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- Creators: Arizona State University
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Description
Dietary self-monitoring has been shown to be a predictor of weight loss success and is a prevalent part of behavioral weight control programs. As more weight loss applications have become available on smartphones, this feasibility study investigated whether the use of a smartphone application, or a smartphone memo feature would improve dietary self-monitoring over the traditional paper-and-pencil method. The study also looked at whether the difference in methods would affect weight loss. Forty-seven adults (BMI 25 to 40 kg/m2) completed an 8-week study focused on tracking the difference in adherence to a self-monitoring protocol and subsequent weight loss. Participants owning iPhones (n=17) used the 'Lose It' application (AP) for diet and exercise tracking and were compared to smartphone participants who recorded dietary intake using a memo (ME) feature (n=15) on their phone and participants using the traditional paper-and-pencil (PA) method (n=15). There was no significant difference in completion rates between groups with an overall completion rate of 85.5%. The overall mean adherence to self-monitoring for the 8-week period was better in the AP group than the PA group (p = .024). No significant difference was found between the AP group and ME group (p = .148), or the ME group and the PA group (p = .457). Weight loss for the 8 week study was significant for all groups (p = .028). There was no significant difference in weight loss between groups. Number of days recorded regardless of group assignment showed a weak correlation to weight loss success (p = .068). Smartphone owners seeking to lose weight should be encouraged by the potential success associated with dietary tracking using a smartphone app as opposed to the traditional paper-and-pencil method.
ContributorsCunningham, Barbara (Author) / Wharton, Christopher (Christopher Mack), 1977- (Thesis advisor) / Johnston, Carol (Committee member) / Hall, Richard (Committee member) / Arizona State University (Publisher)
Created2012
Description
Belief affects behavior and rhetoric has the potential to bring about action. This paper is a critical content analysis of the ideology and rhetoric of key Islamist intellectuals and the Islamist organization Hizb ut-Tahrir, as stated on the website http://english.hizbuttahrir.org. The responses of specific Muslim Reformers are also analyzed. The central argument underlying this analysis centers on the notion that such Islamist ideology and its rhetorical delivery could be a significant trigger for the use of violence; interacting with, yet existing independently of, other factors that contribute to violent actions. In this case, a significant aspect of any solution to Islamist rhetoric would require that Muslim Reformers present a compelling counter-narrative to political Islam (Islamism), one that has an imperative to reduce the amount of violence in the region. Rhetoric alone cannot solve the many complicated issues in the region but we must begin somewhere and countering the explicit and implicit calls to violence of political Islamist organizations like Hizb ut-Tahrir seems a constructive step.
ContributorsBoyer, Paul Daniel (Author) / Mean, Lindsey (Thesis advisor) / Waldron, Vincent (Committee member) / Carter, Heather (Committee member) / Arizona State University (Publisher)
Created2010
Description
ABSTRACT There is a body of literature--albeit largely from the UK and Australia--that examines the ways in which class and gender influence life course, including educational attainment; however, much of this literature offers explanations and analyses for why individuals choose the life course they do. By assuming a cause-effect relationship between class and gender and life course, these studies perpetuate the idea that life can be predicted and controlled. Such an approach implies there is but one way of viewing--or an "official reading" of--the experience of class and gender. This silences other readings. This study goes beneath these "interpretations" and explores the phenomenon of identity and identity making in women who grew up working-class. Included is an investigation into how these women recognize and participate in their own identity making, identifying the interpretations they created and apply to their experience and the ways in which they juxtapose their educative experience. Using semi-structured interview I interviewed 21 women with working-class habitués. The strategy of inquiry that corresponded best to the goal of this project was heuristics, a variant of empathetic phenomenology. Heuristics distinguishes itself by including the life experience of the researcher while still showing how different people may participate in an event in their lives and how these individuals may give it radically different meanings. This has two effects: (1) the researcher recognizes that their own life experience affects their interpretations of these stories and (2) it elucidates the researcher's own life as it relates to identity formation and educational experience. Two, heuristics encourages different ways of presenting findings through a variety of art forms meant to enhance the immediacy and impact of an experience rather than offer any explanation of it. As a result of the research, four themes essential to locating the experience of women who grew up working class were discovered: making, paying attention, taking care, and up. These themes have pedagogic significance as women with working-class habitués navigate from this social space: the downstream effect of which is how and what these women take up as education.
