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
One of the main challenges in planetary robotics is to traverse the shortest path through a set of waypoints. The shortest distance between any two waypoints is a direct linear traversal. Often times, there are physical restrictions that prevent a rover form traversing straight to a waypoint. Thus, knowledge of the terrain is needed prior to traversal. The Digital Terrain Model (DTM) provides information about the terrain along with waypoints for the rover to traverse. However, traversing a set of waypoints linearly is burdensome, as the rovers would constantly need to modify their orientation as they successively approach waypoints. Although there are various solutions to this problem, this research paper proposes the smooth traversability of the rover using splines as a quick and easy implementation to traverse a set of waypoints. In addition, a rover was used to compare the smoothness of the linear traversal along with the spline interpolations. The data collected illustrated that spline traversals had a less rate of change in the velocity over time, indicating that the rover performed smoother than with linear paths.
ContributorsKamasamudram, Anurag (Author) / Saripalli, Srikanth (Thesis advisor) / Fainekos, Georgios (Thesis advisor) / Turaga, Pavan (Committee member) / Arizona State University (Publisher)
Created2013
Description
As the complexity of robotic systems and applications grows rapidly, development of high-performance, easy to use, and fully integrated development environments for those systems is inevitable. Model-Based Design (MBD) of dynamic systems using engineering software such as Simulink® from MathWorks®, SciCos from Metalau team and SystemModeler® from Wolfram® is quite popular nowadays. They provide tools for modeling, simulation, verification and in some cases automatic code generation for desktop applications, embedded systems and robots. For real-world implementation of models on the actual hardware, those models should be converted into compilable machine code either manually or automatically. Due to the complexity of robotic systems, manual code translation from model to code is not a feasible optimal solution so we need to move towards automated code generation for such systems. MathWorks® offers code generation facilities called Coder® products for this purpose. However in order to fully exploit the power of model-based design and code generation tools for robotic applications, we need to enhance those software systems by adding and modifying toolboxes, files and other artifacts as well as developing guidelines and procedures. In this thesis, an effort has been made to propose a guideline as well as a Simulink® library, StateFlow® interface API and a C/C++ interface API to complete this toolchain for NAO humanoid robots. Thus the model of the hierarchical control architecture can be easily and properly converted to code and built for implementation.
ContributorsRaji Kermani, Ramtin (Author) / Fainekos, Georgios (Thesis advisor) / Lee, Yann-Hang (Committee member) / Sarjoughian, Hessam S. (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
The purpose of this study was to investigate critical literacy practices in two prehistoric exhibits in a natural history museum. Bourdieu's habitus and Bakhtin's dialogism served as theoretical frames to collect and analyze data. Data were collected and triangulated using field notes, interview transcriptions, archives, and other data sources to critically scrutinize textual meaning and participant responses. Spradley's (1979) domain analysis was used to sort and categorize data in the early stage. Glaser and Strauss's (1967) constant comparative method was used to code data. My major findings were that museum texts within this context represent embedded beliefs and values that were interwoven with curators` habitus, tastes and capital, as well as institutional policies. The texts in the two Hohokam exhibits endorse a certain viewpoint of learning. Teachers and the public were not aware of the communicative role that the museum played in the society. In addition, museum literacy/ies were still practiced in a fundamental way as current practices in the classroom, which may not support the development of critical literacy. In conclusion, the very goal for critical museum literacy is to help students and teachers develop intellectual strategies to read the word and the world in informal learning environments.
