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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- Creators: Fox, Peter
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
Examining the elements of the hidden curriculum in theatre education allows theatre educators the opportunity to reflect on their own pedagogy and its effects on the learner. The hidden curriculum refers to the unspoken or implicit values, norms, and beliefs that are transmitted through tacit messages. When the hidden curriculum remains veiled, the impact on the learner's education and socialization process can perpetuate gender, race, and class inequalities. In order to understand how the hidden curriculum manifests itself in theatre classrooms, we have to look at schools as "agents of legitimation, organized to produce and reproduce the dominant categories, values, and social relationships necessary for the maintenance of the larger society" (Giroux, 1983, p. 72). This qualitative study examined the hidden curriculum in theatre at the secondary level and looked at theatre teachers' pedagogy in reproducing elements of the hidden curriculum. Interviews, naturalistic observation, and a researcher reflective journal were employed in the data collection process to better understand: a) the elements of hidden curriculum that appear in theatre education at the secondary level, b) how the pedagogical practices of theatre teachers support societal structures, and c) how the hidden curriculum in theatre reinforces gender, race, and social class distinctions. Data were then coded and analyzed to find emergent themes. Multiple theoretical perspectives serve as a conceptual framework for understanding the hidden curriculum, and provide a neglected perspective of the hidden curriculum in theatre education. The theatre classroom provides a unique space to view hidden curriculum and can be viewed as a unique agent of social change. Themes related to the first research question emerged as: a) privileges for older students, b) school rules, c) respect for authority, d) acceptance of repetitive tasks, and c) punctuality. Themes related to the second research question emerged as: a) practices, b) procedures, c) rules, d) relationships, and e) structures. Finally, themes related to the third question emerged as: a) reinforcement of social inequality, b) perpetuation of class structure, and c) acceptance of social destiny. The discussion looks at the functions of theatre pedagogy in the reproduction of class, inequality, and institutionalized cultural norms.
ContributorsHines, Angela R (Author) / Saldana, Johnny (Thesis advisor) / Malewski, Erik (Committee member) / Fischman, Gustavo (Committee member) / Arizona State University (Publisher)
Created2013
Description
In this dissertation I attempt to find elements of education and curricular perspective in the Qur'an. I argue that there is little research in the field of curriculum instruction that discusses the Qur'an's educational aspects and, as a result, much ignorance of the Qur'an's material that deals with education and curricular perspective in the Qur'an. Researchers may find many materials that deal with reading, memorizing, and reciting the Qur'an, along with references that deal with science and math in the Qur'an. Therefore, this dissertation answers the question: What curriculum exists within the Quran? This dissertation is divided into five chapters exploring various aspects of the curriculum. The word "curriculum" is used in one chapter to mean developing the person as a whole in all aspects of life whether spiritual, social, or mental while in the other chapter curriculum is used to refer to methods of instruction. I concluded that curriculum in the Qur'an uses different methods of instructions to develop the individual as a whole in all aspects of life while granting freedom of choice.
ContributorsRisha, Sarah (Author) / Margolis, Eric (Thesis advisor) / Fischman, Gustavo (Committee member) / Ali, Souad (Committee member) / Arizona State University (Publisher)
Created2013
Description
Many manmade chemicals used in consumer products are ultimately washed down the drain and are collected in municipal sewers. Efficient chemical monitoring at wastewater treatment (WWT) plants thus may provide up-to-date information on chemical usage rates for epidemiological assessments. The objective of the present study was to extrapolate this concept, termed 'sewage epidemiology', to include municipal sewage sludge (MSS) in identifying and prioritizing contaminants of emerging concern (CECs). To test this the following specific aims were defined: i) to screen and identify CECs in nationally representative samples of MSS and to provide nationwide inventories of CECs in U.S. MSS; ii) to investigate the fate and persistence in MSS-amended soils, of sludge-borne hydrophobic CECs; and iii) to develop an analytical tool relying on contaminant levels in MSS as an indicator for identifying and prioritizing hydrophobic CECs. Chemicals that are primarily discharged to the sewage systems (alkylphenol surfactants) and widespread persistent organohalogen pollutants (perfluorochemicals and brominated flame retardants) were analyzed in nationally representative MSS samples. A meta-analysis showed that CECs contribute about 0.04-0.15% to the total dry mass of MSS, a mass equivalent of 2,700-7,900 metric tonnes of chemicals annually. An analysis of archived mesocoms from a sludge weathering study showed that 64 CECs persisted in MSS/soil mixtures over the course of the experiment, with half-lives ranging between 224 and >990 days; these results suggest an inherent persistence of CECs that accumulate in MSS. A comparison of the spectrum of chemicals (n=52) analyzed in nationally representative biological specimens from humans and MSS revealed 70% overlap. This observed co-occurrence of contaminants in both matrices suggests that MSS may serve as an indicator for ongoing human exposures and body burdens of pollutants in humans. In conclusion, I posit that this novel approach in sewage epidemiology may serve to pre-screen and prioritize the several thousands of known or suspected CECs to identify those that are most prone to pose a risk to human health and the environment.
