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- All Subjects: competition
- Creators: Berliner, David C.
Description
In competitive Taekwondo, Electronic Body Protectors (EBPs) are used to register hits made by players during sparring. EBPs are comprised of three main components: chest guard, foot sock, and headgear. This equipment interacts with each other through the use of magnets, electric sensors, transmitters, and a receiver. The receiver is connected to a computer programmed with software to process signals from the transmitter and determine whether or not a competitor scored a point. The current design of EBPs, however, have numerous shortcomings, including sensing false positives, failing to register hits, costing too much, and relying on human judgment. This thesis will thoroughly delineate the operation of the current EBPs used and discuss research performed in order to eliminate these weaknesses.
ContributorsSpell, Valerie Anne (Author) / Kozicki, Michael (Thesis director) / Kitchen, Jennifer (Committee member) / Electrical Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Theme parks have been expanding in size and scope since their inception decades past, a trend that the academic world has begun to notice. There is a wide variety of academic literature on tourism, but not nearly as much on theme parks. As a unique entertainment concept, theme parks have yet to be studied as extensively as other tourism settings. The purpose of this study is to expand on the current academic research concerning theme parks. The researcher applied directed content analysis to dozens of mass media articles in an attempt to identify strategies currently in use in the theme park industry, thereby filling a gap in academic research on the practical application of strategy in the theme park industry. The content analysis consisted of 87 articles from 34 United States-based sources ranging in year from 1985 to 2013, including both large- and small-scale publications, in regards to circulation, spanning the entire country. At the conclusion of the data collection process, the researcher recorded 225 statements demonstrating eight distinct strategies historically present in the theme park industry. The statements from the articles were extracted, analyzed and categorized as discussed below. Those strategies fit into the following eight categories: (1) value, (2) uniqueness, (3) niche, (4) innovation, (5) variety, (6) quality, (7) currency, and (8) convenience. Results from this study introduced two new key strategies being applied in the theme park industry that had not been previously included in the academic literature. The first new strategy discovered was currency. The strategy of providing something current means the theme park attempted to give its guests experiences that were culturally relevant at that time and modern in the theme itself, like creating a ride from a new movie. The second new strategy was convenience, in which case the theme park attempted to make its experiences more accessible for a single member in a party, or the entire group. Both of these new strategies appeared frequently, often more than the six strategies originally identified in the academic literature review. As theme parks continue to grow and diversify in the United States and around the world, it is important for professionals in tourism and business to understand the industry's progression. By combining previous knowledge and adding new research, this study has provided a foundation for future research and analysis on the dynamics of the theme park industry on a national and international scale.
ContributorsLillestol, Tayllor Paige (Author) / Timothy, Dallen (Thesis director) / Goodman, Rebekka (Committee member) / College of Public Programs (Contributor) / Barrett, The Honors College (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor)
Created2014-05
Description
School choice reforms such as charter schools, vouchers, open enrollment, and private and public school tax credit donation programs have expanded throughout the United States over the past twenty years. Arizona’s long-standing public school choice system enrolls a higher percentage of public school students in charter schools than any state besides Washington D.C. A growing number of Arizona’s charter schools are managed by for-profit and nonprofit Education Management Organizations (EMOs). Advocates of school choice argue that free-market education approaches will make public schools competitive and nimble as parents’ choices place pressures on schools to improve or close. This, then, improves all schools: public, private, and charter. Critics are concerned that education markets produce segregation along racial and social class lines and inequalities in educational opportunities, because competition favors advantaged parents and children who can access resources. Private and for-profit schools may see it in their interest to exclude students who require more support. School choice programs, then, may further marginalize students who live in poverty, who receive special education services, and English language learners.
We do not fully understand how Arizona’s mature school choice system affects parents and other stakeholders in communities “on the ground.” That is, how are school policies understood and acted out? I used ethnographic methods to document and analyze the social, cultural, and political contexts and perspectives of stakeholders at one district public school and in its surrounding community, including its charter schools. I examined: (a) how stakeholders perceived and engaged with schools; (b) how stakeholders understood school policies, including school choice policies; and (c) what influenced families’ choices.
Findings highlight how most stakeholders supported district public schools. At the same time, some “walked the line” between choices that were good for their individual families and those they believed were good for public schools and society. Stakeholders imagined “community” and “accountability” in a range of ways, and they did not all have equal access to policy knowledge. Pressures related to parental accountability in the education market were apparent as stakeholders struggled to make, and sometimes revisit, their choices, creating a tenuous schooling environment for their families.
We do not fully understand how Arizona’s mature school choice system affects parents and other stakeholders in communities “on the ground.” That is, how are school policies understood and acted out? I used ethnographic methods to document and analyze the social, cultural, and political contexts and perspectives of stakeholders at one district public school and in its surrounding community, including its charter schools. I examined: (a) how stakeholders perceived and engaged with schools; (b) how stakeholders understood school policies, including school choice policies; and (c) what influenced families’ choices.
Findings highlight how most stakeholders supported district public schools. At the same time, some “walked the line” between choices that were good for their individual families and those they believed were good for public schools and society. Stakeholders imagined “community” and “accountability” in a range of ways, and they did not all have equal access to policy knowledge. Pressures related to parental accountability in the education market were apparent as stakeholders struggled to make, and sometimes revisit, their choices, creating a tenuous schooling environment for their families.
ContributorsPotterton, Amanda U (Author) / Powers, Jeanne M. (Thesis advisor) / Berliner, David C. (Committee member) / Fischman, Gustavo E. (Committee member) / Glass, Gene V (Committee member) / Arizona State University (Publisher)
Created2017