Matching Items (52)
Description
This study sought to analyze the messages being conveyed through the discourse utilized in presenting the public face of The Arizona Early Childhood Development and Health Board, popularly known as First Things First (FTF) and to reveal how the different discourses and ideologies within FTF have been in the past and currently are "contending and struggling for dominance (Wodak, 2007)." FTF is located within the policy realm of Early Childhood Education and Care (ECEC). The people and the system have been very influential in guiding the course and policies set forth in Arizona since the citizen initiative, Proposition 203, passed in 2006, which allowed for the creation of the Early Childhood Development and Health Board. Lakoff's techniques for analyzing frames of discourse were utilized in conjunction with critical discourse analysis in order to tease out frames of reference, shifts in both discourse and frames, specific modes of messaging, and consistencies and inconsistencies within the public face presented by FTF.
ContributorsMiller, Lisa (Author) / Swadener, Elizabeth B (Thesis advisor) / Nakagawa, Kathy (Committee member) / Romero, Mary (Committee member) / Arizona State University (Publisher)
Created2013
Description
The research presented explores traditional Chinese visual design elements with a goal of incorporating them into contemporary design. It seeks to provide insight into how Chinese and non-Chinese designers and non-designers recognize common visual design elements as being associated with Chinese design. As a result, the research explores three characteristics: a) handicraft; b) naturalism; and c) design with meaning, which can be key points in understanding traditional Chinese design. Furthermore, the research explores two sets of design criteria that can guide designers to apply these representative design elements into contemporary design in order to express Chinese culture.
ContributorsRen, Liqi (Author) / Giard, Jacques (Thesis advisor) / Brown, Claudia (Committee member) / Cheung, Patrick (Committee member) / Arizona State University (Publisher)
Created2013
Description
This dissertation project is a legal and policy analysis of California's involuntary psychiatric commitment laws and policy as applied to American Indians (AI). Mental health-based civil commitment and conservatorships constitute some of the most severe intrusions into personal liberties and freedom outside of the criminal justice system. In the context of AI peoples and tribal Nations, however, these intrusions implicate not only individual freedoms and well-being but also larger notions of tribal sovereignty, self-determination, culture, and the dialectic relationship between individual identity and community knowledge related to definitions of health, illness and the social meaning of difference. Yet, in the context of involuntary psychiatric commitments, the law reflects a failure to understand this relationship, alternating between strategic use of the sovereignty doctrine to deny access to services or, alternatively, wholly absenting issues of sovereignty and Indigenous worldviews from legal discourse. This project explores the nuanced ways in which these issues are weaved into the fabric of mental health law and policy and how they function to codify, enact and maintain colonization for AI peoples and Nations.
ContributorsGough, Heather Robyn (Author) / Brayboy, Bryan Mck. J. (Thesis advisor) / Romero, Mary (Committee member) / Molidor, Christian (Committee member) / Arizona State University (Publisher)
Created2013
Description
Generally speaking, many programs of interior design have had a gender imbalance in the student population. As a case in point, the interior design program at Arizona State University (ASU) is at present ninety percent female. While other design programs such as architecture or industrial design have achieved gender balance, interior design has not. This research explores the reasons why male students are not enrolling in the interior design program at ASU and to what degree gender influences the selection of a major. The objectives of this research are to determine: 1) what role gender plays in the selection of interior design as a choice of a major at ASU; 2) why might male students be hesitant to join the interior design program; 3) why female students are attracted to interior design; 4) if there are gender differences in design approach; and 5) if curricular differences between interior architecture and interior design impact the gender imbalance. A mixed method approach is used in order to answer the research questions including: a literature review, a visual ethnography, and interviews of interior design students and faculty members at ASU. The results reveal that gender might have an effect on students' decision to join the interior design program. For a male student, people questioned his sexuality because they assumed he would have to be of a certain sexual orientation to study interior design. According to a male faculty member upon visiting a middle school on career day, young boys would be interested in the projects displayed at the interior design booth until they figured out what it was. Even at a young age, the boys seemed to know that interior design was a female's domain. A participant stated that women seemed to be less critical of the men's projects and were more critical of each other. A male respondent stated that on the occasion there were no men in the class the studio culture changed. Another stated that interior design students did not take feedback as well as others and need to be affirmed more often. Gender socialization, the history of interior design as a feminine career, and the title "interior design" itself are all possible factors that could deter male students from joining the program. The insights acquired from this research will provide students and faculty members from The Design School and beyond a better understanding of gender socialization and what the interior design program has to offer.
