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.
Displaying 1 - 10 of 63
Description
Buddhism is thriving in US-America, attracting many converts with college and post-graduate degrees as well as selling all forms of popular culture. Yet little is known about the communication dynamics behind the diffusion of Buddhist religious/spiritual traditions into the United States. Religion is an underexplored area of intercultural communication studies (Nakayama & Halualani, 2010) and this study meets the lacuna in critical intercultural communication scholarship by investigating the communication practices of US-Americans adopting Asian Buddhist religious/spiritual traditions. Ethnographic observations were conducted at events where US-Americans gathered to learn about and practice Buddhist religious/spiritual traditions. In addition, interviews were conducted with US-Americans who were both learning and teaching Buddhism. The grounded theory method was used for data analysis. The findings of this study describe an emerging theory of the paracultural imaginary -- the space of imagining that one could be better than who one was today by taking on the cultural vestments of (an)Other. The embodied communication dynamics of intercultural exchange that take place when individuals adopt the rituals and philosophies of a foreign culture are described. In addition, a self-reflexive narrative of my struggle with the silence of witnessing the paracultural imaginary is weaved into the analysis. The findings from this study extend critical theorizing on cultural identity, performativity, and cultural appropriation in the diffusion of traditions between cultural groups. In addition, the study addresses the complexity of speaking out against the subtle prejudices in encountered in intercultural communication.
ContributorsWong, Terrie Siang-Ting (Author) / de la Garza, Sarah Amira (Thesis advisor) / Margolis, Eric (Committee member) / Budruk, Megha (Committee member) / Chen, Vivian Hsueh-Hua (Committee member) / Arizona State University (Publisher)
Created2013
Description
The effect of earthquake-induced liquefaction on the local void ratio distribution of cohesionless soil is evaluated using x-ray computed tomography (CT) and an advanced image processing software package. Intact, relatively undisturbed specimens of cohesionless soil were recovered before and after liquefaction by freezing and coring soil deposits created by pluviation and by sedimentation through water. Pluviated soil deposits were liquefied in the small geotechnical centrifuge at the University of California at Davis shared-use National Science Foundation (NSF)-supported Network for Earthquake Engineering Simulation (NEES) facility. A soil deposit created by sedimentation through water was liquefied on a small shake table in the Arizona State University geotechnical laboratory. Initial centrifuge tests employed Ottawa 20-30 sand but this material proved to be too coarse to liquefy in the centrifuge. Therefore, subsequent centrifuge tests employed Ottawa F60 sand. The shake table test employed Ottawa 20-30 sand. Recovered cores were stabilized by impregnation with optical grade epoxy and sent to the University of Texas at Austin NSF-supported facility at the University of Texas at Austin for high-resolution CT scanning of geologic media. The local void ratio distribution of a CT-scanned core of Ottawa 20-30 sand evaluated using Avizo® Fire, a commercially available advanced program for image analysis, was compared to the local void ratio distribution established on the same core by analysis of optical images to demonstrate that analysis of the CT scans gave similar results to optical methods. CT scans were subsequently conducted on liquefied and not-liquefied specimens of Ottawa 20-30 sand and Ottawa F60 sand. The resolution of F60 specimens was inadequate to establish the local void ratio distribution. Results of the analysis of the Ottawa 20-30 specimens recovered from the model built for the shake table test showed that liquefaction can substantially influence the variability in local void ratio, increasing the degree of non-homogeneity in the specimen.