ContributorsVenkatesan, Arjunkrishna (Author) / Halden, Rolf U. (Thesis advisor) / Westerhoff, Paul (Committee member) / Fox, Peter (Committee member) / Arizona State University (Publisher)
Created2013
Description
The consumption of feedstocks from agriculture and forestry by current biofuel production has raised concerns about food security and land availability. In the meantime, intensive human activities have created a large amount of marginal lands that require management. This study investigated the viability of aligning land management with biofuel production on marginal lands. Biofuel crop production on two types of marginal lands, namely urban vacant lots and abandoned mine lands (AMLs), were assessed. The investigation of biofuel production on urban marginal land was carried out in Pittsburgh between 2008 and 2011, using the sunflower gardens developed by a Pittsburgh non-profit as an example. Results showed that the crops from urban marginal lands were safe for biofuel. The crop yield was 20% of that on agricultural land while the low input agriculture was used in crop cultivation. The energy balance analysis demonstrated that the sunflower gardens could produce a net energy return even at the current low yield. Biofuel production on AML was assessed from experiments conducted in a greenhouse for sunflower, soybean, corn, canola and camelina. The research successfully created an industrial symbiosis by using bauxite as soil amendment to enable plant growth on very acidic mine refuse. Phytoremediation and soil amendments were found to be able to effectively reduce contamination in the AML and its runoff. Results from this research supported that biofuel production on marginal lands could be a unique and feasible option for cultivating biofuel feedstocks.
ContributorsZhao, Xi (Author) / Landis, Amy (Thesis advisor) / Fox, Peter (Committee member) / Chester, Mikhail (Committee member) / Arizona State University (Publisher)
Created2013
Description
Legislative changes and discussions about the United States falling further and further behind other nations in science, technology, engineering, and math (STEM) achievement are growing. As they grow, STEM instruction in elementary school has earned its place as a national area of interest in education. In the case of Ivory School District, teachers are being asked to radically change their daily practices by consistently implementing inquiry-based STEM experiences in their classrooms. As such, teachers are being asked to scale a divide between the district expectations and their knowledge and experience. Many fourth grade educators are teachers who have been trained as generalists and typically do not have specific background or experience in the philosophy, instructional strategies, or content associated with STEM. Using a prototype approach, this study aims to understand how such teachers conceptualize STEM instruction and the relationship between their experience and conceptions.
