Matching Items (1,846)
Description
This dissertation examines the discursive construction of the trope of the ideal girl in popular American girls' series in the twentieth century. Girls' cultural artifacts, including girls' literature series, provide sites for understanding girls' experiences and exploring girlhood itself as a socially constructed identity, yet are often overlooked due to their presumed insignificance. Simple dismissal of these texts ignores the weight of their popularity and the processes through which they reach such status. This project challenges the derisive attitude towards girls' culture and begins with the assumption that these cultural texts do ideological work and therefore require consideration. The dissertation traces the development of the ideal and non-ideal girl over time, taking into account the cultural, political, and economic factors that facilitate the production of the discourses of girlhood. I include analysis of texts from six popular American girls' series as primary texts; visual elements or media productions related to the series; and supporting historical documents such as newspapers, "expert" texts, popular parents' and girls' magazines, film; and advertising. Methodological approach incorporates elements of literary criticism and discourse analysis, combining literary, historical, and cultural approaches to primary texts and supporting documents to trace the moments of production, resistance, and response in the figure of the ideal girl. Throughout the project, I pay particular attention to the intersections of race, class, gender, sexuality, and nationality in the figure of the ideal girl and her non-ideal counterparts. I argue that girls' series, slipping under the radar as a denigrated cultural medium, capture and perpetuate cultural anxieties around heterosexuality, whiteness and American identity, appropriate gender roles, and class mobility. These texts discipline the non-ideal girl toward the ideal, always with the expectation of failure.
ContributorsHarper, Kate (Author) / Scheiner Gillis, Georganne (Thesis advisor) / Anderson, Lisa (Committee member) / Switzer, Heather (Committee member) / Arizona State University (Publisher)
Created2013
Description
3D models of white dwarf collisions are used to assess the likelihood of double-degenerate mergers as progenitors for Type Ia supernovae (henceforth SNIa) and to identify observational signatures of double-degenerate collisions. Observations of individual SNIa, SNIa rates in different galaxy types, and double white dwarf binary systems suggest that mergers or collisions between two white dwarfs play a role in the overall SNIa population. Given the possibility of two progenitor systems (single-degenerate and double-degenerate), the sample of SNIa used in cosmological calcula- tions needs to be carefully examined. To improve calculations of cosmological parameters, the development of calibrated diagnostics for double-degenerate progenitor SNIa is essential. Head-on white dwarf collision simulations are used to provide an upper limit on the Ni-56 production in white dwarf collisions. In chapter II, I explore zero impact parameter collisions of white dwarfs using the Eulerian grid code FLASH. The initial 1D white dwarf profiles are created assuming hydrostatic equilibrium and a uniform composition of 50% C-12 and 50% O-16. The masses range from 0.64 to 0.81 solar masses and have an isothermal temperature of 10^7 K. I map these 1D models onto a 3D grid, where the dimensions of the grid are each eight times the white dwarf radius, and the dwarfs are initially placed four white dwarf radii apart (center to center). To provide insight into a larger range of physical possibilities, I also model non-zero impact parameter white dwarf collisions (Chapter III). Although head-on white dwarf collisions provide an upper limit on Ni-56 production, non-zero impact parameter collisions provide insight into a wider range of physical scenarios. The initial conditions (box size, initial separation, composition, and initial temperature) are identical to those used for the head-on collisions (Chapter II) for the same range of masses. For each mass pair- ing, collision simulations are carried out at impact parameters b=1 and b=2 (grazing). Finally, I will address future work to be performed (Chapter IV).
