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
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
Purpose: Exercise interventions often result in less than predicted weight loss or even weight gain in some individuals, with over half of the weight that is lost often being regained within one year. The current study hypothesized that one year following a 12-week supervised exercise intervention, women who continued to exercise regularly but initially gained weight would lose the weight gained, reverting back to baseline with no restoration of set-point, or continue to lose weight if weight was initially lost. Conversely, those who discontinued purposeful exercise at the conclusion of the study were expected to continue to gain or regain weight. Methods: 24 women who completed the initial 12-week exercise intervention (90min/week of supervised treadmill walking at 70%VO2peak) participated in a follow-up study one year after the conclusion of the exercise intervention. Subjects underwent Dual-energy X-Ray Absorptiometry at baseline, 12-weeks, and 15 months, and filled out physical activity questionnaires at 15 months. Results: A considerable amount of heterogeneity was observed in body weight and fat mass changes among subjects, but there was no significant overall change in weight or fat mass from baseline to follow-up. 15 women were categorized as compensators and as a group gained weight (+ 0.94±3.26kg) and fat mass (+0.22±3.25kg) compared to the 9 non-compensators who lost body weight (-0.26±3.59kg) and had essentially no change in fat mass (+0.01±2.61kg) from 12-weeks to follow-up. There was a significant between group difference (p=.003) in change in fat mass from 12-weeks to follow-up between subjects who continued to regularly vigorously exercise (-2.205±3.070kg), and those who did not (+1.320±2.156kg). Additionally, energy compensation from baseline to 12-weeks and early body weight and composition changes during the intervention were moderate predictors of body weight and composition changes from baseline to follow-up. Conclusion: The main finding of this study is that following a 12-week supervised exercise intervention, women displayed a net loss of fat mass during the follow-up period if regular vigorous exercise was continued, regardless of whether they were classified as compensators or non-compensators during the initial intervention.
ContributorsCabbage, Clarissa Marie (Author) / Gaesser, Glenn (Thesis advisor) / Chisum, Jack (Committee member) / Campbell, Kathryn (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
INTRODUCTION: Exercise performed at moderate to vigorous intensities has been shown to generate a post exercise hypotensive response. Whether this response is observed with very low exercise intensities is unclear. PURPOSE: To compare post physical activity ambulatory blood pressure (ABP) response to a single worksite walking day and a normal sedentary work day in pre-hypertensive adults. METHODS: Participants were 7 pre-hypertensive (127 + 8 mmHg / 83 + 8 mmHg) adults (3 male, 4 female, age = 42 + 12 yr) who participated in a randomized, cross-over study that included a control and a walking treatment. Only those who indicated regularly sitting at least 8 hours/day and no structured physical activity were enrolled. Treatment days were randomly assigned and were performed one week apart. Walking treatment consisted of periodically increasing walk time up to 2.5 hours over the course of an 8 hour work day on a walking workstation (Steelcase Company, Grand Rapids, MI). Walk speed was set at 1 mph. Participants wore an ambulatory blood pressure cuff (Oscar 2, SunTech Medical, Morrisville, NC) for 24-hours on both treatment days. Participants maintained normal daily activities on the control day. ABP data collected from 9:00 am until 10:00 pm of the same day were included in statistical analyses. Linear mixed models were used to detect differences in systolic (SBP) and diastolic blood pressure (DBP) by treatment condition over the whole day and post workday for the time periods between 4 -10 pm when participants were no longer at work. RESULTS:BP was significantly lower in response to the walking treatment compared to the control day (Mean SBP 126 +7 mmHg vs.124 +7 mmHg, p=.043; DBP 80 + 3 mmHg vs. 77 + 3 mmHg, p = 0.001 respectively). Post workday (4:00 to 10:00 pm) SBP decreased 3 mmHg (p=.017) and DBP decreased 4 mmHg (p<.001) following walking. CONCLUSION: Even low intensity exercise such as walking on a walking workstation is effective for significantly reducing acute BP when compared to a normal work day.
