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- Creators: Arizona State University
- Creators: Cerveny, Randall
- Resource Type: Text
Description
ABSTRACT In this work, I provide two novel pieces of evidence in favor of the view that there is pragmatic encroachment on knowledge. First, I present an empirical case via the results of a series of recent experiments to show that folk-knowledge attributions may be sensitive to time constraints even when the latter are construed in a non-truth relevant manner. Along the way, I consider some comments made by Jonathan Schaffer (2006) as it pertains to interpreting time constraints-sensitivity in a manner that supports contextualism, before offering reasons to resist such a treatment. I proceed by applying interest relative invariantism to adjudicate a conflict in the epistemology of testimony namely, the positive reasons requirement a la, reductionism vs. non-reductionism. In particular, I highlight how whether an epistemic subject H needs positive non-testimonial reasons to be justified in accepting S's testimony that p, depends on what is at stake for H in believing that p and how much time H has in deliberating about p.
ContributorsShin, Joseph Ellis (Author) / Pinillos, N. Angel (Thesis advisor) / Reynolds, Steven L (Committee member) / White, Michael J. (Committee member) / Arizona State University (Publisher)
Created2013
Description
This dissertation addresses the tendency among some disability scholars to overlook the importance of congenital deformity and disability in the pre-modern West. It argues that congenital deformity and disability deviated so greatly from able-bodied norms that they have played a pivotal role in the history of Western Civilization. In particular, it explores the evolution of two seemingly separate, but ultimately related, ideas from classical antiquity through the First World War: (1) the idea that there was some type of significance, whether supernatural or natural, to the existence of congenital deformity and (2) the idea that the existence of disabled people has resulted in a disability problem for western societies because many disabilities can hinder labor productivity to such an extent that large numbers of the disabled cannot survive without taking precious resources from their more productive, able-bodied counterparts. It also looks at how certain categories of disabled people, including, monsters, hunchbacks, cripples, the blind, the deaf and dumb, and dwarfs, which signified aesthetic and functional deviations from able-bodied norms, often reinforced able-bodied prejudices against the disabled.
ContributorsParry, Matthew (Author) / Fuchs, Rachel (Thesis advisor) / Tirosh-Samuelson, Hava (Committee member) / Wright, Johnson K. (Committee member) / Arizona State University (Publisher)
Created2013
Description
The increase in obesity since the 1980's has been associated with fast-food consumption. In hopes that calorie labeling will be an effective tool to combat obesity, congress included a provision in the Patient Protection and Affordable Care Act of 2010 (ACA) that will require all restaurants with twenty or more locations to post calorie information for each menu item. Current research has provided mixed results regarding the effectiveness of calorie labeling, but overall seems to suggest that calorie labeling may only be effective among certain populations. In September, 2012 McDonald's began to post calorie labels on their menu boards before it was federally mandated under the ACA. This policy provided the opportunity to study the impact of calorie labeling on the purchasing behavior of McDonald's patrons. This cross-sectional study was designed to determine if self-perception of diet, self-perception of health, smoking, physical activity, fruit and vegetable intake, or knowledge of daily calorie requirements is associated with the likelihood of noticing or using calorie labels, or total calories purchased. In addition, relationships between noticing or using calorie labels with total calories purchased were also examined. Receipts and survey responses were collected from 330 participants who purchased food and beverage items from 27 different McDonald's locations within a 20 mile radius of downtown Phoenix, Arizona. Results indicated that only 16.1% of the sample reported using calorie labels, and those who reported using calorie labels purchased an average of 136 fewer calories. Multivariate analysis indicated there were no statistically significant relationships between self-perception of diet, self-perception of health, smoking, physical activity, fruit and vegetable intake, or knowledge of daily calorie requirements with the likelihood of noticing or using calorie labels, or total calories purchased. However, it is possible that the small sample size of participants using calorie labeling precluded any statistically significant relationships among these variables from emerging. Further research with larger sample sizes should be conducted, to investigate individual level factors that may be associated with use of calorie labeling.
