Matching Items (666)
Filtering by
- All Subjects: Songs (High voice) with piano
ContributorsWasbotten, Leia (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-30
Description
Libby Larsen is one of the most performed and acclaimed composers today. She is a spirited, compelling, and sensitive composer whose music enhances the poetry of America's most prominent authors. Notable among her works are song cycles for soprano based on the poetry of female writers, among them novelist and poet Willa Cather (1873-1947). Larsen has produced two song cycles on works from Cather's substantial output of fiction: one based on Cather's short story, "Eric Hermannson's Soul," titled Margaret Songs: Three Songs from Willa Cather (1996); and later, My Antonia (2000), based on Cather's novel of the same title. In Margaret Songs, Cather's poetry and short stories--specifically the character of Margaret Elliot--combine with Larsen's unique compositional style to create a surprising collaboration. This study explores how Larsen in these songs delves into the emotional and psychological depths of Margaret's character, not fully formed by Cather. It is only through Larsen's music and Cather's poetry that Margaret's journey through self-discovery and love become fully realized. This song cycle is a glimpse through the eyes of two prominent female artists on the societal pressures placed upon Margaret's character, many of which still resonate with women in today's culture. This study examines the work Margaret Songs by discussing Willa Cather, her musical influences, and the conditions surrounding the writing of "Eric Hermannson's Soul." It looks also into Cather's influence on Libby Larsen and the commission leading to Margaret Songs. Finally, a description of the musical, dramatic, and textual content of the songs completes this interpretation of the interactions of Willa Cather, Libby Larsen, and the character of Margaret Elliot.
ContributorsMcLain, Christi Marie (Author) / FitzPatrick, Carole (Thesis advisor) / Dreyfoos, Dale (Committee member) / Holbrook, Amy (Committee member) / Ryan, Russell (Committee member) / Arizona State University (Publisher)
Created2013
Discovering Puerto Rican art song: a research project on four art song works by Héctor Campos Parsi
Description
Puerto Rico has produced many important composers who have contributed to the musical culture of the nation during the last 200 years. However, a considerable amount of their music has proven to be difficult to access and may contain numerous errors. This research project intends to contribute to the accessibility of such music and to encourage similar studies of Puerto Rican music. This study focuses on the music of Héctor Campos Parsi (1922-1998), one of the most prominent composers of the 20th century in Puerto Rico. After an overview of the historical background of music on the island and the biography of the composer, four works from his art song repertoire are given for detailed examination. A product of this study is the first corrected edition of his cycles Canciones de Cielo y Agua, Tres Poemas de Corretjer, Los Paréntesis, and the song Majestad Negra. These compositions date from 1947 to 1959, and reflect both the European and nationalistic writing styles of the composer during this time. Data for these corrections have been obtained from the composer's manuscripts, published and unpublished editions, and published recordings. The corrected scores are ready for publication and a compact disc of this repertoire, performed by soprano Melliangee Pérez and the author, has been recorded to bring to life these revisions. Despite the best intentions of the author, the various copyright issues have yet to be resolved. It is hoped that this document will provide the foundation for a resolution and that these important works will be available for public performance and study in the near future.
ContributorsRodríguez Morales, Luis F., 1980- (Author) / Campbell, Andrew (Thesis advisor) / Buck, Elizabeth (Committee member) / Holbrook, Amy (Committee member) / Kopta, Anne (Committee member) / Ryan, Russell (Committee member) / Arizona State University (Publisher)
Created2013
ContributorsYi, Joyce (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-22
Description
Welfare recipients must engage in a specified number of hours of work-based activities. Work-based activities include providing childcare for others, enrolling to obtain a GED, participating in job clubs, and working for pay. Welfare recipients may choose to get a GED or participate in job clubs to improve their chances of finding employment. As some states require participation in job clubs to receive welfare benefits, this study examined the likelihood of job club participation by low-income females in states where job club participation is optional, not mandatory. Using data from a sample of 3,642 low-income mothers participating in the Survey of Income and Program Participation (SIPP), I explored the relationship between educational attainment and the probability of attending job club or searches in the past month. Sociodemographic and state-level characteristics were used to control for other factors in logistic regression models. Results show that low-income women with higher educational attainment were more likely to attend a job club. Other significant factors were marital status, metropolitan residence, number of children, number of family members, and state poverty rate. Policy implications suggest that attendees already have the necessary skills to obtain a job and time limits and enrollment caps may hinder the changes of the targeted population.
