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
In the 1930s, with the rise of Nazism, many artists in Europe had to flee their homelands and sought refuge in the United States. Austrian composer Hanns Eisler who had risen to prominence as a significant composer during the Weimar era was among them. A Jew, an ardent Marxist and composer devoted to musical modernism, he had established himself as a writer of film music and Kampflieder, fighting songs, for the European workers' movement. After two visits of the United States in the mid-1930s, Eisler settled in America where he spent a decade (1938-1948), composed a considerable number of musical works, including important film scores, instrumental music and songs, and, in collaboration with Theodor W. Adorno, penned the influential treatise Composing for the Films. Yet despite his substantial contributions to American culture American scholarship on Eisler has remained sparse, perhaps due to his reputation as the "Karl Marx in Music." In this study I examine Eisler's American exile and argue that Eisler, through his roles as a musician and a teacher, actively sought to enrich American culture. I will present background for his exile years, a detailed overview of his American career as well as analyses and close readings of several of his American works, including three of his American film scores, Pete Roleum and His Cousins (1939), Hangmen Also Die (1943), and None But the Lonely Heart (1944), and the String Quartet (1940), Third Piano Sonata (1943), Woodbury Liederbüchlein (1941), and Hollywood Songbook (1942-7). This thesis builds upon unpublished correspondence and documents available only in special collections at the University of Southern California (USC), as well as film scores in archives at USC and the University of California, Los Angeles. It also draws on Eisler studies by such European scholars as Albrecht Betz, Jürgen Schebera, and Horst Weber, as well as on research of film music scholars Sally Bick and Claudia Gorbman. As there is little written on the particulars of Eisler's American years, this thesis presents new facts and new perspectives and aims at a better understanding of the artistic achievements of this composer.
ContributorsBoyd, Caleb (Author) / Feisst, Sabine (Thesis advisor) / Levy, Benjamin (Committee member) / Oldani, Robert (Committee member) / Arizona State University (Publisher)
Created2013
Description
Baseball is the quintessential American game. To understand the country one must also understand the role baseball played in the nation's maturation process. Embedded in baseball's history are (among other things) the stories of America's struggles with issues of race, gender, immigration, organized labor, drug abuse, and rampant consumerism. Over the better part of two centuries, the national pastime both reflected changes to American culture and helped shape them as well. Documenting these changes and packaging them for consumption is the responsibility of the National Baseball Hall of Fame and Museum in Cooperstown, New York. Founded as a tourist attraction promoting largely patriotic values, in recent decades the Baseball Hall of Fame made a concerted effort to transform itself into a respected member of the history museum community--dedicated to displaying American history through the lens of baseball. This dissertation explores the evolution of the Baseball Hall of Fame from celebratory shrine to history museum through an analysis of public history practice within the museum. In particular, this study examines the ways the Hall both reflected and reinforced changes to American values and ideologies through the evolution of public history practice in the museum. The primary focus of this study is the museum's exhibits and analyzing what their content and presentation convey about the social climate during the various stages of the Baseball Hall of Fame's evolution. The principal resources utilized to identify these stages include promotional materials, exhibit reviews, periodicals, and photographic records, as well as interviews with past and present Hall-of-Fame staff. What this research uncovers is the story of an institution in the midst of a slow transition. Throughout the past half century, the Hall of Fame staff struggled with a variety of obstacles to change (including the museum's traditionally conservative roots, the unquestioning devotion Americans display for baseball and its mythology, and the Hall of Fame's idyllic setting in a quaint corner of small-town America) that undermined their efforts to become the type of socially relevant institution many envisioned. Contending with these challenges continues to characterize much of the museum's operations today.
ContributorsMangan, Gregory (Author) / Warren-Findley, Jannelle (Thesis advisor) / Szuter, Christine (Committee member) / Toon, Richard (Committee member) / Arizona State University (Publisher)
Created2013
Description
Once perceived as an unimportant occurrence in living organisms, cell degeneration was reconfigured as an important biological phenomenon in development, aging, health, and diseases in the twentieth century. This dissertation tells a twentieth-century history of scientific investigations on cell degeneration, including cell death and aging. By describing four central developments in cell degeneration research with the four major chapters, I trace the emergence of the degenerating cell as a scientific object, describe the generations of a variety of concepts, interpretations and usages associated with cell death and aging, and analyze the transforming influences of the rising cell degeneration research. Particularly, the four chapters show how the changing scientific practices about cellular life in embryology, cell culture, aging research, and molecular biology of Caenorhabditis elegans shaped the interpretations about cell degeneration in the twentieth-century as life-shaping, limit-setting, complex, yet regulated. These events created and consolidated important concepts in life sciences such as programmed cell death, the Hayflick limit, apoptosis, and death genes. These cases also transformed the material and epistemic practices about the end of cellular life subsequently and led to the formations of new research communities. The four cases together show the ways cell degeneration became a shared subject between molecular cell biology, developmental biology, gerontology, oncology, and pathology of degenerative diseases. These practices and perspectives created a special kind of interconnectivity between different fields and led to a level of interdisciplinarity within cell degeneration research by the early 1990s.
