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Chapter 12: Music Copyright and Libraries
(Rowan & Littlefield Publichers, Inc., 2023) DeLaurenti, Kathleen; Harbeson, Eric; Pantaloni, Naz
Libraries play a broad range of functional roles in managing music collections, including acquiring and providing access to music and recordings for entertainment, education, or performance purposes; administering and preserving performances; and maintaining archival records of our musical heritage. Fulfilling these roles requires librarians to understand music copyright and the complicated system of music licensing that has developed in the United States.
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Impact Evaluation of Imagine MyPath in Moline-Coal Valley School District
(Center for Research and Reform in Education, 2023-11) Cook, Michael; Storey, Nathan; Eisinger, Jane; Barros, Maria Jose; Ross, Steven
The current study was a mixed-methods evaluation designed to provide efficacy evidence for Imagine Learning’s Imagine MyPath program, as well as data regarding program implementation and teacher perceptions. Achievement impacts were determined by comparing treatment students in kindergarten in the Moline-Coal Valley School District to comparison students identified by NWEA’s Similar Schools Report who did not use the program. Results of the main impact analyses showed mixed patterns of results regarding the efficacy of Imagine MyPath. A significant positive impact of Imagine MyPath on student mathematics achievement gains was evidenced, with treatment students outgaining virtual comparison students by slightly more than 2 points on the NWEA MAP Growth Mathematics assessment. Perceptions of the Imagine MyPath program from Moline-Coal Valley School District teachers were generally positive. Overall, the majority of teachers agreed they would like to use the program again in the future and would recommend it to others. Teachers were highly positive regarding the organization of the program and its impact on student learning. Most teachers agreed that Imagine MyPath helped students improve their reading and mathematics skills and that the program addressed gaps in their knowledge about these subjects. They also largely agreed that the program placed students at the appropriate level initially, challenged them appropriately throughout the program, presented them with content appropriate to their skill level, motivated them to persist through difficult content, and met the needs of diverse learners.
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MID-CANOPY HEIGHT AND LEAF THICKNESS ARE CORRELATED TO CATERPILLAR (LEPIDOPTERA) HABITAT CHOICE IN AN EASTERN USA, TEMPERATE, OAK-HICKORY FOREST
(2023-12) Thomas Patrick Blair
Mechanical and chemical plant structures are important factors in determining herbivorous insect assemblages. During the summer of 2017, 2015 caterpillars (Lepidoptera), classified as either shelter builders or exposed feeders, were collected by hand from 40 felled trees in an oak-hickory temperate forest located in Toms Brook (Shenandoah County, Virginia, eastern USA). Preserved caterpillars were identified by morphological and molecular characteristics. I explored whether there are statistical relationships between caterpillar abundance and plant mechanical traits, such as leaf thickness, leaf toughness, and relative tree height. As a group, caterpillars were concentrated in the relative middle height of each trees’ canopy. Leaf thickness - but not leaf toughness - was correlated to overall caterpillar abundance. Specifically, shelter builders were more abundant on thicker leaves, and, in contrast, exposed feeding caterpillars were more abundant on thinner leaves. Whether caterpillars are shelter builders or exposed feeders, it appears that their presence within a tree varies substantially, and that this variation is related, in part, to relative canopy location and to leaf thickness. Also, these results support the hypothesis that leaves in the relative upper canopy, as defined by a relative tree height formula, experience reduced herbivory possibly due to abiotic factors, such as decreased water availability and increased exposure to UV radiation both of which reduce their nutritional content and palatability.
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Exploring HIV disease indicators at MDR-TB treatment initiation in South Africa
(International Union Against Tuberculosis and Lung Disease)
BACKGROUND: Understanding relationships between HIV and multidrug-resistant TB (MDR-TB) is crucial for ensuring successful MDR-TB outcomes.METHODS: We used a cross-sectional analysis to evaluate sociodemographic and clinical characteristics as correlates of antiretroviral therapy (ART) use, having an HIV viral load (VL) result, and HIV viral suppression in a cross-sectional sample of people with HIV (PWH) and MDR-TB enrolled in a cluster-randomized trial of nurse case management to improve MDR-TB outcomes.RESULTS: Among 1,479 PWH, the mean age was 37.1 years; 809 (54.7%) were male, and 881 (59.6%) were taking ART. Housing location, employment status, and CD4 count differed significantly between those taking vs. those not taking ART. Among the 881 taking ART, 681 (77.3%) had available HIV VL results. Housing location, CD4 count, and prior history of TB differed significantly between those with and without a VL result. Among the 681 with a VL result, 418 (61.4%) were virally suppressed. Age, education level, CD4 count, TB history, housing location, and ART type differed significantly between those with and without viral suppression.CONCLUSION: PWH presenting for MDR-TB treatment with a history of TB, taking a protease inhibitor, or living in a township may risk poor MDR-TB outcomes.
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Pitching Your Creative Idea: Advancing Artistic Agency and the Creative Project
(American Journal of Arts Management)
In an evolving arts industry, emerging artists must be equipped to enter the industry with adaptable skills for flexible arts careers. The Peabody Conservatory of the Johns Hopkins University seeks to address this in part through a project-based grant writing course, Pitching Your Creative Idea. Grounded in a constructivist approach and utilizing the Universal Design for Learning framework, the course takes a blended learning approach to create a relevant, engaging, and autonomous educational experience for students as part of a core professional skills curriculum at Peabody. Building on the success of the course, demonstrated through evaluations and student outcomes, there are further opportunities for iteration, including expansion of the course content into an open educational resource.
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Impact Evaluation of Progress Learning in the Douglas County School System
(Center for Research and Reform in Education, 2024-01) Cook, Michael; Eisinger, Jane; Ross, Steven
The current study was a retrospective mixed-methods quasi-experimental design (QED) study to determine the effects of Progress Learning on Grades 6-8 mathematics and ELA achievement by comparison growth on the Georgia Milestones Mathematics and ELA assessments of students who received Progress Learning services, in relation to students that did not receive Progress Learning. Supplementary analyses examining the associations between Progress Learning usage metrics and achievement gains are also performed in this study. The results of the main impact analyses showed a positive and statistically significant impact of Progress Learning on student mathematics achievement, with treatment students outgaining comparison students by more than 4 points. The results of the main ELA impact analysis showed a directionally positive, though not statistically significant, impact on ELA achievement, with treatment students outgaining comparison students by more than 3 points. Effect sizes of these analyses ranged between .06 to .09 SDs, indicating small, though practically meaningful, program impacts of Progress Learning on student achievement, especially in mathematics. Usage analyses showed significant positive associations between student-level Progress Learning usage metrics and achievement gains. Correlations between average Progress Learning activity scores and achievement gains were of particular note, with observed correlations of magnitude above .4 in ELA and above .6 in mathematics. This gives preliminary evidence supporting modest to moderate predictive validity of Progress Learning activity scores in relation to Georgia Milestones scores. These associations remained significant and positive when controlling for prior achievement and demographics, using HLMs similar to those used in the main impact analyses.
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International Finance and Economics Review (InFER) - Issue no. 4 (June 2020)
(Johns Hopkins University, School of Advanced International Studies (SAIS), 2020) Olson, Leif; Coffey, Nathanael; Blake, Andy; Bhaskar, Shreyans; Cheng, Yuyin; Zhang, Rongjin; Johnson, Kubi; Iyer, Roshan; Qi, Yiyuan; Chen, Jessie; Wilhoite, John; Bhagwati, Jagdish; Fichtner, Jason; Abdalla, Youssef; Bhargava, Apoorv; Guan, Haozheyi; