Matching Items (12)
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- Genre: Art--Study and teaching (Secondary)
- Genre: Case studies
- Genre: Diaries--Authorship.
- Genre: Music--History and criticism--Web-based instruction--Arizona--Case studies.
- Creators: Arizona State University
Description
In times of fast paced technology, the ability to differentiate quality differences between a reproduction and an original work of art has new urgency. The use of digital reproductions in the classroom is a useful and convenient teaching tool, but can convey visual distortions specifically in regards to texture, size, and color. Art educators often struggle to achieve a balance between incorporating the use of digital technology and fostering an appreciation for experiences with original artworks. The purpose of this study was to examine the ways in which Dewey's theory of experiential learning explains how thoroughly high school students differentiate between a reproduction and original artwork. This study also explored the influences of painting style (realistic or semi-abstract) and sequence on a student's ability to identify the differences and select a preference between the reproduction and original artwork. To obtain insight into how a student is able to differentiate between a reproduction and an original artwork, this study engaged 27 high school student participants in viewing a digital reproduction and the respective original artwork of one realistic and one semi-abstract painting at the ASU Art Museum. Analysis of qualitative and quantitative data suggests that sequence influences a student's ability to differentiate between a reproduction and original artwork. Students who saw reproductions before viewing the originals, demonstrated a more comprehensive understanding of the differences between the two presentation formats. Implications of this study include the recommendation that art educators address definitional issues surrounding the terms original and reproduction in their teaching, and consider collaborative ways to prepare students for meaningful experiences with original artworks.
ContributorsUscher, Dawn (Author) / Erickson, Mary (Thesis advisor) / Stokrocki, Mary (Committee member) / Young, Bernard (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study examines the possibility of using social and historical contexts, image analysis, and personal themes to engage adolescent photography students in the craft of photography. This new curriculum was designed around large themes that correspond to the developmental stage of adolescence. Issues such as self-identity, teenage stereotypes, school, family, and community were explored through examining historical documents and photographs, comparing popular culture perspectives, and learning basic semiotics. The students then worked within these ideas by creating their own photographs and reflecting upon their art making choices. The new approach was implemented in an analog film class in which basic 35mm camera and film techniques are taught. It is argued that meaning making motivates the adolescent photographer rather than the achievement of strong technical skills. This qualitative study was conducted using an action research approach, in which the author was both the classroom teacher and the researcher. The study incorporates data collected from student-created photographs, student written responses, interviews of students, interviews of photography teachers, and the researcher's field notes. Major themes were discovered over time by applying a grounded theory approach to understanding the data. The curriculum brought a new level of student engagement, both in participation in the course and in the complexity of their image making. By incorporating the chosen topics, students' images were rich with personal meaning. Students retained concepts of historical and social uses for photography and demonstrated a base understanding of semiotic theory. Furthermore, the data points to a stronger sense of community and teacher-student relationships within the classroom. The researcher argues that this deeper rapport is due to the concentration on personal themes within the practice of photography. Setbacks within the study included censorship by the school of mature subjects, a limited amount of equipment, and a limited amount of time with the students. This study demonstrates the need for art curriculum to provide connections between visual art, interdisciplinary associations, students' level of development, and students' personal interests. The research provides a possible approach to redesigning curriculum for photography courses for the twenty-first century student.
