ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
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Description
This philosophical inquiry explores the work of philosophers Gilles Deleuze and Félix Guattari and posits applications to music education. Through the concepts of multiplicities, becoming, bodies without organs, smooth spaces, maps, and nomads, Deleuze and Guattari challenge prior and current understandings of existence. In their writings on art, education, and how might one live, they assert a world consisting of variability and motion. Drawing on Deleuze and Guattari's emphasis on time and difference, I posit the following questions: Who and when are we? Where are we? When is music? When is education? Throughout this document, their philosophical figuration of a rhizome serves as a recurring theme, highlighting the possibilities of complexity, diverse connections, and continual processes. I explore the question "When and where are we?" by combining the work of Deleuze and Guattari with that of other authors. Drawing on these ideas, I posit an ontology of humans as inseparably cognitive, embodied, emotional, social, and striving multiplicities. Investigating the question "Where are we?" using Deleuze and Guattari's writings as well as that of contemporary place philosophers and other writers reveals that humans exist at the continually changing confluence of local and global places. In order to engage with the questions "When is music?" and "When is education?" I inquire into how humans as cognitive, embodied, emotional, social, and striving multiplicities emplaced in a glocalized world experience music and education. In the final chapters, a philosophy of music education consisting of the ongoing, interconnected processes of complicating, considering, and connecting is proposed. Complicating involves continually questioning how humans' multiple inseparable qualities and places integrate during musical and educative experiences. Considering includes imagining the multiple directions in which connections might occur as well as contemplating the quality of potential connections. Connecting involves assisting students in forming variegated connections between themselves, their multiple qualities, and their glocal environments. Considering a rhizomatic philosophy of music education includes continually engaging in the integrated processes of complicating, considering, and connecting. Through such ongoing practices, music educators can promote flourishing in the lives of students and the experiences of their multiple communities.
ContributorsRicherme, Lauren Kapalka (Author) / Stauffer, Sandra (Thesis advisor) / Gould, Elizabeth (Committee member) / Schmidt, Margaret (Committee member) / Sullivan, Jill (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2013
Description
There is a documented gap between research-based recommendations produced by university-based scholars in the field of education in the United States and the evidence that U.S. politicians' use when deciding which educational policies to implement or amend. This is a problem because university-based education scholars produce vast quantities of research each year, some of which could, and more importantly should, be useful to politicians in their decision-making processes and yet, politicians continue to make policy decisions about education without the benefit of much of the knowledge that has been gained through scholarly research. I refer to the small fraction of university-based education scholars who are demonstrably successful at getting scholarly research into the hands of politicians to be used for decision-making purposes as "university-based bipartisan scholarship brokers". They are distinct from other university-based education scholars in that they engage with politicians from both political parties around research and, as such, are able to use scholarly research to influence the education policymaking process. The problem that this dissertation addresses is the lack of use, by U.S. politicians, of scholarly research produced by United States university-based education scholars as input in education policy decisions. The way in which this problem is explored is through studying university-based bipartisan scholarship brokers. I focused on three areas for exploration: the methods university-based bipartisan scholarship brokers use to successfully get U.S. politicians to consider scholarly research as an input in their decision-making processes around education policy, how these scholars are different than the majority of university-based education policy scholars, and how they conceive of the education policy-setting agenda. What I uncovered in this dissertation is that university-based bipartisan scholarship brokers are a complete sub-group of university-based education scholars. They work above the rigorous promotion and tenure requirements of their home universities in order to use scholarly research to help serve the research needs of politicians. Their engagement is distinct among university-based education scholars and through this dissertation their perspective is presented in participants' own authentic language.