ContributorsKenney, Meghan (Author) / Fischman, Gustavo (Thesis advisor) / Powers, Jeanne (Committee member) / Rasch, Katherine D (Committee member) / Arizona State University (Publisher)
Created2013
Description
Contaminants of emerging concern (CECs) present in wastewater effluent can threat its safe discharge or reuse. Additional barriers of protection can be provided using advanced or natural treatment processes. This dissertation evaluated ozonation and constructed wetlands to remove CECs from wastewater effluent. Organic CECs can be removed by hydroxyl radical formed during ozonation, however estimating the ozone demand of wastewater effluent is complicated due to the presence of reduced inorganic species. A method was developed to estimate ozone consumption only by dissolved organic compounds and predict trace organic oxidation across multiple wastewater sources. Organic and engineered nanomaterial (ENM) CEC removal in constructed wetlands was investigated using batch experiments and continuous-flow microcosms containing decaying wetland plants. CEC removal varied depending on their physico-chemical properties, hydraulic residence time (HRT) and relative quantities of plant materials in the microcosms. At comparable HRTs, ENM removal improved with higher quantity of plant materials due to enhanced sorption which was verified in batch-scale studies with plant materials. A fate-predictive model was developed to evaluate the role of design loading rates on organic CEC removal. Areal removal rates increased with hydraulic loading rates (HLRs) and carbon loading rates (CLRs) unless photolysis was the dominant removal mechanism (e.g. atrazine). To optimize CEC removal, wetlands with different CLRs can be used in combination without lowering the net HLR. Organic CEC removal in denitrifying conditions of constructed wetlands was investigated and selected CECs (e.g. estradiol) were found to biotransform while denitrification occurred. Although level of denitrification was affected by HRT, similar impact on estradiol was not observed due to a dominant effect from plant biomass quantity. Overall, both modeling and experimental findings suggest considering CLR as an equally important factor with HRT or HLR to design constructed wetlands for CEC removal. This dissertation provided directions to select design parameters for ozonation (ozone dose) and constructed wetlands (design loading rates) to meet organic CEC removal goals. Future research is needed to understand fate of ENMs during ozonation and quantify the contributions from different transformation mechanisms occurring in the wetlands to incorporate in a model and evaluate the effect of wetland design.
ContributorsSharif, Fariya (Author) / Westerhoff, Paul (Thesis advisor) / Halden, Rolf (Committee member) / Fox, Peter (Committee member) / Herckes, Pierre (Committee member) / Arizona State University (Publisher)
Created2013
Description
The influence of climate variability and reclaimed wastewater on the water supply necessitates improved understanding of the treatability of trace and bulk organic matter. Dissolved organic matter (DOM) mobilized during extreme weather events and in treated wastewater includes natural organic matter (NOM), contaminants of emerging concern (CECs), and microbial extracellular polymeric substances (EPS). The goal of my dissertation was to quantify the impacts of extreme weather events on DOM in surface water and downstream treatment processes, and to improve membrane filtration efficiency and CECs oxidation efficiency during water reclamation with ozone. Surface water quality, air quality and hydrologic flow rate data were used to quantify changes in DOM and turbidity following dust storms, flooding, or runoff from wildfire burn areas in central Arizona. The subsequent impacts to treatment processes and public perception of water quality were also discussed. Findings showed a correlation between dust storm events and change in surface water turbidity (R2=0.6), attenuation of increased DOM through reservoir systems, a 30-40% increase in organic carbon and a 120-600% increase in turbidity following severe flooding, and differing impacts of upland and lowland wildfires. The use of ozone to reduce membrane fouling caused by vesicles (a subcomponent of EPS) and oxidize CECs through increased hydroxyl radical (HO●) production was investigated. An "ozone dose threshold" was observed above which addition of hydrogen peroxide increased HO● production; indicating the presence of ambient promoters in wastewater. Ozonation of CECs in secondary effluent over titanium dioxide or activated carbon did not increase radial production. Vesicles fouled ultrafiltration membranes faster (20 times greater flux decline) than polysaccharides, fatty acids, or NOM. Based upon the estimated carbon distribution of secondary effluent, vesicles could be responsible for 20-60% of fouling during ultrafiltration and may play a vital role in other environmental processes as well. Ozone reduced vesicle-caused membrane fouling that, in conjunction with the presence of ambient promoters, helps to explain why low ozone dosages improve membrane flux during full-scale water reclamation.