ContributorsOverby, Alexandra (Author) / Young, Bernard (Thesis advisor) / Margolis, Eric (Committee member) / Erickson, Mary (Committee member) / Stokrocki, Mary (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study examines the experiences of participants enrolled in an online community college jazz history course. I surveyed the participants before the course began and observed them in the online space through the duration of the course. Six students also participated in interviews during and after the course. Coded data from the interviews, surveys, and recorded discussion posts and journal entries provided evidence about the nature of interaction and engagement in learning in an online environment. I looked for evidence either supporting or detracting from a democratic online learning environment, concentrating on the categories of student engagement, freedom of expression, and accessibility. The data suggested that the participants' behaviors in and abilities to navigate the online class were influenced by their pre-existing native media habits. Participants' reasons for enrolling in the online course, which included convenience and schedule flexibility, informed their actions and behaviors in the class. Analysis revealed that perceived positive student engagement did not contribute to a democratic learning environment but rather to an easy, convenient experience in the online class. Finally, the data indicated that participants' behaviors in their future lives would not be affected by the online class in that their learning experiences were not potent enough to alter or inform their behavior in society. As online classes gain popularity, the ability of these classes to provide meaningful learning experiences must be questioned. Students in this online jazz history class presented, at times, a façade of participation and community building but demonstrated a lack of sincerity and interest in the course. The learning environment supported accessibility and freedom of expression to an extent, but students' engagement with their peers was limited. Overall, this study found a need for more research into the quality of online classes as learning platforms that support democracy, student-to-student interaction, and community building.
ContributorsHunter, Robert W. (Author) / Stauffer, Sandra L (Thesis advisor) / Tobias, Evan (Thesis advisor) / Bush, Jeffrey (Committee member) / Kocour, Michael (Committee member) / Pilafian, Sam (Committee member) / Arizona State University (Publisher)
Created2011
Description
Bicycle sharing systems (BSS) operate on five continents, and they change quickly with technological innovations. The newest “dockless” systems eliminate both docks and stations, and have become popular in China since their launch in 2016. The rapid increase in dockless system use has exposed its drawbacks. Without the order imposed by docks and stations, bike parking has become problematic. In the areas of densest use, the central business districts of large cities, dockless systems have resulted in chaotic piling of bikes and need for frequent rebalancing of bikes to other locations. In low-density zones, on the other hand, it may be difficult for customers to find a bike, and bikes may go unused for long periods. Using big data from the Mobike BSS in Beijing, I analyzed the relationship between building density and the efficiency of dockless BSS. Density is negatively correlated with bicycle idle time, and positively correlated with rebalancing. Understanding the effects of density on BSS efficiency can help BSS operators and municipalities improve the operating efficiency of BSS, increase regional cycling volume, and solve the bicycle rebalancing problem in dockless systems. It can also be useful to cities considering what kind of BSS to adopt.
ContributorsCui, Wencong (Author) / Kuby, Michael (Thesis advisor) / Salon, Deborah (Committee member) / Thigpen, Calvin (Committee member) / Arizona State University (Publisher)
Created2018
Description
Advancements in marine and aerospace technology drive legal reform in admiralty and air law. The increased accessibility and affordability of these technologies demand and motivate lawmakers and federal agencies to anticipate potential threats to peoples’ rights and resources in the seas and skies. Given the recent applications of unmanned aircraft in the public and private sectors, developments in aircraft and air law are rapidly becoming more relevant to American Indian and Alaska Native tribes. In anticipation of legal reform, tribal nations are taking steps to assert, expand, and secure their air rights before agencies or the courts attempt to divest their sovereign authority. An analysis of two case studies through a lens of water and federal Indian law locates spaces in American jurisprudence that have the legal foundation and structural capacity to support a greater presence of Indigeneity in airspace. Research findings from these studies answer the following inquiries about tribal airspace sovereignty: where does Indigeneity reside in the US national airspace system and domestic air law, how are tribal air rights strengthened or weakened by American jurisprudence, what strategies do tribes employ to exercise their sovereignty in airspace, and how are tribes planning for future developments in aircraft and air law? Answers lead to proof of how meaningful consultation through collaborative rulemaking produces far greater mutual benefits than burdens for federal agencies and tribes, and much more. Most importantly, these discoveries celebrate a diverse and accumulative strategic legacy of strengthening and expanding tribal sovereignty in the face of imminent threats and possibilities in tribal airspace.
