Phillip Ewell, Heinrich Schenker, and the Realignment of Music Theory in the United States

Women Composers and Music Technology in the United States: Crossing the Line. By Elizabeth Hinkle-Turner. Burlington, VT: Ashgate, 2006. [301 p. ISBN 0754604616. $79.95.] Index, bibliography, discography, webliography. As Elizabeth Hinkle-Turner notes in her introductory overview of the history of publishing about women and music, this history contains lacunae regarding avantgarde women composers, particularly of the post-World War II period. Her recent Women Composers and Music Technology in the United Stales makes great headway in filling these gaps and is the most substantial publication to date to investigate the achievements of women composers of electroacoustic music, defined as [music] which uses technology as a tool and gives the composer access to virtually any sound (p. 5). Hinkle-Turner brings her experience as a composer of such music to this project. She received her D.M.A. in music composition from the University of Illinois at UrbanaChampaign, served as acting director of the electronic and computer music studios at Florida International University and the Experimental Music Studios at the University of Iowa, and currently teaches twentiethcentury music and multimedia applications in music theory in the University of North Texas, College of Music. Hinkle-Turner builds on earlier, more narrowly focused publications in her survey of approximately 150 electroacoustic works by more than 100 women composers in the United States, including music educators, independent artists, and technological inventors, and covers the period from the 1930s to the present. While most of the composers were born in the United States, a few are included who were born elsewhere, but have worked extensively here and are essential to its history of electroacoustic music, e.g., Annea Lockwood (New Zealand), Thea Musgrave (Scotland) and Jin Hi Kirn, and Insook Choi (South Korea). Discussions include biographical information, particularly as it sheds light on the conception and creation of the composers' music; analyses of works; technical reviews of equipment and construction methods when deemed helpful in understanding a work; and composers' reflections on working as a woman in the world of music technology. Most of HinkleTurner's research draws on the primary sources of interviews, personal correspondence, the composers' writings, and unpublished vitas, biographies, and program notes sent to her by the composers. While Hinkle-Turner focuses on the period from the 1930s onward, she opens her second chapter Precedents and Pioneers with mention of Lady Ada Lovelace (18151852), who contributed to the work of Charles Babbage, inventor of the first calculating machine, the Difference Engine. According to Hinkle-Turner, Lovelace was the first person to suggest that such a machine might write music, thus constituting the earliest known connection between women and electroacoustic music. HinkleTurner moves forward through time with an overview of experimentation with various music machines, observing that GermanAmerican composer Johanna Magdalena Beyer (1888-1944) scored one of the first pieces for purely electronic instruments, Music of the Spheres (1938), an interlude piece for Beyer's opera Status Quo. Incorporated into Hinkle-Turner's survey of composers is a discussion of organizations that were crucial to the development of electroacoustic music composition. During the World War II era, technological advances led to the creation of large communication centers such as the Office de radiodiffusion et television francais (Paris) and Westdeutscher Rundfunk (Cologne, Germany). In United States academia, Columbia and Princeton universities collaborated in 1959 to create the ColumbiaPrinceton Electronic Music Center (CPEMC), whose example stimulated the establishment of additional academic studios such as those at the University of Illinois (1959), the University of Toronto (1959), the San Francisco Tape Center (1962), and Mills College (1966). …

In the twentieth century, philosophy (especially within the United States) embraced the notion of disciplinary expertise: philosophical research consists of working with and writing for other philosophers. Projects that involve non-philosophers earn the deprecating title of "applied" philosophy. The University of North Texas (UNT) doctoral program in philosophy exemplifies the possibility of a new model for philosophy, where graduate students are trained in academic philosophy and in how to work with scientists, engineers, and policy makers. This "field" (rather than "applied") approach emphasizes the inter- and transdisciplinary nature of the philosophical enterprise where theory and practice dialectically inform one another. UNT's field station in philosophy at Cape Horn, Patagonia, Chile is one site for developing this ongoing experiment in the theory and practice of interdisciplinary philosophic research and education.

