Matching Items (382)
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
Description
Gays identity is usually cast in generics--statements about an indeterminate number of members in a given category. Sometimes these generic statements often get built up into folk definitions, vague and imprecise ways to talk about objects. Other times generics get co-opted into authentic definitions, definitions that pick out a few traits and assert that real members of the class have these traits and members that do not are simply members by a technicality. I assess how we adopt these generic traits into our language and what are the ramifications of using generic traits as a social identity. I analyze the use of authentic definitions in Queer Theory, particularly Michael Warner's use of authentic traits to define a normative Queer identity. I do not just simply focus on what are the effects, but how these folk or authentic definitions gain currency and, furthermore, how can they be changed. I conclude with an analytic account of what it means to be gay and argue that such an account will undercut many of the problems associated with folk or authentic definitions about being gay.
ContributorsBlankschaen, Kurt (Author) / Calhoun, Cheshire (Thesis advisor) / Pinillos, Angel (Committee member) / Creath, Richard (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
Reasoning about actions forms the basis of many tasks such as prediction, planning, and diagnosis in a dynamic domain. Within the reasoning about actions community, a broad class of languages, called action languages, has been developed together with a methodology for their use in representing and reasoning about dynamic domains. With a few notable exceptions, the focus of these efforts has largely centered around single-agent systems. Agents rarely operate in a vacuum however, and almost in parallel, substantial work has been done within the dynamic epistemic logic community towards understanding how the actions of an agent may effect not just his own knowledge and/or beliefs, but those of his fellow agents as well. What is less understood by both communities is how to represent and reason about both the direct and indirect effects of both ontic and epistemic actions within a multi-agent setting. This dissertation presents ongoing research towards a framework for representing and reasoning about dynamic multi-agent domains involving both classes of actions.
The contributions of this work are as follows: the formulation of a precise mathematical model of a dynamic multi-agent domain based on the notion of a transition diagram; the development of the multi-agent action languages mA+ and mAL based upon this model, as well as preliminary investigations of their properties and implementations via logic programming under the answer set semantics; precise formulations of the temporal projection, and planning problems within a multi-agent context; and an investigation of the application of the proposed approach to the representation of, and reasoning about, scenarios involving the modalities of knowledge and belief.
The contributions of this work are as follows: the formulation of a precise mathematical model of a dynamic multi-agent domain based on the notion of a transition diagram; the development of the multi-agent action languages mA+ and mAL based upon this model, as well as preliminary investigations of their properties and implementations via logic programming under the answer set semantics; precise formulations of the temporal projection, and planning problems within a multi-agent context; and an investigation of the application of the proposed approach to the representation of, and reasoning about, scenarios involving the modalities of knowledge and belief.
ContributorsGelfond, Gregory (Author) / Baral, Chitta (Thesis advisor) / Kambhampati, Subbarao (Committee member) / Lee, Joohyung (Committee member) / Moss, Larry (Committee member) / Cao Son, Tran (Committee member) / Arizona State University (Publisher)
Created2018
Description
After surveying the literature on the normativity of logic, the paper answers that logic is normative for reasoning and rationality. The paper then goes on to discuss whether this constitutes a new problem in issues in normativity, and the paper affirms that it does. Finally, the paper concludes by explaining that the logic as model view can address this new problem.
ContributorsCadenas, Haggeo (Author) / Pinillos, Angel (Thesis advisor) / Creath, Richard (Committee member) / Kobes, Bernard (Committee member) / nair, shyam (Committee member) / Arizona State University (Publisher)
Created2017
ContributorsHur, Jiyoun (Performer) / Lee, Juhyun (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-01
Description
A thorough understanding of the key concepts of logic is critical for student success. Logic is often not explicitly taught as its own subject in modern curriculums, which results in misconceptions among students as to what comprises logical reasoning. In addition, current standardized testing schemes often promote teaching styles which emphasize students' abilities to memorize set problem-solving methods over their capacities to reason abstractly and creatively. These phenomena, in tandem with halting progress in United States education compared to other developed nations, suggest that implementing logic courses into public schools and universities can better prepare students for professional careers and beyond. In particular, logic is essential for mathematics students as they transition from calculation-based courses to theoretical, proof-based classes. Many students find this adjustment difficult, and existing university-level courses which emphasize the technical aspects of symbolic logic do not fully bridge the gap between these two different approaches to mathematics. As a step towards resolving this problem, this project proposes a logic course which integrates historical, technical, and interdisciplinary investigations to present logic as a robust and meaningful subject warranting independent study. This course is designed with mathematics students in mind, with particular stresses on different formulations of deductively valid proof schemes. Additionally, this class can either be taught before existing logic classes in an effort to gradually expose students to logic over an extended period of time, or it can replace current logic courses as a more holistic introduction to the subject. The first section of the course investigates historical developments in studies of argumentation and logic throughout different civilizations; specifically, the works of ancient China, ancient India, ancient Greece, medieval Europe, and modernity are investigated. Along the way, several important themes are highlighted within appropriate historical contexts; these are often presented in an ad hoc way in courses emphasizing technical features of symbolic logic. After the motivations for modern symbolic logic are established, the key technical features of symbolic logic are presented, including: logical connectives, truth tables, logical equivalence, derivations, predicates, and quantifiers. Potential obstacles in students' understandings of these ideas are anticipated, and resolution methods are proposed. Finally, examples of how ideas of symbolic logic are manifested in many modern disciplines are presented. In particular, key concepts in game theory, computer science, biology, grammar, and mathematics are reformulated in the context of symbolic logic. By combining the three perspectives of historical context, technical aspects, and practical applications of symbolic logic, this course will ideally make logic a more meaningful and accessible subject for students.
ContributorsRyba, Austin (Author) / Vaz, Paul (Thesis director) / Jones, Donald (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
ContributorsZaleski, Kimberly (Contributor) / Kazarian, Trevor (Performer) / Ryan, Russell (Performer) / IN2ATIVE (Performer) / ASU Library. Music Library (Publisher)
Created2018-09-28