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- Creators: Arizona State University
- Creators: Poulenc, Francis, 1899-1963
Description
Performance is a public speech act that can present the experience of difference and generate relations across lines of difference. In personal narrative performance, performers do not just tell stories, the stories they tell are strategic hailings that call attention to discourses that produce the conditions of their exclusion and form intimate relations in public. Personal narrative performance renders the private public. Performers take to the stage, the space of the public, to offer their stories, their bodies, and their relations to audiences for collective consideration. In turn, the act of performance generates further relations: among performers and audiences, and between performance and discourse. This study analyzes these two layers of relation in performance through looking at the ways neoliberalism and performance interanimate one another. Through looking at three sites of neoliberal relationality--same-sex marriage, family, and immigration and multiculturalism, it asks questions of how performers narrate and represent non-normative experiences within neoliberalism, the historical and cultural context through which they are living and narrating. In order to understand the cultural work, the resistive and relational potential, of the relations that occur in and through personal narrative performance, we also need to understand the political, cultural, and historical conditions under which narratives in performance are produced. My argument is that in and through performance intimacy is queered: it takes the private--the stuff of the personal presented as aesthetic communication--and renders that private very public. In public and through relations, performance can raise awareness and shift consciousness, reify orders of relation or generate alternate imaginaries. This is to say that a lot of different types of work are done in performance, and although performance is often seen as resistance, under the weight of neoliberalism, it is important to tend to what arguments performances are making and how in turn that shapes the relations that occur in the site of performance. Queer intimacy offers a way of engaging performance, an analytic that considers the text of performance as well as the relational context among performers and audiences, and turns back on larger cultural questions of belonging. The potential of performance, of the concept of queer intimacy, provides a lens to read performance, to tend to the conditions that give rise to and inform performance in the current historical moment. It brings together the critical impulse of intercultural communication and cultural studies with performance studies. From a critical cultural perspective, it tends to the structural in performance, and through performance emphasizes the lived experience as narrated and embodied as and through communication. Coupled with the impulses of queer theory, queer intimacy offers both resisting normativity and imagining beyond it. To consider queer intimacy in performance is not only to recognize that relations are made possible, but to tend closely to the belongings we are making.
ContributorsPérez, Kimberlee (Author) / Corey, Frederick C. (Thesis advisor) / Brouwer, Daniel C (Committee member) / Honegger, Gitta (Committee member) / Langellier, Kristin M (Committee member) / Arizona State University (Publisher)
Created2014
Description
Virtual Patient Simulations (VPS) are web-based exercises involving simulated patients in virtual environments. This study investigates the utility of VPS for increasing medical student clinical reasoning skills, collaboration, and engagement. Many studies indicate that VPS provide medical students with essential practice in clinical decision making before they encounter real life patients. The utility of a recursive, inductive VPS for increasing clinical decision-making skills, collaboration, or engagement is unknown. Following a design-based methodology, VPS were implemented in two phases with two different cohorts of first year medical students: spring and fall of 2013. Participants were 108 medical students and six of their clinical faculty tutors. Students collaborated in teams of three to complete a series of virtual patient cases, submitting a ballpark diagnosis at the conclusion of each session. Student participants subsequently completed an electronic, 28-item Exit Survey. Finally, students participated in a randomized controlled trial comparing traditional (tutor-led) and VPS case instruction methods. This sequence of activities rendered quantitative and qualitative data that were triangulated during data analysis to increase the validity of findings. After practicing through four VPS cases, student triad teams selected accurate ballpark diagnosis 92 percent of the time. Pre-post test results revealed that PPT was significantly more effective than VPS after 20 minutes of instruction. PPT instruction resulted in significantly higher learning gains, but both modalities supported significant learning gains in clinical reasoning. Students collaborated well and held rich clinical discussions; the central phenomenon that emerged was "synthesizing evidence inductively to make clinical decisions." Using an inductive process, student teams collaborated to analyze patient data, and in nearly all instances successfully solved the case, while remaining cognitively engaged. This is the first design-based study regarding virtual patient simulation, reporting iterative phases of implementation and design improvement, culminating in local theories (petite generalizations) about VPS design. A thick, rich description of environment, process, and findings may benefit other researchers and institutions in designing and implementing effective VPS.