ContributorsHawley, Wendy Phyllis (Author) / Timmes, Frank (Thesis advisor) / Young, Patrick (Committee member) / Starrfield, Sumner (Committee member) / Fouch, Matt (Committee member) / Patience, Jennifer (Committee member) / Arizona State University (Publisher)
Created2012
Description
As the detection of planets become commonplace around our neighboring stars, scientists can now begin exploring their possible properties and habitability. Using statistical analysis I determine a true range of elemental compositions amongst local stars and how this variation could affect possible planetary systems. Through calculating and analyzing the variation in elemental abundances of nearby stars, the actual range in stellar abundances can be determined using statistical methods. This research emphasizes the diversity of stellar elemental abundances and how that could affect the environment from which planets form. An intrinsic variation has been found to exist for almost all of the elements studied by most abundance-finding groups. Specifically, this research determines abundances for a set of 458 F, G, and K stars from spectroscopic planet hunting surveys for 27 elements, including: C, O, Na, Mg, Al, Si, S, Ca, Sc, Ti, V, Cr, Mn, Fe, Co, Ni, Cu, Zn, Y, Zr, Mo, Ba, La, Ce, Nd, Eu, and Hf. Abundances of the elements in many known exosolar planet host stars are calculated for the purpose investigating new ways to visualize how stellar abundances could affect planetary systems, planetary formation, and mineralogy. I explore the Mg/Si and C/O ratios as well as place these abundances on ternary diagrams with Fe. Lastly, I emphasize the unusual stellar abundance of τ Ceti. τ Ceti is measured to have 5 planets of Super-Earth masses orbiting in near habitable zone distances. Spectroscopic analysis finds that the Mg/Si ratio is extremely high (~2) for this star, which could lead to alterations in planetary properties. τ Ceti's low metallicity and oxygen abundance account for a change in the location of the traditional habitable zone, which helps clarify a new definition of habitable planets.
ContributorsPagano, Michael (Author) / Young, Patrick (Thesis advisor) / Shim, Sang-Heon (Committee member) / Patience, Jennifer (Committee member) / Desch, Steven (Committee member) / Anbar, Ariel (Committee member) / Arizona State University (Publisher)
Created2014
Description
The only elements that were made in significant quantity during the Big Bang were hydrogen and helium, and to a lesser extent lithium. Depending on the initial mass of a star, it may eject some or all of the unique, newly formed elements into the interstellar medium. The enriched gas later collapses into new stars, which are able to form heavier elements due to the presence of the new elements. When we observe the abundances in a stellar regions, we are able to glean the astrophysical phenomena that occurred prior to its formation. I compile spectroscopic abundance data from 49 literature sources for 46 elements across 2836 stars in the solar neighborhood, within 150 pc of the Sun, to produce the Hypatia Catalog. I analyze the variability of the spread in abundance measurements reported for the same star by different surveys, the corresponding stellar atmosphere parameters adopted by various abundance determination methods, and the effect of normalizing all abundances to the same solar scale. The resulting abundance ratios [X/Fe] as a function of [Fe/H] are consistent with stellar nucleosynthetic processes and known Galactic thin-disk trends. I analyze the element abundances for 204 known exoplanet host-stars. In general, I find that exoplanet host-stars are not enriched more than the surrounding population of stars, with the exception of iron. I examine the stellar abundances with respect to both stellar and planetary physical properties, such as orbital period, eccentricity, planetary mass, stellar mass, and stellar color. My data confirms that exoplanet hosts are enriched in [Fe/H] but not in the refractory elements, per the self-enrichment theory for stellar composition. Lastly, I apply the Hypatia Catalog to the Catalog of Potentially Habitable Stellar Systems in order to investigate the abundances in the 1224 overlapping stars. By looking at stars similar to the Sun with respect to six bio-essential elements, I created maps that have located two ``habitability windows'' on the sky: (20.6hr, -4.8deg) and (22.6hr, -48.5deg). These windows may be of use in future targeted or beamed searches.
ContributorsHinkel, Natalie R (Author) / Timmes, Frank X (Thesis advisor) / Anbar, Ariel (Committee member) / Patience, Jennifer (Committee member) / Shumway, John (Committee member) / Young, Patrick (Committee member) / Arizona State University (Publisher)
Created2012
Description
The formation of the firsts stars some 100-300 Myr after the Big Bang marked the end of the cosmic darks ages and created the elemental building blocks of not only rocky planets but eventually us. Understanding their formation, lifetimes, and contributions to the evolution of our universe is one of the current frontiers in astronomy and astrophysics.
In this work I present an improved model for following the formation of Pop III stars, their effects on early galaxy evolution, and how we might search for them. I make use of a new subgrid model of turbulent mixing to accurately follow the time scales required to mix supernova (SN) ejecta -- enriched with heavy elements -- into the pristine gas. I implement this model within a large-scale cosmological simulation and follow the fraction of gas with metallicity below a critical value marking the boundary between Pop III and metal enriched Population II (Pop II) star formation. I demonstrate that accounting for subgrid mixing results in a Pop III stars formation rate that is 2-3 times higher than standard models with the same physical resolution.
