Matching Items (175)
Description
ABSTRACT Early childhood education (ECE) teacher professional development refers to the various modalities of providing new and or additional content knowledge to the teachers who work with children birth to five. The purpose of this study was to examine the effectiveness of an Arizona United Way-administered intervention project designed to provide focused professional development activities to 15 ECE teachers at seven high-need, center-based early care and education settings. Specifically, this study determined if these interventions influenced the teachers to undertake formative career path changes such as college coursework. In addition, the study also sought to understand the views, beliefs, and attitudes of these ECE teachers and if/how their perspectives influenced their educational career paths. Data were gathered through the triangulated use of participants' responses to a survey, face-to-face interviews, and a focus group. Findings demonstrate that the teachers understand that professional development, such as college coursework, can increase a person's knowledge on a given topic or field of study, but that they feel qualified to be a teacher for children birth to five even though 12 of the 15 teachers do not hold an AA/AAS or BA/BS degree in any area of study. Further, the teachers suggested that if they were to earn a degree it would most likely be in another field of study beside education. These responses provide another reason professional development efforts to encourage ECE teachers to seek degrees in the field of education may be failing. If ECE teachers wanted to invest time, energy and funds they would acquire a degree, which provided more financial reward and professional respect.
ContributorsOrtiz, Karen J. (Karen Jean) (Author) / Kelley, Michael F. (Thesis advisor) / Enz, Billie J. (Thesis advisor) / Romero, Mary (Committee member) / Fischman, Gustavo (Committee member) / Arizona State University (Publisher)
Created2011
Description
Early-age cracks in fresh concrete occur mainly due to high rate of surface evaporation and restraint offered by the contracting solid phase. Available test methods that simulate severe drying conditions, however, were not originally designed to focus on evaporation and transport characteristics of the liquid-gas phases in a hydrating cementitious microstructure. Therefore, these tests lack accurate measurement of the drying rate and data interpretation based on the principles of transport properties is limited. A vacuum-based test method capable of simulating early-age cracks in 2-D cement paste is developed which continuously monitors the weight loss and changes to the surface characteristics. 2-D crack evolution is documented using time-lapse photography. Effects of sample size, w/c ratio, initial curing and fiber content are studied. In the subsequent analysis, the cement paste phase is considered as a porous medium and moisture transport is described based on surface mass transfer and internal moisture transport characteristics. Results indicate that drying occurs in two stages: constant drying rate period (stage I), followed by a falling drying rate period (stage II). Vapor diffusion in stage I and unsaturated flow within porous medium in stage II determine the overall rate of evaporation. The mass loss results are analyzed using diffusion-based models. Results show that moisture diffusivity in stage I is higher than its value in stage II by more than one order of magnitude. The drying model is used in conjunction with a shrinkage model to predict the development of capillary pressures. Similar approach is implemented in drying restrained ring specimens to predict 1-D crack width development. An analytical approach relates diffusion, shrinkage, creep, tensile and fracture properties to interpret the experimental data. Evaporation potential is introduced based on the boundary layer concept, mass transfer, and a driving force consisting of the concentration gradient. Effect of wind velocity is reflected on Reynolds number which affects the boundary layer on sample surface. This parameter along with Schmidt and Sherwood numbers are used for prediction of mass transfer coefficient. Concentration gradient is shown to be a strong function of temperature and relative humidity and used to predict the evaporation potential. Results of modeling efforts are compared with a variety of test results reported in the literature. Diffusivity data and results of 1-D and 2-D image analyses indicate significant effects of fibers on controlling early-age cracks. Presented models are capable of predicting evaporation rates and moisture flow through hydrating cement-based materials during early-age drying and shrinkage conditions.