ContributorsKnight, Shelly Lynn (Author) / Vicenti Carpio, Myla (Thesis advisor) / Martinez, David (Committee member) / Riding In, James (Committee member) / Arizona State University (Publisher)
Created2019
Description
Benefits and Challenges of Collaboration and Autonomy in a High School Beginning Art Class In the twenty-first century students are used to communicating. Using social media they often collaborate with peers. Despite this students may prefer to work independently rather than collaborating with fellow students in art class. Also, collaboration has become more common with twenty-first century artists. This study addresses the possible disconnect between the popular culture of today's art students' preference for the traditional independent autonomous practices in the art classroom, and the collaborative practice of many contemporary artists. The purpose of this study is to investigate how working collaboratively or working autonomously affects the artworks and oral and written responses about their artwork of high school beginning art students. I used a mix of quantitative and qualitative methods to gather data. Data for this study are the artworks made by the participants, idea starter sheets, participant written reflections, their oral answers to interview questions, and my observations of the classes. The participants in this study are students from four intact classrooms of high school beginning art. This study produced multiple findings, such as: The artworks revealed differences between collaborative classes and autonomous classes. Additionally, no differences were revealed from the written and oral responses made by the participants in the two classes. I conclude that, when given the opportunity to collaborate or work autonomously, high school beginning art students in this study made different artworks but made no different oral and written responses.
ContributorsBomberg-Roth, Patricia (Author) / Erickson, Mary (Thesis advisor) / Stokrocki, Mary (Committee member) / Young, Bernard (Committee member) / Arizona State University (Publisher)
Created2014
Description
ABSTRACT
Learning world history has the potential to develop adolescents into thoughtful, active citizens. This is especially true when students are taught in ways that engage them with complex issues and help them make connections between what they learn and their personal goals and experiences. However, instructional time in social studies is limited because of the current emphasis on standardized achievement testing in other content areas. Furthermore, in the specific field of world history, the scope of material covered, coupled with debate over what should be taught, has made it difficult to present a curriculum that is meaningful and relevant to students. As a result, the study of world history may be seen as tangential or incoherent.
The purpose of this action research study was to introduce an innovation aimed at helping students think deeply and find personal relevance in the study of world history. Specifically, visual imagery and reflective journaling were used to help students to become proficient in historical thinking and to fully engage in the study of world history. The study was developed according to a mixed-methods design: the quantitative data collection tools were pre- and posttests and a student survey, and the qualitative data collection tools included discussion transcripts, reflective journals, student-created presentations, and observations.
Results showed that the use of images and reflective journaling enabled students to develop some critical thinking skills, such as making claims, supporting claims with evidence, and considering divergent perspectives. Furthermore, students' awareness of their connections to the world around them increased, as did student performance on tests about historical events and concepts. Unfortunately, students did not reach proficiency in factual knowledge on post-tests in the class, despite these increases. However, this study highlights the benefits of explicitly connecting students to historical thinking through the use of images and journaling that allow students to explore their own thoughts and deductions.
Learning world history has the potential to develop adolescents into thoughtful, active citizens. This is especially true when students are taught in ways that engage them with complex issues and help them make connections between what they learn and their personal goals and experiences. However, instructional time in social studies is limited because of the current emphasis on standardized achievement testing in other content areas. Furthermore, in the specific field of world history, the scope of material covered, coupled with debate over what should be taught, has made it difficult to present a curriculum that is meaningful and relevant to students. As a result, the study of world history may be seen as tangential or incoherent.
The purpose of this action research study was to introduce an innovation aimed at helping students think deeply and find personal relevance in the study of world history. Specifically, visual imagery and reflective journaling were used to help students to become proficient in historical thinking and to fully engage in the study of world history. The study was developed according to a mixed-methods design: the quantitative data collection tools were pre- and posttests and a student survey, and the qualitative data collection tools included discussion transcripts, reflective journals, student-created presentations, and observations.
