Matching Items (3)
Description
The public has expressed a growing desire for more sustainable and green technologies to be implemented in society. Bio-cementation is a method of soil improvement that satisfies this demand for sustainable and green technology. Bio-cementation can be performed by using microbes or free enzymes which precipitate carbonate within the treated soil. These methods are referred to as microbial induced carbonate precipitation (MICP) and enzyme induced carbonate precipitation (EICP). The precipitation of carbonate is the formation of crystalline minerals that fill the void spaces within a body of soil.
This thesis investigates the application of EICP in a soil collected from the Arizona State University Polytechnic campus. The surficial soil in the region is known to be a clayey sand. Both EICP and MICP have their limitations in soils consisting of a significant percentage of fines. Fine-grained soils have a greater surface area which requires the precipitation of a greater amount of carbonate to increase the soil’s strength. EICP was chosen due to not requiring any living organisms during the application, having a faster reaction rate and size constraints.
To determine the effectiveness of EICP as a method of improving a soil with a significant amount of fines, multiple comparisons were made: 1) The soil’s strength was analyzed on its own, untreated; 2) The soil was treated with EICP to determine if bio-cementation can strengthen the soil; 3) The soil had sand added to reduce the fines content and was treated with EICP to determine how the fines percentage effects the strength of a soil when treated with EICP.
While the EICP treatment increased the strength of the soil by over 3-fold, the strength was still relatively low when compared to results of other case studies treating sandy soils. More research could be done with triaxial testing due to the samples of the Polytechnic soil’s strength coming from capillarity.
This thesis investigates the application of EICP in a soil collected from the Arizona State University Polytechnic campus. The surficial soil in the region is known to be a clayey sand. Both EICP and MICP have their limitations in soils consisting of a significant percentage of fines. Fine-grained soils have a greater surface area which requires the precipitation of a greater amount of carbonate to increase the soil’s strength. EICP was chosen due to not requiring any living organisms during the application, having a faster reaction rate and size constraints.
To determine the effectiveness of EICP as a method of improving a soil with a significant amount of fines, multiple comparisons were made: 1) The soil’s strength was analyzed on its own, untreated; 2) The soil was treated with EICP to determine if bio-cementation can strengthen the soil; 3) The soil had sand added to reduce the fines content and was treated with EICP to determine how the fines percentage effects the strength of a soil when treated with EICP.
While the EICP treatment increased the strength of the soil by over 3-fold, the strength was still relatively low when compared to results of other case studies treating sandy soils. More research could be done with triaxial testing due to the samples of the Polytechnic soil’s strength coming from capillarity.
ContributorsRoss, Johnathan (Author) / Kavazanjian, Edward (Thesis advisor) / Zapata, Claudia (Committee member) / Hamdan, Nasser (Committee member) / Arizona State University (Publisher)
Created2018
Description
“If you treat an individual as he is, he will stay as he is,
but if you treat him as if he were what he ought to be
and could be, he will become what he ought and could be.”
Johann Wolfgang von Goethe (1749-1832)
Teacher leaders in public education have a great amount of responsibility on their shoulders in today’s political climate. They are responsible for evaluating instruction, improving the teaching force, and raising student achievement. These responsibilities coupled with the day-to-day demands of effectively running a school have caused many teacher leaders to disengage from the true purpose of their work and have lead to retention rates that are less than desirable. This mixed methods action research study was conducted to investigate how participation in L.E.A.D. (Learn. Engage. Act. Discuss.) groups, influenced the self-perceptions teacher leaders have of their ability to engage in the change process at their schools. The innovation was a series of three action-driven sessions aimed at providing the participating teacher leaders with a space to discuss their roles in the change process at their school, their perceived engagement in those processes, and their perceived ability to navigate the technical, normative, and political dimensions of change. The greater purpose behind the design of this innovation was to provide teacher leaders with tools they could utilize that would support them in the realization that their level of engagement was not totally dependent on those around them. Through the L.E.A.D. groups, it became evident that the participating teacher leaders were resilient and optimistic individuals that, despite factors outside of their control demanding their time and energy, were still dedicated to the change process at their schools.
but if you treat him as if he were what he ought to be
and could be, he will become what he ought and could be.”
Johann Wolfgang von Goethe (1749-1832)
Teacher leaders in public education have a great amount of responsibility on their shoulders in today’s political climate. They are responsible for evaluating instruction, improving the teaching force, and raising student achievement. These responsibilities coupled with the day-to-day demands of effectively running a school have caused many teacher leaders to disengage from the true purpose of their work and have lead to retention rates that are less than desirable. This mixed methods action research study was conducted to investigate how participation in L.E.A.D. (Learn. Engage. Act. Discuss.) groups, influenced the self-perceptions teacher leaders have of their ability to engage in the change process at their schools. The innovation was a series of three action-driven sessions aimed at providing the participating teacher leaders with a space to discuss their roles in the change process at their school, their perceived engagement in those processes, and their perceived ability to navigate the technical, normative, and political dimensions of change. The greater purpose behind the design of this innovation was to provide teacher leaders with tools they could utilize that would support them in the realization that their level of engagement was not totally dependent on those around them. Through the L.E.A.D. groups, it became evident that the participating teacher leaders were resilient and optimistic individuals that, despite factors outside of their control demanding their time and energy, were still dedicated to the change process at their schools.
ContributorsSaltmarsh, Sarah Schmaltz (Author) / Liou, Daniel D (Thesis advisor) / Rotheram-Fuller, Erin (Committee member) / Shaw, Ann (Committee member) / Arizona State University (Publisher)
Created2016
Description
This qualitative study begins with the supposition that all schools have cultural biases and that even within the same school culture, people see things differently. Internal biases can negatively affect the approach to school improvement. To disrupt these culture bound realities, parent perspectives were sought out to provide an alternate view into Zaharis Elementary School. Two critical assumptions were built into this study. One, that the vast reservoir of cultural knowledge among parents could be tapped, and two, once that cultural knowledge was uncovered, they the schoolpeople (1986) of Zaharis Elementary could do something with it to make a difference in the lives of children. A focus group framework was employed over a series of parent group interviews to explore the following research question: What are the multiple realities expressed by parents and what similarities and differences exist across these realities? Focus group discussions were transcribed, participant responses were coded, and a thorough and comprehensive analysis revealed that the majority of parent perceptions expressed fell within three emergent parent realities that were defined and presented. One, parents perceived that teaching and learning were social processes that support the development of student voice and nurture rich relationships. Two, parents perceived that learning through inquiry elevated class work to purposeful student learning, activates critical thinking, and fosters authentic real-world experience. And the third parent perception was teaching is teamwork and all members of the classroom community were teachers and learners.
ContributorsOliver, Michael (Author) / Marsh, Josephine P (Thesis advisor) / Serafini, Frank (Committee member) / Moses, Lindsey (Committee member) / Arizona State University (Publisher)
Created2021