Thesis (Ph. D.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves.

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Previous research offers insights about characteristics of successful superintendents and provides generic lists of attributes (Collins, 2005 and Schleuning, 2003). However, little is known about specific characteristics of Hispanic male superintendents who have been successful in ascending to a superintendent position (Padilla, 2003, Garza, 2003 and Rueda, 2002). Given the current need to select superintendents who reflect the current population changes, further inquiry of the personal and professional attributes from a board presidents’ perspective is needed with a specific focus on male Hispanics who have been selected to serve as superintendent. The purpose of the study is to identify attributes (characteristics) that Texas school board presidents believe are important when having selected a Hispanic male superintendent. The study investigated four research questions: (a) the perceptions of Texas public school board presidents regarding the most important personal attributes when having selected a Hispanic male superintendent; (b) the perceptions of Texas public school board presidents regarding the most important professional attributes when having selected a Hispanic male superintendent; (c) the size (student enrollment) of a school district affect the perception of school board presidents regarding the important attributes; and (d) geographic location affect the perception of school board presidents regarding the important attributes? The study followed a quantitative research paradigm. A descriptive research design approach was used. Thus, a survey was used as instrumentation to collect data (Schleuning, 2003). Texas public school board presidents’ who were serving, and who selected and hired Hispanic male superintendents for 2008-2009 school year were surveyed. Data was analyzed: using descriptive statistics including means and standard deviations, one-way analyses and analyses of variance. Findings revealed that Texas public school board presidents regarding the most important personal attributes when having selected a Hispanic male superintendent are; level of education, previous experience in school administration, and years of experience in education. The most important professional attributes are; honest/fair standards, personal integrity, and visionary leadership. Findings also suggest that enrollment size and geographic location does not affect the perception of school board presidents when selecting a Hispanic male superintendent. / text

This research explored Dunbar’s concept of the mask in order to examine why select black male actors, Flip Wilson (as Geraldine), Eddie Murphy (as Rasputia), Martin Lawrence (as Sheneneh), and Tyler Perry (as Madea), have worn the mask of femininity to survive the vicissitudes of the American stage. It explained what factors compelled these selected black male actors to mask their appearance and why the outward signs of femininity are used as vehicles of communication in their artistic expression. The methodology involved a visual deconstruction of media utilizing literary texts as the instrument to analyze the movies and television shows of these actors, and the research centered on the theories of W. E. B. Du Bois’ notions of the veil and double consciousness, Stephen Greenblatt’s idea of self-fashioning and self cancellation, and Franz Fanon’s views on language found in the book Black Skin White Masks. While wearing the mask, Wilson, Murphy, Lawrence, and Perry challenge society’s notion of black manhood, the limitation of the black man’s freedom of speech, and the role of black women in their plight for an uninhibited existence. These actors also tackle crucial matters, namely black female sexuality, classism, obesity, and the black family. These actors achieve their objective and combat the gaze of both black and white America by self-fashioning and self-canceling their identities at will.

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The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators. This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065. All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065. Details on data recording: All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.

The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators. This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065. All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065. Details on data recording: All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.

The Arizona Child Acoustic Database consists of longitudinal audio recordings from a group of children over a critical period of growth and development (ages 2-7 years). The goal of this database is to 1) document acoustic changes in speech production that may be related to physical growth 2) inform development of a model of speech production for child talkers. This work was funded by NSF BSC-1145011 awarded to Kate Bunton, Ph.D. and Brad Story, Ph.D, Principal Investigators. This database contains longitudinal audio recordings of 55 American English speaking children between the ages of 2-7 at 3-month intervals. Since children began the study at different ages, some children have fewer recording sessions than others. The database can also be used to provide cross-sectional data for children of a specific age. Please refer to the subject data table for information on specific sessions available here http://arizona.openrepository.com/arizona/handle/10150/316065. All children were recorded using the same protocol; therefore, task numbers are consistent across children and sessions. A calibration tone is included as Record 1 for all sessions. The speech protocol focused on production of English monopthong and diphthong vowels in isolation, sVd, hVd, and monosyllabic real words. In addition, the protocol includes several nonsense vowel-to-vowel transitions. Speakers were prompted either verbally by investigators or by graphical prompts. Details of the protocol with reference to task numbers can be found in the protocol spreadsheet available here http://arizona.openrepository.com/arizona/handle/10150/316065. Details on data recording: All samples were recorded digitally using an AKG SE 300B microphone with a mouth to mic distance of approximately 10 inches. Signals were recorded digitally using a Marantz PMD671, 16 bit PCM (uncompressed) at 44.1KHz. Recordings are made available in .wav format. Individual zip files contain all recordings from a single session.

In recent years, research has shed light on the nature of singer perception in the choral setting; however, only a few studies have explored the nature of singer placement and its impact on members of the ensemble, and little research has been conducted on gender-specific ensembles. Fifty participants from two male choral ensembles took part in an experiment to assess the choristers’ perceptions of and preferences for four choral formations based on individual singer placement within sections and placement of sections within the ensemble. Participants’ perceptions and preferences were assessed in response to four overall choral formations based on criteria derived from factors relating to the Self-to-Other Ratio (SOR) – a singer’s perception of his sound within his section and the chorus. The study also sought to determine whether Voice Part and Musical Experience Level are significant factors in participants’ perceptions of and preferences for four different formations featuring a combination of placements within section (Acoustic and Experience placements) and sectional formations (Block and Column Sectional formations). Participants rated their perceptual experience of the four immediately after having sung in each and then indicated preference for specific placements based on their perceptual experience. Participants’ responses were analyzed for significance through ANOVA and chi-square testing of all pertinent variables. In terms of Voice Part, tenor singers indicated preference for Block Sectional formation, while bass singers indicated preference for Column Sectional formation. It was also determined that singers’ musical experience was significant in determining their preferences for formations, with singers of higher musical experience preferring Block Sectional formation and singers of lower musical experience preferring Column Sectional formation. Singers’ preference for placement within sections was not found to be significant, possibly indicating that this type of placement does not impact singer perception in the choral setting as much as has been thought by many choral conductors and pedagogues. Continued research exploring the nature of individual singer perception in the choral setting will provide a better understanding of the nature of singers’ individual vocal production when combined in ensemble, thus enabling conductors to foster more fulfilling musical experiences in their choirs. / School of Music