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
Membrane proteins are very important for all living cells, being involved in respiration, photosynthesis, cellular uptake and signal transduction, amongst other vital functions. However, less than 300 unique membrane protein structures have been determined to date, often due to difficulties associated with the growth of sufficiently large and well-ordered crystals. This work has been focused on showing the first proof of concept for using membrane protein nanocrystals and microcrystals for high-resolution structure determination. Upon determining that crystals of the membrane protein Photosystem I, which is the largest and most complex membrane protein crystallized to date, exist with only a hundred unit cells with sizes of less than 200 nm on an edge, work was done to develop a technique that could exploit the growth of the Photosystem I nanocrystals and microcrystals. Femtosecond X-ray protein nanocrystallography was developed for use at the first high-energy X-ray free electron laser, the LCLS at SLAC National Accelerator Laboratory, in which a liquid jet would bring fully hydrated Photosystem I nanocrystals into the interaction region of the pulsed X-ray source. Diffraction patterns were recorded from millions of individual PSI nanocrystals and data from thousands of different, randomly oriented crystallites were integrated using Monte Carlo integration of the peak intensities. The short pulses ( 70 fs) provided by the LCLS allowed the possibility to collect the diffraction data before the onset of radiation damage, exploiting the diffract-before-destroy principle. At the initial experiments at the AMO beamline using 6.9- Å wavelength, Bragg peaks were recorded to 8.5- Å resolution, and an electron-density map was determined that did not show any effects of X-ray-induced radiation damage. Recently, femtosecond X-ray protein nanocrystallography experiments were done at the CXI beamline of the LCLS using 1.3- Å wavelength, and Bragg reflections were recorded to 3- Å resolution; the data are currently being processed. Many additional techniques still need to be developed to explore the femtosecond nanocrystallography technique for experimental phasing and time-resolved X-ray crystallography experiments. The first proof-of-principle results for the femtosecond nanocrystallography technique indicate the incredible potential of the technique to offer a new route to the structure determination of membrane proteins.
ContributorsHunter, Mark (Author) / Fromme, Petra (Thesis advisor) / Wolf, George (Committee member) / Levitus, Marcia (Committee member) / Arizona State University (Publisher)
Created2011
Description
Molecular dynamics (MD) simulations provide a particularly useful approach to understanding conformational change in biomolecular systems. MD simulations provide an atomistic, physics-based description of the motions accessible to biomolecular systems on the pico- to micro-second timescale, yielding important insight into the free energy of the system, the dynamical stability of contacts and the role of correlated motions in directing the motions of the system. In this thesis, I use molecular dynamics simulations to provide molecular mechanisms that rationalize structural, thermodynamic, and mutation data on the interactions between the lac repressor headpiece and its O1 operator DNA as well as the ERK2 protein kinase. I performed molecular dynamics simulations of the lac repressor headpiece - O1 operator complex at the natural angle as well as at under- and overbent angles to assess the factors that determine the natural DNA bending angle. I find both energetic and entropic factors contribute to recognition of the natural angle. At the natural angle the energy of the system is minimized by optimization of protein-DNA contacts and the entropy of the system is maximized by release of water from the protein-DNA interface and decorrelation of protein motions. To identify the mechanism by which mutations lead to auto-activation of ERK2, I performed a series of molecular dynamics simulations of ERK1/2 in various stages of activation as well as the constitutively active Q103A, I84A, L73P and R65S ERK2 mutants. My simulations indicate the importance of domain closure for auto-activation and activity regulation. My results enable me to predict two loss-of-function mutants of ERK2, G83A and Q64C, that have been confirmed in experiments by collaborators. One of the powerful capabilities of MD simulations in biochemistry is the ability to find low free energy pathways that connect and explain disparate structural data on biomolecular systems. An extention of the targeted molecular dynamics technique using constraints on internal coordinates will be presented and evaluated. The method gives good results for the alanine dipeptide, but breaks down when applied to study conformational changes in GroEL and adenylate kinase.
ContributorsBarr, Daniel Alan (Author) / van der Vaart, Arjan (Thesis advisor) / Matyushov, Dmitry (Committee member) / Wolf, George (Committee member) / Shumway, John (Committee member) / Arizona State University (Publisher)
Created2011
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
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
This thesis describes several approaches to next generation DNA sequencing via tunneling current method based on a Scanning Tunneling Microscope system. In chapters 5 and 6, preliminary results have shown that DNA bases could be identified by their characteristic tunneling signals. Measurements taken in aqueous buffered solution showed that single base resolution could be achieved with economic setups. In chapter 7, it is illustrated that some ongoing measurements are indicating the sequence readout by making linear scan on a piece of short DNA oligomer. However, to overcome the difficulties of controlling DNA especially ssDNA movement, it is much better to have the tunneling measurement incorporated onto a robust nanopore device to realize sequential reading of the DNA sequence while it is being translocated.
