93 research outputs found
SCHOLARLY PROGRAM NOTES ON THE GRADUATE VOICE RECITAL OF BREANNA WILLIAMS
Full text linkThis document contains information to aid in the understanding of repertoire performed at the graduate voice recital of Breanna Williams. Pieces include: “Ah! Il suo nome…Flammen perdonami” from Mascagni’s Lodoletta; “Rose of Sharon” and “Cedar of Lebanon” from Andrew Beall’s Song of ‘Almah; “O wär’ ich schon mit dir vereint” from Beethoven’s Fidelio; “Zueignung” and “Nichts” from Strauss’s Op. 10; Duparc’s “Chanson Triste”, “Le manoir de Rosemonde”, and “L’invitation au voyage”; Florence Price’s “Feet o’ Jesus” and Moses Hogan’s “Give Me Jesus”. The author provides brief composer biographies, musical and textual analyses as well as performance tips to aid singers who wish to perform the stated repertoire
Entrepreneurial Tech-Ed. : using technology to fuel income generation education in rural Ghana/
No full textThesis: M. Arch., Massachusetts Institute of Technology, Department of Architecture, 2014.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Page 133 blank. Cataloged from student-submitted PDF version of thesis.Includes bibliographical references (pages 129-132).This thesis investigates how decentralization of development occurs through merging small-scale technology hubs into the rural West African fabric by integrating with the secondary school system. This model redefines the structure of education in Ghana by establishing a programmatic fusion to create a relationship between education and entrepreneurialism. Encouraging a decentralized approach to regional development through a system of satellite tech hubs linked to secondary school campuses, the design formulates an architectural strategy that creates a platform for funding Ghanaian education. By re-envisioning the senior secondary school as a technology and innovation research campus, the thesis becomes a site for testing new programmatic relationships within an educational environment. This includes the combination of programs such as classrooms with testing labs, a technology center that accommodates vocational training for students and community members, and an income-generating agricultural production system, in order to create a self-sustaining, entrepreneurial education system and technology-centered secondary school. This 'tech-ed' design prototype will act as an advocate for reform through designing the liaison between the trending multi-billion dollar tech hubs and the destitute educational system of Sub-Saharan Africa.by Breanna Faye Rossman.M. Arch
Pettigo at Collins Speaker Series
No full textBreanna Pettigo, President, Stennis Montgomery Association gives John Hailman, author of From Midnight to Guntown a gift of appreciatio
Comparing Elo, Glicko, IRT, and Bayesian IRT Statistical Models for Educational and Gaming Data
Full text linkStatistical models used for estimating skill or ability levels often vary by field, however their underlying mathematical models can be very similar. Differences in the underlying models can be due to the need to accommodate data with different underlying formats and structure. As the models from varying fields increase in complexity, their ability to be applied to different types of data may have the ability to increase. Models that are applied to educational or psychological data have advanced to accommodate a wide range of data formats, including increased estimation accuracy with sparsely populated data matrices. Conversely, the field of online gaming has expanded over the last two decades to include the use of more complex statistical models to provide real-time game matching based on ability estimates. It can be useful to see how statistical models from educational and gaming fields compare as different datasets may benefit from different ability estimation procedures. This study compared statistical models typically used in game match making systems (Elo, Glicko) to models used in psychometric modeling (item response theory and Bayesian item response theory) using both simulated data and real data under a variety of conditions. Results indicated that conditions with small numbers of items or matches had the most accurate skill estimates using the Bayesian IRT (item response theory) one-parameter logistic (1PL) model, regardless of whether educational or gaming data were used. This held true for all sample sizes with small numbers of items. However, the Elo and the non-Bayesian IRT 1PL models were close to the Bayesian IRT 1PL model’s estimations for both gaming and educational data. While the 2PL models were not shown to be accurate for the gaming study conditions, the IRT 2PL and Bayesian IRT 2PL models outperformed the 1PL models when 2PL educational data were generated with the larger sample size and item condition. Overall, the Bayesian IRT 1PL model seemed to be the best choice across the smaller sample and match size conditions
A garden for East Flatbush
No full textA redesign of the Wingate High School, located in East Flatbush, Brooklyn, New York is a project aimed at combating the effects of community violence and a desolate city landscape on a specific high school landscape. This project looks at how theories about how community violence affects the personal identities of children in dense, urban inner city areas and how that violence affects their view of themselves and the world around them. An in depth report of the East Flatbush neighborhood and its community organizations are examined then followed by comprehensive examination of the George W. Wingate High School site. Exploring connections with nearby Kings County Hospital and the neighborhood surrounding two sides of the park; this design aims at creating a friendlier, open therapeutic space that can be used as more than a retreat for the students who experience everyday violence but also the patients and staff of the hospital and the adjacent neighborhood. Through the use of unobtrusive observation, mapping, and photo documentation this project will introduce many new ideas regarding how to think about the effects of violence on schools and the surrounding community.M.L.A.Includes bibliographical referencesby Breanna Michelle Roble
French, Hailman, and Pettigo at Collins Speaker Series
No full textDr. Eddie French, Interim Director, Stennis Institute of Government, author of From Midnight to Guntown, and Breanna Pettigo, President, Stennis Montgomery Association pose for a photo after the Collins Speaker Serie
Randomized controlled trials in patients with COVID-19: a systematic review and critical appraisal