ContributorsBrown, Alan (Author) / Ohri-Vachaspati, Punam (Thesis advisor) / Bruening, Meredith (Committee member) / Wharton, Christopher (Christopher Mack), 1977- (Committee member) / Arizona State University (Publisher)
Created2013
Description
An intervention study was conducted with elementary physical education teachers and their use of a newly developed series of fitness segments called Knowledge in Action (KIA). This study was designed to enable teachers to teach healthy behavior knowledge (HBK) in their classes without sacrificing physical activity levels. This study has two phases. First, the intervention was conducted to determine the effectiveness of the KIA fitness segment intervention. Second, teachers' perceptions of both teaching HBK and the KIA fitness segments were investigated. Ten teacher participants were randomly assigned to the intervention or control group. Intervention teachers participated in professional development, provided with all teaching materials, and YouTube videos that modeled the teaching of the KIA fitness segments. Teacher fidelity was measured through observations. Student physical activity patterns were measured in randomly selected teachers' classes (both intervention and control) to determine potential physical activity pattern differences between groups. Teachers were interviewed from one to three times across the project in order to determine perceptions of teaching HBK and the KIA fitness segments. Researchers used constant comparison method to uncover possible common themes. Student knowledge was assessed pre/post using PE Metrics Standard 3 cognitive test to determine HBK changes. Data analysis included General liner models (GLM) at the student level (gender) and Hierarchical linear models (HLM) at the school level (treatment, school). There was a moderate mean teacher fidelity score (77.9%) found among the intervention teachers. HLM results showed students in the intervention group had a 3.4(20%) greater improvement in HBK scores when compared with their control counterparts (p<0.001). Student activity levels were found to be similar in both groups with 871.33 and 822.22 steps in the intervention and control groups, respectively. Although all of the teachers thought it was important to teach HBK they were not spending time on it during classes at pretest. Three common themes were discovered: (a) Effective Teacher Training of the Segments, (b), Teachers Learned a Novel Strategy, and (c) Teachers Recommended Modifications. In summary, the KIA fitness segments received favorable views and gave teachers a way to teach HBK without reducing physical activity time.
ContributorsHodges, Michael (Author) / Kulinna, Pamela (Thesis advisor) / Van Der Mars, Hans (Committee member) / Lee, Chong (Committee member) / Arizona State University (Publisher)
Created2013
Description
This qualitative study examines the major changes in relationship closeness of married couples when one spouse acquires a vision disability. Turning Points analysis and Retrospective Interview Technique (RIT) were utilized which required participants to plot their relational journey on a graph after the onset of the disability. A sample of 32 participants generating 100 unique turning points and 32 RIT graphs lent in-depth insight into the less explored area of the impact of a visual disability on marital relationships. A constant comparison method employed for the analysis of these turning points revealed six major categories, which include Change in Relational Dynamics, Realization of the Disability, Regaining Normality in Life, Resilience, Reactions to Assistance, and Dealing with the Disability. These turning points differ in terms of their positive or negative impact on the relational closeness between partners. In addition, the 32 individual RIT graphs were also analyzed and were grouped into four categories based on visual similarity, which include Erratic Relational Restoration, Erratic Relational Increase, Consistent Closeness and Gradual Relational Increase. Results provide theoretical contributions to disability and marriage literature. Implications for the application of turning points to the study of post-disability marital relationships are also discussed, and research directions identified.
ContributorsBhagchandani, Bhoomika (Author) / Kassing, Jeffrey W. (Thesis advisor) / Kelley, Douglas L. (Committee member) / Fisher, Carla L. (Committee member) / Li, Baoxin (Committee member) / Arizona State University (Publisher)
Created2014
Description
Blind and visually impaired individuals have historically demonstrated a low participation in the fields of science, engineering, mathematics, and technology (STEM). This low participation is reflected in both their education and career choices. Despite the establishment of the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA), blind and visually impaired (BVI) students continue to academically fall below the level of their sighted peers in the areas of science and math. Although this deficit is created by many factors, this study focuses on the lack of adequate accessible image based materials. Traditional methods for creating accessible image materials for the vision impaired have included detailed verbal descriptions accompanying an image or conversion into a simplified tactile graphic. It is very common that no substitute materials will be provided to students within STEM courses because they are image rich disciplines and often include a large number images, diagrams and charts. Additionally, images that are translated into text or simplified into basic line drawings are frequently inadequate because they rely on the interpretations of resource personnel who do not have expertise in STEM. Within this study, a method to create a new type of tactile 3D image was developed using High Density Polyethylene (HDPE) and Computer Numeric Control (CNC) milling. These tactile image boards preserve high levels of detail when compared to the original print image. To determine the discernibility and effectiveness of tactile images, these customizable boards were tested in various
university classrooms as well as in participation studies which included BVI and sighted students. Results from these studies indicate that tactile images are discernable and were found to improve performance in lab exercises as much as 60% for those with visual impairment. Incorporating tactile HDPE 3D images into a classroom setting was shown to increase the interest, participation and performance of BVI students suggesting that this type of 3D tactile image should be incorporated into STEM classes to increase the participation of these students and improve the level of training they receive in science and math.
