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Description
This project sheds light on trombonist Andy Martin's improvisation and provides tools for further learning. A biographical sketch gives background on Martin, establishing him as a newer jazz master. Through the transcription and analysis of nine improvised solos, Martin's improvisational voice and vocabulary is deciphered and presented as a series

This project sheds light on trombonist Andy Martin's improvisation and provides tools for further learning. A biographical sketch gives background on Martin, establishing him as a newer jazz master. Through the transcription and analysis of nine improvised solos, Martin's improvisational voice and vocabulary is deciphered and presented as a series of seven thematic hooks. These patterns, rhythms, and gestures are described, analyzed, and presented as examples of how each is used in the solos. The hooks are also set as application exercises for learning jazz style and improvisation. These exercises demonstrate how to use Martin's hooks as a means for furthering one's own improvisation. A full method for successful transcription is also presented, along with the printed transcriptions and their accompanying information sheets.
ContributorsWilkinson, Michael Scott (Author) / Ericson, John (Thesis advisor) / Kocour, Michael (Committee member) / Solis, Theodore (Committee member) / Arizona State University (Publisher)
Created2013
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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

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
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Description
On-officer video camera (OVC) technology in the field of policing is developing at a rapid pace. Large agencies are beginning to adopt the technology on a limited basis, and a number of cities across the United States have required their police departments to adopt the technology for all first responders.

On-officer video camera (OVC) technology in the field of policing is developing at a rapid pace. Large agencies are beginning to adopt the technology on a limited basis, and a number of cities across the United States have required their police departments to adopt the technology for all first responders. Researchers have just begun to examine its effects on citizen complaints, officers' attitudes, and street-level behavior. To date, however, there is no research examining how departmental policy and assignment of officers to a camera program affect officer behavior and opinions of the cameras. Policy and assignment have the potential to impact how officers react to the technology and can affect their interactions with citizens on a daily basis. This study measures camera activations by line officers in the Mesa Police Department during police-citizen encounters over a ten-month period. Data from 1,675 police-citizen contacts involving camera officers were subject to analysis. Net of controls (i.e., the nature of the crime incident, how it was initiated, officer shift, assignment, presence of bystanders and backup, and other situational factors), the bivariate and multivariate logistic regression analyses were used to examine how departmental policy (mandatory versus discretionary activation policy) and officer assignment (voluntary versus mandatory assignment) affected willingness to activate the cameras, as well as officer and citizen behavior during field contacts.
ContributorsRoy, Allyson (Author) / Ready, Justin (Thesis advisor) / Telep, Cody (Committee member) / Fox, Kate (Committee member) / Arizona State University (Publisher)
Created2014
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Description
Concerto for Piano and Chamber Orchestra was conceived in February of 2013, and conceptually it is my attempt to fuse personal expressions of jazz and classical music into one fully realized statement. It is a three movement work (fast, slow, fast) for 2 fl., 2 ob., 2 cl., bsn., 2

Concerto for Piano and Chamber Orchestra was conceived in February of 2013, and conceptually it is my attempt to fuse personal expressions of jazz and classical music into one fully realized statement. It is a three movement work (fast, slow, fast) for 2 fl., 2 ob., 2 cl., bsn., 2 hrn., 2 tpt., tbn., pno., perc., str. (6,4,2,2,1). The work is approximately 27 minutes in duration. The first movement of the Concerto is written in a fluid sonata form. A fugato begins where the second theme would normally appear, and the second theme does not fully appear until near the end of the solo piano section. The result is that the second theme when finally revealed is so reminiscent of the history of jazz and classical synthesis that it does not sound completely new, and in fact is a return of something that was heard before, but only hinted at in this piece. The second movement is a kind of deconstructive set of variations, with a specific theme and harmonic pattern implied throughout the movement. However, the full theme is not disclosed until the final variation. The variations are interrupted by moments of pure rhythmic music, containing harmony made up of major chords with an added fourth, defying resolution, and dissolving each time back into a new variation. The third movement is in rondo form, using rhythmic and harmonic influences from jazz. The percussion plays a substantial role in this movement, acting as a counterpoint to the piano part throughout. This movement and the piece concludes with an extended coda, inspired indirectly by the simple complexities of an improvisational piano solo, building in complexity as the concerto draws to a close.
ContributorsSneider, Elliot (Author) / Rogers, Rodney (Thesis advisor) / DeMars, James (Committee member) / Hackbarth, Glenn (Committee member) / Solis, Theodore (Committee member) / Arizona State University (Publisher)
Created2013
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Description
Police misconduct is a relatively rare event, though typically, it is a male dominated event. As such, research on police misconduct has largely ignored women. Generally, research examines differences in misconduct by using sex as a control variable, or has focused on small samples of female officers using qualitative methods.

