Matching Items (480)
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
ContributorsHoeckley, Stephanie (Performer) / Lee, Juhyun (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-24
ContributorsMcClain, Katelyn (Performer) / Buringrud, Deanna (Contributor) / Lee, Juhyun (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-31
ContributorsHur, Jiyoun (Performer) / Lee, Juhyun (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-01
Description
Researchers suggests that college students' involvement and use of resources on campus are important for success, in the form of satisfaction and GPA, in the first year. College officials invest substantial resources in activities to encourage freshmen students to become involved in campus activities and utilize resources that promote successful outcomes, yet we do not know which activities best relate to success. Using a self-report survey, we sought to corroborate previous research that has shown that overall levels of involvement and use of resources relate to satisfaction/GPA. Furthermore, we disentangled which individual types of involvement and use of resources are most highly correlated with satisfaction and GPA. And finally, we identified the barriers and benefits to involvement and resource use, according to the students themselves. We found evidence that higher levels of involvement were related to satisfaction and attending faculty office hours appears to be particularly important, given a significant relation to both satisfaction and GPA. Implications for program promotion and resource allocation are discussed.
ContributorsPaley, Madeleine (Author) / Foster, Stacie (Thesis director) / Spinrad, Tracy (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
In recent history, the world has been inspired to respond to the challenges faced by communities with ‘help’. This help has been administered with moderate success through community engagement strategies traditionally centered on social services provided through non-profit agencies. Social entrepreneurship has emerged in response to the lack of progress made in solving local and global issues with new innovations that have the potential to change the status quo and eliminate the problems for future generations. In social entrepreneurship, concerned individuals saw an opportunity to truly change the world. Higher education leaders have embraced social entrepreneurship, positioning university students as a driving force behind ideating creative and innovative solutions that can be implemented in communities to overcome a vast array of challenges from poverty to environmental sustainability. Despite the efforts of university staff and faculty, many student changemakers struggle to successfully implement their ideas and measure their impact. Factors such as how well the student understands the issue and community in addition to the extent to which the student is experienced in ideation, creative-problem solving, and implementation of projects contribute to the success or failure of a student social effort. Inspired by their experiences serving as director of Changemaker Central, the authors sought to understand the process of preparing students to be agents of change in the community. Having observed the variance in success among aspiring changemakers at Arizona State University (ASU), the researchers studied how to best support students in preparation for a high-impact career. The research analyzed students’ experiences in two of ASU’s social change programs, Changemaker Challenge (CC) and University Service-Learning (USL) and found a need for more cohesion between two programs and their represented methodologies in addition to a need for in-depth analysis on the student journey.
ContributorsMicevic, Vid (Co-author) / Fitzgerald, Kaitlyn (Co-author) / Henderson, Mark (Thesis director) / Smith, Jacqueline (Committee member) / Civil, Environmental and Sustainable Engineering Programs (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This project investigates how experiences colleges create for admitted students impact students' excitement for, satisfaction with, and likelihood to attend the college, analyzed by different subgroups, and how non-yielded students compare their college selection to W. P. Carey on various metrics. This study found that top admit students were less likely to attend, less satisfied, and less excited with the services offered than their counterparts and recommendations were made to improve the gap.
ContributorsGullo, Kelley (Co-author) / Dwosh, Bennett (Co-author) / Ostrom, Amy (Thesis director) / Olsen, Douglas (Committee member) / Desch, Timothy (Committee member) / Barrett, The Honors College (Contributor) / Department of Economics (Contributor) / Department of Marketing (Contributor) / School of Human Evolution and Social Change (Contributor) / Department of Management (Contributor) / W. P. Carey School of Business (Contributor)
Created2015-05
Description
Through collection of survey data on the characteristics of college debaters, disparities in participation and success for women and racial and ethnic minorities are measured. This study then uses econometric tools to assess whether there is an in-group judging bias in college debate that systematically disadvantages female and minority participants. Debate is used as a testing ground for competing economic theories of taste-based and statistical discrimination, applied to a higher education context. The study finds persistent disparities in participation and success for female participants. Judges are more likely to vote for debaters who share their gender. There is also a significant disparity in the participation of racial and ethnic minority debaters and judges, as well as female judges.
ContributorsVered, Michelle Nicole (Author) / Silverman, Daniel (Thesis director) / Symonds, Adam (Committee member) / Dillon, Eleanor (Committee member) / Barrett, The Honors College (Contributor) / Economics Program in CLAS (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / School of Politics and Global Studies (Contributor)
Created2014-12
Description
A recession at the time of high school graduation could place multiple and competing pressures on a student deciding between entering the labor force and going to college. A recession may lower opportunity costs, increasing college enrollment and depressing the college wage premium; a downturn may also restrict enrollment to only those with sufficient family resources to pay for it. In the event that either of these illustrations holds true, recessions would seem to result in an adverse, exogenous welfare impact. This paper examines the extent to which recessions at the time of high school graduation affect students' likelihood of enrolling in college and then looks at the long-term earnings effects these early-life recessions carry. I first describe the choice between entering a volatile labor market and enrolling in higher education that faces 18-year-old high school graduates during a recession. For my analysis, I use data from the Panel Study of Income Dynamics to study the effects recessions have on high school graduates' decision-making. I then develop a model using these same data to compare the college wage premiums for individuals treated and untreated by a recession at the time of high school graduation. I find that recessions result in an economically significant uptick in college enrollment. However, the college wage premium for those who enroll in a recession is not statistically different from that witnessed by enrollees in better economic climates. Nonetheless, those young people who enter college during a recession may witness an economically appreciable earnings premium over and above the typical college premium. I conclude by exploring the significance of these findings and reflect on their seemingly contradictory implications.
ContributorsFischer, Brett (Author) / Dillon, Eleanor (Thesis director) / Wiswall, Matthew (Committee member) / Veramendi, Gregory (Committee member) / Barrett, The Honors College (Contributor)
Created2015-05