ContributorsMcCoy, Lise (Author) / Wetzel, Keith (Thesis advisor) / Ewbank, Ann (Thesis advisor) / Simon, Harvey (Committee member) / Arizona State University (Publisher)
Created2014
Description
As robotic systems are used in increasingly diverse applications, the interaction of humans and robots has become an important area of research. In many of the applications of physical human robot interaction (pHRI), the robot and the human can be seen as cooperating to complete a task with some object of interest. Often these applications are in unstructured environments where many paths can accomplish the goal. This creates a need for the ability to communicate a preferred direction of motion between both participants in order to move in coordinated way. This communication method should be bidirectional to be able to fully utilize both the robot and human capabilities. Moreover, often in cooperative tasks between two humans, one human will operate as the leader of the task and the other as the follower. These roles may switch during the task as needed. The need for communication extends into this area of leader-follower switching. Furthermore, not only is there a need to communicate the desire to switch roles but also to control this switching process. Impedance control has been used as a way of dealing with some of the complexities of pHRI. For this investigation, it was examined if impedance control can be utilized as a way of communicating a preferred direction between humans and robots. The first set of experiments tested to see if a human could detect a preferred direction of a robot by grasping and moving an object coupled to the robot. The second set tested the reverse case if the robot could detect the preferred direction of the human. The ability to detect the preferred direction was shown to be up to 99% effective. Using these results, a control method to allow a human and robot to switch leader and follower roles during a cooperative task was implemented and tested. This method proved successful 84% of the time. This control method was refined using adaptive control resulting in lower interaction forces and a success rate of 95%.
ContributorsWhitsell, Bryan (Author) / Artemiadis, Panagiotis (Thesis advisor) / Santello, Marco (Committee member) / Santos, Veronica (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study collected and examined information on K-12 teachers currently involved in online education in the United States. The purposes of this study included defining the demographics of these teachers, determining the extent to which they were formally educated and/or trained to teach online, and to compare these findings to those from a similar study conducted six years earlier. A web-based survey, including questions in both open and closed form, was used to gather data from 325 participants currently teaching at least one online class at publicly funded K-12 online schools nationwide. Survey questions covered the following six domains: a) personal demographics, b) educational background and experience, c) pre-service training, d) in-service training, and e) current online teaching assignments. The results of this study indicate that those currently teaching online to K-12 students have demographic characteristics that are similar to face-to-face teachers, particularly in terms of gender, age, and ethnicity/race; however, the online teachers generally had higher levels of educational attainment, more years of teaching experience, and were significantly more likely to teach on a part-time basis. It was found that teachers working with K-12 students online are self-motivated, place a high value on learning and education, and enjoy the challenge and process of using technology for this purpose. Based on findings, only a limited number of university-based teacher preparation programs address any aspect of the methods and techniques required for teaching online, and even fewer offer online field placement opportunities for pre-service teachers. For the most part, current online teachers were found to have received training after graduation, while working in the field. Further research is needed to specifically define and empirically validate the methods and techniques required for effective online teaching at the K-12 levels so that formal educational and training programs can be further developed to effectively prepare future K-12 online teachers.
ContributorsLarson, Jean Sutton (Author) / Archambault, Leanna (Thesis advisor) / Savenye, Wilhelmina (Thesis advisor) / Bitter, Gary (Committee member) / Arizona State University (Publisher)
Created2014
Description
This dissertation is a qualitative study based on the experiences of five high schoolers and five college-aged students who grew up in Erie, Pennsylvania, and participated in theatrical productions within their schools, churches, the Erie Playhouse Youtheatre, and other community theatres. The author begins with an introduction of the theatrical scene in Erie and explains the options available to these youth during the times they performed, so the reader will have a better understanding of the background of these young people. The author then explores the current literature dealing with youth participants in a youth theatre setting. In his research, he notes that there were few scholarly books or articles that directly dealt with youth who participate in youth theatre. Most of the books dealt with youth who are part of theatrical programs in school settings, and few researchers utilized the youth's voice as part of the process. The author interviewed ten participants about their theatrical experiences asking them about aspects such as: positive and negative experiences, why they performed, and what they learned from doing theatre. After transcribing the interviews, the author analyzed the participants' responses for values, attitudes, and beliefs about theatre. From this analysis, the author found six themes emerged focusing on: fun, friendship, family, personal growth, commitment to productions, and negative experiences in the theatrical process. Throughout the document, the author utilized the youths' voices and kept their words and thoughts as the basis for all findings constructed and discussed.
