Matching Items (43,913)
Description
In the time of Nazi Germany the systematic targeting of Jews for persecution and extermination was rampant. Although this was a dark time for the Jewish people in Europe, they did not simply stand idly by and let this happen to them. The Jewish people found a way to make a mockery of the situation that they wee in, as well as a way to poke fun at the people who persecuted them. The Jews used dark humor to mock the situations that they found themselves in. The interesting point here, though, is that they did not use all the aspects of dark humor that exist. The Jews used situational humor, critical humor, and gallows humor-humor about death-according to the incongruity theory of humor, to make a mockery of the plight that they were in. They did not use all of the different aspects of dark humor, but only the parts that would merge with their need to mock their situation, in order to be able to deal with the reality of what was happening in their lives. For the analysis in this thesis, I researched various collections of Jewish humor in Nazi Germany. I analyzed the jokes in relation to the different humor theories, and gave my conclusion on why these jokes were effective. Based on the evidence, I have come to several conclusions. The Jews that made these jokes only used the aspects of dark humor that would fit in with the atmosphere that they were trying to create. They would not use sexual jokes of any kind because of this. They used jokes that could be used as a shield, to comfort not only themselves but also their compatriots given their situation. The use of humor was a coping measure and a sign of defiance, that helped some of the victims of the Holocaust survive the attempted extermination of the Jews. Given the opportunity, I would widen my focus on this topic to include collective memory, as well, however the scope of such a project would be more fitting for a doctoral paper.
ContributorsWolfe, David (Author) / Alexander, Robert (Committee member) / Gilfillan, Daniel (Committee member) / Ghanem, Carla (Committee member) / Arizona State University (Publisher)
Created2011
Description
CMOS technology is expected to enter the 10nm regime for future integrated circuits (IC). Such aggressive scaling leads to vastly increased variability, posing a grand challenge to robust IC design. Variations in CMOS are often divided into two types: intrinsic variations and process-induced variations. Intrinsic variations are limited by fundamental physics. They are inherent to CMOS structure, considered as one of the ultimate barriers to the continual scaling of CMOS devices. In this work the three primary intrinsic variations sources are studied, including random dopant fluctuation (RDF), line-edge roughness (LER) and oxide thickness fluctuation (OTF). The research is focused on the modeling and simulation of those variations and their scaling trends. Besides the three variations, a time dependent variation source, Random Telegraph Noise (RTN) is also studied. Different from the other three variations, RTN does not contribute much to the total variation amount, but aggregate the worst case of Vth variations in CMOS. In this work a TCAD based simulation study on RTN is presented, and a new SPICE based simulation method for RTN is proposed for time domain circuit analysis. Process-induced variations arise from the imperfection in silicon fabrication, and vary from foundries to foundries. In this work the layout dependent Vth shift due to Rapid-Thermal Annealing (RTA) are investigated. In this work, we develop joint thermal/TCAD simulation and compact modeling tools to analyze performance variability under various layout pattern densities and RTA conditions. Moreover, we propose a suite of compact models that bridge the underlying RTA process with device parameter change for efficient design optimization.
ContributorsYe, Yun, Ph.D (Author) / Cao, Yu (Thesis advisor) / Yu, Hongbin (Committee member) / Song, Hongjiang (Committee member) / Clark, Lawrence (Committee member) / Arizona State University (Publisher)
Created2011
Description
Time series analysis of dynamic networks is an important area of study that helps in predicting changes in networks. Changes in networks are used to analyze deviations in the network characteristics. This analysis helps in characterizing any network that has dynamic behavior. This area of study has applications in many domains such as communication networks, climate networks, social networks, transportation networks, and biological networks. The aim of this research is to analyze the structural characteristics of such dynamic networks. This thesis examines tools that help to analyze the structure of the networks and explores a technique for computation and analysis of a large climate dataset. The computations for analyzing the structural characteristics are done in a computing cluster and there is a linear speed up in computation time compared to a single-core computer. As an application, a large sea ice concentration anomaly dataset is analyzed. The large dataset is used to construct a correlation based graph. The results suggest that the climate data has the characteristics of a small-world graph.
ContributorsParamasivam, Kumaraguru (Author) / Colbourn, Charles J (Thesis advisor) / Sen, Arunabhas (Committee member) / Syrotiuk, Violet R. (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT The experience of grief and loss is a process that can be extremely distressing to anyone, regardless of age. This may be especially true for youth. This study was designed and conducted to determine the effects of a therapy dog as a therapeutic adjunct in Child Life interventions with adolescents experiencing grief and loss. Subjects were randomly assigned to one of two groups. The intervention consisted of 3 sessions with a Certified Child Life Specialist (CCLS) to address grief. Group 1 (N=14) was the control group, meeting only with the CCLS. Group 2 (N=13) was the experimental group and met with the CCLS with a therapy dog present during the sessions. Participants completed a pre-test and post-test of the Children's Mood Questionnaire. At the end of each session, subjects completed a Therapeutic Engagement Questionnaire. The pet therapy group experienced a significant improvement in mood scores on the Children's Mood Questionnaire following the intervention. However, there were no significant differences between groups on the Therapeutic Engagement Questionnaire during any of the 3 sessions. The data collected from this study indicate that the addition of a therapy dog in grief interventions with adolescents may improve mood outcomes.
