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Description
The price based marketplace has dominated the construction industry. The majority of owners use price based practices of management (expectation and decision making, control, direction, and inspection.) The price based/management and control paradigm has not worked. Clients have now been moving toward the best value environment (hire contractors who know what they are doing, who preplan, and manage and minimize risk and deviation.) Owners are trying to move from client direction and control to hiring an expert and allowing them to do the quality control/risk management. The movement of environments changes the paradigm for the contractors from a reactive to a proactive, from a bureaucratic
on-accountable to an accountable position, from a relationship based
on-measuring to a measuring entity, and to a contractor who manages and minimizes the risk that they do not control. Years of price based practices have caused poor quality and low performance in the construction industry. This research identifies what is a best value contractor or vendor, what factors make up a best value vendor, and the methodology to transform a vendor to a best value vendor. It will use deductive logic, a case study to confirm the logic and the proposed methodology.
on-accountable to an accountable position, from a relationship based
on-measuring to a measuring entity, and to a contractor who manages and minimizes the risk that they do not control. Years of price based practices have caused poor quality and low performance in the construction industry. This research identifies what is a best value contractor or vendor, what factors make up a best value vendor, and the methodology to transform a vendor to a best value vendor. It will use deductive logic, a case study to confirm the logic and the proposed methodology.
ContributorsPauli, Michele (Author) / Kashiwagi, Dean (Thesis advisor) / Sullivan, Kenneth (Committee member) / Badger, William (Committee member) / Arizona State University (Publisher)
Created2011
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
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
Description
The purpose of this study was to investigate the use of the design characteristics component of the Jeffries/National League for Nursing Framework for Designing, Implementing, and Evaluating Simulations when developing a simulation-based approach to teaching structured communication to new graduate nurses. The setting for the study was a medium sized tertiary care hospital located in the southwestern United States. Participants in the study were an instructional designer (who also served as the researcher), two graduate nursing education specialists, one unit based educator, and 27 new graduate nurses and registered nurses who had been in practice for less than six months. Design and development research was employed to examine the processes used to design the simulation, implementation of the simulation by faculty, and course evaluation data from both students and faculty. Data collected from the designer, faculty and student participants were analyzed for evidence on how the design characteristics informed the design and implementation of the course, student achievement of course goals, as well as student and faculty evaluation of the course. These data were used to identify the strengths and weaknesses of the model in this context as well as suggestions for strengthening the model. Findings revealed that the model generally functioned well in this context. Particular strengths of the model were its emphasis on problem-solving and recommendations for attending to fidelity of clinical scenarios. Weaknesses of the model were inadequate guidance for designing student preparation, student support, and debriefing. Additionally, the model does not address the role of observers or others who are not assigned the role of primary nurse during simulations. Recommendations for strengthening the model include addressing these weaknesses by incorporating existing evidence in the instructional design of experiential learning and by scaffolding students during problem-solving. The results of the study also suggested interrelationships among the design characteristics that were not previously described; further exploration of this finding may strengthen the model. Faculty and instructional designers creating clinical simulations in this context would benefit from using the Jeffries/National League for Nursing Model, adding external resources to supplement in areas where the model does not currently provide adequate guidance.
ContributorsWilson, Rebecca D (Author) / Klein, James D. (Thesis advisor) / Hagler, Debra (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2011
Description
Proton exchange membrane fuel cells (PEMFCs) run on pure hydrogen and oxygen (or air), producing electricity, water, and some heat. This makes PEMFC an attractive option for clean power generation. PEMFCs also operate at low temperature which makes them quick to start up and easy to handle. PEMFCs have several important limitations which must be overcome before commercial viability can be achieved. Active areas of research into making them commercially viable include reducing the cost, size and weight of fuel cells while also increasing their durability and performance. A growing and important part of this research involves the computer modeling of fuel cells. High quality computer modeling and simulation of fuel cells can help speed up the discovery of optimized fuel cell components. Computer modeling can also help improve fundamental understanding of the mechanisms and reactions that take place within the fuel cell. The work presented in this thesis describes a procedure for utilizing computer modeling to create high quality fuel cell simulations using Ansys Fluent 12.1. Methods for creating computer aided design (CAD) models of fuel cells are discussed. Detailed simulation parameters are described and emphasis is placed on establishing convergence criteria which are essential for producing consistent results. A mesh sensitivity study of the catalyst and membrane layers is presented showing the importance of adhering to strictly defined convergence criteria. A study of iteration sensitivity of the simulation at low and high current densities is performed which demonstrates the variance in the rate of convergence and the absolute difference between solution values derived at low numbers of iterations and high numbers of iterations.
