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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
Description
ABSTRACT
Objective: This research examined the effectiveness of a weight loss diet incorporating high protein pasta and breakfast cereal products as compared to a weight loss diet using conventional versions of gluten-free pasta and breakfast cereal.
Design: In a 6-week parallel-arm food trial (representing the first phase of a 12-week cross-over trial), 26 overweight and obese (Mean BMI 43.1 ± 12.4 kg/m²) participants, free of related comorbidities, were randomly assigned to the Zone diet (~29% energy intake from protein) or a control diet (~9% energy from protein). Participants were included in the trial if they satisfied the criteria for elevated risk for metabolic syndrome (top half of the TG/HDL ratios of all who were tested). Participants were instructed to eat prepared meals (total of 7 cereal packets and 14 pasta meals weekly) that included patented food technologies for the Zone diet and commercially available gluten-free rice pasta and a conventional name brand boxed cereal for the control diet. Body composition was measured with a bioelectrical impedance scale at weeks 1, and 6. Food records and diet adherence were recorded daily by the participants.
Results: Both the Zone and control diets resulted in significant weight loss (-2.9 ± 3.1 kg vs. -2.7 ± 2.6 kg respectively) over time (p = 0.03) but not between groups (p = 0.96). Although not statistically significant, the Zone diet appears to have influenced more weight loss at trial weeks 3, 4, and 5 (p = 0.46) than the control diet. The change in FFM was significant (p = 0.02) between the Zone and control groups (1.4 ± 3.6 kg vs. -0.6 ± 1.5 kg respectively) at week-6. Study adherence did not differ significantly between diet groups (p = 0.53).
Conclusions: Energy-restricted diets are effective for short-term weight loss and high protein intake appears to promote protein sparing and preservation of FFM during weight loss. The macronutrient profile of the diet does not appear to influence calorie intake, but it does appear to influence the quality of weight loss. Other measures of body composition and overall health outcomes should be examined by future studies to appropriately identify the potential health effects between these diet types.
Objective: This research examined the effectiveness of a weight loss diet incorporating high protein pasta and breakfast cereal products as compared to a weight loss diet using conventional versions of gluten-free pasta and breakfast cereal.
Design: In a 6-week parallel-arm food trial (representing the first phase of a 12-week cross-over trial), 26 overweight and obese (Mean BMI 43.1 ± 12.4 kg/m²) participants, free of related comorbidities, were randomly assigned to the Zone diet (~29% energy intake from protein) or a control diet (~9% energy from protein). Participants were included in the trial if they satisfied the criteria for elevated risk for metabolic syndrome (top half of the TG/HDL ratios of all who were tested). Participants were instructed to eat prepared meals (total of 7 cereal packets and 14 pasta meals weekly) that included patented food technologies for the Zone diet and commercially available gluten-free rice pasta and a conventional name brand boxed cereal for the control diet. Body composition was measured with a bioelectrical impedance scale at weeks 1, and 6. Food records and diet adherence were recorded daily by the participants.
Results: Both the Zone and control diets resulted in significant weight loss (-2.9 ± 3.1 kg vs. -2.7 ± 2.6 kg respectively) over time (p = 0.03) but not between groups (p = 0.96). Although not statistically significant, the Zone diet appears to have influenced more weight loss at trial weeks 3, 4, and 5 (p = 0.46) than the control diet. The change in FFM was significant (p = 0.02) between the Zone and control groups (1.4 ± 3.6 kg vs. -0.6 ± 1.5 kg respectively) at week-6. Study adherence did not differ significantly between diet groups (p = 0.53).
Conclusions: Energy-restricted diets are effective for short-term weight loss and high protein intake appears to promote protein sparing and preservation of FFM during weight loss. The macronutrient profile of the diet does not appear to influence calorie intake, but it does appear to influence the quality of weight loss. Other measures of body composition and overall health outcomes should be examined by future studies to appropriately identify the potential health effects between these diet types.
