Thesis (M.S.)--University of Wisconsin--Madison, 1967. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains vi, 72 p. Includes abstract. Includes bibliographical references (p. 69-72).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. Description based on print version record. Includes bibliographical references.

Thesis (doctoral)--Rheinische Friedrich-Wilhelms-Universität Bonn, 1996. / Includes bibliographical references (p. 121).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Boston University. University Professors Program Senior theses. / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-02

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AN ABSTRACT OF THE THESIS OF Logan Thomas Reagan, for the Master of Fine Arts degree in Theater, presented on December 5, 2015, at Southern Illinois University. TITLE: RAGTIME: A SCENIC DESIGN MAJOR PROFESSOR: Dr. Ronald Naversen This document covers the process of scenic design for the Southern Illinois University Department of Theater production of Ragtime. The productions were held on the following dates: October 24-27, 2013. The first chapter provides an in depth analysis of the script. The second Chapter focuses on the design process leading into the third chapter which focuses on the build process. The final chapter focuses on an evaluation and reflection of the previous chapters processes. Included in the Appendices are further documentation used throughout the design and build processes. These include charts, research images, models, storyboards, draftings, paint elevations and production photos.

abstract: Instrument design is intrinsic to multiple percussion solo performance preparation, from formulating a physical layout of instruments that best suit each work's technical requirements to fabricating unique instruments to fulfill each composer's sonic specifications. Several works in the multiple percussion repertoire require setups comprised partly or entirely of performer-built instruments. Given that performers have varying degrees of expertise with instrument design and construction, the specialized instruments created do not necessarily meet the level of care with which many of the masterworks in the percussion field were created. Even with the many articles, books, and other publications regarding the instrument design issues of specific works, solo percussion literature is so varied that many set-ups are created using a set of nebulous guidelines. Developing solutions to the problems inherent in multiple percussion instrument design is clearly a continuing effort. Instrument and setup design within selected works for solo multiple percussion is the focus of this document and will be addressed through specific examples from literature commonly performed on concert stages and educational institutions. The scope of this document is limited to the widely applicable design issues of three pieces: Maki Ishii's Thirteen Drums: for Percussion Solo, Op. 66 (1985), David Lang's The Anvil The Chorus: for Percussion Solo (1991), and Steve Reich's Music for Pieces of Wood: for claves (1973). The set-up designs for these pieces suggested by the author are largely the focus for which other material in this document is preparatory. / Dissertation/Thesis / D.M.A. Music 2012

The problem with which this study was concerned was to seek mathematics attitude changes, mathematics self-concept changes, and compare comprehension of concepts in college students enrolled in freshman algebra, when introduced to basic algebraic properties by way of algebra of sets as opposed to an axiomatic introduction.