ContributorsLiang, Sheau-yann (Author) / Mccarty, Teresa (Thesis advisor) / Marsh, Josephine (Committee member) / Blumenfeld-Jones, Donald (Committee member) / Welsh, Peter (Committee member) / Arizona State University (Publisher)
Created2013
Description
The development of advanced, anthropomorphic artificial hands aims to provide upper extremity amputees with improved functionality for activities of daily living. However, many state-of-the-art hands have a large number of degrees of freedom that can be challenging to control in an intuitive manner. Automated grip responses could be built into artificial hands in order to enhance grasp stability and reduce the cognitive burden on the user. To this end, three studies were conducted to understand how human hands respond, passively and actively, to unexpected perturbations of a grasped object along and about different axes relative to the hand. The first study investigated the effect of magnitude, direction, and axis of rotation on precision grip responses to unexpected rotational perturbations of a grasped object. A robust "catch-up response" (a rapid, pulse-like increase in grip force rate previously reported only for translational perturbations) was observed whose strength scaled with the axis of rotation. Using two haptic robots, we then investigated the effects of grip surface friction, axis, and direction of perturbation on precision grip responses for unexpected translational and rotational perturbations for three different hand-centric axes. A robust catch-up response was observed for all axes and directions for both translational and rotational perturbations. Grip surface friction had no effect on the stereotypical catch-up response. Finally, we characterized the passive properties of the precision grip-object system via robot-imposed impulse perturbations. The hand-centric axis associated with the greatest translational stiffness was different than that for rotational stiffness. This work expands our understanding of the passive and active features of precision grip, a hallmark of human dexterous manipulation. Biological insights such as these could be used to enhance the functionality of artificial hands and the quality of life for upper extremity amputees.
ContributorsDe Gregorio, Michael (Author) / Santos, Veronica J. (Thesis advisor) / Artemiadis, Panagiotis K. (Committee member) / Santello, Marco (Committee member) / Sugar, Thomas (Committee member) / Helms Tillery, Stephen I. (Committee member) / Arizona State University (Publisher)
Created2013
Description
Human fingertips contain thousands of specialized mechanoreceptors that enable effortless physical interactions with the environment. Haptic perception capabilities enable grasp and manipulation in the absence of visual feedback, as when reaching into one's pocket or wrapping a belt around oneself. Unfortunately, state-of-the-art artificial tactile sensors and processing algorithms are no match for their biological counterparts. Tactile sensors must not only meet stringent practical specifications for everyday use, but their signals must be processed and interpreted within hundreds of milliseconds. Control of artificial manipulators, ranging from prosthetic hands to bomb defusal robots, requires a constant reliance on visual feedback that is not entirely practical. To address this, we conducted three studies aimed at advancing artificial haptic intelligence. First, we developed a novel, robust, microfluidic tactile sensor skin capable of measuring normal forces on flat or curved surfaces, such as a fingertip. The sensor consists of microchannels in an elastomer filled with a liquid metal alloy. The fluid serves as both electrical interconnects and tunable capacitive sensing units, and enables functionality despite substantial deformation. The second study investigated the use of a commercially-available, multimodal tactile sensor (BioTac sensor, SynTouch) to characterize edge orientation with respect to a body fixed reference frame, such as a fingertip. Trained on data from a robot testbed, a support vector regression model was developed to relate haptic exploration actions to perception of edge orientation. The model performed comparably to humans for estimating edge orientation. Finally, the robot testbed was used to perceive small, finger-sized geometric features. The efficiency and accuracy of different haptic exploratory procedures and supervised learning models were assessed for estimating feature properties such as type (bump, pit), order of curvature (flat, conical, spherical), and size. This study highlights the importance of tactile sensing in situations where other modalities fail, such as when the finger itself blocks line of sight. Insights from this work could be used to advance tactile sensor technology and haptic intelligence for artificial manipulators that improve quality of life, such as prosthetic hands and wheelchair-mounted robotic hands.
ContributorsPonce Wong, Ruben Dario (Author) / Santos, Veronica J (Thesis advisor) / Artemiadis, Panagiotis K (Committee member) / Helms Tillery, Stephen I (Committee member) / Posner, Jonathan D (Committee member) / Runger, George C. (Committee member) / Arizona State University (Publisher)
Created2013
Description
Electromyogram (EMG)-based control interfaces are increasingly used in robot teleoperation, prosthetic devices control and also in controlling robotic exoskeletons. Over the last two decades researchers have come up with a plethora of decoding functions to map myoelectric signals to robot motions. However, this requires a lot of training and validation data sets, while the parameters of the decoding function are specific for each subject. In this thesis we propose a new methodology that doesn't require training and is not user-specific. The main idea is to supplement the decoding functional error with the human ability to learn inverse model of an arbitrary mapping function. We have shown that the subjects gradually learned the control strategy and their learning rates improved. We also worked on identifying an optimized control scheme that would be even more effective and easy to learn for the subjects. Optimization was done by taking into account that muscles act in synergies while performing a motion task. The low-dimensional representation of the neural activity was used to control a two-dimensional task. Results showed that in the case of reduced dimensionality mapping, the subjects were able to learn to control the device in a slower pace, however they were able to reach and retain the same level of controllability. To summarize, we were able to build an EMG-based controller for robot devices that would work for any subject, without any training or decoding function, suggesting human-embedded controllers for robotic devices.
