The Undocumented: A Musical Analysis of Three Saxophone Solos of the "Light Music" Era

Puccio, Daniel Scott Arizona State University 2012 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The solo repertoire from the Light Music Era serves as an important link between the Classical and Jazz soloist traditions. These characteristics are best highlighted through an analysis of three solo transcriptions: Felix Arndt's Nola as performed by Al Gallodoro, Rudy Wiedoeft's Valse Vanite, as performed by Freddy Gardener, and Jimmy Dorsey's Oodles of Noodles, as performed by Al Gallodoro. The transcriptions, done by the author, are taken from primary source recordings, and the ensuing analysis serves to show the saxophone soloists of the Light Music Era as an amalgamation of classical and jazz saxophone. Many of the works performed during the Light Music Era are extant only in recorded form. Even so, these performances possess great historical significance within the context of the state of the saxophone as an important solo instrument in the wider musical landscape. The saxophone solos from the Light Music Era distinguish themselves through the use of formal development and embellishment of standard "song forms" (such as ABA, and AABA), and the use of improvisational techniques that are common to early Jazz; however, the analysis shows that the improvisational techniques were distinctly different than a Jazz solo improvisation in nature. Although it has many characteristics in common with both "Classical Music" (this is used as a generic term to refer to the music of the Western European common practice period that is not Pop music or Jazz) and Jazz, the original research shows that the saxophone solo music from the Light Music Era is a distinctly original genre due to the amalgamation of seemingly disparate elements.

The search for common ground: Overcoming false polarization and unwarranted pessimism about ideological differences

Puccio, Carolyn Theresa Stanford University 2003 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Opposing partisans in ideological debates tend to overestimate the gap between their views, thereby failing to recognize their common ground—a tendency that has been termed <italic>false polarization</italic>. Three initial studies explored techniques for reducing such false polarization and forestalling its negative consequences. Studies 1, 2, and 3, which focused on the issue of affirmative action, showed that having participants on the two sides of the issue justify their positions and explain why they held those positions (control condition) did nothing to attenuate the phenomenon. By contrast, experimental techniques that called upon partisans to acknowledge and communicate arguments supporting the <italic>other</italic> side that they found to be legitimate and convincing (whether or not they also presented arguments favoring their own side) produced more salutary consequences. Such <italic>present other side</italic> or <italic>present both sides</italic> instructions led participants to less polarized perceptions of the opposing partisans' views, more positive impressions about their open-mindedness, and greater optimism about finding common ground in negotiations. A fourth study replicated, and clarified, the false polarization effect with respect to the issue of abortion. Findings from this study suggested that overestimates of polarization result both from participants' inability to distinguish the views of “moderates” (who saw the issue in two-sided terms) from those of “extremists” (who saw the issue in one-sided terms) and from participants' failure to appreciate the fact that (in the case at hand, as in most social policy debates) the moderates were more representative of the two relevant adversarial groups than the extremists. A final study provided evidence that having opposing partisans present to each other the convincing arguments of the other side, in addition to those of their own side, resulted in more favorable interpersonal perceptions, and ultimately in more successful outcomes when the two sides were called upon to negotiate. It is notable that the effects in the final study occurred in spite of a failure to replicate either the basic false polarization effect or the reduction of the effect under conditions where participants presented arguments for the other side. The concluding discussion focuses on the “correspondence bias” (Jones & Harris, 1967), “naïve realism” (Ross & Ward, 1996), and biased social presentationsthree processes that our present analyses suggest play important roles in producing false polarization, and that are counteracted when opposing partisans explicitly acknowledge the existence and validity of arguments on the “other side” of the issue at hand.

