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- Creators: Arizona State University
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 Data for these corrections have been obtained from the composer's manuscripts, published and unpublished editions, and published recordings.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
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
Description
Community Action Research Experiences (CARE) collaborated with Citizenship Counts, a local non-profit organization that provides free civics curriculum to middle and high school teachers nationwide, to evaluate the effectiveness of the current curriculum and create additional curriculum materials. Data were collected over a three-month period through online and paper surveys distributed to teachers who had used some aspect of the Citizenship Counts curriculum previously. Of the teachers contacted, nineteen responded with completed surveys. The results indicate that teachers are pleased with their experience working with Citizenship Counts, but that there were areas where improvements could be made. The additional curriculum materials created were quizzes, which can be added to the Citizenship Counts curriculum as an additional improvement. The main areas of concern from teachers were the Citizenship Counts website and additional help when planning Naturalization Ceremonies.
ContributorsHenderson, Abigail Elizabeth (Author) / Knopf, Richard (Thesis director) / Dumka, Larry (Committee member) / Rodriguez, Ariel (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor)
Created2013-05
Description
Solar System history has been shaped by impact processes, such as large-body collisions. The history of impact events is constrained by dating shocked meteorites. Constraining the solar system impact history informs models of solar system formation and can provide insight into solar system processes around other stars. However, there is a long-standing issues using the 40Ar/39Ar chronometer, the most widely used impact event chronometer, to date heavily impacted meteorites. This issue has resulted in artificially old ages in some heavily shocked samples, up to 7 billion years old, which is far older than the age of the Solar System. In Chapters 2 & 3 I examine four heavily shocked meteorites to elucidate the cause of anomalously old impact ages and recommend best practices for future 40Ar/39Ar impact age interpretations.Over 5,000 exoplanets have been identified using astronomical observations, which has supported new exoplanetary science over the last few decades. Exoplanetary science is still in a nascent stage but progressing quickly. Now more than ever, an interdisciplinary approach can be used to build the foundations of exoplanet sciences. Many geoscience inquiries, such as exoplanet compositions, dynamics of exoplanetary mantles and crusts, and the likelihood of habitability, are just beginning to be addressed. In Chapter 4, I use stellar abundance-derived exoplanet mantle compositions to interrogate the variability in exoplanet compositions and the likelihood of primitive crust formation. The results of this work have significant implications for exoplanet mantle dynamics, melting behavior, and the likelihood of plate tectonics.
Lastly, over the last few decades, there have been pushes for science and the innovation that results from it to be conducted responsibly and openly. Moreover, the U.S. federal government has undertaken a transformational path to make federal agency-funded science more open and accessible. One method of increasing open science in science-funding agencies is to make the science and mission prioritization decision process more democratic. The NASA Decadal Surveys are an example of community-driven democratic decision-making in the space sciences and set the science and mission goals for the whole space science community. To support a citizen-centered democratic approach, I develop an expanded model of the participatory technology assessment (pTA) process for use in NASA’s Decadal Surveys.
ContributorsKarageozian, Mara (Author) / Sharp, Thomas (Thesis advisor) / Till, Christy (Committee member) / Barboni, Melanie (Committee member) / Desch, Steven (Committee member) / O'Rourke, Joseph (Committee member) / Arizona State University (Publisher)
Created2024
Description
Traditionally, emergency response is in large part the role and responsibility of formal organizations. Advances in information technology enable amateurs or concerned publics to play a meaningful role in emergency response. Indeed, in recent catastrophic disasters or crises such as the 2010 Haiti earthquake and the 2011 Japan earthquake and nuclear crisis, participatory online groups of the general public from both across the globe and the affected areas made significant contributions to the effective response through crowdsourcing vital information and assisting with the allocation of needed resources. Thus, a more integrative lens is needed to understand the responses of various actors to catastrophic crises or disasters by taking into account not only formal organizations with legal responsibilities, but also volunteer-based, participatory groups who actively participate in emergency response. In this dissertation, I first developed an “event-driven” lens for integrating both formal and volunteer-based, participatory emergency responses on the basis of a comprehensive literature review (chapter 1). Then I conducted a deeper analysis of one aspect of the event-driven lens: relationships between participatory online groups and formal organizations in crisis or disaster situations. Specifically, I explored organizational and technical determinants and outcomes of forming such relationships (chapter 2). As a consequence, I found out three determinants (resource dependence, shared understanding, and information technology) and two outcomes (inter-organizational alignment and the effectiveness of coordinated emergency response) of the relationship between participatory online groups and formal organizations and suggested seven hypotheses. Furthermore, I empirically tested these hypotheses, focusing on the 2015 Nepal earthquake case (chapter 3). As a result, I found empirical evidence that supports that shared understanding and information technology improve the development of the relationship between participatory online groups and formal organizations. Moreover, research findings support that the development of the relationship enhances inter-organizational coordination. Lastly, I provide implications for future research (chapter 4). This dissertation is expected to contribute to bridging the disconnect between the emergency management literature and the crisis informatics literature. The theoretical insight from inter-organizational relations (IOR) theory provides another contribution.