ContributorsBakhshi, Mehdi (Author) / Mobasher, Barzin (Thesis advisor) / Rajan, Subramaniam D. (Committee member) / Zapata, Claudia E. (Committee member) / Arizona State University (Publisher)
Created2011
Description
This dissertation examines Japanese preschool teachers' cultural practices and beliefs about the pedagogy of social-emotional development. The study is an interview-based, ethnographic study, which is based on the video-cued mutivocal ethnographic method. This study focuses on the emic terms that Japanese preschool teachers use to explain their practices, such as amae (dependency), omoiyari (empathy), sabishii (loneliness), mimamoru (watching and waiting) and garari (peripheral participation). My analysis suggests that sabishii, amae, and omoiyari form a triad of emotional exchange that has a particular cultural patterning and salience in Japan and in the Japanese approach to the socialization of emotions in early childhood. Japanese teachers think about the development of the class as a community, which is different from individual-centric Western pedagogical perspective that gives more attention to each child's development. Mimamoru is a pedagogical philosophy and practice in Japanese early childhood education. A key component of Japanese teachers' cultural practices and beliefs about the pedagogy of social-emotional development is that the process requires the development not only of children as individuals, but also of children in a preschool class as a community. In addition, the study suggests that at a deeper level these emic concepts reflect more general Japanese cultural notions of time, space, sight, and body. This dissertation concludes with the argument that teachers' implicit cultural practices and beliefs is "A cultural art of teaching." Teachers' implicit cultural practices and beliefs are harmonized in the teachers' mind and body, making connections between them, and used depending on the nuances of a situation, as informed by teachers' conscious and unconscious thoughts. The study has also shown evidence of similar practices and logic vertically distributed within Japanese early childhood education, from the way teachers act with children, to the way directors act with teachers, to the way government ministries act with directors, to the way deaf and hearing educators act with their deaf and hearing students. Because these practices are forms of bodily habitus and implicit Japanese culture, it makes sense that they are found across fields of action.
ContributorsHayashi, Akiko (Author) / Tobin, Joseph (Thesis advisor) / Eisenberg, Nancy (Committee member) / Nakagawa, Kathryn (Committee member) / Fischman, Gustavo (Committee member) / Swadener, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2011
Description
Damage assessment and residual useful life estimation (RULE) are essential for aerospace, civil and naval structures. Structural Health Monitoring (SHM) attempts to automate the process of damage detection and identification. Multiscale modeling is a key element in SHM. It not only provides important information on the physics of failure, such as damage initiation and growth, the output can be used as "virtual sensing" data for detection and prognosis. The current research is part of an ongoing multidisciplinary effort to develop an integrated SHM framework for metallic aerospace components. In this thesis a multiscale model has been developed by bridging the relevant length scales, micro, meso and macro (or structural scale). Micro structural representations obtained from material characterization studies are used to define the length scales and to capture the size and orientation of the grains at the micro level. Parametric studies are conducted to estimate material parameters used in this constitutive model. Numerical and experimental simulations are performed to investigate the effects of Representative Volume Element (RVE) size, defect area fraction and distribution. A multiscale damage criterion accounting for crystal orientation effect is developed. This criterion is applied for fatigue crack initial stage prediction. A damage evolution rule based on strain energy density is modified to incorporate crystal plasticity at the microscale (local). Optimization approaches are used to calculate global damage index which is used for the RVE failure prediciton. Potential cracking directions are provided from the damage criterion simultaneously. A wave propagation model is incorporated with the damage model to detect changes in sensing signals due to plastic deformation and damage growth.
ContributorsLuo, Chuntao (Author) / Chattopadhyay, Aditi (Thesis advisor) / Papandreou-Suppappola, Antonia (Committee member) / Jiang, Hanqing (Committee member) / Dai, Lenore (Committee member) / Li, Jian (Committee member) / Arizona State University (Publisher)
Created2011
Description
Polymer and polymer matrix composites (PMCs) materials are being used extensively in different civil and mechanical engineering applications. The behavior of the epoxy resin polymers under different types of loading conditions has to be understood before the mechanical behavior of Polymer Matrix Composites (PMCs) can be accurately predicted. In many structural applications, PMC structures are subjected to large flexural loadings, examples include repair of structures against earthquake and engine fan cases. Therefore it is important to characterize and model the flexural mechanical behavior of epoxy resin materials. In this thesis, a comprehensive research effort was undertaken combining experiments and theoretical modeling to investigate the mechanical behavior of epoxy resins subject to different loading conditions. Epoxy resin E 863 was tested at different strain rates. Samples with dog-bone geometry were used in the tension tests. Small sized cubic, prismatic, and cylindrical samples were used in compression tests. Flexural tests were conducted on samples with different sizes and loading conditions. Strains were measured using the digital image correlation (DIC) technique, extensometers, strain gauges, and actuators. Effects of triaxiality state of stress were studied. Cubic, prismatic, and cylindrical compression samples undergo stress drop at yield, but it was found that only cubic samples experience strain hardening before failure. Characteristic points of tensile and compressive stress strain relation and load deflection curve in flexure were measured and their variations with strain rate studied. Two different stress strain models were used to investigate the effect of out-of-plane loading on the uniaxial stress strain response of the epoxy resin material. The first model is a strain softening with plastic flow for tension and compression. The influence of softening localization on material behavior was investigated using the DIC system. It was found that compression plastic flow has negligible influence on flexural behavior in epoxy resins, which are stronger in pre-peak and post-peak softening in compression than in tension. The second model was a piecewise-linear stress strain curve simplified in the post-peak response. Beams and plates with different boundary conditions were tested and analytically studied. The flexural over-strength factor for epoxy resin polymeric materials were also evaluated.
