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- Genre: Doctoral Dissertation
Wellness resources at postsecondary music schools: a survey of how this information is being offered
Description
Musicians have the potential to experience health problems related to their
profession. The National Association of Schools of Music (NASM) requires schools to
provide information about wellness. There are 634 degree-granting, not for profit, NASM
accredited postsecondary music schools in America. This study examined the types of
wellness resources offered at 387 of these schools or 60%. Wellness information was
divided into three categories: physical, psychological and hearing. The types of resources
offered, category of information and the size of the school were considered. Schools were
emailed and their websites were searched for wellness information.
Forty-eight percent of the schools had website information, 32% offered wellness
workshops, 16% of the schools offered wellness courses, and 32% of the schools covered
wellness information through other methods. Nineteen percent of the schools said that
they did not offer courses or workshops and did not say how they are meeting the
requirement. Physical wellness information was most widely available, followed by
hearing information, while psychological wellness information was harder to find.
Smaller schools were less likely to offer wellness courses but otherwise the size of a
school did not play a significant role in the types of wellness resources they were able to
offer.
Based on the findings, more schools should incorporate wellness information on
their websites and hold wellness workshops. Psychological wellness information should
be more widely available. Schools should advertise the wellness information that they
offer so that students are aware of the options available to them.
profession. The National Association of Schools of Music (NASM) requires schools to
provide information about wellness. There are 634 degree-granting, not for profit, NASM
accredited postsecondary music schools in America. This study examined the types of
wellness resources offered at 387 of these schools or 60%. Wellness information was
divided into three categories: physical, psychological and hearing. The types of resources
offered, category of information and the size of the school were considered. Schools were
emailed and their websites were searched for wellness information.
Forty-eight percent of the schools had website information, 32% offered wellness
workshops, 16% of the schools offered wellness courses, and 32% of the schools covered
wellness information through other methods. Nineteen percent of the schools said that
they did not offer courses or workshops and did not say how they are meeting the
requirement. Physical wellness information was most widely available, followed by
hearing information, while psychological wellness information was harder to find.
Smaller schools were less likely to offer wellness courses but otherwise the size of a
school did not play a significant role in the types of wellness resources they were able to
offer.
Based on the findings, more schools should incorporate wellness information on
their websites and hold wellness workshops. Psychological wellness information should
be more widely available. Schools should advertise the wellness information that they
offer so that students are aware of the options available to them.
ContributorsFraser, Catherine (Author) / Spring, Robert (Thesis advisor) / Gardner, Joshua (Thesis advisor) / Caslor, Jason (Committee member) / Feisst, Sabine (Committee member) / Sullivan, Jill (Committee member) / Arizona State University (Publisher)
Created2016
Description
Over 150 years since the abolition of slavery, African Americans still lack equal access to education and other quality of life markers. However, a slow increase in African American students pursuing and obtaining higher education demonstrates the progress of African American academic success. Although still not at an equitable level, this progress, and the voices of success are often muted by the majoritarian narrative of African American student failure. This research focuses on African American student success and examines the specific socio-cultural characteristics and processes that shape the ways in which African American students develop their own counter-narratives to persist and gain access to higher education. This study utilizes narrative inquiry in the form of interviews, artifacts collection and student-drawn identity maps to understand the factors that influence the development of counter-narratives. The primary research questions included: What narratives did African American students tell themselves to help them persist in school, attain a high school diploma and pursue higher education? How did they develop their narratives? How did their narratives influence their educational experiences? Five African American students who attended an elite public university in the southwest United States participated in four to five interviews ranging from six to ten hours in total. Through the analysis of their stories, the importance of culture and context were clear. Specifically their social support systems including their parents, siblings, teachers and mentors, significantly influenced their identity development and human agency. The findings also point to a critical path forward: if society commits to supporting African American student success, then shine a light on stories of persistence and potential rather than shortcomings and failures.
ContributorsFreeman, Stacey Vicario (Author) / Kozleski, Elizabeth B. (Thesis advisor) / Fischman, Gustavo (Thesis advisor) / Artiles, Alfredo (Committee member) / Arizona State University (Publisher)
Created2016
Description
Three dilemmas plague governance of scientific research and technological
innovation: the dilemma of orientation, the dilemma of legitimacy, and the dilemma of control. The dilemma of orientation risks innovation heedless of long-term implications. The dilemma of legitimacy grapples with delegation of authority in democracies, often at the expense of broader public interest. The dilemma of control poses that the undesirable implications of new technologies are hard to grasp, yet once grasped, all too difficult to remedy. That humanity has innovated itself into the sustainability crisis is a prime manifestation of these dilemmas.
