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 qualitative, action research study examines how teacher-writers' identities are constructed through the practice of revision in an extra-curriculum writing group. The writing group was designed to support the teacher-writers as they revised classroom research projects for submission for a scholarly journal. Using discourse analysis, the researcher explores how the teacher-writers' identities are constructed in the contested spaces of revision. This exploration focuses on contested issues that invariably emerge in a dynamic binary of reader/writer, issues of authority, ownership, and unstable reader and writer identities. By negotiating these contested spaces--these contact zones--the teacher-writers construct opportunities to flex their rhetorical agency. Through rhetorical agency, the teacher-writers shift their discoursal identities by discarding and acquiring a variety of discourses. As a result, the practice of revision constructs the teacher-writers identities as hybrid, as consisting of self and other.
ContributorsClark-Oates, Angela (Author) / Smith, Karen (Thesis advisor) / Roen, Duane (Thesis advisor) / Fischman, Gustavo (Committee member) / Early, Jessica (Committee member) / Arizona State University (Publisher)
Created2013
Description
The temperature of a planet's surface depends on numerous physical factors, including thermal inertia, albedo and the degree of insolation. Mars is a good target for thermal measurements because the low atmospheric pressure combined with the extreme dryness results in a surface dominated by large differences in thermal inertia, minimizing the effect of other physical properties. Since heat is propagated into the surface during the day and re-radiated at night, surface temperatures are affected by sub-surface properties down to several thermal skin depths. Because of this, orbital surface temperature measurements combined with a computational thermal model can be used to determine sub-surface structure. This technique has previously been applied to estimate the thickness and thermal inertia of soil layers on Mars on a regional scale, but the Mars Odyssey Thermal Emission Imaging System "THEMIS" instrument allows much higher-resolution thermal imagery to be obtained. Using archived THEMIS data and the KRC thermal model, a process has been developed for creating high-resolution maps of Martian soil layer thickness and thermal inertia, allowing investigation of the distribution of dust and sand at a scale of 100 m/pixel.
ContributorsHeath, Simon (Author) / Christensen, Philip R. (Philip Russel) (Thesis advisor) / Bel, James (Thesis advisor) / Hervig, Richard (Committee member) / Arizona State University (Publisher)
Created2013
Description
A simple passion for reading compels many to enter the university literature classroom. What happens once they arrive may fuel that passion, or possibly destroy it. A romanticized relationship with literature proves to be an obstacle that hinders a deeper and richer engagement with texts. Primary research consisting of personal interviews, observations, and surveys, form the source of data for this dissertation project which was designed to examine how literature teachers engage their students with texts, discussion, and assignments in the university setting. Traditionally text centered and resolute, literature courses will need refashioning if they are to advance beyond erstwhile conventions. The goal of this study is to create space for a dialogue about the need for a pedagogy of literature.
ContributorsSanchez, Shillana (Author) / Goggin, Maureen (Thesis advisor) / Tobin, Beth (Thesis advisor) / Rose, Shirley (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study compares some sites, structures, theories and praxis of transnational feminisms in India and the U.S., simultaneously guided by and interrogating contemporary academic feminist theoretical and methodological trends. The goal is twofold: to understand similarities and differences in feminist praxis of two geo-epistemological spaces; and to interrogate the notion and currency of the "transnational" within feminist knowledge-creation. The phenomenon of transnational feminist knowledge-making is interrogated from a philosophical/theoretical and phenomenological/experiential standpoint. The philosophical inquiry is concentrated on the theoretical texts produced on transnational/global/postcolonial feminisms. This inquiry also focuses on some unpublished, uncirculated archival materials that trace the history of academic feminisms and their transnationalization. The phenomenological side focuses on interview and survey data on transnational feminism, gathered from feminist practitioners working in the U.S. and India, as well as being "transmigrant," or "traveling scholars." Digital/institutional ethnography is used to ground the findings in operational spaces of knowledge-making, including cyberspace. This research shows that the global logic of circulation and visibility organize the flow of knowledge as data, narratives and reports from the global south, which are analyzed, clarified and theorized in the global north. Perhaps responding to many critiques on "speaking of" and "speaking for" the "other," the trend to represent third world women as perpetual victims has given way to newer representations and accounts of resistance, collaboration, and activism. However, this creates a fresh "theory-here-activism-there" model of transnational feminism that preserves unequal feminist division of labor. This comparative and critical study focuses not just on feminist discourses in two countries but also their relationships, suggests some viable models of transnational feminism that can preserve epistemic justice, and aims to contribute to the theoretical corpus of transnational feminism.
