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Between worlds: multi-genreism in music
Get PDFDifferent genres silo off music into distinct categories that do not have to reflect the full scope of possibilities. Genre has in part been a marketing device to simplify describing music to potential new audiences. One way to show originality in music is to take elements from different genres and combine them in a single piece, which results in a new piece that doesn't fully match either genre. My graduate composition recital explores this aspect of music-making by combining classical elements with elements from a variety of other genres, including Celtic fiddle music, jazz, Caribbean, and film music. This paper focuses on one piece from my graduate composition recital, the Groove Quartet, and shows how it connects formal elements of classical sonata form, jazz head form, broadly popular music concepts of ostinato and groove, the concept of soloing on a chord progression (jazz), and common harmonic ideas, all in a string quartet, a standard classical ensemble type. The paper starts by examining the concept of genre broadly, before exploring specific elements of classical sonata form and jazz head form, and then analyzing the Groove Quartet measure by measure to show how it fits all of these ideas
Exploring Saxophonists Who Have Pioneered Their Creativity and Personality on More Than One Horn
Get PDF[ABSTRACT ONLY; NO FULL TEXT] While many saxophonists are known for mastering a single horn, some have expanded their sound and personality across several. This lecture-recital examines those creative pioneers who shaped distinct voices on multiple saxophones by redefining the limits of personal expression. Along with the personnel who trailblaze this history, this topic also looks into the differences and similarities between the Alto and tenor saxophone. I will also demonstrate my personality on each saxophone to highlight the differences, alongside historical videos of several pioneers and how they expressed themselves on alto and tenor saxophones. The historical examination of the saxophonist I have picked goes into several different recollections and interviews. These interviews don't just characterize their playing, but they also reveal what other fellow musicians and critics have noticed about their playing and presence in the scene. For example, Sonny Stitt's alto sax playing was constantly being compared to the likes of Charlie Parker for his virtuosic playing and tone, but he also included the tenor saxophone in his repertoire, which other tenor saxophonists took notice of. Besides referencing other great saxophonists and how they have come to their notoriety in the music scene, this lecture recital is also to encourage and support young saxophonists who may have some afterthoughts on which horn to play for themselves. Although there might be a need for either alto or tenor saxophone in an ensemble, it shouldn't be a limit on the possible bounds of creativity and personality that can be produced by a saxophonist. It is of course for the individual's best interest, as it was for all these professionals, to decide what they do in the end and the path they choose to experience. These are examples, both past and present, of great saxophonists who play more than one horn and have succeeded in their careers over their lives. Their influence has inspired their colleagues and other musicians because of their versatile playing and personality
Dietary Regimen, Dietary Restraint, and Disordered Eating in Type 1 Diabetes
No full textType 1 diabetes is an autoimmune disease that requires attention to dietary intake for management. Individuals with type 1 diabetes are at an increased risk of developing disordered eating when compared to the general population (Smith et al., 2008). This may be due to similarities between diabetes management strategies and disordered eating behaviors (Goebel-Fabbri, 2009). The modified dual-pathway model (Peterson et al., 2015; Rancourt et al., 2019) describes risk factors for disordered eating behaviors in individuals with type 1 diabetes. The current study investigates the relationships between dietary regimen, dietary restraint, and disordered eating behaviors included in the modified dual-pathway model. The current study also proposes the reintroduction of internalization of the thin ideal from the original dual-pathway model (Stice, 2001) and introduction of carbohydrate counting rigidity. It was hypothesized that all variables would be correlated with disordered eating behaviors and dietary restraint and internalization of the thin-ideal would also mediate relationships between dietary regimen, carbohydrate counting rigidity, and disordered eating behaviors. All hypotheses were supported aside from mediation of internalization of the thin-ideal in the relationship between dietary regimen and disordered eating behaviors. This study highlights the importance of viewing individuals with type 1 diabetes through a biopsychosocial lens and encouraging flexibility in diet and diabetes management
