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- Member of: ASU Electronic Theses and Dissertations
- Member of: ASU Retirees Association (ASURA) Video History Project Interviews
- Member of: Learning Sciences Applied Projects
Description
Bob Francis grew up in Yuma, Arizona and graduated from ASU. After spending a year teaching high school in Yuma, he returned to ASU in 1970, starting in the Alumni Association. After a few years, he moved to the Office of Undergraduate Admissions where he spent most of his career. He retired in 2002.
Important / interesting parts of the interview include:
• The beginning of the Office of Undergraduate Admissions in Part 2
• The changing attitude about the role of the University in marketing itself to students and parents in Part 3
• The role of the Devils’ Advocates played in selling the University in Part 4
• The role Don Dotts and Christine Kajikawa Wilkinson played in Bob’s career in Part 6
ContributorsFrancis, Robert (Bob) (Interviewee) / Mason, Marilyn (Interviewer) / Scheatzle, David (Interviewer) / Arizona State University Retirees Association (Producer)
Created2014-04-17
ContributorsHardt, Ann (Interviewee) / Ludemann, Ruth (Interviewer) / Scheatzle, David (Interviewer) / Arizona State University Retirees Association (Producer)
Created2011-02-22
Description
Current educational systems are trying to transform their practices with those that align with critical thinking skills, collaboration amongst students and allowing students to feel motivated and engaged in learning. Within a special education classroom at a Title I high school located in South Tempe, Arizona, a design was innovated in order to attempt to enhance this learning environment to foster students’ ability to build intrinsic motivation and engaged within their classroom through collaboration and the autonomy supported by the teacher and this innovation. Throughout this paper, you will be able to see the contextual analysis, theoretical inspirations, design constructs and analysis of the implementation within two separate class periods.
ContributorsBelanger, Kendra (Author)
Created2023-04-30
Description
Glycosaminoglycans (GAGs) are a class of complex biomolecules comprised of linear, sulfated polysaccharides whose presence on cell surfaces and in the extracellular matrix involve them in many physiological phenomena as well as in interactions with pathogenic microbes. Decorin binding protein A (DBPA), a Borrelia surface lipoprotein involved in the infectivity of Lyme disease, is responsible for binding GAGs found on decorin, a small proteoglycan present in the extracellular matrix. Different DBPA strains have notable sequence heterogeneity that results in varying levels of GAG-binding affinity. In this dissertation, the structures and GAG-binding mechanisms for three strains of DBPA (B31 and N40 DBPAs from B. burgdorferi and PBr DBPA from B. garinii) are studied to determine why each strain has a different affinity for GAGs. These three strains have similar topologies consisting of five α-helices held together by a hydrophobic core as well as two long flexible segments: a linker between helices one and two and a C-terminal tail. This structural arrangement facilitates the formation of a basic pocket below the flexible linker which is the primary GAG-binding epitope. However, this GAG-binding site can be occluded by the flexible linker, which makes the linker a negative regulator of GAG-binding. ITC and NMR titrations provide KD values that show PBr DBPA binds GAGs with higher affinity than B31 and N40 DBPAs, while N40 binds with the lowest affinity of the three. Work in this thesis demonstrates that much of the discrepancies seen in GAG affinities of the three DBPAs can be explained by the amino acid composition and conformation of the linker. Mutagenesis studies show that B31 DBPA overcomes the pocket obstruction with the BXBB motif in its linker while PBr DBPA has a retracted linker that exposes the basic pocket as well as a secondary GAG-binding site. N40 DBPA, however, does not have any evolutionary modifications to its structure to enhance GAG binding which explains its lower affinity for GAGs. GMSA and ELISA assays, along with NMR PRE experiments, confirm that structural changes in the linker do affect GAG-binding and, as a result, the linker is responsible for regulating GAG affinity.
ContributorsMorgan, Ashli M (Author) / Wang, Xu (Thesis advisor) / Allen, James (Committee member) / Yarger, Jeffery (Committee member) / Arizona State University (Publisher)
Created2015
Description
Image segmentation is of great importance and value in many applications. In computer vision, image segmentation is the tool and process of locating objects and boundaries within images. The segmentation result may provide more meaningful image data. Generally, there are two fundamental image segmentation algorithms: discontinuity and similarity. The idea behind discontinuity is locating the abrupt changes in intensity of images, as are often seen in edges or boundaries. Similarity subdivides an image into regions that fit the pre-defined criteria. The algorithm utilized in this thesis is the second category.
