Roy Harris' "West Point Symphony for Band" (1952): A Working Edition

Harris, Thomas L., III ProQuest Dissertations & Theses The Florida State 2017 해외박사(DDOD)

Roy Harris (1898-1979) was one of the leading American composers of the early and mid-twentieth centuries. Audiences were polarized in their appreciation of him and his music. Some adored it and labeled it truly American while others were critical. However, both groups respected his talent as a unique voice within American music. He was known for his style which included long-meandering phrases and atypical diatonic harmonic progressions. His compositions were commissioned and championed by the likes of Sergei Koussevitsky and the Boston Symphony Orchestra, William Revelli and the University of Michigan Band as well as others. Over the course of his compositional career, he wrote no less than 21 original works for wind band, most of which are seldom performed. In 1952, the command staff of the West Point Band commissioned a series of original band works for the Sesquicentennial Celebration of the United States Military Academy at West Point. Roy Harris's West Point Symphony for Band was a product of this series. However, for many reasons, this piece has lived in relative obscurity having never been published or regularly performed. The purpose of this dissertation is to create a new, working and critical edition of this piece with the goal of creating more performances of a masterwork by this truly American composer.

Fulfilling the covenant: the wilsonian influence on harry truman's foreign policy

Harris, Connie K UMI 2002 국내박사

New algorithms for attribute-efficient on-line linear learning

Harris, Harlan D University of Illinois at Urbana-Champaign 2003 해외박사(DDOD)

This thesis describes an investigation of old and new on-line linear learning algorithms and their attribute-efficiency properties. When large amounts of irrelevent information, in the form of noninformative attributes, is given to some on-line learning algorithms, the number of prediction errors for particular concept classes rises drastically. Other learners, those with the property of attribute-efficiency, incur only a small increase in errors. The Winnow algorithm class is attribute-efficient, and is a standard alternative to the non-attribute-efficient Perceptron algorithm commonly used to learn on-line linear concepts (Littlestone 1988, Littlestone 1989, Kivenen et al. 1997, Blum 1995, Golding and Roth, 1999). Recent work has identified the Incremental Delta-Bar-Delta (IDBD) algorithm as probably attribute-efficient (Harris and Reichler 2001, Harris 2002). IDBD was proposed by Sutton (1992) as an on-line linear learning algorithm that learns particularly quickly. A major component of this thesis is to argue that IDBD is actually attribute-efficient, and to identify which components of the algorithm underly that property. A set of IDBD variations is introduced, allowing targeted experimental work and tractable theoretical work. The most important new algorithm is Second-order Perceptron, exponential and symmetric (2Pes), which omits a complicating factor from IDBD, but improves upon IDBD's attribute-efficiency. Two proofs of attribute-efficiency are reported. In one, the 2Pes algorithm is shown to be attribute-efficient to the same extent as Winnow. In the other, another variation on IDBD and 2Pes is shown to have a lesser level of attribute-efficiency. Experimental results support this theoretical work, showing attribute-efficiency for 2Pes that often provides better results than even Winnow. Other experiments identify subtleties important to understanding the relative strengths and weaknesses of each algorithm. Another significant goal of this work was to identify the inductive biases of each algorithm, so that they can be fairlycompared with each other. By examining their biases and properties using the results presented here, it is possible to view 2Pes as a particular generalization of the Winnow algorithm, and IDBD as a further generalization of 2Pes. Understanding these relationships furthers the potential of attribute-efficient algorithms for real-world applications.

Connecting out-of-school curricula and classroom teaching

Harris, Rodney Lee University of Illinois at Chicago 2002 해외박사(DDOD)

This study examined how teachers' connection of classroom instruction to students' out-of-school experiences and interests affects students' engagement in school and reading achievement gains. Survey data from Chicago Public School teachers and students and student scores on the Iowa Test of Basic Skills (ITBS) were used to investigate this relationship. The classrooms of two sixth grade Chicago Public School teachers were also studied to provide a portrait of what connecting teaching to students' out-of-school interests and experiences looks like in practice. The study focused on sixth through eighth grade students and teachers representing up to 348 schools in the Chicago Public School system. Samples ranged from 779 to 1,541 teachers and from 43,658 to 51,601 students depending on the measure under investigation. Multiple regression analyses were used to test these relationships. Results showed that when teachers connect instruction to students' out-of-school interests and experiences, student engagement in school increases. There were no significant findings on the relationship between “connected” teaching and student reading achievement gains. The individual teacher studies revealed how connecting teaching to students' out-of-school worlds may serve to promote student engagement. They also show that teachers may engage in the practice of “connected” teaching in a number of different ways.

