Perceptually smooth timbral guides by state-space analysis of phase-vocoder parameters

Sculptor is a phase-vocoder-based package of programs that allows users to explore timbral manipulation of sound in real time. It is the product of a research program seeking ultimately to perform gestural capture by analysis of the sound a performer makes using a conventional instrument. Since the phase-vocoder output is of high dimensionality — typically more than 1,000 channels per analysis frame—mapping phase-vocoder output to appropriate input parameters for a synthesizer is only feasible in theory

Statistical Asynchronous Regression: Determining the Relationship Between two Quantities that are not Measured Simultaneously

We introduce the Statistical Asynchronous Regression (SAR) method: a technique for determining a relationship between two time varying quantities without simultaneous measurements of both quantities. We require that there is a time invariant, monotonic function Y = u(X) relating the two quantities, Y and X. In order to determine u(X), we only need to know the statistical distributions of X and Y. We show that u(X) is the change of variables that converts the distribution of X into the distribution of Y, while conserving probability. We describe an algorithm for implementing this method and apply it to several example distributions. We also demonstrate how the method can separate spatial and temporal variations from a time series of energetic electron flux measurements made by a spacecraft in geosynchronous orbit. We expect this method will be useful to the general problem of spacecraft instrument calibration. We also suggest some applications of the SAR method outside of space physics.Comment: 27 pages, 10 figures, stronger motivations and rewriting to make the paper more accessible to a general audience. in press in J. Geophys. Res. (Space Physics

The Exclusion of Black Girls: A Quantitative Study

Existing research consistently indicates that Black girls are assigned disproportionately exclusionary disciplinary consequences such as, suspension and expulsion rates, surpassing their White counterparts and Black boys. According to the Report to Congressional Requesters, (United States Governmental Accountability Office, 2018), exclusionary discipline is any type of removal from a student’s normal educational setting. This quantitative correlational study examined the relationship between the racial demographics within a school\u27s student and personnel populations and occurrences of suspensions faced by Black female students in grades 9 through 12. Archival data were used from the New York State Education Department (NYSED) website. NYSED data are publicly available and provides information regarding the New York State Board of Regents, New York State education certifications, learning standards and instruction, data and reporting, and school business. The sample was comprised of 80 high schools from Long Island, NY with solely grades 9-12. The study used descriptive statistics and multiple linear regression models for data analysis. The descriptive statistics showed Black girls were assigned disproportionate in-school and out-of-school suspensions. This study sought to understand the relationship between the racial demographics of a school and the suspension rates of Black girls in grades 9 – 12. The overall model of the first dependent variable of out-of-school suspensions Black/African American and the second dependent variable in-school suspensions Black/African American was statistically significant. Student race of Black/African American was a significant predictor of out-of-school and in-school suspensions for Black girls. Additionally, the study sought understand the relationship between the racial demographics of the school personnel and the suspension rates of Black girls in grades 9-12. The overall model for the dependent variables, out-of-school suspensions Black/African American and in-school suspensions, was not statistically significant. The study’s findings indicated how race plays a major role of suspensions for Black girls on Long Island. The implications of the study show that school suspensions are related to long term negative consequences for Black girls on Long Island. Keywords: Black girls, school personnel, exclusionary discipline, school suspension, in-school suspension, out-of-school suspensio

Government Structure, Economic Inequality, and Social Safety Net Provision in US Counties

This study examines the relationship between economic inequality and social safety net spending at the county level between 1996 and 2010. Three key questions are explored. What effect does the interaction between economic inequality and government structures have on the way county governments structure social safety net programs? What effect does the interaction between economic inequality and county government structures have on the content of social safety net programs? What effect does the interaction between economic inequality and county government structures have on the way governments fund social safety net programs? To answer these questions, this study analyzes two social welfare programs, LIHEAP and Head Start. Three key features of these programs are evaluated—program content, program funding, and program structure. Using secondary county-level data for 243 counties and qualitative data for nine counties, this study employs a mixed methods approach. The quantitative analysis employs time-series cross-sectional analysis. The qualitative analysis combines content analysis with in-depth interviews conducted with county-level program administrators who represent specific categories of county governance arrangements. The quantitative analysis reveals that county government structures that are considered professional tend to increase funding for social safety net programs and also eliminate or reduce program access restrictions. The qualitative analysis suggests that the location of social service providers has significant impact on program participation rates and transportation is the most common barrier for participation. These findings imply that professionalism improves social safety net design and implementation. These findings also suggest that disinvestments in public transportation negatively impact the safety net

How Adverse Childhood Experiences Affect Children in School and What Protective Factors can Teachers Provide for These Students

The research question addressed in this Capstone Project is: How do adverse childhood experiences (ACEs) affect children in school and what protective factors can teachers provide for these students? I will start by giving an overview of ACEs, ACEs impact on adulthood, trauma and toxic stress, trauma informed practices, and finally discuss protective factors for children with ACEs. Research shows that having exposure to childhood adversity is connected to negative health and life outcomes. Protective factors against ACEs can be a buffer against the negative effects of ACEs. These factors can be provided in different contexts, for example in relationships, community, and society. The goal of my project is to inform educators on how they can be protective factors for their students using the context of the classroom community. The information will then be used to create a website where educational professionals can learn about ACEs and how they can be a protective factor by implementing classroom practices. The goal of this project is to inform educators on Adverse Childhood Experiences and to provide resources and strategies for teachers to provide an extra layer of support for children facing adversities

Service Learning And Business Education: Distinctions Between Undergraduate And Graduate Business Students