Responsible innovation (RI), with foci on anticipation, inclusion, reflection, coordination, and adaptation, aims to mitigate dilemmas of orientation, legitimacy, and control. The aspiration of RI is to bend the processes of technology development toward more just, sustainable, and societally desirable outcomes. Despite the potential for fruitful interaction across RI’s constitutive domains—sustainability science and social studies of science and technology—most sustainability scientists under-theorize the sociopolitical dimensions of technological systems and most science and technology scholars hesitate to take a normative, solutions-oriented stance. Efforts to advance RI, although notable, entail one-off projects that do not lend themselves to comparative analysis for learning.
In this dissertation, I offer an intervention research framework to aid systematic study of intentional programs of change to advance responsible innovation. Two empirical studies demonstrate the framework in application. An evaluation of Science Outside the Lab presents a program to help early-career scientists and engineers understand the complexities of science policy. An evaluation of a Community Engagement Workshop presents a program to help engineers better look beyond technology, listen to and learn from people, and empower communities. Each program is efficacious in helping scientists and engineers more thoughtfully engage with mediators of science and technology governance dilemmas: Science Outside the Lab in revealing the dilemmas of orientation and legitimacy; Community Engagement Workshop in offering reflexive and inclusive approaches to control. As part of a larger intervention research portfolio, these and other projects hold promise for aiding governance of science and technology through responsible innovation.
ContributorsBernstein, Michael J. (Author) / Wiek, Arnim (Thesis advisor) / Wetmore, Jameson M. (Thesis advisor) / Grimm, Nancy (Committee member) / Anderies, John M (Committee member) / Arizona State University (Publisher)
Created2016
Description
Microbial Electrochemical Cell (MXC) technology harnesses the power stored in wastewater by using anode respiring bacteria (ARB) as a biofilm catalyst to convert the energy stored in waste into hydrogen or electricity. ARB, or exoelectrogens, are able to convert the chemical energy stored in wastes into electrical energy by transporting electrons extracellularly and then transferring them to an electrode. If MXC technology is to be feasible for ‘real world’ applications, it is essential that diverse ARB are discovered and their unique physiologies elucidated- ones which are capable of consuming a broad spectrum of wastes from different contaminated water sources.
This dissertation examines the use of Gram-positive thermophilic (60 ◦C) ARB in MXCs since very little is known regarding the behavior of these microorganisms in this setting. Here, we begin with the draft sequence of the Thermincola ferriacetica genome and reveal the presence of 35 multiheme c-type cytochromes. In addition, we employ electrochemical techniques including cyclic voltammetry (CV) and chronoamperometry (CA) to gain insight into the presence of multiple pathways for extracellular electron transport (EET) and current production (j) limitations in T. ferriacetica biofilms.
Next, Thermoanaerobacter pseudethanolicus, a fermentative ARB, is investigated for its ability to ferment pentose and hexose sugars prior to using its fermentation products, including acetate and lactate, for current production in an MXC. Using CA, current production is tracked over time with the generation and consumption of fermentation products. Using CV, the midpoint potential (EKA) of the T. pseudethanolicus EET pathway is revealed.
Lastly, a cellulolytic microbial consortium was employed for the purpose ofassessing the feasibility of using thermophilic MXCs for the conversion of solid waste into current production. Here, a highly enriched consortium of bacteria, predominately from the Firmicutes phylum, is capable of generating current from solid cellulosic materials.
This dissertation examines the use of Gram-positive thermophilic (60 ◦C) ARB in MXCs since very little is known regarding the behavior of these microorganisms in this setting. Here, we begin with the draft sequence of the Thermincola ferriacetica genome and reveal the presence of 35 multiheme c-type cytochromes. In addition, we employ electrochemical techniques including cyclic voltammetry (CV) and chronoamperometry (CA) to gain insight into the presence of multiple pathways for extracellular electron transport (EET) and current production (j) limitations in T. ferriacetica biofilms.
Next, Thermoanaerobacter pseudethanolicus, a fermentative ARB, is investigated for its ability to ferment pentose and hexose sugars prior to using its fermentation products, including acetate and lactate, for current production in an MXC. Using CA, current production is tracked over time with the generation and consumption of fermentation products. Using CV, the midpoint potential (EKA) of the T. pseudethanolicus EET pathway is revealed.