ContributorsYim, Gloria T (Author) / Hayford, Sarah (Thesis advisor) / Peck, Laura (Committee member) / Yabiku, Scott (Committee member) / Arizona State University (Publisher)
Created2011
ContributorsCummiskey, Hannah (Performer) / Kim, Olga (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-23
ContributorsEvans, Emily (Performer) / Sherrill, Amanda (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-02
Description
Objective: The Special Supplemental Nutrition Program for Women, Infants and Children (WIC) is a federally-funded program that provides supplemental food packages, nutrition education, and healthcare referrals to low-income women, infants, and children under 5, who are at the highest nutritional risk. This study explores if household WIC participation is associated with healthier dietary behaviors among age-ineligible children (5-18-years-old) in WIC households. Consumption frequency of fruits, vegetables, 100% juice, sugar-sweetened beverages (SSBs), and energy-dense snacks (sweet and salty snacks) among children from WIC and income-qualifying non-WIC households were compared.
Methods: Data were obtained from two cross-sectional panels (2009-10 and 2014) of the New Jersey Child Health Study conducted in four low-income New Jersey cities. Questions from previously validated surveys assessed consumption frequency of fruits, vegetables, SSBs, and sweet and salty snacks. Analyses were confined to 570 children between 5-18 yrs; of which 365 (5-11 yrs: 237, 12-18 yrs: 128) resided in WIC participating households and 205 (5-11 yrs: 138, 12-18 yrs: 67) in income-qualifying non-WIC households. Over half of the sample was African American and 43% were Hispanic. Multivariable analyses were conducted to compute incidence rate ratios (IRRs) using negative binomial regression to compare the differences in eating behaviors of children in WIC vs. Non-WIC households
Results: Household WIC participation was associated with a slightly higher frequency of vegetable consumption among 12-18-year-old children (IRR= 1.25, p=.05); differences were significant among older males (12-18-years-old) (p=.006), and not in females.
Frequency of 100% juice consumption was significantly higher among younger females (5-11-years-old) in WIC households who consumed juice about 44% more frequently (p=.02) compared to similar age girls in non-WIC households. Hispanic children in WIC households reported a lower frequency of SSBs consumption (p=.01); this association was only true among males (p=.02).
Conclusions: Household WIC participation is associated with healthier dietary behaviors among age-ineligible children living in the households, suggesting a positive spillover effect of the program. Proposed changes to WIC packages are likely to have dietary implications not only for WIC participants but also for non-participating children residing in WIC households,
Methods: Data were obtained from two cross-sectional panels (2009-10 and 2014) of the New Jersey Child Health Study conducted in four low-income New Jersey cities. Questions from previously validated surveys assessed consumption frequency of fruits, vegetables, SSBs, and sweet and salty snacks. Analyses were confined to 570 children between 5-18 yrs; of which 365 (5-11 yrs: 237, 12-18 yrs: 128) resided in WIC participating households and 205 (5-11 yrs: 138, 12-18 yrs: 67) in income-qualifying non-WIC households. Over half of the sample was African American and 43% were Hispanic. Multivariable analyses were conducted to compute incidence rate ratios (IRRs) using negative binomial regression to compare the differences in eating behaviors of children in WIC vs. Non-WIC households
Results: Household WIC participation was associated with a slightly higher frequency of vegetable consumption among 12-18-year-old children (IRR= 1.25, p=.05); differences were significant among older males (12-18-years-old) (p=.006), and not in females.
Frequency of 100% juice consumption was significantly higher among younger females (5-11-years-old) in WIC households who consumed juice about 44% more frequently (p=.02) compared to similar age girls in non-WIC households. Hispanic children in WIC households reported a lower frequency of SSBs consumption (p=.01); this association was only true among males (p=.02).
