Matching Items (50)
Description
Much of the public discourse promoting Navajo (Diné) language revitalization and language programs takes place in English, both on and off the reservation, as in many other indigenous communities whose heritage languages are endangered. Although Navajo language is commonly discussed as being central to the identity of a Navajo person, this ideology may lie in contradiction to the other linguistic and social means Navajos use to construct Navajo identities, which exist within a wide spectrum of demographic categories as well as communities of practice relating to religion, occupation, and other activities (Field, 2009; Baker & Bowie, 2010).
This dissertation examines two sets of data: 1) interviews with eight Navajo individuals whose interests, academic studies, and/or occupations relate to the promotion of Navajo language use in connection with cultural and linguistic revitalization; and 2) public statements made in online forums discussing the language used by Navajos. The interview data gathered consist of ten sociolinguistic (and open-ended conversational) interviews, culminating in over 13 hours of recorded interviews. The findings of this study show enregistered (i.e., imbued with social meaning) features of the dialect of Navajo English as well as insights into the challenges Navajos face while advocating for programs and policies supporting the teaching of their heritage language.
This dissertation examines two sets of data: 1) interviews with eight Navajo individuals whose interests, academic studies, and/or occupations relate to the promotion of Navajo language use in connection with cultural and linguistic revitalization; and 2) public statements made in online forums discussing the language used by Navajos. The interview data gathered consist of ten sociolinguistic (and open-ended conversational) interviews, culminating in over 13 hours of recorded interviews. The findings of this study show enregistered (i.e., imbued with social meaning) features of the dialect of Navajo English as well as insights into the challenges Navajos face while advocating for programs and policies supporting the teaching of their heritage language.
ContributorsMoss, Meredith Genevieve (Author) / Adams, Karen L (Thesis advisor) / Gelderen, Elly van (Committee member) / Long, Elenore (Committee member) / Arizona State University (Publisher)
Created2015
Description
ABSTRACT
This study examines the language and literacy experiences of Kurdish minority children during their first year of mainstream schooling in a southeastern village in Turkey. I employed ethnographic research methods (participant observation, multi-modal data collection, interviewing, and focus groups) to investigate the language practices of the children in relation to language ideologies circulating in the wider context. I focused on the perspectives and practices of one 1st grade classroom (14 students) but also talked with seven parents, three teachers, and two administrators.
A careful analysis of the data collected shows that there is a hierarchy among languages used in the community—Turkish, English, and Kurdish. The children, their parents, and their teachers all valued Turkish and English more than Kurdish. While explaining some of their reasons for this view, they discussed the status and functions of each language in society with an emphasis on their functions. My analysis also shows that, although participants devalue the Kurdish language, they still value Kurdish as a tie to their ethnic roots. Another key finding of this study is that policies that appear in teachers’ practices and the school environment seemed to be robust mediators of the language beliefs and practices of the Kurds who participated in my study. School is believed to provide opportunities for learning languages in ways that facilitate greater participation in society and increased access to prestigious jobs for Kurdish children who do not want to live in the village long-term. Related to that, one finding demonstrates that current circumstances make language choice like a life choice for Kurdish children. While Kurds who choose Turkish are often successful in school (and therefore have access to better jobs), the ones who maintain their Kurdish usually have only animal breeding or farming as employment options. I also found that although the Kurdish children that I observed subscribed to ideologies that valued Turkish and English over their native language, they did not entirely abandon their Kurdish language. Instead, they were involved in Turkish- Kurdish bilingual practices such as language broking, language sharing, and language crossing.
This study examines the language and literacy experiences of Kurdish minority children during their first year of mainstream schooling in a southeastern village in Turkey. I employed ethnographic research methods (participant observation, multi-modal data collection, interviewing, and focus groups) to investigate the language practices of the children in relation to language ideologies circulating in the wider context. I focused on the perspectives and practices of one 1st grade classroom (14 students) but also talked with seven parents, three teachers, and two administrators.