Lastly, a cellulolytic microbial consortium was employed for the purpose ofassessing the feasibility of using thermophilic MXCs for the conversion of solid waste into current production. Here, a highly enriched consortium of bacteria, predominately from the Firmicutes phylum, is capable of generating current from solid cellulosic materials.
ContributorsLusk, Bradley (Author) / Torres, César I (Thesis advisor) / Rittmann, Bruce E. (Committee member) / Krajmalnik-Brown, Rosa (Committee member) / Arizona State University (Publisher)
Created2015
Description
The purpose of this action research study was to implement and analyze an intervention designed to improve perceptions of working with others as well as practice and improve emotional tools related to such interactions through the systematic development of ability emotional intelligence (EI) related skills. The present study sought to: (1) explore high school students’ perceptions of their role as part of a team during teamwork; (1a) investigate how perceptions differed by EI level; (2) examine how students’ perceptions of their role in teamwork were influenced by being paired with more advanced (ability EI) peers or less advanced peers, based on ability emotional intelligence test scores; (3) determine if ability emotional intelligence related skills could be developed over the course of a 7-week intervention.
The intervention took place in a 12th grade US Government & Economics classroom with 34 participants for examination of general trends, and 11 focal participants for focused and in-depth analysis. Students were taught about emotion theory and engaged in two weeks of ability emotional intelligence skills training, followed by a five-week project cycle in which students were required to work together to achieve a common goal. The research design was mixed methods convergent parallel. Quantitative data were collected from post- and retrospective pre-intervention surveys regarding student perceptions about working with others and their ability EI related skills. Qualitative data were collected through on-going student reflective journal entries, observational field notes, and interviews with the focal group of participants.
Results suggested the intervention had a significant effect on students’ perceptions of working with others and perceived ability emotional intelligence related skills. Significant positive change was found through quantitative data analysis, revealing students’ perceptions about working with others in teams had improved as a result of the intervention as had their perceptions about their ability EI related skills. Qualitative analysis revealed rich, thick descriptions exploring this shift in perception among the 11 focal students, providing the evidence necessary to support the effectiveness of the intervention. Results suggested the possibilities for improved teamwork in the classroom.
The intervention took place in a 12th grade US Government & Economics classroom with 34 participants for examination of general trends, and 11 focal participants for focused and in-depth analysis. Students were taught about emotion theory and engaged in two weeks of ability emotional intelligence skills training, followed by a five-week project cycle in which students were required to work together to achieve a common goal. The research design was mixed methods convergent parallel. Quantitative data were collected from post- and retrospective pre-intervention surveys regarding student perceptions about working with others and their ability EI related skills. Qualitative data were collected through on-going student reflective journal entries, observational field notes, and interviews with the focal group of participants.
Results suggested the intervention had a significant effect on students’ perceptions of working with others and perceived ability emotional intelligence related skills. Significant positive change was found through quantitative data analysis, revealing students’ perceptions about working with others in teams had improved as a result of the intervention as had their perceptions about their ability EI related skills. Qualitative analysis revealed rich, thick descriptions exploring this shift in perception among the 11 focal students, providing the evidence necessary to support the effectiveness of the intervention. Results suggested the possibilities for improved teamwork in the classroom.
ContributorsZuniga, Alison Kara (Author) / Bertrand, Melanie (Thesis advisor) / Buss, Ray (Committee member) / Caruso, David (Committee member) / Arizona State University (Publisher)
Created2019
Description
The world has been continuously urbanized and is currently accommodating more than half of the human population. Despite that cities cover only less than 3% of the Earth’s land surface area, they emerged as hotspots of anthropogenic activities. The drastic land use changes, complex three-dimensional urban terrain, and anthropogenic heat emissions alter the transport of mass, heat, and momentum, especially within the urban canopy layer. As a result, cities are confronting numerous environmental challenges such as exacerbated heat stress, frequent air pollution episodes, degraded water quality, increased energy consumption and water use, etc. Green infrastructure, in particular, the use of trees, has been proved as an effective means to improve urban environmental quality in existing research. However, quantitative evaluations of the efficacy of urban trees in regulating air quality and thermal environment are impeded by the limited temporal and spatial scales in field measurements and the deficiency in numerical models.
