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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
Continuing and increasing reliance on fossil fuels to satisfy our population’s energy demands has encouraged the search for renewable carbon-free and carbon-neutral sources, such as hydrogen gas or CO2 reduction products. Inspired by nature, one of the objectives of this dissertation was to develop protein-based strategies that can be applied in the production of green fuels. The first project of this dissertation aimed at developing a controllable strategy to incorporate domains with different functions (e. g. catalytic sites, electron transfer modules, light absorbing subunits) into a single multicomponent system. This was accomplished through the rational design of 2,2’-bipyridine modified dimeric peptides that allowed their metal-directed oligomerization by forming tris(bipyridine) complexes, thus resulting in the formation of a hexameric assembly.
Additionally, two different approaches to incorporate non-natural organometallic catalysts into protein matrix are discussed. First, cobalt protoporphyrin IX was incorporated into cytochrome b562 to produce a water-soluble proton and CO2 reduction catalyst that is active upon irradiation in the presence of a photosensitizer. The effect of the porphyrin axial ligands provided by the protein environment has been investigated by introducing mutations into the native scaffold, indicating that catalytic activity of proton reduction is dependent on axial coordination to the porphyrin. It is also shown that effects of the protein environment are not directly transferred when applied to other reactions, such as CO2 reduction.
Inspired by the active site of [FeFe]-hydrogenases, the second approach is based on the stereoselective preparation of a novel amino acid bearing a 1,2-benzenedithiol side chain. This moiety can serve as an anchoring point for the introduction of metal complexes into protein matrices. By doing so, this strategy enables the study of protein interactions with non-natural cofactors and the effects that it may have on catalysis. The work developed herein lays a foundation for furthering the study of the use of proteins as suitable environments for tuning the activity of organometallic catalysts in aqueous conditions, and interfacing these systems with other supporting units into supramolecular assemblies.
Additionally, two different approaches to incorporate non-natural organometallic catalysts into protein matrix are discussed. First, cobalt protoporphyrin IX was incorporated into cytochrome b562 to produce a water-soluble proton and CO2 reduction catalyst that is active upon irradiation in the presence of a photosensitizer. The effect of the porphyrin axial ligands provided by the protein environment has been investigated by introducing mutations into the native scaffold, indicating that catalytic activity of proton reduction is dependent on axial coordination to the porphyrin. It is also shown that effects of the protein environment are not directly transferred when applied to other reactions, such as CO2 reduction.
Inspired by the active site of [FeFe]-hydrogenases, the second approach is based on the stereoselective preparation of a novel amino acid bearing a 1,2-benzenedithiol side chain. This moiety can serve as an anchoring point for the introduction of metal complexes into protein matrices. By doing so, this strategy enables the study of protein interactions with non-natural cofactors and the effects that it may have on catalysis. The work developed herein lays a foundation for furthering the study of the use of proteins as suitable environments for tuning the activity of organometallic catalysts in aqueous conditions, and interfacing these systems with other supporting units into supramolecular assemblies.
