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
Any permutation in the finite symmetric group can be written as a product of simple transpositions $s_i = (i~i+1)$. For a fixed permutation $\sigma \in \mathfrak{S}_n$ the products of minimal length are called reduced decompositions or reduced words, and the collection of all such reduced words is denoted $R(\sigma)$. Any reduced word of $\sigma$ can be transformed into any other by a sequence of commutation moves or long braid moves. One area of interest in these sets are the congruence classes defined by using only braid moves or only commutation moves. This document will present work towards a conjectured relationship between the number of reduced words and the number of braid classes. The set $R(\sigma)$ can be drawn as a graph, $G(\sigma)$, where the vertices are the reduced words, and the edges denote the presence of a commutation or braid move between the words. This paper will present brand new work on subgraph structures in $G(\sigma)$, as well as new formulas to count the number of braid edges and commutation edges in $G(\sigma)$. The permutation $\sigma$ covers $\tau$ in the weak order poset if the length of $\tau$ is one less than the length of $\sigma$, and there exists a simple transposition $s_i$ such that $\sigma = \tau s_i$. This paper will cover new work on the relationships between the size of $R(\sigma)$ and $R(\tau)$, and how this creates a new method of writing reduced decompositions of $\sigma$ as products of permutations $\alpha$ and $\beta$, where both $\alpha$ and $\beta$ have a length greater than one. Finally, this thesis will also discuss how these results help relate the number of reduced words and the number of braid classes in certain cases.
ContributorsElder, Jennifer E (Author) / Fishel, Susanna (Thesis advisor) / Childress, Nancy (Committee member) / Czygrinow, Andrzej (Committee member) / Paupert, Julien (Committee member) / Vega, Oscar (Committee member) / Arizona State University (Publisher)
Created2021
Description
A $k$-list assignment for a graph $G=(V, E)$ is a function $L$ that assigns a $k$-set $L(v)$ of "available colors" to each vertex $v \in V$. A $d$-defective, $m$-fold, $L$-coloring is a function $\phi$ that assigns an $m$-subset $\phi(v) \subseteq L(v)$ to each vertex $v$ so that each color class $V_{i}=\{v \in V:$ $i \in \phi(v)\}$ induces a subgraph of $G$ with maximum degree at most $d$. An edge $xy$ is an $i$-flaw of $\phi$ if $i\in \phi(x) \cap \phi(y)$. An online list-coloring algorithm $\mathcal{A}$ works on a known graph $G$ and an unknown $k$-list assignment $L$ to produce a coloring $\phi$ as follows. At step $r$ the set of vertices $v$ with $r \in L(v)$ is revealed to $\mathcal{A}$. For each vertex $v$, $\mathcal{A}$ must decide irrevocably whether to add $r$ to $\phi(v)$. The online choice number $\pt_{m}^{d}(G)$ of $G$ is the least $k$ for which some such algorithm produces a $d$-defective, $m$-fold, $L$-coloring $\phi$ of $G$ for all $k$-list assignments $L$. Online list coloring was introduced independently by Uwe Schauz and Xuding Zhu. It was known that if $G$ is planar then $\pt_{1}^{0}(G) \leq 5$ and $\pt_{1}^{1}(G) \leq 4$ are sharp bounds; here it is proved that $\pt_{1}^{3}(G) \leq 3$ is sharp, but there is a planar graph $H$ with $\pt_{1}^{2}(H)\ge 4$. Zhu conjectured that for some integer $m$, every planar graph $G$ satisfies $\pt_{m}^{0}(G) \leq 5 m-1$, and even that this is true for $m=2$. This dissertation proves that $\pt_{2}^{1}(G) \leq 9$, so the conjecture is "nearly" true, and the proof extends to $\pt_{m}^{1}(G) \leq\left\lceil\frac{9}{2} m\right\rceil$. Using Alon's Combinatorial Nullstellensatz, this is strengthened by showing that $G$ contains a linear forest $(V, F)$ such that there is an online algorithm that witnesses $\mathrm{pt}_{2}^{1}(G) \leq 9$ while producing a coloring whose flaws are in $F$, and such that no edge is an $i$-flaw and a $j$-flaw for distinct colors $i$ and $j$.