ContributorsGutierrez, Angel (Author) / Kavazanjian, Edward (Thesis advisor) / Houston, Sandra (Committee member) / Zapata, Claudia (Committee member) / Arizona State University (Publisher)
Created2013
Description
Heating of asphalt during production and construction causes the volatilization and oxidation of binders used in mixes. Volatilization and oxidation causes degradation of asphalt pavements by increasing the stiffness of the binders, increasing susceptibility to cracking and negatively affecting the functional and structural performance of the pavements. Degradation of asphalt binders by volatilization and oxidation due to high production temperature occur during early stages of pavement life and are known as Short Term Aging (STA). Elevated temperatures and increased exposure time to elevated temperatures causes increased STA of asphalt. The objective of this research was to investigate how elevated mixing temperatures and exposure time to elevated temperatures affect aging and stiffening of binders, thus influencing properties of the asphalt mixtures. The study was conducted in two stages. The first stage evaluated STA effect of asphalt binders. It involved aging two Performance Graded (PG) virgin asphalt binders, PG 76-16 and PG 64-22 at two different temperatures and durations, then measuring their viscosities. The second stage involved evaluating the effects of elevated STA temperature and time on properties of the asphalt mixtures. It involved STA of asphalt mixtures produced in the laboratory with the PG 64-22 binder at mixing temperatures elevated 25OF above standard practice; STA times at 2 and 4 hours longer than standard practices, and then compacted in a gyratory compactor. Dynamic modulus (E*) and Indirect Tensile Strength (IDT) were measured for the aged mixtures for each temperature and duration to determine the effect of different aging times and temperatures on the stiffness and fatigue properties of the aged asphalt mixtures. The binder test results showed that in all cases, there was increased viscosity. The results showed the highest increase in viscosity resulted from increased aging time. The results also indicated that PG 64-22 was more susceptible to elevated STA temperature and extended time than the PG 76-16 binders. The asphalt mixture test results confirmed the expected outcome that increasing the STA and mixing temperature by 25oF alters the stiffness of mixtures. Significant change in the dynamic modulus mostly occurred at four hour increase in STA time regardless of temperature.
ContributorsLolly, Rubben (Author) / Kaloush, Kamil (Thesis advisor) / Bearup, Wylie (Committee member) / Zapata, Claudia (Committee member) / Mamlouk, Michael (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study explored the motivation and persistence factors for non-professional athletes who decided after the age of 40 to begin training for an IRONMAN distance triathlon. The qualitative methodology of grounded theory (Strauss & Corbin, 1998) was used in conceptualizing and implementing the research. In-depth interviews were conducted with 10 individuals in the Southwest region of the United States. Data was coded in accordance with grounded theory methods. Motivation themes that emerged from the data centered around either initiating training for triathlon as an approach toward a specific goal or outcome, or beginning triathlon as a way to cope with personal difficulties. Obstacles to motivation also emerged, such as finances and time, injury, fear and doubt, and interpersonal difficulties. Persistence themes emerged that centered around either taking active steps to help continue training and relying on internal traits or characteristics to promote persistence. Data are discussed in terms of how these individuals adopt triathlon as a part of their lifestyle and identity, and how they come to persist in training beyond IRONMAN.
ContributorsLiddell, T. Michael (Author) / Claiborn, Charles (Thesis advisor) / Kinnier, Richard (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2013
Description
Unsaturated soil mechanics is becoming a part of geotechnical engineering practice, particularly in applications to moisture sensitive soils such as expansive and collapsible soils and in geoenvironmental applications. The soil water characteristic curve, which describes the amount of water in a soil versus soil suction, is perhaps the most important soil property function for application of unsaturated soil mechanics. The soil water characteristic curve has been used extensively for estimating unsaturated soil properties, and a number of fitting equations for development of soil water characteristic curves from laboratory data have been proposed by researchers. Although not always mentioned, the underlying assumption of soil water characteristic curve fitting equations is that the soil is sufficiently stiff so that there is no change in total volume of the soil while measuring the soil water characteristic curve in the laboratory, and researchers rarely take volume change of soils into account when generating or using the soil water characteristic curve. Further, there has been little attention to the applied net normal stress during laboratory soil water characteristic curve measurement, and often zero to only token net normal stress is applied. The applied net normal stress also affects the volume change of the specimen during soil suction change. When a soil changes volume in response to suction change, failure to consider the volume change of the soil leads to errors in the estimated air-entry value and the slope of the soil water characteristic curve between the air-entry value and the residual moisture state. Inaccuracies in the soil water characteristic curve may lead to inaccuracies in estimated soil property functions such as unsaturated hydraulic conductivity. A number of researchers have recently recognized the importance of considering soil volume change in soil water characteristic curves. The study of correct methods of soil water characteristic curve measurement and determination considering soil volume change, and impacts on the unsaturated hydraulic conductivity function was of the primary focus of this study. Emphasis was placed upon study of the effect of volume change consideration on soil water characteristic curves, for expansive clays and other high volume change soils. The research involved extensive literature review and laboratory soil water characteristic curve testing on expansive soils. The effect of the initial state of the specimen (i.e. slurry versus compacted) on soil water characteristic curves, with regard to volume change effects, and effect of net normal stress on volume change for determination of these curves, was studied for expansive clays. Hysteresis effects were included in laboratory measurements of soil water characteristic curves as both wetting and drying paths were used. Impacts of soil water characteristic curve volume change considerations on fluid flow computations and associated suction-change induced soil deformations were studied through numerical simulations. The study includes both coupled and uncoupled flow and stress-deformation analyses, demonstrating that the impact of volume change consideration on the soil water characteristic curve and the estimated unsaturated hydraulic conductivity function can be quite substantial for high volume change soils.