university classrooms as well as in participation studies which included BVI and sighted students. Results from these studies indicate that tactile images are discernable and were found to improve performance in lab exercises as much as 60% for those with visual impairment. Incorporating tactile HDPE 3D images into a classroom setting was shown to increase the interest, participation and performance of BVI students suggesting that this type of 3D tactile image should be incorporated into STEM classes to increase the participation of these students and improve the level of training they receive in science and math.
ContributorsGonzales, Ashleigh (Author) / Baluch, Debra P (Thesis advisor) / Maienschein, Jane (Committee member) / Ellison, Karin (Committee member) / Arizona State University (Publisher)
Created2015
Description
The purpose of this study is to explore the knowledge and attitudes about autism spectrum disorders among Hispanics in the Southwest. The study will also examine perceived barriers in obtaining resources and preferences in accessing health care. Participants (N = 169) were surveyed using the Autism Awareness Survey, which was developed specifically for this research. Significant differences were found between individuals with high acculturation and low acculturation in exposure to autism, knowledge about autism, perceived barriers to obtaining resources and health care, and attitudes towards people with autism. Additionally, the findings also suggest that although the surveyed population was knowledgeable about the symptoms associated with autism, less well known is the etiology and course of the disorder. The research underscores the serious need for both Spanish educational resources and Spanish-speaking health care providers to address the needs of Hispanics with regards to autism, especially with individuals with low levels of acculturation.
ContributorsVoelkel, Heather (Author) / LeCroy, Craig W. (Thesis advisor) / Williams, Lela (Committee member) / Holschuh, Jane (Committee member) / Arizona State University (Publisher)
Created2012
Description
According to national data, there continues to be an ongoing achievement gap between students with disabilities and their non-disabled peers (USDE, n.d.b). This data is representative of a continued disparity in academic performance for students in local Arizona school districts. To address this gap, many districts have implemented inclusion models in which students with disabilities spend increasing amounts of time in general education classrooms, in some cases for the majority of or all of their school day. However, the persistence of the achievement gap suggests that general education teachers working in inclusion models may be lacking systematic instructional methods for ensuring access to the curriculum for those with disabilities and other diverse learning needs.
The purpose of this action research study was to examine the impact that a series of professional development workshops had on teacher beliefs and understanding of disability, intelligence, and accessible pedagogy. The study was conducted over the course of a school semester at a kindergarten through 8th grade school in a large, semi-rural school district in southeastern Arizona. Ten teachers from a variety of grade levels and subject areas participated in the study along with a school psychologist and two school administrators. Theoretical frameworks guiding this project included critical disability theory, growth mindset, universal design for learning, and transformative learning theory. A mixed-methods action research approach was used to collect both qualitative and quantitative data in the form of surveys, interviews, and written reflections. The workshop series included five modules that began with activities fostering critical reflection of assumptions regarding disability and intelligence and ended with pedagogical strategies in the form of universal design for learning.
The results indicate that the innovation was successful in reshaping participant views of disability, intelligence, and pedagogy; however, changes in classroom instruction were small. Implications for future research and practice include more extended sessions on universal design for learning and a more diverse sample of participants. Workshop sessions utilized a variety of active learning activities that were well received by participants and will be included in future professional learning plans across the district.
The purpose of this action research study was to examine the impact that a series of professional development workshops had on teacher beliefs and understanding of disability, intelligence, and accessible pedagogy. The study was conducted over the course of a school semester at a kindergarten through 8th grade school in a large, semi-rural school district in southeastern Arizona. Ten teachers from a variety of grade levels and subject areas participated in the study along with a school psychologist and two school administrators. Theoretical frameworks guiding this project included critical disability theory, growth mindset, universal design for learning, and transformative learning theory. A mixed-methods action research approach was used to collect both qualitative and quantitative data in the form of surveys, interviews, and written reflections. The workshop series included five modules that began with activities fostering critical reflection of assumptions regarding disability and intelligence and ended with pedagogical strategies in the form of universal design for learning.
