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- Creators: Arizona State University
Description
As schools across Arizona worked to meet NCLB's AYP requirement in 2010-2011, they were also labeled and sanctioned by AZ Learns. This phenomenological study focused on six effective high school principals in two Arizona school districts to ascertain how accountability policies impacted the principals' job responsibilities, autonomy, and ability to pursue social justice on their campuses. Interviews were conducted in three phases: superintendents, three principals from the superintendents' recommendations of effective school leaders, and three teachers from each school. In addition to analysis of individual principal leadership patterns, comparisons were made across districts, and from school to school within the same district. The goal of the study was to determine if and how principals were able to accomplish their goals for their school. The principals' leadership styles were examined through a Vortex Leadership Framework that posited principals at the center of a vortex of varying leadership roles, interests, and external forces, including accountability, autonomy, and limited resources. Key findings included (a) high school principals' responsibilities now include selling change to their staff, (b) principals' accountability is limited more by district constraints than by state or federal accountability, (c) principals must contend with rigid one-size fits all accountability standards that do not always meet the needs of their students, and (d) principals' autonomy is tied to their resources, including funding for staffing and programs.
ContributorsBatsell, Holly (Author) / Powers, Jeanne M. (Thesis advisor) / Mccarty, Teresa (Committee member) / Davey, Lynn (Committee member) / Arizona State University (Publisher)
Created2013
Description
A thorough understanding of Europa's geology through the synergy of science and technology, by combining geologic mapping with autonomous onboard processing methods, enhances the science potential of future outer solar system missions. Mapping outlines the current state of knowledge of Europa's surface and near sub-surface, indicates the prevalence of distinctive geologic features, and enables a uniform perspective of formation mechanisms responsible for generating those features. I have produced a global geologic map of Europa at 1:15 million scale and appraised formation scenarios with respect to conditions necessary to produce observed morphologies and variability of those conditions over Europa's visible geologic history. Mapping identifies areas of interest relevant for autonomous study; it serves as an index for change detection and classification and aids pre-encounter targeting. Therefore, determining the detectability of geophysical activity is essential. Activity is evident by the presence of volcanic plumes or outgassing, disrupted surface morphologies, or changes in morphology, color, temperature, or composition; these characteristics reflect important constraints on the interior dynamics and evolutions of planetary bodies. By adapting machine learning and data mining techniques to signatures of plumes, morphology, and spectra, I have successfully demonstrated autonomous rule-based response and detection, identification, and classification of known events and features on outer planetary bodies using the following methods: 1. Edge-detection, which identifies the planetary horizon and highlights features extending beyond the limb; 2. Spectral matching using a superpixel endmember detection algorithm that identifies mean spectral signatures; and 3. Scale invariant feature transforms combined with supervised classification, which examines brightness gradients throughout an image, highlights extreme gradient regions, and classifies those regions based on a manually selected library of features. I have demonstrated autonomous: detection of volcanic plumes or jets at Io, Enceladus, and several comets, correlation between spectral signatures and morphological appearances of Europa's individual tectonic features, detection of ≤94% of known transient events on multiple planetary bodies, and classification of similar geologic features. Applying these results to conditions expected for Europa enables a prediction of the potential for detection and recommendations for mission concepts to increase the science return and efficiency of future missions to observe Europa.
ContributorsBunte, Melissa K (Author) / Bell, Iii, James F. (Thesis advisor) / Williams, David A. (Committee member) / Saripalli, Srikanth (Committee member) / Clarke, Amanda B. (Committee member) / Reynolds, Stephen J. (Committee member) / Christensen, Phillip R. (Committee member) / Arizona State University (Publisher)
Created2013
Description
Although current urban search and rescue (USAR) robots are little more than remotely controlled cameras, the end goal is for them to work alongside humans as trusted teammates. Natural language communications and performance data are collected as a team of humans works to carry out a simulated search and rescue task in an uncertain virtual environment. Conditions are tested emulating a remotely controlled robot versus an intelligent one. Differences in performance, situation awareness, trust, workload, and communications are measured. The Intelligent robot condition resulted in higher levels of performance and operator situation awareness (SA).