ContributorsHuang, Shuo (Author) / Lindsay, Stuart (Thesis advisor) / Sankey, Otto (Committee member) / Tao, Nongjian (Committee member) / Drucker, Jeff (Committee member) / Ros, Robert (Committee member) / Arizona State University (Publisher)
Created2011
Description
This thesis describes several experiments based on carbon nanotube nanofludic devices and field-effect transistors. The first experiment detected ion and molecule translocation through one single-walled carbon nanotube (SWCNT) that spans a barrier between two fluid reservoirs. The electrical ionic current is measured. Translocation of small single stranded DNA oligomers is marked by large transient increases in current through the tube and confirmed by a PCR (polymerase chain reaction) analysis. Carbon nanotubes simplify the construction of nanopores, permit new types of electrical measurement, and open new avenues for control of DNA translocation. The second experiment constructed devices in which the interior of a single-walled carbon nanotube field-effect transistor (CNT-FET) acts as a nanofluidic channel that connects two fluid reservoirs, permitting measurement of the electronic properties of the SWCNT as it is wetted by an analyte. Wetting of the inside of the SWCNT by water turns the transistor on, while wetting of the outside has little effect. This finding may provide a new method to investigate water behavior at nanoscale. This also opens a new avenue for building sensors in which the SWCNT functions as an electronic detector. This thesis also presents some experiments that related to nanofabrication, such as construction of FET with tin sulfide (SnS) quantum ribbon. This work demonstrates the application of solution processed IV-VI semiconductor nanostructures in nanoscale devices.
ContributorsCao, Zhai (Author) / Lindsay, Stuart (Thesis advisor) / Vaiana, Sara (Committee member) / Ros, Robert (Committee member) / Marzke, Robert (Committee member) / Shumway, John (Committee member) / Arizona State University (Publisher)
Created2011
Description
One of the critical imperatives for the development of inclusive school systems is the capacity to nurture and develop teachers who have the skills, critical sensibilities, and the contextual awareness to provide quality educational access, participation, and outcomes for all students; however, research on teacher learning for inclusive education has not yet generated a robust body of knowledge to understand how teachers become inclusive teachers in institutions where exclusion is historical and ubiquitous. Drawing from socio-cultural theory, this study aimed to fill this gap through an examination of teacher learning for inclusive education in an urban professional learning school. In particular, I aimed to answer the following two questions: (a) What social discourses are present in a professional learning school for inclusive education?, and (b) How do teachers appropriate these social discourses in situated practice? I used analytical tools from Critical Discourse Analysis (CDA) and Grounded Theory to analyze entry and exit interviews with teacher residents, principals, site professors, and video-stimulated interviews with teacher residents, observations of classroom practices and thesis seminars, and school documents. I found two social discourses that I called discourses of professionalism, as they offered teachers a particular combination of tools, aiming to universalize certain tools for doing and thinking that signaled what it meant to be a professional teacher in the participating schools. These were the Total Quality Management like discourse (TQM-like) and the Inclusive Education-like discourse. The former was dominant in the schools, whereas the latter was dominant in the university Master's program. These discourses overlapped in teachers' classrooms practices, creating tensions. To understand how these tensions were resolved, this study introduced the concept of curating, a kind of heuristic development that pertains particularly to the work achieved in boundary practices in which individuals must claim multiple memberships by appropriating the discourses and their particular tool kits of more than one community of practice. This study provides recommendations for future research and the engineering of professional development efforts for inclusive education.
ContributorsWaitoller, Federico R. (Author) / Artiles, Alfredo J. (Thesis advisor) / Kozleski, Elizabeth B. (Committee member) / Gee, James P (Committee member) / Arizona State University (Publisher)
Created2011
Description
Biological membranes are critical to cell sustainability by selectively permeating polar molecules into the intracellular space and providing protection to the interior organelles. Biomimetic membranes (model cell membranes) are often used to fundamentally study the lipid bilayer backbone structure of the biological membrane. Lipid bilayer membranes are often supported using inorganic materials in an effort to improve membrane stability and for application to novel biosensing platforms. Published literature has shown that a variety of dense inorganic materials with various surface properties have been investigated for the study of biomimetic membranes. However, literature does not adequately address the effect of porous materials or supports with varying macroscopic geometries on lipid bilayer membrane behavior. The objective of this dissertation is to present a fundamental study on the synthesis of lipid bilayer membranes supported by novel inorganic supports in an effort to expand the number of available supports for biosensing technology. There are two fundamental areas covered including: (1) synthesis of lipid bilayer membranes on porous inorganic materials and (2) synthesis and characterization of cylindrically supported lipid bilayer membranes. The lipid bilayer membrane formation behavior on various porous supports was studied via direct mass adsorption using a quartz crystal microbalance. Experimental results demonstrate significantly different membrane formation behaviors on the porous inorganic supports. A lipid bilayer membrane structure was formed only on SiO2 based surfaces (dense SiO2 and silicalite, basic conditions) and gamma-alumina (acidic conditions). Vesicle monolayer adsorption was observed on gamma-alumina (basic conditions), and yttria stabilized zirconia (YSZ) of varying roughness. Parameters such as buffer pH, surface chemistry and surface roughness were found to have a significant impact on the vesicle adsorption kinetics. Experimental and modeling work was conducted to study formation and characterization of cylindrically supported lipid bilayer membranes. A novel sensing technique (long-period fiber grating refractometry) was utilized to measure the formation mechanism of lipid bilayer membranes on an optical fiber. It was found that the membrane formation kinetics on the fiber was similar to its planar SiO2 counterpart. Fluorescence measurements verified membrane transport behavior and found that characterization artifacts affected the measured transport behavior.
