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
The current study explored whether intrinsically religious individuals are able to separate the "sin" from the "sinner" (i.e., separate category membership from behavior) when judging homosexual individuals, or whether they are instead subject to the negativity bias (judgments based solely on category membership) in moral judgments. All effects were expected to occur only for participants high in homophobia. Participants were 305 undergraduate male and female students at a large, public university in the southwestern U.S. Respondents read one of five scenarios that described gay or straight targets who were celibate or engaged in same or opposite sex relationships, then were asked to respond to a series of questions evaluating attitudes and behavioral intentions toward the target. Results revealed that homophobia led to a negativity bias in judgments of gay targets, which was intensified by intrinsic religiosity. However, individuals high on intrinsic religiosity and high on homophobia also differentiated between gay targets based on sexual behavior, such that gay targets who were celibate or in an opposite-sex relationship were rated more favorably than gay targets in a same-sex relationship. These findings demonstrate that the negativity bias and "sin vs. sinner" differentiation may both be occurring for intrinsically religious individuals. The moderating effect of homophobia on the interaction between intrinsic religiosity and judgments of gay and straight targets shows us that religiosity itself is not inherently tolerant or intolerant.
ContributorsFilip-Crawford, Gabrielle (Author) / Nagoshi, Craig T. (Thesis advisor) / Kwan, Virginia S.Y. (Committee member) / Neuberg, Steven L. (Committee member) / Arizona State University (Publisher)
Created2011
Description
In a large network (graph) it would be desirable to guarantee the existence of some local property based only on global knowledge of the network. Consider the following classical example: how many connections are necessary to guarantee that the network contains three nodes which are pairwise adjacent? It turns out that more than n^2/4 connections are needed, and no smaller number will suffice in general. Problems of this type fall into the category of ``extremal graph theory.'' Generally speaking, extremal graph theory is the study of how global parameters of a graph are related to local properties. This dissertation deals with the relationship between minimum degree conditions of a host graph G and the property that G contains a specified spanning subgraph (or class of subgraphs). The goal is to find the optimal minimum degree which guarantees the existence of a desired spanning subgraph. This goal is achieved in four different settings, with the main tools being Szemeredi's Regularity Lemma; the Blow-up Lemma of Komlos, Sarkozy, and Szemeredi; and some basic probabilistic techniques.
ContributorsDeBiasio, Louis (Author) / Kierstead, Henry A (Thesis advisor) / Czygrinow, Andrzej (Thesis advisor) / Hurlbert, Glenn (Committee member) / Kadell, Kevin (Committee member) / Fishel, Susanna (Committee member) / Arizona State University (Publisher)
Created2011
Description
This dissertation examines associations between religious affiliation, religious community context and health of women and their children in Mozambique focusing on the following issues: (1) attending prenatal consultations and delivering children in a health facility; (2) women's symptoms of STDs; and (3) under-five mortality. Estimation of random intercept Poisson regression for the outcome about attending prenatal consultations demonstrated a favorable effect of affiliation to Catholic or Mainline Protestant and Apostolic religious groups. The concentration of Zionist churches in the community had a negative influence. Random intercept logistic regression was used to estimate the relationship between religion and institutional child delivery. Affiliation to Catholic or Mainline Protestant denominations as well as concentration of Catholic or Mainline Protestant churches in the community had some beneficial effect on giving birth in health clinics. The presence of Zionist churches in the community had some negative effect and that of other groups no significant influence. Random intercept logistic regression was also employed for investigating the influence of religion on women's symptoms of STDs. Belonging to the Catholic or Mainline Protestant church had some protective effect on reporting symptoms of STDs. There was no effect of religious context, except that the concentration of Other Pentecostal churches had a positive effect on reporting symptoms of SDTs. Event-history analysis was conducted for examining relationships between maternal religious affiliation with under-five mortality. Affiliation to Catholic or Mainline Protestant churches and to Apostolic denominations increased the odds of child survival, although, the influence of having a mother belonging to Catholic or Mainline Protestant churches lost statistical significance after accounting particularly for the average level of education in the community, for the period of 5 years preceding the survey date. Taken together, the results in this dissertation show some protective effect of religion that varies primarily by denominational group to which women are affiliated. They also indicate that religious community context may have some negative effect on health of women and children. The nature of the effect of religious community context varies with the type of outcome considered and the type of religious mixture in the community.