ContributorsBartlett, Cade Earl (Author) / Cooke, Nancy J. (Thesis advisor) / Kambhampati, Subbarao (Committee member) / Wu, Bing (Committee member) / Arizona State University (Publisher)
Created2015
Description
The AIDS epidemic has tremendously impacted the population of Mozambique. The rate of newly infected young women continues to grow disproportionately which is why consideration of health interventions specific to this population to combat the spread of the disease is critical. The Health Belief Model emphasizes the importance of self efficiency in the process of health related behavioral changes. Previous research has found that low levels of autonomy increase one's risk of contracting HIV/AIDS. This research uses data from a study conducted in 2006 in Mozambique to test whether higher levels of autonomy are associated with the practice of self protective behaviors related to the contraction of HIV/AIDS. Results suggest that some measures of autonomy such as education are positively associated with the practice of self protective behaviors. However, higher levels of decision making powers were negatively associated with the practice of self protective behaviors.
ContributorsWilliams, Kelli (Author) / Hayford, Sarah (Thesis advisor) / Agadjanian, Victor (Committee member) / Yabiku, Scott (Committee member) / Arizona State University (Publisher)
Created2011
Description
The aviation industry is considered to be the safest when it comes to transportation of people and property. The standards by which companies provide air transportation are held are very high. Nevertheless, a shortage in the number of pilots exists and companies must look for ways to meet demands. One of the ways to resolve this issue is to introduce unmanned systems on a broader scale – to transport people and property. The public’s perception regarding this issue has not been well documented. This survey identified what the public’s attitude is towards the use of these systems. One hundred fifty-seven people participated in this survey. Statistical analyses were conducted to determine if participant demographics, previous aviation background, and comfort levels were significantly related to various transportation technologies. Those who were comfortable or uncomfortable with self-driving cars kept their same comfort level for other technologies such as drone delivery services. The survey also revealed that the vast majority of respondents did not feel comfortable being a passenger on fully autonomous aircraft. With an overwhelming percentage of society not comfortable with the idea of there being no pilot for the aircraft, it is important for companies working to implement this technology to pay close attention to the public perception of autonomous aircraft.
ContributorsWollert, Matthew Benjamin (Author) / Niemczyk, Mary (Thesis advisor) / Nullmeyer, Robert (Committee member) / Wallmueller, Katherine (Committee member) / Arizona State University (Publisher)
Created2018
Description
Traditional autonomy within clinical supervision was reinterpreted by incorporating culturally-encompassing autonomy types (individuating and relating autonomy) from the dual autonomy scale. The relations of vertical collectivism and autonomy measures were examined. Lastly, potential moderating effects of vertical collectivism on experience level and autonomy were assessed. The sample consisted of 404 counseling trainees enrolled in graduate programs across the US, aged between 21 and 68. Results from the confirmatory factor analysis supported the proposed two-factor structure of individuating and relating autonomy among counseling trainees for the adapted dual autonomy scale. Results indicated that individuating autonomy was moderately correlated with relating and traditional autonomy, and relating autonomy was not correlated with traditional autonomy. Vertical collectivism was not correlated with relating autonomy, but significantly predicted individuating and traditional autonomy. Moderating effects of vertical collectivism on experience level and autonomy were not supported. Further implications and future directions are discussed.