The Effect of Sleep Quality on COVID-19 Patient Hospital Length of Stay
Get PDFThis study aims to evaluate the the effect poor quality of sleep has on hospital length of stay in patients with COVID-19 infection. COVID-19 infection can cause severe impairment and permanent disability, particularly in patients who are acutely ill. Insufficient quality sleep impairs immunity and healing in hospitalized patients. Lack of sleep increases inflammatory cytokine activity, particularly concerning COVID-19 patients with baseline increased cytokine response. Promoting sufficient quality and quantity of sleep in hospitalized COVID-19 patients may decrease the length of hospital stay and improve patient outcomes
Acceptability of Parasitic Gaps in German: wh-Prepositions
No full text[ABSTRACT ONLY; NO FULL TEXT] Parasitic gaps are syntactic constructions where one gap depends on the existence of another previous gap. Because of the required existence of an initial "true" gap, the other gap is said to be "parasitic" on the other. In the following example, the true gap ("t") results from the movement of the constituent "which book" to the beginning of the sentence. The second gap ("pg") is the parasitic gap: (1) Which book did you buy (t) without reading (pg)? Whereas the parasitic gap in (1) is optional - one could leave out the parasitic gap and say the following: (2) Which book did you buy (t) without reading it? Parasitic gaps have traditionally been assumed to be licensed only by A′-movement of noun phrases (NPs), especially in English, where the canonical licensor is a wh-operator or relativized NP (Chomsky, 1986; Engdahl, 1983; Nissenbaum, 2000; Postal, 1994). [A′-movement is movement of an element into a position that does not have a fixed grammatical function assigned to it, such as the movement of wh-prepositions to a pre-verbal position.] However, German provides compelling evidence that prepositional phrases (PPs)-specifically wh-prepositions-can also license parasitic gaps (Arregi & Murphy, 2024), particularly when they occur in tenseless adjunct islands such as ohne...zu ('without -ing'). Since German disallows preposition stranding and instead requires pied-piping, the entire PP undergoes movement, raising the possibility that PP-movement, not just NP-movement, can serve as a licensor. These constructions challenge the NP-centric view of parasitic gap licensing and suggest that the type of movement, rather than the syntactic category of the moved element, may be the critical factor. This paper undertakes a corpus study of recent German-language popular literature, which confirms that parasitic gaps are rare in written German, and presents the results of an acceptability judgment task, which indicate that parasitic gaps are, in fact, widely acceptable-and that the degree of wh-movement directly affects their acceptability. By extending the empirical base beyond English, this paper invites a re-evaluation of movement-based licensing theories and hopes to add to the research literature on cross-linguistic exploration of syntax-semantics interaction. Arregi, K., & Murphy, A. (2024). Parasitic gaps in ditransitives and antilocality. Proceedings of the 39th West Coast Conference on Formal Linguistics, Somervillle, MA. Chomsky, N. (1986). Barriers. MIT Press. Engdahl, E. (1983). Parasitic gaps. Linguistics and philosophy, 6(1), 5-34. https://www.jstor.org/stable/25001116 Nissenbaum, J. (2000). Covert movement and parasitic gaps. Proceedings of the North East Linguistic Society, 30(Article 10). https://scholarworks.umass.edu/nels/vol30/iss2/10 Postal, P. (1994). Parasitic and pseudoparasitic gaps. Linguistic Inquiry, 25(1 (Winter, 1994)), 63-117. https://www.jstor.org/stable/417884
Contributing factors that induce Minority parents to stay in Early Intervention services
No full textStudy Purpose: The purpose of the study is to explore the contributing factors that induce minority parents to stay in early intervention. Methods: Qualitative interviews were used to gather data from eight minority parents with children in early intervention. Parents were of various ages, genders, and ethnicities, and each qualitative interview lasted for 35-40 minutes. Findings: The study found three key themes among all participants throughout the study. The three major themes that were present were stigma about early intervention, barriers faced in early intervention, and reinforcing factors that kept parents in early intervention. Discussion: The study found that minority parents face multiple barriers when seeking interventions, such as stigma, logistical issues, and so on. However, reinforcing factors can serve as protective barriers to keeping minority parents in early intervention
Let's Get Lit(erary): Leisure Reading at Stan State
