167 research outputs found
I Went to the End of Time, and This is What I Found: A Look into the Making of a Solo Performance
No full textabstract: I'll go to the end of time for you (and you don't even know my name) is an evening-length solo performance created and performed by Kristopher K.Q. Pourzal. It premiered November 8-10, 2013 in the Margaret Gisolo Dance Theatre of Arizona State University. The solo was the culmination (suspension, really) of a wild creative journey, the distillation of a process that initially involved several collaborators. Through a series of neurotically/erotically repetitive episodes of self-composed song, text, and dance, the work mines questions of the desire to be seen and the desire to feel alive. The conventions and constructs of the proscenium stage are both utilized and subverted in examining this platform as uniquely suited for revealing the nature of these experiences and their potential relationship. This document is primarily an account of the show's process--its before and after--and serves as a site of exploration, explanation, analysis, reflection, questioning, and ultimately furtherance of the practice-based research made manifest in the performances.Dissertation/ThesisM.F.A. Dance 201
Ultrafast extreme ultraviolet spectroscopy of transition metal dithiolate coordination complexes
No full textTransient tabletop M-edge x-ray absorption near edge structure (XANES) spectroscopy using extreme ultraviolet (XUV) light is used as a tool to interrogate the evolution of the metal center in a series of transition metal dithiolate complexes. The behavior of these molecules after absorption of light has implications for the development of catalysts and photosensitizers using earth-abundant transition metals. The cobalt dithiolene complex, [Co(bdt)2]- (bdt = 1,2-benzendithiolate), is primarily known for its ligand-noninnocence and participation in the catalytic production of hydrogen. After excitation of [Co(bdt)2]- with visible light, its relaxation dynamics are tracked with a combination of optical and transient M-edge XANES spectroscopic techniques that allow for the identification of a ligand-to-metal charge transfer (LMCT) excited state whose spin can be determined by comparison to semi-empirical ligand field multiplet calculations. The combination of optical and x-ray techniques is crucial to identifying relaxation processes that affect predominantly either the metal or the ligand. NEVPT2 calculations are used to understand its optical absorption spectrum and rationalize the timescale by which the molecule relaxes to the ground state. A set of three of cobalt tris(dithiolate) complexes with varying ligand field strength have been studied using optical transient absorption spectroscopy which shows a difference of a factor of at least ten in their excited state lifetimes. Understanding the origin of this change is important to further extending the lifetimes of photosensitizers. The sensitivity of M-edge XANES spectroscopy to the oxidation and spin state of a metal enabled the identification of the excited states involved in the relaxation of all three complexes. The contribution of a long-lived charge transfer state was ruled out and the final excited state was determined to be a 5T state. Finally, a nickel dithiocarbamate complex, Ni(dedtc)2 (dedtc = diethyldithiocarbamate, S2CNEt2) was studied as a simple analogue of a square planar nickel-centered hydrogen catalyst. Examination of this complex and the equivalent copper and zinc complexes reveal new phenomena in XUV spectroscopy, including dependence of the ligand absorbance on the metal center and observation of a ligand-based change in absorbance beneath the nickel M-edge after LMCT excitation.Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-05-01The student, Kristopher Benke, accepted the attached license on 2021-04-12 at 10:11.The student, Kristopher Benke, submitted this Dissertation for approval on 2021-04-12 at 10:46.This Dissertation was approved for publication on 2021-04-14 at 11:42.DSpace SAF Submission Ingestion Package generated from Vireo submission #16283 on 2021-09-16 at 17:02:51Made available in DSpace on 2021-09-17T02:34:23Z (GMT). No. of bitstreams: 3
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Previous issue date: 2021-04-14Embargo set by: Seth Robbins for item 118497
Lift date: 2023-09-17T02:34:57Z
Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD systemAuthor requested U of Illinois access only (OA after 2yrs) in Vireo ETD systemU of I Onl
Nutritional Justice Action Plan
No full textYou are a part of a collegewide effort to increase access to education and empower students through "open pedagogy." Open pedagogy is a "free access" educational practice that places you - the student - at the center of your own learning process in a more engaging, collaborative learning environment. The ultimate purpose of this effort is to achieve greater social justice in our community in which the work can be freely shared with the broader community. This is a renewable assignment that is designed to enable you to become an agent of change in your community through the framework of the United Nations Sustainable Development Goals (SDGs). For this work, you will integrate the disciplines of Sociology and Nutrition to achieve SDG #2: Zero Hunger with a focus on Target 2.1
Nutritional Injustice Public Service Announcement
No full textYou are a part of a collegewide effort to increase access to education and empower students through "open pedagogy." Open pedagogy is a "free access" educational practice that places you - the student - at the center of your own learning process in a more engaging, collaborative learning environment. The ultimate purpose of this effort is to achieve greater social justice in our community in which the work can be freely shared with the broader community. This is a renewable assignment that is designed to enable you to become an agent of change in your community through the framework of the United Nations Sustainable Development Goals (SDGs). For this work, you will integrate the disciplines of Sociology and Nutrition to achieve SDG #2: Zero Hunger with a focus on Target 2.1.Assignment Guideline
Nutritional Justice stakeholder analysis/ power analysis/ systems analysis/ infographic