A careful analysis of the data collected shows that there is a hierarchy among languages used in the community—Turkish, English, and Kurdish. The children, their parents, and their teachers all valued Turkish and English more than Kurdish. While explaining some of their reasons for this view, they discussed the status and functions of each language in society with an emphasis on their functions. My analysis also shows that, although participants devalue the Kurdish language, they still value Kurdish as a tie to their ethnic roots. Another key finding of this study is that policies that appear in teachers’ practices and the school environment seemed to be robust mediators of the language beliefs and practices of the Kurds who participated in my study. School is believed to provide opportunities for learning languages in ways that facilitate greater participation in society and increased access to prestigious jobs for Kurdish children who do not want to live in the village long-term. Related to that, one finding demonstrates that current circumstances make language choice like a life choice for Kurdish children. While Kurds who choose Turkish are often successful in school (and therefore have access to better jobs), the ones who maintain their Kurdish usually have only animal breeding or farming as employment options. I also found that although the Kurdish children that I observed subscribed to ideologies that valued Turkish and English over their native language, they did not entirely abandon their Kurdish language. Instead, they were involved in Turkish- Kurdish bilingual practices such as language broking, language sharing, and language crossing.
ContributorsGokalp, Ayfer (Author) / Warriner, Doris S (Thesis advisor) / Mccarty, Teresa (Committee member) / Matsuda, Aya (Committee member) / Swadener, Beth B (Committee member) / Arizona State University (Publisher)
Created2015
Description
This study examines changing language loyalties of the sociopolitically most dominant ethnic group in Indonesia, the Javanese. Although Javanese language has the largest number of speakers, within the last five decades the language is gradually losing its speakers who prioritize the national language, Indonesian. This phenomenon led me to inquire into the extent to which their native language matters for their Javanese identity and how the language planning and policy (LPP) mechanism works to foster Javanese language. To collect data, I conducted a six-month ethnographic research project in Yogyakarta, Indonesia. The findings show that Javanese language shift occurs because of strong supports from the government toward Indonesian by emphasizing its role as a symbol to unify all ethnic groups in Indonesia into one nation. Consequently, interference in intergenerational language transmission, a limited scope of Javanese use, decrease language competence, and negative attitude toward Javanese are evident. Although Javanese language is still perceived as the most profound marker of Javanese identity, it is now challenging to maintain it because of its limited role in most domains. The study also indicates that the Javanese people are now strongly inclined to Islam reflected by their piety to Islamic rules such as positive attitude to learn liturgic Arabic, to leave behind Javanese tradition not in line with Islam, and to view religion as a panacea to heal social problems. This high regard for Islam is also evident in schools. Furthermore, the Javanese people value highly English although nobody uses it as a medium of daily communication. However, the fact that English is tested in the secondary education national exams and the university entrance exam makes it necessary
for people to learn it. In addition, English is regarded as a modern, intellectual, and elite language. In short, the Javanese people perceive English as an avenue to achieve academic and professional success as well as higher social status. Altogether, this study shows that shifting language loyalty among the Javanese people is an indication of societal transformation.
for people to learn it. In addition, English is regarded as a modern, intellectual, and elite language. In short, the Javanese people perceive English as an avenue to achieve academic and professional success as well as higher social status. Altogether, this study shows that shifting language loyalty among the Javanese people is an indication of societal transformation.
ContributorsNurani, Lusia Marliana (Author) / Mccarty, Teresa L. (Thesis advisor) / Romero-Little, Mary Eunice (Thesis advisor) / Matsuda, Aya (Committee member) / Arizona State University (Publisher)
Created2015
Description
This qualitative study follows an instructor and four Spanish Heritage Language (SHL) learners in an elementary-level, mixed Spanish course at a community college over the course of 11 class visits. In studying how language ideologies shape oral corrective feedback (oral CF) practices, data were collected through ethnographic observations (field notes, researcher memos), classroom audio recordings, and semi-structured interviews (student, teacher). Specifically, this study analyzes (1) language ideologies prevalent in the classroom context in relation to the conceptualization of errors, (2) the instructor’s goals for oral CF, (3) how the instructor provides oral CF and in what contexts, and (4) how the mixed class environment relates to oral CF.
To do so, the data were analyzed via a bifocal approach in coding interview and classroom discourse (Razfar, 2003) and engaging in Critical Discourse Analysis (van Dijk, 2016) informed by frameworks in Linguistic Anthropology (Irvine, 1989; Kroskrity, 2004, 2010; Leeman, 2012) and Second Language Acquisition (Ellis, 2009; Li, 2017; Lyster & Ranta, 1997). The findings demonstrate how oral CF becomes ideologically charged in a classroom context primarily designed to impart foreign language instruction. Under the guise that SHL learners’ varieties represent negative characteristics (e.g., low socioeconomic strata, Mexicaness, immigration), oral CF is used to eradicate their Spanish varieties. Findings also illustrate the (in)congruency of the instructor and learners’ perceptions of oral CF and what takes place in the classroom. In some cases, SHL learners demonstrated language pride and resisted the imposition of a foreign variety but reported hegemonic beliefs about their own varieties.