ContributorsKosnik, Craig (Author) / Saldana, Johnny (Thesis advisor) / Etheridge Woodson, Stephani (Committee member) / Anderson, Lisa (Committee member) / Arizona State University (Publisher)
Created2014
Description
The slider-crank mechanism is popularly used in internal combustion engines to convert the reciprocating motion of the piston into a rotary motion. This research discusses an alternate mechanism proposed by the Wiseman Technology Inc. which involves replacing the crankshaft with a hypocycloid gear assembly. The unique hypocycloid gear arrangement allows the piston and the connecting rod to move in a straight line, creating a perfect sinusoidal motion. To analyze the performance advantages of the Wiseman mechanism, engine simulation software was used. The Wiseman engine with the hypocycloid piston motion was modeled in the software and the engine's simulated output results were compared to those with a conventional engine of the same size. The software was also used to analyze the multi-fuel capabilities of the Wiseman engine using a contra piston. The engine's performance was studied while operating on diesel, ethanol and gasoline fuel. Further, a scaling analysis on the future Wiseman engine prototypes was carried out to understand how the performance of the engine is affected by increasing the output power and cylinder displacement. It was found that the existing Wiseman engine produced about 7% less power at peak speeds compared to the slider-crank engine of the same size. It also produced lower torque and was about 6% less fuel efficient than the slider-crank engine. These results were concurrent with the dynamometer tests performed in the past. The 4 stroke diesel variant of the same Wiseman engine performed better than the 2 stroke gasoline version as well as the slider-crank engine in all aspects. The Wiseman engine using contra piston showed poor fuel efficiency while operating on E85 fuel. But it produced higher torque and about 1.4% more power than while running on gasoline. While analyzing the effects of the engine size on the Wiseman prototypes, it was found that the engines performed better in terms of power, torque, fuel efficiency and cylinder BMEP as their displacements increased. The 30 horsepower (HP) prototype, while operating on E85, produced the most optimum results in all aspects and the diesel variant of the same engine proved to be the most fuel efficient.
ContributorsRay, Priyesh (Author) / Redkar, Sangram (Thesis advisor) / Mayyas, Abdel Ra'Ouf (Committee member) / Meitz, Robert (Committee member) / Arizona State University (Publisher)
Created2014
Description
Past research has shown that students have difficulty developing a robust conception of function. However, little prior research has been performed dealing with student knowledge of function composition, a potentially powerful mathematical concept. This dissertation reports the results of an investigation into student understanding and use of function composition, set against the backdrop of a precalculus class that emphasized quantification and covariational reasoning. The data were collected using task-based, semi-structured clinical interviews with individual students outside the classroom. Findings from this study revealed that factors such as the student's quantitative reasoning, covariational reasoning, problem solving behaviors, and view of function influence how a student understands and uses function composition. The results of the study characterize some of the subtle ways in which these factors impact students' ability to understand and use function composition to solve problems. Findings also revealed that other factors such as a students' persistence, disposition towards "meaning making" for the purpose of conceptualizing quantitative relationships, familiarity with the context of a problem, procedural fluency, and student knowledge of rules of "order of operations" impact a students' progress in advancing her/his solution approach.