No full textThis poster presents the development, implementation, and outcomes of the Popular Books Collection at California State University, Stanislaus. In response to growing student interest in leisure reading, librarians launched the collection in March 2024, with the goal of promoting reading for pleasure and enhancing student well-being. Housed in the library's reading room on the Turlock campus and accessible at the Stockton campus, the collection was developed through a combination of student feedback, curated lists, and a focus on diverse voices, particularly BIPOC authors and characters. The Leisure Reading Committee oversaw collection development, promotion, and engagement strategies. Initiatives included themed events such as "Blind Date with a Book" and "Spring Break Escape," along with seasonal displays and a LibGuide. The collection was funded with an initial allocation of $1,200, followed by additional funding for 2024–2025, supporting the purchase of 152 titles. It was supplemented with additional materials already in the main collection. The collection recorded 542 checkouts within its first year, with peak checkouts occurring during promotional events. This project highlights how academic libraries can support campus engagement and student success by integrating leisure reading into their services and offers a model for institutions aiming to build similar collections
Primo Research Assistant: Potential for Enhancing Resource Discovery (A Six-Month Review)
No full textPrimo Research Assistant is a generative AI-powered search tool built into the Primo VE user interface. This column reviews its functionality using search scenarios and discusses the underlying technology, its potential for enhancing resource discovery, and the areas that it needs to improve for it to gain momentum.https://doi.org/10.1080/10875301.2025.24802511540-474
Knowing and Unknowing the Unsayable: Making Sense of the Tractatus Logico-Philosophicus Today
No full textThis thesis revisits Ludwig Wittgenstein's seminal work, the Tractatus Logico-Philosophicus, through the interpretive lens of noetic philosophy as developed by Jacob Needleman, Pierre Hadot, and John Vervaeke. The thesis argues against conventional analytic and propositional interpretations, which have historically misunderstood Wittgenstein's concepts of sense and nonsense, limiting philosophical inquiry to propositional logic. Instead, it positions the Tractatus as a foundational text for a philosophy characterized by procedural, perspectival, and participatory knowing—modes of cognition transcending purely discursive thought. By exploring Wittgenstein's work as an apophatic ladder that must ultimately be discarded upon achieving higher epistemic states, the thesis underscores philosophy's potential as a transformative way of life aimed at self-perfection and direct participation in reality. This reinterpretation revitalizes Wittgenstein's ethical vision, proposing that genuine philosophical understanding is fundamentally non-propositional and culminates in mystical insight and practical wisdom.https://doi.org/10.46569/zw12zg09
Toward a Critical Disability Studies Pedagogy: Teaching CDS as Social Justice Education
No full textGiven the historical tension between disability and educational institutions, this project centers disability in its rearticulation of social justice-oriented college pedagogy. Rooted in critical disability studies, this thesis proposes a pedagogical framework for teaching critical disability studies in ways that embody the discipline's values. Chapter 1 sets up critical disability studies pedagogy (CDSP) by offering background of the contentious relationship between education and disability. That is, as formalized education looks to shape students into compliant workers, disabled students are discarded, and disability is thus positioned as incompatible with education. In conversation with recent scholarship on trauma-informed education, disability pedagogy, and mental illness and the classroom, I propose CDSP. While not an exhaustive list, in our effort to resist ableist, white supremacist academic meritocracy, CDSP looks to: 1) make the classroom accessible; 2) deconstruct classroom hierarchies; 3) alleviate student unwellness; 4) alleviate faculty unwellness; 5) honor lived experience and expertise; and 6) center the intersection of disability and other structures. In Chapter 2, I offer a model of what it might look like to implement CDSP by analyzing a college-level syllabus I have created. This syllabus, "Digital Disability Activism," offers a potential mode of employing CDSP through critical citation practices and radical policy choices. These two angles offer us modes through which to focus on accessible, transformative instruction. Ultimately, a CDSP approach acknowledges the role of the educator in fostering an equitable, accessible educational environment as well as the harm perpetuated by the institution of higher education and the culture of academia.https://doi.org/10.46569/6w924n36