ContributorsChakravarty, Debjani (Author) / Kitch, Sally L (Thesis advisor) / Fonow, Mary M (Committee member) / Koblitz, Ann H (Committee member) / Arizona State University (Publisher)
Created2013
Description
A fundamental gap in geomorphic scholarship regards fluvial terraces in small desert drainages and those terraces associated with integrating drainages. This dissertation analyzes four field-based case studies within the Sonoran Desert, south-central Arizona, with the overriding purpose of developing a theory to explain the formative processes and spatial distribution of fluvial terraces in the region. Strath terraces are a common form (Chapters 2, 3, 4) and are created at the expense of bounding pediments that occur on the margins of constraining mountainous drainage boundaries (Chapters 1, 2, 3). Base-level fluctuations of the major drainages cause the formation of new straths at lower elevations. Dramatic pediment adjustment and subsequent regrading follows (Chapter 3), where pediments regrade to strath floodplains. This linkage between pediments and their distal straths is termed the pediment-strath relationship. Stability of the base level of the major drainage leads to lateral migration and straths are carved at the expense of bounding pediments through an erosional asymmetry facilitated by differential rock decay between the channel bank and bed. Fill terraces occur within the Salt River drainage basin as a result of the integration processes that connect formerly endorheic basins (Chapter 4). The topographic, spatial, and sedimentologic relationship of the Stewart Mountain terrace (Chapter 4) points to a different genetic origin than the lower terraces in this basin. The high Stewart Mountain fill terrace records the initial integration of this river. The strath terraces inset below the Stewart Mountain terrace are a result of the pediment-strath relationship. These case studies also reveal that the under-addressed drainage processes of piracy and overflow have significant impacts in the evolution of drainages the lead to both strath and fill terrace formation in this region.
ContributorsLarson, Phillip Herman (Author) / Dorn, Ron I (Thesis advisor) / Schmeeckle, Mark (Thesis advisor) / Douglass, John (Committee member) / Cerveny, Randy (Committee member) / Arizona State University (Publisher)
Created2013
Description
This dissertation provides a critical analysis of public administration's understanding of the relationship between rational thought and action in its discourse on ethics. It argues that rationalist ethics assume a particular relationship between thought and action: that good knowledge leads to good, proper action. While there have been many critiques of rationalist administrative ethics, scholars have not examined the way in which rationalism persists in the way in which the teaching of ethics is conducted. The use of the case study figures prominently in this. Thus, the dissertation explores the historical and theoretical intersection of rationalism, ethics, and teaching through the lens of the case study. It begins with a history of the pedagogical use of the case study and the institutional transformations of the university. While conventional accounts of the field locate its founding in the United States in the municipal reform movement, here the founding of the field of public administration is recast through connections to reforms in the university including changes in epistemic assumptions, pedagogical methods, and curricular changes in ethics in which the case study is central and remains so as the field develops. The dissertation then considers scholarship in public administration that raises questions about rationalist ethics. Three critical approaches are explored: recognition of the uncertainty and complexity of administrative practice, critique as unmasking of power relationships, and the shift of ethics from an epistemological to an ontological inquiry. The dissertation builds on the work in this third approach and shows how it attempts to articulate a non-rationalist, or immanent, ethics. This ethics is concerned with exploring the conditions that make possible mutually beneficial relationships and meaningful lives from which categorical norms of the good life could emerge. Drawing on the philosophy of Gilles Deleuze and Felix Guattari, it is argued that the distinction Deleuze and Guattari make between "arborescent" and "rhizomatic" knowledge gets to the root of the tension between thought and action and offers an innovative and useful way to advance an immanent, non-rational ethics. The challenge digital technologies and the information society present to the field is considered to illustrate the need to rethink administrative ethics and also the particular usefulness of Deleuze and Guattari in doing so. The dissertation concludes with a discussion of pedagogical practices and classroom examples that encourage a rhizomatic understanding of the theory and practice of public administration.