ContributorsAntuvan, Chris Wilson (Author) / Artemiadis, Panagiotis (Thesis advisor) / Muthuswamy, Jitendran (Committee member) / Santos, Veronica J (Committee member) / Arizona State University (Publisher)
Created2013
Description
Linear Temporal Logic is gaining increasing popularity as a high level specification language for robot motion planning due to its expressive power and scalability of LTL control synthesis algorithms. This formalism, however, requires expert knowledge and makes it inaccessible to non-expert users. This thesis introduces a graphical specification environment to create high level motion plans to control robots in the field by converting a visual representation of the motion/task plan into a Linear Temporal Logic (LTL) specification. The visual interface is built on the Android tablet platform and provides functionality to create task plans through a set of well defined gestures and on screen controls. It uses the notion of waypoints to quickly and efficiently describe the motion plan and enables a variety of complex Linear Temporal Logic specifications to be described succinctly and intuitively by the user without the need for the knowledge and understanding of LTL specification. Thus, it opens avenues for its use by personnel in military, warehouse management, and search and rescue missions. This thesis describes the construction of LTL for various scenarios used for robot navigation using the visual interface developed and leverages the use of existing LTL based motion planners to carry out the task plan by a robot.
ContributorsSrinivas, Shashank (Author) / Fainekos, Georgios (Thesis advisor) / Baral, Chitta (Committee member) / Burleson, Winslow (Committee member) / Arizona State University (Publisher)
Created2013
Description
Concerted efforts have been made within teacher preparation programs to integrate teaching with technology into the curriculum. Unfortunately, these efforts continue to fall short as teachers' application of educational technology is unsophisticated and not well integrated. The most prevalent approaches to integrating technology tend to ignore pedagogy and content and assume that the technology integration knowledge for all contexts is the same. One theoretical framework that does acknowledge content, pedagogy, and context in conjunction with technology is Technological Pedagogical Content Knowledge (TPACK) and was the lens through which teacher development was measured and interpreted in this study. The purpose of this study was to investigate graduate teacher education students' knowledge and practice of teaching with technology as well as how that knowledge and practice changes after participation in an educational technology course. This study used a mixed-methods sequential explanatory research design in which both quantitative and qualitative data were gathered from 82 participants. TPACK pre- and postcourse surveys were administered to a treatment group enrolled in an educational technology course and to a nonequivalent control group enrolled in a learning theories course. Additionally, pre- and postcourse lesson plans were collected from the treatment group. Select treatment group participants also participated in phone interviews. Analyses compared pre- and post-course survey response differences within and between the treatment and control groups. Pre- and postlesson plan rubric score differences were compared within the treatment group. Quantitative text analyses were performed on the collected lesson plans. Open and axial coding procedures were followed to analyze interview transcripts. The results of the study revealed five significant findings: 1) graduate students entering an educational technology course reported lower ability in constructs related to teaching with technology than in constructs related to teaching in a traditional setting; 2) TPACK was malleable and TPACK instruments were sensitive to that malleability; 3) significant gains in reported and demonstrated TPACK constructs were found after participating in an educational technology course; 4) TPACK construct ability levels vary significantly by participant characteristics; and 5) influences on teaching knowledge and practice range from internet resources, to mentor teachers, and to standardized curriculum packages.
ContributorsSabo, Kent (Author) / Atkinson, Robert (Thesis advisor) / Archambault, Leanna (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2013