Recently Published Dissertations on Community and Junior Colleges

Evaluating the University of North Texas' Digital Collections and Institutional Repository: An Exploratory Assessment of Stakeholder Perceptions and Use

ADVERTISEMENT RETURN TO ISSUEPREVViewpointNEXTFracking vs Faucets: Balancing Energy Needs and Water Sustainability at Urban FrontiersMatthew Fry†*, David J. Hoeinghaus‡, Alexandra G. Ponette-González†, Ruthanne Thompson‡, and Thomas W. La Point‡View Author Information† Department of Geography, University of North Texas, Denton, Texas 76203, United States‡ Department of Biology, University of North Texas, Denton, Texas 76203, United States*Phone: (940) 369-7576; e-mail: [email protected]Cite this: Environ. Sci. Technol. 2012, 46, 14, 7444–7445Publication Date (Web):July 2, 2012Publication History Received19 June 2012Accepted20 June 2012Published online2 July 2012Published inissue 17 July 2012https://doi.org/10.1021/es302472yCopyright © 2012 American Chemical SocietyRIGHTS & PERMISSIONSArticle Views7978Altmetric-Citations18LEARN ABOUT THESE METRICSArticle Views are the COUNTER-compliant sum of full text article downloads since November 2008 (both PDF and HTML) across all institutions and individuals. These metrics are regularly updated to reflect usage leading up to the last few days.Citations are the number of other articles citing this article, calculated by Crossref and updated daily. Find more information about Crossref citation counts.The Altmetric Attention Score is a quantitative measure of the attention that a research article has received online. Clicking on the donut icon will load a page at altmetric.com with additional details about the score and the social media presence for the given article. Find more information on the Altmetric Attention Score and how the score is calculated. Share Add toView InAdd Full Text with ReferenceAdd Description ExportRISCitationCitation and abstractCitation and referencesMore Options Share onFacebookTwitterWechatLinked InReddit PDF (762 KB) Get e-AlertsSUBJECTS:Energy,Extraction,Redox reactions,Shale,Sustainability Get e-Alerts

Empirical validation of a novel operationalization of the expression of emotion: A case of synchronization of relative pitch height and evaluative language across elements of discourse structure in a narrator with Broca’s aphasia

Hargrove, E., M. T. K. Arroyo, P. H. Raven, and H. Mooney. 2008. Omora Ethnobotanical Park and the UNESCO Cape Horn Biosphere Reserve. Ecology and Society 13(2): 49. https://doi.org/10.5751/ES-02747-130249

In 1968 I was close to completing a four-year stint with the United States Marine Band. Having decided to enter a graduate film program once my military obligation had ended, I embarked on a journey around the country looking at possibilities. One of my stops was The Ohio State University, where I was to meet Dr. Don Staples for the first time. He was a faculty member there, and I remember being impressed with his positive attitude and enthusiasm, in addition to his wide-ranging background in both film production and cinema studies. I started my graduate work and academic career at Temple University the following year, while Don moved on to New York University. Ultimately we would join up on the same faculty at the University of North Texas when I moved there in 1990.1 remember how helpful and forthcoming Don was upon our arrival in Denton, and we remained colleagues through his retirement in 2004. We continue to talk on a regular basis, and I was pleased indeed to be asked to participate in this well-deserved encomium. Don Edward Staples was born in Brooklyn, New York and raised in Nashville, Tennessee; He served as an officer in the U.S. Navy from 1955-57. He has a B.S. from Northwestern University, an M.A. from the University of Southern California, and a Ph.D. from Northwestern University. Don has many years of experience as a director and actor in films, television commercials, and radio, and he is a member of the Screen Actors Guild and the American Federation of Radio and Television Artists. He has established a distinguished record as a teacher, administrator, and scholar, publishing no less than four books and numerous articles in addition to many other significant professional accomplishments. Don Staples taught film production at Southern Illinois University from 1963-1965 before moving on to Ohio State. In 1969 he took a position at New York University where he founded the doctoral program in Cinema Studies, teaching there until 1980. Don was hired as chair of the Department of Speech and Drama at the University of North Texas (then North Texas State) in 1979, and, during his time in that position, he established the Division of Radio, Television, and Film, moving it forward as only Don knows how-in dramatic fashion. During his career at UNT he maintained a distinguished record of service to the department, the college, and the university far beyond the call of duty. Among his accomplishments was the founding of NTTV, the department's television channel, mounting a successful effort to increase the power of its FM radio station to 100,000 watts, and countless other achievements that benefited both faculty and students. His tenure as chair ended in 1986, with Don continuing to teach until his retirement in 2004, when the Donald Staples Scholarship was established, to be awarded each year to a deserving graduate student in the RTVF department. He now holds the title Professor Emeritus. Don has been president of both the Society for Cinema Studies (now the Society for Cinema and Media Studies - SCMS) and the University Film Association (now the University Film and Video Association - UFVA). Over the years Don has also been very active as a member of CILECT, Centre International de Liaison des Ecoles de Cinema et de Television, the principle organization of film and television schools worldwide. He has been vice-president of the group, continues to attend its meetings, and actively encourages colleagues to participate. What follows are comments from Don's colleagues, former students, and friends submitted especially for this tribute. Comments from Don Staples on Two of His Areas of Research: John Huston and Me My rusty old LST 988 steamed into Tobago Bay one morning in the spring of 1957. It is said that John Huston jumped up from his breakfast table and exclaimed, They told me that all of those WWII LSTs had been junked and were out of commission! Two weeks later the USS Mineral County returned, having been loaned by the Navy Department to Twentieth Century-Fox for Heaven Knows, Mr. …

