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
An array of north-striking, left-stepping, active normal faults is situated along the southwestern margin of the Gulf of California. This normal fault system is the marginal fault system of the oblique-divergent plate boundary within the Gulf of California. To better understand the role of upper-crustal processes during development of an obliquely rifted plate margin, gravity surveys were conducted across the normal-fault-bounded basins within the gulf-margin array and, along with optically stimulated luminescence dating of offset surfaces, fault-slip rates were estimated and fault patterns across basins were assessed, providing insight into sedimentary basin evolution. Additionally, detailed geologic and geomorphic maps were constructed along two faults within the system, leading to a more complete understanding of the role of individual normal faults within a larger array. These faults slip at a low rate (0.1-1 mm/yr) and have relatively shallow hanging wall basins (~500-3000 m). Overall, the gulf-margin faults accommodate protracted, distributed deformation at a low rate and provide a minor contribution to overall rifting. Integrating figures with text can lead to greater science learning than when either medium is presented alone. Textbooks, composed of text and graphics, are a primary source of content in most geology classes. It is essential to understand how students approach learning from text and figures in textbook-style learning materials and how the arrangement of the text and figures influences their learning approach. Introductory geology students were eye tracked while learning from textbook-style materials composed of text and graphics. Eye fixation data showed that students spent less time examining the figure than the text, but the students who more frequently examined the figure tended to improve more from the pretest to the posttest. In general, students tended to examine the figure at natural breaks in the reading. Textbook-style materials should, therefore, be formatted to include a number of natural breaks so that learners can pause to inspect the figure without the risk of losing their place in the reading and to provide a chance to process the material in small chunks. Multimedia instructional materials should be designed to support the cognitive processes of the learner.
ContributorsBusch, Melanie M. D (Author) / Arrowsmith, Ramon (Thesis advisor) / Reynolds, Stephen (Thesis advisor) / Chi, Michelene (Committee member) / Semken, Steven (Committee member) / Tyburczy, James (Committee member) / Arizona State University (Publisher)
Created2011
Description
Chemical and mineralogical data from Mars shows that the surface has been chemically weathered on local to regional scales. Chemical trends and the types of chemical weathering products present on the surface and their abundances can elucidate information about past aqueous processes. Thermal-infrared (TIR) data and their respective models are essential for interpreting Martian mineralogy and geologic history. However, previous studies have shown that chemical weathering and the precipitation of fine-grained secondary silicates can adversely affect the accuracy of TIR spectral models. Furthermore, spectral libraries used to identify minerals on the Martian surface lack some important weathering products, including poorly-crystalline aluminosilicates like allophane, thus eliminating their identification in TIR spectral models. It is essential to accurately interpret TIR spectral data from chemically weathered surfaces to understand the evolution of aqueous processes on Mars. Laboratory experiments were performed to improve interpretations of TIR data from weathered surfaces. To test the accuracy of deriving chemistry of weathered rocks from TIR spectroscopy, chemistry was derived from TIR models of weathered basalts from Baynton, Australia and compared to actual weathering rind chemistry. To determine how specific secondary silicates affect the TIR spectroscopy of weathered basalts, mixtures of basaltic minerals and small amounts of secondary silicates were modeled. Poorly-crystalline aluminosilicates were synthesized and their TIR spectra were added to spectral libraries. Regional Thermal Emission Spectrometer (TES) data were modeled using libraries containing these poorly-crystalline aluminosilicates to test for their presence on the Mars. Chemistry derived from models of weathered Baynton basalts is not accurate, but broad chemical weathering trends can be interpreted from the data. TIR models of mineral mixtures show that small amounts of crystalline and amorphous silicate weathering products (2.5-5 wt.%) can be detected in TIR models and can adversely affect modeled plagioclase abundances. Poorly-crystalline aluminosilicates are identified in Northern Acidalia, Solis Planum, and Meridiani. Previous studies have suggested that acid sulfate weathering was the dominant surface alteration process for the past 3.5 billion years; however, the identification of allophane indicates that alteration at near-neutral pH occurred on regional scales and that acid sulfate weathering is not the only weathering process on Mars.