ContributorsJames, Andrew (Author) / Johnston, Carol (Thesis advisor) / Mayol-Kreiser, Sandra (Committee member) / Shepard, Christina (Committee member) / Arizona State University (Publisher)
Created2015
Description
Many physical phenomena and industrial applications involve multiphase fluid flows and hence it is of high importance to be able to simulate various aspects of these flows accurately. The Dynamic Contact Angles (DCA) and the contact lines at the wall boundaries are a couple of such important aspects. In the past few decades, many mathematical models were developed for predicting the contact angles of the inter-face with the wall boundary under various flow conditions. These models are used to incorporate the physics of DCA and contact line motion in numerical simulations using various interface capturing/tracking techniques. In the current thesis, a simple approach to incorporate the static and dynamic contact angle boundary conditions using the level set method is developed and implemented in multiphase CFD codes, LIT (Level set Interface Tracking) (Herrmann (2008)) and NGA (flow solver) (Desjardins et al (2008)). Various DCA models and associated boundary conditions are reviewed. In addition, numerical aspects such as the occurrence of a stress singularity at the contact lines and grid convergence of macroscopic interface shape are dealt with in the context of the level set approach.
ContributorsPendota, Premchand (Author) / Herrmann, Marcus (Thesis advisor) / Rykaczewski, Konrad (Committee member) / Chen, Kangping (Committee member) / Arizona State University (Publisher)
Created2015
Description
War exacts a great social cost, not only upon its direct participants, but also upon the lives of the friends, family, and community of those who experience it. This cost is particularly evident in the increased frequencies of aggressive behaviors, including homicide, assault, and domestic violence, enacted by Western military veterans with posttraumatic stress disorder (PTSD). Similarly, among contemporary non-Westernized peoples, a cross-cultural conducted by Ember and Ember (1994) found a relationship between war and various forms of intragroup violence, including domestic violence, assaults, homicides, and violent sports. It is unknown, however, if this positive association between warfare and intragroup violence extends longitudinally for prehistoric populations uninfluenced by modern states.
To test Ember and Ember’s (1994) results in an archaeological culture, this study examines whether or not an association between war and intragroup violence was present during the Mississippian Period (ca. AD 1000-1450) of the Central Illinois Valley (CIV). The Mississippian Period of the CIV represents an ideal context for examining war and violence questions, as considerable evidence of war and violence has been amassed from archaeological and bioarchaeological analyses. High rates of skeletal trauma, fortification construction, and the placement of habitations sites in defendable areas indicate war was of particular concern during this period. Yet, little is known regarding the diachronic and synchronic variation in violence in this region.
In this research, skeletal remains representing 776 individuals from five CIV sites (Dickson Mounds, Larson, Berry, Crable, and Emmons) were analyzed for violence-related skeletal trauma, biodistance, and mortuary data. From the aggregation of these data, two models of intergroup violence and two models of intragroup violence were explored. The intergroup models examined were: 1) warfare victims from the local community and 2) warfare captives. The intragroup models assessed include: 1) domestic violence and 2) male-male fights. Results support the hypothesis that as intergroup violence increased during the Mississippian Period in the CIV, intragroup violence increased concomitantly. While warfare and intragroup violence occurred in low frequencies early in the Mississippian Period, after AD 1200, both intragroup and intergroup violence were likely endemic.
To test Ember and Ember’s (1994) results in an archaeological culture, this study examines whether or not an association between war and intragroup violence was present during the Mississippian Period (ca. AD 1000-1450) of the Central Illinois Valley (CIV). The Mississippian Period of the CIV represents an ideal context for examining war and violence questions, as considerable evidence of war and violence has been amassed from archaeological and bioarchaeological analyses. High rates of skeletal trauma, fortification construction, and the placement of habitations sites in defendable areas indicate war was of particular concern during this period. Yet, little is known regarding the diachronic and synchronic variation in violence in this region.
