CIPA International Capstone Projects
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Item Evaluation of Refugee Interpreters' WellbeingPindell, Ashelyn (2019-05)A CIPA Capstone student examined the trauma exposure of refugee interpreters in mental health services. A literature review established the negative mental health effects associated with working as a mental health interpreter as well as being a refugee. This research served as a basis for constructing a survey for refugee interpreters to be conducted by Humanity Crew and its partners in the field in fall 2019 and beyond. The survey used questions from the Harvard Trauma Questionnaire and the World Health Organization Composite International Diagnostic Interview. The questions focused on PTSD, depression and anxiety. Each question was analyzed according to mental health impacts and will be distributed for further research and analysis.Item The Effect of Wildfires on Air Quality and Public HealthPan, Aileen; Solongo, Tulga; Xu, Haofeng (2019-05)In consultation with the U.S. Government Accountability Office (GAO), a CIPA Capstone team conducted research on the air quality and public health effects of wildfires. They found a positive association between wildfire smoke and particulate matter 2.5, respiratory morbidity and mortality. This may entail issues with asthma, chronic obstructive pulmonary disease, bronchitis and pneumonia. The team also explored the efforts of several states including California, Montana, North Carolina and Texas to mitigate air quality pollutants from wildfires and reduce public exposure to air quality pollutants from wildfires. The team sampled several wildfires and analyzed data, which showed the average change in air quality index (AQI) and PM2.5 were significant in California and Montana. All four states are making efforts to monitor air quality, provide access to air quality and wildfire information, and educate the public to protect themselves from wildfire smoke exposure. The final report also provided information about state policies with promise that may be helpful to bolster or replicate in other states.Item Implementation and Evaluation Plan for APECO School Garden ProgramPalumbo, Katelyn; Parsons, Julie (2019-05)A CIPA Capstone student team worked with the Agricultural Association of Growers and Exporters of the Copiapo Valley in Chile (APECO) this semester to design an implementation plan and an evaluation plan for their school garden program. The team interviewed subject matter experts, reviewed data collected by previous Capstone teams and literature on implementing school garden programs. They developed a multi-phase implementation plan, starting with a pilot at one school. The team also created evaluation tools and protocols to 1) assess the program implementation to inform scaling-up of the program, 2) measure the impacts of the school gardens on schools, students, families, and the broader community, and 3) demonstrate its impact to stakeholders. The evaluation measures diet and nutrition, physical activity, and environmental awareness and sustainable behaviors. Lastly, the team advised APECO on immediate next steps including connecting with stakeholders and hiring personnel.Item Phase III Connecting Communities through Reintegration: Agricultural Vocational Opportunities in Lira, UgandaChen, Clifford; Reeves, Katharine; Tezuka, Yasuyuki (2017-05-20)The Global Livingston Institute (GLI) works to cultivate a more global understanding of poverty in order to foster healthier communities, basing its work in Uganda. Building on the research of previous Capstone teams, this paper develops a business plan for a community farmer program to foster reintegration of former child soldiers in the Lira region of northern Uganda. This plan is based on previous research including interviews conducted with former child soldiers in the area in January 2016, extensive literature review, and exploratory discussions with NGOS and private sector social impact organizations working in the region. The paper also includes preparation for fieldwork, and piloting the business plan with feedback from representatives from NGOs, government, business, and the community through focus groups conducted in summer 2017.Item Commodities Market Development Project for Astana International Financial Centre: Copper, Natural gas, WheatAbitbekov, Aibolat; Poma Canazaca, Lourdes Sabina; Chen, Suli (2017-05)The Astana International Financial Centre (AIFC) Authority works to promote the non-banking financial sector in Kazakhstan and the Eurasian region and plans to establish a regional commodities exchange. This paper contains research on several of Kazakhstan’s major commodities – copper, natural gas, and wheat – as well as research on regional and international trade flows, underlying logistics infrastructure, market pricing models, and product differentiation. The report contains information regarding the current state, limitations and opportunities for development of each commodity, in addition to recommendations on market opportunities for the developing exchange. The literature review and SWOT analysis assess strengths, weaknesses, opportunities and threats for each commodity and will be used to support the development of the international commodity exchange.Item 8B COMMUNITY INVESTMENT FUNDDikoume, Elke-Esmeralda, Assem, Issa, & Calvin I. Ungarsynova, Kudabekov, & Okwuego (2016-05)In 2014, there were approximately 4.5 million international college and university-level students in the world. The number of international students in the U.S. has declined from 28% in 2000 to 22% in 2014. The majority of students coming to the United States are from Asia. Nigeria was the African country with the most students studying in the US in 2014; approximately 9500 Nigerian students studied in the US (this was the 15th largest international student population studying in the U.S., by country of origin). We were interested in knowing the reasons why substantially fewer African students were coming to the U.S. for higher education. For this report’s purposes, higher education refers to degree granting programs at the undergraduate, graduate, and doctoral levels. To test whether or not there were financial barriers to higher education for African students, we created a survey using Qualtrics. The survey was then distributed to African students associations and international students organizations at 50+ universities. Given that they are the most populous group of African students in the US, it is unsurprising that Nigerian students were the greatest in number to complete the survey. Through the analysis of our survey responses, we found that for 62% of respondents, the primary source of funding was scholarships. 82% of respondents however felt that it was hard for them to secure a scholarship.. This means that indeed, financial barriers to higher education have deterred students from pursuing degree-granting programs outside of their home countries. Having analyzed the survey responses, as a team we came up with several recommendations regarding steps that we believe 8B should take moving forward. Firstly, we recommend that 8B increase their social media presence and create a website. We found it difficult to explain to people the research we were doing because we were unable to prove 8B’s existence. Without an online presence, it becomes difficult to get people interested in 8B’s mission. Secondly, we recommend that 8B should explore partnerships with the private sector given that a majority of survey respondents stated that they want to go into the private sector following graduation. We also believe it would be in 8B’s interests to work with African embassies to better understand the needs and preferences of students from under-represented countries, and develop partnerships to encourage applications to top universities.