ContributorsCau, Boaventura Manuel (Author) / Agadjanian, Victor (Thesis advisor) / Hayford, Sarah (Committee member) / Yabiku, Scott (Committee member) / Arizona State University (Publisher)
Created2011
Description
In the current context of fiscal austerity as well as neo-colonial criticisms, the discipline of religious studies has been challenged to critically assess its teaching methods as well as articulate its relevance in the modern university setting. Responding to these needs, this dissertation explores the educational outcomes on undergraduate students as a result of religious studies curriculum. This research employs a robust quantitative methodology designed to assess the impact of the courses while controlling for a number of covariates. Based on data collected from pre- and post-course surveys of a combined 1,116 students enrolled at Arizona State University (ASU) and two area community colleges, the research examines student change across five outcomes: attributional complexity, multi-religious awareness, commitment to social justice, individual religiosity, and the first to be developed, neo-colonial measures. The sample was taken in the Fall of 2009 from courses including Religions of the World, introductory Islamic studies courses, and a control group consisting of engineering and political science students. The findings were mixed. From the "virtues of the humanities" standpoint, select within group changes showed a statistically significant positive shift, but when compared across groups and the control group, there were no statistically significant findings after controlling for key variables. The students' pre-course survey score was the best predictor of their post-course survey score. In response to the neo-colonial critiques, the non-findings suggest the critiques have been overstated in terms of their impact pedagogically or in the classroom.
ContributorsLewis, Bret (Author) / Gereboff, Joel (Thesis advisor) / Foard, James (Committee member) / Levy, Roy (Committee member) / Woodward, Mark (Committee member) / Arizona State University (Publisher)
Created2011
Description
The Mormon Plan of Salvation explains that people originate in a heavenly state and are sent to Earth in a physical form, where they aspire to lead good lives and gain wisdom in order to reach glory in the afterlife. The dance piece "From There to Here to There: Whose Journey is it Anyway?" explores each stage in the Plan of Salvation at a different location, requiring dancers and audience to travel both metaphorically and physically. The piece incorporates several kinds of journeys: the collective journey of humankind based on the Plan of Salvation, the dancers' own journeys, and audience's journey as they watch the piece, and my journey as an artist. In the process of making this piece, I refined my identity as a 21st century Mormon artist interested in conveying religious messages through the traditionally secular art form of postmodern dance.
ContributorsFrost, Randi (Author) / Kaplan, Robert (Thesis advisor) / Daughtrey, Doe (Committee member) / Schupp, Karen (Committee member) / Arizona State University (Publisher)
Created2011
Description
Nonlinear dispersive equations model nonlinear waves in a wide range of physical and mathematics contexts. They reinforce or dissipate effects of linear dispersion and nonlinear interactions, and thus, may be of a focusing or defocusing nature. The nonlinear Schrödinger equation or NLS is an example of such equations. It appears as a model in hydrodynamics, nonlinear optics, quantum condensates, heat pulses in solids and various other nonlinear instability phenomena. In mathematics, one of the interests is to look at the wave interaction: waves propagation with different speeds and/or different directions produces either small perturbations comparable with linear behavior, or creates solitary waves, or even leads to singular solutions. This dissertation studies the global behavior of finite energy solutions to the $d$-dimensional focusing NLS equation, $i partial _t u+Delta u+ |u|^{p-1}u=0, $ with initial data $u_0in H^1,; x in Rn$; the nonlinearity power $p$ and the dimension $d$ are chosen so that the scaling index $s=frac{d}{2}-frac{2}{p-1}$ is between 0 and 1, thus, the NLS is mass-supercritical $(s>0)$ and energy-subcritical $(s<1).$ For solutions with $ME[u_0]<1$ ($ME[u_0]$ stands for an invariant and conserved quantity in terms of the mass and energy of $u_0$), a sharp threshold for scattering and blowup is given. Namely, if the renormalized gradient $g_u$ of a solution $u$ to NLS is initially less than 1, i.e., $g_u(0)<1,$ then the solution exists globally in time and scatters in $H^1$ (approaches some linear Schr"odinger evolution as $ttopminfty$); if the renormalized gradient $g_u(0)>1,$ then the solution exhibits a blowup behavior, that is, either a finite time blowup occurs, or there is a divergence of $H^1$ norm in infinite time. This work generalizes the results for the 3d cubic NLS obtained in a series of papers by Holmer-Roudenko and Duyckaerts-Holmer-Roudenko with the key ingredients, the concentration compactness and localized variance, developed in the context of the energy-critical NLS and Nonlinear Wave equations by Kenig and Merle. One of the difficulties is fractional powers of nonlinearities which are overcome by considering Besov-Strichartz estimates and various fractional differentiation rules.