ContributorsRuff, Charlene (Author) / Giard, Jacques (Thesis advisor) / Heywood, William (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2014
Description
This thesis focuses on justice, human rights, and migration in Iraq. It explores the ideas of justice and human rights, and how they influence the migration of the Iraqi Assyrians and Chaldeans. Through the use of qualitative methodology, including a review of scholarly literature, personal experience, and semi-formal interviews with ten individuals, this research mainly focuses on the influence that justice and human rights had on migration during the U.S.-Iraq War, from 2003 until 2011. Justice, human rights, and migration before and after the War are examined. The study concludes that justice and human rights are factors that influence the migration of Iraq's Assyrian and Chaldean community throughout the U.S.-Iraq War; however justice and human rights are not the only factors.
ContributorsBiya, Diana (Author) / Romero, Mary (Thesis advisor) / Ali, Souad T. (Thesis advisor) / El Hamel, Chouki (Committee member) / Arizona State University (Publisher)
Created2014
Description
In response to the rapid rise of emerging markets, shorter product lifecycles, increasing global exchange and worldwide competition, companies are implementing `sustainable development' as a mechanism by which to maintain competitive global advantage. Sustainable product development approaches used in industry focus mainly on environmental issues, and to a certain extent on social and economic aspects. Unfortunately, companies have often ignored or are unsure of how to deal with the cultural dimensions of sustainable product development. Multi-nationals expanding their business across international boundaries are agents of cultural change and should be cognizant of the impact their products have on local markets. Companies need to develop a deeper understanding of local cultures in order to design and deliver products that are not only economically viable but also culturally appropriate. To demonstrate applicability of cultural appropriate design, this research undertakes a case study of food systems in India specifically focusing on the exchange of fresh fruits and vegetables (FFV). This study focuses on understanding the entire supply chain of FFV exchange, which includes consumer experiences, distribution practices and production processes. This study also compares different distribution channels and exchange practices and analyzes the pattern of authority between different players within the distribution network. The ethnographic methods for data collection included a photo-journal assignment, shop-along visits, semi-structured interviews, a participatory design activity and focus group studies. The study revealed that traditional retail formats like pushcart vendors, street retailers and city retail markets are generally preferred over modern retail stores. For consumers, shopping is a non-choreographed activity often resulting in exercising, socializing and accidental purchases. Informal communication, personal relationships and openness to bargaining were important aspects of the consumer-retailer relationship. This study presents cultural insights into interactions, artifacts and contexts relevant to FFV systems in India. It also presents key implications for the field of design, design research, cultural studies, consumer research and sustainability. The insights gained from this study will act as guidelines for designers, researchers and corporations interested in designing products and services that are culturally appropriate to contexts of production, distribution and consumption.
ContributorsDhadphale, Tejas (Author) / Giard, Jacques (Thesis advisor) / Boradkar, Prasad (Thesis advisor) / Broome, Benjamin (Committee member) / Arizona State University (Publisher)
Created2013
Description
Industrial activities have damaged the natural environment at an unprecedented scale. A number of approaches to environmentally responsible design and sustainability have been developed that are aimed at minimizing negative impacts derived from products on the environment. Environmental assessment methods exist as well to measure these impacts. Major environmentally responsible approaches to design and sustainability were analyzed using content analysis techniques. The results show several recommendations to minimize product impacts through design, and dimensions to which they belong. Two products made by a manufacturing firm with exceptional commitment to environmental responsibility were studied to understand how design approaches and assessment methods were used in their development. The results showed that the company used several strategies for environmentally responsible design as well as assessment methods in product and process machine design, both of which resulted in reduced environmental impacts of their products. Factors that contributed positively to reduce impacts are the use of measurement systems alongside environmentally responsible design, as well as inspiring innovations by observing how natural systems work. From a managerial perspective, positive influencing factors included a commitment to environmental responsibility from the executive level of the company and a clear vision about sustainability that has been instilled from the top through every level of employees. Additionally, a high degree of collaboration between the company and its suppliers and customers was instrumental in making the success possible.