ContributorsArvay, Adam (Author) / Madakannan, Arunachalanadar (Thesis advisor) / Peng, Xihong (Committee member) / Liang, Yong (Committee member) / Subach, James (Committee member) / Arizona State University (Publisher)
Created2011
Description
The electrode-electrolyte interface in electrochemical environments involves the understanding of complex processes relevant for all electrochemical applications. Some of these processes include electronic structure, charge storage, charge transfer, solvent dynamics and structure and surface adsorption. In order to engineer electrochemical systems, no matter the function, requires fundamental intuition of all the processes at the interface. The following work presents different systems in which the electrode-electrolyte interface is highly important. The first is a charge storage electrode utilizing percolation theory to develop an electrode architecture producing high capacities. This is followed by Zn deposition in an ionic liquid in which the deposition morphology is highly dependant on the charge transfer and surface adsorption at the interface. Electrode Architecture: A three-dimensional manganese oxide supercapacitor electrode architecture is synthesized by leveraging percolation theory to develop a hierarchically designed tri-continuous percolated network. The three percolated phases include a faradaically-active material, electrically conductive material and pore-former templated void space. The micropores create pathways for ionic conductivity, while the nanoscale electrically conducting phase provides both bulk conductivity and local electron transfer with the electrochemically active phase. Zn Electrodeposition: Zn redox in air and water stable N-ethyl-N-methylmorpholinium bis(trifluoromethanesulfonyl)imide, [C2nmm][NTf2] is presented. Under various conditions, characterization of overpotential, kinetics and diffusion of Zn species and morphological evolution as a function of overpotential and Zn concentration are analyzed. The surface stress evolution during Zn deposition is examined where grain size and texturing play significant rolls in compressive stress generation. Morphological repeatability in the ILs led to a novel study of purity in ionic liquids where it is found that surface adsorption of residual amine and chloride from the organic synthesis affect growth characteristics. The drivers of this work are to understand the processes occurring at the electrode-electrolyte interface and with that knowledge, engineer systems yielding optimal performance. With this in mind, the design of a bulk supercapacitor electrode architecture with excellent composite specific capacitances, as well as develop conditions producing ideal Zn deposition morphologies was completed.
ContributorsEngstrom, Erika (Author) / Friesen, Cody (Thesis advisor) / Buttry, Daniel (Committee member) / Sieradzki, Karl (Committee member) / Arizona State University (Publisher)
Created2011
Description
Individuals' experiences, environment, and education greatly impact their entire being. Similarly, a designer is affected by these elements, which impacts how, what and why they design. In order for design education to generate designers who are more socially aware problem solvers, that education must introduce complex social matters and not just design skills. Traditionally designers learned through apprenticing a master. Most design education has moved away from this traditional model and has begun incorporating a well-rounded program of study, yet there are still more improvements to be made. This research proposes a new Integrated Transformational Experience Model, ITEM, for design education which will be rooted in sustainability, cultural integration, social embeddedness, and discipline collaboration. The designer will be introduced to new ideas and experiences from the immersion of current social issues where they will gain experience creating solutions to global problems enabling them to become catalysts of change. This research is based on interviews with industrial design students to gain insights, benefits and drawbacks of the current model of design education. This research will expand on the current model for design education, combining new ideas that will shed light on the future of design disciplines through the education and motivation of designers. The desired outcome of this study is to incorporate hands on learning through social issues in design classrooms, identify ways to educate future problem solvers, and inspire more research on this issue.
ContributorsWingate, Andrea (Author) / Takamura, John (Thesis advisor) / Stamm, Jill (Committee member) / Bender, Diane (Committee member) / Arizona State University (Publisher)
Created2011
Description
As global competition continues to grow more disruptive, organizational change is an ever-present reality that affects companies in all industries at both the operational and strategic level. Organizational change capabilities have become a necessary aspect of existence for organizations in all industries worldwide. Research suggests that more than half of all organizational change efforts fail to achieve their original intended results, with some studies quoting failure rates as high as 70 percent. Exasperating this problem is the fact that no single change methodology has been universally accepted. This thesis examines two aspect of organizational change: the implementation of tactical and strategic initiatives, primarily focusing on successful tactical implementation techniques. This research proposed that tactical issues typically dominate the focus of change agents and recipients alike, often to the detriment of strategic level initiatives that are vital to the overall value and success of the organizational change effort. The Delphi method was employed to develop a tool to facilitate the initial implementation of organizational change such that tactical barriers were minimized and available resources for strategic initiatives were maximized. Feedback from two expert groups of change agents and change facilitators was solicited to develop the tool and evaluate its impact. Preliminary pilot testing of the tool confirmed the proposal and successfully served to minimize tactical barriers to organizational change.
ContributorsLines, Brian (Author) / Sullivan, Kenneth T. (Thesis advisor) / Badger, William (Committee member) / Kashiwagi, Dean (Committee member) / Arizona State University (Publisher)
Created2011