Police misconduct is a relatively rare event, though typically, it is a male dominated event. As such, research on police misconduct has largely ignored women. Generally, research examines differences in misconduct by using sex as a control variable, or has focused on small samples of female officers using qualitative methods. Neither of these methods is able to explore or explain the possibility that factors related to officers' decisions to commit misconduct may differentially impact males and females. As a consequence, we are left with a shallow understanding of when and why women commit misconduct.

This research fills this gap by a large sample (N=3,085) of matched police officers in the New York City Police Department, half of which committed career-ending misconduct between 1975 and 1996. Additionally, unlike previous research, this data includes a large sample (N=435) of females. Research has determined that some factors, such as having children or employment problems, are risk factors for misconduct regardless of sex; likewise, other factors, such as age and higher education, create protection against misconduct. Using logistic regression and split-sample z-score comparisons, analyses will focus on examining how the predictors differentially explain the likelihood of police misconduct for men and women.

As expected, some predictors of misconduct that are salient for women, such as getting divorced, are not statistically significant for men; likewise, some variables that are significant for both men and women have a larger effect size for one sex, such as citizen complaints, which are of more predictive value for women than for men. These findings yield important theoretical, empirical, and policy implications. Notably, there is evidence that a gendered theory of police misconduct may be necessary. Additionally, conceptualizations within mainstream criminological theories may need to be rethought; for example, divorce was found to be a protective factor for women in this study, rather than a risk factor as both strain and life-course criminology would indicate. The findings also demonstrate the need for gender-specific models when studying police misconduct. Finally, the results of this study yield important policy implications, such as the utility of gender-specific hiring considerations and early-intervention "red flags."
ContributorsGaub, Janne Elizabeth (Author) / Holtfreter, Kristy (Thesis advisor) / White, Michael D. (Committee member) / Wallace, Danielle (Committee member) / Arizona State University (Publisher)
Created2015
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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,

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.
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
The study of artist transcriptions is an effective vehicle for assimilating the language and style of jazz. Pairing transcriptions with historical context provides further insight into the back story of the artists' life and method. Innovators are often the subject of published studies of this kind, but transcriptions of plunger-mute

The study of artist transcriptions is an effective vehicle for assimilating the language and style of jazz. Pairing transcriptions with historical context provides further insight into the back story of the artists' life and method. Innovators are often the subject of published studies of this kind, but transcriptions of plunger-mute master Al Grey have been overlooked. This document fills that void, combining historical context with thirteen transcriptions of Grey's trombone features and improvisations. Selection of transcribed materials was based on an examination of historically significant solos in Al Grey's fifty-five-year career. The results are a series of open-horn and plunger solos that showcase Grey's sound, technical brilliance, and wide range of dynamics and articulation. This collection includes performances from a mix of widely available and obscure recordings, the majority coming from engagements with the Count Basie Orchestra. Methods learned from the study of Al Grey's book Plunger Techniques were vital in the realization of his work. The digital transcription software Amazing Slow Downer by Roni Music aided in deciphering some of Grey's more complicated passages and, with octave displacement, helped bring previously inaudible moments to the foreground.
ContributorsHopkins, Charles E (Author) / Pilafian, Sam (Thesis advisor) / Stauffer, Sandra (Committee member) / Solís, Ted (Committee member) / Ericson, John (Committee member) / Kocour, Michael (Committee member) / Arizona State University (Publisher)
Created2011
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Description
Frederic Thrasher's early work with youth gangs in Chicago continues to influence contemporary gang research. Thrasher's basic premise, that conflict with outside groups facilitates strong interpersonal ties between adolescents, has yet to undergo quantitative analysis. Using data from Wave II of the National Longitudinal Study of Adolescent Health ("Add Health"),