I also implement and track a new "Primordial metals" (PM) scalar that tracks the metals generated by Pop III SNe. These metals are taken up by second generation stars and likely result in a subclass of carbon-enhanced, metal-poor (CEMP) stars. By tracking both regular metals and PM, I can model, in post-processing, the elemental abundances of simulation stars. I find good agreement between observations of CEMP-no Milky Way halo stars and second generation stars within the simulation when assuming the first stars had a typical mass of 60 M☉, providing clues as to the Pop III initial mass function.
In this work I present an improved model for following the formation of Pop III stars, their effects on early galaxy evolution, and how we might search for them. I make use of a new subgrid model of turbulent mixing to accurately follow the time scales required to mix supernova (SN) ejecta -- enriched with heavy elements -- into the pristine gas. I implement this model within a large-scale cosmological simulation and follow the fraction of gas with metallicity below a critical value marking the boundary between Pop III and metal enriched Population II (Pop II) star formation. I demonstrate that accounting for subgrid mixing results in a Pop III stars formation rate that is 2-3 times higher than standard models with the same physical resolution.
I also implement and track a new "Primordial metals" (PM) scalar that tracks the metals generated by Pop III SNe. These metals are taken up by second generation stars and likely result in a subclass of carbon-enhanced, metal-poor (CEMP) stars. By tracking both regular metals and PM, I can model, in post-processing, the elemental abundances of simulation stars. I find good agreement between observations of CEMP-no Milky Way halo stars and second generation stars within the simulation when assuming the first stars had a typical mass of 60 M☉, providing clues as to the Pop III initial mass function.
ContributorsSarmento, Richard John (Author) / Scannapieco, Evan (Thesis advisor) / Windhorst, Rogier (Committee member) / Young, Patrick (Committee member) / Timmes, Frank (Committee member) / Patience, Jennifer (Committee member) / Arizona State University (Publisher)
Created2018
Description
The term “female sportscaster” elicits a broad range of feelings among the sports media consumer base. Many of the women who fall into the category of “female sportscaster” appear to be greatly admired while many others evoke considerable scorn, making the electronic sports media industry a seemingly dangerous and often vitriolic environment for women. The gendered mistreatment of women sportscasters is not unfamiliar to sports media scholars. Indeed, phenomena such as sex biases, double standards, and harassment have been documented, primarily through positivistic or quantitative research. What has not been investigated, however, is how these phenomena persist and evolve despite the extant research.
This dissertation employs Michel Foucault’s power/knowledge paradigm to take a discursive analytic approach to understand how the “female sportscaster” subjectivity, or imagined idea, is constructed through statements, images, and practices. That is, this dissertation investigates the way society “talks about” the “female sportscaster” and how those discussions affect the experiences of women sportscasters. Using one-on-one interviews with 10 women sportscasters, focus groups with sports media consumers, netnography, and textual analysis under the umbrella of a feminist methodological approach, this dissertation finds that the American female subjectivity is constructed through postfeminist and neoliberal discourses. These discourses “empower” women sportscasters to be responsible for their own success but, in doing so, normalize the obstacles women in sportscasting endure.
As a result of this normalization, the electronic sports media industry is seemingly justified in taking little to no meaningful action toward improving conditions for women sportscasters. Specific manifestations of these discourses are traced across phenomena such as double standards, bias in hiring and development, harassment, and the expectation of affective labor. Suggestions are made for improving conditions for women sportscasters.
This dissertation employs Michel Foucault’s power/knowledge paradigm to take a discursive analytic approach to understand how the “female sportscaster” subjectivity, or imagined idea, is constructed through statements, images, and practices. That is, this dissertation investigates the way society “talks about” the “female sportscaster” and how those discussions affect the experiences of women sportscasters. Using one-on-one interviews with 10 women sportscasters, focus groups with sports media consumers, netnography, and textual analysis under the umbrella of a feminist methodological approach, this dissertation finds that the American female subjectivity is constructed through postfeminist and neoliberal discourses. These discourses “empower” women sportscasters to be responsible for their own success but, in doing so, normalize the obstacles women in sportscasting endure.
As a result of this normalization, the electronic sports media industry is seemingly justified in taking little to no meaningful action toward improving conditions for women sportscasters. Specific manifestations of these discourses are traced across phenomena such as double standards, bias in hiring and development, harassment, and the expectation of affective labor. Suggestions are made for improving conditions for women sportscasters.