ContributorsShi, Yue (Ph.D.) (Author) / Tracey, Terence (Thesis advisor) / Bludworth, James (Committee member) / Pereira, Jennifer (Committee member) / Arizona State University (Publisher)
Created2019
Description
This thesis reviews options available to women in rural India and whether these opportunities grant them freedom. Initially, I distinguish the term freedom from autonomy, recognizing the flaws in the theory of autonomy. I identify freedom as a human's ability to make choices without external coercion. This differs from the concept of autonomy because autonomy does not recognize culture as a form of coercion; autonomy also neglects to consider the possibility of a person making a decision that affects his or her life negatively. These concepts tie into battered women in rural India because of the pressure they receive from cultural forces to make decisions reflecting practiced gender norms. Through case study research, I found that battered women in India lack access to freedom, being unable to access their freedom because of the constant threat of violence and/or ostracism. I drew this conclusion after reviewing opportunities of financial freedom through micro-credit loans, land-owning, and women’s employment. I reflect on freedom of mobility, and examine women’s threat of violence in both the public and private sectors. Lastly, I reviewed women’s political freedom in rural India, reviewing laws that were passed to ensure women’s equality. Women in India are already in a vulnerable position because of existing gender norms that require women to perform tasks for the benefit of the men in her life. A woman under the threat of domestic violence is twice as vulnerable because of her positionality as a woman in her culture, as well as a wife in her marriage. She is bound by gender norms in society, as well as her expected marital duties as a wife. Being unable to escape the threat of violence in both her private and public spheres, a woman experiencing domestic violence has virtually no access to freedom. I suggest that state and community-level empowerment is necessary before individual-level empowerment is effective and culturally accepted.
ContributorsJoyave, Anna (Author) / Behl, Natasha (Thesis advisor) / Forrest, Michael D. (Committee member) / Anokye, Akua D (Committee member) / Arizona State University (Publisher)
Created2016
Description
Emerging adulthood (18 – 28 years) is a distinctive period in the life course whereyoung people are involved in the process of transitioning to adult roles in their careers
and social relationships. Due to the ongoing COVID- 19 pandemic, economic instability,
and other social factors, emerging adults in the United States are experiencing greater
stress and challenges than ever before. In this climate of high stress, personal
characteristics such as an individual’s propensity to endorse sociotropy (the tendency to
focus primarily on relationships) or autonomy (the tendency to focus primarily on the
self) may be associated with experiences of stress and resulting depressive feelings based
on the diathesis-stress model of depression proposed by Beck in 1967. However,
perceived partner’s dyadic coping may buffer against the positive association between
stress and depression. Despite this plausible link, not much is known about how personal
characteristics (here sociotropy and autonomy) of emerging adults may influence their
perceptions of their own as well as partner’s dyadic coping. To address this gap, the
present study used survey data from 269 emerging adults to examine whether personal
characteristics such as sociotropy and autonomy are associated with their perceptions of
dyadic coping and to examine if these associations are moderated by perceived
relationship commitment, given commitment has been found to increase relationship
maintenance behaviors. Results found that both sociotropy and autonomy were associated
positively with positive dyadic coping by self and negatively with negative dyadic coping
by partner. Relationship commitment partially moderated these associations. Results of
this study have the ability to inform therapy for emerging adults in romantic relationships
who may be experiencing higher stress, symptoms of depression, and those who may be
experiencing difficulties in their relationships. Limitations and future directions for
research are discussed
ContributorsGandhi, Yuvamathi (Author) / Randall, Ashley K (Thesis advisor) / Bludworth, Jamie (Committee member) / Warner, Cheryl (Committee member) / Iida, Masumi (Committee member) / Arizona State University (Publisher)
Created2023
Description
Vehicular automation and autonomy are emerging fields that are growing at an
exponential rate, expected to alter the very foundations of our transportation system within the next 10-25 years. A crucial interaction has been born out this new technology: Human and automated drivers operating within the same environment. Despite the well- known dangers of automobiles and driving, autonomous vehicles and their consequences on driving environments are not well understood by the population who will soon be interacting with them every day. Will an improvement in the understanding of autonomous vehicles have an effect on how humans behave when driving around them? And furthermore, will this improvement in the understanding of autonomous vehicles lead to higher levels of trust in them? This study addressed these questions by conducting a survey to measure participant’s driving behavior and trust when in the presence of autonomous vehicles. Participants were given several pre-tests to measure existing knowledge and trust of autonomous vehicles, as well as to see their driving behavior when in close proximity to autonomous vehicles. Then participants were presented with an educational intervention, detailing how autonomous vehicles work, including their decision processes. After examining the intervention, participants were asked to repeat post-tests identical to the ones administered before the intervention. Though a significant difference in self-reported driving behavior was measure between the pre-test and post- test, there was no significant relation found between improvement in scores on the education intervention knowledge check and driving behavior. There was also no significant relation found between improvement in scores on the education intervention knowledge check and the change in trust scores. These findings can be used to inform autonomous vehicle and infrastructure design as well as future studies of the effects of autonomous vehicles on human drivers in experimental settings.