Results showed that the use of images and reflective journaling enabled students to develop some critical thinking skills, such as making claims, supporting claims with evidence, and considering divergent perspectives. Furthermore, students' awareness of their connections to the world around them increased, as did student performance on tests about historical events and concepts. Unfortunately, students did not reach proficiency in factual knowledge on post-tests in the class, despite these increases. However, this study highlights the benefits of explicitly connecting students to historical thinking through the use of images and journaling that allow students to explore their own thoughts and deductions.
ContributorsShanahan, Carrie (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Liou, Daniel (Committee member) / Schonaerts, Claire (Committee member) / Arizona State University (Publisher)
Created2015
Description
ABSTRACT
This research reveals how governments cut budgets during fiscal crises and what pattern may emerge based on the cuts. It addresses a significant gap in literature by looking into the details of an agency for a full recession period to explain how cutback requirements were met. Through investigating a large Arizona state agency during the 2008 recession in the United States, the research reveals that cutback management is a stage-by-stage process lagging the immediate deterioration of the state’s economy and that patterns found among cuts are more often rational than not.
Cutbacks in this agency proceeded through three stages: the beginning, middle and the end period of cuts. In each stage, the author used descriptive analysis, process map analysis and cause and effect analysis to explore the features of cuts made. These methods of analysis were used to break down an annual budget reduction into original appropriation budget cuts, mid year reductions and the final budget cuts required to end the fiscal year in balance. In addition, the analytical methods permitted more detailed analysis of specific appropriation line items. The information used was secondary data collected from seven fiscal years around the recession and from various sources, including budgetary materials, legislation, accounting materials and many program reports related to budget cuts.
The findings suggested that across-the-board cuts are implemented at the beginning of cutback stage mainly to non-mandatory programs without jeopardizing the core functions of the agency. Later, in the middle period of the recession, selective cuts are made on large programs. Fund transfers and excess balance transfers are also preferred to reduce the budgets of other restricted funds. At the end stage of budget cuts, new revenue sources are established to support programs which had relied on general fund revenues in the past.
Overall, the cutback process observed in this research reflects decremental and rational patterns of decision making, contrasting with the randomness observed in previous research on cutback management. Across the board cuts are decremental; the remainders are rational, even strategic decisions. This investigation reminds researchers to be aware of the context and the level of observation when analyzing cutbacks.
This research reveals how governments cut budgets during fiscal crises and what pattern may emerge based on the cuts. It addresses a significant gap in literature by looking into the details of an agency for a full recession period to explain how cutback requirements were met. Through investigating a large Arizona state agency during the 2008 recession in the United States, the research reveals that cutback management is a stage-by-stage process lagging the immediate deterioration of the state’s economy and that patterns found among cuts are more often rational than not.
Cutbacks in this agency proceeded through three stages: the beginning, middle and the end period of cuts. In each stage, the author used descriptive analysis, process map analysis and cause and effect analysis to explore the features of cuts made. These methods of analysis were used to break down an annual budget reduction into original appropriation budget cuts, mid year reductions and the final budget cuts required to end the fiscal year in balance. In addition, the analytical methods permitted more detailed analysis of specific appropriation line items. The information used was secondary data collected from seven fiscal years around the recession and from various sources, including budgetary materials, legislation, accounting materials and many program reports related to budget cuts.
The findings suggested that across-the-board cuts are implemented at the beginning of cutback stage mainly to non-mandatory programs without jeopardizing the core functions of the agency. Later, in the middle period of the recession, selective cuts are made on large programs. Fund transfers and excess balance transfers are also preferred to reduce the budgets of other restricted funds. At the end stage of budget cuts, new revenue sources are established to support programs which had relied on general fund revenues in the past.
Overall, the cutback process observed in this research reflects decremental and rational patterns of decision making, contrasting with the randomness observed in previous research on cutback management. Across the board cuts are decremental; the remainders are rational, even strategic decisions. This investigation reminds researchers to be aware of the context and the level of observation when analyzing cutbacks.