This study addresses the problem of particle image segmentation by measuring the similarity between a sampled region and an adjacent region, based on Bhattacharyya distance and an image feature extraction technique that uses distribution of local binary patterns and pattern contrasts. A boundary smoothing process is developed to improve the accuracy of the segmentation. The novel particle image segmentation algorithm is tested using four different cases of particle image velocimetry (PIV) images. The obtained experimental results of segmentations provide partitioning of the objects within 10 percent error rate. Ground-truth segmentation data, which are manually segmented image from each case, are used to calculate the error rate of the segmentations.
This study addresses the problem of particle image segmentation by measuring the similarity between a sampled region and an adjacent region, based on Bhattacharyya distance and an image feature extraction technique that uses distribution of local binary patterns and pattern contrasts. A boundary smoothing process is developed to improve the accuracy of the segmentation. The novel particle image segmentation algorithm is tested using four different cases of particle image velocimetry (PIV) images. The obtained experimental results of segmentations provide partitioning of the objects within 10 percent error rate. Ground-truth segmentation data, which are manually segmented image from each case, are used to calculate the error rate of the segmentations.
ContributorsHan, Dongmin (Author) / Frakes, David (Thesis advisor) / Adrian, Ronald (Committee member) / Turaga, Pavan (Committee member) / Arizona State University (Publisher)
Created2015
Description
Nanoparticle suspensions, popularly termed “nanofluids,” have been extensively investigated for their thermal and radiative properties. Such work has generated great controversy, although it is arguably accepted today that the presence of nanoparticles rarely leads to useful enhancements in either thermal conductivity or convective heat transfer. On the other hand, there are still examples of unanticipated enhancements to some properties, such as the reported specific heat of molten salt-based nanofluids and the critical heat flux. Another largely overlooked example is the apparent effect of nanoparticles on the effective latent heat of vaporization (hfg) of aqueous nanofluids. A previous study focused on molecular dynamics (MD) modeling supplemented with limited experimental data to suggest that hfg increases with increasing nanoparticle concentration.
Here, this research extends that exploratory work in an effort to determine if hfg of aqueous nanofluids can be manipulated, i.e., increased or decreased, by the addition of graphite or silver nanoparticles. Our results to date indicate that hfg can be substantially impacted, by up to ± 30% depending on the type of nanoparticle. Moreover, this dissertation reports further experiments with changing surface area based on volume fraction (0.005% to 2%) and various nanoparticle sizes to investigate the mechanisms for hfg modification in aqueous graphite and silver nanofluids. This research also investigates thermophysical properties, i.e., density and surface tension in aqueous nanofluids to support the experimental results of hfg based on the Clausius - Clapeyron equation. This theoretical investigation agrees well with the experimental results. Furthermore, this research investigates the hfg change of aqueous nanofluids with nanoscale studies in terms of melting of silver nanoparticles and hydrophobic interactions of graphite nanofluid. As a result, the entropy change due to those mechanisms could be a main cause of the changes of hfg in silver and graphite nanofluids.
Finally, applying the latent heat results of graphite and silver nanofluids to an actual solar thermal system to identify enhanced performance with a Rankine cycle is suggested to show that the tunable latent heat of vaporization in nanofluilds could be beneficial for real-world solar thermal applications with improved efficiency.
Here, this research extends that exploratory work in an effort to determine if hfg of aqueous nanofluids can be manipulated, i.e., increased or decreased, by the addition of graphite or silver nanoparticles. Our results to date indicate that hfg can be substantially impacted, by up to ± 30% depending on the type of nanoparticle. Moreover, this dissertation reports further experiments with changing surface area based on volume fraction (0.005% to 2%) and various nanoparticle sizes to investigate the mechanisms for hfg modification in aqueous graphite and silver nanofluids. This research also investigates thermophysical properties, i.e., density and surface tension in aqueous nanofluids to support the experimental results of hfg based on the Clausius - Clapeyron equation. This theoretical investigation agrees well with the experimental results. Furthermore, this research investigates the hfg change of aqueous nanofluids with nanoscale studies in terms of melting of silver nanoparticles and hydrophobic interactions of graphite nanofluid. As a result, the entropy change due to those mechanisms could be a main cause of the changes of hfg in silver and graphite nanofluids.
Finally, applying the latent heat results of graphite and silver nanofluids to an actual solar thermal system to identify enhanced performance with a Rankine cycle is suggested to show that the tunable latent heat of vaporization in nanofluilds could be beneficial for real-world solar thermal applications with improved efficiency.