Frederic Thrasher's early work with youth gangs in Chicago continues to influence contemporary gang research. Thrasher's basic premise, that conflict with outside groups facilitates strong interpersonal ties between adolescents, has yet to undergo quantitative analysis. Using data from Wave II of the National Longitudinal Study of Adolescent Health ("Add Health"), this conflict is measured by the aggregate number of juvenile arrests for property and violent crimes in a community. Multivariate regression is conducted to explore the impact of police threat on number of friendship nominations, while logistic regression is conducted to see if police threat is impacting relationship strength between respondent's first male and female friend. The results from both the multivariate and logistic regressions do not support Thrasher's hypothesis. Implications for future research are discussed.
ContributorsMoule, Richard K (Author) / Katz, Charles M. (Thesis advisor) / Ready, Justin T. (Committee member) / Pratt, Travis C. (Committee member) / Arizona State University (Publisher)
Created2011
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ABSTRACT Research has shown that the manner in which people are treated in their interactions with agents of the criminal justice system matters. People expect criminal justice officials to treat them fairly and with honesty and respect, which is the basis for procedural justice. When people are treated

ABSTRACT Research has shown that the manner in which people are treated in their interactions with agents of the criminal justice system matters. People expect criminal justice officials to treat them fairly and with honesty and respect, which is the basis for procedural justice. When people are treated in a procedurally just and equitable manner they will view the system as legitimate and will be more likely to voluntarily comply and cooperate with legal system directives. People who have personal or vicarious experiences of unfair or unjust interactions with the legal system tend to view the system as less legitimate and are less likely to comply and cooperate when they have contact with representatives of the system. This study examines a random sample of 337 arrestees in Maricopa County, Arizona who have been interviewed as a part of the Arizona Arrestee Reporting Information Network. Descriptive statistics and regression analysis are used to examine views of the procedural justice experienced by arrestees during arrest, perceptions of police legitimacy by arrestees, voluntary compliance to the law, and voluntary cooperation with police. Results of the study show that perceptions of legitimacy work through procedural justice, and that procedurally just interactions with police mediate racial effects on views of legitimacy. Views of procedural justice and legitimacy increase cooperation. No variables in this study were significantly related to compliance.
ContributorsJorgensen, Cody (Author) / Ready, Justin (Thesis advisor) / White, Michael (Committee member) / Katz, Charles (Committee member) / Arizona State University (Publisher)
Created2011
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ABSTRACT Following the tragic events of 9-11, top Federal policy makers moved to establish the Department of Homeland Security (DHS). This massive realignment of federal public safety agencies also loosely centralized all U.S. civilian security organizations under a single umbrella. Designed to respond rapidly to critical security threats, the DHS

ABSTRACT Following the tragic events of 9-11, top Federal policy makers moved to establish the Department of Homeland Security (DHS). This massive realignment of federal public safety agencies also loosely centralized all U.S. civilian security organizations under a single umbrella. Designed to respond rapidly to critical security threats, the DHS was vested with superseding authority and broad powers of enforcement. Serving as a cabinet member, the new agency was administered by a secretary who answered directly to the President of the United States or the national chief executive. At its creation, many touted this agency as a new security structure. This thesis argues that the formation of DHS was not innovative in nature. Rather, its formation was simply the next logical step in the tiered development of an increasingly centralized approach to policing in the United States. This development took place during the early settlement period of Texas and began with the formation of the Texas Rangers. As the nation's first border patrol, this organization greatly influenced the development of centralized policing and law enforcement culture in the United States. As such, subsequent agencies following this model frequently shared a startling number of parallel developments and experienced many of the same successes and failures. The history of this development is a contested narrative, one that connects directly to a number of current, critical social issues regarding race and police accountability. This thesis raises questions regarding the American homeland. Whose homeland was truly being protected? It also traces the origins of the power to justify the use of gratuitous violence and the casting of particular members of society as the symbolic enemy or outsiders. Lastly, this exploration hopes to bring about a better understanding of the traditional directionality of the use of coercive force towards particular members of society, while at the same time, justifying this use for the protection of the rights and safety of others. It is hoped that the culmination of this work will assist American society in learning to address the task of redressing past wrongs while building more effective and democratic public security structures. This is of the utmost importance as the United States continues to weigh the benefits of centralized security mechanisms and expanding police authority against the erosion of the tradition of states' rights and the personal civil liberties of its citizens. Because police power must continually be monitored and held in check, concerns regarding the increasing militarization of civilian policing may benefit from an objective evaluation of the rise of centralized policing as experienced through the development of the Texas Rangers and rural range policing.
ContributorsTurner, D. L., 1957- (Author) / Simpson, Brooks D. (Thesis advisor) / Decker, Scott H. (Committee member) / Gomez, Alan E. (Committee member) / Arizona State University (Publisher)
Created2012