ContributorsHarrison, Guy (Author) / Russomanno, Joseph (Thesis advisor) / Switzer, Heather (Thesis advisor) / Reed, Sada (Committee member) / Anderson, Douglas (Committee member) / Arizona State University (Publisher)
Created2018
Description
For as long as humans have been working, they have been looking for ways to get that work done better, faster, and more efficient. Over the course of human history, mankind has created innumerable spectacular inventions, all with the goal of making the economy and daily life more efficient. Today, innovations and technological advancements are happening at a pace like never seen before, and technology like automation and artificial intelligence are poised to once again fundamentally alter the way people live and work in society. Whether society is prepared or not, robots are coming to replace human labor, and they are coming fast. In many areas artificial intelligence has disrupted entire industries of the economy. As people continue to make advancements in artificial intelligence, more industries will be disturbed, more jobs will be lost, and entirely new industries and professions will be created in their wake. The future of the economy and society will be determined by how humans adapt to the rapid innovations that are taking place every single day. In this paper I will examine the extent to which automation will take the place of human labor in the future, project the potential effect of automation to future unemployment, and what individuals and society will need to do to adapt to keep pace with rapidly advancing technology. I will also look at the history of automation in the economy. For centuries humans have been advancing technology to make their everyday work more productive and efficient, and for centuries this has forced humans to adapt to the modern technology through things like training and education. The thesis will additionally examine the ways in which the U.S. education system will have to adapt to meet the demands of the advancing economy, and how job retraining programs must be modernized to prepare workers for the changing economy.
ContributorsCunningham, Reed P. (Author) / DeSerpa, Allan (Thesis director) / Haglin, Brett (Committee member) / School of International Letters and Cultures (Contributor) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This study asks the question: does gender-based discrimination exists within Arizona State University's Army Reserve Officer Training Corps (ROTC), and if so, what are the effects of such discrimination? Within this study, discrimination is defined as: the treatment or consideration of, or making a distinction in favor of or against, a person or thing based on the group, class, or category to which that person or thing belongs, rather than on individual merit. The researcher predicted that this study would show that gender-based discrimination operates within the masculine military culture of Army ROTC at ASU, resulting from women's hyper-visibility and evidenced by their lack of positive recognition and disbelief in having a voice in the program. These expectations were based on background research claiming that the token status of women in military roles causes them to be more heavily scrutinized, and they consequentially try to attain success by adapting to the masculine military culture by which they are constantly measured. For the purposes of this study, success is defined as: the attainment of wealth, favor, or eminence . This study relies on exploratory interviews and an online survey conducted with male and female Army ROTC cadets of all grade levels at Arizona State University. The interviews and survey collected demographic information and perspectives on individual experiences to establish an understanding of privilege and marginalization within the program. These results do support the prediction that women in Army ROTC at ASU face discrimination based on their unique visibility and lack of positive recognition and voice in the program. Likewise, the survey results indicate that race also has a significant impact on one's experience in Army ROTC, which is discussed later in this study in regard to needs for future research. ASU Army ROTC includes approximately 100 cadets, and approximately 30-40 of those cadets participated in this study. Additionally, the University of Arizona and the Northern Arizona University Army ROTC programs were invited to participate in this study and declined to do so, which would have offered a greater sample population. Nonetheless, the results of this research will be useful for analysis and further discussion of gender-equality in Army ROTC at Arizona State University.