ContributorsJiang, Lijing (Author) / Maienschein, Jane (Thesis advisor) / Laubichler, Manfred (Thesis advisor) / Hurlbut, James (Committee member) / Creath, Richard (Committee member) / White, Michael (Committee member) / Arizona State University (Publisher)
Created2013
Description
Museums reflect power relations in society. Centuries of tradition dictate that museum professionals through years of study have more knowledge about the past and culture than the communities they present and serve. As mausoleums of intellect, museums developed cultures that are resistant to relinquishing any authority to the public. The long history of museums as the authority over the past led to the alienation and exclusion of many groups from museums, particular indigenous communities. Since the 1970s, many Native groups across the United States established their own museums in response to the exclusion of their voices in mainstream institutions. As establishments preserving cultural material, tradition, and history, tribal museums are recreating the meaning of "museum," presenting a model of cooperation and inclusion of community members to the museum process unprecedented in other institutions. In a changing world, many scholars and professionals call for a sharing of authority in museum spaces in order to engage the pubic in new ways, yet many cultural institutions s struggle to find a way to negotiate the traditional model of a museum while working with communities. Conversely, the practice of power sharing present in Iroquois (Haudenosaunee) tradition shaped a museum culture capable of collaboration with their community. Focusing on the Akwesasne Museum as a case study, this dissertation argues that the ability for a museum to share authority of the past with its community is dependent on the history and framework of the culture of the institution, its recognition of the importance of place to informing the museum, and the use of cultural symbols to encourage collaboration. At its core, this dissertation concerns issues of authority, power, and ownership over the past in museum spaces.
ContributorsHeisinger, Meaghan (Author) / Fixico, Donald (Thesis advisor) / Szuter, Christine (Committee member) / Warren-Findley, Jannelle (Committee member) / Arizona State University (Publisher)
Created2013
Description
In this mixed-methods study, I examined the relationship between professional development based on the Common Core State Standards for Mathematics and teacher knowledge, classroom practice, and student learning. Participants were randomly assigned to experimental and control groups. The 50-hour professional development treatment was administered to the treatment group during one semester, and then a follow-up replication treatment was administered to the control group during the subsequent semester. Results revealed significant differences in teacher knowledge as a result of the treatment using two instruments. The Learning Mathematics for Teaching scales were used to detect changes in mathematical knowledge for teaching, and an online sorting task was used to detect changes in teachers' knowledge of their standards. Results also indicated differences in classroom practice between pairs of matched teachers selected to participate in classroom observations and interviews. No statistical difference was detected between the groups' student assessment scores using the district's benchmark assessment system. This efficacy study contributes to the literature in two ways. First, it provides an evidence base for a professional development model designed to promote effective implementation of the Common Core State Standards for Mathematics. Second, it addresses ways to impact and measure teachers' knowledge of curriculum in addition to their mathematical content knowledge. The treatment was designed to focus on knowledge of curriculum, but it also successfully impacted teachers' specialized content knowledge, knowledge of content and students, and knowledge of content and teaching.
ContributorsRimbey, Kimberly A (Author) / Middleton, James A. (Thesis advisor) / Sloane, Finbarr (Committee member) / Atkinson, Robert K (Committee member) / Arizona State University (Publisher)
Created2013
Description
A tiling is a collection of vertex disjoint subgraphs called tiles. If the tiles are all isomorphic to a graph $H$ then the tiling is an $H$-tiling. If a graph $G$ has an $H$-tiling which covers all of the vertices of $G$ then the $H$-tiling is a perfect $H$-tiling or an $H$-factor. A goal of this study is to extend theorems on sufficient minimum degree conditions for perfect tilings in graphs to directed graphs. Corrádi and Hajnal proved that every graph $G$ on $3k$ vertices with minimum degree $delta(G)ge2k$ has a $K_3$-factor, where $K_s$ is the complete graph on $s$ vertices. The following theorem extends this result to directed graphs: If $D$ is a directed graph on $3k$ vertices with minimum total degree $delta(D)ge4k-1$ then $D$ can be partitioned into $k$ parts each of size $3$ so that all of parts contain a transitive triangle and $k-1$ of the parts also contain a cyclic triangle. The total degree of a vertex $v$ is the sum of $d^-(v)$ the in-degree and $d^+(v)$ the out-degree of $v$. Note that both orientations of $C_3$ are considered: the transitive triangle and the cyclic triangle. The theorem is best possible in that there are digraphs that meet the minimum degree requirement but have no cyclic triangle factor. The possibility of added a connectivity requirement to ensure a cycle triangle factor is also explored. Hajnal and Szemerédi proved that if $G$ is a graph on $sk$ vertices and $delta(G)ge(s-1)k$ then $G$ contains a $K_s$-factor. As a possible extension of this celebrated theorem to directed graphs it is proved that if $D$ is a directed graph on $sk$ vertices with $delta(D)ge2(s-1)k-1$ then $D$ contains $k$ disjoint transitive tournaments on $s$ vertices. We also discuss tiling directed graph with other tournaments. This study also explores minimum total degree conditions for perfect directed cycle tilings and sufficient semi-degree conditions for a directed graph to contain an anti-directed Hamilton cycle. The semi-degree of a vertex $v$ is $min{d^+(v), d^-(v)}$ and an anti-directed Hamilton cycle is a spanning cycle in which no pair of consecutive edges form a directed path.
