Matching Items (407)
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
Description
The use of bias indicators in psychological measurement has been contentious, with some researchers questioning whether they actually suppress or moderate the ability of substantive psychological indictors to discriminate (McGrath, Mitchell, Kim, & Hough, 2010). Bias indicators on the MMPI-2-RF (F-r, Fs, FBS-r, K-r, and L-r) were tested for suppression or moderation of the ability of the RC1 and NUC scales to discriminate between Epileptic Seizures (ES) and Non-epileptic Seizures (NES, a conversion disorder that is often misdiagnosed as ES). RC1 and NUC had previously been found to be the best scales on the MMPI-2-RF to differentiate between ES and NES, with optimal cut scores occurring at a cut score of 65 for RC1 (classification rate of 68%) and 85 for NUC (classification rate of 64%; Locke et al., 2010). The MMPI-2-RF was completed by 429 inpatients on the Epilepsy Monitoring Unit (EMU) at the Scottsdale Mayo Clinic Hospital, all of whom had confirmed diagnoses of ES or NES. Moderated logistic regression was used to test for moderation and logistic regression was used to test for suppression. Classification rates of RC1 and NUC were calculated at different bias level indicators to evaluate clinical utility for diagnosticians. No moderation was found. Suppression was found for F-r, Fs, K-r, and L-r with RC1, and for all variables with NUC. For F-r and Fs, the optimal RC1 and NUC cut scores increased at higher levels of bias, but tended to decrease at higher levels of K-r, L-r, and FBS-r. K-r provided the greatest suppression for RC1, as well as the greatest increases in classification rates at optimal cut scores, given different levels of bias. It was concluded that, consistent with expectations, taking account of bias indicator suppression on the MMPI-2-RF can improve discrimination of ES and NES. At higher levels of negative impression management, higher cut scores on substantive scales are needed to attain optimal discrimination, whereas at higher levels of positive impression management and FBS-r, lower cut scores are needed. Using these new cut scores resulted in modest improvements in accuracy in discrimination. These findings are consistent with prior research in showing the efficacy of bias indicators, and extend the findings to a psycho-medical context.
ContributorsWershba, Rebecca E (Author) / Lanyon, Richard I (Thesis advisor) / Barrera, Manuel (Committee member) / Karoly, Paul (Committee member) / Millsap, Roger E (Committee member) / Arizona State University (Publisher)
Created2013
Description
The health benefits of physical activity are widely accepted. Emerging research also indicates that sedentary behaviors can carry negative health consequences regardless of physical activity level. This dissertation explored four projects that examined measurement properties of physical activity and sedentary behavior monitors. Project one identified the oxygen costs of four other care activities in seventeen adults. Pushing a wheelchair and pushing a stroller were identified as moderate-intensity activities. Minutes spent engaged in these activities contribute towards meeting the 2008 Physical Activity Guidelines. Project two identified the oxygen costs of common cleaning activities in sixteen adults. Mopping a floor was identified as moderate-intensity physical activity, while cleaning a kitchen and cleaning a bathtub were identified as light-intensity physical activity. Minutes spent engaged in mopping a floor contributes towards meeting the 2008 Physical Activity Guidelines. Project three evaluated the differences in number of minutes spent in activity levels when utilizing different epoch lengths in accelerometry. A shorter epoch length (1-second, 5-seconds) accumulated significantly more minutes of sedentary behaviors than a longer epoch length (60-seconds). The longer epoch length also identified significantly more time engaged in light-intensity activities than the shorter epoch lengths. Future research needs to account for epoch length selection when conducting physical activity and sedentary behavior assessment. Project four investigated the accuracy of four activity monitors in assessing activities that were either sedentary behaviors or light-intensity physical activities. The ActiGraph GT3X+ assessed the activities least accurately, while the SenseWear Armband and ActivPAL assessed activities equally accurately. The monitor used to assess physical activity and sedentary behaviors may influence the accuracy of the measurement of a construct.