Full text linkOBJECTIVES: This study aimed to describe the prevalence of risks of bias in randomized trials of therapeutic interventions for COVID-19. METHODS: Systematic review and risk of bias assessment performed by two independent reviewers of a random sample of 40 randomized trials of therapeutic interventions for moderate-severe COVID-19. We used the RoB 2.0 tool to assess the risk of bias, which evaluates bias under five domains as well as an overall assessment of each trial as high or low risk of bias. RESULTS: Of the 40 included trials, 19 (47%) were at high risk of bias, and this was particularly frequent in trials from low-middle income countries (11/14, 79%). Potential deviations to intended interventions (i.e., control participants accessing experimental treatments) were considered a potential source of bias in some studies (14, 35%), as was the risk due to selective reporting of results (6, 15%). The randomization process was considered at low risk of bias in most studies (34, 95%), as were missing data (36, 90%) and measurement of the outcome (35, 87%). CONCLUSION: Many randomized trials evaluating COVID-19 interventions are at risk of bias, particularly those conducted in low-middle income countries. Biases are mostly due to deviations from intended interventions and partly due to the selection of reported results. The use of placebo control and publicly available protocol can mitigate many of these risks
Effects of Priming on Self-Reported COVID-19 Vaccination Intention
Full text linkThis study was designed to examine the effects of priming on vaccination intention. Participants were first primed with global COVID-19 data and then with specifically tailored vaccination information: “No information,” “benefit only,” “balanced benefits and risks,” or “risks only.” We hypothesized that participants in the benefit vaccine information group, (n = 16) and the balanced vaccine information group (n = 16) would show increased intention to receive the COVID-19 vaccine compared to the vaccine risk information group (n = 17) and the control, no vaccine information group (n = 16). Further, that the risk information group would have a decreased intention to receive the vaccine compared with the control group. A general COVID-19 knowledge and experience survey was completed after presentation of the vaccination information and vaccination intention measure. The results from the one-way ANOVA did not show any statistically significant differences (p = .136). However, a medium effect size was detected (η2 = .08). Tukey’s test results show no statistically significant differences between the groups. Medium effects sizes were detected which may indicate that something was happening between the groups, but our study did not have enough power to detect it
Teaching Medieval European Feudalism: An eBook For Seventh Grade Students
No full textA major shift in education has occurred in recent years. Many teachers are beginning to incorporate technology into their classroom in insightful and engaging ways (Tucker, 2012). A poll completed in 2019 by Common Sense Education, a non-profit educational resource for teachers, showed that 95% of the twelve hundred K-12 grade teachers in the United States, used at least one type of digital learning tools in their instruction. It also showed 73% of those teachers believed these tools were effective in engaging students (Nagel, 2019).
The purpose of this project was to create an interactive multimedia eBook that provided middle school students the chance to learn about medieval knights through images, videos, graphics, and interactive components.
Middle school students are a part of a new generation of students who have grown up with technology and know how to use it These students have shown to be more eager to learn with technology and stay more engaged for longer in the classroom if they are using technology (Wang et al., 2014). There are also many teaching techniques that are available to teachers to incorporate technology into their instruction. For example, a teacher can use the flipped classroom approach which allows students to do a majority of their learning at home while in class, instruction mainly focuses on group activities and classroom discussion (Tucker 2012).
Teachers in the history classroom are beginning to use a teaching technique called case-comparison learning approach that allows them to focus on a more in-depth look into history while allowing their students to use technology. This technique allows students to connect with history through the lens of people who lived through it (Van Straaten et al., 2018).
These new approaches of teaching could better match student’s needs. One of these technological tools is an electronic book or eBook. eBooks can be used to replace a traditional textbook and engage students in a meaningful way. Research has shown that students get engaged with the material in a more interactive way when using eBooks in the classroom (Dicks & Romanelli, 2019).
The eBook for this project called Medieval Knights was designed using the ADDIE Model of instructional design. ADDIE is an acronym that stands for Analysis, Design, Development, Implementation, and Evaluation (Kurt, 2018). This model is a process that allows a designer to create a plan for following clear steps for the creation of an effective project.
The purpose of this project was to create an interactive eBook to guide seventh grade middle school students through a lesson on knights and the role they played in Medieval Europe. The eBook was designed as an engaging and interactive experience for the students. Interactive images allowed students a deeper immersion into the topic. Videos and verbal passages offered different forms of learning modalities to students. Each chapter of the five-chapter book ended with an assessment to allow students to self-assess their learning, while the final chapter provided a summative assessment of student’s cumulative achievement for the teacher.
Before the eBook could be deployed to the target audience, it had to go through a troubleshooting process. This allowed for issues with the 3D images to be resolved. During this time, Apple’s iBook Author application software was discontinued. In order to complete the eBook, iBook Author version 2.6.1 was used to keep all the widgets running properly.
Approval was granted from the Institutional Review Board (IRB) to field test the project in seventh grade classes. Close to one hundred students were invited to voluntarily participate in the study. Their parents/guardians were informed of the study and were asked to sign a consent form for participation.
Once those forms were signed, students were asked to sign an assent form to participate in the study as well. Students had the chance to review the eBook and complete a survey that asked questions about their experience with the activity. The questions were based on the Level 1 Reaction of the KirkPatrick’s Evaluation Model, which looks for the overall satisfaction level of the participants. The completed survey was evaluated, and the results showed that students had an overall positive experience with the eBook. They were able to give their recommendations to improve the experience for future students
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