ContributorsRampe, Elizabeth Barger (Author) / Sharp, Thomas G (Thesis advisor) / Christensen, Phillip (Committee member) / Hervig, Richard (Committee member) / Shock, Everett (Committee member) / Williams, Lynda (Committee member) / Arizona State University (Publisher)
Created2011
Description
Belief affects behavior and rhetoric has the potential to bring about action. This paper is a critical content analysis of the ideology and rhetoric of key Islamist intellectuals and the Islamist organization Hizb ut-Tahrir, as stated on the website http://english.hizbuttahrir.org. The responses of specific Muslim Reformers are also analyzed. The central argument underlying this analysis centers on the notion that such Islamist ideology and its rhetorical delivery could be a significant trigger for the use of violence; interacting with, yet existing independently of, other factors that contribute to violent actions. In this case, a significant aspect of any solution to Islamist rhetoric would require that Muslim Reformers present a compelling counter-narrative to political Islam (Islamism), one that has an imperative to reduce the amount of violence in the region. Rhetoric alone cannot solve the many complicated issues in the region but we must begin somewhere and countering the explicit and implicit calls to violence of political Islamist organizations like Hizb ut-Tahrir seems a constructive step.
ContributorsBoyer, Paul Daniel (Author) / Mean, Lindsey (Thesis advisor) / Waldron, Vincent (Committee member) / Carter, Heather (Committee member) / Arizona State University (Publisher)
Created2010
Description
Federal education policies call for school district leaders to promote classroom technology integration to prepare students with 21st century skills. However, schools are struggling to integrate technology effectively, with students often reporting that they feel like they need to power down and step back in time technologically when they enter classrooms. The lack of meaningful technology use in classrooms indicates a need for increased teacher preparation. The purpose of this study was to investigate the impact a coaching model of professional development had on school administrators` abilities to increase middle school teachers` technology integration in their classrooms. This study attempted to coach administrators to develop and articulate a vision, cultivate a culture, and model instruction relative to the meaningful use of instructional technology. The study occurred in a middle school. Data for this case study were collected via administrator interviews, the Principal`s Computer Technology Survey, structured observations using the Higher Order Thinking, Engaged Learning, Authentic Learning, Technology Use protocol, field notes, the Technology Integration Matrix, teacher interviews, and a research log. Findings concluded that cultivating change in an organization is a complex process that requires commitment over an extended period of time. The meaningful use of instructional technology remained minimal at the school during fall 2010. My actions as a change agent informed the school`s administrators about the role meaningful use of technology can play in instruction. Limited professional development, administrative vision, and expectations minimized the teachers` meaningful use of instructional technology; competing priorities and limited time minimized the administrators` efforts to improve the meaningful use of instructional technology. Realizing that technology proficient teachers contribute to student success with technology, it may be wise for administrators to incorporate technology-enriched professional development and exercise their leadership abilities to promote meaningful technology use in classrooms.
ContributorsRobertson, Kristen (Author) / Moore, David (Thesis advisor) / Cheatham, Greg (Committee member) / Catalano, Ruth (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT This study details the pilot of a collaborative peer-coaching model as a form of job embedded professional development, to guide teacher collaboration and planning based on benchmark assessments. The collaborative peer-coaching framework used (including reflection and collaboration about student data, and classroom instruction) was informed by the five propositions outlined by the National Board of Professional Teacher Standards (NBPTS). This intervention included teacher training, discussion (pre and post instruction), collaboration about student benchmark data, and classroom observations with further data collected through surveys and interviews. Using a mixed methods approach to data collection and analysis, I focused on how participants engaged in a collaborative peer-coaching model to guide their instruction based on the use of student data they collected from common benchmark assessments.