Exemplifying how the instructor and SHL learners contribute to the complex dynamics of ideologization of oral CF, this study advocates for the adoption of Critical Language Awareness frameworks (Martínez, 2003; Leeman, 2005) in mixed language classrooms that encompasses this practice (e.g., focus-on-form instruction). Additionally, in acknowledging that teachers and educational institutions play a key role in the (re)production of dominant language norms, this study calls for the creation of instructional guidelines for oral CF as a pedagogical practice. Such guidelines must include critical discussions with students about the relationship between “correct,” “correcting,” and “being corrected” and asymmetrical power relationships.
To do so, the data were analyzed via a bifocal approach in coding interview and classroom discourse (Razfar, 2003) and engaging in Critical Discourse Analysis (van Dijk, 2016) informed by frameworks in Linguistic Anthropology (Irvine, 1989; Kroskrity, 2004, 2010; Leeman, 2012) and Second Language Acquisition (Ellis, 2009; Li, 2017; Lyster & Ranta, 1997). The findings demonstrate how oral CF becomes ideologically charged in a classroom context primarily designed to impart foreign language instruction. Under the guise that SHL learners’ varieties represent negative characteristics (e.g., low socioeconomic strata, Mexicaness, immigration), oral CF is used to eradicate their Spanish varieties. Findings also illustrate the (in)congruency of the instructor and learners’ perceptions of oral CF and what takes place in the classroom. In some cases, SHL learners demonstrated language pride and resisted the imposition of a foreign variety but reported hegemonic beliefs about their own varieties.
Exemplifying how the instructor and SHL learners contribute to the complex dynamics of ideologization of oral CF, this study advocates for the adoption of Critical Language Awareness frameworks (Martínez, 2003; Leeman, 2005) in mixed language classrooms that encompasses this practice (e.g., focus-on-form instruction). Additionally, in acknowledging that teachers and educational institutions play a key role in the (re)production of dominant language norms, this study calls for the creation of instructional guidelines for oral CF as a pedagogical practice. Such guidelines must include critical discussions with students about the relationship between “correct,” “correcting,” and “being corrected” and asymmetrical power relationships.
ContributorsLoza, Sergio (Author) / Beaudrie, Sara (Thesis advisor) / Adams, Karen (Committee member) / Cerron-Palomino, Alvaro (Committee member) / Lowther Pereira, Kelly (Committee member) / Gradoville, Michael (Committee member) / Arizona State University (Publisher)
Created2019
Description
This dissertation investigates a subtle yet complex contemporary issue of colorism in India that traces its ideological roots back in the British colonial period or even prior to that. It focuses on the issue of skin-color discrimination in urban Indian men, which is significantly under-researched. This project aims at investigating the issue of skin-color discrimination through analyzing a small corpus of thirteen YouTube commercials dating from 2005 to 2017 for men’s skin-lightening products of a popular skin-care brand called “Fair and Handsome” from a multimodal critical discourse analytic perspective. This study further aims to understand how the discourse of colorism is operating in these Indian commercials for men’s skin-lightening products, what kinds of semiotic and socio-cultural (discourse) elements are naturalizing the notion of “fairness,” and finally, how the construction of male gender is facilitated. Although the project’s main theoretical arc is critical discourse analysis (CDA), the methodological needs necessarily require drawing upon theoretical tools from advertisement analysis, multimodal analysis, gender studies, social psychology, history, cultural anthropology, race theory, and other related fields of study. After successfully facilitating an exhaustive analytical undertaking, this dissertation contributes to the understanding of colorism as more than intra-group racism in India and situates this perpetuating issue as a contemporary research target in the socio-cultural contexts of globalization and urbanization.