ContributorsAllemang, Lindsey Ann (Author) / Wood, Reed (Thesis director) / Switzer, Heather (Committee member) / School of Politics and Global Studies (Contributor) / School of Social Transformation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Social-emotional learning (SEL) methods are beginning to receive global attention in primary school education, yet the dominant emphasis on implementing these curricula is in high-income, urbanized areas. Consequently, the unique features of developing and integrating such methods in middle- or low-income rural areas are unclear. Past studies suggest that students exposed to SEL programs show an increase in academic performance, improved ability to cope with stress, and better attitudes about themselves, others, and school, but these curricula are designed with an urban focus. The purpose of this study was to conduct a needs-based analysis to investigate components specific to a SEL curriculum contextualized to rural primary schools. A promising organization committed to rural educational development is Barefoot College, located in Tilonia, Rajasthan, India. In partnership with Barefoot, we designed an ethnographic study to identify and describe what teachers and school leaders consider the highest needs related to their students' social and emotional education. To do so, we interviewed 14 teachers and school leaders individually or in a focus group to explore their present understanding of “social-emotional learning” and the perception of their students’ social and emotional intelligence. Analysis of this data uncovered common themes among classroom behaviors and prevalent opportunities to address social and emotional well-being among students. These themes translated into the three overarching topics and eight sub-topics explored throughout the curriculum, and these opportunities guided the creation of the 21 modules within it. Through a design-based research methodology, we developed a 40-hour curriculum by implementing its various modules within seven Barefoot classrooms alongside continuous reiteration based on teacher feedback and participant observation. Through this process, we found that student engagement increased during contextualized SEL lessons as opposed to traditional methods. In addition, we found that teachers and students preferred and performed better with an activities-based approach. These findings suggest that rural educators must employ particular teaching strategies when addressing SEL, including localized content and an experiential-learning approach. Teachers reported that as their approach to SEL shifted, they began to unlock the potential to build self-aware, globally-minded students. This study concludes that social and emotional education cannot be treated in a generalized manner, as curriculum development is central to the teaching-learning process.
ContributorsBucker, Delaney Sue (Author) / Carrese, Susan (Thesis director) / Barab, Sasha (Committee member) / School of Life Sciences (Contributor, Contributor) / School of Civic & Economic Thought and Leadership (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Construction is a defining characteristic of geometry classes. In a traditional classroom, teachers and students use physical tools (i.e. a compass and straight-edge) in their constructions. However, with modern technology, construction is possible through the use of digital applications such as GeoGebra and Geometer’s SketchPad.
Many other studies have researched the benefits of digital manipulatives and digital environments through student completion of tasks and testing. This study intends to research students’ use of the digital tools and manipulatives, along with the students’ interactions with the digital environment. To this end, I conducted exploratory teaching experiments with two calculus I students.
In the exploratory teaching experiments, students were introduced to a GeoGebra application developed by Fischer (2019), which includes instructional videos and corresponding quizzes, as well as exercises and interactive notepads, where students could use digital tools to construct line segments and circles (corresponding to the physical straight-edge and compass). The application built up the students’ foundational knowledge, culminating in the construction and verbal proof of Euclid’s Elements, Proposition 1 (Euclid, 1733).
The central findings of this thesis are the students’ interactions with the digital environment, with observed changes in their conceptions of radii and circles, and in their use of tools. The students were observed to have conceptions of radii as a process, a geometric shape, and a geometric object. I observed the students’ conceptions of a circle change from a geometric shape to a geometric object, and with that change, observed the students’ use of tools change from a measuring focus to a property focus.
I report a summary of the students’ work and classify their reasoning and actions into the above categories, and an analysis of how the digital environment impacts the students’ conceptions. I also briefly discuss the impact of the findings on pedagogy and future research.
Many other studies have researched the benefits of digital manipulatives and digital environments through student completion of tasks and testing. This study intends to research students’ use of the digital tools and manipulatives, along with the students’ interactions with the digital environment. To this end, I conducted exploratory teaching experiments with two calculus I students.
In the exploratory teaching experiments, students were introduced to a GeoGebra application developed by Fischer (2019), which includes instructional videos and corresponding quizzes, as well as exercises and interactive notepads, where students could use digital tools to construct line segments and circles (corresponding to the physical straight-edge and compass). The application built up the students’ foundational knowledge, culminating in the construction and verbal proof of Euclid’s Elements, Proposition 1 (Euclid, 1733).
The central findings of this thesis are the students’ interactions with the digital environment, with observed changes in their conceptions of radii and circles, and in their use of tools. The students were observed to have conceptions of radii as a process, a geometric shape, and a geometric object. I observed the students’ conceptions of a circle change from a geometric shape to a geometric object, and with that change, observed the students’ use of tools change from a measuring focus to a property focus.
I report a summary of the students’ work and classify their reasoning and actions into the above categories, and an analysis of how the digital environment impacts the students’ conceptions. I also briefly discuss the impact of the findings on pedagogy and future research.
ContributorsSakauye, Noelle Marie (Author) / Roh, Kyeong Hah (Thesis director) / Zandieh, Michelle (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05