ContributorsWright, Kerri M (Author) / Beardsley, Audrey (Thesis advisor) / Serafini, Frank (Committee member) / Reyes, Elba (Committee member) / Arizona State University (Publisher)
Created2011
Description
This dissertation considers why several characters on the Early Modern Stage choose to remain silent when speech seems warranted. By examining the circumstances and effects of self-silencing on both the character and his/her community, I argue that silencing is an exercise of power that simultaneously subjectifies the silent one and compels the community (textual or theatrical) to ethical self-examination. This argument engages primarily with social philosophers Pierre Bourdieu, Alain Badiou, and Emmanual Levinas, considering their sometimes contradictory ideas about the ontology and representation of the subject and the construction of community. Set alongside the Early Modern plays of William Shakespeare, Ben Jonson and Thomas Kyd, these theories reveal a rich functionality of self-silencing in the contexts of gender relations, aberrant sociality, and ethical crisis. This multi-faceted functionality creates a singular subject, establishes a space for the simultaneous existence of the subject and his/her community, offers an opportunity for empathetic mirroring and/or insight, and thereby leads to social unification. Silence is, in its effects, creative: it engenders empathy and ethical self- and social-reflection.
ContributorsKrouse, Penelope (Author) / Perry, Curtis (Thesis advisor) / Thompson, Ayanna T (Thesis advisor) / Fox, Cora V (Committee member) / Arizona State University (Publisher)
Created2011
Description
A new analytical method is proposed for measuring the deuterium to hydrogen ratio (D/H) of non-stoichiometric water in hydrous minerals via pyrolysis facilitated gas-chromatography - isotope ratio mass spectrometry (GC-IRMS). Previously published analytical methods have reported a poorly understood nonlinear dependence of D/H on sample size, for which any accurate correction is difficult. This sample size effect been variously attributed to kinetic isotope fractionation within the mass spectrometer and peripheral instruments, ion source linearity issues, and an unstable H_3^+-factor or incorrect H_3^+-factor calculations. The cause of the sample size effect is here identified by examinations of individual chromatograms as well as bulk data from chromatographic peaks. It is here determined that it is primarily an artifact of the calculations employed by the manufacturer's computer program, used to both monitor the functions of the mass spectrometer and to collect data. Ancillary causes of the sample size effect include a combination of persistent background interferences and chromatographic separation of the isotopologues of molecular hydrogen. Previously published methods are evaluated in light of these findings. A new method of H_3^+-factor and D/H calculation is proposed which makes portions of the Isodat software as well as other published calculation methods unnecessary. Using this new method, D/H is measured in non-stoichiometric water in chert from the Cretaceous Edwards Group, Texas, as well as the Precambrian Kromberg Formation, South Africa, to assess hydrological conditions as well as to estimate the maximum average surface temperature during precipitation of the chert. Data from Cretaceous chert are consistent with previously published data and interpretations, based upon conventional analyses of large samples. Data from Precambrian chert are consistent with maximum average surface temperatures approaching 65°C during the Archean, instead of the much lower temperatures derived from erroneous methods of sample preparation and analysis. D/H is likewise measured in non-stoichiometric water in silicified basalt from the Precambrian Hooggenoeg Complex, South Africa. Data are shown to be consistent with D/H of the Archean ocean similar to present day values.
ContributorsSheehan, Michael Robert (Author) / Knauth, Leroy P (Thesis advisor) / Anbar, Ariel (Committee member) / Farmer, Jack (Committee member) / Arizona State University (Publisher)
Created2011
Description
The discipline of rhetoric and composition established the Writing Program Administrators Outcomes Statement (WPA OS) to fulfill a general expectation about the skills and knowledge students should be able to demonstrate by the end of first-year composition. Regardless of pedagogy used, academic preparation of the teacher, or preference of particular topics or types of assignments, the WPA OS is versatile. This dissertation employs a problem-solution argument showcasing methods to improve assignments through intentional use of the WPA OS for a fluid conversation throughout first-year composition and a more clear articulation of course goals. This dissertation includes summation, analysis, and synthesis of documents that inform first-year composition curriculum from foundational organizations within the field, including National Council of Teachers of English, Council of Writing Program Administrators, National Writing Project, and Conference on College Composition and Communication. This study uses the WPA OS as a lens to examine and revise writing assignments that aid in students' comprehension of the WPA OS with particular focus on the areas of rhetorical knowledge and critical thinking, reading, and writing. Framing assignment design with theoretically grounded content and the use of common topics throughout first-year composition is one way to operationalize the WPA OS. Using common topics throughout course content presents opportunities for teachers to include detailed scaffolding in assignments that expand students' literate practices and engage students as critical thinkers and writers. This study explores how using the topic of family, a common topic to all students, provides a rich bank of social, historical, and cultural elements for research and writing. The topic of family seamlessly employs multimodal composition, which presents students with opportunities for developing rhetorical knowledge and expanding students' literacies. This dissertation displays evidence of praxis of the WPA OS from assignment development to presentation of student samples. This study recommends the use of common topics and intentional application of the WPA OS to construct assignments that clearly articulate learning goals in first-year composition.