ContributorsCallen, Jeffrey Craig (Author) / Catlaw, Thomas J (Thesis advisor) / Corley, Elizabeth (Committee member) / Kim, Yushim (Committee member) / Arizona State University (Publisher)
Created2013
Description
Tempe Terra, Mars, has a complex history marked by volcanism and tectonism. Investigation results presented here build on previous work to better determine the volcanic history of the Tempe volcanic province by identifying and mapping previously undetected vents, characterizing all vents, identifying spatial and temporal trends in eruptive styles, comparing vent density to similar provinces such as the Snake River Plains of Idaho and Syria Planum and determining absolute age relationships among the volcanic features. Crater size-frequency distribution model ages of 120 Ma to 2.4 Ga indicate the province has been active for over half of the planet's history. During that time, age decreases from southwest to northeast, a trend that parallels the dominant orientation of faulting in the region, providing further evidence that volcanic activity in the region is tectonically controlled (or the tectonics is magmatically controlled). Morphological variation with age hints at an evolving magma source (increasing viscosity) or changing eruption conditions (decreasing eruption rate or eruption through thicker lithosphere).
ContributorsManfredi, Leon (Author) / Clarke, Amanda B (Thesis advisor) / Williams, David A. (Thesis advisor) / Reynolds, Stephen J. (Committee member) / Arizona State University (Publisher)
Created2012
Description
The present understanding of the formation and evolution of the earliest bodies in the Solar System is based in large part on geochemical and isotopic evidences contained within meteorites. The differentiated meteorites (meteorites originating from bodies that have experienced partial to complete melting) are particularly useful for deciphering magmatic processes occurring in the early Solar System. A rare group of differentiated meteorites, the angrites, are uniquely suited for such work. The angrites have ancient crystallization ages, lack secondary processing, and have been minimally affected by shock metamorphism, thus allowing them to retain their initial geochemical and isotopic characteristics at the time of formation. The scarcity of angrite samples made it difficult to conduct comprehensive investigations into the formation history of this unique meteorite group. However, a dramatic increase in the number of angrites recovered in recent years presents the opportunity to expand our understanding of their petrogenesis, as well as further refine our knowledge of the initial isotopic abundances in the early Solar System as recorded by their isotopic systematics. Using a combination of geochemical tools (radiogenic isotope chronometers and trace element chemistry), I have investigated the petrogenetic history of a group of four angrites that sample a range of formation conditions (cooling histories) and crystallization ages. Through isotope ratio measurements, I have examined a comprehensive set of long- and short-lived radiogenic isotope systems (26Al-26Mg, 87Rb-87Sr, 146Sm-142Nd, 147Sm-143Nd, and 176Lu-176Hf) within these four angrites. The results of these measurements provide information regarding crystallization ages, as well as revised estimates for the initial isotopic abundances of several key elements in the early Solar System. The determination of trace element concentrations in individual mineral phases, as well as bulk rock samples, provides important constraints on magmatic processes occurring on the angrite parent body. The measured trace element abundances are used to estimate the composition of the parent melts of individual angrites, examine crystallization conditions, and investigate possible geochemical affinities between various angrites. The new geochemical and isotopic measurements presented here significantly expand our understanding of the geochemical conditions found on the angrite parent body and the environment in which these meteorites formed.