Research on service learning in business education often enumerates its efficacy and overall value. The focus on business students attitudes toward service learning offers insight into program design and implementation of service learning into business curricula. This study investigates the distinctions between undergraduate and graduate business students attitudes related to service learning in the business college of a Midwestern liberal arts university. A survey was distributed to a total of 210 students in three of the colleges undergraduate and graduate business courses respectively. Students assessed their motivation, preparation, and skills to meet and fulfill service learning projects. Results of this study reflected that graduate business students possessed greater levels of commitment and skill sets to perform service learning projects. These data support an ideology that undergraduate business students may need more social development and academic preparation to gain the maximum benefit from service- learning projects. Traditional-age undergraduate business students were surveyed; thus responses to survey questions could have differed greatly if the undergraduate business students surveyed were non-traditional-aged or returning adult students

Stick-Up At Check-In: A Managers Response To Identity Theft In The Hospitality & Tourism Industry

Resolving and decreasing identity theft is a burden shared by businesses managers and consumers; civic groups (non-governmental agencies); and governmental agencies. Terri, a hotel manager of a large international flagship resort is notified by authorities that her hotel and some of its key employees have been the focus of a 3-month long identity theft sting. Terri, has to handle ethical, legal, and organizational issues while facing possible criminal charges. She has a small window of time to try to resolve this issue internally and re-establish trust with all key external stakeholder constituencies. This case can be used in the following undergraduate and graduate courses: business ethics, management information systems, organizational behavior

Examining the Role of Goal Orientations and Self-Handicapping Behavior on Enjoyment and Anxiety in High School Basketball Athletes

The purpose of this study was to investigate the relationships among goal orientation, self-handicapping, enjoyment, and anxiety in high school varsity girls’ basketball athletes. Female high school basketball athletes (N = 5; ages 15-17) from a Midwestern public high school completed questionnaires at one time point that included a demographics questionnaire, the 2 × 2 Achievement Goals Questionnaire for Sport (AGQ-S), Sport Enjoyment Scale (SES), Sport Anxiety Scale-2 (SAS-2), Performance Failure Appraisal Inventory-Short (PFAI-S), and Self-Handicapping Scale (SHS). Pearson correlation coefficients were used to examine the relationships between goal orientation, self-handicapping, enjoyment, anxiety, and fear of failure. Results of Pearson correlation coefficients found that anxiety and self-handicapping were positively correlated with fear of failure (r = .837 and r = .843, respectively). Enjoyment was positively correlated with performance-avoidance goal orientation (r = .887). The results of this study suggest that athletes with high levels of fear of failure may have more anxiety and engage in self-handicapping strategies. The results of this study also suggest that performance-avoidance goal orientation produces higher levels of enjoyment. Overall, this study provided evidence that there are significant relationships among the variables of goal orientation, self-handicapping, enjoyment, and anxiety in female high school basketball athletes

A Quantitative Study Examining Minority Employees\u27 Comfort Levels within the Organization

The term comfort level has been characterized as an employee’s wellbeing within an organization. Employee comfort level has been shown to be related to an employee’s ability to assist in decision making, their opportunity to be around individuals similar to them, environmental surrounding aspects, and experiences. There is limited research connecting employee comfort levels to how satisfied employees feel or their desire to leave the organization. The purpose of this quantitative study was to examine the impact that minority employees’ comfort levels have on their job satisfaction and turnover intention. Variables of comfort, job satisfaction, and turnover intention were analyzed to determine existing relationships for minority employees. Comfort level differences among majority and minority employees were explored. The data collected was comprised of two-hundred and seven majority (White) and minority (American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or Pacific Islander, and other) employees. A convenience sample was collected with the use of the social media platform Facebook. Survey sparrow was used to construct the 41-item questionnaire. SPSS version 28 was utilized to conduct Mann-Whitney and Spearman correlational tests. The results detected existing correlations between the variables of comfort levels and job satisfaction, comfort levels and turnover intention, and lastly job satisfaction and turnover intention. Minority employee comfort levels and job satisfaction were shown to exhibit a strong positive correlation. A weak positive correlation was displayed for minority employee comfort levels and turnover intention. Another weak positive correlation was determined for minority employee job satisfaction and turnover intention. This study was developed to expand knowledge on how organizational issues impact employees and to aid in the creation of a resolution plan to help reduce the issues and increase positive well-being within the organization

The TEACH Method: An Interactive Approach For Teaching The Needs-Based Theories Of Motivation

This paper describes an interactive approach for explaining and teaching the Needs-Based Theories of Motivation. The acronym TEACH stands for Theory, Example, Application, Collaboration, and Having Discussion. This method can help business students to better understand and distinguish the implications of Maslow’s Hierarchy of Needs, Alderfer’s ERG Theory, Herzberg’s 2 Factor Theory, and McClelland’s Acquired Needs Theory through in-class activities and application. The TEACH Method is an interactive approach for teaching the Needs-Based Theories of Motivation. Business faculty who teach Human Resource Management, Leadership, Management, and Organizational Behavior must introduce and teach the topic of motivation. Many students find difficulty in grasping the concepts and implications of the multiple theories of motivation. The TEACH Method introduces a model for helping students learn, apply, and analyze the merits of each of the Needs-Based Theories of Motivation. Business faculty can also benefit from using this approach to assure learning outcomes, to stimulate critical thinking, and to encourage higher levels of student engagement and participation in classroom discussion. This model can be facilitated in two 50 minute increments