JAN R O U S H Utah State University Research in Western AmericanLiterature: 1990-1991 An examination of the twenty-six theses and ninety-six dissertations written during the pastyearwhich have some bearing on western Ameri­ can literature reveals a dramatic increase in topics related to Native Americans. Of the five most frequent subjectswritten about, discussions of some aspect of Native American literature, history, or culture led the way with a total of thirty-four, compared to thirteen on women or gender issues, eight concerning landscape or nature, and twelve each devoted to a discussion of the works by a single author: Twain and Cather. The remaining theses and dissertations covered the usual wide spectrum of topics, some esoteric: Splittingin the Thirties:A Psychoanalytic Study ofRoth, Steinbeck, Hemingway, and Slesinger, some more mundane: The Quest for Freedom in the Changing West of Edward Abbey and Larry McMurtry. At a time when preparations have begun for revising The LiteraryHistory oftheAmerican Westand discussion focuses on whether the old format with its initial outlining of general themes and subsequent treatment by regions is sufficient to withstand the revision, it is interest­ ing to note that research trends, at least as reflected in theses and dissertations, reveal little need to substantially revise the format except in this one area of Native American literature. COMPLETED MASTERS THESES American Literature Lerma, Panfila Pamela Women in Their Realities. (M.A.) Texas A&I University, 1990. (Discusses three short stories by Willa Cather: “Coming, Aphrodite!” “Old Mrs. Harris,”and “The BestYears.”) Li, Bo The Chinese as Portrayed in the Writings of Several Prominent American Authors. (M.A.) Stephen F. Austin State University, 1989. 344 Western American Literature Hall, Robert Lee Natural Innocence in The Adventures of Huckleberry Finn, the Nick Adams Stories, and The Old Man and the Sea. (M.A.) University of North Texas, 1990. Tokkonen, Tellervo Orvokki Europe in Mark Twain’s Travel Writing. (M.A.) Florida Atlantic University, 1990. American Studies Anderson, Michael Taylor The Life and Tools of the Rocky Mountain Free Trapper. (M.A.) Tarleton State University, 1990. Architecture Chappel,Jill A. Homestead Ranches of the Fort Rock Valley: Vernacular Building in the Oregon High Desert. (M.S.) University of Oregon, 1990. Canadian History Hewlett, Lorraine Louise Development, Decay, Re-development: The Politics of the Northwest Terri­ tories. (M.A.) Carleton University (Canada), 1990. CulturalAnthropology Bulette, Elizabeth Anne Crossing the Water: An Interpretation of Six Indian Women Educated in the West. (M.A.) Michigan State University, 1989. Claeys-Shahmiri,Janet Suzanne Ethnohistorical Investigation of the Battle ofVillage Creek, Tarrant County, Texas, in 1841. (M.A.) The University ofTexas at Arlington, 1989. Fast, Phyllis Ann. Naatsilanei and Ko’ehdan: A Semiotic Analysis of Two Alaska Native Myths. (M.A.) University ofAlaska Anchorage, 1990. Ford, Susan Wise Lorenzo D. Creel and the Purchase of Land for Washoe Colonies, 1917. (M.A.) University of Nevada, Reno, 1989. Research 345 Joy, Mary E. Traditional Medicine at an Indian Reserve. (M.A.) Michigan State University, 1990. Kerisit, Michele Feathers, Furs, and Fringes: A Semiological Analysis of Powwow Regalia. (M.A.) Carleton University (Canada), 1989. United States History Beaumont, Philip,Jr. One Man’sValiant Efforts to Negotiate for His Crow People: The Outcomes in Decades to Follow. (M.A.) The University ofArizona, 1991. Brown, Vanessa Lee Payre John Moore Shannon: The Legacy of a West Texas Sheepman, 1883-1928. (M.A.) The University of Texas at Arlington, 1989. Cashion, Peggy Mullarkey Women and the Mexican War, 1846-1848. (M.A.) The University of Texas at Arlington, 1990. Cashion, Robert Tyrus An Examination of Frontier Violence at Fort Griffin, Texas. (M.A.) The University of Texas at Arlington, 1989. Daniels,John David The Political Philosophy of Sam Houston. (M.A.) University of North Texas, 1990. Golda,John Frederick Nelson A. Miles’ Winter Campaign of 1876/77 and the Battle of Wolf Mountain. (M.A.) SanJose State University, 1990. McGraw, Ursula Gerta RobertJustus Kleberg: Founding Father. (M.A.) Texas A&I, 1990. (Discusses the frontier experience of Texas pio­ neers, the Texas Revolution, and the Civil War and Reconstruction.) Mellis,Jana Elaine White Canyon, Utah: A Place and Its People. (M.A.) California State University, Fullerton, 1989. Oberg, Michael Leroy National Politics, the Supreme Court...