ContributorsMukherjee, Sayantan (Author) / Adams, Karen L. (Thesis advisor) / Gelderen, Elly van (Committee member) / James, Mark A. (Committee member) / Arizona State University (Publisher)
Created2019
Description
This study explores the topic of Discourse Markers from an Interdisciplinary perspective. Applying the frameworks of Speech Act Theory, Syntax, Conversation Analysis, and Discourse Analysis, to empirical data, it answers the following important questions. What specific types of Speech Actions are performed in everyday Utterances? What Syntactic Mood & Clause Type is used to perform the various Speech Actions? What Discourse Markers occur in the Left-Periphery of the Clause? What Meaning-Functions do Discourse Markers perform? What interactions do Discourse Markers have with the various types of Speech Actions and with the Clause Type with which they are expressed? The results of this study contributed valuable insights to each of the aforementioned fields individually, as well as to the study of human language in general. Among these contributions are the following: Searle’s Taxonomy of Speech Acts was refined by dividing Representatives into Informing and Opinionating and Directives were divided into Commanding and Inquiring. The frequencies of the various Speech Acts relative to each other was identified. Furthermore, 79 distinct and specific Speech Actions were identified. The Speech Act type as well as the Clause Types with which they are expressed were identified. Among the many insights with respect to the interactions between the Speech Action Types and the Clause types with which they are expressed were each of the major Clause Types perform many different Speech Actions that are in addition to those normally attributed to them. Many of the particular Speech Acts are performed via various of the different Clause Types. The Indicative Clause type has the ability to perform most, if not all of the Speech Actions performed by all of the other Clause types. The 200 most frequently-occurring Left-Periphery Elements were identified and observations regarding their Word Class and the Meaning-Functions they perform were identified. The Meaning-Functions of the 10 most frequently-occurring Discourse Markers were identified and defined. The interactions between these Discourse Markers and the Speech Actions to which they attach as well as the Clause Types with which they are expressed were identified, thus documenting empirically that Discourse Markers are intricately connected to the Clause.
ContributorsLopez Villegas, Cristian (Author) / Gelderen, Elly van (Thesis advisor) / James, Mark A. (Committee member) / Cerron-Palomino, Alvaro (Committee member) / Arizona State University (Publisher)
Created2020
Description
The present study aims to gain deeper insights into language attitudes in the educational context while contributing to the emerging field of advanced mixed, second language and heritage language (HL) courses. Considering that the majority of heritage language learners (HLLs) and second language learners (L2s) in the United States (US) are enrolled in mixed classrooms (Beaudrie, 2012; Carreira, 2016a, 2016b), the study of language attitudes regarding monolingual varieties, bilingual varieties, and L2 varieties is crucial to inform pedagogical best practices that serve both types of learners. Additionally, by analyzing the language attitudes of both types of students toward these three Spanish language varieties, this study demonstrates the importance of incorporating linguistic variation into the classroom to address the linguistic hierarchies that exist in such a context. Thus, the results are relevant to the fields of sociolinguistics, L2 and HL pedagogy.
The study employs matched-guise tasks at two points during the semester, as well as end-term semi-structured interviews. As different linguistic components of a language trigger different attitudes, the findings show that native-like phonetic and phonological features of Spanish speakers afford positive attitudes, as do a formal lexicon and academic register. However, morphosyntactic features do not have any effect on forming an individual’s language attitudes.
To illustrate, the results of the matched-guise tasks show that native and HL varieties were generally evaluated positively, while L2 varieties were evaluated negatively. Interviews revealed native-like accent and pronunciation as the detrimental cause of negative attitudes toward the L2 variety. In contrast to the phonetic/phonological evaluations made by participants, both HLLs and L2s did agree that L2s speak a “proper” and “professional” Spanish. Furthermore, heritage Spanish was described as the “least formal” and “incorrect” Spanish variety in comparison to the L2 variety due to dominant stereotypes and ideologies and the incorporation of lexical characteristics of US Spanish.
Based on these findings, this study has the potential to make an invaluable contribution to understanding how language attitudes and instructional practices in the classroom context intersect with a social justice movement to improve mixed courses in a social, critical, and conscious way.
The study employs matched-guise tasks at two points during the semester, as well as end-term semi-structured interviews. As different linguistic components of a language trigger different attitudes, the findings show that native-like phonetic and phonological features of Spanish speakers afford positive attitudes, as do a formal lexicon and academic register. However, morphosyntactic features do not have any effect on forming an individual’s language attitudes.
