Matching Items (167)
Description
The ASU School of Dance presents Transition Projects, February 19-21, with works by dance faculty and undergrad students, performed at Dance Studio Theatre, PEBE 132.
ContributorsRamey, Alyssa Noel (Choreographer, Dancer, Costume designer) / Mills, Lorne (Musician) / Swayze, William (Musician) / Vining, Robin (Musician) / Ammerman, Mark C. (Lighting designer, Set designer) / Mumford, Jessica (Choreographer, Costume designer, Set designer) / West, Misty (Dancer) / Rosenkrans, Angela (Choreographer) / McGloin, Aaron (Lighting designer, Choreographer, Costume designer, Set designer) / Jones, Patricia (Costume designer) / Jones, Jessica (Dancer, Dancer) / Ramey, Jenna (Dancer, Dancer) / Fitzgerald, Mary (Choreographer, Costume designer) / Abruzzi, Lucio (Dancer, Costume designer, Choreographer, Set designer) / Koch, Carolyn (Lighting designer) / Conder, Carley (Choreographer) / Syslo, Celine (Dancer, Costume designer, Dancer) / Grabianowski, Nicole (Dancer, Costume designer) / Mihaleva, Galina (Costume designer) / Franco, Mandy (Dancer) / Gersony, Alyssa (Dancer) / Hauk, Chelsey (Dancer) / McCaskill, Katie (Dancer) / McNamara, Caitlyn (Dancer) / McHale, Samantha (Dancer)
Created2010
Description
The ASU School of Dance presents Emerging Artists I, November 20-22, with works by dance MFA candidates Sammy Stephens, Jr. and LaShonda L. Williams, performed at the Dance Lab, FAC 122.
ContributorsHerberger Institute School of Dance (Publisher) / Vissicaro, Pegge (Choreographer) / Stephens, Jr., Sammy (Dancer, Choreographer, Composer) / Williams, Lashonda (Dancer, Choreographer, Costume designer, Set designer) / Mihaleva, Galina (Costume designer) / Church, Micaela (Dancer, Musician) / Croitoru, Michael (Dancer) / Fletcher, Kasey (Dancer) / Frost, Randi (Dancer) / Hood, Brittany (Dancer) / Millizer, Emily (Dancer, Musician) / Newman, Emily (Dancer) / Richards, Brittany (Dancer) / Zakrzewski, Emily (Dancer) / Ammerman, Mark C. (Set designer) / Davis, Omilade (Musician, Dancer) / Kaplan, Robert (Composer) / Benard, Jaqueline (Costume designer) / Castro, Angel (Dancer) / Gillie, Randy (Dancer) / Gonzalez, Anthony (Dancer) / Mayes, Paige (Dancer) / Schneider, Samantha (Dancer) / Wrobel, Tara (Dancer) / Aguirre, Alex (Dancer) / Nuvayestewa, Lorin (Dancer)
Created2009
Description
The ASU School of Dance presents Transition Projects II, February 20-22, with works by dance faculty and undergrad students, performed at Dance Studio Theatre, PEBE 132.