ContributorsPark, Chul Hyun (Author) / Johnston, Erik W., 1977- (Thesis advisor) / Schugurensky, Daniel, 1958- (Committee member) / Williams, Linda (Committee member) / Kapucu, Naim (Committee member) / Arizona State University (Publisher)
Created2016
Description
Public participation is considered an essential process for achieving sustainable urban development. Often, however, insufficient attention is paid to the design of public participation, and processes are formulaic. Then, participation may not match the local context of the communities within which a project is conducted. As a result, participation may become co-optative or coercive, stakeholders may lose trust, and outcomes may favor special interests or be unsustainable, among other shortcomings.
In this research, urban public participation is a collaborative decision-making process between residents, businesses, experts, public officials, and other stakeholders. When processes are not attuned with the local context (participant lifestyles, needs, interests, and capacities) misalignments between process and context arise around living conditions and personal circumstances, stakeholder trust, civic engagement, collaborative capacity, and sustainability literacy, among others.
This dissertation asks (1) what challenges arise when the public participation process does not match the local context, (2) what are key elements of public participation processes that are aligned with the local context, (3) what are ways to design public participation that align with specific local contexts, and (4) what societal qualities and conditions are necessary for meaningful participatory processes?
These questions are answered through four interrelated studies. Study 1 analyzes the current state of the problem by reviewing public participation processes and categorizing common misalignments with the local context. Study 2 envisions a future in which the problem is solved by identifying the features of well-aligned processes. Studies 3 and 4 test interventions for achieving the vision.
This dissertation presents a framework for analyzing the local context in urban development projects and designing public participation processes to meet this context. This work envisions public participation processes aligned with their local context, and it presents directives for designing deliberative decision-making processes for sustainable urban development. The dissertation applies a systems perspective to the social process of public participation, and it provides empirical support for theoretical debates on public participation while creating actionable knowledge for planners and practitioners.
In this research, urban public participation is a collaborative decision-making process between residents, businesses, experts, public officials, and other stakeholders. When processes are not attuned with the local context (participant lifestyles, needs, interests, and capacities) misalignments between process and context arise around living conditions and personal circumstances, stakeholder trust, civic engagement, collaborative capacity, and sustainability literacy, among others.
This dissertation asks (1) what challenges arise when the public participation process does not match the local context, (2) what are key elements of public participation processes that are aligned with the local context, (3) what are ways to design public participation that align with specific local contexts, and (4) what societal qualities and conditions are necessary for meaningful participatory processes?
These questions are answered through four interrelated studies. Study 1 analyzes the current state of the problem by reviewing public participation processes and categorizing common misalignments with the local context. Study 2 envisions a future in which the problem is solved by identifying the features of well-aligned processes. Studies 3 and 4 test interventions for achieving the vision.
This dissertation presents a framework for analyzing the local context in urban development projects and designing public participation processes to meet this context. This work envisions public participation processes aligned with their local context, and it presents directives for designing deliberative decision-making processes for sustainable urban development. The dissertation applies a systems perspective to the social process of public participation, and it provides empirical support for theoretical debates on public participation while creating actionable knowledge for planners and practitioners.
ContributorsCohen, Matthew Charles (Author) / Wiek, Arnim (Thesis advisor) / Manuel-Navarrete, David (Thesis advisor) / Schugurensky, Daniel, 1958- (Committee member) / Arizona State University (Publisher)
Created2015
Description
The Arizona Interfaith Alliance for Worker Justice (AIAWJ) was a mediating structure for those who wanted to be civically engaged in the labor movement and other coalitions in Phoenix, Arizona. It not only served its constituents, but it integrated, educated, and empowered them. Due to lack of funding the AIAWJ closed in the summer of 2016. Many community members from marginalized neighborhoods, other concerned citizens, students, myself, and others participated in their first and only civic engagement opportunities through this organization and were subsequently left with no connections, a barrier to being civically engaged. Through interviews and secondary data research, the relationship between people, mediating structures, and civic engagement activity are examined. The key findings support existing research that emphasizes the importance of mediating structures when it comes to civic engagement.
