Matching Items (6)
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- All Subjects: Jazz
- All Subjects: Lithium ion batteries
- Creators: Tobias, Evan
- Creators: Kannan, Arunachala
- Member of: ASU Electronic Theses and Dissertations
Description
This study examines the experiences of participants enrolled in an online community college jazz history course. I surveyed the participants before the course began and observed them in the online space through the duration of the course. Six students also participated in interviews during and after the course. Coded data from the interviews, surveys, and recorded discussion posts and journal entries provided evidence about the nature of interaction and engagement in learning in an online environment. I looked for evidence either supporting or detracting from a democratic online learning environment, concentrating on the categories of student engagement, freedom of expression, and accessibility. The data suggested that the participants' behaviors in and abilities to navigate the online class were influenced by their pre-existing native media habits. Participants' reasons for enrolling in the online course, which included convenience and schedule flexibility, informed their actions and behaviors in the class. Analysis revealed that perceived positive student engagement did not contribute to a democratic learning environment but rather to an easy, convenient experience in the online class. Finally, the data indicated that participants' behaviors in their future lives would not be affected by the online class in that their learning experiences were not potent enough to alter or inform their behavior in society. As online classes gain popularity, the ability of these classes to provide meaningful learning experiences must be questioned. Students in this online jazz history class presented, at times, a façade of participation and community building but demonstrated a lack of sincerity and interest in the course. The learning environment supported accessibility and freedom of expression to an extent, but students' engagement with their peers was limited. Overall, this study found a need for more research into the quality of online classes as learning platforms that support democracy, student-to-student interaction, and community building.
ContributorsHunter, Robert W. (Author) / Stauffer, Sandra L (Thesis advisor) / Tobias, Evan (Thesis advisor) / Bush, Jeffrey (Committee member) / Kocour, Michael (Committee member) / Pilafian, Sam (Committee member) / Arizona State University (Publisher)
Created2011
Description
Jazz continues, into its second century, as one of the most important musics taught in public middle and high schools. Even so, research related to how students learn, especially in their earliest interactions with jazz culture, is limited. Weaving together interviews and observations of junior and senior high school jazz players and teachers, private studio instructors, current university students majoring in jazz, and university and college jazz faculty, I developed a composite sketch of a secondary school student learning to play jazz. Using arts-based educational research methods, including the use of narrative inquiry and literary non-fiction, the status of current jazz education and the experiences by novice jazz learners is explored. What emerges is a complex story of students and teachers negotiating the landscape of jazz in and out of early twenty-first century public schools. Suggestions for enhancing jazz experiences for all stakeholders follow, focusing on access and the preparation of future jazz teachers.
ContributorsKelly, Keith B (Author) / Stauffer, Sandra (Thesis advisor) / Tobias, Evan (Committee member) / Kocour, Michael (Committee member) / Sullivan, Jill (Committee member) / Schmidt, Margaret (Committee member) / Arizona State University (Publisher)
Created2013
Description
The Stan Kenton Clinics changed music education in American public schools by providing inspiring jazz learning experiences to countless students and music teachers. Stan Kenton was a well-known mid-twentieth century jazz big band leader who devoted his time, money, and fame in support of these educational clinics. The clinics began in 1959 under the auspices of the National Stage Band Camps and continued until Kenton's death in 1979. The present study comprises a first-of-its-kind history of the clinics, focusing primarily on the first five years of their existence. This history is subsequently used as a case for contemplating future changes to music education.
ContributorsBotts, Nathan (Author) / Tobias, Evan (Thesis advisor) / Stauffer, Sandra (Thesis advisor) / Sullivan, Jill (Committee member) / Jacob, Richard (Committee member) / Arizona State University (Publisher)
Created2023
Description
There was a growing trend in the automotive market on the adoption of Hybrid Electric Vehicles (HEVs) for consumers to purchase. This was partially due to external pressures such as the effects of global warming, cost of petroleum, governmental regulations, and popularity of the vehicle type. HEV technology relied on a variety of factors which included the powertrain (PT) of the system, external driving conditions, and the type of driving pattern being driven. The core foundation for HEVs depended heavily on the battery pack and chemistry being adopted for the vehicle performance and operations. This paper focused on the effects of hot and arid temperatures on the performance of LiFePO4 (LFP) battery packs and presented a possible modeling method for overall performance.
Lithium-ion battery (LIB) packs were subjected to room and high temperature settings while being cycled under a current profile created from a drive cycle. The Federal Urban Driving Schedule (FUDS) was selected and modified to simulate normal city driving situation using an electric only drive mode. Capacity and impedance fade of the LIB packs were monitored over the lifetime of the pack to determine the overall performance through the variables of energy and power fade. Regression analysis was done on the energy and power fade of the LIB pack to determine the duration life of LIB packs for HEV applications. This was done by comparing energy and power fade with the average lifetime mileage of a vehicle.
The collected capacity and impedance data was used to create an electrical equivalent model (EEM). The model was produced through the process of a modified Randles circuit and the creation of the inverse constant phase element (ICPE). Results indicated the model had a potential for high fidelity as long as a sufficient amount of data was gathered. X-ray powder diffraction (XRD) and a scanning electron microscope (SEM) was performed on a fresh and cycled LFP battery. SEM results suggested a dramatic growth on LFP crystals with a reduction in carbon coating after cycling. XRD effects showed a slight uniformed strain and decrease in size of LFP olivine crystals after cycling.