ContributorsMeckes, Nathanael (Author) / Ainsworth, Barbara E (Thesis advisor) / Belyea, Michael (Committee member) / Buman, Matthew (Committee member) / Gaesser, Glenn (Committee member) / Wharton, Christopher (Christopher Mack), 1977- (Committee member) / Arizona State University (Publisher)
Created2012
ContributorsMatthews, Eyona (Performer) / Yoo, Katie Jihye (Performer) / Roubison, Ryan (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-25
Description
An intervention study was conducted with elementary physical education teachers and their use of a newly developed series of fitness segments called Knowledge in Action (KIA). This study was designed to enable teachers to teach healthy behavior knowledge (HBK) in their classes without sacrificing physical activity levels. This study has two phases. First, the intervention was conducted to determine the effectiveness of the KIA fitness segment intervention. Second, teachers' perceptions of both teaching HBK and the KIA fitness segments were investigated. Ten teacher participants were randomly assigned to the intervention or control group. Intervention teachers participated in professional development, provided with all teaching materials, and YouTube videos that modeled the teaching of the KIA fitness segments. Teacher fidelity was measured through observations. Student physical activity patterns were measured in randomly selected teachers' classes (both intervention and control) to determine potential physical activity pattern differences between groups. Teachers were interviewed from one to three times across the project in order to determine perceptions of teaching HBK and the KIA fitness segments. Researchers used constant comparison method to uncover possible common themes. Student knowledge was assessed pre/post using PE Metrics Standard 3 cognitive test to determine HBK changes. Data analysis included General liner models (GLM) at the student level (gender) and Hierarchical linear models (HLM) at the school level (treatment, school). There was a moderate mean teacher fidelity score (77.9%) found among the intervention teachers. HLM results showed students in the intervention group had a 3.4(20%) greater improvement in HBK scores when compared with their control counterparts (p<0.001). Student activity levels were found to be similar in both groups with 871.33 and 822.22 steps in the intervention and control groups, respectively. Although all of the teachers thought it was important to teach HBK they were not spending time on it during classes at pretest. Three common themes were discovered: (a) Effective Teacher Training of the Segments, (b), Teachers Learned a Novel Strategy, and (c) Teachers Recommended Modifications. In summary, the KIA fitness segments received favorable views and gave teachers a way to teach HBK without reducing physical activity time.
ContributorsHodges, Michael (Author) / Kulinna, Pamela (Thesis advisor) / Van Der Mars, Hans (Committee member) / Lee, Chong (Committee member) / Arizona State University (Publisher)
Created2013
ContributorsHoeckley, Stephanie (Performer) / Lee, Juhyun (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-24
Description
Lead is a neurotoxin that has been shown to have a long and lasting impact on the brains, bodies, and behaviors of those who are poisoned. It also has a greater presence in communities with high levels of poverty and minority populations. Compounded over time, the effects of lead poisoning, even at low levels of exposure, impact a child's readiness and ability to learn. To investigate the relationship between the risk of lead poisoning, school level academic achievement, and community demographics, three sets of data were combined. The Lead Poisoning Risk Index (LPRI), used to quantify the risk in each census tract of being poisoned by lead, standardized state assessment data for third grade reading and eighth grade math, and census 2000 demographic data were combined to provide information for all Arizona schools and census tracts. When achievement was analyzed at the school level using descriptive, bivariate correlation, and multivariate regression analyses, lead's impact practically disappeared, exposing the powerful effect of poverty and race on achievement. At a school in Arizona, the higher the percentage of students who are poor or Hispanic, African American or Native American, these analyses' predictive models suggest there will be a greater percentage of students who fail the third grade AIMS reading and eighth grade AIMS math tests. If better achievement results are to be realized, work must be done to mitigate the effects of poverty on the lives of students. In order to improve schools, there needs to be an accounting for the context within which schools operate and a focus on improving the neighborhoods and the quality of life for the families of students.