Conclusions: Household WIC participation is associated with healthier dietary behaviors among age-ineligible children living in the households, suggesting a positive spillover effect of the program. Proposed changes to WIC packages are likely to have dietary implications not only for WIC participants but also for non-participating children residing in WIC households,
ContributorsSteeves, Stephanie N (Author) / Ohri-Vachaspati, Punam (Thesis advisor) / Tasevska, Natasha (Committee member) / DeWeese, Robin (Committee member) / Arizona State University (Publisher)
Created2019
Description
ABSTRACT
Historically, first-generation college students (FGCS), students whose parents have not attended college nor earned a degree, are more likely to have lower college retention rates and are less likely to complete their academic programs in a timely manner. Despite this, there are many FGCS who do succeed and it is imperative to learn what fuels their success. The theoretical perspectives that framed this study included: hidden curricula, resiliency theory and community cultural wealth. Drawing from these perspectives, this qualitative research study consisted of a 10-week photo-elicitation facilitation and reflection group in which participants identified aspects of the hidden curricula encountered in the university that were challenging in their educational journeys and guided them in identifying the sources of strength (i.e. protective factors) that they channeled to overcome those challenges. The participants for this study were selected using a stratified purposeful sampling approach. The participants identified as Latina, low-income FGCS who were on good academic standing and majored in two of the largest academic units at Arizona State University's Tempe campus- the College of Liberal Arts and Sciences and the Fulton College of Engineering. This study used participants’ testimonios (critical, reflexive narratives), photo-elicitation images, student journal responses, focus group dialogue and Facebook group posts to better understand the resiliency of Latina, low-income FGCS at ASU. Using grounded theory analysis, this study revealed the following,
Latina, low-income FGCS:
- Primarily define and develop their academic resiliency outside of the classroom and use social capital connections with peers and aspirational capital connections to their future to be successful inside the classroom.
- Are heavily driven to succeed in the university setting because of their family's support and because they view their presence in college as a unique opportunity that they are grateful for.
- Operationalize their academic resiliency through a combination of hard work and sacrifice, as well as an active implementation of resilience tactics.
- Are motivated to pass on their resiliency capital to other students like them and perceive their pursuit of a college education as a transformative action for themselves, their families and their communities.
Historically, first-generation college students (FGCS), students whose parents have not attended college nor earned a degree, are more likely to have lower college retention rates and are less likely to complete their academic programs in a timely manner. Despite this, there are many FGCS who do succeed and it is imperative to learn what fuels their success. The theoretical perspectives that framed this study included: hidden curricula, resiliency theory and community cultural wealth. Drawing from these perspectives, this qualitative research study consisted of a 10-week photo-elicitation facilitation and reflection group in which participants identified aspects of the hidden curricula encountered in the university that were challenging in their educational journeys and guided them in identifying the sources of strength (i.e. protective factors) that they channeled to overcome those challenges. The participants for this study were selected using a stratified purposeful sampling approach. The participants identified as Latina, low-income FGCS who were on good academic standing and majored in two of the largest academic units at Arizona State University's Tempe campus- the College of Liberal Arts and Sciences and the Fulton College of Engineering. This study used participants’ testimonios (critical, reflexive narratives), photo-elicitation images, student journal responses, focus group dialogue and Facebook group posts to better understand the resiliency of Latina, low-income FGCS at ASU. Using grounded theory analysis, this study revealed the following,
Latina, low-income FGCS:
- Primarily define and develop their academic resiliency outside of the classroom and use social capital connections with peers and aspirational capital connections to their future to be successful inside the classroom.
- Are heavily driven to succeed in the university setting because of their family's support and because they view their presence in college as a unique opportunity that they are grateful for.
- Operationalize their academic resiliency through a combination of hard work and sacrifice, as well as an active implementation of resilience tactics.
- Are motivated to pass on their resiliency capital to other students like them and perceive their pursuit of a college education as a transformative action for themselves, their families and their communities.
ContributorsRomasanta, Lindsay Rae (Author) / Liou, Daniel D. (Thesis advisor) / Margolis, Eric (Committee member) / Golden, Amy (Committee member) / Arizona State University (Publisher)
Created2016