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- Genre: Masters Thesis
- Genre: Music--History and criticism--Web-based instruction--Arizona--Case studies.
Description
In recent years environmental life-cycle assessments (LCA) have been increasingly used to support planning and development of sustainable infrastructure. This study demonstrates the application of LCA to estimate embedded energy use and greenhouse gas (GHG) emissions related to materials manufacturing and construction processes for low and high density single-family neighborhoods typically found in the Southwest. The LCA analysis presented in this study includes the assessment of more than 8,500 single family detached units, and 130 miles of related roadway infrastructure. The study estimates embedded and GHG emissions as a function of building size (1,500 - 3000 square feet), number of stories (1 or 2), and exterior wall material composition (stucco, brick, block, wood), roof material composition (clay tile, cement tile, asphalt shingles, built up), and as a function of roadway typology per mile (asphalt local residential roads, collectors, arterials). While a hybrid economic input-out life-cycle assessment is applied to estimate the energy and GHG emissions impacts of the residential units, the PaLATE tool is applied to determine the environmental effects of pavements and roads. The results indicate that low density single family neighborhoods are 2 - 2.5 X more energy and GHG intensive, per residential dwelling (unit) built, than high density residential neighborhoods. This relationship holds regardless of whether the functional unit is per acre or per capita. The results also indicate that a typical low density neighborhood (less than 2 dwellings per acre) requires 78 percent more energy and resource in roadway infrastructure per residential unit than a traditional small lot high density (more than 6 dwelling per acre). Also, this study shows that new master planned communities tend to be more energy intensive than traditional non master planned residential developments.
ContributorsFrijia, Stephane (Author) / Guhathakurta, Subhrajit (Committee member) / Williams, Eric D. (Committee member) / Pijawka, David K (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