To illustrate, the results of the matched-guise tasks show that native and HL varieties were generally evaluated positively, while L2 varieties were evaluated negatively. Interviews revealed native-like accent and pronunciation as the detrimental cause of negative attitudes toward the L2 variety. In contrast to the phonetic/phonological evaluations made by participants, both HLLs and L2s did agree that L2s speak a “proper” and “professional” Spanish. Furthermore, heritage Spanish was described as the “least formal” and “incorrect” Spanish variety in comparison to the L2 variety due to dominant stereotypes and ideologies and the incorporation of lexical characteristics of US Spanish.
Based on these findings, this study has the potential to make an invaluable contribution to understanding how language attitudes and instructional practices in the classroom context intersect with a social justice movement to improve mixed courses in a social, critical, and conscious way.
ContributorsVana, Rosti Frank (Author) / Beaudrie, Sara (Thesis advisor) / Cerron-Palomino, Alvaro (Thesis advisor) / Gradoville, Michael (Committee member) / Carreira, Maria (Committee member) / Arizona State University (Publisher)
Created2020
Description
Subject Pronoun Expression (SPE) has been extensively studied in monolingual and bilingual varieties of Spanish using the variationist framework. The goal of these studies has been to examine the linguistic and extra-linguistic factors that condition the expression and the omission of personal subject pronouns. Nonetheless, to date, there is no study of SPE in the Spanish of Equatorial Guinea, the only African country where it is an official language, and the single country where Spanish is exclusively a second language (L2). This dissertation fills this gap in the literature by accounting for SPE in Equatoguinean Spanish.
The research questions guiding this study concern the rates of Subject Pronoun Expression, its conditioning factors, and universal accounts of L2 acquisition, in particular, the Interface Hypothesis (IH). The study had 30 participants from Malabo, who took part in sociolinguistic interviews. These interviews were transcribed and analyzed using the mixed effects software Rbrul. Along the lines of the literature reviewed, the linguistic factor groups studied were grammatical person and number, reference, reflexivity, verb type, and ambiguity. By the same token, the extra linguistic factors analyzed were age, sex, education, native language (L1), and speaker as a random factor.
The results indicate that the Equatoguinean variety of Spanish has one of the lowest pronoun rates (19.1%), a finding that goes against the predictions of the IH. With regard to the linguistic factor groups that condition Subject Pronoun Expression, Equatoguinean Spanish shows an unorthodox ranking: grammatical person and number, ambiguity, verb class, and reference. Interestingly, the low ranking of reference gives support to the IH, which argues that L2 speakers have problems with constraints like the switch of the reference in subjects because it integrates discourse and pragmatic interfaces. The only significant extra-linguistic factor was education, whereas speakers’ L1 exerted no effect on SPE. Individual speaker was a significant random factor group, indicating that variation is great even in speakers with comparable education.
In sum, this study of a unique speech community provides new information on SPE of L2 Spanish. It also contributes to the fields of language contact, language variation, and second language acquisition.
The research questions guiding this study concern the rates of Subject Pronoun Expression, its conditioning factors, and universal accounts of L2 acquisition, in particular, the Interface Hypothesis (IH). The study had 30 participants from Malabo, who took part in sociolinguistic interviews. These interviews were transcribed and analyzed using the mixed effects software Rbrul. Along the lines of the literature reviewed, the linguistic factor groups studied were grammatical person and number, reference, reflexivity, verb type, and ambiguity. By the same token, the extra linguistic factors analyzed were age, sex, education, native language (L1), and speaker as a random factor.
The results indicate that the Equatoguinean variety of Spanish has one of the lowest pronoun rates (19.1%), a finding that goes against the predictions of the IH. With regard to the linguistic factor groups that condition Subject Pronoun Expression, Equatoguinean Spanish shows an unorthodox ranking: grammatical person and number, ambiguity, verb class, and reference. Interestingly, the low ranking of reference gives support to the IH, which argues that L2 speakers have problems with constraints like the switch of the reference in subjects because it integrates discourse and pragmatic interfaces. The only significant extra-linguistic factor was education, whereas speakers’ L1 exerted no effect on SPE. Individual speaker was a significant random factor group, indicating that variation is great even in speakers with comparable education.
In sum, this study of a unique speech community provides new information on SPE of L2 Spanish. It also contributes to the fields of language contact, language variation, and second language acquisition.