ContributorsTeso, Jenna (Author) / Lecroy, Craig (Thesis advisor) / Holschuh, Jane (Committee member) / De Dios-Goodwin, Jannice (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT Epilepsy is a neurological condition that sometimes pervades all domains of an affected child's life. At school, three specific threats to the wellbeing of children with epilepsy exist: (1) seizure-related injuries, (2) academic problems, and (3) stigmatization. Unfortunately, educators frequently fail to take into account educationally-relevant epilepsy information when making important decisions. One possible explanation for this is that parents are not sharing such information with teachers. This study surveyed 16 parents of children with epilepsy in order to determine the rate at which they disclosed the epilepsy diagnoses to their children's teachers, as well as the difficulty with which they made the decision to disclose or withhold such information. In addition, the relationships between such disclosure and parent-participants' perceptions of the risks of epilepsy-related injuries, academic struggles, and stigmatization at school were examined. Results indicate that all participants disclosed their children's epilepsy diagnoses to their children's teachers, and most (69%) reported that making this decision was "very easy." There were no statistically significant associations between disclosure and any of three parental perception variables (perceptions of the threats of injury, academic problems, and stigmatization at school). Limitations, implications, and directions for future research are discussed.
ContributorsBush, Vanessa (Author) / Wodrich, David L (Committee member) / Blanchard, Jay (Committee member) / Gorin, Joanna (Committee member) / Arizona State University (Publisher)
Created2011
Description
By the von Neumann min-max theorem, a two person zero sum game with finitely many pure strategies has a unique value for each player (summing to zero) and each player has a non-empty set of optimal mixed strategies. If the payoffs are independent, identically distributed (iid) uniform (0,1) random variables, then with probability one, both players have unique optimal mixed strategies utilizing the same number of pure strategies with positive probability (Jonasson 2004). The pure strategies with positive probability in the unique optimal mixed strategies are called saddle squares. In 1957, Goldman evaluated the probability of a saddle point (a 1 by 1 saddle square), which was rediscovered by many authors including Thorp (1979). Thorp gave two proofs of the probability of a saddle point, one using combinatorics and one using a beta integral. In 1965, Falk and Thrall investigated the integrals required for the probabilities of a 2 by 2 saddle square for 2 × n and m × 2 games with iid uniform (0,1) payoffs, but they were not able to evaluate the integrals. This dissertation generalizes Thorp's beta integral proof of Goldman's probability of a saddle point, establishing an integral formula for the probability that a m × n game with iid uniform (0,1) payoffs has a k by k saddle square (k ≤ m,n). Additionally, the probabilities of a 2 by 2 and a 3 by 3 saddle square for a 3 × 3 game with iid uniform(0,1) payoffs are found. For these, the 14 integrals observed by Falk and Thrall are dissected into 38 disjoint domains, and the integrals are evaluated using the basic properties of the dilogarithm function. The final results for the probabilities of a 2 by 2 and a 3 by 3 saddle square in a 3 × 3 game are linear combinations of 1, π2, and ln(2) with rational coefficients.
ContributorsManley, Michael (Author) / Kadell, Kevin W. J. (Thesis advisor) / Kao, Ming-Hung (Committee member) / Lanchier, Nicolas (Committee member) / Lohr, Sharon (Committee member) / Reiser, Mark R. (Committee member) / Arizona State University (Publisher)
Created2011
Description
This dissertation examines the way in which social capital, or productive networks, can be used to support downtown renewal. This case study examines the way in which Phoenix Community Alliance (PCA) and Downtown Phoenix Partnership (DPP)--two, critical downtown-focused organizations ostensibly founded for civic improvement--use social capital to advance downtown urban development initiatives. This case study also explores how and the extent to which new social capital is generated by PCA and DPP through the processes of planning, designing, and implementing downtown development projects and the kinds of initiatives this social capital enables, whether and how the focus of downtown Phoenix development has shifted over time, the challenges facing contemporary downtown development and role PCA and DPP might play in addressing these issues, and recommended strategies for advancing future downtown development through social capital that evolves as downtown needs change. This dissertation contributes to the general understanding of how pivotal groups responsible for impacting downtown development and quality of life can become more effective in their roles by examining how they create networks pivotal to advancing urban downtown renewal. Research findings illuminate how community development groups can more effectively use networks to inspire downtown improvement. Findings emphasize the need to engage a broader downtown community, including both emerging and established organizations and those who desire to contribute to a diverse and exciting heart or city core.