International Social Science JournalVolume 49, Issue 152 p. 143-150 Introduction: democracy and law - new developments in theory and analysis* C. Neal Tate, C. Neal Tate C. Neal Tate is Regents Professor of Political Science at the University of North Texas, Denton, TX 76203–0338, USA. He is co-editor and contributor to The Global Expansion of Judicial Power (1995), Comparative Judicial Review and Public Policy (1992). He served as Director of the Law and Social Science Program of the National Science Foundation and as President of the Research Committee on Comparative Judicial Studies of the International Political Science Association. The Editor wishes to thank Professor Tate for his invaluable assistance as Editorial Adviser for this issue of the ISSJ.Search for more papers by this author C. Neal Tate, C. Neal Tate C. Neal Tate is Regents Professor of Political Science at the University of North Texas, Denton, TX 76203–0338, USA. He is co-editor and contributor to The Global Expansion of Judicial Power (1995), Comparative Judicial Review and Public Policy (1992). He served as Director of the Law and Social Science Program of the National Science Foundation and as President of the Research Committee on Comparative Judicial Studies of the International Political Science Association. The Editor wishes to thank Professor Tate for his invaluable assistance as Editorial Adviser for this issue of the ISSJ.Search for more papers by this author First published: 02 September 2010 https://doi.org/10.1111/j.1468-2451.1997.tb00013.x * The initiative for this issue of the ISSJ came from discussions between the Editor-in-Chief, David Makinson, and Cora B. Marrett, formerly Assistant Director of the United States National Science Foundation (NSF) and head of NSF's Directorate for Social, Behavioral, and Economic Sciences. These discussions linked the journal's interest in democratization with the Foundation's ongoing encouragement of fundamental scientific research on the same subject. While I was serving under Dr Marrett as NSF Program Director for Law and Social Science, she encouraged me to volunteer to serve as adviser to the Editor in the preparation of a democracy and law issue of the ISSJ. I thank Cora Marrett for her encouragement and David Makinson for his guidance. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume49, Issue152June 1997Pages 143-150 RelatedInformation