ContributorsDecker, Shannon Irene (Author) / Blumenfeld-Jones, Donald (Thesis advisor) / Richards-Young, Gillian (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2011
Description
Proponents of current educational reform initiatives emphasize strict accountability, the standardization of curriculum and pedagogy and the use of standardized tests to measure student learning and indicate teacher, administrator and school performance. As a result, professional learning communities have emerged as a platform for teachers to collaborate with one another in order to improve their teaching practices, increase student achievement and promote continuous school improvement. The primary purpose of this inquiry was to investigate how teachers respond to working in professional learning communities in which the discourses privilege the practice of regularly comparing evidence of students' learning and results. A second purpose was to raise questions about how the current focus on standardization, assessment and accountability impacts teachers, their interactions and relationships with one another, their teaching practices, and school culture. Participants in this qualitative, ethnographic inquiry included fifteen teachers working within Green School District (a pseudonym). Initial interviews were conducted with all teachers, and responses were categorized in a typology borrowed from Barone (2008). Data analysis involved attending to the behaviors and experiences of these teachers, and the meanings these teachers associated with those behaviors and events. Teachers of GSD responded differently to the various layers of expectations and pressures inherent in the policies and practices in education today. The experiences of the teachers from GSD confirm the body of research that illuminates the challenges and complexity of working in collaborative forms of professional development, situated within the present era of accountability. Looking through lenses privileged by critical theorists, this study examined important intended and unintended consequences inherent in the educational practices of standardization and accountability. The inquiry revealed that a focus on certain "results" and the demand to achieve short terms gains may impede the creation of successful, collaborative, professional learning communities.
ContributorsBenson, Karen (Author) / Barone, Thomas (Thesis advisor) / Berliner, David (Committee member) / Enz, Billie (Committee member) / Arizona State University (Publisher)
Created2011
Description
Being properly prepared is one of the keys to surviving an emergency or a disaster. In order to be prepared, people need appropriate education in preparedness, which includes elements of prevention, and planning. There is a definite need to better prepare our nation's citizens in order for them to safely respond in times of a disaster. It also seems likely that the earlier concepts and skills are learned, the easier those concepts and skills would be to remember and the more proficient one would become in implementing them. Therefore, it seems appropriate to teach emergency preparedness concepts and skills early on in the educational process. This means that significant efforts need to be directed toward learning, what impediments currently exist, what is helpful, and how preparedness concepts and skills can be taught to our children. A survey was distributed to third, fourth, and fifth grade teachers, asking them questions about emergency preparedness lessons in the classroom. Results indicated that the majority of teachers would be willing to teach emergency preparedness if the curriculum met current academic standards and they were given adequate resources to teach this subject. This study provides ideas, concepts and motivation for teachers to use in a cross-curricular approach to teaching emergency preparedness in the classroom. This is accomplished by presenting examples of newly developed curriculum/lesson plans that meet state academic standards, based on the current Community Emergency Response Team program and on children's fiction literature for the appropriate age group. A list of literature that could be used in this development is also provided in this study.
ContributorsChristensen, Christian B (Author) / Edwards, David (Thesis advisor) / Olson, Larry (Committee member) / Peterson, Danny (Committee member) / Arizona State University (Publisher)
Created2011
Description
The United States is facing an emerging principal shortage. This study examines an intervention to deliver professional development for assistant principals on their way to becoming principals. The intervention intended to boost their sense of efficacy as if they were principals while creating a supportive community of professionals for ongoing professional learning. The community was designed much like a professional learning community (PLC) with the intent of developing into a community of practice (CoP). The participants were all elementary school assistant principals in a Title I district in a large metropolitan area. The researcher interviewed an expert set of school administrators consisting of superintendents and consultants (and others who have knowledge of what a good principal ought to be) about what characteristics and skills were left wanting in principal applicants. The data from these interviews provided the discussion topics for the intervention. The assistant principals met regularly over the course of a semester and discussed the topics provided by the expert set of school administrators. Participant interaction within the sessions followed conversation protocols. The researcher was also a participant in the group and served as the coordinator. Each session was recorded and transcribed. The researcher used a mixed methods approach to analyze the intervention. Participants were surveyed to measure their efficacy before and after the intervention. The session transcripts were analyzed using open and axial coding. Data showed no statistically significant change in the participants' sense of efficacy. Data also showed the participants became a coalescing community of practice.
ContributorsRichman, Bryan (Author) / Puckett, Kathleen (Thesis advisor) / Smith, Jeffery (Committee member) / Foulger, Teresa (Committee member) / Arizona State University (Publisher)
Created2011
Description
This dissertation explores the rhetorical significance of persecution claims produced by demonstrably powerful publics in contemporary American culture. This ideological criticism is driven by several related research questions. First, how do members of apparently powerful groups (men, whites, and Christians) come to see themselves as somehow unjustly marginalized, persecuted, or powerless? Second, how are these discourses related to the public sphere and counterpublicity? I argue that, despite startling similarities, these texts studied here are best understood not as counterpublicity but as a strategy of containment available to hegemonic publics. Because these rhetorics of persecution often seek to forestall movements toward pluralism and restorative justice, the analysis forwarded in this dissertation offers important contributions to ongoing theoretical discussions in the fields of public sphere theory and critical cultural theory and practical advice for progressive political activism and critical pedagogy.