ContributorsSickler, Shawn (Author) / Luna, Ilana (Thesis advisor) / Hager, Mark (Committee member) / Keahey, Jennifer (Committee member) / Arizona State University (Publisher)
Created2016
Description
The Bharata-Natyam student in the United States (US) is challenged by how to effectively translate their dance into contemporary lived experiences. Research reveals that this dilemma is sometimes addressed by transplanting learnt choreographies into a new theme, sometimes adding verbal text to connect learnt choreography to contemporary issues, or sometimes simply giving up the dance form. Years of training in prevalent Bharata-Natyam education methods make students proficient in re-producing choreography but leave them without the tools to create. This is due to emphasis on guarding traditions and leaving interpretation for later stages that never arrive or get interrupted, because students leave their spaces of Indian-ness for college or a job. This work considers how Bharata-Natyam teachers in the US might support students in finding agency in their dance practice, using it to explore their lived experiences outside dance class, and engaging meaningfully with it beyond the Indian diaspora. The desire for agency is not a discarding of tradition; rather, it is a desire to dance better. This work reinforces the ancient Indian tradition of inquiry to seek knowledge by implementing the principles of Bharata-Nrityam, somatics and engaged pedagogy through the use of creative tools. This took place in three stages: (i) lessons in the Bharata-Nrityam studio, (ii) making Kriti with non-Bharata-Natyam dancers, and (iii) designing a collaborative action dance project between senior Bharata-Natyam students and community partners who are survivors of sexual/domestic violence.
The results, in each case, demonstrated that the use of creative tools based in the principles above enriched the teaching-learning process through deeper investigation and greater investment for both student and teacher. Students in the early stages of learning thrived, while senior students expressed that having these tools earlier would have been valuable to their practice. These results suggest that when Bharata-Natyam education in the US is refocused through the lenses of Bharata-Nrityam, somatics and engaged pedagogy, teachers can access tools to empower their students in their practice of Bharata-Natyam not only within the context of the Indian diaspora but also beyond.
The results, in each case, demonstrated that the use of creative tools based in the principles above enriched the teaching-learning process through deeper investigation and greater investment for both student and teacher. Students in the early stages of learning thrived, while senior students expressed that having these tools earlier would have been valuable to their practice. These results suggest that when Bharata-Natyam education in the US is refocused through the lenses of Bharata-Nrityam, somatics and engaged pedagogy, teachers can access tools to empower their students in their practice of Bharata-Natyam not only within the context of the Indian diaspora but also beyond.
ContributorsMANDALA, SUMANA SEN (Author) / Jackson, Naomi (Thesis advisor) / Dyer, Becky (Committee member) / Durfee, Alesha (Committee member) / Arizona State University (Publisher)
Created2020
Description
Within a positive youth development framework, Lerner and colleagues posited that youth and young adults are societal assets that support the pillars of democracy and incite community contribution through the development of individual character strengths. Strengths might include hope and civic attitudes, which researchers have linked to numerous positive outcomes; however, connections to civic behaviors are largely unknown. Developmentally, shifting identities, excitement about the future, and an introduction into formal citizenship within U.S. society characterize the emerging adulthood period. Emerging adulthood is also characterized by burgeoning relationships and service opportunities, particularly on college campuses. These factors make emerging adulthood a prime context in which to investigate the aims of the current study, which centered on investigation of the development of hope and civic attitudes, and how each contributed to civic engagement including interpersonal prosocial behavior, community volunteering, and political behaviors. Effortful control was hypothesized to play a role in relations as an intrapersonal factor that implicated relations between hope and civic attitudes and outcomes, and was therefore included as a moderator. Sample consisted of 217 emerging adults (~ 67% female, 58% White, 30% Pell-grant eligible, 19-20 years old) across three time points at a major university in the southwest U.S. from spring 2019 to spring 2020. Path models, structural equation models, and moderation analyses evidenced direct relations between hope and interpersonal prosocial behavior. Civic attitudes directly related to community volunteering and political engagement. Transactional relations between hope and civic engagement were not apparent. Similarly, moderation analyses showed no interactive effects between hope and civic attitudes and effortful control on study outcomes. Findings evidenced stability in hope and civic attitudes across early emerging adulthood and invited future work investigating the development of each in early adolescence and later emerging adulthood. Future interventions might prioritize the development of hope in efforts to increase interpersonal prosociality and civic attitudes to increase volunteering and political engagement among emerging adults, where civic engagement has been historically low. Overall, findings supported hope and civic attitudes as hallmarks of positive youth development with the potential to uniquely contribute to community enhancement in emerging adulthood.
ContributorsFraser, Ashley Michelle (Author) / Spinrad, Tracy L (Thesis advisor) / Bryce, Crystal I (Committee member) / Eisenberg, Nancy (Committee member) / Morris, Stacy L (Committee member) / Arizona State University (Publisher)
Created2021