In this research, skeletal remains representing 776 individuals from five CIV sites (Dickson Mounds, Larson, Berry, Crable, and Emmons) were analyzed for violence-related skeletal trauma, biodistance, and mortuary data. From the aggregation of these data, two models of intergroup violence and two models of intragroup violence were explored. The intergroup models examined were: 1) warfare victims from the local community and 2) warfare captives. The intragroup models assessed include: 1) domestic violence and 2) male-male fights. Results support the hypothesis that as intergroup violence increased during the Mississippian Period in the CIV, intragroup violence increased concomitantly. While warfare and intragroup violence occurred in low frequencies early in the Mississippian Period, after AD 1200, both intragroup and intergroup violence were likely endemic.
ContributorsHatch, Mallorie Ann, 1983- (Author) / Buikstra, Jane (Thesis advisor) / Spielmann, Katherine (Committee member) / Carr, Christopher (Committee member) / Milner, George (Committee member) / Arizona State University (Publisher)
Created2015
Description
Natural variations in 238U/235U of marine carbonates might provide a useful way of constraining redox conditions of ancient environments. In order to evaluate the reliability of this proxy, we conducted aragonite and calcite coprecipitation experiments at pH ~7.5 and ~ 8.5 to study possible U isotope fractionation during incorporation into these minerals.
Small but significant U isotope fractionation was observed in aragonite experiments at pH ~ 8.5, with heavier U in the solid phase. 238U/235U of dissolved U in these experiments can be fit by Rayleigh fractionation curves with fractionation factors of 1.00007+0.00002/-0.00003, 1.00005 ± 0.00001, and 1.00003 ± 0.00001. In contrast, no resolvable U isotope fractionation was observed in an aragonite experiment at pH ~7.5 or in calcite experiments at either pH. Equilibrium isotope fractionation among different aqueous U species is the most likely explanation for these findings. Certain charged U species are preferentially incorporated into calcium carbonate relative to the uncharged U species Ca2UO2(CO3)3(aq), which we hypothesize has a lighter equilibrium U isotope composition than most of the charged species. According to this hypothesis, the magnitude of U isotope fractionation should scale with the fraction of dissolved U that is present as Ca2UO2(CO3)3 (aq). This expectation is confirmed by equilibrium speciation modeling of our experiments. Theoretical calculation of the U isotope fractionation factors between different U species could further test this hypothesis and our proposed fractionation mechanism.
These findings suggest that U isotope variations in ancient carbonates could be controlled by changes in the aqueous speciation of seawater U, particularly changes in seawater pH, PCO2, [Ca], or [Mg] concentrations. In general, these effects are likely to be small (<0.13 ‰), but are nevertheless potentially significant because of the small natural range of variation of 238U/235U.
Small but significant U isotope fractionation was observed in aragonite experiments at pH ~ 8.5, with heavier U in the solid phase. 238U/235U of dissolved U in these experiments can be fit by Rayleigh fractionation curves with fractionation factors of 1.00007+0.00002/-0.00003, 1.00005 ± 0.00001, and 1.00003 ± 0.00001. In contrast, no resolvable U isotope fractionation was observed in an aragonite experiment at pH ~7.5 or in calcite experiments at either pH. Equilibrium isotope fractionation among different aqueous U species is the most likely explanation for these findings. Certain charged U species are preferentially incorporated into calcium carbonate relative to the uncharged U species Ca2UO2(CO3)3(aq), which we hypothesize has a lighter equilibrium U isotope composition than most of the charged species. According to this hypothesis, the magnitude of U isotope fractionation should scale with the fraction of dissolved U that is present as Ca2UO2(CO3)3 (aq). This expectation is confirmed by equilibrium speciation modeling of our experiments. Theoretical calculation of the U isotope fractionation factors between different U species could further test this hypothesis and our proposed fractionation mechanism.
These findings suggest that U isotope variations in ancient carbonates could be controlled by changes in the aqueous speciation of seawater U, particularly changes in seawater pH, PCO2, [Ca], or [Mg] concentrations. In general, these effects are likely to be small (<0.13 ‰), but are nevertheless potentially significant because of the small natural range of variation of 238U/235U.