Reviewed by: The Oxford Handbook of Neo-Riemannian Music Theories ed. by Edward Gollin and Alexander Rehding Murray Dineen The Oxford Handbook of Neo-Riemannian Music Theories. Edited by Edward Gollin and Alexander Rehding. (Oxford Handbooks Series.) Oxford: Oxford University Press, 2011. [xix, 605 p. ISBN 9780195321333. $150.] Music examples, illustrations, glossary, bibliography, index. Music scholars and librarians should take note of this collection of essays, a large portion of which represents the most cogent recent development in North American music theory since the codification of pitch-class set theory and the adaptation of Schenker's theories in the 1960s and 1970s. Stemming from the work of the late David Lewin in the 1980s, "Neo-Riemannian" theory grew rapidly over the intervening years and has become the locus for much creative theoretical work in pitch analysis. Given its sophistication in both conception and terminology, the theory's application in the university music setting has been limited largely to graduate studies and thereafter. By now, several generations of young academic theorists have been exposed to it, and many have adopted a Neo-Riemannian approach as an area of research if not a working theoretical framework. Thus any music library supporting studies beyond the undergraduate level should have a copy of this book. It is as important to a graduate curriculum as the many books available now that offer introductions to pitch-class [End Page 281] set theory or Schenkerian analysis. (Because of its specialized nature, it is suited more to graduate than undergraduate students, although a very capable upper-level undergraduate music theorist may find it as fascinating as this reviewer found Schenker's thought in his undergraduate days.) The reader should note, however, that the book is not meant as a basic introduction nor is it dedicated solely to a theory about pitch organization. Instead, the book is devoted to Hugo Riemann, his theories, and their modern theoretical offshoots, one of which is Neo-Riemannian analysis. Thus the book encompasses, on the one hand, chapters on Riemann's thought itself and its reception in its time, while on the other, applications of that thought well beyond Riemann's original frame of reference. Although the scope is substantial, the collection succeeds nonetheless: at the very core of every contribution lies a quite remarkable adventure in Riemannian thought, both past and present. The essays are drawn from well-established as well as emerging (or recently emerged) scholars—American, Canadian, British, and German—which is a testament to the rapid spread of this theoretical approach. The book comprises six divisions: Intellectual Contexts (chapters 1 through 4, by Ludwig Holtmeier, Benjamin Steege, Bryan Hyer, Matthew Gelbart, and Alexander Rehding), Dualism (chapters 5 through 8, by Ian Bent, Henry Klumpenhouwer, Rehding, and Dmitri Tymoczko), Tone Space (chapters 9 through 11, by Edward Gollin, Susannah Clark, Richard Cohn), Harmonic Space (chapters 12 through 13, by Nora Engebretsen, Edward Gollin, and David Kopp), Temporal Space (chapters 15 through 17, by William Caplin, Scott Burnham, and Paul Berry), and Transformation, Analysis, Criticism (chapters 18 through 20, by Steven Rings, Robert Cook, and Daniel Harrison). These scholars number among the principal advocates of new thought in music theory; their names are well known to readers of music theory journals and to conference goers. Each part is preceded by a short description, two or three pages in length, of its contents. In brief, the first part is devoted to sketching the background of musical intellectual thought against which Riemann's wide ranging mind worked. Thus, in Holtmeier's essay, for example, the principle ideas and currents of harmony up to and during Riemann's time are encapsulated, the author drawing all the while upon theorists and treatises that have grown remote to us over time. The essay in its own right could serve as backbone to a survey of nineteenth-century music theory literature. In the second part, the most contentious of Riemann's theoretical foundations—the concept of "Dualism"—is addressed. The manner with which this controversy is treated in the book sets a high standard for historical research in music theory. In essence, while acknowledging an epistemic shift in Riemann's thought during his lifetime, the contributors find...