ContributorsBarry, Michelle (Author) / Barry, Michelle C (Thesis advisor) / Westerhoff, Paul (Committee member) / Fox, Peter (Committee member) / Halden, Rolf (Committee member) / Hristovski, Kiril (Committee member) / Arizona State University (Publisher)
Created2014
Description
Characterization of petroleum spill site source zones directly influences the selection of corrective action plans and frequently affects the success of remediation efforts. For example, simply knowing whether or not nonaqueous phase liquid (NAPL) is present, or if there is chemical storage in less hydraulically accessible regions, will influence corrective action planning. The overarching objective of this study was to assess if macroscopic source zone features can be inferred from dissolved concentration vs. time data. Laboratory-scale physical model studies were conducted for idealized sources; defined as Type-1) NAPL-impacted high permeability zones, Type-2) NAPL-impacted lower permeability zones, and Type-3) dissolved chemical matrix storage in lower permeability zones. Aquifer source release studies were conducted using two-dimensional stainless steel flow-through tanks outfitted with sampling ports for the monitoring of effluent concentrations and flow rates. An idealized NAPL mixture of key gasoline components was used to create the NAPL source zones, and dissolved sources were created using aqueous solutions having concentrations similar to water in equilibrium with the NAPL sources. The average linear velocity was controlled by pumping to be about 2 ft/d, and dissolved effluent concentrations were monitored daily. The Type-1 experiment resulted in a source signature similar to that expected for a relatively well-mixed NAPL source, with dissolved concentrations dependent on chemical solubility and initial mass fraction. The Type-2 and Type-3 experiments were conducted for 320 d and 190 d respectively. Unlike the Type-1 experiment, the concentration vs. time behavior was similar for all chemicals, for both source types. The magnitudes of the effluent concentrations varied between the Type-2 and Type-3 experiments, and were related to the hydrocarbon source mass. A fourth physical model experiment was performed to identify differences between ideal equilibrium behavior and the source concentration vs. time behavior observed in the tank experiments. Screening-level mathematical models predicted the general behavior observed in the experiments. The results of these studies suggest that dissolved concentration vs. time data can be used to distinguish between Type-1 sources in transmissive zones and Type-2 and Type-3 sources in lower permeability zones, provided that many years to decades of data are available. The results also suggest that concentration vs. time data alone will be insufficient to distinguish between NAPL and dissolved-phase storage sources in lower permeability regions.
ContributorsWilson, Sean Tomas (Author) / Johnson, Paul (Thesis advisor) / Kavazanjian, Edward (Committee member) / Fox, Peter (Committee member) / Arizona State University (Publisher)
Created2014
Description
Through the disciplines of art education, anthropology and psychology the researcher examined research-based traits and characteristics of the creative process among a second year Title 1 urban high school art class. Within the theoretical framework of social justice, this micro-ethnographic study explored exactly what teaching and learning to be creative implies and proposes a potential resolution for art teachers learning how to enhance teaching children how to think creatively. The research proposition is that student creativity occurs as a function of a series of interrelated factors including a nurturing classroom context, strong teacher-student dialogue, strategic questioning, purposeful incorporation of visual culture, and manipulation of content in favor of student interests within the culturally situated context of the art classroom. Navigating teacher-student relationships at moments of creative origination produced results indicating that the art teacher alone is the single most influential factor for enhancing creative outcomes in a classroom. Through incorporation of a variety of collaborative activities and comparative analysis of dissimilar content-driven projects generated evidence that artistic skills and creativity do not necessarily go hand-in-hand. The study finds that the artworks produced evidence based nuances of the creative traits of originality, fluency, flexibility, and elaboration in which profoundly varied in character depending on the content and the context. The study concludes that creativity cannot be strictly taught or learned, but rather that it can be enhanced through teacher nurturing and manipulation of content to encompass a socially intelligent uptake in the culture of art-making. Broader implications are suggested focusing on the significance of creative education and the impact it can have for educational systems, schools and undergraduate programs in art education. The researcher proposes an art education curriculum model that fosters both creative thinking and the unique learning needs of Title 1 urban students. The curriculum suggests the art teacher begin initial instruction by teaching students about the traits, characteristics and obstructions of creativity prior to teaching artistic skills sets to serve as a foundation of creative awareness from the start.
ContributorsForeman, Angela (Author) / Young, Bernard (Thesis advisor) / Stokrocki, Mary (Committee member) / Fischman, Gustavo (Committee member) / Arizona State University (Publisher)
Created2014