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A Mathematical Investigation of Vaccination Strategies to Prevent a Measles Epidemic
Get PDFThe purpose of this project is to quantitatively investigate vaccination strategies to prevent measles epidemics. A disease model which incorporates susceptible, vaccinated, infected, and recovered populations (SVIR) is used to investigate the process of how an epidemic of measles can spread within a closed population where a portion of the population has been vaccinated. The model is used to predict the number of infections and resulting reproductive number for the measles based on a variety of initial vaccination levels. The model is further used to investigate the concept of herd immunity, which states that if a certain percentage of the population is vaccinated then it will provide protection for the entire population. Results generated from these modeling efforts suggest that approximately 95\% of the population should be vaccinated against the measles in order to establish a herd immunity
Estimating Prevalence of Sexual Abuse by an Acquaintance with an Optional Unrelated Question RRT Model
Get PDFThe main focus of this paper is on validating an Optional Unrelated Question RRT Model using real survey data. The model to be used in this study is designed to simultaneously estimate the mean of a sensitive variable and the sensitivity level of the underlying sensitive question without using the traditional split sample approach. The data were collected via a survey conducted by the authors on a sample of undergraduate female students in the age group of 17-21 years at a college of University of Delhi, India, in January 2015. The binary research question of interest was "Have you ever been a victim of sexual abuse by friend or family member?" and the quantitative research question was "How many days in a typical month do you watch pornographic clips/videos/movies on movie channels, WhatsApp, YouTube, Internet etc.?
Querying Magic as a Critical Pedagogical Activity: Theodor Adorno and the Problem of Authoritarian Irrationalism in the Culture Industry
Get PDFThis essay investigates the resurgence of what the Western Culture Industry refers to as magic – a broad matrix of entertaining activities that range from card tricks, sleight of hand, and theatrical deception. Specifically, this research queries the possibility of these practices as they are aimed as critical educational tools: That is to say, the possibilities of these activities to engage us in activities which allow us to illuminate broader structures of power implicated in our lives. By reading these activities through Theodor Adorno’s concerns about the occult and irrationalism, specifically in his treatise “The Stars Down to Earth,” I argue that it is the reliance on the ongoing tradition of authoritarian irrationalism in magic that poses significant obstacles for critical pedagogues. These obstacles revolve around the tradition of allowing someone (the magician), or something (the culture industry), to define problems to be solved
LGBTQ Inclusion as an Outcome of Critical Pedagogy
Get PDFStudents who identify as lesbian, gay, bisexual, transgendered, or queer (LGBTQ) are at greater personal and academic risk than their heterosexual peers (Kosciw et al, 2012). Many experience a negative school environment and few see themselves represented in the curriculum. According to the literature, few English/Language Arts teachers are utilizing LGBTQ-focused texts in their courses (Blackburn & Buckley, 2005; Author, 2014). This case study demonstrates how one English/Language Arts teacher provided challenging, safe, inclusive educational experiences for students. In so doing, the instructor also provides an example of critical pedagogy in practice. The multiple strands of the teacher’s instructional approach are discussed, with the goal of helping inservice and preservice teachers to envision ways in which they, too, might challenge inequity and support LGBTQ and other students.
Expanding the Dimensions of Best Practice in CBL
Get PDFFour community-based learning projects that differ across time to completion, discipline, and team are examples used in developing a framework of possible project models in which universities can engage with community partners. The case study method contextualizes this framework and produces suggestions for "best practice" when project goals change over time, and new partnerships develop, as project needs and priorities change. Authors discuss the political nature of working with various stakeholders and offer suggestions for successful project completion based on student, faculty, and community partner perspectives. The authors seek to expand the scope of what constitutes best practice in CBL
The Mozart Effect
No full textThe Mozart Effect is largely shrouded in myth, distorted and perpetuated through word-of-mouth, media, and time; the idea that listening to Mozart will instantly and permanently improve one’s cognitive functioning is quite far-fetched. This distortion and oversimplification of experiments and research is not uncommon, but is still detrimental to the fields of research involved and can inhibit further research on the subject as well as related subjects. However, some aspects of the Effect may hold some truth. Years of musical training as well as actively listening to music can improve and change specific cognitive functioning processes in the long term, whereas passive listening may only allow for temporary results. The intent of this essay is to strip away the myth surrounding the research behind the Mozart Effect and bring the true aspects to the forefront. It also aims to bring awareness to new, rapidly growing fields that incorporate music-based intervention techniques that exist, in part, because of research involving the incredible relationship humans, and even non-human animals, have with music
Listening for the Echoes: Radical Listening as Educator-Activist Praxis
Get PDFUsing a postformal approach to co/autoethnography, the authors examine narrative reflections of their own teaching practice to draw forth implications for radical listening as educator-activist praxis. By using the controlling metaphor of noise, the authors illuminate the challenges of listening radically amidst the “white noise” of hegemony. The authors demonstrate radical listening as echoes of an imperfect praxis of being and becoming that must be revisited repeatedly over time
Author Bios
Get PDFBiographical Information for Teaching Teachers: Critical Social Justice in Teacher Education Program