ContributorsMolla, Theodore (Author) / Kierstead, Henry A (Thesis advisor) / Czygrinow, Andrzej (Committee member) / Fishel, Susanna (Committee member) / Hurlbert, Glenn (Committee member) / Spielberg, Jack (Committee member) / Arizona State University (Publisher)
Created2013
Description
In 1959, Iwasawa proved that the size of the $p$-part of the class groups of a $\mathbb{Z}_p$-extension grows as a power of $p$ with exponent ${\mu}p^m+{\lambda}\,m+\nu$ for $m$ sufficiently large. Broadly, I construct conditions to verify if a given $m$ is indeed sufficiently large. More precisely, let $CG_m^i$ (class group) be the $\epsilon_i$-eigenspace component of the $p$-Sylow subgroup of the class group of the field at the $m$-th level in a $\mathbb{Z}_p$-extension; and let $IACG^i_m$ (Iwasawa analytic class group) be ${\mathbb{Z}_p[[T]]/((1+T)^{p^m}-1,f(T,\omega^{1-i}))}$, where $f$ is the associated Iwasawa power series. It is expected that $CG_m^i$ and $IACG^i_m$ be isomorphic, providing us with a powerful connection between algebraic and analytic techniques; however, as of yet, this isomorphism is unestablished in general. I consider the existence and the properties of an exact sequence $$0\longrightarrow\ker{\longrightarrow}CG_m^i{\longrightarrow}IACG_m^i{\longrightarrow}\textrm{coker}\longrightarrow0.$$ In the case of a $\mathbb{Z}_p$-extension where the Main Conjecture is established, there exists a pseudo-isomorphism between the respective inverse limits of $CG_m^i$ and $IACG_m^i$. I consider conditions for when such a pseudo-isomorphism immediately gives the existence of the desired exact sequence, and I also consider work-around methods that preserve cardinality for otherwise. However, I primarily focus on constructing conditions to verify if a given $m$ is sufficiently large that the kernel and cokernel of the above exact sequence have become well-behaved, providing similarity of growth both in the size and in the structure of $CG_m^i$ and $IACG_m^i$; as well as conditions to determine if any such $m$ exists. The primary motivating idea is that if $IACG_m^i$ is relatively easy to work with, and if the relationship between $CG_m^i$ and $IACG_m^i$ is understood; then $CG_m^i$ becomes easier to work with. Moreover, while the motivating framework is stated concretely in terms of the cyclotomic $\mathbb{Z}_p$-extension of $p$-power roots of unity, all results are generally applicable to arbitrary $\mathbb{Z}_p$-extensions as they are developed in terms of Iwasawa-Theory-inspired, yet abstracted, algebraic results on maps between inverse limits.
ContributorsElledge, Shawn Michael (Author) / Childress, Nancy (Thesis advisor) / Bremner, Andrew (Committee member) / Fishel, Susanna (Committee member) / Jones, John (Committee member) / Paupert, Julien (Committee member) / Arizona State University (Publisher)
Created2013
Description
The Kootenai River landscape of southwestern British Columbia, northwestern Montana and the very northern tip of Idaho helped unify the indigenous Ktunaxa tribe and guided tribal lifestyles for centuries. However, the Ktunaxa bands' intimate connection with the river underwent a radical transformation during the nineteenth century. This study analyzes how the Ktunaxa relationship with the Kootenai River faced challenges presented by a new understanding of the meaning of landscape introduced by outside groups who began to ply the river's waters in the early 1800s. As the decades passed, the establishment of novel boundaries, including the new U.S.-Canadian border and reserve/reservation delineations, forever altered Ktunaxa interaction with the land. The very meaning of the river for the Ktunaxa as a source of subsistence, avenue of transportation and foundation of spiritual identity experienced similar modifications. In a matter of decades, authoritarian lines on foreign maps imposed a concept of landscape far removed from the tribe's relatively fluid and shifting understanding of boundary lines represented by the river at the heart of the Ktunaxa homeland. This thesis draws on early ethnographic work with the Ktunaxa tribe in addition to the journals of early traders and missionaries in the Kootenai region to describe how the Ktunaxa way of life transformed during the nineteenth century. The works of anthropologist Keith Basso and environmental philosopher David Abram are used to develop an understanding of the powerful implications of the separation of the Ktunaxa people from the landscape so essential to tribal identity and lifestyle. Two different understandings of boundaries and the human relationship with the natural world clashed along the Kootenai River in the 1800s, eventually leading to the separation of the valley's indigenous inhabitants from each other and from the land itself. What water had once connected, lines on maps now divided, redefining this extensive landscape and its meaning for the Ktunaxa people. However, throughout decades of dominance of the Western mapmakers' worldview and in spite of the overwhelming influence of this Euro-American approach to the environment, members of the Ktunaxa tribe have been able to maintain much of their traditional culture.