exponential rate, expected to alter the very foundations of our transportation system within the next 10-25 years. A crucial interaction has been born out this new technology: Human and automated drivers operating within the same environment. Despite the well- known dangers of automobiles and driving, autonomous vehicles and their consequences on driving environments are not well understood by the population who will soon be interacting with them every day. Will an improvement in the understanding of autonomous vehicles have an effect on how humans behave when driving around them? And furthermore, will this improvement in the understanding of autonomous vehicles lead to higher levels of trust in them? This study addressed these questions by conducting a survey to measure participant’s driving behavior and trust when in the presence of autonomous vehicles. Participants were given several pre-tests to measure existing knowledge and trust of autonomous vehicles, as well as to see their driving behavior when in close proximity to autonomous vehicles. Then participants were presented with an educational intervention, detailing how autonomous vehicles work, including their decision processes. After examining the intervention, participants were asked to repeat post-tests identical to the ones administered before the intervention. Though a significant difference in self-reported driving behavior was measure between the pre-test and post- test, there was no significant relation found between improvement in scores on the education intervention knowledge check and driving behavior. There was also no significant relation found between improvement in scores on the education intervention knowledge check and the change in trust scores. These findings can be used to inform autonomous vehicle and infrastructure design as well as future studies of the effects of autonomous vehicles on human drivers in experimental settings.
ContributorsReagan, Taylor (Author) / Cooke, Nancy J. (Thesis advisor) / Chiou, Erin (Committee member) / Gray, Robert (Committee member) / Arizona State University (Publisher)
Created2019
Description
Autonomy is often discussed as a necessary condition for professionalism in any field, including the teaching profession. In the educational context, autonomy is seen to be critical for teachers to be able to synthesize their knowledge and skills and translate them into effective classroom practices in the best interest of their students. In response to national and global trends primarily associated with neoliberal reforms and their constraining consequences for teacher autonomy, researchers have been trying to unpack this concept and demonstrate evidence on how it affects teachers, students, and the educational system in general. However, this empirical evidence is both quite scarce and controversial. In this dissertation, I define teacher autonomy as a decision-making space created through the freedom from input and output control and identify four types of autonomy: limited, moderate output-driven, moderate input-driven, and extended. Using the data from 43 countries from the Progress in International Reading Literacy Study (PIRLS) 2016 database, I explore the moderating role of each type of autonomy for classroom practices, student achievement, and educational equity. I find that although students in countries with moderate input-driven and extended autonomy have the highest achievement compared to limited and moderate output-driven ones, their teachers, overall, use key classroom practices less frequently, as well as the effectiveness of those practices is relatively low. Findings are more consistent in relation to educational equity. These two groups of countries experience the lowest achievement gap in reading, as well as have teachers who use effective strategies with more frequency with disadvantaged students. In addition, classroom practices in countries with extended teacher autonomy and, to a certain extent, with moderate input-driven one show more potential to contribute to narrowing the achievement gap.
ContributorsChachkhiani, Ketevan (Author) / Pivovarova, Margarita MP (Thesis advisor) / Berliner, David DB (Committee member) / Silova, Iveta IS (Committee member) / Arizona State University (Publisher)
Created2023