The results indicate that the innovation was successful in reshaping participant views of disability, intelligence, and pedagogy; however, changes in classroom instruction were small. Implications for future research and practice include more extended sessions on universal design for learning and a more diverse sample of participants. Workshop sessions utilized a variety of active learning activities that were well received by participants and will be included in future professional learning plans across the district.
ContributorsLeckie, Adam (Author) / Hermanns, Carl (Thesis advisor) / Rotherum-Fuller, Erin (Committee member) / Rupard, Jane (Committee member) / Arizona State University (Publisher)
Created2018
Description
ABSTRACT
The purpose of this study was two-fold. In Specific Aim One, we examined the associations between education level, personal trainer credentials and characteristics, and knowledge of exercise science and personal training principles. In Specific Aim Two we examined associations between education, personal trainer credentials and knowledge of personal trainers with client retention. This study utilized a cross-sectional research design. An anonymous electronic survey was used to collect the data. Eligible participants (N=226) were individuals who were providing one-on-one personal training services for at least one client. All data were assessed for normality prior to data analysis. Descriptive statistics were used to evaluate sample characteristics. Mean and standard deviations, median and interquartile range [IQR] or frequency and percentages were reported for the sample characteristics. Bivariate associations were examined with dependent t-tests and one-way ANOVAs for normally distributed data. Mann- Whitney U and Kruskal-Wallis tests were used for non-normally distributed variables. The median knowledge score for the sample was 6.0 [3.00] points, out of a possible 24, with 92.5% of the sample scoring 10 or lower. Sex (Male/Female), education level, having a degree in the field, certification status (yes
o) and number of certifications were not associated with knowledge scores (p > 0.05). Years of experience in personal training was positively associated with mean knowledge scores (H(3) = 9.280, p = 0.026). Sex of the personal trainer, having a degree in the field (yes
o), the number of personal trainer certifications, the cost of training, the type of facility, the type of employment of the personal trainer and knowledge scores were not associated with client retention (p > 0.05). Education level (F3,87 = 8.176, p < 0.001), personal training certification (yes
o) (t38 = 2.277, p = 0.029), years of experience (F3, 87 = 3.169, p = 0.028), facility size (F4,84 = 8.049, p < 0.001), and exercise science degree type (F3,48 = 6.008, p = 0.001) were all associated with client retention. This study provides insight on knowledge retention of active personal trainers on subject matter deemed foundational by four certifying organizations. The findings should influence both the preparatory learning and well as continuing education approaches of both certifying organizations and institutions of higher learning.
The purpose of this study was two-fold. In Specific Aim One, we examined the associations between education level, personal trainer credentials and characteristics, and knowledge of exercise science and personal training principles. In Specific Aim Two we examined associations between education, personal trainer credentials and knowledge of personal trainers with client retention. This study utilized a cross-sectional research design. An anonymous electronic survey was used to collect the data. Eligible participants (N=226) were individuals who were providing one-on-one personal training services for at least one client. All data were assessed for normality prior to data analysis. Descriptive statistics were used to evaluate sample characteristics. Mean and standard deviations, median and interquartile range [IQR] or frequency and percentages were reported for the sample characteristics. Bivariate associations were examined with dependent t-tests and one-way ANOVAs for normally distributed data. Mann- Whitney U and Kruskal-Wallis tests were used for non-normally distributed variables. The median knowledge score for the sample was 6.0 [3.00] points, out of a possible 24, with 92.5% of the sample scoring 10 or lower. Sex (Male/Female), education level, having a degree in the field, certification status (yes
o) and number of certifications were not associated with knowledge scores (p > 0.05). Years of experience in personal training was positively associated with mean knowledge scores (H(3) = 9.280, p = 0.026). Sex of the personal trainer, having a degree in the field (yes
o), the number of personal trainer certifications, the cost of training, the type of facility, the type of employment of the personal trainer and knowledge scores were not associated with client retention (p > 0.05). Education level (F3,87 = 8.176, p < 0.001), personal training certification (yes
o) (t38 = 2.277, p = 0.029), years of experience (F3, 87 = 3.169, p = 0.028), facility size (F4,84 = 8.049, p < 0.001), and exercise science degree type (F3,48 = 6.008, p = 0.001) were all associated with client retention. This study provides insight on knowledge retention of active personal trainers on subject matter deemed foundational by four certifying organizations. The findings should influence both the preparatory learning and well as continuing education approaches of both certifying organizations and institutions of higher learning.