No full textYou are a part of a collegewide effort to increase access to education and empower students through "open pedagogy." Open pedagogy is a "free access" educational practice that places you - the student - at the center of your own learning process in a more engaging, collaborative learning environment. The ultimate purpose of this effort is to achieve greater social justice in our community in which the work can be freely shared with the broader community. This is a renewable assignment that is designed to enable you to become an agent of change in your community through the framework of the United Nations Sustainable Development Goals (SDGs). For this work, you will integrate the disciplines of Sociology and Nutrition to achieve SDG #2: Zero Hunger with a focus on Target 2.1.Assignment Guideline
Atmospheric pressure chemical vapor deposition of aluminum oxide for silicon surface passivation—background and materials science
No full textThe author provides a general background on atmospheric pressure chemical vapor deposition (APCVD) of Al2O3, from its origins to more recent research, focusing on surface passivation applications for solar cells and the composition and structure of the APCVD Al2O3-Si interface. Chapter Contents: • 6.1 Background on atmospheric pressure chemical vapor deposition • 6.2 Composition and structure of the APCVD Al2O3-Si interface • References
Review of \u3cem\u3eThe Loyal West: Civil War and Reunion in Middle America\u3c/em\u3e by Matthew E. Stanley
No full textInterest in Civil War memory and post–Civil War sectional reconciliation has expanded greatly in recent years, as two 2016 historiographical essays attest.1 Matthew E. Stanley\u27s new book, The Loyal West: Civil War and Reunion in Middle America is thus well timed to make an important contribution to our evolving understanding of the process of sectional reconciliation in the decades following the Civil War. With his focus on Kentucky\u27s northern neighbors in the lower portions of Illinois, Indiana, and Ohio, the editorial staff of the Register of the Kentucky Historical Society believe Stanley\u27s book will help historians better understand the role Kentucky played in the events of the late nineteenth and early twentieth century, which saw a white supremacist version of Civil War memory eclipse an emancipationist version nationally.
We have asked four nineteenth-century historians to consider Stanley\u27s book from varying perspectives. M. Keith Harris teaches history at a private high school in Los Angeles, California. He is the author of Across the Bloody Chasm: The Culture of Commemoration among Civil War Veterans (2014) and is currently writing a book on D. W. Griffith\u27s controversial 1915 silent film, The Birth of a Nation. Anne E. Marshall is an associate professor of history at Mississippi State University and the author of Creating a Confederate Kentucky: The Lost Cause and Civil War Memory in a Border State (2012). James Marten is professor and chair of the history department at Marquette University. His most recent books are Sing Not War: The Lives of Union and Confederate Veterans in Gilded Age America (2011) and America\u27s Corporal: James Tanner in War and Peace (2014). Kristopher Maulden is a visiting assistant professor of history at Columbia College in Missouri. He is completing a book manuscript on the influence of Federalist politics and federal policy in the Ohio River Valley, and he is engaged in a study of nineteenth-century Ohio newspaper editor Charles Hammond. Finally, the author of The Loyal West, Matthew E. Stanley, assistant professor of history at Albany State University, will respond to the reviews
Matrix groups for undergraduates
No full textMatrix groups touch an enormous spectrum of the mathematical arena. This textbook brings them into the undergraduate curriculum. It makes an excellent one-semester course for students familiar with linear and abstract algebra and prepares them for a graduate course on Lie groups. Matrix Groups for Undergraduates is concrete and example-driven, with geometric motivation and rigorous proofs. The story begins and ends with the rotations of a globe. In between, the author combines rigor and intuition to describe the basic objects of Lie theory: Lie algebras, matrix exponentiation, Lie brackets, maximal tori, homogeneous spaces, and roots. This second edition includes two new chapters that allow for an easier transition to the general theory of Lie groups. From reviews of the First Edition: This book could be used as an excellent textbook for a one semester course at university and it will prepare students for a graduate course on Lie groups, Lie algebras, etc. … The book combines an intuitive style of writing with rigorous definitions and proofs, giving examples from fields of mathematics, physics, and other sciences where matrices are successfully applied. The book will surely be interesting and helpful for students in algebra and their teachers. -European Mathematical Society Newsletters This is an excellent, well-written textbook which is strongly recommended to a wide audience of readers interested in mathematics and its applications. The book is suitable for a one semester undergraduate lecture course in matrix groups, and would also be useful supplementary reading for more general group theory courses. -MathSciNet (or Mathematical Reviews)
A Commentary Response to the Article Reconceptualizing the Achieving Success Everyday Group Counseling Model to Focus on the Strengths of Black Male Middle School Youth
No full textThe purpose of this commentary is to review the article Reconceptualizing the Achieving Success Everyday Group Counseling Model to Focus on the Strengths of Black Male Middle School Youth. In the commentary, the author complements the article authors on their strong foundation of critical race theory, their attention to the current status of scholarship surrounding Black middle school students, as well as their notes about the need for more rigorous methodology in the future. The commentary author offers the article authors suggestions surrounding how they may better situate the Achieving Success Everyday group model for readers less familiar with it so that they can better understand and apply towards their future practice
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