Universiẗat, Diss., 2004--Köln.

Thesis (D.M.A.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains iii, 53 p. : music. Includes abstract. Includes bibliographical references (p. 50-53).

Diss--Detmold--Hochsch. für Musik, 1994. / Bibliogr. p. 236-250. Liste des oeuvres.

No abstract available. / Dissertation (MMus)--University of Pretoria, 2010. / Music / unrestricted

I detta arbete har jag skrivit låtar utifrån instrumenten elgitarr, elbas och piano. Syftet med arbetet har främst varit att bli en bättre låtskrivare, men också att jämföra de olika låtskrivningsprocesser som kan uppstå med olika instrument som utgångspunkt. Anledningen till att jag valde att göra detta arbete grundar sig i mitt intresse för att spela de olika instrumenten, samt min vilja att bli en bättre låtskrivare. Jag har använt mig av liknande examensarbeten som material, samt artister/band som har skrivit låtar utifrån ett visst instrument som min litteratur. När jag skrivit låtarna har jag mestadels improviserat tills jag hittat något riff, ackordsföljd eller melodi som jag gillat. Jag har använt instrumentet som jag skrivit utifrån som inspiration snarare än annan musik, och låtit instrumentet leda mig i låtskrivandet. När jag haft en relativt färdig idé och form på låten så har jag spelat in den i ett musikprogram på datorn och även lagt till andra instrument för att få en demoversion på låtarna. Jag har därefter jämfört de olika låtskrivningsprocesserna och tagit fram fördelar och nackdelar med att skriva utifrån de olika instrumenten, och har även försökt få svar på varför det blir som det blir med vissa instrument och vilka tendenser jag som låtskrivare har utifrån respektive instrument. Jag har dessutom analyserat vad jag gjort annorlunda i låtarna med hjälp av de musikaliska parametrarna rytmer, tempo, harmonik, uttryck, form och dynamik.  Genom det här arbetet har jag kommit fram till att jag har lättast att skriva riff och tunga låtpartier på gitarr, medan jag har lättare för lugna och ackordsbaserade låtar på piano. För mig blir basen mer av en gitarr med begränsningar, och därav har jag inte så stor användning av basen när det kommer till att skriva låtar utifrån den. Jag känner att jag har utvecklat min kunskap på respektive instrument och känner att jag har utvecklats som musiker och låtskrivare genom detta arbete.

The project "Make This Make Sound" started as a way to explore my relationship with playing violin. The violin was something I loved to play but it still felt separate from me. I wanted to handcraft instruments that had a more intimate relationship with the player. As the instruments were being created, I was interested to see how other players would feel about the instruments together in an ensemble, since playing in an ensemble was something that made me feel more comfortable as a musician. The instruments lend themselves to an experimental music making process as they do not have a history that must adhere to traditional Western music standards. A series of play sessions, some with only practicing musicians, and the rest with only amateur musicians were facilitated to gather feedback on how the instruments could be played. This was done to investigate the question: How can making new instruments facilitate an experimental music making process with musicians of varying skill levels? / Master of Fine Arts / The project "Make This Make Sound" started as a way to explore my relationship with playing violin. The violin was something I loved to play but it still felt separate from me. I wanted to handcraft instruments that had a more intimate relationship with the player. As the instruments were being created, I was interested to see how other players would feel about the instruments together in an ensemble, since playing in an ensemble was something that made me feel more comfortable as a musician. The instruments lend themselves to an experimental music making process as they do not have a history that must adhere to traditional Western music standards. A series of play sessions, some with only practicing musicians, and the rest with only amateur musicians were facilitated to gather feedback on how the instruments could be played. This was done to investigate the question: How can making new instruments facilitate an experimental music making process with musicians of varying skill levels?

No description available.

Family therapists face a dramatic increase in the cultural diversity of their clients. Multicultural competence will help family therapists meet the needs of their increasingly diverse clientele (Kocarek, Talbot, Batka, & Anderson, 2001). The measurement of multicultural competence is necessary in order to evaluate the outcomes of multicultural competence programs and the services that minority persons receive. This study reports the development of an instrument to assess clients' perceptions of their therapists' multicultural competence that can be used in individual and family therapy. This instrument was developed through three phases: item generation and theme development, client feedback and evaluation of interrater reliability, and pilot and validity testing. Winsteps (Linacre, 2001) software was used to scale the measurement data to the Rasch Rating Scale Model, and evaluate the dimensionality, rating scale use, item fit, person fit, reliability and precision, as well as to create norms for interpreting the measures. Preliminary support for the MTCI-CV suggests a fairly reliable and valid measure at this stage. Additionally, logistic ordinal regressions were conducted to determine whether MTCI-CV measures are associated with client satisfaction level and goal attainment level. We found that positive client perceptions of therapist cultural competence (on the MTCI-CV) significantly contribute to the probability of clients expressing satisfaction and goal attainment in therapy. / Ph. D.