Nonprofits, privatization, and the institutional context of welfare reform: An ethnographic study of a settlement house neighborhood center

Harris, James M The University of Wisconsin - Milwaukee 2005 해외박사(DDOD)

Recent policy changes that mandate privatization and devolve authority to states and local jurisdictions have released a flood of new organizational forms and relations, especially with regard to welfare reform (Katz, 2001). These changes have created programmatic opportunities for community organizations at the same time they have increased the level of competition and collaboration among nonprofits, for-profits, and even the public sector (Mulroy and Shay, 1998). Despite the significance of these changes in the way the community and individuals access resources, very little scholarly research has addressed these changes from the perspective of the organization (Bischoff, 2001; Milofsky, 1988; Salamon, 1995). This study describes and interprets the process of a settlement house neighborhood center as it partnered with a nonprofit organization and a public agency to implement a social and child welfare program. The research for this dissertation comprised over one year of ethnographic fieldwork, consisting of program and agency observations, several dozen interviews from staff and participants, and an analysis of agency records and other relevant documents. Both collaborative programs engendered conflict and distrust that limited the integration of the two programs and shaped a set of organizational and service delivery outcomes. Conflict and distrust were rooted in structural and negotiation contexts (Strauss, 1978) that were features of the program and organizational context, such as bureaucratic rules and compliance issues, organizational culture and professional orientations, and a set of work demands and capacities. These contexts intersected with, and were influenced by, the spatial order of the organization. As the collaborations unfolded, a negotiated order emerged that reconfigured organizational space, curtailed open discussion and decision-making, and shifted the spatial focus of the organization away from its historic neighborhood. In addition, new programs changed client profiles that affected staff-client interactions, depersonalizing service delivery in the process. This study suggests some important lessons for both policy makers and community organizations that face decisions about privatized programs. Policy makers and community organizations should be especially cognizant of the importance that organizational context plays in program implementation and need to be realistic about capacities and potential impacts.

Mentoring in the scientific disciplines: Presidential Awards for Excellence in Science, Mathematics Engineering Mentoring

Harris Watkins, Priscilla Gayle The Claremont Graduate University 2005 해외박사(DDOD)

This study addressed the mentoring of historically underrepresented groups (HUGs) in science, technology, engineering, and mathematics (STEM) disciplines by focusing on the Presidential Awards for Excellence in Science, Mathematics, Engineering Mentoring (PAESMEM). The primary research question that guided this study was "How do mentors at the exemplar level practice mentoring?". Two theories guided this research. One theory was attachment relations theory which purports that caring is essential to student intellectual development. The second theory, upward mobility theory, has two related principles: contest mobility and sponsored mobility. Contest mobility asserts that everyone has an equal chance to compete for success if the playing field is level and sponsored mobility contends that supports or "sponsorship" is important to students' success. This total population study used a mixed methods design (quantitative and qualitative paradigms). Descriptive, inferential and predictive, especially step-wise multiple regression, statistics were used to analyze survey data. Content analysis and a pattern matching logic were used to identify emerging themes from these elite interviews. The major findings of the study were that exemplar mentors: focus on retaining HUGs in (but not recruiting them to) STEM disciplines; practice a precise definable method of mentoring; follow an unwritten curriculum that teaches non-quantifiable variables about the discipline; believe substance and quality of contact are more important than frequency. Furthermore, they consider the traditional "one on one" mentoring model as obsolete. The study also found that insufficient institutional support did not deter commitment to mentoring since exemplar mentors were internally driven to mentor HUGs in STEM. This research suggests that institutional policy should embed mentoring into the reward and support system for faculty. The research also suggests that increasing faculty/student collaborative projects is crucial for HUGS in STEM disciplines. Future research on institutional PAESMEM recipients and about mentoring at minority serving institutions is recommended.

Synergistic caching in single-chip multiprocessors

Harris, Sarah Leilani Stanford University 2005 해외박사(DDOD)

In this thesis, we explore the direction of caching systems as they are driven by developing technology, particularly the confluence of many processors onto a single die. We introduce Synergistic Caching (SC) to explore the advantages uncovered by these chip multiprocessors (CMPs)---most significantly, high on-chip bandwidth and low latency---to improve the performance of the caching system. We examine a set of five benchmarks and evaluate their performance using a cycle-accurate simulator. Across these benchmarks, we show that the SC system supplies 7--72% of the data that would have otherwise been supplied by main memory and subsequently improves performance by up to 28% for the same applications as compared to an independent L1 caching system. As compared to a shared-L2 caching system of comparable area, the SC system exhibits up to a 92% speedup in execution. For capacity-limited scenarios, synergistic caching takes advantage of the high on-chip bandwidth and low latency of CMPs, minimizes the area dedicated to caching, and takes advantage of sharing to improve performance. The cost of doing this is added hardware in the critical path. Because of these costs, we show that returns are modest for larger cache sizes, making it beneficial to use synergistic caching only when the system is area-constrained, and the user would rather use the area for processing power than for additional levels in the memory hierarchy.

