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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
A new arrangement of the Concerto for Two Horns in E-flat Major, Hob. VIId/6, attributed by some to Franz Joseph Haydn, is presented here. The arrangement reduces the orchestral portion to ten wind instruments, specifically a double wind quintet, to facilitate performance of the work. A full score and a complete set of parts are included. In support of this new arrangement, a discussion of the early treatment of horns in pairs and the subsequent development of the double horn concerto in the eighteenth century provides historical context for the Concerto for Two Horns in E-flat major. A summary of the controversy concerning the identity of the composer of this concerto is followed by a description of the content and structure of each of its three movements. Some comments on the procedures of the arrangement complete the background information.
ContributorsYeh, Guan-Lin (Author) / Ericson, John (Thesis advisor) / Holbrook, Amy (Committee member) / Micklich, Albie (Committee member) / Pilafian, J. Samuel (Committee member) / Arizona State University (Publisher)
Created2011
Description
A dual-channel directional digital hearing aid (DHA) front-end using a fully differential difference amplifier (FDDA) based Microphone interface circuit (MIC) for a capacitive Micro Electro Mechanical Systems (MEMS) microphones and an adaptive-power analog font end (AFE) is presented. The Microphone interface circuit based on FDDA converts the capacitance variations into voltage signal, achieves a noise of 32 dB SPL (sound pressure level) and an SNR of 72 dB, additionally it also performs single to differential conversion allowing for fully differential analog signal chain. The analog front-end consists of 40dB VGA and a power scalable continuous time sigma delta ADC, with 68dB SNR dissipating 67u¬W from a 1.2V supply. The ADC implements a self calibrating feedback DAC, for calibrating the 2nd order non-linearity. The VGA and power scalable ADC is fabricated on 0.25 um CMOS TSMC process. The dual channels of the DHA are precisely matched and achieve about 0.5dB gain mismatch, resulting in greater than 5dB directivity index. This will enable a highly integrated and low power DHA
ContributorsNaqvi, Syed Roomi (Author) / Kiaei, Sayfe (Thesis advisor) / Bakkaloglu, Bertan (Committee member) / Chae, Junseok (Committee member) / Barnby, Hugh (Committee member) / Aberle, James T., 1961- (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
Demand for biosensor research applications is growing steadily. According to a new report by Frost & Sullivan, the biosensor market is expected to reach $14.42 billion by 2016. Clinical diagnostic applications continue to be the largest market for biosensors, and this demand is likely to continue through 2016 and beyond. Biosensor technology for use in clinical diagnostics, however, requires translational research that moves bench science and theoretical knowledge toward marketable products. Despite the high volume of academic research to date, only a handful of biomedical devices have become viable commercial applications. Academic research must increase its focus on practical uses for biosensors. This dissertation is an example of this increased focus, and discusses work to advance microfluidic-based protein biosensor technologies for practical use in clinical diagnostics. Four areas of work are discussed: The first involved work to develop reusable/reconfigurable biosensors that are useful in applications like biochemical science and analytical chemistry that require detailed sensor calibration. This work resulted in a prototype sensor and an in-situ electrochemical surface regeneration technique that can be used to produce microfluidic-based reusable biosensors. The second area of work looked at non-specific adsorption (NSA) of biomolecules, which is a persistent challenge in conventional microfluidic biosensors. The results of this work produced design methods that reduce the NSA. The third area of work involved a novel microfluidic sensing platform that was designed to detect target biomarkers using competitive protein adsorption. This technique uses physical adsorption of proteins to a surface rather than complex and time-consuming immobilization procedures. This method enabled us to selectively detect a thyroid cancer biomarker, thyroglobulin, in a controlled-proteins cocktail and a cardiovascular biomarker, fibrinogen, in undiluted human serum. The fourth area of work involved expanding the technique to produce a unique protein identification method; Pattern-recognition. A sample mixture of proteins generates a distinctive composite pattern upon interaction with a sensing platform consisting of multiple surfaces whereby each surface consists of a distinct type of protein pre-adsorbed on the surface. The utility of the "pattern-recognition" sensing mechanism was then verified via recognition of a particular biomarker, C-reactive protein, in the cocktail sample mixture.