ContributorsColeman, Robert (Author) / Warren-Findley, Jannelle (Thesis advisor) / Szuter, Christine (Committee member) / Fixico, Donald (Committee member) / Arizona State University (Publisher)
Created2013
Description
Researchers have postulated that math academic achievement increases student success in college (Lee, 2012; Silverman & Seidman, 2011; Vigdor, 2013), yet 80% of universities and 98% of community colleges require many of their first-year students to be placed in remedial courses (Bettinger & Long, 2009). Many high school graduates are entering college ill prepared for the rigors of higher education, lacking understanding of basic and important principles (ACT, 2012). The desire to increase academic achievement is a wide held aspiration in education and the idea of adapting instruction to individuals is one approach to accomplish this goal (Lalley & Gentile, 2009a). Frequently, adaptive learning environments rely on a mastery learning approach, it is thought that when students are afforded the opportunity to master the material, deeper and more meaningful learning is likely to occur. Researchers generally agree that the learning environment, the teaching approach, and the students' attributes are all important to understanding the conditions that promote academic achievement (Bandura, 1977; Bloom, 1968; Guskey, 2010; Cassen, Feinstein & Graham, 2008; Changeiywo, Wambugu & Wachanga, 2011; Lee, 2012; Schunk, 1991; Van Dinther, Dochy & Segers, 2011). The present study investigated the role of college students' affective attributes and skills, such as academic competence and academic resilience, in an adaptive mastery-based learning environment on their academic performance, while enrolled in a remedial mathematics course. The results showed that the combined influence of students' affective attributes and academic resilience had a statistically significant effect on students' academic performance. Further, the mastery-based learning environment also had a significant effect on their academic competence and academic performance.
ContributorsFoshee, Cecile Mary (Author) / Atkinson, Robert K (Thesis advisor) / Elliott, Stephen N. (Committee member) / Horan, John (Committee member) / Arizona State University (Publisher)
Created2013
Description
Research on combinatorics education is sparse when compared with other fields in mathematics education. This research attempted to contribute to the dearth of literature by examining students' reasoning about enumerative combinatorics problems and how students conceptualize the set of elements being counted in such problems, called the solution set. In particular, the focus was on the stable patterns of reasoning, known as ways of thinking, which students applied in a variety of combinatorial situations and tasks. This study catalogued students' ways of thinking about solution sets as they progressed through an instructional sequence. In addition, the relationships between the catalogued ways of thinking were explored. Further, the study investigated the challenges students experienced as they interacted with the tasks and instructional interventions, and how students' ways of thinking evolved as these challenges were overcome. Finally, it examined the role of instruction in guiding students to develop and extend their ways of thinking. Two pairs of undergraduate students with no formal experience with combinatorics participated in one of the two consecutive teaching experiments conducted in Spring 2012. Many ways of thinking emerged through the grounded theory analysis of the data, but only eight were identified as robust. These robust ways of thinking were classified into three categories: Subsets, Odometer, and Problem Posing. The Subsets category encompasses two ways of thinking, both of which ultimately involve envisioning the solution set as the union of subsets. The three ways of thinking in Odometer category involve holding an item or a set of items constant and systematically varying the other items involved in the counting process. The ways of thinking belonging to Problem Posing category involve spontaneously posing new, related combinatorics problems and finding relationships between the solution sets of the original and the new problem. The evolution of students' ways of thinking in the Problem Posing category was analyzed. This entailed examining the perturbation experienced by students and the resulting accommodation of their thinking. It was found that such perturbation and its resolution was often the result of an instructional intervention. Implications for teaching practice are discussed.
ContributorsHalani, Aviva (Author) / Roh, Kyeong Hah (Thesis advisor) / Fishel, Susanna (Committee member) / Saldanha, Luis (Committee member) / Thompson, Patrick (Committee member) / Zandieh, Michelle (Committee member) / Arizona State University (Publisher)
Created2013