This dissertation aims to advance the simulation of realistic functions of urban trees in both microscale and mesoscale numerical models, and to systematically evaluate the cooling capacity of urban trees under thermal extremes. A coupled large-eddy simulation–Lagrangian stochastic modeling framework is developed for the complex urban environment and is used to evaluate the impact of urban trees on traffic-emitted pollutants. Results show that the model is robust for capturing the dispersion of urban air pollutants and how strategically implemented urban trees can reduce vehicle-emitted pollution. To evaluate the impact of urban trees on the thermal environment, the radiative shading effect of trees are incorporated into the integrated Weather Research and Forecasting model. The mesoscale model is used to simulate shade trees over the contiguous United States, suggesting how the efficacy of urban trees depends on geographical and climatic conditions. The cooling capacity of urban trees and its response to thermal extremes are then quantified for major metropolitans in the United States based on remotely sensed data. It is found the nonlinear temperature dependence of the cooling capacity remarkably resembles the thermodynamic liquid-water–vapor equilibrium. The findings in this dissertation are informative to evaluating and implementing urban trees, and green infrastructure in large, as an important urban planning strategy to cope with emergent global environmental changes.
This dissertation aims to advance the simulation of realistic functions of urban trees in both microscale and mesoscale numerical models, and to systematically evaluate the cooling capacity of urban trees under thermal extremes. A coupled large-eddy simulation–Lagrangian stochastic modeling framework is developed for the complex urban environment and is used to evaluate the impact of urban trees on traffic-emitted pollutants. Results show that the model is robust for capturing the dispersion of urban air pollutants and how strategically implemented urban trees can reduce vehicle-emitted pollution. To evaluate the impact of urban trees on the thermal environment, the radiative shading effect of trees are incorporated into the integrated Weather Research and Forecasting model. The mesoscale model is used to simulate shade trees over the contiguous United States, suggesting how the efficacy of urban trees depends on geographical and climatic conditions. The cooling capacity of urban trees and its response to thermal extremes are then quantified for major metropolitans in the United States based on remotely sensed data. It is found the nonlinear temperature dependence of the cooling capacity remarkably resembles the thermodynamic liquid-water–vapor equilibrium. The findings in this dissertation are informative to evaluating and implementing urban trees, and green infrastructure in large, as an important urban planning strategy to cope with emergent global environmental changes.
ContributorsWang, Chenghao (Author) / Wang, Zhihua (Thesis advisor) / Myint, Soe W. (Committee member) / Huang, Huei-Ping (Committee member) / Mascaro, Giuseppe (Committee member) / Arizona State University (Publisher)
Created2019
Description
Network analysis is a key conceptual orientation and analytical tool in the social sciences that emphasizes the embeddedness of individual behavior within a larger web of social relations. The network approach is used to better understand the cause and consequence of social interactions which cannot be treated as independent. The relational nature of network data and models, however, amplify the methodological concerns associated with inaccurate or missing data. This dissertation addresses such concerns via three projects. As a motivating substantive example, Project 1 examines factors associated with the selection of interaction partners by students at a large urban high school implementing a reform which, like many organizational improvement initiatives, is associated with a theory of change that posits changes to the structuring of social interactions as a central causal pathway to improved outcomes. A distinctive aspect of the data used in Project 1 is that it was a complete egocentric network census – in addition to being asked about their own relationships, students were asked about the relationships between alters that they nominated in the self-report. This enables two unique examinations of methodological challenges in network survey data collection: Project 2 examines the factors related to how well survey respondents assess the strength of social connections between others, finding that "informant" competence corresponds positively with their social proximity to target dyad as well as their centrality in the network. Project 3 explores using such third-party reports to augment network imputation methods, and finds that incorporating third-party reports into model-based methods provides a significant boost in imputation accuracy. Together these findings provide important implications for collecting and extrapolating data in research contexts where a complete social network census is highly desirable but infeasible.