Lithium-ion battery (LIB) packs were subjected to room and high temperature settings while being cycled under a current profile created from a drive cycle. The Federal Urban Driving Schedule (FUDS) was selected and modified to simulate normal city driving situation using an electric only drive mode. Capacity and impedance fade of the LIB packs were monitored over the lifetime of the pack to determine the overall performance through the variables of energy and power fade. Regression analysis was done on the energy and power fade of the LIB pack to determine the duration life of LIB packs for HEV applications. This was done by comparing energy and power fade with the average lifetime mileage of a vehicle.
The collected capacity and impedance data was used to create an electrical equivalent model (EEM). The model was produced through the process of a modified Randles circuit and the creation of the inverse constant phase element (ICPE). Results indicated the model had a potential for high fidelity as long as a sufficient amount of data was gathered. X-ray powder diffraction (XRD) and a scanning electron microscope (SEM) was performed on a fresh and cycled LFP battery. SEM results suggested a dramatic growth on LFP crystals with a reduction in carbon coating after cycling. XRD effects showed a slight uniformed strain and decrease in size of LFP olivine crystals after cycling.
ContributorsOpitz, Andrew (Author) / Kannan, Arunachala (Thesis advisor) / Mayyas, Abdel (Committee member) / Nam, Changho (Committee member) / Arizona State University (Publisher)
Created2016
Description
This multiple-case study addresses the nature of the out-of-school musical engagements of four undergraduate students who were enrolled as jazz studies majors in a large school of music in the U.S. southwest. It concerns what they did musically when they were outside of school, why they did what they did, what experiences they said they learned from, and how their out-of-school engagements related to their in-school curriculum. Research on jazz education, informal learning practices in music, and the in-school and out-of-school experiences of students informed this study. Data were generated through observation, interviews, video blogs (vlogs), and SMS text messages.
Analysis of data revealed that participants engaged with music when outside of school by practicing, teaching, gigging, recording, playing music with others, attending live musical performances, socializing with other musicians, listening, and engaging with non-jazz musical styles (aside from listening). They engaged with music because of: 1) the love of music, 2) the desire for musical excellence, 3) financial considerations, 4) the aspiration to affect others positively with music, and 5) the connection with other musicians. Participants indicated that they learned by practicing, listening to recordings, attending live performances, playing paid engagements, socializing, teaching, and reading. In-school and out-of-school experience and learning had substantial but not complete overlap.
The study implies that a balance between in-school and out-of-school musical experience may help undergraduate jazz studies students to maximize their overall musical learning. It also suggests that at least some jazz studies majors are fluent in a wide variety of music learning practices that make them versatile, flexible, and employable musicians. Further implications are provided for undergraduate jazz students as well as collegiate jazz educators, the music education profession, and schools of music. Additional implications concern future research and the characterization of jazz study in academia.
Analysis of data revealed that participants engaged with music when outside of school by practicing, teaching, gigging, recording, playing music with others, attending live musical performances, socializing with other musicians, listening, and engaging with non-jazz musical styles (aside from listening). They engaged with music because of: 1) the love of music, 2) the desire for musical excellence, 3) financial considerations, 4) the aspiration to affect others positively with music, and 5) the connection with other musicians. Participants indicated that they learned by practicing, listening to recordings, attending live performances, playing paid engagements, socializing, teaching, and reading. In-school and out-of-school experience and learning had substantial but not complete overlap.
The study implies that a balance between in-school and out-of-school musical experience may help undergraduate jazz studies students to maximize their overall musical learning. It also suggests that at least some jazz studies majors are fluent in a wide variety of music learning practices that make them versatile, flexible, and employable musicians. Further implications are provided for undergraduate jazz students as well as collegiate jazz educators, the music education profession, and schools of music. Additional implications concern future research and the characterization of jazz study in academia.
ContributorsLibman, Jeffrey B (Author) / Tobias, Evan (Thesis advisor) / Kocour, Michael (Committee member) / Schmidt, Margaret (Committee member) / Solis, Theodore (Committee member) / Stauffer, Sandra (Committee member) / Arizona State University (Publisher)
Created2014
Description
Lithium ion batteries have emerged as the most popular energy storage system, but they pose safety issues under extreme temperatures or in the event of a thermal runaway. Lithium ion batteries with inorganic separators offer the advantage of safer operation. An inorganic separator for lithium ion battery was prepared by an improved method of blade coating α-Al2O3 slurry directly on the electrode followed by drying. The improved separator preparation involves a twice-coating process instead of coating the slurry all at once in order to obtain a thin (~40 µm) and uniform coat. It was also found that α-Al2O3 powder with particle size greater than the pore size in the electrode is preferable for obtaining a separator with 40 µm thickness and consistent cell performance. Unlike state-of-the-art polyolefin separators such as polypropylene (PP) which are selectively wettable with only certain electrolytes, the excellent electrolyte solvent wettability of α-Al2O3 allows the coated alumina separator to function with different electrolytes. The coated α-Al2O3 separator has a much higher resistance to temperature effects than its polyolefin counterparts, retaining its dimensional integrity at temperatures as high as 200ºC. This eliminates the possibility of a short circuit during thermal runaway. Lithium ion batteries assembled as half-cells and full cells with coated α-Al2O3 separator exhibit electrochemical performance comparable with that of polyolefin separators at room temperature. However, the cells with coated alumina separator shows better cycling performance under extreme temperatures in the temperature range of -30°C to 60°C. Therefore, the coated α-Al2O3 separator is very promising for application in safe lithium-ion batteries.
ContributorsSharma, Gaurav (Author) / Lin, Jerry Y.S. (Thesis advisor) / Chan, Candace (Committee member) / Kannan, Arunachala (Committee member) / Arizona State University (Publisher)
Created2016