ContributorsChen, Xinming (Author) / Anbar, Ariel (Thesis advisor) / Herckes, Pierre (Committee member) / Shock, Everett (Committee member) / Arizona State University (Publisher)
Created2015
ContributorsJavidahmadabadi, Mahdi (Author) / Kitchen, Jennifer (Thesis advisor) / Bakkaloglu, Bertan (Committee member) / Aberle, James T., 1961- (Committee member) / Arizona State University (Publisher)
Created2015
Description
Node-link diagrams are widely used to visualize the relational structure of real world datasets. As identical data can be visualized in infinite ways by simply changing the spatial arrangement of the nodes, one of the important research topics of the graph drawing community is to visualize the data in the way that can facilitate people's comprehension. The last three decades have witnessed the growth of algorithms for automatic visualization. However, despite the popularity of node-link diagrams and the enthusiasm in improving computational efficiency, little is known about how people read these graphs and what factors (layout, size, density, etc.) have impact on their effectiveness (the usability aspect of the graph, e.g., are they easy to understand?). This thesis is comprehensive research to investigate the factors that affect people's understanding of node-link diagrams using eye-tracking methods. Three experiments were conducted, including 1) a pilot study with 22 participants to explore the layout and size effect; 2) an eye tracking experiment with 43 participants to investigate the layout, size and density effect on people's graph comprehension using abstract node-link diagram and generic tasks; and 3) an eye tracking experiment with the same participants to investigate the same effects using a real visualization analytic application. Results showed that participants' spatial reasoning ability had significant impact on people's graph reading performance. Layout, size, and density were all found to be significant effects under different task circumstances. The applicability of the eye tracking methods on visualization evaluation has been confirmed by providing detailed evidence that demonstrates the cognitive process of participants' graph reading behavior.
ContributorsLiu, Qing (Author) / McKenna, Anna (Thesis advisor) / Jennifer, Jennifer (Committee member) / Cooke, Nancy J. (Committee member) / Arizona State University (Publisher)
Created2015
Description
Sexual and social signals have long been thought to play an important role in speciation and diversity; hence, investigations of intraspecific communication may lead to important insights regarding key processes of evolution. Though we have learned much about the control, function, and evolution of animal communication by studying several very common signal types, investigating rare classes of signals may provide new information about how and why animals communicate. My dissertation research focused on rapid physiological color change, a rare signal-type used by relatively few taxa. To answer longstanding questions about this rare class of signals, I employed novel methods to measure rapid color change signals of male veiled chameleons Chamaeleo calyptratus in real-time as seen by the intended conspecific receivers, as well as the associated behaviors of signalers and receivers. In the context of agonistic male-male interactions, I found that the brightness achieved by individual males and the speed of color change were the best predictors of aggression and fighting ability. Conversely, I found that rapid skin darkening serves as a signal of submission for male chameleons, reducing aggression from winners when displayed by losers. Additionally, my research revealed that the timing of maximum skin brightness and speed of brightening were the best predictors of maximum bite force and circulating testosterone levels, respectively. Together, these results indicated that different aspects of color change can communicate information about contest strategy, physiology, and performance ability. Lastly, when I experimentally manipulated the external appearance of chameleons, I found that "dishonestly" signaling individuals (i.e. those whose behavior did not match their manipulated color) received higher aggression from unpainted opponents. The increased aggression received by dishonest signalers suggests that social costs play an important role in maintaining the honesty of rapid color change signals in veiled chameleons. Though the color change abilities of chameleons have interested humans since the time of Aristotle, little was previously known about the signal content of such changes. Documenting the behavioral contexts and information content of these signals has provided an important first step in understanding the current function, underlying control mechanisms, and evolutionary origins of this rare signal type.