Modeling soil particle resuspension over a range of length scales

Harris, Allison R Carnegie Mellon University 2007 해외박사(DDOD)

Soil resuspension is a highly uncertain process. The spatial and temporal variability of soil and weather conditions make resuspension flux rates extremely difficult to quantify. Often upward fluxes of crustal material are given on an annual average basis, which is inadequate for describing individual resuspension episodes. There is additional concern that contaminated soil particles, once airborne, pose an exposure risk especially for urban populations. This research seeks to reduce uncertainty in resuspension calculations and to develop a comprehensive model of soil resuspension that can be used within a variety of climate, transport, or exposure models. Throughout the course of this research, a mass balance model was performed to assess the contribution of lead-contaminated soil to airborne lead concentrations in an urban area. An analysis was later performed to test the validity of emissions inventories for stationary sources in the same urban area. The motion of a single particle initially embedded in the viscous sublayer was reproduced during turbulent flow. Finally resuspension fluxes were quantified through a larger scale model that was developed based on the work described above. Through these efforts airborne concentrations low to the ground are predicted over the range of wind velocities typically seen in the field. Results agree well with observations and improve understanding of the physics of particle resuspension.

Psychological impact of injury: Changes in athletic training students' perceptions of the collegiate athlete

Harris, Laura Lynee The Ohio State University 2001 해외박사(DDOD)

Pain, limited range of motion, and decreased strength are signs and symptoms that are commonly suffered by student-athletes following injury. However, denial, depression, anger, anxiety, and fear can also occur as a result of injury. Although most athletic trainers are well prepared to care for the physical ailments associated with injury, some are much less adept at designing rehabilitation and treatment programs aimed at addressing psychological reactions. The potential for helping athletic trainers recognize both the physical and psychological ramifications of injury begins with academic preparation. Currently, undergraduate athletic training students are expected to complete course work that addresses twenty different subject matter areas. Yet, only one of the twenty subject matter areas addresses the psychological component of health care. This apparent under-representation of psychosocial intervention in the curricular preparation of athletic trainers may not adequately address the complex nature of injury and its effect on student-athletes. A course specifically designed to address the assessment and mediation of psychological reactions to injury was offered to a group of athletic training students (<italic>N</italic> = 19). Pretest and posttest measures were taken in the form of an interview (<italic>n</italic> = 6) and a questionnaire (<italic> N</italic> = 19) in order to determine the degree to which athletic training students' perceptions changed regarding the psychological impact of injury on student-athletes. An analysis of the pretest and posttest questionnaire results revealed that students significantly changed how they perceived the impact of sporting and social influences on the type and severity of psychological response to injury, as well as the impact injury can have on academic standing. The ability to recognize the presence of psychological reactions did not change significantly from pretest to posttest. The pretest and posttest interview results appeared to support the findings of the questionnaire. The six interviewees seemed to become more complex in their understanding of the possible psychological responses to injury and also became more empathetic practitioners. Consequently, the value of a course specifically designed to address the psychological impact of injury seems to be founded.

Understanding the role of epistemological beliefs in post-graduate studies: Motivation and conceptions of learning in first-year law students

Harris, Cheryl Lorraine The University of Texas at Austin 2003 해외박사(DDOD)

The complexity of legal education provides an interesting backdrop for examining students' conceptions about learning, including their epistemological beliefs about learning and instruction. Students typically are categorized as more or less sophisticated in their beliefs about the simplicity and certainty of knowledge, the control and speed of learning, and the source of knowledge. Research has described students' epistemological development either as unidimensional and occurring in sequential stages or as multidimensional and represented as a system of dimensions. In the latter view, beliefs are independent, meaning students can be sophisticated in one belief and less sophisticated in another, and, because of the asynchronous nature of beliefs, can simultaneously hold opposing beliefs of the same dimension. Yet, epistemological beliefs researchers do not often consider how students' asynchronous epistemological beliefs, even their less sophisticated ones, are used in productive ways. This study examined these issues with first-year law students, chosen because they represent learners who have demonstrated prior academic success and yet are now novices in a complex and highly competitive learning environment. Fifty-eight first-year law students completed surveys of epistemological beliefs (5 dimensions), motivations (intrinsic and extrinsic goal orientations, self-efficacy, and effort management), approaches to learning (surface, deep, and achievement orientations), and need for cognition (students' preference for engaging in complex cognitive tasks). Results demonstrated that first-year law students varied within the upper half of the total epistemological beliefs scale and ranged from less relativistic to more relativistic. A cluster analysis was performed and resulted in a three-cluster solution with significant multivariate differences between cluster groups broadly described as less, moderate, and more relativistic. Significant differences between cluster groups in their ratings of extrinsic motivation, surface approaches to learning, achievement motivation, and need for cognition were found. A more detailed understanding of law students' conceptions of their learning experiences was obtained by interviewing three students, one from each of the cluster groups, near the completion of their final year of law school. Interviews supported the idea that while students varied in their epistemological beliefs, they had all successfully made use of their more and less sophisticated beliefs to accomplish their learning goals.