ContributorsAbruzzi, Lucio (Dancer) / Ammerman, Mark C. (Set designer) / Clegg, Debbie (Costume designer) / Conder, Carley (Choreographer, Costume designer) / Davis, Jeff (Lighting designer) / Endicott, Jenna (Dancer) / Fisher, Rose (Choreographer, Costume designer, Dancer) / Hendrix, Robbia (Dancer) / Hood, Brittany (Dancer, Choreographer, Lighting designer, Costume designer) / Jones, Jessica (Dancer) / Kirwan, Molly (Dancer) / Klassen, Katy (Dancer) / Klem, Amy (Dancer) / Koch, Carolyn (Lighting designer) / Kosowski, Jenna (Choreographer) / Kroon, Anjuli (Dancer, Choreographer, Lighting designer, Costume designer) / Lee, Yeongwen (Choreographer, Set designer) / Lopez, Lisa (Costume designer, Dancer) / Manners, Robin (Dancer) / Mansfield, Lauren (Dancer) / McGloin, Aaron (Lighting designer, Dancer) / McHale, Samantha (Dancer) / Mihaleva, Galina (Costume designer) / Murray, Leigh (Choreographer, Costume designer) / Perez, Larisa (Dancer) / Quinal, Elizabeth (Dancer) / Rosenkrans, Angela (Choreographer, Lighting designer, Costume designer) / Sheldrick, Sarah (Dancer, Choreographer, Lighting designer, Costume designer) / Smith, Chelsea (Dancer) / Theobald, Kiri (Lighting designer, Choreographer, Costume designer) / Trujillo, David (Lighting designer) / West, Misty (Dancer) / Herberger Institute School of Dance (Publisher)
Created2009
Description
The ASU School of Dance presents The Dance Annual, March 5-7, with works by dance faculty, alumni, graduate, undergraduate, and visiting artists, performed at Galvin Playhouse Theatre and Plaza.
ContributorsHerberger Institute School of Dance (Publisher) / Fitzgerald, Mary (Choreographer) / Ammerman, Mark C. (Lighting designer, Lighting designer) / Benard, Jacqueline (Costume designer, Costume designer) / Canto, Melissa (Dancer, Dancer) / Leite, Ashleigh (Choreographer) / Koch, Carolyn (Lighting designer) / Mihaleva, Galina (Costume designer, Costume designer) / Mumford, Jessica (Set designer, Videographer, Choreographer, Costume designer) / Abruzzi, Lucio (Dancer, Choreographer, Costume designer) / Grabianowski, Nicole (Dancer) / Jones, Jessica (Dancer) / Klem, Amy (Dancer) / McHale, Samantha (Dancer) / Millizer, Emily (Dancer) / Pellegrino, Laura (Dancer) / Wilcox, Madeline (Dancer) / Wrobel, Tara (Dancer, Choreographer) / Karr, Mandi (Dancer) / Zakrzewski, Emily (Dancer) / Newman, Emily (Choreographer, Dancer, Costume designer) / Fehser, Janelle (Musician, Dancer) / Trujillo, Davey (Lighting designer) / Bradley, LaTefia (Dancer) / Castro, Miguel (Dancer) / Pool, Amanda (Dancer) / Promisson, Jessica (Dancer) / Tryon, Chelsi (Dancer) / Ferrell, Rebecca A. (Choreographer) / Frost, Randi (Dancer) / McGloin, Aaron (Lighting designer) / Gonzales, Anthony (Dancer) / Ricker, Gina (Dancer) / Ramsey, Ashlee (Choreographer, Dancer) / Waugh, Whitney (Dancer) / Conder, Carley (Choreographer) / Syslo, Celine (Costume designer, Dancer) / West, Misty (Dancer) / Stephens, Jr., Sammy (Choreographer, Composer) / Aguire, Alex (Dancer) / Gillie, Randy (Dancer) / Mayes, Paige (Dancer) / Nuvayestewa, Lorin (Dancer) / Schneider, Samantha (Dancer)
Created2010
Description
Throughout his lifetime Leonardo Da Vinci was an ardent observer of natural phenomena. He sought to explain these phenomena and to understand how the natural world works. Being an illegitimate child he was forced to educate himself independently and that helped him develop a scientific mind that was not subject to the religious, traditional, and unproved biases of his contemporaries. In order to understand the world he kept many notebooks to record his observations. They are now known as codices. One Codex in particular was devoted, in its entirety, to scientific observation of geology, hydrological and astronomical processes. This is the Codex Leicester. Written in the latter part of his life, the Codex Leicester is a scientific marvel that contains within its pages, the discovery of stratigraphy, the theory that mountains can be built and eroded away, a refutation of the story of Noah's Ark, and the discovery of the process known as planet shine. In addition, the Phoenix Art Museum exhibited the Codex Leicester recently during the time period of January to April 2015. On loan from former Microsoft CEO and Chairman Bill Gates, the Codex was on full display surrounded by artwork meant to enrich the patron's experience. In this thesis I will review the exhibit examining its successes and failures in its attempt to educate the Phoenician public about Leonardo Da Vinci, the scientist.