Power and Equity in the Academy: Change from Within

Since it was first announced, the purpose of this special issue of the French Review has been to bring together a wide range of viewpoints on the current state and future prospects of French and Francophone studies in the United States. I am glad to report that, no doubt due to the importance of its topic, this issue elicited an exceptionally large number of submissions. This high rate of interest and participation is an encouraging sign for our profession, and an indication of the levels of energy and creativity among our colleagues. I would first like to thank the team at the Service de coopération et d’action culturelle (SCAC), Ambassade de France aux États-Unis, who produced the introductory article, “Le français aux États-Unis: une priorité de l’Ambassade.” I would especially like to thank JeanClaude Duthion, Attaché de coopération éducative, who coordinated and finalized this article, which provides a detailed overview of the various programs, supported by the SCAC, that are designed to promote and enhance the teaching and learning of French in the United States. The SCAC, I should add, generously provided a $2,000 subsidy for this special issue. The “Que faire?” rubric includes ten articles that reflect a wide variety of perspectives on the future of French and Francophone studies in the United States. The “Témoignages” rubric, with seven shorter articles, was designed to encourage participation by colleagues who do not usually publish in the French Review. I am particularly thankful to all those who submitted to this rubric. On this topic as on others, it is important that French teachers at all levels make their voices heard. I will not attempt to summarize or categorize the eighteen articles in this special issue. Each one of them provides stimulating, challenging, and sometimes controversial reading. I will simply point out that, in spite of the significant challenges, budgetary and otherwise, to our field and to the Humanities in general, what most of these articles clearly show is that many programs, practices, and policies do work, that they can be used to maintain and even expand French and Francophone studies in the United States. Among these successful initiatives , in no particular order: dual-degree programs that integrate language-learning with a professional or technical curricular track; encouraging more heritage speakers of Spanish to study and excel in French; enhancing linguistic and cultural studies through service-learning; collaborative efforts between high school teachers and university professors that stimulate interest in French and ultimately increase the number of majors. Some of the viewpoints and suggestions in this issue, far from being met with a wide consensus, will instead lead to debates—and that is as it should be. As was previously announced , readers will have the opportunity to respond to the ideas presented in this special issue. This exceptional “Réponses” rubric, designed for shorter texts, will be published in Vol. 87.3. For the submission deadline and other details, please see the Announcements page (1311). Due to the importance of this special issue’s topic for our profession, it is my hope that the articles published here will lead to wider discussions. Readers are also reminded that the Announcements page includes the call for articles for our 2014 special issue, which will be published in commemoration of the centennial of the First World War, and which will be devoted to the multiple effects and consequences of the 1069 From the Editor’s Desk conflict on French and Francophone literature and culture. Scholars working in numerous fields are encouraged to submit articles: literature, film, bandes dessinées, cultural studies, historical issues. It has been a pleasure to participate in the development of this final issue of Volume 86 of the French Review. In closing, I would like to thank the Assistant Editors of this special issue, Joyce Beckwith (Wilmington High School), John Greene (University of Louisville), and Marie-Christine Koop (University of North Texas), who, with great dedication and professionalism , successfully dealt with a heavy workload and with very tight deadlines. Edward Ousselin, Editor in Chief 1070 FRENCH REVIEW 86.6 ...

Academic integrity, 170 Academic leaders e-leadership in management model, 52 lead innovation in teaching and learning processes, 55-56 needs of students and staff, 53-54 partnership-driven governance and leadership models for future of TNHE, 56 professional development of staff in home institutions, 55 strategic decision-making, 54-55 transformational approach during and after COVID-19 pandemic, 51-52 virtual teams and network development in partner institutions, 52-53 Academic leadership in TNHE, 46-47 Academic mobility, 114

While architects have designed playgrounds for differently-abled children for decades, no one has investigated the needs of the children and their families from their viewpoint. In 2014, a Dallas, Texas based non-profit organization, For the Love of the Lake (FTLOTL) Foundation, became aware that playgrounds in White Rock Lake Park lacked accessibility. To remedy the situation FTLOTL undertook a redesign with a novel approach, incorporating the perspectives of the children and families who would use the playground. To gather the data, an ethnographic research study led by a graduate student in the Department of Anthropology at the University of North Texas, was engaged. The researcher collected qualitative information using in-depth interviews with fourteen parents who had at least one child with a physical, social, or intellectual disability. Observations were also made of existing inclusive as well as typical playgrounds. From the data, patterns emerged which were organized into research findings. There was unanimous agreement that a universally designed playground would generate recreational, therapeutic, and emotional benefits for children along with improving the families’ quality of life and building a closely-knit community. Importantly, this research generated recommendations not just for physical accessibility, but a playground layout that would foster social inclusion. The research also contributed to anthropological research on inclusive playgrounds.