ContributorsChoi, Seokheun (Author) / Chae, Junseok (Thesis advisor) / Tao, Nongjian (Committee member) / Yu, Hongyu (Committee member) / Forzani, Erica (Committee member) / Arizona State University (Publisher)
Created2011
Description
Alzheimer's Disease (AD) is a debilitating neurodegenerative disease. The disease leads to dementia and loss of cognitive functions and affects about 4.5 million people in the United States. It is the 7th leading cause of death and is a huge financial burden on the healthcare industry. There are no means of diagnosing the disease before neurodegeneration is significant and sadly there is no cure that controls its progression. The protein beta-amyloid or Aâ plays an important role in the progression of the disease. It is formed from the cleavage of the Amyloid Precursor Protein by two enzymes - â and ã-secretases and is found in the plaques that are deposits found in Alzheimer brains. This work describes the generation of therapeutics based on inhibition of the cleavage by â-secretase. Using in-vitro recombinant antibody display libraries to screen for single chain variable fragment (scFv) antibodies; this work describes the isolation and characterization of scFv that target the â-secretase cleavage site on APP. This approach is especially relevant since non-specific inhibition of the enzyme may have undesirable effects since the enzyme has been shown to have other important substrates. The scFv iBSEC1 successfully recognized APP, reduced â-secretase cleavage of APP and reduced Aâ levels in a cell model of Alzheimer's Disease. This work then describes the first application of bispecific antibody therapeutics to Alzheimer's Disease. iBSEC1 scFv was combined with a proteolytic scFv that enhances the "good" pathway (á-secretase cleavage) that results in alternative cleavage of APP to generate the bispecific tandem scFv - DIA10D. DIA10D reduced APP cleavage by â-secretase and steered it towards the "good" pathway thus increasing the generation of the fragment sAPPá which is neuroprotective. Finally, treatment with iBSEC1 is evaluated for reduced oxidative stress, which is observed in cells over expressing APP when they are exposed to stress. Recombinant antibody based therapeutics like scFv have several advantages since they retain the high specificity of the antibodies but are safer since they lack the constant region and are smaller, potentially facilitating easier delivery to the brain
ContributorsBoddapati, Shanta (Author) / Sierks, Michael (Thesis advisor) / Arizona State University (Publisher)
Created2011
Description
This composition was commissioned by the Orgelpark to be performed in Amsterdam in September 2011 during Gaudeamus Muziekweek. It will be performed by the vocal group VocaalLab Nederland. It is scored for four vocalists, organ, tanpura, and electronic sound. The work is a culmination of my studies in South Indian Carnatic rhythm, North Indian classical singing, and American minimalism. It is a meditation on the idea that the drone and pulse are micro/macro aspects of the same phenomenon of vibration. Cycles are created on the macroscale through a mathematically defined scale of harmonic/pitch relationships. Cycles are created on the microscale through the subdivision and addition of rhythmic pulses.
ContributorsAdler, Jacob (Composer) / Rockmaker, Jody (Thesis advisor) / Feisst, Sabine (Committee member) / Etezady, Roshanne, 1973- (Committee member) / Arizona State University (Publisher)
Created2011
Description
Although one finds much scholarship on nineteenth-century music in America, one finds relatively little about music in the post-Civil-War frontier west. Generalities concerning small frontier towns of regional importance remain to be discovered. This paper aims to contribute to scholarship by chronicling musical life in the early years of two such towns in northern Arizona territory: Prescott and Flagstaff. Prescott, adjacent to Fort Whipple, was founded in 1864 to serve as capital of the new territory. Primarily home to soldiers and miners, the town was subject to many challenges of frontier life. Flagstaff, ninety miles to the north-northwest, was founded about two decades later in 1883 during the building of the Atlantic & Pacific Railroad, which connected the town to Albuquerque, New Mexico in the east and southern California in the west. Although the particular resources of each town provided many different musical opportunities, extant newspaper articles from Prescott's Arizona Miner and Flagstaff's Arizona Champion describe communities in which musical concerts, dances and theatrical performances provided entertainment and socializing for its citizens. Furthermore, music was an important part of developing institutions such as the church, schools, and fraternal lodges, and the newspapers of both towns advertised musical instruments and sheet music. Both towns were home to amateur musicians, and both offered the occasional opportunity to learn to dance or play an instrument. Although territorial Arizona was sometimes harsh and resources were limited, music was valued in these communities and was a consistent presence in frontier life.
ContributorsJohnson, Amber V (Author) / Oldani, Robert W. (Thesis advisor) / Holbrook, Amy (Committee member) / Saucier, Catherine (Committee member) / Arizona State University (Publisher)
Created2011
Description
Federal education policies call for school district leaders to promote classroom technology integration to prepare students with 21st century skills. However, schools are struggling to integrate technology effectively, with students often reporting that they feel like they need to power down and step back in time technologically when they enter classrooms. The lack of meaningful technology use in classrooms indicates a need for increased teacher preparation. The purpose of this study was to investigate the impact a coaching model of professional development had on school administrators` abilities to increase middle school teachers` technology integration in their classrooms. This study attempted to coach administrators to develop and articulate a vision, cultivate a culture, and model instruction relative to the meaningful use of instructional technology. The study occurred in a middle school. Data for this case study were collected via administrator interviews, the Principal`s Computer Technology Survey, structured observations using the Higher Order Thinking, Engaged Learning, Authentic Learning, Technology Use protocol, field notes, the Technology Integration Matrix, teacher interviews, and a research log. Findings concluded that cultivating change in an organization is a complex process that requires commitment over an extended period of time. The meaningful use of instructional technology remained minimal at the school during fall 2010. My actions as a change agent informed the school`s administrators about the role meaningful use of technology can play in instruction. Limited professional development, administrative vision, and expectations minimized the teachers` meaningful use of instructional technology; competing priorities and limited time minimized the administrators` efforts to improve the meaningful use of instructional technology. Realizing that technology proficient teachers contribute to student success with technology, it may be wise for administrators to incorporate technology-enriched professional development and exercise their leadership abilities to promote meaningful technology use in classrooms.
ContributorsRobertson, Kristen (Author) / Moore, David (Thesis advisor) / Cheatham, Greg (Committee member) / Catalano, Ruth (Committee member) / Arizona State University (Publisher)
Created2011