ContributorsBani Hashem, Elham (Author) / Houston, Sandra L. (Thesis advisor) / Kavazanjian, Edward (Committee member) / Zapata, Claudia (Committee member) / Arizona State University (Publisher)
Created2013
Description
In the latter half of the nineteenth century, colleges and universities transformed their thinking of the body as they institutionalized physical education, recreational activities, and especially physical exercise. In this study, I examine the historical discourse on physical exercise and training during this period. I employ the theoretical and methodological practices of Michel Foucault's archeological and genealogical work to write a "history of the present." I challenge the essential narrative of physical fitness on college and university campuses. I also discuss nineteenth century notions of ethics and masculinity as a way of understanding twenty-first century ethics and masculinity. Ultimately, I use the historical discourse to argue that institutionalization of recreation and fitness centers and activities have less to do with health and well-being and more to do with disciplining bodies and controlling individuals.
ContributorsWells, Timothy (Author) / Carlson, David L. (Thesis advisor) / Sandlin, Jennifer (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2012
Description
In this study, the Arizona State University Mathematics and Science Teaching Fellows 2010 program was analyzed qualitatively from start to finish to determine the impact of the research experience on teachers in the classroom. The sample for the study was the 2010 cohort of eight high school science teachers. Erickson's (1986) interpretive, participant observational fieldwork method was used to report data by means of detailed descriptions of the research experience and classroom implementation. Data was collected from teacher documents, interviews, and observations. The findings revealed various factors that were responsible for an ineffective implementation of the research experience in the classroom such as research experience, curriculum support, availability of resources, and school curriculum. Implications and recommendations for future programs are discussed in the study.
ContributorsSen, Tapati (Author) / Baker, Dale (Thesis advisor) / Culbertson, Robert (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2012
Description
This thesis presents a probabilistic evaluation of multiple laterally loaded drilled pier foundation design approaches using extensive data from a geotechnical investigation for a high voltage electric transmission line. A series of Monte Carlo simulations provide insight about the computed level of reliability considering site standard penetration test blow count value variability alone (i.e., assuming all other aspects of the design problem do not contribute error or bias). Evaluated methods include Eurocode 7 Geotechnical Design procedures, the Federal Highway Administration drilled shaft LRFD design method, the Electric Power Research Institute transmission foundation design procedure and a site specific variability based approach previously suggested by the author of this thesis and others. The analysis method is defined by three phases: a) Evaluate the spatial variability of an existing subsurface database. b) Derive theoretical foundation designs from the database in accordance with the various design methods identified. c) Conduct Monti Carlo Simulations to compute the reliability of the theoretical foundation designs. Over several decades, reliability-based foundation design (RBD) methods have been developed and implemented to varying degrees for buildings, bridges, electric systems and other structures. In recent years, an effort has been made by researchers, professional societies and other standard-developing organizations to publish design guidelines, manuals and standards concerning RBD for foundations. Most of these approaches rely on statistical methods for quantifying load and resistance probability distribution functions with defined reliability levels. However, each varies with regard to the influence of site-specific variability on resistance. An examination of the influence of site-specific variability is required to provide direction for incorporating the concept into practical RBD design methods. Recent surveys of transmission line engineers by the Electric Power Research Institute (EPRI) demonstrate RBD methods for the design of transmission line foundations have not been widely adopted. In the absence of a unifying design document with established reliability goals, transmission line foundations have historically performed very well, with relatively few failures. However, such a track record with no set reliability goals suggests, at least in some cases, a financial premium has likely been paid.