ContributorsRankins-Robertson, Sherry, 1976- (Author) / Roen, Duane H. (Thesis advisor) / Miller, Keith (Committee member) / Lauer, Claire (Committee member) / Arizona State University (Publisher)
Created2011
Description
Dust devils have proven to be commonplace on Mars, although their occurrence is unevenly distributed across the surface. They were imaged or inferred by all six successful landed spacecraft: the Viking 1 and 2 Landers (VL-1 and VL-2), Mars Pathfinder Lander, the Mars Exploration Rovers Spirit and Opportunity, and the Phoenix Mars Lander. Comparisons of dust devil parameters were based on results from optical and meteorological (MET) detection campaigns. Spatial variations were determined based on comparisons of their frequency, morphology, and behavior. The Spirit data spanning three consecutive martian years is used as the basis of comparison because it is the most extensive on this topic. Average diameters were between 8 and 115 m for all observed or detected dust devils. The average horizontal speed for all of the studies was roughly 5 m/s. At each site dust devil densities peaked between 09:00 and 17:00 LTST during the spring and summer seasons supporting insolation-driven convection as the primary formation mechanism. Seasonal number frequency averaged ~1 dust devils/ km2/sol and spanned a total of three orders of magnitude. Extrapolated number frequencies determined for optical campaigns at the Pathfinder and Spirit sites accounted for temporal and spatial inconsistencies and averaged ~19 dust devils/km2/sol. Dust fluxes calculated from Pathfinder data (5x10-4 kg/m2/s and 7x10-5 kg/m2/s) were well with in the ranges calculated from Spirit data (4.0x10-9 to 4.6x10-4 kg/m2/s for Season One, 5.2x10-7 to 6.2x10-5 kg/m2/s during Season Two, and 1.5x10-7 to 1.6x10-4 kg/m2/s during Season Three). Based on the results a campaign is written for improvements in dust devil detection at the Mars Science Laboratory's (MSL) site. Of the four remaining candidate MSL sites, the dusty plains of Gale crater may potentially be the site with the highest probability of dust devil activity.
ContributorsWaller, Devin (Author) / Greeley, Ronald (Thesis advisor) / Christensen, Philip R. (Philip Russel) (Committee member) / Cerveny, Randall (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT Teachers working in isolation to overcome instructional challenges are left to their own devices, but teachers working together can benefit from others' perspectives. Teacher collaboration can increase communication and open doors to increased collective knowledge and rapport. Collaborative knowledge sharing and decision-making that focus on student achievement can go far in improving instructional learning. This action research focused on increasing collaboration among members of a middle school team of teachers. Involving teachers in a collaboration development processes was intended to improve productive interactions and contribute to instructional learning as a professional learning team. Study participants were involved in an eight week professional development initiative that involved techniques to promote collaboration along with instructional learning tools to promote professional learning in regard to guiding students to high levels of cognition. A mixed methods set of data was generated including a research journal, artifacts, surveys, meeting transcriptions, and interviews. Findings concluded that focusing on collaboration contributed to positive changes in the middle school team's interactions. Setting and revisiting norms of collaboration were crucial steps in this focus, leading to increased buy-in and active participation during team meetings. Focusing on relevance contributed to multiple aspects of the team's instructional learning. Participants valued their collaborative efforts especially when they found direct links between their professional learning and their individual classroom situations. Focusing on an action plan also contributed to participants' instructional learning. Setting manageable short terms goals gave the team direction and fostered accountability. Finally, working as a professional learning team contributed to the team's instructional learning. Taking the time to meet frequently allowed teachers to share classroom experiences, assist one another, and develop professionally.
ContributorsRiskus, A. Michael (Albert Michael) (Author) / Moore, David (Thesis advisor) / Cheatham, Gregory (Committee member) / Westhoff, Maggie (Committee member) / Arizona State University (Publisher)
Created2011