In the field of twentieth-century musicology, studies have emphasized the music of Bela Bartok from a strictly hannonic standpoint. While these studies have provided insight into harmonic manipulation and tonal language there has been little emphasis placed on the role of rhythm and how it relates to the development of Bartok’s music. This study provides an analysis and discussion of rhythmic manipulation, structure and contour of rhythmic motives in String Quartets Nos. I and 4. This analysis was influenced by the methods and philosophies created and discussed by Edward Cone, Emo Lendvai, and John Roeder, among others. I adapted Lendvai's harmonic diagrams to illustrate the rhythmic conflict in Bartok's music. In addition to expanding established analytical models and concepts, I have created original analytical concepts such as rhythmic environments, rhythmic· oppression, and confrontation to identify and discuss important musical events. This is a novel rhythmic rather than harmonic study which provides an original method of analysis that is inspired by the rhythmic life of Bartok's String Quartets and may be used to interpret other music of the twentieth century.

published_or_final_version / Nursing Studies / Master / Master of Nursing

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. 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. / 2031-01-01

Typescript, etc. / Digitized by Kansas Correctional Industries

The autistic child typically displays few appropriate behaviors and a host of inappropriate behaviors. The attention span of these children is extremely short and does not permit the child to fixate to any one activity for a significant period of time. Further, Ferster, et al. (1961) have established that autistic children respond to very few reinforcing stimuli. However, some research has indicated that most autistic children respond positively to music and rhythmic sounds. This study assessed the effects of an operant conditioning program using contingent music as a reinforcing stimulus for appropriate block proximity. The subject was an 11-year-old male, one of twins, who was diagnosed autistic. The study utilized a four-phase ABAB design, where A phases were baseline periods, B phases were conditioning periods. In the baseline condition, the subject was observed for six sessions without earphones and six sessions with earphones but no music. In the treatment phase, music was presented contingent upon instances of block proximity. Instances of appropriate block activity significantly increased when the child was wearing the earphones and receiving music contingent upon block activity. Appropriate behavior decreased during a reversal probe. Additionally, self-stimulatory behaviors dropped to near zero during the conditioning phase of the study.

Thesis (M.M.) -- Florida State University, 2004. / Advisor: Jayne M. Standley, Florida State University, School of Music. Title and description from thesis home page (viewed 9-27-04). Document formatted into pages; contains 46 pages. Includes biographical sketch. Includes bibliographical references.

Thesis (Ph.D.)--Faculty of Music, University of Melbourne, 1999. / Vol. 2. Appendices, includes transcripts of interviews, musical examples and has 3 compact discs attached. Typescript. GIM Therapy was pioneered by Helen Bonny. Includes bibliographical references (leaves 252-265).

Thesis (M.M.) Florida State University, 2007. / Advisor: Jayne Standley, Florida State University College of Music. Title and description form dissertation home page (viewed 4-6-2009). Document formatted into pages; contains 53 pages.

Thesis (M.S.)--Springfield College, 2003. / Includes bibliographical references. Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Springfield College, 2003. / Includes bibliographical references.