ContributorsPreston, John H. (Author) / Der Ananian, Cheryl (Thesis advisor) / Berger, Christopher G (Committee member) / Vezina, Jesse (Committee member) / Arizona State University (Publisher)
Created2018
Description
The purpose of this study was to trouble existing conceptions of disability that ground music education literature and practice. I sought plausible insights into how disability is experienced in, through, and/or around music by participants who are disabled persons/persons with disabilities (DP/PwD). Insights gained might allow readers to complexify and trouble taken-for-granted assumptions about disability. Questions included: (a) How do participants experience disability in, through, and around music? (b) What plausible insights related to disability can be gained by attending to participants’ experiences of disability in, through, and around music? (c) What plausible insights related to inclusion can be gained by attending to participants’ experiences of disability in, through, and around music? The inquiry approach was grounded in Buberian relational ontology, phenomenology, interactional theories of disability, and narrative.
Seven DP/PwD participated in this study: (a) Erica, a 14-year-old diagnosed with a developmental disability of unknown etiology; (b) Duke, a drummer diagnosed with Williams syndrome; (c) Birdie, an abstract visual artist with epilepsy who used music to inform her art; (d) Daren, a b-boy/breakdancer diagnosed with Tourette syndrome, (e) Sienna, a legally blind social work college student who played banjo in a music therapy-based bluegrass band and participated in musical theatre; (f) Ice Queen, an undergraduate flute player recently diagnosed with Attention deficit/hyperactivity disorder (ADHD); and (g) Culann, an adult counselor and music listener with ADHD and mood disorders. Data generation included conversational interviews, observations, artmaking, and serendipitous data.
Data co-generated with participants were crafted into narratives of their lifeworlds, including description of their experiences with disability in, through, and around music and in other aspects of their lives. An envisioned conversation among all participants demonstrates the shifts and complexities in the meanings of disability and unpacks different ways participants describe and understand disability and the myriad roles that music plays in their lifeworlds. The final chapter of the study offers discussions and suggestions regarding thinking about and approaching disability (i.e., interactional theories, intersectionality, and identity), inclusion (i.e., belonging, suggestions by participants, and anti-ableist pedagogy), and research/writing.
Seven DP/PwD participated in this study: (a) Erica, a 14-year-old diagnosed with a developmental disability of unknown etiology; (b) Duke, a drummer diagnosed with Williams syndrome; (c) Birdie, an abstract visual artist with epilepsy who used music to inform her art; (d) Daren, a b-boy/breakdancer diagnosed with Tourette syndrome, (e) Sienna, a legally blind social work college student who played banjo in a music therapy-based bluegrass band and participated in musical theatre; (f) Ice Queen, an undergraduate flute player recently diagnosed with Attention deficit/hyperactivity disorder (ADHD); and (g) Culann, an adult counselor and music listener with ADHD and mood disorders. Data generation included conversational interviews, observations, artmaking, and serendipitous data.
Data co-generated with participants were crafted into narratives of their lifeworlds, including description of their experiences with disability in, through, and around music and in other aspects of their lives. An envisioned conversation among all participants demonstrates the shifts and complexities in the meanings of disability and unpacks different ways participants describe and understand disability and the myriad roles that music plays in their lifeworlds. The final chapter of the study offers discussions and suggestions regarding thinking about and approaching disability (i.e., interactional theories, intersectionality, and identity), inclusion (i.e., belonging, suggestions by participants, and anti-ableist pedagogy), and research/writing.
ContributorsRathgeber, Jesse (Author) / Stauffer, Sandra L (Thesis advisor) / Mantie, Roger (Committee member) / Schmidt, Margaret (Committee member) / Solís, Ted (Committee member) / Tobias, Evan S (Committee member) / Arizona State University (Publisher)
Created2019