ContributorsBates, Jordan T (Author) / Maroulis, Spiro J (Thesis advisor) / Kang, Yun (Thesis advisor) / Frank, Kenneth A. (Committee member) / Arizona State University (Publisher)
Created2019
Description
As higher education embraces innovative educational models, support for the faculty members who must carry them out remains a vital ingredient for success. Despite this need, many institutions adopt innovations such as blended learning for all of the benefits afforded, with minimal consideration to meaningfully equip professors teaching these courses. “Faculty Learning Communities” (FLC’s) provide a powerful model of supporting and equipping faculty in their teaching practice. Nevertheless, ongoing and collaborative faculty development was historically unavailable to professors teaching undergraduate blended courses at Lancaster Bible College. Thus, the purpose of this qualitative action research study was to examine the ways that faculty perceived an FLC during the design and facilitation of a blended course. The Community of Inquiry (CoI) framework guided the design and facilitation of the FLC in fall 2018, as well as providing insight into measuring how learning communities formed during the FLC and while participants taught their courses. This FLC model blended learning for participants by occurring four times on campus, with online sessions following each in-person meeting. The faculty developer provided resources and support as faculty collaborated in designing their blended courses for the spring 2019 semester. Faculty perceptions of support were gathered in a focus group at the end of fall semester. During the spring 2019 semester, the faculty developer observed both on-campus and online sessions of the blended courses and led a second focus group about faculty perceptions of effectiveness and support. Qualitative data sets included video recordings of the FLC, focus groups, and class observations, field notes, and screenshots of online environments during the FLC and courses. Findings demonstrated substantial evidence of CoI measures of social presence, cognitive presence, and teaching presence were present in both the FLC and participants’ courses. These results affirmed the CoI framework provided a meaningful platform for faculty development. Additionally, participants perceived the FLC as supportive for their blended teaching practices, making direct mentions of support and indicating belief that broader institutional change be implemented toward this end to enhance faculty development opportunities. Limitations and implications of the study, as well as desired future research were explored.
ContributorsHarbin, Justin (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Foulger, Teresa (Committee member) / Clawson, Penny (Committee member) / Buss, Ray R (Committee member) / Arizona State University (Publisher)
Created2019
Description
Chi and Wylie’s (2014) Interactive Constructive Active Passive Framework (ICAP) was used as the foundation of a teacher led intervention using small group instruction with manipulatives during mathematics instruction to provide developmentally appropriate instruction to kindergarten students in a rigorous academic program. This action research mixed-methods study was conducted in a full-day self-contained kindergarten classroom to ascertain the effects of this mathematics instruction method on students’ levels of engagement and attitudes. Over the course of six months, twenty mathematics lessons were recorded to gather data for the study. Quantitative data included measuring time-on-task, teacher behaviors ICAP level, student behaviors ICAP level, as well as a Student Attitude Survey that was conducted at the conclusion of the study. The Student Attitude Survey was presented in a modified Likert Scale format due to the age and reading ability of the participants. Qualitative data was gathered in the form of lesson transcripts. Twenty-two students and one classroom teacher participated in the study. Students ranged in age from five to six years old, and eleven participants (50%) were male. The results of the study showed that the use of small group hands-on instruction in mathematics had a positive effect on student engagement based on students’ time-on-task during the activity, as well as positive student attitudes toward mathematics as indicated on the Student Attitude Survey. Lesson transcripts and both teacher and student ICAP rubrics provided further support for the innovation.
ContributorsMiller, Jessica Ann (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Oakes, Wendy (Committee member) / Wheeler, Melanie (Committee member) / Arizona State University (Publisher)
Created2019
Description
This dissertation examines the first impressions that occur between Deaf consumers and American Sign Language (ASL)/English interpreters prior to a healthcare appointment. Negative first impressions can lead to a disconnect or loss of trust between Deaf consumers and interpreters and increase the risk for Deaf consumers to receive inadequate healthcare. The recognition of this risk led to an action research study to look at barriers to successful interactions between ASL/English interpreters and Deaf consumers. The mixed methods research design and associated research questions discovered factors and perceptions that contributed to the disconnect and subsequently informed a 10-week intervention with a small group of ASL/English interpreters and Deaf consumers. The factors that influence connection are system related and a lack of a standardized approach to using name badges, missing or incorrect appointment details, and an inconsistent protocol for interpreter behavior when a healthcare provider leaves the room. The intervention allowed the interpreter participants to generate solutions to mitigate these barriers to connection and apply them during the 10 weeks. Deaf consumer feedback was gathered during the intervention period and was used to modify the generated solutions. The generated solutions included re-design of an interpreter referral agency’s name badge, using small talk as a way to learn information about the nature of the healthcare appointment and proactively discuss procedures when a healthcare provider leaves the exam room. These solutions resulted in a positive influence for both interpreters and Deaf consumers and an increase of trust and connection. The findings of this study show new approaches that create a connection between interpreters and Deaf consumers and may lead to more satisfactory healthcare interactions for Deaf consumers.
ContributorsCovey von Pingel, Teddi Lynn (Author) / Bertrand, Melanie (Thesis advisor) / Bernstein, Katie A (Committee member) / Roberson, Len (Committee member) / Arizona State University (Publisher)
Created2019