ContributorsLigon, Russell (Author) / McGraw, Kevin J. (Committee member) / DeNardo, Dale F (Committee member) / Karsten, Kristopher B (Committee member) / Rutowski, Ronald L (Committee member) / Deviche, Pierre (Committee member) / Arizona State University (Publisher)
Created2015
Description
ABSTRACT
This dissertation examines contemporary U.S. women writing about war, with primarily women subjects and protagonists, from 1991-2013, in fiction, memoir, and media. The writers situate women at the center of war texts and privilege their voices as authoritative speakers in war, whether as civilians and soldiers trying to survive or indigenous women preparing for the possibility of war. I argue that these authors are rewriting scripts of war to reflect gendered experiences and opening new ways of thinking about war. Women Rewriting Scripts of War argues that Leslie Marmon Silko’s novel Almanac of the Dead juxtaposes an indigenous Story concept against a white industrialized national “Truth,” and indigenous women characters will resort to war if needed to oppose it. Silko’s and the other texts here challenge readers to unseat assumptions about the sovereignty of the U.S. and other countries, about the fixedness of gender, of capitalism, and of how humans relate to each other‒and how we should. I argue in Essay 3 that the script of “the body” or “the soldier” in military service can be expanded by moving toward language and concepts from feminist and queer theory and spectrums of gender and sexuality. This can contribute to positive change for all military members. In each of the texts, there are some similarities in connections with others. Connections enable solidarity for change, possibilities for healing, and survival; indeed, without connections with others to work together, survival is not possible. Changes to established economic structures become necessary for women in Barbara Kingsolver’s novel The Poisonwood Bible; I argue that women engaging in alternative modes of economy subvert the dominant economic constraints, gender hierarchies, and social isolation during and after war in the Congo. In Essay 5, I explore two fictional texts about the U.S. wars in Iraq and Afghanistan, Helen Benedict's novel Sand Queen and Katey Schultz’s short story collection Flashes of War. The connections in these women’s texts about war are not idealized, and they function as the antithesis to the fragmentation and isolation of postmodern texts.
This dissertation examines contemporary U.S. women writing about war, with primarily women subjects and protagonists, from 1991-2013, in fiction, memoir, and media. The writers situate women at the center of war texts and privilege their voices as authoritative speakers in war, whether as civilians and soldiers trying to survive or indigenous women preparing for the possibility of war. I argue that these authors are rewriting scripts of war to reflect gendered experiences and opening new ways of thinking about war. Women Rewriting Scripts of War argues that Leslie Marmon Silko’s novel Almanac of the Dead juxtaposes an indigenous Story concept against a white industrialized national “Truth,” and indigenous women characters will resort to war if needed to oppose it. Silko’s and the other texts here challenge readers to unseat assumptions about the sovereignty of the U.S. and other countries, about the fixedness of gender, of capitalism, and of how humans relate to each other‒and how we should. I argue in Essay 3 that the script of “the body” or “the soldier” in military service can be expanded by moving toward language and concepts from feminist and queer theory and spectrums of gender and sexuality. This can contribute to positive change for all military members. In each of the texts, there are some similarities in connections with others. Connections enable solidarity for change, possibilities for healing, and survival; indeed, without connections with others to work together, survival is not possible. Changes to established economic structures become necessary for women in Barbara Kingsolver’s novel The Poisonwood Bible; I argue that women engaging in alternative modes of economy subvert the dominant economic constraints, gender hierarchies, and social isolation during and after war in the Congo. In Essay 5, I explore two fictional texts about the U.S. wars in Iraq and Afghanistan, Helen Benedict's novel Sand Queen and Katey Schultz’s short story collection Flashes of War. The connections in these women’s texts about war are not idealized, and they function as the antithesis to the fragmentation and isolation of postmodern texts.
ContributorsStamper, Cambria A (Author) / Clarke, Deborah (Thesis advisor) / Hogue, Cynthia (Committee member) / Fonow, Mary Margaret (Committee member) / Arizona State University (Publisher)
Created2015