Matching Items (663)
Filtering by
- All Subjects: Songs (High voice) with piano
ContributorsWasbotten, Leia (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-30
Description
Research on combinatorics education is sparse when compared with other fields in mathematics education. This research attempted to contribute to the dearth of literature by examining students' reasoning about enumerative combinatorics problems and how students conceptualize the set of elements being counted in such problems, called the solution set. In particular, the focus was on the stable patterns of reasoning, known as ways of thinking, which students applied in a variety of combinatorial situations and tasks. This study catalogued students' ways of thinking about solution sets as they progressed through an instructional sequence. In addition, the relationships between the catalogued ways of thinking were explored. Further, the study investigated the challenges students experienced as they interacted with the tasks and instructional interventions, and how students' ways of thinking evolved as these challenges were overcome. Finally, it examined the role of instruction in guiding students to develop and extend their ways of thinking. Two pairs of undergraduate students with no formal experience with combinatorics participated in one of the two consecutive teaching experiments conducted in Spring 2012. Many ways of thinking emerged through the grounded theory analysis of the data, but only eight were identified as robust. These robust ways of thinking were classified into three categories: Subsets, Odometer, and Problem Posing. The Subsets category encompasses two ways of thinking, both of which ultimately involve envisioning the solution set as the union of subsets. The three ways of thinking in Odometer category involve holding an item or a set of items constant and systematically varying the other items involved in the counting process. The ways of thinking belonging to Problem Posing category involve spontaneously posing new, related combinatorics problems and finding relationships between the solution sets of the original and the new problem. The evolution of students' ways of thinking in the Problem Posing category was analyzed. This entailed examining the perturbation experienced by students and the resulting accommodation of their thinking. It was found that such perturbation and its resolution was often the result of an instructional intervention. Implications for teaching practice are discussed.
ContributorsHalani, Aviva (Author) / Roh, Kyeong Hah (Thesis advisor) / Fishel, Susanna (Committee member) / Saldanha, Luis (Committee member) / Thompson, Patrick (Committee member) / Zandieh, Michelle (Committee member) / Arizona State University (Publisher)
Created2013
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
Biological organisms are made up of cells containing numerous interconnected biochemical processes. Diseases occur when normal functionality of these processes is disrupted, manifesting as disease symptoms. Thus, understanding these biochemical processes and their interrelationships is a primary task in biomedical research and a prerequisite for activities including diagnosing diseases and drug development. Scientists studying these interconnected processes have identified various pathways involved in drug metabolism, diseases, and signal transduction, etc. High-throughput technologies, new algorithms and speed improvements over the last decade have resulted in deeper knowledge about biological systems, leading to more refined pathways. Such pathways tend to be large and complex, making it difficult for an individual to remember all aspects. Thus, computer models are needed to represent and analyze them. The refinement activity itself requires reasoning with a pathway model by posing queries against it and comparing the results against the real biological system. Many existing models focus on structural and/or factoid questions, relying on surface-level information. These are generally not the kind of questions that a biologist may ask someone to test their understanding of biological processes. Examples of questions requiring understanding of biological processes are available in introductory college level biology text books. Such questions serve as a model for the question answering system developed in this thesis. Thus, the main goal of this thesis is to develop a system that allows the encoding of knowledge about biological pathways to answer questions demonstrating understanding of the pathways. To that end, a language is developed to specify a pathway and pose questions against it. Some existing tools are modified and used to accomplish this goal. The utility of the framework developed in this thesis is illustrated with applications in the biological domain. Finally, the question answering system is used in real world applications by extracting pathway knowledge from text and answering questions related to drug development.
ContributorsAnwar, Saadat (Author) / Baral, Chitta (Thesis advisor) / Inoue, Katsumi (Committee member) / Chen, Yi (Committee member) / Davulcu, Hasan (Committee member) / Lee, Joohyung (Committee member) / Arizona State University (Publisher)
Created2014
Description
Modeling dynamic systems is an interesting problem in Knowledge Representation (KR) due to their usefulness in reasoning about real-world environments. In order to effectively do this, a number of different formalisms have been considered ranging from low-level languages, such as Answer Set Programming (ASP), to high-level action languages, such as C+ and BC. These languages show a lot of promise over many traditional approaches as they allow a developer to automate many tasks which require reasoning within dynamic environments in a succinct and elaboration tolerant manner. However, despite their strengths, they are still insufficient for modeling many systems, especially those of non-trivial scale or that require the ability to cope with exceptions which occur during execution, such as unexpected events or unintended consequences to actions which have been performed. In order to address these challenges, a theoretical framework is created which focuses on improving the feasibility of applying KR techniques to such problems. The framework is centered on the action language BC+, which integrates many of the strengths of existing KR formalisms, and provides the ability to perform efficient reasoning in an incremental fashion while handling exceptions which occur during execution. The result is a developer friendly formalism suitable for performing reasoning in an online environment. Finally, the newly enhanced Cplus2ASP 2 is introduced, which provides a number of improvements over the original version. These improvements include implementing BC+ among several additional languages, providing enhanced developer support, and exhibiting a significant performance increase over its predecessors and similar systems.
ContributorsBabb, Joseph (Author) / Lee, Joohyung (Thesis advisor) / Lee, Yann-Hang (Committee member) / Baral, Chitta (Committee member) / Arizona State University (Publisher)
Created2014
Description
Due to government initiatives, education in the classroom has focused on high stakes test scores measuring student achievement on basic skills. The purpose of this action research study was to augment fourth grade students' knowledge of basic content by teaching greater meaning and depth of understanding--to teach critical thinking using Socratic circles. Using a constructivist approach, a comprehensive plan was designed and implemented that included an age-appropriate platform for argument and inquiry, a process that required critical thinking skills, and allowed the intellectual standards for critical thinking to be developed and measured. Ten students representing the academic levels of the whole class were selected and participated in seven Socratic circles. Over a period of 15 weeks, a mixed methods approach was employed to determine how students were able to apply the intellectual standards to reasoning during Socratic circles, how this innovation provoked participation in student-centered dialogue, and how Socratic circles improved students' evaluation of competing ideas during their reasoned discourse. Results suggested that Comprehensive Socratic Circles increased participation in reasoned discourse. Students' ability to evaluate competing ideas improved, and their application of the intellectual standards for critical thinking to their reasoning increased. Students also increased their use of student-centered dialogue across the sessions. These findings suggest that Socratic circles is a flexible and effective teaching strategy that fosters critical thinking in fourth graders.
ContributorsCleveland, Julie (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Dinn-You Liou, Daniel (Committee member) / Lansdowne, Kimberly (Committee member) / Arizona State University (Publisher)
Created2015
ContributorsCummiskey, Hannah (Performer) / Kim, Olga (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-23