Matching Items (25)
Description
The act of moving water across basins is a recent phenomenon in Arizona water policy. This thesis creates a narrative arc for understanding the long-term issues that set precedents for interbasin water transportation and the immediate causes--namely the passage of the seminal Groundwater Management Act (GMA) in 1980--that motivated Scottsdale, Mesa, and Phoenix to acquire rural farmlands in the mid-1980s with the intent of transporting the underlying groundwater back to their respective service areas in the immediate future. Residents of rural areas were active participants in not only the sales of these farmlands, but also in how municipalities would economically develop these properties in the years to come. Their role made these municipal "water farm" purchases function as exchanges. Fears about the impact of these properties and the water transportation they anticipated on communities-of-origin; the limited nature of economic, fiscal, and hydrologic data at the time; and the rise of private water speculators turned water farms into a major political controversy. The six years it took the legislature to wrestle with the problem at the heart this issue--the value of water to rural communities--were among its most tumultuous. The loss of key lawmakers involved in GMA negotiations, the impeachment of Governor Evan Mecham, and a bribery scandal called AZScam collectively sidetracked negotiations. Even more critical was the absence of a mutual recognition that these water farms posed a problem and the external pressure that had forced all parties involved in earlier groundwater-related negotiations to craft compromise. After cities and speculators failed to force a bill favorable to their interests in 1989, a re-alignment among blocs occurred: cities joined with rural interests to craft legislation that grandfathered in existing urban water farms and limited future water farms to several basins. In exchange, rural interests supported a bill to create a Phoenix-area groundwater replenishment district that enabled cooperative management of water supplies. These two bills, which were jointly signed into law in June 1991, tentatively resolved the water farm issue. The creation of a groundwater replenishment district that has subsidized growth in Maricopa, Pinal, and Pima Counties, the creation water bank to store unused Central Arizona Project water for times of drought, and a host of water conservation measures and water leases enabled by the passage of several tribal water rights settlements have set favorable conditions such that Scottsdale, Mesa, and Phoenix never had any reason to transport any water from their water farms. The legacy of these properties then is that they were the product of the intense urgency and uncertainty in urban planning premised on assumptions of growing populations and complementary, inelastic demand. But even as per capita water consumption has declined throughout the Phoenix-area, continued growth has increased demand, beyond the capacity of available supplies so that there will likely be a new push for rural water farms in the foreseeable future.
ContributorsBergelin, Paul (Author) / Hirt, Paul (Thesis advisor) / Vandermeer, Philip (Committee member) / Smith, Karen (Committee member) / Arizona State University (Publisher)
Created2013
Description
While the literacy narrative genre has been studied in first-year composition and methods of teaching courses, investigations of the literacy narrative as a multimodal project for pre-service teachers (PSTs) of English Language Arts remain scarce. This research shares a qualitative classroom-based case study that focuses on a literacy narrative project, redesigned as a Multimodal Writing History Memoir (see Appendix 1), the first assignment in a required writing methods course in a teacher training program for English Language Arts (ELA) teachers at a large public university in the southwest. The study took place during the fall semester of 2019 with 15 ELA undergraduate pre-service English Education or Secondary Education majors. The study described here examined the implementation and outcomes of the multimodal writing history memoir with goals of better understanding how ELA PSTs design and compose multimodally, of understanding the topics and content they included in their memoirs, to discover how this project reflected PSTs’ ideas about teaching writing in their future classrooms. The memoir project invited pre-service teachers to infuse written, audio, and visual text while making use of at least four different mediums of their choice. Through combined theoretical frames, I explored semiotics, as well as pre-service teachers’ use of multiliteracies as they examined their conceptions of what it means to compose. In this qualitative analysis, I collected students’ memoirs and writing samples associated with the assignment, a demographics survey, and individual mid-semester interviews. The writing activities associated with the memoir included a series of quick writes (Kittle, 2009), responses to questions about writing and teachers’ responsibilities when it comes to teaching composition, and letters students wrote to one another during a peer review workshop. Additionally, my final data source included the handwritten notes I took during the presentations students gave to share their memoirs. Some discoveries I made center on the nuanced impact of acts of personal writing for PSTs, some of the specific teaching strategies and areas of teaching focus participants relayed, and specifically, how participants worked with and thought about teaching multimodal composition.
ContributorsHope, Kate (Author) / Early, Jessica (Thesis advisor) / Saidy, Christina (Committee member) / Durand, Sybil (Committee member) / Arizona State University (Publisher)
Created2020
Description
This qualitative classroom-based study investigates the writing practices, choices and reflections of Latinx high school students during an instructional unit on writing testimonio. The study is grounded in a sociocultural theory of writing and draws from LatCrit and Testimonio to understand how writing about self as testimonio shapes the writing practices of ethnically and linguistically diverse student populations, specifically Latinx, urban youth. The study took place in the researcher’s eleventh grade class at an urban charter school in a major urban center in the southwest. Data collection included collection of writing samples, interviews of a subsection of the students within the class, and participant observer memos and field notes. Analysis was conducted through a testimonio and narrative analysis lens and afforded the opportunity for researcher and participant to co-construct the knowledge gained from the data corpus. Findings focus on the ways participants interacted with the unit of study, how participants used navigational capital to navigate the in-between spaces in their lives, including between cultures, school and home, and linguistic situations. Further, these findings reveal the purposes for which participants wrote their testimonios and on the ways the participants found agency as writers, pride in their writing, and ownership of the narratives of their communities.
ContributorsBaldonado-Ruiz, Monica (Author) / Early, Jessica (Thesis advisor) / Saidy, Christina (Committee member) / Bebout, Lee (Committee member) / Durand, Sybil (Committee member) / Arizona State University (Publisher)
Created2021
Description
This qualitative case study explores the experience of three first-year English language arts educators within a small community of practice designed to provide personal and professional support for beginning teachers. The participants engaged in a 12-week session where weekly meetings, which alternated between workshop and discussion, focused on participant experiences, sustainable teaching practices, and English language arts pedagogy. The study shares the curricular design of the community as well as the issues and ideas that were raised about teaching and the teaching life. Data were collected over the entire 12 weeks as well as in follow-up interviews conducted within four weeks of the last meeting. Data were drawn from the following sources: (1) pre-and-post-community questionnaires, (2) audio recorded meetings, (3) researcher notes and memos, (4) follow-up interviews. Using Wenger’s (1998, 2009) theory of communities of practice as well as sustainable teaching theory (Burns et al., 2018), this study documents the value of early career communities of practice and indicates that early career communities are necessary in light of the emotional dimensions of teaching English language arts, the many aspects of successful teaching that are not covered in teacher preparation programs, and the need for both personal and professional support, camaraderie, and continued learning for beginning teachers.
ContributorsGlerum, Michelle R (Author) / Early, Jessica (Thesis advisor) / Saidy, Christina (Committee member) / Warriner, Doris (Committee member) / Arizona State University (Publisher)
Created2022
ContributorsMaben, Elizabeth B. (Performer) / Clark, Mai Thuy (Performer) / Smith, Karen (Performer) / Kulp, Julie (Performer) / Preiser, David (Performer) / Rozukalns, Andris L. (Performer) / Silva, Magda Y. (Performer) / Ruhleder, Kathleen (Performer) / Dahnad, Mamak (Performer) / ASU Library. Music Library (Publisher)
Created1995-04-15