ContributorsHuerta Gajardo, Oscar André (Author) / Giard, Jacques (Thesis advisor) / White, Philip (Committee member) / Dooley, Kevin (Committee member) / Arizona State University (Publisher)
Created2014
Description
This dissertation examined sojourner adjustment success utilizing a unique method for collecting and analyzing the perceptions and sense making of the sojourner participants. Although previous research studies in this area have mostly relied on quantitative survey designs and researcher-generated models, this study relied on in-depth, participant-driven, qualitative interviews that were semi-structured using a software-assisted method called Interpretive Structural Modeling (ISM). Through this dissertation research, study abroad students (sojourners) had the opportunity to reflect on their sojourn experience, share their adjustment stories, and identify factors that were personally relevant to their success. This study broke new ground while building on the vast body of work in cross-cultural and sojourner adjustment. Sojourners were asked to provide their perspectives on the relationships among those factors reported in the literature that are commonly believed to influence successful adjustment. This allowed me to connect existing literature on the subject with the lived experience of the sojourner participants. This dissertation sought to answer two research questions. First, what factors do participants identify as being keys to the success of their sojourn? Second, what relationships do participants perceive among the factors contributing to successful sojourner adjustment? This dissertation found that language proficiency played a key role in their adjustment and openness was the factor most selected by participants in their explanation of a successful sojourn. Additionally, participant profiles and influence structure summaries provided evidence of the relationships participants saw among success factors in their lived experiences. In terms of preparing sojourners for going abroad, analysis of the composite structure revealed what could be prioritized in pre-departure training for impending sojourners. Themes emerged which provide insight into the commonalities of the sojourner experience despite differences in one's program or personality. This dissertation also explained additional success factors participants identified (e.g., ability to manage language fatigue, creation of connections with other travelers) that were not initially provided to them. Finally, suggestions for study abroad students/coordinators, researchers, and employers are provided.
ContributorsValianos, Alexis J (Author) / Broome, Benjamin (Thesis advisor) / Martin, Judith (Committee member) / Baldwin, John (Committee member) / Arizona State University (Publisher)
Created2014
Description
This research contributes to emergent body of knowledge regarding the understanding of relationship between visual elements and E-learning outcomes. Visual images and texts are the main visual elements within the study.
A literature review was conducted on E-learning situations, and a discussion on the role of visual elements in E-learning. Data collection was also conducted by way of a test, which randomly placed participants into three groups and assigned them to three different E-learning courses. The texts for the three courses were the same font, but the first course had text only, the second course had text and "bad" images, and the third one had text and "good" images. Every time participants finished a short course, they were requested to do a short quiz based on what they had learned. In addition, every participant needed to do a survey based on his or her E-learning experience. Research data was finally collected through the test scores and surveys.
Key findings of this research are: (1) The combination of text and "good" image materials in E-learning can greatly enhance the learning outcomes; (2) the "good" images in learning materials can add to the value of the text content as well as improve the satisfactory level of learners in E-learning; (3) "bad" images do not enhance E-learning outcomes; and (4) E-learners will spend a longer time to complete learning materials containing images, no matter how good or "bad" the images are.
A literature review was conducted on E-learning situations, and a discussion on the role of visual elements in E-learning. Data collection was also conducted by way of a test, which randomly placed participants into three groups and assigned them to three different E-learning courses. The texts for the three courses were the same font, but the first course had text only, the second course had text and "bad" images, and the third one had text and "good" images. Every time participants finished a short course, they were requested to do a short quiz based on what they had learned. In addition, every participant needed to do a survey based on his or her E-learning experience. Research data was finally collected through the test scores and surveys.
Key findings of this research are: (1) The combination of text and "good" image materials in E-learning can greatly enhance the learning outcomes; (2) the "good" images in learning materials can add to the value of the text content as well as improve the satisfactory level of learners in E-learning; (3) "bad" images do not enhance E-learning outcomes; and (4) E-learners will spend a longer time to complete learning materials containing images, no matter how good or "bad" the images are.
ContributorsWang, Yanfei (Author) / Giard, Jacques (Thesis advisor) / Fehler, Michelle (Committee member) / Faria, Rowan De (Committee member) / Arizona State University (Publisher)
Created2015
Description
In this action research, the need for high schools to embrace a pedagogical shift to teaching 21st century computer and online literacy skills is investigated. This study explored areas of secondary and higher education, technology usage, and online pedagogies, 21st century skill frameworks, and brain function as they pertain to learning and decision-making, with the aim of comprehending the differing high school levels of preparedness for college in regards to 21st century skills. Through literature reviews, a research was designed to further explore the specific areas of a discovered gap in high school students' 21st century skills for college. Pre- and post-unit surveys, in combination with student assignment scores, were complied and examined to reveal a weakness in academic habits and computer literacy skills associated with 21st century learning. The study results support literature review findings of a breach between high school 21st century skill levels and collegiate level necessities. With these findings, it is suggested that instructors become choice architects, giving them the unique ability to nudge high school policy makers and students towards identifying the gaps between the analog and digital worlds of academia, generating more successful students as they transition to university online courses.
ContributorsHorn, Timothy (Author) / Patel, Mookesh (Thesis advisor) / Giard, Jacques (Committee member) / Marsh, Josephine (Committee member) / Arizona State University (Publisher)
Created2015