Falling weight deflectometer (FWD) is currently used by most highway agencies to determine the structural condition of the highway network. Utilizing the deflections measured by the FWD, the resilient moduli of layers in the flexible pavement is determined using backcalculation software packages. The moduli can be input into semi-empirical mechanistic equations to estimate the remaining life of the pavement system and aid in informing pavement engineers about timing of maintenance and rehabilitation needs. There have been concerns among practitioners and the research community about the adequacy of the resilient moduli determined by the backcalculation software. Some of the backcalculation models have been simplified and field verification may be needed. Field-measured stresses and strains may be used to quantify the reliability of the backcalculated moduli. The Virginia Smart Road, which has 12 different flexible pavement designs and was built and instrumented with pressure cells, strain gages, thermocouples, frost probes and moisture sensors. To validate the backcalculated moduli theoretically and through instrument response, this research was conducted with following objectives: 1) to determine the resilient moduli of the unbound granular materials on the Virginia Smart Road using small and large plates of the FWD; 2) to investigate the extent of spatial and temporal variability of the FWD deflections among pavement sections; 3) to develop a temperature correction model for the backcalculated HMA resilient moduli; 4) to define an appropriate backcalculation approach and compare the four widely used software approaches; and 5) to correlate backcalculated and laboratory measured moduli. In addition, the FWD measurements were used to establish a comparison between in-situ measured and computed stresses and strains in the pavement. The analytical approaches used are linear elastic, viscoelastic, and viscoelastic combined with nonlinearity. Results show that estimation of unbound granular materials moduli using surface deflections is more reliable when 457-mm-diameter loading plate is used. Analysis of deflections from different sensors showed evidence of spatial and temporal variability. The lowest coefficient of variation of deflections (7%) within sections occurred at low temperatures (2 to 6 °C), while the highest coefficient of variation (42%) occurred at temperatures between 35 to 40 °C. This resulted in the development of a deflection temperature correction model. The model was validated at different temperature ranges. A backcalculation procedure was defined to achieve good root mean square error using four selected software packages. This resulted in the selection of the most reliable software to perform moduli backcalculation. A correlation was established between the nonlinear models produced by backcalculation and laboratory testing of the granular 21-B material. However, for the HMA materials, difference in loading period between laboratory testing and FWD loading pulse could affect the results. The study found that when utilizing the backcalculated moduli, computed strains using viscoelastic modeling were comparable to in-situ measured values. Similarly, calculated stresses compared well with the field-measured stresses; especially at high temperatures. Mix properties, temperature of testing and loading were found to have an effect on the agreement between the measured and computed strains in the wearing surface. The study also recommended further validation of FWD measurements using embedded instruments to calibrate analytical models and further analysis of deflection data so that optimum number of testing points can be determined to limit amount of testing performed for determination of deflection variability. / Ph. D.

Prior research has demonstrated the efficacy of general education coursework among American college students (Ball, 2012; Rosenzweig, 2009). Traditional models of general education programs are predicated on the understanding that exposure to a broad set of educational experiences creates well-rounded graduates (Roche, 2010). However, emerging research shows the importance of integrative learning experiences including general education programs (Lowenstein, 2015). These programs are just now at the initial stages of development and implementation at colleges and universities making it possible to study direct effects on student learning. What remains, however, is limited ways to measure such learning in emerging programs. One large, research university in a mid-Atlantic state provides opportunity to construct a measure of integrated learning. This study addressed the salient literature on general education in higher education today and then used quantitative methods and qualitative methods to investigate an empirically based measure of integrative learning. Findings revealed the continuous process of integrative learning from disciplinary knowledge to application to real world and established an initial framework for assessing students learning outcomes of integration. Finally, the research provided implications for researchers and practitioners to utilize the instrument and extend it to a wider range of students and academic programs. / Doctor of Philosophy / The general education framework has deep roots and is quintessential to American higher education (Ball, 2012; Rosenzweig, 2009). While general education models have evolved over time, traditional expectations are cultivating students with broad knowledge in courses that span a broad range of academic subjects (Roche, 2010). Recent research show that general education program has an impact on student development (Lowenstein, 2015). Emerging programs are beginning to shift the focus of general education from a menu-style curriculum to one that focuses on integrative learning. Currently, there is limited ways to measure and evaluate students' learning outcomes, particularly with complex learning concepts such as integration. This study was designed to develop a new measure of integrative learning. The study occurred at a large, research university in a mid-Atlantic state that implemented a novel general education program designed to focus on integrated learning in general education. The study first explored the existing literature on general education in higher education. Next, the study designed and tested a new instrument to measure integrative learning. Finally, the research provided implications for researchers and practitioners to utilize the survey. Further, it calls for additional research with different types of students across a broader range of institutions, and enhancements to the instrument that include new items to strengthen the measure.