ContributorsAckman, Emily Rydel (Author) / Garcia, David R. (Thesis advisor) / Powers, Jeanne (Committee member) / Fischman, Gustavo E (Committee member) / Arizona State University (Publisher)
Created2013
Description
What does it mean to speak of governance in the absence of states? This dissertation seeks to answer this question through an empirical examination of the founding of two unique agricultural settlements constructed by the Jewish community of Palestine, also known as the Yishuv: the kibbutz and the moshav. Commonly, in order to be considered effective, states must, at minimum, provide their population with two critical public goods: the satisfaction of their material needs and their physical protection through a military or police force. Dominant assumptions across multiple subfields of both Comparative Politics and International Relations content that because weak and failed states cannot provide their civilian populations with these critical public goods, that governance in the absence of effective, sovereign, and territorial states is a myth. It is often argued that violence, anarchy, and human suffering inevitably follow in the wake of state collapse and that in order to alleviate these problems, state building practices must focus on creating a fully sovereign state that has a monopoly on the legitimate use of violence within its borders. This dissertation questions these assumptions. Through quantitative analysis of an original dataset constructed from Israeli archival sources as well as a qualitative historical examination of declassified Israeli archival material from 1920-1948, this dissertation demonstrates that it is possible for non-state actors to construct institutions of governance within the context of a weak or failing state. The Jewish community, through its organs of governance, utilized the kibbutzim and the moshavim to provide the all important public goods of military defense and economic growth respectively. It is shown in this dissertation how political institutions can be crafted endogenously within weak and failing states and how these institutions may actually serve to increase political stability, staving off anarchy and violence.
ContributorsMuchlinski, David (Author) / Warner, Carolyn (Thesis advisor) / Siroky, David (Committee member) / Hechter, Michael (Committee member) / Arizona State University (Publisher)
Created2013
Description
ABSTRACT Two qualitative studies described the effects of parent's participation in the music therapy session on parent-child interaction during home-based musical experiences learned in music therapy session. Home-based musical play was based on two current programs: Sing & Grow (Abad & Williams, 2007; Nicolson, 2008 Abad, 2011; Williams, et al; 2012) and Musical Connection Programme(Warren & Nugent, 2010). The researcher utilized the core elements of these programs, such as session structures and parenting strategies for improving parent-child interaction during music therapy interventions. Several questions emerged as a result of these case studies as follows 1) does parent's participation affect parent-child interaction during music therapy interventions 2) does musical parenting strategies promote parent-child interaction while practicing musical play at home 3) does parent's interaction increase when they practice parental strategies listed on parent's self-check list. Music therapy session was provided once per week during an eight week period. The participants were referred by Arizona State University (ASU) music therapy clinic. Sessions took place either in the ASU music therapy treatment room or the participant's home. There were four participants- one diagnosed with Down syndrome and the other with Autism Spectrum Disorder (ASD) and two parents or caregivers (each subject was counted as one participant). The parent/caregiver filled out the parental self-checklist 3-4 times per week and the survey after the end of the program. The case study materials were gathered through with parent/caregiver. The case studies revealed that all of the parents responded that the parent's participation in music therapy helped to improve their interactions with their child. Furthermore, all parents became more responsive in interacting with their child through musical play, such as sing-a-long and movements. Second, musical parenting strategies encouraged parent-child interaction when practicing musical play at home. Third, the parent's self-checklist was shown to be effective material for increasing positive parent-child interaction. The self-checklist reminded the parents to practice using strategies in order to promote interaction with their child. Overall, it was found that the parent's participation in home-based musical play increased parent-child interaction and the musical parenting strategies enhanced parent-child interaction.
ContributorsChoi, Yoon Kyoung (Author) / Crowe, Barbara J. (Thesis advisor) / Rio, Robin (Committee member) / Sullivan, Jill (Committee member) / Arizona State University (Publisher)
Created2013
Description
Gender and sex are often conflated. Our laws, policies, and even science establish sex and gender as intrinsically linked and dimorphic in nature. This dissertation examines the relationship between sex and gender and the repercussions of this linked dimorphism in the realms of law, politics, and science. Chapter One identifies the legal climate for changing one's sexual identity post-surgical reassignment. It pays particular attention to the ability of postsurgical transsexuals to marry in their acquired sex. Chapter Two considers the process for identifying the sex of athletes for the purposes of participation in sex-segregated athletic events, specifically the role of testing and standards for categorization. Chapter Three explores the process of identifying and assigning the sex of intersex children. Chapter Four examines the process of prenatal sex selection and its ethical implications. Chapter Four also offers an anticipatory governance framework to address these implications.