ContributorsDuerringer, Christopher (Author) / Brouwer, Daniel (Thesis advisor) / Carlson, Cheree (Committee member) / McDonald, Kelly (Committee member) / Arizona State University (Publisher)
Created2011
Deviant bodies resisting online: examining the intersecting realities of women of color in Xbox Live
Description
Employing qualitative methods and drawing from an intersectional framework which focuses on the multiple identities we all embody, this dissertation focuses on oppressions and resistance strategies employed by women of color in Xbox live, an online gaming community. Ethnographic observations and narrative interviewing reveal that women of color, as deviants within the space, face intersecting oppressions in gaming as in life outside the gaming world. They are linguistically profiled within the space based off of how they sound. They have responded with various strategies to combat the discrimination they experience. Some segregate themselves from the larger gaming population and many refuse to purchase games that depict women in a hyper-sexualized manner or that present people of color stereotypically. For others, the solution is to "sit-in" on games and disrupt game flow by 'player-killing' or engage in other 'griefing' activities. I analyze this behavior in the context of Black feminist consciousness and resistance and uncover that these methods are similar to women who employ resistance strategies for survival within the real world.
ContributorsGray, Kishonna (Author) / Anderson, Lisa M. (Thesis advisor) / Cheong, Pauline (Committee member) / Lim, Merlyna (Committee member) / Arizona State University (Publisher)
Created2011
Description
The gold standard for bone measurement is DXA (dual energy X-ray absorptiometry). Typically, to observe changes in bone by DXA, a minimum of a 4-month intervention is required. Serum osteocalcin (OST) (a bone formation marker) and quantitative ultrasound (QUS) of the calcaneus can be used as indicators of bone change but the sensitivity and time course of these indices to short term interventions are unknown. The purpose of this study was twofold: to compare monthly changes in OST and QUS in response to jump training and to evaluate the relationship between DXA, OST and QUS. Young women with QUS t-scores less than 1.0 were randomized into a jump training (J) (n=16) or control (C) (n=16). J consisted of a progressive routine of 1 and 2-footed jumping performed 3 days per week for 4 months. Body composition, QUS and OST were measured at baseline, and monthly for 4 months. DXA and 24-hour dietary recalls were completed at baseline and 4 months. Low attrition rate (12.5%) and high compliance (98%) with the exercise intervention was recorded. No significant correlations between QUS and OST existed. No significant differences were observed between groups at baseline in body composition or bone variables. Monthly increases in OST were observed but there were no significant differences over time between groups in any bone variables. OST and QUS may be indicative of short term bone changes but these variables were not specifically sensitive to the jumping intervention in this population of women.
ContributorsHeumann, Kristin Joelle (Author) / Swan, Pamela D (Thesis advisor) / Alvar, Brent (Committee member) / Chisum, Jack (Committee member) / Lee, Chong (Committee member) / Vaughan, Linda (Committee member) / Arizona State University (Publisher)
Created2011
Description
Nut consumption, specifically almonds, have been shown to help maintain weight and influence disease risk factors in adult populations. Limited studies have been conducted examining the effect of a small dose of almonds on energy intake and body weight. The objective of this study was to determine the influence of pre-meal almond consumption on energy intake and weight in overweight and obese adults. In this study included 21, overweight or obese, participants who were considered healthy or had a controlled disease state. This 8-week parallel arm study, participants were randomized to consume an isocaloric amount of almonds, (1 oz) serving, or two (2 oz) cheese stick serving, 30 minutes before the dinner meal, 5 times per week. Anthropometric measurements including weight, waist circumference, and body fat percentage were recorded at baseline, week 1, 4, and 8. Measurement of energy intake was self-reported for two consecutive days at week 1, 4 and 8 using the ASA24 automated dietary program. The energy intake after 8 weeks of almond consumption was not significantly different when compared to the control group (p=0.965). In addition, body weight was not significantly reduced after 8 weeks of the almond intervention (p=0.562). Other parameters measured in this 8-week trial did not differ between the intervention and the control group. These data presented are underpowered and therefore inconclusive on the effects that 1 oz of almonds, in the diet, 5 per week has on energy intake and bodyweight.
ContributorsMcBride, Lindsey (Author) / Johnston, Carol (Thesis advisor) / Swan, Pamela (Committee member) / Mayol-Kreiser, Sandra (Committee member) / Arizona State University (Publisher)
Created2011