ContributorsSanborn, Matthew E (Author) / Wadhwa, Meenakshi (Thesis advisor) / Hervig, Richard (Committee member) / Sharp, Thomas (Committee member) / Clarke, Amanda (Committee member) / Williams, Lynda (Committee member) / Carlson, Richard (Committee member) / Arizona State University (Publisher)
Created2012
Description
The presence of a number of extinct radionuclides in the early Solar System (SS) is known from geochemical and isotopic studies of meteorites and their components. The half-lives of these isotopes are short relative to the age of the SS, such that they have now decayed to undetectable levels. They can be inferred to exist in the early SS from the presence of their daughter nuclides in meteoritic materials that formed while they were still extant. The extinct radionuclides are particularly useful as fine-scale chronometers for events in the early SS. They can also be used to help constrain the astrophysical setting of the formation of the SS because their short half-lives and unique formation environments yield information about the sources and timing of delivery of material to the protoplanetary disk. Some extinct radionuclides are considered evidence that the Sun interacted with a massive star (supernova) early in its history. The abundance of 60Fe in the early SS is particularly useful for constraining the astrophysical environment of the Sun's formation because, if present in sufficient abundance, its only likely source is injection from a nearby supernova. The initial SS abundance of 60Fe is poorly constrained at the present time, with estimates varying by 1-2 orders of magnitude. I have determined the 60Fe-60Ni isotope systematics of ancient, well-preserved meteorites using high-precision mass spectrometry to better constrain the initial SS abundance of 60Fe. I find identical estimates of the initial 60Fe abundance from both differentiated basaltic meteorites and from components of primitive chondrites formed in the Solar nebula, which suggest a lower 60Fe abundance than other recent estimates. With recent improved meteorite collection efforts there are more rare ungrouped meteorites being found that hold interesting clues to the origin and evolution of early SS objects. I use the 26Al-26Mg extinct radionuclide chronometer to constrain the ages of several recently recovered meteorites that sample previously unknown asteroid lithologies, including the only know felsic meteorite from an asteroid and two other ungrouped basaltic achondrites. These results help broaden our understanding of the timescales involved in igneous differentiation processes in the early SS.
ContributorsSpivak-Birndorf, Lev (Author) / Wadhwa, Meenakshi (Thesis advisor) / Hervig, Richard (Committee member) / Timmes, Francis (Committee member) / Williams, Lynda (Committee member) / Anbar, Ariel (Committee member) / Arizona State University (Publisher)
Created2012
Description
The teaching of singing remained remarkably stable until, at the end of the twentieth century, advances in the understanding of voice science stimulated dramatic changes in approach to vocal pedagogy. Previously, the technology needed to accurately measure physiologic change within the larynx and breath-support musculature during the process of singing simply did not exist. Any prior application of scientific study to the voice was based primarily upon auditory evaluation, rather than objective data accumulation and assessment. After a centuries-long history, within a span of twenty years, vocal pedagogy evolved from an approach solely derived from subjective, auditory evidence to an application grounded in scientific data. By means of analysis of significant publications by Richard Miller, Robert Sataloff, and Ingo Titze, as well as articles from The Journal of Singing and The Journal of Voice, I establish a baseline of scientific knowledge and pedagogic practice ca. 1980. Analysis and comparison of a timeline of advancement in scientific insight and the discussion of science in pedagogical texts, 1980-2000, reveal the extent to which voice teachers have dramatically changed their method of instruction. I posit that voice pedagogy has undergone a fundamental change, from telling the student only what to do, via auditory demonstration and visual imagery, to validating with scientific data how and why students should change their vocal approach. The consequence of this dramatic pedagogic evolution has produced singers who comprehend more fully the science of their art.
ContributorsVelarde, Rachel (Author) / Doan, Jerry (Thesis advisor) / Campbell, Andrew (Committee member) / Solis, Theodore (Committee member) / Elgar Kopta, Anne (Committee member) / Britton, David (Committee member) / Arizona State University (Publisher)
Created2013