ContributorsYekani Fard, Masoud (Author) / Chattopadhyay, Aditi (Thesis advisor) / Dai, Lenore (Committee member) / Li, Jian (Committee member) / Papandreou-Suppappola, Antonia (Committee member) / Rajadas, John (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purpose of this study is to explore the local life stories of five youths in Belize City, Belize as they experience satellite mediated programming from Black Entertainment Television (BET). It illuminates the manner in which social imagination plays a role in the liberatory practices of the Kriol youth in Belize City, Belize by documenting their life histories in relation to their interactions with BET. The study addresses the following: a) the ways that Kriol youth in Belize make sense of international cable programming; b) the degrees to which these negotiations result in liberatory moments. The study investigates the stories the youth in an through narrative inquiry research methods that can expose how, and to what degree local experiences in the Caribbean can help individuals employ their social imagination for personal growth. Readers of this text may become empowered to adopt the identities of others as their own, and may as a result witness the world from a fresh perspective, perhaps even experiencing moments in which their own life stories are altered. The contextualized categories involving popular BET programming emerged based on how power was distributed and organized in the every day lives of the informants. Empirical examples of hegemonic levels of interaction arose from within the stories. An analysis based on the works of Caribbean scholar Rex Nettleford (1978) was used to study relationships between these levels. There emerged from within the narratives four kinds of hegemonic power negotiations based on degrees of social: Dependence, Impulsive Resistance, Conscious Subordination, Leverage, and Creolization.
ContributorsRichards, Calvin Centae (Author) / Barone, Thomas (Thesis advisor) / Fischman, Gustavo (Committee member) / Hinds, David (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2011
Description
A method of determining nanoparticle temperature through fluorescence intensity levels is described. Intracellular processes are often tracked through the use of fluorescence tagging, and ideal temperatures for many of these processes are unknown. Through the use of fluorescence-based thermometry, cellular processes such as intracellular enzyme movement can be studied and their respective temperatures established simultaneously. Polystyrene and silica nanoparticles are synthesized with a variety of temperature-sensitive dyes such as BODIPY, rose Bengal, Rhodamine dyes 6G, 700, and 800, and Nile Blue A and Nile Red. Photographs are taken with a QImaging QM1 Questar EXi Retiga camera while particles are heated from 25 to 70 C and excited at 532 nm with a Coherent DPSS-532 laser. Photographs are converted to intensity images in MATLAB and analyzed for fluorescence intensity, and plots are generated in MATLAB to describe each dye's intensity vs temperature. Regression curves are created to describe change in fluorescence intensity over temperature. Dyes are compared as nanoparticle core material is varied. Large particles are also created to match the camera's optical resolution capabilities, and it is established that intensity values increase proportionally with nanoparticle size. Nile Red yielded the closest-fit model, with R2 values greater than 0.99 for a second-order polynomial fit. By contrast, Rhodamine 6G only yielded an R2 value of 0.88 for a third-order polynomial fit, making it the least reliable dye for temperature measurements using the polynomial model. Of particular interest in this work is Nile Blue A, whose fluorescence-temperature curve yielded a much different shape from the other dyes. It is recommended that future work describe a broader range of dyes and nanoparticle sizes, and use multiple excitation wavelengths to better quantify each dye's quantum efficiency. Further research into the effects of nanoparticle size on fluorescence intensity levels should be considered as the particles used here greatly exceed 2 ìm. In addition, Nile Blue A should be further investigated as to why its fluorescence-temperature curve did not take on a characteristic shape for a temperature-sensitive dye in these experiments.