ContributorsGehrman, Matthew Paul (Author) / Berliner, David C. (Thesis advisor) / Garcia, David (Committee member) / Danzig, Arnold (Committee member) / Arizona State University (Publisher)
Created2011
Description
Concern regarding the quality of traffic data exists among engineers and planners tasked with obtaining and using the data for various transportation applications. While data quality issues are often understood by analysts doing the hands on work, rarely are the quality characteristics of the data effectively communicated beyond the analyst. This research is an exercise in measuring and reporting data quality. The assessment was conducted to support the performance measurement program at the Maricopa Association of Governments in Phoenix, Arizona, and investigates the traffic data from 228 continuous monitoring freeway sensors in the metropolitan region. Results of the assessment provide an example of describing the quality of the traffic data with each of six data quality measures suggested in the literature, which are accuracy, completeness, validity, timeliness, coverage and accessibility. An important contribution is made in the use of data quality visualization tools. These visualization tools are used in evaluating the validity of the traffic data beyond pass/fail criteria commonly used. More significantly, they serve to educate an intuitive sense or understanding of the underlying characteristics of the data considered valid. Recommendations from the experience gained in this assessment include that data quality visualization tools be developed and used in the processing and quality control of traffic data, and that these visualization tools, along with other information on the quality control effort, be stored as metadata with the processed data.
ContributorsSamuelson, Jothan P (Author) / Pendyala, Ram M. (Thesis advisor) / Ahn, Soyoung (Committee member) / Arizona State University (Publisher)
Created2011
Description
Introductory programming courses, also known as CS1, have a specific set of expected outcomes related to the learning of the most basic and essential computational concepts in computer science (CS). However, two of the most often heard complaints in such courses are that (1) they are divorced from the reality of application and (2) they make the learning of the basic concepts tedious. The concepts introduced in CS1 courses are highly abstract and not easily comprehensible. In general, the difficulty is intrinsic to the field of computing, often described as "too mathematical or too abstract." This dissertation presents a small-scale mixed method study conducted during the fall 2009 semester of CS1 courses at Arizona State University. This study explored and assessed students' comprehension of three core computational concepts - abstraction, arrays of objects, and inheritance - in both algorithm design and problem solving. Through this investigation students' profiles were categorized based on their scores and based on their mistakes categorized into instances of five computational thinking concepts: abstraction, algorithm, scalability, linguistics, and reasoning. It was shown that even though the notion of computational thinking is not explicit in the curriculum, participants possessed and/or developed this skill through the learning and application of the CS1 core concepts. Furthermore, problem-solving experiences had a direct impact on participants' knowledge skills, explanation skills, and confidence. Implications for teaching CS1 and for future research are also considered.
ContributorsBillionniere, Elodie V (Author) / Collofello, James (Thesis advisor) / Ganesh, Tirupalavanam G. (Thesis advisor) / VanLehn, Kurt (Committee member) / Burleson, Winslow (Committee member) / Arizona State University (Publisher)
Created2011
Description
Standardized intelligence tests are some of the most widely used tests by psychologists. Of these, clinicians most frequently use the Wechsler scales of intelligence. The most recent version of this test for children is the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV); given the multiple test revisions that have occurred with the WISC, it is essential to address evidence regarding the structural validity of the test; specifically, that the internal structure of the test corresponds with the structure of the theoretical construct being measured. The current study is the first to investigate the factor structure of the WISC-IV across time for the same individuals. Factorial invariance of the WISC-IV was investigated using a group of 352 students eligible for psychoeducational evaluations tested, on average, 2.8 years apart. One research question was addressed: Does the structure of the WISC-IV remain invariant for the same individuals across time? Using structural equation modeling methods for a four-factor oblique model of the WISC-IV, this study found invariance at the configural and weak levels and partial invariance at the strong and strict levels. This indicated that the overall factor structure remained the same at test and retest with equal precision of the factor loadings at both time points. Three subtest intercepts (BD, CD, and SI) were not equivalent across test and retest; additionally, four subtest error variances (BD, CD, SI, and SS) were not equivalent across test and retest. These results indicate that the WISC-IV measures the same constructs equally well across time, and differences in an individual's cognitive profile can be safely interpreted as reflecting change in the underlying construct across time rather than variations in the test itself. This allows clinicians to be more confident in interpretation of changes in the overall cognitive profile of individual's across time. However, this study's results did not indicate that an individual's test scores should be compared across time. Overall, it was concluded that there is partial measurement invariance of the WISC-IV across time, with invariance of all factor loadings, invariance of all but three intercepts, and invariance of all but four item error variances.
ContributorsRicherson, Lindsay Patricia (Author) / Watkins, Marley W. (Thesis advisor) / Balles, John R (Thesis advisor) / Lynch, Christa S (Committee member) / Arizona State University (Publisher)
Created2012