ContributorsLee, Soochan (Author) / Phelan, Patrick E (Thesis advisor) / Wu, Carole-Jean (Thesis advisor) / Wang, Robert (Committee member) / Wang, Liping (Committee member) / Taylor, Robert A. (Committee member) / Prasher, Ravi (Committee member) / Arizona State University (Publisher)
Created2015
Description
This thesis examines the narratives and meta-commentary of Indonesian users of English about their English as a Second Language (ESL) experiences. It approaches interview data with ten Indonesian second language (L2) speakers of English from a narrative analysis/inquiry perspective. Each interview was transcribed according to a modified set of discourse analysis (DA) transcription conventions, then coded by the researcher. The first research question addressed what linguistic devices members of this population used to achieve cohesion and coherence in their narratives, and the second research question examined how members of this population portrayed their L2 selves in their narratives. The data yielded 21 linguistic devices that fell into three levels of frequency. Connectives, discourse markers, and repetition were by far the most common linguistic devices, followed by adverbials, embedded clauses, intensifiers, and the word like (non-comparison uses), which were somewhat frequent linguistic devices. The data also showed that participants constructed their L2 selves using three main categories: agency, identity, and perceptions of English and the U.S.. In regard to identity, participants invoked membership categorization, where they portrayed their identities in relation to other individuals. The study concludes with suggestions for future research, especially relating to Indonesian L2 users of English.
ContributorsTappendorf, Rebecca C (Author) / Renaud, Claire (Thesis advisor) / Prior, Matthew (Committee member) / Gelderen, Elly van (Committee member) / Arizona State University (Publisher)
Created2015
Description
Cosmology, carrying imprints from the entire history of the universe, has emerged as a precise observational science over the past 30 years. It can probe physics beyond the Standard Model at energy scales much higher than the weak scale. This thesis reports on some important probes of beyond standard model physics derived in a cosmological setting - (I) It is shown that primordial gravitational waves left over from inflation carry unique detectable CMB signatures for neutrino masses, axions and any other relativistic species that may have been present. (II) Higgs Inflation, the most popular and compelling inflation model with a higgs boson is studied next and it is shown that quantum effects have so far been incorrectly incorporated. A spurious gauge ambiguity arising from quantum effects enters the canonical prediction for observables in Higgs Inflation that must be addressed. (III) A new novel mechanism for generating the observed baryon asymmetry of the universe via decaying gravitinos is proposed. If the Supersymmetry (SUSY) breaking scale is high, then in the presence of R-parity violation, gravitinos can successfully reproduce the baryon asymmetry and evade all low energy constraints. (IV) The final chapter reports on a new completely general analysis of simplified models used in direct detection of dark matter. This is useful to explore what high energy physics constraints can be obtained from direct detection experiments.
ContributorsSabharwal, Subir (Author) / Krauss, Lawrence M (Thesis advisor) / Vachaspati, Tanmay (Thesis advisor) / Mauskopf, Philip D (Committee member) / Lunardini, Cecilia (Committee member) / Arizona State University (Publisher)
Created2015
Description
Engineering education can provide students with the tools to address complex, multidisciplinary grand challenge problems in sustainable and global contexts. However, engineering education faces several challenges, including low diversity percentages, high attrition rates, and the need to better engage and prepare students for the role of a modern engineer. These challenges can be addressed by integrating sustainability grand challenges into engineering curriculum.
Two main strategies have emerged for integrating sustainability grand challenges. In the stand-alone course method, engineering programs establish one or two distinct courses that address sustainability grand challenges in depth. In the module method, engineering programs integrate sustainability grand challenges throughout existing courses. Neither method has been assessed in the literature.
This thesis aimed to develop sustainability modules, to create methods for evaluating the modules’ effectiveness on student cognitive and affective outcomes, to create methods for evaluating students’ cumulative sustainability knowledge, and to evaluate the stand-alone course method to integrate sustainability grand challenges into engineering curricula via active and experiential learning.
The Sustainable Metrics Module for teaching sustainability concepts and engaging and motivating diverse sets of students revealed that the activity portion of the module had the greatest impact on learning outcome retention.
The Game Design Module addressed methods for assessing student mastery of course content with student-developed games indicated that using board game design improved student performance and increased student satisfaction.
Evaluation of senior design capstone projects via novel comprehensive rubric to assess sustainability learned over students’ curriculum revealed that students’ performance is primarily driven by their instructor’s expectations. The rubric provided a universal tool for assessing students’ sustainability knowledge and could also be applied to sustainability-focused projects.
With this in mind, engineering educators should pursue modules that connect sustainability grand challenges to engineering concepts, because student performance improves and students report higher satisfaction. Instructors should utilize pedagogies that engage diverse students and impact concept retention, such as active and experiential learning. When evaluating the impact of sustainability in the curriculum, innovative assessment methods should be employed to understand student mastery and application of course concepts and the impacts that topics and experiences have on student satisfaction.