ContributorsParsi, John (Author) / Crittenden, Jack (Thesis advisor) / Guston, David H. (Committee member) / Marchant, Gary (Committee member) / Arizona State University (Publisher)
Created2013
Description
This mixed methods research study explores the experiences of Board Certified music therapists who completed a university-affiliated (UA) internship as part of their education and clinical training in music therapy. The majority of music therapy students complete a national roster (NR) internship as the final stage in clinical training. Limited data and research is available on the UA internship model. This research seeks to uncover themes identified by former university-affiliated interns regarding: (1) on-site internship supervision; (2) university support and supervision during internship; and (3) self-identified perceptions of professional preparedness following internship completion. The quantitative data was useful in creating a profile of interns interviewed. The qualitative data provided a context for understanding responses and experiences. Fourteen Board Certified music therapists were interviewed (N=14) and asked to reflect on their experiences during their university-affiliated internship. Commonalities discovered among former university-affiliated interns included: (1) the desire for peer supervision opportunities in internship; (2) an overall perception of being professionally prepared to sit for the Board Certification exam following internship; (3) a sense of readiness to enter the professional world after internship; and (4) a current or future desire to supervise university-affiliated interns.
ContributorsEubanks, Kymla (Author) / Rio, Robin (Thesis advisor) / Crowe, Barbara (Committee member) / Sullivan, Jill (Committee member) / Arizona State University (Publisher)
Created2013
Description
This research conducts two methods of rhetorical analysis of State of the Union Addresses: 1. Computational linguistic analysis of all State of the Union Addresses from 1790-2007, and 2. Close-readings and rhetorical analyses of two addresses: one by President Truman and one by President Reagan. This research shows the following key findings: 1. I am able to see general shifts in the authors' approaches to the State of the Union Address through historical computational analyses of the content of all speeches, and 2. Through close readings, I can understand the impact of the author's ethos and the historical context on the addresses, something that would not be readily revealed in a computational analysis. This study starts with a historical computational linguistic analysis of all State of the Union Addresses between 1790 and 2007. The study follows with close-readings of two State of the Union Addresses from the early and late Cold War period in-context: 1. Harry Truman's 1951 Address and 2. Ronald Reagan's 1986 Address. The main conclusions drawn from this research are that close-readings of State of the Union Addresses cannot be replaced by computational analyses, but can work in tandem with computerized text analysis to reveal shifts in rhetorical and topical features. This paper argues that there must be more close analyses in coordination with large-scale text analysis in order to understand the complexities of rhetorical situations.
ContributorsWegner, Peter (Author) / Goggin, Maureen (Thesis advisor) / Boyd, Patricia (Committee member) / Goggin, Peter (Committee member) / Arizona State University (Publisher)
Created2013
Description
Why do religious organizations facilitate secular political activism in some settings and not others? This dissertation uses regional variation in political activism across Mexico to elucidate the relationship between religious organizations and political activism, as measured through associational activity and involvement in political protests. I utilize a quantitative analysis of 13,500 data observations collected from the nationally representative National Survey of Political Culture and Citizenship (ENCUP), supplemented by municipal and diocesan-level data from a variety of governmental and Church statistical databases, to test several theories describing religion's potential impact on political activism. I also utilize a qualitative comparative analysis examining the relationship between the Catholic Church and political mobilization in the Mexican States of Chiapas, Morelos, and Yucatán. I present an agent-based model developed to delineate the micro-level mechanisms linking Church institutional configurations and religion's pro-social effects to individual incentives to politically organize. The predictions of the agent-based model are assessed against my statistical dataset. The study finds where religious institutions devolve decision-making, monitoring, and sanctioning authority to the laity, individuals develop capacities to overcome collective action problems related to political activism. Religious ideology is also found to influence capacities for political activism.