Contributorshan, ming (Author) / Kierstead, Henry A. (Thesis advisor) / Czygrinow, Andrzej (Committee member) / Sen, Arunabha (Committee member) / Spielberg, John (Committee member) / Fishel, Susanna (Committee member) / Arizona State University (Publisher)
Created2021
Description
Federal, state, and local entities prioritized addressing these academic deficiencies over the past several decades. An area of concern for teachers and families is multiplication. The two main purposes of this study are to (1) to determine how multiplication achievement and strategy use change from beginning to end of Bilingual Family Math Club, and (2) determine which of the eight components of Bilingual Family Math Club (BFMC) contribute to student learning outcomes. The components of BFMC are (1) Concrete Representational Abstract (CRA) modeling, (2) explicit vocabulary instruction, (3) word problems, (4) homework, (5) math games, (6) adult/child pairs as family engagement, (7) bilingual instruction, and (8) workshop series. Quantitative data includes pre-and post-intervention student math assessments. Qualitative data includes analysis of the scratch work artifacts students produced solving those assessments, as well as post-intervention from adults and students enrolled in the club. Findings from this study support previous research. Families said six of the components of the club helped them the most: adult-child pairs, series workshops, games during class, the CRA method, homework as games, and having a bilingual club. Two of the eight BFMC components families felt did not support them in learning multiplication were word problems and explicit vocabulary instruction. Quantitative results from a paired sample t-test showed a statistically significant change and large effect sizes in post-assessment scores in all four areas of the assessment: fluency, word problems, single-digit facts, and multi-digit multiplication. This study provided critical information for school leaders and district personnel attempting to implement more effective after school support programs for families in mathematics.
ContributorsSchroeder, Brittany (Author) / Basile, Carole (Thesis advisor) / Bernstein, Katherine (Committee member) / Ross, Lydia (Committee member) / Arizona State University (Publisher)
Created2021
Description
Studies in Second Language Acquisition and Neurolinguistics have argued that adult learners when dealing with certain phonological features of L2, such as segmental and suprasegmental ones, face problems of articulatory placement (Esling, 2006; Abercrombie, 1967) and somatosensory stimulation (Guenther, Ghosh, & Tourville, 2006; Waldron, 2010). These studies have argued that adult phonological acquisition is a complex matter that needs to be informed by a specialized sensorimotor theory of speech acquisition. They further suggested that traditional pronunciation pedagogy needs to be enhanced by an approach to learning offering learners fundamental and practical sensorimotor tools to advance the quality of L2 speech acquisition.
This foundational study designs a sensorimotor approach to pronunciation pedagogy and tests its effect on the L2 speech of five adult (late) learners of American English. Throughout an eight week classroom experiment, participants from different first language backgrounds received instruction on Articulatory Settings (Honickman, 1964) and the sensorimotor mechanism of speech acquisition (Waldron 2010; Guenther et al., 2006). In addition, they attended five adapted lessons of the Feldenkrais technique (Feldenkrais, 1972) designed to develop sensorimotor awareness of the vocal apparatus and improve the quality of L2 speech movement. I hypothesize that such sensorimotor learning triggers overall positive changes in the way L2 learners deal with speech articulators for L2 and that over time they develop better pronunciation.
After approximately eight hours of intervention, analysis of results shows participants’ improvement in speech rate, degree of accentedness, and speaking confidence, but mixed changes in word intelligibility and vowel space area. Albeit not statistically significant (p >.05), these results suggest that such a sensorimotor approach to L2 phonological acquisition warrants further consideration and investigation for use in the L2 classroom.
This foundational study designs a sensorimotor approach to pronunciation pedagogy and tests its effect on the L2 speech of five adult (late) learners of American English. Throughout an eight week classroom experiment, participants from different first language backgrounds received instruction on Articulatory Settings (Honickman, 1964) and the sensorimotor mechanism of speech acquisition (Waldron 2010; Guenther et al., 2006). In addition, they attended five adapted lessons of the Feldenkrais technique (Feldenkrais, 1972) designed to develop sensorimotor awareness of the vocal apparatus and improve the quality of L2 speech movement. I hypothesize that such sensorimotor learning triggers overall positive changes in the way L2 learners deal with speech articulators for L2 and that over time they develop better pronunciation.
After approximately eight hours of intervention, analysis of results shows participants’ improvement in speech rate, degree of accentedness, and speaking confidence, but mixed changes in word intelligibility and vowel space area. Albeit not statistically significant (p >.05), these results suggest that such a sensorimotor approach to L2 phonological acquisition warrants further consideration and investigation for use in the L2 classroom.