ContributorsTomforde, Christine (Author) / Phelan, Patrick (Thesis advisor) / Dai, Lenore (Committee member) / Adrian, Ronald (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT With projections indicating that by the year 2025, one of every four K-12 students in the United States will be Latino, addressing the needs of Latino students is an important question for educators. This study approached this question through an analysis of the educational life histories, stories, of successful first generation Mexican-American college graduates to understand some of the factors which helped them succeed in college. I categorized the stories inductively into three themes: 1) stories of students and school, 2) stories of friends, family, and cultural communities, and 3) stories about race and politics. Participants' intellectual self-concept, both positive and negative, was to a great extent influenced by the messages they received from the educational system. Some of the participants took a traditional path from high school through college, while others took very indirect paths. The support that they received from special programs at the university as well as from their webs of support was crucial in their success. In addition, I found that race mattered when the participants transitioned from their majority Latino high schools to the majority white university as the participants told stories of navigating the cultural and racial dynamics of their status as college students. The participants in my study worked hard to achieve their college degrees. "It's hard" was a phrase often repeated by all participants; hard work was also a cultural value passed on by hard working parents and family members. Stories of luck, both good and bad, factored into their educational life histories. Collaborative programs between secondary school and the university were helpful in creating a transitional bridge for the participants as were culturally-based mentoring programs. The participants benefitted from the culturally-based support they received at the university and the cultural and emotional support of their families. The participants' stories highlight the importance of a race-conscious approach to college going; one which begins with race and builds cross-racial coalitions. This approach would benefit Latino students and, ultimately improve the college going experiences of all students.
ContributorsSheffield, Martha Lynn (Author) / Powers, Jeanne M. (Thesis advisor) / Appleton, Nicholas (Committee member) / Fischman, Gustavo (Committee member) / Arizona State University (Publisher)
Created2011
Description
Gene therapy is a promising technology for the treatment of various nonheritable and genetically acquired diseases. It involves delivery of a therapeutic gene into target cells to induce cellular responses against diseases. Successful gene therapy requires an efficient gene delivery vector to deliver genetic materials into target cells. There are two major classes of gene delivery vectors: viral and non-viral vectors. Recently, non-viral vectors such as cationic polymers have attracted more attention than viral vectors because they are versatile and non-immunogenic. However, cationic polymers suffer from poor gene delivery efficiency due to biological barriers. The objective of this research is to develop strategies to overcome the barriers and enhance polymer-mediated transgene expression. This study aimed to (i) develop new polymer vectors for gene delivery, (ii) investigate the intracellular barriers in polymer-mediated gene delivery, and (iii) explore new approaches to overcome the barriers. A cationic polymer library was developed by employing a parallel synthesis and high-throughput screening method. Lead polymers from the library were identified from the library based on relative levels of transgene expression and toxicity in PC3-PSMA prostate cancer cells. However, transgene expression levels were found to depend on intracellular localization of polymer-gene complexes (polyplexes). Transgene expression was higher when polyplexes were dispersed rather than localized in the cytoplasm. Combination treatments using small molecule chemotherapeutic drugs, e.g. histone deacetylase inhibitors (HDACi) or Aurora kinase inhibitor (AKI) increased dispersion of polyplexes in the cytoplasm and significantly enhanced transgene expression. The combination treatment using polymer-mediated delivery of p53 tumor-suppressor gene and AKI increased p53 expression in PC3-PSMA cells, inhibited the cell proliferation by ~80% and induced apoptosis. Polymer-mediated p53 gene delivery in combination with AKI offers a promising treatment strategy for in vivo and clinical studies of cancer gene therapy.
ContributorsBarua, Sutapa (Author) / Rege, Kaushal (Thesis advisor) / Dai, Lenore (Committee member) / Meldrum, Deirdre R. (Committee member) / Sierks, Michael (Committee member) / Voelkel-Johnson, Christina (Committee member) / Arizona State University (Publisher)
Created2011
Description
This qualitative, action research study examines how teacher-writers' identities are constructed through the practice of revision in an extra-curriculum writing group. The writing group was designed to support the teacher-writers as they revised classroom research projects for submission for a scholarly journal. Using discourse analysis, the researcher explores how the teacher-writers' identities are constructed in the contested spaces of revision. This exploration focuses on contested issues that invariably emerge in a dynamic binary of reader/writer, issues of authority, ownership, and unstable reader and writer identities. By negotiating these contested spaces--these contact zones--the teacher-writers construct opportunities to flex their rhetorical agency. Through rhetorical agency, the teacher-writers shift their discoursal identities by discarding and acquiring a variety of discourses. As a result, the practice of revision constructs the teacher-writers identities as hybrid, as consisting of self and other.
ContributorsClark-Oates, Angela (Author) / Smith, Karen (Thesis advisor) / Roen, Duane (Thesis advisor) / Fischman, Gustavo (Committee member) / Early, Jessica (Committee member) / Arizona State University (Publisher)
Created2013