Matching Items (395)
Description
The end of the nineteenth century was an exhilarating and revolutionary era for the flute. This period is the Second Golden Age of the flute, when players and teachers associated with the Paris Conservatory developed what would be considered the birth of the modern flute school. In addition, the founding in 1871 of the Société Nationale de Musique by Camille Saint-Saëns (1835-1921) and Romain Bussine (1830-1899) made possible the promotion of contemporary French composers. The founding of the Société des Instruments à Vent by Paul Taffanel (1844-1908) in 1879 also invigorated a new era of chamber music for wind instruments. Within this groundbreaking environment, Mélanie Hélène Bonis (pen name Mel Bonis) entered the Paris Conservatory in 1876, under the tutelage of César Franck (1822-1890). Many flutists are dismayed by the scarcity of repertoire for the instrument in the Romantic and post-Romantic traditions; they make up for this absence by borrowing the violin sonatas of Gabriel Fauré (1845-1924) and Franck. The flute and piano works of Mel Bonis help to fill this void with music composed originally for flute. Bonis was a prolific composer with over 300 works to her credit, but her works for flute and piano have not been researched or professionally recorded in the United States before the present study. Although virtually unknown today in the American flute community, Bonis's music received much acclaim from her contemporaries and deserves a prominent place in the flutist's repertoire. After a brief biographical introduction, this document examines Mel Bonis's musical style and describes in detail her six works for flute and piano while also offering performance suggestions.
ContributorsDaum, Jenna Elyse (Author) / Buck, Elizabeth (Thesis advisor) / Holbrook, Amy (Committee member) / Micklich, Albie (Committee member) / Schuring, Martin (Committee member) / Norton, Kay (Committee member) / Arizona State University (Publisher)
Created2013
ContributorsMatthews, Eyona (Performer) / Yoo, Katie Jihye (Performer) / Roubison, Ryan (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-25
Descriptionno
ContributorsSalabiye-Gishey, Leclare Ellen (Author) / Spencer, Dee A. (Thesis advisor) / Appleton, Nicholas A. (Committee member) / Hotchkiss, Margaret (Committee member) / Arizona State University (Publisher)
Created2014
ContributorsHoeckley, Stephanie (Performer) / Lee, Juhyun (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-24
Description
Climate change is not a thing of the future. Indigenous people are being affected by climate changes now. Native American Earth scientists could help Native communities deal with both climate change and environmental pollution issues, but are noticeably lacking in Earth Science degree programs. The Earth Sciences produce the lowest percentage of minority scientists when compared with other science and engineering fields. Twenty semi-structured interviews were gathered from American Indian/ Alaska Native Earth Scientists and program directors who work directly with Native students to broaden participation in the field. Data was analyzed using qualitative methods and constant comparison analysis. Barriers Native students faced in this field are discussed, as well as supports which go the furthest in assisting achievement of higher education goals. Program directors give insight into building pathways and programs to encourage Native student participation and success in Earth Science degree programs. Factors which impede obtaining a college degree include financial barriers, pressures from familial obligations, and health issues. Factors which impede the decision to study Earth Science include unfamiliarity with geoscience as a field of study and career choice, the uninviting nature of Earth Science as a profession, and curriculum that is irrelevant to the practical needs of Native communities or courses which are inaccessible geographically. Factors which impede progress that are embedded in Earth Science programs include educational preparation, academic information and counseling and the prevalence of a Western scientific perspective to the exclusion of all other perspectives. Intradepartmental relationships also pose barriers to the success of some students, particularly those who are non-traditional students (53%) or women (80%). Factors which support degree completion include financial assistance, mentors and mentoring, and research experiences. Earth scientists can begin broaden participation by engaging in community-inspired research, which stems from the needs of a community and is developed in collaboration with it. Designed to be useful in meeting the needs of the community, it should include using members of the community to help gather and analyze data. These community members could be students or potential students who might be persuaded to pursue an Earth Science degree.
ContributorsBueno Watts, Nievita F (Author) / Baker, Dale R. (Thesis advisor) / Mckinley Jones Brayboy, Bryan (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2011
Description
Historically, African American students have been underrepresented in the fields of science, technology, engineering and mathematics (STEM). If African American students continue to be underrepresented in STEM fields, they will not have access to valuable and high-paying sectors of the economy. Despite the number of African Americans in these fields being disproportionately low, there are still individuals that persist and complete science degrees. The aim of this study was to investigate African American students who excel in science at Arizona State University and examine the barriers and affordances that they encounter on their journey toward graduation. Qualitative research methods were used to address the research question of the study. My methodology included creating a case study to investigate the experiences of eight African American undergraduate college students at Arizona State University. These four male and four female students were excelling sophomores, juniors, or seniors who were majoring in a science field. Two of the males came from lower socioeconomic status (SES) backgrounds, while two of the males were from higher SES backgrounds. The same applied to the four female participants. My research utilized surveys, semistructured interviews, and student observations to collect data that was analyzed and coded to determine common themes and elements that exist between the students. As a result of the data collection opportunities, peer support and financial support were identified as barriers, while, parental support, financial support, peer support, and teacher support were identified as affordances. In analyzing the data, the results indicated that for the student subjects in this study, sex and SES did not have any relationship with the barriers and affordances experienced.