ContributorsLima, J. Alberto S., Jr (Author) / Pruitt, Kathryn (Thesis advisor) / Gelderen, Elly van (Thesis advisor) / Liss, Julie (Committee member) / James, Mark (Committee member) / Arizona State University (Publisher)
Created2015
Description
This study investigated the limitations of Navajo language teaching in Navajo Head Start immersion centers. The research questions asked what did Head Start teachers perceive as barriers to Navajo children successfully learning the Navajo language, what skills and knowledge did Head Start teachers have that were relevant to teach Head Start children the Navajo language, what Head Start teachers perceived as their strengths and weaknesses of the language immersion program, and what program and instructional qualities promoted and restricted the success of the language program? Two males and six females who resided in the western part of the Navajo Nation wee interviewed as to their teaching experiences. All of the interviewees were between the ages of late 40's to mid-60's and all spoke Navajo fluently. They had been employed with Head Start for more than 10 years. They came from families who had strong beliefs in the Navajo culture and language, and believed all teachers should take Navajo language and culture classes to teach in Head Start. The interviews revealed the participants use their traditional language and culture skills to teach Navajo, but they had limited knowledge as how to use the curriculum provided by Division of Dine Education. The English curriculum was accessible and easy to follow, but did not adhered to President Hale's Executive Order to perpetuate the language. It was recommended that Head Start administrators and support staff review the Navajo language policies and regulations, train teachers how to write a lesson plan that was simple and teacher friendly, revamp the curriculums, and train teachers how to critique, analyze and develop lessons from the Navajo Curriculum. In addition, administrators, should monitor and provide technical assistance to ensure teachers are implementing Navajo language instruction according to Navajo Standards and monitoring each child's progress according to developmental domains and assessment.
ContributorsClauschee, Jefferson (Author) / Appleton, Nicholas (Thesis advisor) / Spencer, Dee (Committee member) / Duplissis, Mark (Committee member) / Arizona State University (Publisher)
Created2015
Description
Bank institutions employ several marketing strategies to maximize new customer acquisition as well as current customer retention. Telemarketing is one such approach taken where individual customers are contacted by bank representatives with offers. These telemarketing strategies can be improved in combination with data mining techniques that allow predictability of customer information and interests. In this thesis, bank telemarketing data from a Portuguese banking institution were analyzed to determine predictability of several client demographic and financial attributes and find most contributing factors in each. Data were preprocessed to ensure quality, and then data mining models were generated for the attributes with logistic regression, support vector machine (SVM) and random forest using Orange as the data mining tool. Results were analyzed using precision, recall and F1 score.
ContributorsEjaz, Samira (Author) / Davulcu, Hasan (Thesis advisor) / Balasooriya, Janaka (Committee member) / Candan, Kasim (Committee member) / Arizona State University (Publisher)
Created2016
Description
How hard should the books be in elementary small-group reading? This study explored text difficulty for bilingual students reading below grade level in third grade. Using a convergent parallel mixed methods design, I used qualitative methods to analyze students’ engagement and discussion during small groups and single case design to evaluate students’ fluency and reading comprehension after reading and discussing texts in small groups.
Six Spanish-English bilingual students, split into two groups of three, participated in twelve, 30-minute, small-group reading sessions. Students in Group 1 read approximately one year below grade level, and students in Group 2 read approximately a year and a half below grade level. In six of the twelve sessions, students read and discussed texts matched to their reading levels, and in the other six they read and discussed texts one year ahead of their reading levels. I assigned matched and difficult texts across the twelve days by blocked randomization.
I analyzed video transcripts of each session to understand students’ engagement (focus of engagement, strategies, and interaction) and discussion (inferential vs. literal responses, instances of verbal participation). At the end of each session, students reread and retold the book the group had read and discussed that day to produce a fluency (words correct per minute) and comprehension (ideas correctly retold) score.
Findings were complex and revealed that different levels of texts have both advantages and drawbacks. Key findings included: For fluency, half of the students benefited from matched texts. The other half read difficult texts with similar fluency to matched texts. For comprehension, text difficulty did not matter for anyone except one student, and for him it only had an effect on 3 of 12 days. Group 2 engaged much more with texts and ideas in difficult books and with pictures in matched books. Group 1 had more inferential/interpretive responses with matched texts, and Group 2 had more inferential and interpretive responses with difficult texts. Most students participated evenly regardless of the difficulty of the text under discussion. However, two students talked more when discussing matched texts.
Six Spanish-English bilingual students, split into two groups of three, participated in twelve, 30-minute, small-group reading sessions. Students in Group 1 read approximately one year below grade level, and students in Group 2 read approximately a year and a half below grade level. In six of the twelve sessions, students read and discussed texts matched to their reading levels, and in the other six they read and discussed texts one year ahead of their reading levels. I assigned matched and difficult texts across the twelve days by blocked randomization.