ContributorsBowling, Stacey (Author) / Carlson, Marilyn P (Thesis advisor) / Thompson, Patrick W (Committee member) / Moore, Kevin C (Committee member) / Milner, Fabio (Committee member) / Van de Sande, Carla (Committee member) / Arizona State University (Publisher)
Created2014
Description
Contemporary online social platforms present individuals with social signals in the form of news feed on their peers' activities. On networks such as Facebook, Quora, network operator decides how that information is shown to an individual. Then the user, with her own interests and resource constraints selectively acts on a subset of items presented to her. The network operator again, shows that activity to a selection of peers, and thus creating a behavioral loop. That mechanism of interaction and information flow raises some very interesting questions such as: can network operator design social signals to promote a particular activity like sustainability, public health care awareness, or to promote a specific product? The focus of my thesis is to answer that question. In this thesis, I develop a framework to personalize social signals for users to guide their activities on an online platform. As the result, we gradually nudge the activity distribution on the platform from the initial distribution p to the target distribution q. My work is particularly applicable to guiding collaborations, guiding collective actions, and online advertising. In particular, I first propose a probabilistic model on how users behave and how information flows on the platform. The main part of this thesis after that discusses the Influence Individuals through Social Signals (IISS) framework. IISS consists of four main components: (1) Learner: it learns users' interests and characteristics from their historical activities using Bayesian model, (2) Calculator: it uses gradient descent method to compute the intermediate activity distributions, (3) Selector: it selects users who can be influenced to adopt or drop specific activities, (4) Designer: it personalizes social signals for each user. I evaluate the performance of IISS framework by simulation on several network topologies such as preferential attachment, small world, and random. I show that the framework gradually nudges users' activities to approach the target distribution. I use both simulation and mathematical method to analyse convergence properties such as how fast and how close we can approach the target distribution. When the number of activities is 3, I show that for about 45% of target distributions, we can achieve KL-divergence as low as 0.05. But for some other distributions KL-divergence can be as large as 0.5.
ContributorsLe, Tien D (Author) / Sundaram, Hari (Thesis advisor) / Davulcu, Hasan (Thesis advisor) / Liu, Huan (Committee member) / Arizona State University (Publisher)
Created2014
Description
In order to maintain its global position, the United States needs to increase the number of students opting for science careers. Science teachers face a formidable challenge. Students are not choosing science because they do not think coursework is interesting or applies to their lives. These problems often compound for adolescents in urban areas. This action research investigated an innovation aimed at engaging a group of adolescents in the science learning process through cognitive processes and conceptual understanding. It was hoped that this combination would increase students' engagement in the classroom and proficiency in science. The study was conducted with 28 juniors and sophomores in an Environmental Science class in an urban high school with a student body of 97% minority students and 86% students receiving free and reduced lunch. The study used a mixed-methods design. Instruments included a pre- and post-test, Thinking Maps, transcripts of student discourse, and a two-part Engagement Observation Instrument. Data analysis included basic descriptives and a grounded theory approach. Findings show students became engaged in activities when cognitive processes were taught prior to content. Furthermore it was discovered that Thinking Maps were perceived to be an easy tool to use to organize students' thinking and processing. Finally there was a significant increase in student achievement. From these findings implications for future practice and research are offered.
ContributorsSingh, Renu (Author) / Zambo, Debby (Thesis advisor) / Hansen, Cory (Committee member) / Snyder, Jan D (Committee member) / Arizona State University (Publisher)
Created2014
Description
The Solid State Transformer (SST) is an essential component in the FREEDM system. This research focuses on the modeling of the SST and the controller hardware in the loop (CHIL) implementation of the SST for the support of the FREEDM system demonstration. The energy based control strategy for a three-stage SST is analyzed and applied. A simplified average model of the three-stage SST that is suitable for simulation in real time digital simulator (RTDS) has been developed in this study. The model is also useful for general time-domain power system analysis and simulation. The proposed simplified av-erage model has been validated in MATLAB and PLECS. The accuracy of the model has been verified through comparison with the cycle-by-cycle average (CCA) model and de-tailed switching model. These models are also implemented in PSCAD, and a special strategy to implement the phase shift modulation has been proposed to enable the switching model simulation in PSCAD. The implementation of the CHIL test environment of the SST in RTDS is described in this report. The parameter setup of the model has been discussed in detail. One of the dif-ficulties is the choice of the damping factor, which is revealed in this paper. Also the grounding of the system has large impact on the RTDS simulation. Another problem is that the performance of the system is highly dependent on the switch parameters such as voltage and current ratings. Finally, the functionalities of the SST have been realized on the platform. The distributed energy storage interface power injection and reverse power flow have been validated. Some limitations are noticed and discussed through the simulation on RTDS.
ContributorsJiang, Youyuan (Author) / Ayyanar, Raja (Thesis advisor) / Holbert, Keith E. (Committee member) / Chowdhury, Srabanti (Committee member) / Arizona State University (Publisher)
Created2014