ContributorsBoyce, Quintin (Author) / Scott, Kimberly (Thesis advisor) / Falls, Deanne (Committee member) / Baker, Dale (Committee member) / Arizona State University (Publisher)
Created2012
ContributorsMcClain, Katelyn (Performer) / Buringrud, Deanna (Contributor) / Lee, Juhyun (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-31
Description
Climate change impacts are evident throughout the world, particularly in the low lying coastal areas. The multidimensional nature and cross-scale impacts of climate change require a concerted effort from different organizations operating at multiple levels of governance. The efficiency and effectiveness of the adaptation actions of these organizations rely on the problem framings, network structure, and power dynamics of the organizations and the challenges they encounter. Nevertheless, knowledge on how organizations within multi-level governance arrangements frame vulnerability, how the adaptation governance structure shapes their roles, how power dynamics affect the governance process, and how barriers emerge in adaptation governance as a result of multi-level interactions is limited. In this dissertation research, a multilevel governance perspective has been adopted to address these knowledge gaps through a case study of flood risk management in coastal Bangladesh. Key-informant interviews, systematic literature review, spatial multi-criteria decision analysis, social network analysis (SNA), and content analysis techniques have been used to collect and analyze data. This research finds that the organizations involved in adaptation governance generally have aligned framings of vulnerability, irrespective of the level at which they are operated, thus facilitating adaptation decision-making. However, this alignment raises concerns of a neglect of socio-economic aspects of vulnerability, potentially undermining adaptation initiatives. This study further finds that the adaptation governance process is elite-pluralistic in nature, but has a coexistence of top-down and bottom-up processes in different phases of adaptation actions. The analysis of power dynamics discloses the dominance of a few national level organizations in the adaptation governance process in Bangladesh. Lastly, four mechanisms have been found that can explain how organizational culture, practices, and preferences dictate the emergence of barriers in the adaptation governance process. This dissertation research overall advances our understanding on the significance of multilevel governance approach in climate change adaptation governance.
ContributorsIshtiaque, Asif (Author) / Chhetri, Netra (Thesis advisor) / Eakin, Hallie (Thesis advisor) / Myint, Soe W (Committee member) / Arizona State University (Publisher)
Created2019
Description
In the United States, seasonal influenza is responsible for enormous medical costs and lost earnings as well as thousands of deaths. Medical masks are effective non-pharmaceutical preventions for minimizing the spread of illness in the event of an influenza outbreak. However, people in the United States rarely wear face masks the way many people in Asian countries do.
In a previous study of public response to the 2009 influenza A H1N1 pandemic, 71% of United States respondents supported the recommendation to wear a mask during the flu outbreak, while only 8% of respondents reported they wore a mask in public to protect themselves from getting sick. What are the factors that cause this gap? The purpose of this exploratory study is to identify barriers to the wearing of masks among adults in the United States.
The research was conducted through an online survey of 84 American residents via the Survey Monkey Audience service to collect their opinions on influenza, mask-wearing, and the perceived barriers to wearing face masks for flu prevention. The results are presented in the descriptive analysis and the non-parametric analysis.
The results showed a barrier against social interaction is a significant factor (p=0.003) regarding the impact between flu experience and the perceived barriers. The participants believed mask-wearing may lead other people difficult to perceiving their feelings. Regarding the relationship between mask-wearing experience and the perceived barriers, there were significant differences in perceived benefits (p=0.028), perceived risks (p= 0.003), and social value (p=0.021). Participants who have had worn masks had perceived higher benefits of mask-wearing, higher risks of catching the flu, and a higher agreement of importance to protect other people from getting the flu from them. The most common perceived barrier among the participants is product satisfaction. 85.71% of the participants agreed that wearing face masks is uncomfortable. 80.95% of the participants agreed with the importance to wear face masks as it protects other people from getting the flu from them, but only 37.5% of the participants with flu history had worn face masks.
By examining barriers to the wearing of masks for influenza prevention, this study can assess public willingness to adopt personal prevention behaviors and provide information for related policies in the future.
In a previous study of public response to the 2009 influenza A H1N1 pandemic, 71% of United States respondents supported the recommendation to wear a mask during the flu outbreak, while only 8% of respondents reported they wore a mask in public to protect themselves from getting sick. What are the factors that cause this gap? The purpose of this exploratory study is to identify barriers to the wearing of masks among adults in the United States.
The research was conducted through an online survey of 84 American residents via the Survey Monkey Audience service to collect their opinions on influenza, mask-wearing, and the perceived barriers to wearing face masks for flu prevention. The results are presented in the descriptive analysis and the non-parametric analysis.
The results showed a barrier against social interaction is a significant factor (p=0.003) regarding the impact between flu experience and the perceived barriers. The participants believed mask-wearing may lead other people difficult to perceiving their feelings. Regarding the relationship between mask-wearing experience and the perceived barriers, there were significant differences in perceived benefits (p=0.028), perceived risks (p= 0.003), and social value (p=0.021). Participants who have had worn masks had perceived higher benefits of mask-wearing, higher risks of catching the flu, and a higher agreement of importance to protect other people from getting the flu from them. The most common perceived barrier among the participants is product satisfaction. 85.71% of the participants agreed that wearing face masks is uncomfortable. 80.95% of the participants agreed with the importance to wear face masks as it protects other people from getting the flu from them, but only 37.5% of the participants with flu history had worn face masks.
By examining barriers to the wearing of masks for influenza prevention, this study can assess public willingness to adopt personal prevention behaviors and provide information for related policies in the future.
ContributorsHung, Yu-Wen (Author) / Herring, Donald (Thesis advisor) / Velasquez, Joseph (Committee member) / Lamb, Gerri (Committee member) / Arizona State University (Publisher)
Created2018
ContributorsHur, Jiyoun (Performer) / Lee, Juhyun (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-01