ContributorsPieve, Giovanni Jourdain (Author) / Vitullo, Juliann (Thesis director) / Baldasso, Renzo (Committee member) / Barrett, The Honors College (Contributor) / School of Earth and Space Exploration (Contributor) / School of International Letters and Cultures (Contributor) / Department of English (Contributor)
Created2015-05
Description
Jupiter’s moon Io is tidally locked with Jupiter and falls in a 4:2:1 orbital
resonance with Europa and Ganymede, driving extreme tidal heating that makes it the most volcanically active body in the solar system. Io possesses a metallic core, as does its Galilean sibling Ganymede, yet, unlike Ganymede, Io lacks a magnetic field. Here, I investigated the potential size, composition, and cooling rate of Io’s core to help determine why Io lacks a strong dynamo. First, I used mineral physics equations to determine that the radius of the core should be between ~650 km to 950 km for a composition ranging from pure Fe to a eutectic Fe-FeS alloy. Cosmochemical constraints from meteoritic analogues yield complementary constraints on the abundance of sulfur in the metallic core (~2.67–28.6 wt%). The mantle could be either fully or partially molten. I found that the scenario of a global magma ocean creates temperatures at the base of the mantle that are possibly too hot for core convection, but that a magma sponge regime could create core-mantle boundary temperatures cooler than the melting point of pure Fe, which could promote core convection. Therefore, I conclude that Io lacks a strong dynamo likely because it has a magma ocean with temperatures too high for convection. However, the possibility that Io’s mantle is a magma sponge suggests the importance for future missions to investigate the state of Io’s magnetic field.
ContributorsLunetto, Sarah (Author) / O'Rourke, Joseph (Thesis director) / Walker, Sara (Committee member) / Barrett, The Honors College (Contributor) / School of Earth and Space Exploration (Contributor)
Created2024-05
Description
Textbooks have traditionally served as the primary educational resources in classes for decades. However, with the transition to online learning prompted by the onset of the COVID-19 pandemic, there has been a significant shift towards online learning materials. As the pandemic subsides, students, particularly those in engineering disciplines, have persisted in utilizing these alternative resources, prompting questions about their effectiveness and identifying the most suitable options. This study aims to uncover the underlying reasons for the decline in textbook usage and to identify the most effective resources for student learning. The study involved approximately 170 students enrolled in a Low Speed Aerodynamics course at Arizona State University (ASU). These students were invited to participate in a series of surveys after we introduced new changes to the course such as recitations, holistic grading, and an online interactive textbook. Around 40 students voluntarily responded to the surveys. Additionally, interviews were conducted with four professors to gather insights into why students may not be using textbooks, and to gather their opinions on recitations, the Connect software, and holistic grading, if they have incorporated these into their own courses. The survey findings revealed that although traditional textbooks offer detailed explanations to aid in grasping concepts, students often prefer alternative resources such as supplementary materials, recitations, and office hours for applying their knowledge to homework or tests. Holistic grading then provides meaningful feedback on the concepts they need to revisit after attempting to apply their understanding during tests. From our survey, it is evident that reaching a definitive solution regarding textbook selection and identifying optimal resources remains challenging. Nevertheless, students expressed a preference for interactions among peers and with professors, indicating that changes incorporating these elements were more favorably received. Further exploration into the continued implementation of holistic grading and recitations could provide insights into the enduring impact of the findings from this study over time.
ContributorsStout-Marshall, Andrew (Author) / Geddis, Noelle (Co-author) / Wells, Valana (Thesis director) / Middleton, James (Committee member) / Barrett, The Honors College (Contributor) / School of Earth and Space Exploration (Contributor) / Mechanical and Aerospace Engineering Program (Contributor)
Created2024-05