ContributorsAlcala-Torano, Rafael de Jesus (Author) / Ghirlanda, Giovanna (Thesis advisor) / Moore, Ana L (Committee member) / Mills, Jeremy H (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
Phenotypic and molecular profiling demonstrates a high degree of heterogeneity in the breast tumors. TP53 tumor suppressor is mutated in 30% of all breast tumors and the mutation frequency in basal-like subtype is as high as 80% and co-exists with several other somatic mutations in different genes. It was hypothesized that tumor heterogeneity is a result of a combination of neo-morphic functions of specific TP53 driver mutations and distinct co-mutations or the co-drivers for each type of TP53 mutation. The 10 most common p53 missense mutant proteins found in breast cancer patients were ectopically expressed in normal-like mammary epithelial cells and phenotypes associated with various hallmarks of cancer examined. Supporting the hypothesis, a wide spectrum of phenotypic changes in cell survival, resistance to apoptosis and anoikis, cell migration, invasion and polarity was observed in the mutants compared to wildtype p53 expressing cells. The missense mutants R248W, R273C and Y220C were most aggressive. Integrated analysis of ChIP and RNA seq showed distinct promoter binding profiles of the p53 mutant proteins different than wildtype p53, implying altered transcriptional activity of mutant p53 proteins and the phenotypic heterogeneity of tumors. Enrichment and model-based pathway analyses revealed dysregulated adherens junction and focal adhesion pathways associated with the aggressive p53 mutants. As several somatic mutations co-appear with mutant TP53, we performed a functional assay to fish out the relevant collaborating driver mutations, the co-drivers. When PTEN was deleted by CRISPR-Cas9 in non-invasive p53-Y234C mutant cell, an increase in cell invasion was observed justifying the concept of co-drivers. A genome wide CRISPR library-based screen on p53-Y234C and R273C cells identified separate candidate co-driver mutations that promoted cell invasion. The top candidates included several mutated genes in breast cancer patients harboring TP53 mutations and were associated with cytoskeletal and apoptosis resistance pathways. Overall, the combined approach of molecular profiling and functional genomics screen highlighted distinct sets of co-driver mutations that can lead to heterogeneous phenotypes and promote aggressiveness in cells with different TP53 mutation background, which can guide development of novel targeted therapies.
ContributorsPal, Anasuya (Author) / LaBaer, Joshua (Thesis advisor) / Roberson, Robert (Committee member) / Van Horn, Wade (Committee member) / Maley, Carlo (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
Description
Spatial resolved detection and quantification of ribonucleic acid (RNA) molecules in single cell is crucial for the understanding of inherent biological issues, like mechanism of gene regulation or the development and maintenance of cell fate. Conventional methods for single cell RNA profiling, like single-cell RNA sequencing (scRNA-seq) or single-molecule fluorescent in situ hybridization (smFISH), suffer either from the loss of spatial information or the low detection throughput. In order to advance single-cell analysis, new approaches need to be developed with the ability to perform high-throughput detection while preserving spatial information of the subcellular location of target RNA molecules.
Novel approaches for highly multiplexed single cell in situ transcriptomic analysis were developed by our group to enable single-cell comprehensive RNA profiling in their native spatial contexts. Reiterative FISH was demonstrated to be able to detect >100 RNA species in single cell in situ, while more sophisticated approaches, consecutive FISH (C-FISH) and switchable fluorescent oligonucleotide based FISH (SFO-FISH), have the potential for whole transcriptome profiling at the single molecule sensitivity. The introduction of a cleavable fluorescent tyramide even enables sensitive RNA profiling in intact tissues with high throughput. These approaches will have wide applications in studies of systems biology, molecular diagnosis and targeted therapies.
Novel approaches for highly multiplexed single cell in situ transcriptomic analysis were developed by our group to enable single-cell comprehensive RNA profiling in their native spatial contexts. Reiterative FISH was demonstrated to be able to detect >100 RNA species in single cell in situ, while more sophisticated approaches, consecutive FISH (C-FISH) and switchable fluorescent oligonucleotide based FISH (SFO-FISH), have the potential for whole transcriptome profiling at the single molecule sensitivity. The introduction of a cleavable fluorescent tyramide even enables sensitive RNA profiling in intact tissues with high throughput. These approaches will have wide applications in studies of systems biology, molecular diagnosis and targeted therapies.
