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This study presents a comprehensive analysis of the proposed Inventory and POS Systemfor Bida Mart, which aims to enhance inventory management and decision-makingprocesses, streamline operations, and reduce manual record-keeping time. The currentmanual tracking and record-keeping system is time-consuming, and the lack of real-timeproduct data makes it difficult for Bida Mart to optimize their inventory levels. This study alsooffers an in-depth discussion of the software and programming languages used to developthe system.The survey results showed that the proposed Inventory and POS System for Bida Mart couldprovide real-time data visibility, making it easy to check stock levels and identify slow-movingproducts. The system's features enable users to quickly identify and remove unprofitableproducts and develop strategies to avoid losses. The system's notifications inform usersabout stock statuses and alert them when products need replenishment. The generatedsales reports could help forecast high-demand products during specific seasons, allowingusers to optimize inventory levels for seasonal products, reducing overstocking andunderstocking. It can help management make wise decisions and view their sales quickly.The system is also user-friendly and easy to navigate, reducing the workload and makingtasks more efficient without manual labor. The findings indicate that the proposed system forBida Mart can impact business operations, contributing to the company's progressivefinancial performance and operational efficiency.The researchers conclude that JavaScript and SQL programming languages are effective fordeveloping the proposed Inventory and POS System for Bida Mart. Future research studiescan address system operability and portability challenges and add new features likeintegrating a prototype barcode scanner with the system.

In this dissertation, analyze how settler narratives normalize representations of the settler in relation to Indigenous peoples that bolster settler futurity through the colonization of our collective memory. Drawing on the tenets of Tribal Critical Race Theory (TribalCrit) I focus on the permeation of colonization in US society while centering Ojibwe knowledge to assist in the analysis of settler colonization (Brayboy, 2005). Critical Content Analysis (CCA) and Critical Discourse Analysis (CDA) complement the TribalCrit framework to reveal patterns, norms, and values of settler narratives in two US history textbooks from Pearson for California and Texas. Overall findings highlight how the forms of representation support settler discourse and related norms and values in US history textbooks that silence Indigenous voices. In my analysis, I critically highlight profit motivations, claims to scholarly authority, portrayals, Indigenous critiques of citizenship, and land relations in the textbooks. I also demonstrate how, despite minor linguistic differences between the textbooks produced for California and Texas, shared terms, and rhetorical strategies across both versions of the textbooks and accompanying materials control the characterization of Indigenous people. This includes the portrayal violence against Indigenous peoples and settler expansion, and how language frames Americanization as assimilation in ways that obscure genocide while promoting “democratic progress.” I further analyze how the framing and language used in the textbooks and accompanying materials generates settler affect (Fanon 1963/2004; Nasser & Nasser, 2008) that maintain the settler society and settler futurity. In the final chapter, I extend the concept of refusal from the work of Tuck and Yang (2014), Audra Simpson (2014), and Leanne Simpson (2017), I conceptualize a pedagogical practice that I call historical refusal, and include critical questions that teachers can utilize to identify, and

The purpose of this research study is to understand the origins and philosophies of the Mexica people, commonly known as the Aztecs from Central Mexico, from the perspectives of those who identify as Mexica. Today in modern day academia these understandings of who the Mexica are and how they originated are constructed by those outside Mexica cultural perspectives and continue to dominate the rhetoric of scholarly research on the Mexica People. This means that there is an enormous void in the literature, because Mexica voices and Mexica cultural perspectives are left out of the literature. This research study has the main goal to address the following research question from within Mexica cultural perspectives: Who are the Mexica people and what are their origins? This research study utilizes a basic design for qualitative research methods with person-to-person semi-structured interviews as the means of collecting data. To be selected for these interviews, the participants had to be considered Mexica Elders or Mexica leaders within their Mexica communities. The research analysis is rooted in the Oral Tradition story of Xolotl and Nahui Mitl (Four Arrows) as told by Tlakaelel (1998) a highly respected Mexica-Tolteca Elder. In this story, Tlakaelel (1998) talks about the origins of the Mexica people and the founding of their capital city named Mexico-Tenochtitlan in the valley of Mexico. This Oral Tradition story has been passed down from generation to generation and was given to Tlakaelel by the Acolhua Council of Elders. For this reason, I have chosen to use this Oral Tradition story as the touchstone story for the origins of the Mexica people. I break down the key events that describe the different aspects of the origins of the Mexica people from the story of Xolotl and Nahui Mitl Four Arrows. I present the data collected from the interviews with the Mexica Elders/leaders and connect their information to the key events. Then I compare the accounts from the perspectiv

This investigation of teacher agency addresses the dual concerns of reduced teacher agency in an era of accountability tied to high stakes testing and a reduced conception of the professional role of teachers to that of an instrumentalist, restricting teachers' decisions regarding curriculum and instruction . This study has three goals: the primary goal is to understand the dynamics associated with the development of professional teacher agency; a secondary goal is to understand benefits and the detriments resulting from the exercise or denial of teacher agency; and a third goal is to describe teacher agency as it is practiced across a career span. This study answers questions about the forms of, conducive conditions for, challenges to, and impacts from the assertion or denial of teacher agency. The participants are twenty teachers, ten veteran retired teachers and ten practicing teachers. The participants include a diverse ethnic and gender demographic of both elementary and secondary teachers. The veteran teacher cohort participants' use of agency was investigated through phenomenological methods (Husserl, 1931). The practicing teacher cohort was studied through grounded theory methods from a constructivist perspectivist (Charmaz, 2014), and included a participant action research (PAR) component. Data sources for both cohorts included interviews and a survey. The practicing teachers also participated in observations and related discussions. A critical theory lens was used as an aspect of the data analysis. The findings and implications reveal teacher agency to be a developmental process. Teacher agency is linked to teacher identity formation and sense of professional ownership. Forms of agency are reflective of teachers' teleological sense of purpose, vis-à-vis individual student autonomy and democratic and social justice visions. Implications for pre-service teacher education, teacher learning, and future research possibilities are discussed.

This research project examines indigenous teachers in rural schools located in a state in southern Mexico, particularly when teaching science. The incorporation of indigenous ways of understanding nature into science classrooms has been of discussion in the field of science education, mainly due to the marginalization and low performance of indigenous students in science. The literature in this field has documented recommendations to teach science to these students that are generally based on teaching strategies that connect indigenous knowledge to science knowledge. Most of these recommendations have been designed within the Western world and are highly conceptual, which leaves some aspects to explore, e.g. what happens in science classrooms beyond conceptual recommendations, and what frameworks serve education and research in Latin America, particularly in science education. This project documents what teachers do in science classrooms, acknowledging their role as experts in their communities. This project provides a perspective on multicultural education, culturally relevant pedagogies, and indigenous education as frameworks developed in the U.S., and intercultural education developed in Latin America and currently implemented in the region as bilingual intercultural education, in relation to science education. Based on preliminary studies and by using an interpretive qualitative study, this project used ethnographic methods to document teacher practices implemented to teach science in southern rural Mexico. Data collected was in form of interviews, classroom observations, field notes, and pictures, from three elementary schools and three indigenous teachers. Research methodology implemented attempted to challenge traditional and hegemonic ways to conduct research with indigenous populations, and particularly women. In doing so, I engaged in teachers’ regular work life such as planning, teaching, and weekly meetings, in addition to engaging with teachers’ family