ContributorsEggen, Carrie (Author) / Lin, Jerry Y.S. (Thesis advisor) / Dai, Lenore (Committee member) / Rege, Kaushal (Committee member) / Thornton, Trevor (Committee member) / Vogt, Bryan (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purpose of this practitioner inquiry was to explore the use of Guided Critical Reflection (GCR) in preparing preservice teachers for English learners (ELs). As a teacher researcher, I documented, analyzed, and discussed the ways in which students in my course used the process of GCR to transform their passively held understandings about ELs. Specifically, the research questions were: 1) What are preservice teachers' common sense about teaching and learning related to ELs? 2) How does GCR transform preservice teachers' common sense about ELs? 3) What is my role as an educator in creating opportunities for GCR? I utilized methods for data collection that fit my teaching practices. Data sources included three types of observations (self-reflective field notes, audio recordings of each class, and notes documented by an outside observer), student-work artifacts, and my audio reflection journal. I analyzed data inductively and deductively using a modified analytic induction approach. Building on previous research concerning the use of reflection in teacher preparation, I define GCR as the process in which I guided preservice teachers to acknowledge and examine their common sense about ELs, reframe what they know in light of course learning, and transform their understandings. Five major findings emerged from this study. First, preservice teachers entered the course with common sense notions about ELs rooted in their educational and life experiences. Students felt comfortable sharing what they knew about ELs, but needed to be scaffolded to examine how their life experiences shaped their common sense. Within the course, preservice teachers framed and reframed their common sense in different ways. Through the process of GCR, students evidenced a renewed sense about ELs. Finally, my role as a teacher involved establishing a comfortable learning environment, valuing my students' common sense as the catalyst for course learning, and guiding students through their reflective work. Ultimately, I was able to create opportunities for GCR because I too was reflecting on my practices, just as I was asking my students to reflect on their common sense about ELs.
ContributorsMarkos, Amy Michele (Author) / Arias, M. Beatriz (Thesis advisor) / Faltis, Christian (Committee member) / Hudelson, Sarah (Committee member) / Wiley, Terrence G. (Committee member) / Arizona State University (Publisher)
Created2011
Description
This qualitative study explores the learning experiences of two first-grade teachers in a progressive public elementary school in the southwestern U.S. Participants inquired into their literacy instruction practices within their reading-workshops. Weekly inquiry group conversations between teachers and researcher informed a perspective of learning as participation. During the semester-long study, two key questions guided design and implementation: 1) What is the nature of teachers' learning experiences related to their literacy instruction practices, contextualized within an inquiry group? 2) How do those learning experiences reflect and/or refract the community, interpersonal, and individual planes of analysis? An ethnographic perspective informed data collection and analysis; data were collected through weekly inquiry-group conversations, bi-weekly classroom observations, and in-depth interviews. A learning framework of community, interpersonal, and individual planes of analysis served as an analytic tool used in conjunction with a modified analytic induction. Teachers' case studies offer unique accounts of their learning, contextualized within their specific classrooms. Findings are discussed through narrative-based vignettes, which illustrate teachers' learning trajectories. On the community plane, apprenticeship relationships were evident in teachers' interactions with students' parents and with one another. Interpersonal interactions between teachers demonstrated patterns of participation wherein each tried to teach the other as they negotiated their professional identities. Analysis of the individual plane revealed that teachers' past experiences and personal identities contributed to ways of participation for both teachers that were highly personal and unique to each. Affective considerations in learning were a significant finding within this study, adding dimensionality to this particular sociocultural theory of learning. The ways teachers felt about themselves, their students, their community, and their work constituted a significant influence on what they said and did, as demonstrated on all three planes of analysis. Implications for practice include the significance of professional development efforts that begin at the site of teachers' questions, and attention to teachers' individual learning trajectories as a means to supporting educators to teach in more confident and connected ways.
ContributorsSteeg, Susanna Mae (Author) / Mccarty, Teresa L. (Thesis advisor) / Fischman, Gustavo E. (Committee member) / Marsh, Josephine P. (Committee member) / Smith, Karen (Committee member) / Arizona State University (Publisher)
Created2011