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Permafrost degradation is leading to rapid wetland formation in northern peatland ecosystems, altering the role of these ecosystems in the global carbon cycle. I reviewed the literature on the history of the MPP theory, including tracing its origins to The Second Law of Thermodynamics. To empirically test the MPP, I collected soils along a gradient of ecosystem development and: 1) quantified the rate of adenosine triphosphate (ATP) production--literally cellular energy--to test the MPP; 2) quantified greenhouse gas production (CO2, CH4, and N2O) and microbial genes that produce enzymes catalyzing greenhouse gas production, and; 3) sequenced the 16s rRNA gene from soil microbes to investigate microbial community composition across the chronosequence of wetland development. My results suggested that the MPP and other related theoretical constructs have strong potential to further inform our understanding of ecosystem development. Soil system power (ATP) decreased temporarily as the ecosystem reorganized after disturbance to rates of power production that approached pre-disturbance levels. Rates of CH4 and N2O production were higher at the newly formed bog and microbial genes involved with greenhouse gas production were strongly related to the amount of greenhouse gas produced. DNA sequencing results showed that across the chronosequence of development, the two relatively mature ecosystems--the peatland forest ecosystem prior to permafrost degradation and the oldest bog--were more similar to one another than to the intermediate, less mature bog. Collectively, my results suggest that ecosystem age, rather than ecosystem state, was a more important driver for ecosystem structure and function.
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The title "Linked Together" suggests that all people are connected in many ways, regardless of personal differences such as socioeconomic status or language. The dancers included myself, Arizona State University (ASU) dance students, as well as Boys and Girls Club dance program participants. For the concert, all dancers portrayed stories and concepts related to empowerment through emotionally charged movement, and thereby provided audience members with a visceral lens through which to see the transformative powers of dance. The data collected from this project through observations, surveys, and interviews suggest that constructive behaviors that are internalized through dance can flow seamlessly into the non-dance world, encouraging people to think creatively, collaborate with others, gain a sense of ownership, and feel empowered in all parts of life.
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The research documented in this thesis may be methodologically described as a case study and the data collection methods were qualitative. Due to IRB limitations, the data set draws only from biweekly journal entries from a class of eleven students, in addition to the researcher’s observation of students. Data streams from student journal entries were analyzed and interpreted using common protocols. Guiding questions for the research study included: How do students currently understand and perceive partnering? How do leader and follower roles play a part in dance partnering? What commonalities of partnering exist between different dance forms? Data gathered from the research revealed that each individual student’s understanding and definition of dance partnering changed over the course of the semester and students found increased meaning in their partnering interactions.
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Paseo was part of the Arizona State University’s (ASU) School of Film, Dance, and Theatre Emerging Artists I series, one of two performances that shared the stage with fellow graduate cohort member, Grace Gallagher. Paseo took place at ASU’s Margaret Gisolo Theatre, located at the Physical Education Building East. Performance dates were the following; fix punctuation Friday, November 6th, Saturday, November 7th, and Sunday, November 8th. Paseo had a fourth presentation on Saturday, December 5th, 2015, at Margaret Gisolo Theatre as part of the post-conference performance and dialogue event, “By The People.” The conference was hosted by the Participatory Government Initiative on the ASU Campus from December 3rd-5th, 2015.
The ASU School of Dance presents School of Dance LIVE!, September 7-9, with works by dance faculty, performed at Galvin Playhouse.
The ASU School of Dance presents Undergraduate Projects Showing, April 11-12, with works by dance undergraduate students, performed at Margaret Gisolo Dance Studio, PEBE 132.
The ASU School of Dance presents The Dance Annual, March 2-4, with works by dance faculty, alumni, graduate, undergraduate, and visiting artists, performed at the Galvin Playhouse Theatre.
The ASU School of Dance presents Fabrications, January 27-28, with works by undergrad students, performed in PEBW 139 and 140.
The ASU School of Dance presents Graduate Projects Showing, October 20-21, with works by dance graduate students, performed at Margaret Dance Studio, PEBE 132.