During the Spring 2022 semester, I had the opportunity to work as a legislative intern for the Arizona Department of Education. While working there, I came into contact with various issues revolving around public education. However, these issues were nothing compared to the pressing issue of Empowerment Scholarship Accounts (ESAs). ESAs allow state funding to follow a student to whichever school they choose - public schooling, private schooling, or homeschooling. The most significant debate surrounding this issue is whether or not the legislation was created with the intent to help students in their educational pursuits. I noticed that many left-leaning legislators had it in their minds that right-leaning groups supported this legislation with the intent of giving private schools public money. However, right-leaning supporters claim that ESAs are intended to assist needy students when public schools cannot meet their needs. I wanted to pursue my thesis on this topic because as an intern I always wondered which group was correct.

This thesis first examines the history and contemporary landscape of school mental health, offering evidence for schools as an essential component of the child and adolescent system of care. It then provides contemporary discussion around the importance of design in public administration, as well as analyzes the current design model of school-based mental health services, including key actors, normative assumptions, and underlying conceptual models to demonstrate the outdated presumptions that have led to a model that is not designed to adapt to the unique needs of students, especially after the COVID-19 pandemic. Building on contemporary theory of design in public administration, I argue that the largely fragmented, decentralized, bureaucratic, complex, and underdeveloped design of school-based mental health services mainly developed in the 1970s and 1980s has reached its limits and cannot adapt to new societal variables. Lastly, I discuss said limitations of this model to argue for a conceptual and practical re-design of the current system of school-based mental health systems in the United States.

History is written by the winners. The losers’ narrative ends with the downfall of their civilization. Right now, the winners writing and teaching American history are setting up the next generation for failure. Instead of honing in on the structural landmarks that made the United States a shining city upon a hill, as most victors that would look to perpetuate prosperity would do, many institutions of higher education in charge of teaching our history imbue shame and skepticism of our past into our curriculum. By focusing on the atrocities of American history from an out-of-context modern perspective, we are teaching our young adults that monumental institutions deserve to be torn down, not venerated or improved for modern times. In my research for the Center for American Institutions, I have discovered that the winners that have captured academia and American history subscribe to corrosive tenets rooted in postmodernism and subjective victimhood. Postmodern American historians believe objective truth and knowledge collected over the centuries should be held in radical skepticism because of its origins in a society formed in oppressive systems of hierarchies. After discarding much of our history because progress did not happen fast enough, contemporary American historians believe in constructing a culture that emphasizes an equitable, multiracial democracy rooted in intersectionality, an ideology which has its proponents looking to align itself on vertices of identity—both real and perceived— in search for victimhood and offense. After examining syllabi that displayed this ideology in an empirical study, I examine evidence of this ideology worming itself into history, before spilling off college campuses and into our daily lives. Amplified by social media algorithms, extremist factions on both sides of the political spectrum have been empowered by our academic institutions to abandon the pursuit of truth and our history to construct the culture as they see fit. The casualties in this war over history and culture are too numerous to count, but perhaps the most the most costly one is the Generation Z. By teaching a history that shames instead of empowers, our newest generation enters the political fray unprepared for reasonable civil discourse, interprets such discussions as personal attacks, and feeds the polarized dichotomy destroying our political culture. Beyond our politics, the teaching of history—along with factors like the decline of freedom to play and a concerted focus to aim children towards higher education among others— has resulted in a generation of fragile, anxious, and unprepared individuals that stand ready to be hoodwinked by life, instead of embracing it. My thesis seeks to not only present these problems to you, but to present a model of a solution, a way to tell our history from a winning perspective. My model syllabus strengthens debate, encourages participation in our discourse, and strives to equip students with the tools they need to thrive in America’s vibrant civic culture. America is a winning country and idea, one which deserves to be perpetuated for as long as possible: we should teach our young people to embody this idea and succeed rather than confuse them with a pessimistic portrayal.

Billionaires are a relatively new phenomenon, yet their influence is immense. Some billionaires hide in the shadows, and others are at the forefront of our society. With the advent of social media, the reach of billionaires at the forefront has expanded exponentially. Some sport their fancy lifestyles, some preach their views on the world, and some share what it takes to become like them. With 2.562 billion monthly YouTube users and millions of views for any video with or about billionaires, the reach the highly wealthy have is immense. So many are watching, raising two questions are the viewers watching with the intent of learning how to become a billionaire themselves or are they purely focused on entertainment value? Additionally, what purpose does speaking to the masses through YouTube serve for the wealthiest individuals in the world? This paper will attempt to answer these questions and dive deeper into the billionaire YouTube landscape. There will be a discussion of the immense power of billionaires, what it means to be one, and an analysis of a select few of America’s wealthiest individuals. Hopefully, this will give a better perspective on the wealth-based social media landscape.