ContributorsLiu, Xiaoqing (Author) / Miller, Gerald J (Thesis advisor) / Eden, Catherine R (Committee member) / Cayer, N Joseph (Committee member) / Lan, Zhiyong (Committee member) / Arizona State University (Publisher)
Created2018
Description
Informal public transport is commonplace in the developing world, but the service exists in the United States as well, and is understudied. Often called "dollar vans", New York's commuter vans serve approximately 120,000 people every day (King and Goldwyn, 2014). While this is a tiny fraction of the New York transit rider population, it is comparable to the total number of commuters who ride transit in smaller cities such as Minneapolis/St Paul and Phoenix. The first part of this study reports on the use of commuter vans in Eastern Queens based on a combination of surveys and a ridership tally, all conducted in summer 2016. It answers four research questions: How many people ride the vans? Who rides the commuter vans? Why do they ride commuter vans? Do commuter vans complement or compete against formal transit? Commuter van ridership in Eastern Queens was approximately 55,000 with a high percentage of female ridership. Time and cost savings were the main factors influencing commuter van ridership. Possession of a MetroCard was shown to negatively affect the frequency of commuter van ridership. The results show evidence of commuter vans playing both a competing and complementary role to MTA bus and subway transit. The second part of this study presents a SWOT analysis results of commuter vans, and the policy implications. It answers 2 research questions: What are the main strengths, weaknesses, opportunities and threats of commuter vans in Eastern Queens? and How do the current policies, rules and regulations affect commuter van operation? The SWOT analysis results show that the commuter van industry is resilient, performs a necessary service, and, with small adjustments that will help reduce operating costs and loss of profits have a chance of thriving in Eastern Queens and the rest of New York City. The study also discusses the mismatch between policy and practice offering recommendations for improvement to ensure that commuter vans continue to serve residents of New York City.
ContributorsMusili, Catherine (Author) / Salon, Deborah (Thesis advisor) / King, David (Committee member) / Kelley, Jason (Committee member) / Arizona State University (Publisher)
Created2017
The effects of an internet-based self-compassion writing intervention for adults with mental illness
Description
Multiple studies have found that writing with self-compassion about a difficult event helps promote mental health and improve affect in college students and non-clinical populations (Johnson & O'Brien, 2013; Leary et al, 2007; Shapira & Mongrain, 2010). This study investigated whether a self-compassion writing intervention would lead to increases in self-compassion and proactive coping and reductions in depression and physical symptoms in a sample of individuals with different types of mental illness. This study also looked more broadly at the feasibility of conducting an online randomized trial on individuals with mental illness, including psychotic disorders, on Amazon MTurk. Individuals with schizophrenia, schizoaffective disorder, bipolar disorder and/or depression on Amazon MTurk were recruited and randomly assigned to either a (1) treatment condition in which participants wrote with self-compassion or a (2) neutral condition in which participants wrote about how they spent their time. Participants were asked to write for 20 minutes each day for three consecutive days. Outcome measures were administered at baseline, after the three-day intervention, and one month later. Computerized linguistic analysis (LIWC; Pennebaker et al., 2015) was also used to analyze participants' writing to determine if the intervention had the intended effect. Both the treatment and control groups showed significant improvements in self-compassion, proactive coping, general mental health and physical health following the intervention and both groups showed significant improvements in self-compassion, proactive coping and general mental health between the post-test and 1-month follow-up. In addition, the self-compassion writing group's positive affect improved significantly more than the control group after the wave 1 writing intervention and the control group's negative affect improved significantly more than the self-compassion writing group after the wave 2 writing intervention. Overall, the results suggest both self-compassion writing and writing about how one spends one's time may be beneficial for individuals with mental illness with different needs. Moreover, it was found Amazon MTurk may not be a reliable platform for recruiting individuals with psychotic disorders, and that the prevalence of individuals with any mental illness on MTurk may be equal or greater than the prevalence of any mental illness in the general population.
ContributorsUrken, Debra (Author) / LeCroy, Craig W. (Thesis advisor) / Holschuh, Jane (Committee member) / Stalker, Katie (Committee member) / Arizona State University (Publisher)
Created2018