ContributorsGuevara, Cristi Darley (Author) / Roudenko, Svetlana (Thesis advisor) / Castillo_Chavez, Carlos (Committee member) / Jones, Donald (Committee member) / Mahalov, Alex (Committee member) / Suslov, Sergei (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study utilized symbolic interaction as a framework to examine the impact of mobility on four veteran elementary general music teachers' identities, roles, and perceptions of role support. Previous research has focused on teacher identity formation among preservice and novice teachers; veteran teachers are less frequently represented in the literature. Teacher mobility research has focused on student achievement, teachers' reasons for moving, and teacher attrition. The impact of mobility on veteran teachers' identities, roles, and perceptions of role support has yet to be considered. A multiple case design was employed for this study. The criteria for purposeful selection of the participants were elementary general music teachers who had taught for at least ten years, who had changed teaching contracts and taught in at least two different schools, and who were viewed as effective music educators by fine arts coordinators. Data were collected over a period of eight months through semi-structured interviews, email correspondence, observations, review of videotapes of the participants' teaching in previous schools, and collection of artifacts. Data were analyzed within and across cases. The cross-case analysis revealed themes within the categories of identity, role, and role support for the participants. The findings suggest that the participants perceived their music teacher roles as multi-dimensional. They claimed their core identities remained stable over time; however, shifts in teacher identity occurred throughout their years as teachers. The participants asserted that mobility at the start of their careers had a positive impact because they each were challenged to solidify their own teacher identities and music teacher roles in varied school contexts. Mobility negatively impacted role and teacher practices during times when the participants adjusted to new school climates and role expectations. Role support varied depending upon school context, and the participants discovered active involvement in the school community was an effective means of seeking and acquiring role support. Reflection experiences in music teacher preparation programs, as well as mentoring and professional development geared toward teacher identity formation and role maturation, may assist teachers in matching their desired school context with their teacher identities and perceptions of the music teacher role.
ContributorsGray, Lori F (Author) / Stauffer, Sandra (Committee member) / Schmidt, Margaret (Committee member) / Sullivan, Jill (Committee member) / Bush, Jeffrey (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2011
Description
In this study, I examined how African American students in a church youth group constructed ethnic and spiritual identities as they engaged with community literacy practices. Arizona's small, scattered population of African Americans is reflected within participants' multi-ethnic schools where they describe feelings of being almost invisible to school agents and peers. Listening to students, I came to deeply understand how they struggled with cultural isolation and racial discrimination. The growing tensions with state immigration reform only magnified those feelings as participants perceived the ban on ethnic studies to be another attempt to exclude them from school curriculums. By using utilizing four identity types, I gained greater insights into participants' negotiation of ethnicity and spirituality. Drawing from critical race theory, I utilized counter-storytelling to not only recapture participants' experiences with social injustice, but also to illustrate how the youth group empowers the students to become activists. Resisting the paralyzing effects of racial stereotypes, participants emerged as essayists, artists, orators, and spoken word poets.
ContributorsNicholson, Cynthia Salley (Author) / Paris, Django (Thesis advisor) / Nilsen, Alleen (Committee member) / Stanfield, John H. (Committee member) / Arizona State University (Publisher)
Created2011
Description
More than 30% of college entrants are placed in remedial mathematics (RM). Given that an explicit relationship exists between students' high school mathematics and college success in science, technology, engineering, and mathematical (STEM) fields, it is important to understand RM students' characteristics in high school. Using the Education Longitudinal Survey 2002/2006 data, this study evaluated more than 130 variables for statistical and practical significance. The variables included standard demographic data, prior achievement and transcript data, family and teacher perceptions, school characteristics, and student attitudinal variables, all of which are identified as influential in mathematical success. These variables were analyzed using logistic regression models to estimate the likelihood that a student would be placed into RM. As might be expected, student test scores, highest mathematics course taken, and high school grade point average were the strongest predictors of success in college mathematics courses. Attitude variables had a marginal effect on the most advantaged students, but their effect cannot be evaluated for disadvantaged students, due to a non-random pattern of missing data. Further research should concentrate on obtaining answers to the attitudinal questions and investigating their influence and interaction with academic indicators.
ContributorsBarber, Rebecca (Author) / Garcia, David R. (Thesis advisor) / Powers, Jeanne (Committee member) / Rodrigue Mcintyre, Lisa (Committee member) / Arizona State University (Publisher)
Created2011
Description
In this thesis, I investigate the C*-algebras and related constructions that arise from combinatorial structures such as directed graphs and their generalizations. I give a complete characterization of the C*-correspondences associated to directed graphs as well as results about obstructions to a similar characterization of these objects for generalizations of directed graphs. Viewing the higher-dimensional analogues of directed graphs through the lens of product systems, I give a rigorous proof that topological k-graphs are essentially product systems over N^k of topological graphs. I introduce a "compactly aligned" condition for such product systems of graphs and show that this coincides with the similarly-named conditions for topological k-graphs and for the associated product systems over N^k of C*-correspondences. Finally I consider the constructions arising from topological dynamical systems consisting of a locally compact Hausdorff space and k commuting local homeomorphisms. I show that in this case, the associated topological k-graph correspondence is isomorphic to the product system over N^k of C*-correspondences arising from a related Exel-Larsen system. Moreover, I show that the topological k-graph C*-algebra has a crossed product structure in the sense of Larsen.
ContributorsPatani, Nura (Author) / Kaliszewski, Steven (Thesis advisor) / Quigg, John (Thesis advisor) / Bremner, Andrew (Committee member) / Kawski, Matthias (Committee member) / Spielberg, John (Committee member) / Arizona State University (Publisher)
Created2011