ContributorsPoore, Carol Ann (Author) / Catlaw, Thomas (Thesis advisor) / Ellin, Nan (Committee member) / Hall, John S. (Committee member) / Arizona State University (Publisher)
Created2011
Description
This Qualitative Grounded Theory study is based upon interviews with charter school administrators, teachers and Hispanic parents to gather their perspectives on what practices encourage and elevate the participation of Hispanic parents in schools. There were three Guiding Questions utilized: 1) What culturally compatible methods are utilized in order to attract Hispanic parents to choose the particular charter school? 2) What culturally compatible methods does the charter school administration utilize to encourage Hispanic parental involvement in their child's education? 3) What are the benefits of greater Hispanic parent participation for children at these charter schools. Hypotheses were generated from the interviews base upon literature review. For Guiding Queston #1 there were five hypotheses based on a. Personal Interactions/Relationships, b. Environment, c. Language accommodations, d. Communication, e. Family Services. For Guiding Question #2, there were two hypotheses based on: a. Staff experience with Hispanic community and b. Leadership building. For Guiding Question #3, there were three hypotheses based on a. Home/School Partnerships, b. Academics, and c. Physical Presence.
ContributorsRuiz Rosado, Leticia (Author) / Valverde, Leonard A. (Thesis advisor) / Ovndo, Carlos J. (Committee member) / Scribner, Kent P. (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study examines teacher educators' understandings of hope related to teacher education. The study provides a previously unforeseen perspective on teacher educators' hope or lack of hope, and gives insight into that hope's foundation and maintenance. I have designed and implemented a rigorous multi-method study, beginning with developing and conducting a nationwide on-line survey with 625 participants. From a pool of 326 participants expressing interest in participating in interviews, I interviewed 23 teacher educators selected from a randomized and purposive sample. Finally, 25 participants took part in a writing prompt sent in lieu of an interview. Findings reflect that teacher educators' "hope" is a construct, a mixture of abstract ideas, emotions, dispositions, attitudes, that is hard to conceptualize or measure, but appears to be a very relevant and influential and hope for teacher educators takes place on a continuum from bystander to actualizing. The results of this study serve as a way to encourage educators to be more explicit about hope and discourses about teaching. It raises awareness about "false senses" of hope, which arise from narratives of redemption, paving the way for a conception of hope grounded in a strong understanding of the multiplicities of teaching, and how things "are." This conception of hope has the potential to foster discussions and actions of what education can be, rather than dwelling in the rhetoric of what education is not. Further, this research has the potential to open up spaces to discuss both the importance of and how to begin to think about incorporating hope into curricula through critical pedagogy and pedagogies of hope.
ContributorsRivers, Melissa Beth (Author) / Fischman, Gustavo E (Thesis advisor) / Christine, Carol J (Committee member) / De Barona, Maryann Santos (Committee member) / Barone, Thomas (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT Teachers working in isolation to overcome instructional challenges are left to their own devices, but teachers working together can benefit from others' perspectives. Teacher collaboration can increase communication and open doors to increased collective knowledge and rapport. Collaborative knowledge sharing and decision-making that focus on student achievement can go far in improving instructional learning. This action research focused on increasing collaboration among members of a middle school team of teachers. Involving teachers in a collaboration development processes was intended to improve productive interactions and contribute to instructional learning as a professional learning team. Study participants were involved in an eight week professional development initiative that involved techniques to promote collaboration along with instructional learning tools to promote professional learning in regard to guiding students to high levels of cognition. A mixed methods set of data was generated including a research journal, artifacts, surveys, meeting transcriptions, and interviews. Findings concluded that focusing on collaboration contributed to positive changes in the middle school team's interactions. Setting and revisiting norms of collaboration were crucial steps in this focus, leading to increased buy-in and active participation during team meetings. Focusing on relevance contributed to multiple aspects of the team's instructional learning. Participants valued their collaborative efforts especially when they found direct links between their professional learning and their individual classroom situations. Focusing on an action plan also contributed to participants' instructional learning. Setting manageable short terms goals gave the team direction and fostered accountability. Finally, working as a professional learning team contributed to the team's instructional learning. Taking the time to meet frequently allowed teachers to share classroom experiences, assist one another, and develop professionally.
ContributorsRiskus, A. Michael (Albert Michael) (Author) / Moore, David (Thesis advisor) / Cheatham, Gregory (Committee member) / Westhoff, Maggie (Committee member) / Arizona State University (Publisher)
Created2011