Effects of Education on Political Perspectives in Haiti

Puccio, Marie N ProQuest Dissertations & Theses University of Mich 2017 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This dissertation explores the influence of education in general, and post-secondary education in particular, on the political views and values of Haitian adults. I ask two questions. First, does education produce an inclination towards democratic values? Second, does education produce a shift of values from survival to self-expression? I draw on the work of Lipset (1959) and the literature on political socialization to build my theory. I argue that 1) education makes individuals more supportive of democracy and 2) education produces a shift to self-expression values. To assess these arguments, I take a mixed methods approach. I use interviews with university students and original data from the World Values Survey fielded in Haiti. Most notably, the strongest support for democracy on the democracy-autocracy scale was from those who had graduated from a university preparatory high school program and had not attended post-secondary education and those who had graduated from university. Those who partially completed higher education were the most supportive of autocracy. Findings related to self-expression values were inconclusive, and I discuss the need for further research to evaluate this claim. There are three key implications of this research. First, encouraging the completion of higher education can have pro-democracy implications and partial completion of higher education can be counterproductive. Second, education has an impact on views, and thus should be taken seriously by those interested in influencing them. Lastly, institutions interested in advancing democratic values can do so through investment in education.

Social Justice and Equity in P3 Projects at Public Colleges and Universities

Puccio, Frank Salvatore California State University, Fresno ProQuest Disse 2020 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

As leadership seeks alternative funding sources to execute critical infrastructure and capital projects, public colleges and universities are turning to public-private partnerships (P3 projects) as a solution. Initially, higher education P3 projects were primarily used to fund and build student housing projects. However, the success of these P3 projects led to other collaborative efforts that serve the comprehensive nature of the built environment at a public college or university, from event centers to parking garages to classrooms. The need for these projects in the built environment is driven by the wide range of stakeholders that make up the campus community at a public college or university.With P3 projects, public institutions like public colleges and universities partner with private entities that offer capital, expertise, experience, and an overall willingness to take on various amounts of risk in an infrastructure or capital project. P3 projects are structured so that a long-term revenue models generated by the project are designated to repay the initial investment funding. Provided the unique landscape of P3 projects with concentrated involvement by a private entity in public infrastructure and capital projects, there has been little exploration of how these engagements impact social justice and equity concerns. As P3 projects are common for various kinds of projects and initiatives at a public college of university, a collective case study was selected to evaluate the inclusion of social justice and equity programming in the built environment and P3 projects. The study addressed research questions that attempted to define the concept of social justice and equity in the built environment and identified conditions for the creation, construction, and ultimate inclusion of social justice and equity programs at public colleges and universities in P3 projects. Six vice presidents who had occupied high-level finance or high-level facilities roles participated in the study by completing a survey and participating in a comprehensive semi-structured interview. Leadership at public colleges and universities in these roles consistently deal with aspects of the built environment and P3 projects; thus their inclusion in the study and no other high-level executives at a public college or universities was warranted. The six vice presidents that participated presided over a total of 11 different P3 projects during their tenures, spread over eight different campuses with the participants in pursuit or working on an additional five additional P3 projects at the time of the study. Responses were reviewed, coded, and analyzed and the following themes extracted: •Minimal levels of social justice and equity inclusion programming currently exist in P3 projects•The culture of the public college or university ultimately influences the level of social justice and equity inclusion programming in the built environment•Structural considerations for inclusion of standards or other social justice and equity programs•Future P3 projects to include more standards or social justice and equity programming inclusionAs social justice and equity concerns are not a primary focus in the early stages of planning in projects for the built environment, their inclusion in P3 projects is threatened due to the nature of the formal consortium agreements entered into by both the public and private entities. Consortium agreements that govern key performance indicators and closely related performance measurements are defined early on, well before a P3 project begins construction, so any large-scale social justice or equity concerns and programming need to be addressed and incorporated at a much earlier point in time than as is the case with a traditional building project. Given the nature of P3 projects, as public colleges and universities look to cede various responsibilities of the lifecycle of a project to private entities who possess an underlying profit motive, the need to incorporate social justice and equity early on is imperative to leadership at public colleges and universities and this is explored in the study.