ContributorsHeim, Zackary (Author) / Houston, Sandra (Thesis advisor) / Witczak, Matthew (Committee member) / Kavazanjian, Edward (Committee member) / Zapata, Claudia (Committee member) / Arizona State University (Publisher)
Created2014
Description
Generally speaking, many programs of interior design have had a gender imbalance in the student population. As a case in point, the interior design program at Arizona State University (ASU) is at present ninety percent female. While other design programs such as architecture or industrial design have achieved gender balance, interior design has not. This research explores the reasons why male students are not enrolling in the interior design program at ASU and to what degree gender influences the selection of a major. The objectives of this research are to determine: 1) what role gender plays in the selection of interior design as a choice of a major at ASU; 2) why might male students be hesitant to join the interior design program; 3) why female students are attracted to interior design; 4) if there are gender differences in design approach; and 5) if curricular differences between interior architecture and interior design impact the gender imbalance. A mixed method approach is used in order to answer the research questions including: a literature review, a visual ethnography, and interviews of interior design students and faculty members at ASU. The results reveal that gender might have an effect on students' decision to join the interior design program. For a male student, people questioned his sexuality because they assumed he would have to be of a certain sexual orientation to study interior design. According to a male faculty member upon visiting a middle school on career day, young boys would be interested in the projects displayed at the interior design booth until they figured out what it was. Even at a young age, the boys seemed to know that interior design was a female's domain. A participant stated that women seemed to be less critical of the men's projects and were more critical of each other. A male respondent stated that on the occasion there were no men in the class the studio culture changed. Another stated that interior design students did not take feedback as well as others and need to be affirmed more often. Gender socialization, the history of interior design as a feminine career, and the title "interior design" itself are all possible factors that could deter male students from joining the program. The insights acquired from this research will provide students and faculty members from The Design School and beyond a better understanding of gender socialization and what the interior design program has to offer.
ContributorsRuff, Charlene (Author) / Giard, Jacques (Thesis advisor) / Heywood, William (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2014
Description
ABSTRACT This qualitative study examines how high school art teachers conceive of being a good art teacher. Motivated by my own experiences as an art teacher, I designed this study to add teachers' voices to the conversation surrounding quality in education. My research design included a narrative strand and an arts-based strand. In the narrative strand, I interviewed and observed 12 high school art educators from a major city in the southwest. I conducted an autoethnographic reflection exploring my connection to the research topic and research process. In the arts-based strand I used fiber-arts to further understand my topic. I wrote this dissertation using a narrative approach, blending the traditional research format, voices of participants, and my autoethnographic reflection. I included the results of my arts-based approach in the final chapter. Findings suggest that the teachers in this study conceptualize being a good art teacher as a process of identity construction. Each of the teachers understood what it meant to be a good art teacher in unique ways, connected to their personal experiences and backgrounds. As the teachers engaged in identity work to become the kind of art teacher they wanted to be, they engaged in a process of identity construction that consisted of four steps. I propose a model of identity construction in which the teachers chose teaching practices, evaluated those practices, identified challenges to their identities, and selected strategies to confirm, assert, or defend their desired identities. The findings have implications for teachers to become reflective practitioners; for teacher educators to prepare teachers to engage in reflective practices; and for administrators and policy makers to take into account the cyclical and personal nature of identity construction. This study also has implications for further research including the need to examine the dispositions of art teachers, teachers' evolving conceptions of what it means to be a good art teacher, and the effect labeling teachers' quality has on their identity construction.
ContributorsAndrelchik, Hillary (Author) / Erickson, Mary (Thesis advisor) / Young, Bernard (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2014