I analyzed video transcripts of each session to understand students’ engagement (focus of engagement, strategies, and interaction) and discussion (inferential vs. literal responses, instances of verbal participation). At the end of each session, students reread and retold the book the group had read and discussed that day to produce a fluency (words correct per minute) and comprehension (ideas correctly retold) score.
Findings were complex and revealed that different levels of texts have both advantages and drawbacks. Key findings included: For fluency, half of the students benefited from matched texts. The other half read difficult texts with similar fluency to matched texts. For comprehension, text difficulty did not matter for anyone except one student, and for him it only had an effect on 3 of 12 days. Group 2 engaged much more with texts and ideas in difficult books and with pictures in matched books. Group 1 had more inferential/interpretive responses with matched texts, and Group 2 had more inferential and interpretive responses with difficult texts. Most students participated evenly regardless of the difficulty of the text under discussion. However, two students talked more when discussing matched texts.
ContributorsKelly, Laura Beth (Author) / Jimenez-Silva, Margarita (Thesis advisor) / Moses, Lindsey (Thesis advisor) / Restrepo, Laida (Committee member) / Arizona State University (Publisher)
Created2018
Description
In 1984, Sinnott used $p$-adic measures on $\mathbb{Z}_p$ to give a new proof of the Ferrero-Washington Theorem for abelian number fields by realizing $p$-adic $L$-functions as (essentially) the $Gamma$-transform of certain $p$-adic rational function measures. Shortly afterward, Gillard and Schneps independently adapted Sinnott's techniques to the case of $p$-adic $L$-functions associated to elliptic curves with complex multiplication (CM) by realizing these $p$-adic $L$-functions as $Gamma$-transforms of certain $p$-adic rational function measures. The results in the CM case give the vanishing of the Iwasawa $mu$-invariant for certain $mathbb{Z}_p$-extensions of imaginary quadratic fields constructed from torsion points of CM elliptic curves.
In this thesis, I develop the theory of $p$-adic measures on $mathbb{Z}_p^d$, with particular interest given to the case of $d>1$. Although I introduce these measures within the context of $p$-adic integration, this study includes a strong emphasis on the interpretation of $p$-adic measures as $p$-adic power series. With this dual perspective, I describe $p$-adic analytic operations as maps on power series; the most important of these operations is the multivariate $Gamma$-transform on $p$-adic measures.
This thesis gives new significance to product measures, and in particular to the use of product measures to construct measures on $mathbb{Z}_p^2$ from measures on $mathbb{Z}_p$. I introduce a subring of pseudo-polynomial measures on $mathbb{Z}_p^2$ which is closed under the standard operations on measures, including the $Gamma$-transform. I obtain results on the Iwasawa-invariants of such pseudo-polynomial measures, and use these results to deduce certain continuity results for the $Gamma$-transform. As an application, I establish the vanishing of the Iwasawa $mu$-invariant of Yager's two-variable $p$-adic $L$-function from measure theoretic considerations.
In this thesis, I develop the theory of $p$-adic measures on $mathbb{Z}_p^d$, with particular interest given to the case of $d>1$. Although I introduce these measures within the context of $p$-adic integration, this study includes a strong emphasis on the interpretation of $p$-adic measures as $p$-adic power series. With this dual perspective, I describe $p$-adic analytic operations as maps on power series; the most important of these operations is the multivariate $Gamma$-transform on $p$-adic measures.
This thesis gives new significance to product measures, and in particular to the use of product measures to construct measures on $mathbb{Z}_p^2$ from measures on $mathbb{Z}_p$. I introduce a subring of pseudo-polynomial measures on $mathbb{Z}_p^2$ which is closed under the standard operations on measures, including the $Gamma$-transform. I obtain results on the Iwasawa-invariants of such pseudo-polynomial measures, and use these results to deduce certain continuity results for the $Gamma$-transform. As an application, I establish the vanishing of the Iwasawa $mu$-invariant of Yager's two-variable $p$-adic $L$-function from measure theoretic considerations.
ContributorsZinzer, Scott Michael (Author) / Childress, Nancy (Thesis advisor) / Bremner, Andrew (Committee member) / Fishel, Susanna (Committee member) / Jones, John (Committee member) / Spielberg, John (Committee member) / Arizona State University (Publisher)
Created2015