ContributorsXiao, Lu, Ph.D (Author) / Guo, Jia (Thesis advisor) / Wang, Xu (Committee member) / Borges, Chad (Committee member) / Arizona State University (Publisher)
Created2019
Description
Exoelectrogenic microorganisms can grow by transferring electrons from their internal metabolism to extracellular substrates in a process known as extracellular electron transfer (EET). This dissertation explores the mechanisms of EET by both chemotrophic and phototrophic organisms and constructs a novel supramolecular structure that can be used as a model for microbial, long-range electron transfer. Geobacter sulfurreducens has been hypothesized to secrete and use riboflavin as a soluble, extracellular redox shuttle in conjunction with multi-heme, outer membrane, c-type cytochromes, but the required proteins and their properties have not been defined. To address the mechanism of extracellular electron transfer by G. sulfurreducens, the first part of this work explores the interaction between an outer membrane, octaheme, c-type cytochrome OmcZs from G. sulfurreducens and riboflavin. Interrogation via multiple physical techniques shows that OmcZs transfers electrons to riboflavin. By analogy to other characterized systems, riboflavin then likely interacts with extracellular acceptors directly. The second part of this work addresses the mechanisms of EET by the model cyanobacterium Synechocystis sp. PCC 6803. It has been hypothesized that Synechocystis employs conductive pili for production of extracellular current. However, the results herein show that a strain that does not have pili produces extracellular photocurrent in a direct electrochemical cell at a level similar to that by wild type cells. Furthermore, conductive atomic force microscopy (AFM) imaging is used to show that pili produced by the wild type organism are not conductive. Thus, an alternative EET mechanism must be operable. In the third part of this work, a supramolecular structure comprised of peptide and cytochromes designed to serve as a model for long-range electron transfer through cytochrome rich environments is described. The c-type cytochromes in this synthetic nanowire retain their redox activity after assembly and have suitable characteristics for long-range electron transfer. Taken together, the results of this dissertation not only inform on natural microbial mechanisms for EET but also provide a starting point to develop novel, synthetic systems.
ContributorsThirumurthy, Miyuki (Author) / Jones, Anne K (Thesis advisor) / Redding, Kevin (Committee member) / Torres, Cesar (Committee member) / Arizona State University (Publisher)
Created2019
Description
In 1976 Florynce R. Kennedy, a United States lawyer, activist, speaker, and
author famously stated that “anybody with the brains and energy to become a teacher ought to want to become something better.” With these stigmas surrounding the teaching profession, it becomes a wonder that anybody decides to become a teacher, or even more difficult, stay in the profession. The state of Arizona, specifically, has reached landmark attrition rates and dissatisfaction surrounding lack of education funding. The stories of those leaving have been well publicized over the last year, but what about those who choose to stay? This dissertation examines the counter narrative behind the teacher attrition crisis by focusing on the stories of the teachers in the secondary English Language Arts (ELA) classroom who have decided to remain in the profession. Through narrative inquiry, this study examines how teachers narrate their experiences as teachers and how those constructs may have contributed to their retention. This study collected data from four high school English teachers through two in-depth interviews, classroom observations, a self-made teacher journey concept map, and teaching artifacts in the form of a teaching experience “time capsule.” Through this data, the participants’ stories highlighting their journey to teaching, current careers, and insights on retention were re- storied then thematically coded and analyzed. Findings are in essence the stories themselves, but also reveal how these teachers narrate their career, societal impacts, quality of life, as well as what motivating factors inspire them to stay in the classroom and teach.
author famously stated that “anybody with the brains and energy to become a teacher ought to want to become something better.” With these stigmas surrounding the teaching profession, it becomes a wonder that anybody decides to become a teacher, or even more difficult, stay in the profession. The state of Arizona, specifically, has reached landmark attrition rates and dissatisfaction surrounding lack of education funding. The stories of those leaving have been well publicized over the last year, but what about those who choose to stay? This dissertation examines the counter narrative behind the teacher attrition crisis by focusing on the stories of the teachers in the secondary English Language Arts (ELA) classroom who have decided to remain in the profession. Through narrative inquiry, this study examines how teachers narrate their experiences as teachers and how those constructs may have contributed to their retention. This study collected data from four high school English teachers through two in-depth interviews, classroom observations, a self-made teacher journey concept map, and teaching artifacts in the form of a teaching experience “time capsule.” Through this data, the participants’ stories highlighting their journey to teaching, current careers, and insights on retention were re- storied then thematically coded and analyzed. Findings are in essence the stories themselves, but also reveal how these teachers narrate their career, societal impacts, quality of life, as well as what motivating factors inspire them to stay in the classroom and teach.
ContributorsLuszeck, Amanda (Author) / Blasingame, James (Thesis advisor) / Durand, Elizabeth S (Thesis advisor) / Bickmore, Steven (Committee member) / Crowe, Christopher (Committee member) / Arizona State University (Publisher)
Created2019