ContributorsZeigler, Zachary (Author) / Swan, Pamela (Thesis advisor) / Buman, Matthew (Committee member) / Gaesser, Glenn (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
Dietary protein is known to increase postprandial thermogenesis more so than carbohydrates or fats, probably related to the fact that amino acids have no immediate form of storage in the body and can become toxic if not readily incorporated into body tissues or excreted. It is also well documented that subjects report greater satiety on high- versus low-protein diets and that subject compliance tends to be greater on high-protein diets, thus contributing to their popularity. What is not as well known is how a high-protein diet affects resting metabolic rate over time, and what is even less well known is if resting metabolic rate changes significantly when a person consuming an omnivorous diet suddenly adopts a vegetarian one. This pilot study sought to determine whether subjects adopting a vegetarian diet would report decreased satiety or demonstrate a decreased metabolic rate due to a change in protein intake and possible increase in carbohydrates. Further, this study sought to validate a new device called the SenseWear Armband (SWA) to determine if it might be sensitive enough to detect subtle changes in metabolic rate related to diet. Subjects were tested twice on all variables, at baseline and post-test. Independent and related samples tests revealed no significant differences between or within groups for any variable at any time point in the study. The SWA had a strong positive correlation to the Oxycon Mobile metabolic cart but due to a lack of change in metabolic rate, its sensitivity was undetermined. These data do not support the theory that adopting a vegetarian diet results in a long-term change in metabolic rate.
ContributorsMoore, Amy (Author) / Johnston, Carol (Thesis advisor) / Appel, Christy (Thesis advisor) / Gaesser, Glenn (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
Description
Cardiovascular disease (CVD) is the number one cause of death in the United States and type 2 diabetes (T2D) and obesity lead to cardiovascular disease. Obese adults are more susceptible to CVD compared to their non-obese counterparts. Exercise training leads to large reductions in the risk of CVD and T2D. Recent evidence suggests high-intensity interval training (HIT) may yield similar or superior benefits in a shorter amount of time compared to traditional continuous exercise training. The purpose of this study was to compare the effects of HIT to continuous (CONT) exercise training for the improvement of endothelial function, glucose control, and visceral adipose tissue. Seventeen obese men (N=9) and women (N=8) were randomized to eight weeks of either HIT (N=9, age=34 years, BMI=37.6 kg/m2) or CONT (N=8, age=34 years, BMI=34.6 kg/m2) exercise 3 days/week for 8 weeks. Endothelial function was assessed via flow-mediated dilation (FMD), glucose control was assessed via continuous glucose monitoring (CGM), and visceral adipose tissue and body composition was measured with an iDXA. Incremental exercise testing was performed at baseline, 4 weeks, and 8 weeks. There were no changes in weight, fat mass, or visceral adipose tissue measured by the iDXA, but there was a significant reduction in body fat that did not differ by group (46±6.3 to 45.4±6.6%, P=0.025). HIT led to a significantly greater improvement in FMD compared to CONT exercise (HIT: 5.1 to 9.0%; CONT: 5.0 to 2.6%, P=0.006). Average 24-hour glucose was not improved over the whole group and there were no group x time interactions for CGM data (HIT: 103.9 to 98.2 mg/dl; CONT: 99.9 to 100.2 mg/dl, P>0.05). When statistical analysis included only the subjects who started with an average glucose at baseline > 100 mg/dl, there was a significant improvement in glucose control overall, but no group x time interaction (107.8 to 94.2 mg/dl, P=0.027). Eight weeks of HIT led to superior improvements in endothelial function and similar improvements in glucose control in obese subjects at risk for T2D and CVD. HIT was shown to have comparable or superior health benefits in this obese sample with a 36% lower total exercise time commitment.
ContributorsSawyer, Brandon J (Author) / Gaesser, Glenn A (Thesis advisor) / Shaibi, Gabriel (Committee member) / Lee, Chong (Committee member) / Swan, Pamela (Committee member) / Buman, Matthew (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study examines the multiple and complicated ways that Native American students engage, accept, and/or reject the teachings of a Native American literature course, as they navigate complex cultural landscapes in a state that has banned the teaching of ethnic studies. This is the only classroom of its kind in this major metropolitan area, despite a large Native American population. Like many other marginalized youth, these students move through "borderlands" on a daily basis from reservation to city and back again; from classrooms that validate their knowledges to those that deny, invalidate and silence their knowledges, histories and identities. I am examining how their knowledges are shared or denied in these spaces. Using ethnographic, participatory action and grounded research methods, and drawing from Safety Zone Theory (Lomawaima and McCarty, 2006) and Bakhtin's (1981) dialogism, I focus on students' counter-storytelling to discover how they are generating meanings from a curriculum that focuses on the comprehension of their complicated and often times contradicting realities. This study discusses the need for schools to draw upon students' cultural knowledges and offers implications for developing and implementing a socio-culturally sustaining curriculum.
ContributorsSan Pedro, Timothy Jose (Author) / Paris, Django (Thesis advisor) / Romero-Little, Mary Eunice (Thesis advisor) / Mccarty, Teresa (Committee member) / Ortiz, Simon (Committee member) / Chin, Beverly A (Committee member) / Arizona State University (Publisher)
Created2013