ContributorsHale, Chris (Christopher) (Author) / Warner, Carolyn (Thesis advisor) / Hechter, Michael (Committee member) / Siroky, David (Committee member) / Hinojosa, Magda (Committee member) / Arizona State University (Publisher)
Created2013
Description
Energy is a central concern of sustainability because how we produce and consume energy affects society, economy, and the environment. Sustainability scientists are interested in energy transitions away from fossil fuels because they are nonrenewable, increasingly expensive, have adverse health effects, and may be the main driver of climate change. They see an opportunity for developing countries to avoid the negative consequences fossil-fuel-based energy systems, and also to increase resilience, by leap-frogging-over the centralized energy grid systems that dominate the developed world. Energy transitions pose both challenges and opportunities. Obstacles to transitions include 1) an existing, centralized, complex energy-grid system, whose function is invisible to most users, 2) coordination and collective-action problems that are path dependent, and 3) difficulty in scaling up RE technologies. Because energy transitions rely on technological and social innovations, I am interested in how institutional factors can be leveraged to surmount these obstacles. The overarching question that underlies my research is: What constellation of institutional, biophysical, and social factors are essential for an energy transition? My objective is to derive a set of "design principles," that I term institutional drivers, for energy transitions analogous to Ostrom's institutional design principles. My dissertation research will analyze energy transitions using two approaches: applying the Institutional Analysis and Development Framework and a comparative case study analysis comprised of both primary and secondary sources. This dissertation includes: 1) an analysis of the world's energy portfolio; 2) a case study analysis of five countries; 3) a description of the institutional factors likely to promote a transition to renewable-energy use; and 4) an in-depth case study of Thailand's progress in replacing nonrenewable energy sources with renewable energy sources. My research will contribute to our understanding of how energy transitions at different scales can be accomplished in developing countries and what it takes for innovation to spread in a society.
ContributorsKoster, Auriane Magdalena (Author) / Anderies, John M (Thesis advisor) / Aggarwal, Rimjhim (Committee member) / Van Der Leeuw, Sander (Committee member) / Arizona State University (Publisher)
Created2013
Description
The purpose of this dissertation is to study not only relations between Latin America and the United States, but also Latin American states with each other. It specifically aims to examine the extent to which the United States, the principal hegemonic power in the Americas, can play a constructive role by providing regional public goods. These goods include conflict resolution and economic progress. Although the United States has the potential to create such goods, it also has the potential to create public bads in the form of regional instability, political terror, and economic stagnation. This raises two fundamental research questions: Under what conditions can Washington play a positive role and if these conditions cannot be met, under what conditions can Latin American nations bypass the United States and create their own economic progress and conflict resolution strategies? Drawing upon qualitative research methods and case studies that have attracted scant academic attention, this dissertation finds that through regional multilateral diplomatic negotiations, the United States can play a positive role. However, due to U.S. parochial economic interests and the marginalization of diplomacy as a foreign policy tool, these conditions rarely occur. This research further finds, however, that through flexible regionalization Latin American nations can bypass the United States and create their own goods. Supported by an alternative regional power, flexible regionalization relies upon supranational institutions that exclude the United States, emphasize permanent political and economic integration, and avoid inflexible monetary unions. Through this type of regionalization, Latin America can decrease U.S. interference, sustain political and economic autonomy, and open space for alternative conflict resolution strategies and economic policies that Washington would otherwise oppose. This dissertation is academically significant and policy relevant. First, it reconsiders diplomacy as an instrumental variable for peace and offers generalizable results that can be applied to additional cases. Moreover, finding that Latin American countries can address their own regional issues, this study recognizes the positive agency of Latin America and counters the negative essentialization commonly found in U.S. academic and policy research. Finally, this research offers policy advice for both the United States and Latin America.
ContributorsRipley, Charles (Author) / Doty, Roxanne L (Thesis advisor) / Stoner, Lynn (Committee member) / Simon, Sheldon (Committee member) / Arizona State University (Publisher)
Created2013