ContributorsPADILLA, LILLIE VIVIAN KARLE (Author) / Cerron-Palomino, Alvaro (Thesis advisor) / Lafford, Barbara (Committee member) / Beas, Omar (Committee member) / Otabela, Joseph-Désiré (Committee member) / Arizona State University (Publisher)
Created2020
Description
Temporal features and frequency of pauses have been studied extensively in the literature, but the interest in the syntactic location of pauses is a more recent development. While previous research has studied the pause patterns of L1 and L2 speakers as well as the effects of pause location on perceptions of fluency, these studies have all utilized a binary approach the categorization of pauses as occurring either between or within clauses or major constituent boundaries. This research attempts to take a look at pause placement with a finer distinction of pause location, including junctures that occur between and within phrases. To accomplish this, two experiments were conducted. The first experiment gathered read-aloud speech samples from native, non-native, and heritage speakers of Mandarin Chinese, which were then manipulated in Praat to contain only a single pause that occurred either between or within phrases. The samples were presented to native Chinese speakers to assess for perceptions of fluency as affected by the pause location condition. Findings of this preliminary pilot study did not find a significant correlation between pause location and perceptions of fluency at the phrasal level. The second experiment gathered spontaneous speech samples from the same speaker population as Experiment 1. The pauses that occurred in the samples were coded according to a system developed by the author to account for eight different syntactic junctions, and the percentage of pause at each location was calculated. Analysis showed a significant correlation with pause location and percentage of pauses (p < 0.01), as well as a statistically significant interaction between the effects of speaker status and pause location on percentage of pause (p = 0.011). The findings of this study are limited due to the small population size, but research in this fine-grained analysis of pause location within a clause has implications in the fields of L2 acquisition, psycholinguistics, and natural language processing.
ContributorsKennedy, Mary Kathryn (Author) / Van Gelderen, Elly (Thesis advisor) / Pruitt, Kathryn (Committee member) / Prior, Matthew T (Committee member) / Arizona State University (Publisher)
Created2021
Description
This study contributes to the literature of the Israeli-Palestinian conflict by offering rhetorical and discourse analysis of political graffiti on a wall built by Israel in Palestine. The analysis attempts to answer the urgent questions of why, who, when, how and for whom these graffiti exist. The data collected for the analysis consists of personal photos of graffiti taken randomly in 2010 and 2013 in Bethlehem, on the Palestinian side of the massive wall. Several theories in rhetoric and discourse analysis were consulted to perform the technical rhetorical and linguistic analyses of the graffiti utterances, images, and messages in selected photos of the graffiti. Social, physical, psychological and political factors that affect communication between the wall graffitists and their readers is discussed to assist in the interpretation of the messages of these graffiti from a Palestinian perspective. The findings of this qualitative study show that graffiti on such a high profile site are not typical of violent gang graffiti as commonly interpreted in the US, but rather contribute a universal interactive rhetorical mode employed by local and international graffitists to show their solidarity and demands for basic human rights for a misrepresented culture. Moreover, the wall graffiti function as evidence that graffiti has evolved into a formal performing art that can be found in respected art galleries. The wall graffiti create a dialogue between uncoordinated actors who come from different orientations to produce an array of positions not usually present in corporate media outlets. The analysis of the wall shows that these graffiti promote deep cultural and historical understanding, as well as break down boundaries and stereotypes. The collective threefold result of the analysis is the following: First, graffiti on the wall have a collective universal motive; second, the graffiti give voice to the voiceless; and third, the graffiti can prompt a sociopolitical change that can lead to a long overdue peaceful resolution to the conflict.
Keywords: Political rhetoric, discourse analysis, Burke, Halliday, Banksy, political graffiti, street art, Arab graffiti, rhetorical and linguistic patterns, dramatistic, identification, universality, Palestine divisive wall, intertextuality
Keywords: Political rhetoric, discourse analysis, Burke, Halliday, Banksy, political graffiti, street art, Arab graffiti, rhetorical and linguistic patterns, dramatistic, identification, universality, Palestine divisive wall, intertextuality
ContributorsDahdal, Sylvia Hanna (Author) / Adams, Karen L (Thesis advisor) / Gelderen, Elly van (Committee member) / Miller, Keith D. (Committee member) / Arizona State University (Publisher)
Created2017