

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McCrane, Jessica A. “Culturally Aware Teaching: A Supplemental Reference Guide for Intermediate Secondary School English Language Learners.” 2016. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/351.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McCrane, Jessica A. “Culturally Aware Teaching: A Supplemental Reference Guide for Intermediate Secondary School English Language Learners.” 2016. Web. 18 Mar 2019.

Vancouver:

McCrane JA. Culturally Aware Teaching: A Supplemental Reference Guide for Intermediate Secondary School English Language Learners. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/351.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McCrane JA. Culturally Aware Teaching: A Supplemental Reference Guide for Intermediate Secondary School English Language Learners. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/351

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Bugge, Annveig. Creating Exhibits for Small History Museums on a Limited Budget.

Degree: MAin Museum Studies, Museum Studies, 2016, University of San Francisco

  In this capstone project, I study the process of developing an exhibition for small history museums. Working with the Treasure Island Museum, a small… (more)

Subjects/Keywords: Exhibition Development; History Museum; Small Museum; Small Budget; Museum Studies; Cultural History; Museum Studies

…to want to return. Making museum guests come back is a major step for further development… …sustainable development, to explore innovative solutions to the challenges of living in harmony… …Exhibition There are many sources available that discuss exhibition development in the museums… …read both books. Matassa’s book is giving you the outline of the exhibition development… …strategies were successful to their exhibits’ development. Reviews of exhibitions show where did… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bugge, A. (2016). Creating Exhibits for Small History Museums on a Limited Budget. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/453

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bugge, Annveig. “Creating Exhibits for Small History Museums on a Limited Budget.” 2016. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/453.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bugge, Annveig. “Creating Exhibits for Small History Museums on a Limited Budget.” 2016. Web. 18 Mar 2019.

Vancouver:

Bugge A. Creating Exhibits for Small History Museums on a Limited Budget. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/453.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bugge A. Creating Exhibits for Small History Museums on a Limited Budget. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/453

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Hazzard, Windi. Neighborhood Strategizing: Understanding Community Collaborations within California Bay Area Public Schools.

Degree: MAin International and Multicultural Education (IME), International and Multicultural Education (IME), 2017, University of San Francisco

  For the better half of a century, education policy has been guided by economics and profit. One after another, every U.S. president since the… (more)

Subjects/Keywords: Education & Economics; Educational Policy & Reform; Neoliberalism; Community Organization; Community-based Social Services; Bilingual, Multilingual, and Multicultural Education; Disability and Equity in Education; Early Childhood Education; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Elementary Education; Other Education; Other Educational Administration and Supervision; Other Teacher Education and Professional Development; Secondary Education; Urban Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hazzard, W. (2017). Neighborhood Strategizing: Understanding Community Collaborations within California Bay Area Public Schools. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/522

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hazzard, Windi. “Neighborhood Strategizing: Understanding Community Collaborations within California Bay Area Public Schools.” 2017. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/522.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hazzard, Windi. “Neighborhood Strategizing: Understanding Community Collaborations within California Bay Area Public Schools.” 2017. Web. 18 Mar 2019.

Vancouver:

Hazzard W. Neighborhood Strategizing: Understanding Community Collaborations within California Bay Area Public Schools. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/522.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hazzard W. Neighborhood Strategizing: Understanding Community Collaborations within California Bay Area Public Schools. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/522

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Lkhaajav, Bolor. The Significance of Mongolia's Foreign Policy and Security Apparatus on a Global and Regional Scale.

Degree: MAPS, Asia Pacific Studies, 2018, University of San Francisco

  Mongolia, land-locked between two politically, economically, and militarily powerful nations — Russia and China — often must balance its foreign and security policies with… (more)

Subjects/Keywords: Mongolia; foreign policy; third neighbor policy; national security; Genkhis Khaan; East Asia; Asian History; Comparative Politics; Diplomatic History; Economic History; Government Contracts; Growth and Development; International Economics; International Relations; Law and Politics; Law and Society; Legal History; Legislation; Macroeconomics; National Security Law; Other Political Science; Political Economy; Political History; President/Executive Department; Securities Law

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lkhaajav, B. (2018). The Significance of Mongolia's Foreign Policy and Security Apparatus on a Global and Regional Scale. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/774

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lkhaajav, Bolor. “The Significance of Mongolia's Foreign Policy and Security Apparatus on a Global and Regional Scale.” 2018. Thesis, University of San Francisco. Accessed March 18, 2019. https://repository.usfca.edu/capstone/774.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lkhaajav, Bolor. “The Significance of Mongolia's Foreign Policy and Security Apparatus on a Global and Regional Scale.” 2018. Web. 18 Mar 2019.

Vancouver:

Lkhaajav B. The Significance of Mongolia's Foreign Policy and Security Apparatus on a Global and Regional Scale. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Mar 18]. Available from: https://repository.usfca.edu/capstone/774.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lkhaajav B. The Significance of Mongolia's Foreign Policy and Security Apparatus on a Global and Regional Scale. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/capstone/774

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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