Two main strategies have emerged for integrating sustainability grand challenges. In the stand-alone course method, engineering programs establish one or two distinct courses that address sustainability grand challenges in depth. In the module method, engineering programs integrate sustainability grand challenges throughout existing courses. Neither method has been assessed in the literature.
This thesis aimed to develop sustainability modules, to create methods for evaluating the modules’ effectiveness on student cognitive and affective outcomes, to create methods for evaluating students’ cumulative sustainability knowledge, and to evaluate the stand-alone course method to integrate sustainability grand challenges into engineering curricula via active and experiential learning.
The Sustainable Metrics Module for teaching sustainability concepts and engaging and motivating diverse sets of students revealed that the activity portion of the module had the greatest impact on learning outcome retention.
The Game Design Module addressed methods for assessing student mastery of course content with student-developed games indicated that using board game design improved student performance and increased student satisfaction.
Evaluation of senior design capstone projects via novel comprehensive rubric to assess sustainability learned over students’ curriculum revealed that students’ performance is primarily driven by their instructor’s expectations. The rubric provided a universal tool for assessing students’ sustainability knowledge and could also be applied to sustainability-focused projects.
With this in mind, engineering educators should pursue modules that connect sustainability grand challenges to engineering concepts, because student performance improves and students report higher satisfaction. Instructors should utilize pedagogies that engage diverse students and impact concept retention, such as active and experiential learning. When evaluating the impact of sustainability in the curriculum, innovative assessment methods should be employed to understand student mastery and application of course concepts and the impacts that topics and experiences have on student satisfaction.
ContributorsAntaya, Claire Louise (Author) / Landis, Amy E. (Thesis advisor) / Parrish, Kristen (Thesis advisor) / Bilec, Melissa M (Committee member) / Besterfield-Sacre, Mary E (Committee member) / Allenby, Braden R. (Committee member) / Arizona State University (Publisher)
Created2015
Description
This study examines the effects of providing persuasive writing and reading comprehension strategy training on source-based essay writing. Strategy training was administered through the use of the Writing Pal and the Interactive Strategy Trainer for Active Reading and Thinking (iSTART). The impact of both individual (writing or reading) and blended strategy training on source-based writing was investigated. A total of 261 participants completed the study; after removing incomplete and second language participants the source-based writing and system performance was assessed for 175 participants (n no instruction = 48, n iSTART =41, n Writing Pal =41, n blended =45).
Results indicated that participants who received blended strategy training produced higher quality source-based essays than participants who received only reading comprehension, writing strategy training, or no training. Furthermore, participants who received only reading comprehension or writing strategy training did not produce higher quality source-based essays than participants in the no-training control group. Time on task was investigated as a potential explanation for the results. Neither total time on task nor practice time were predictive of group differences on source-based essay scores. Analyses further suggested that the impact of strategy training does not differ as a function of prior abilities; however, training does seem to impact the relation between prior abilities and source-based essay scores. Specifically, prior writing ability was unrelated to performance for those who received writing training (i.e., Writing Pal and blended conditions), and prior reading ability was unrelated to performance for those received the full dosage of iSTART training. Overall, the findings suggest that when taught in conjunction with one another, reading comprehension and writing strategy training transfers to source-based writing, providing a positive impact on score. Potential changes to the Writing Pal and iSTART to more closely align training with source-based writing are discussed as methods of further increasing the impact of training on source-based writing.
Results indicated that participants who received blended strategy training produced higher quality source-based essays than participants who received only reading comprehension, writing strategy training, or no training. Furthermore, participants who received only reading comprehension or writing strategy training did not produce higher quality source-based essays than participants in the no-training control group. Time on task was investigated as a potential explanation for the results. Neither total time on task nor practice time were predictive of group differences on source-based essay scores. Analyses further suggested that the impact of strategy training does not differ as a function of prior abilities; however, training does seem to impact the relation between prior abilities and source-based essay scores. Specifically, prior writing ability was unrelated to performance for those who received writing training (i.e., Writing Pal and blended conditions), and prior reading ability was unrelated to performance for those received the full dosage of iSTART training. Overall, the findings suggest that when taught in conjunction with one another, reading comprehension and writing strategy training transfers to source-based writing, providing a positive impact on score. Potential changes to the Writing Pal and iSTART to more closely align training with source-based writing are discussed as methods of further increasing the impact of training on source-based writing.
ContributorsWeston Jennifer L (Author) / McNamara, Danielle S. (Thesis advisor) / Connor, Carol M (Committee member) / Glenberg, Arthur M. (Committee member) / Graham, Steve (Committee member) / Arizona State University (Publisher)
Created2015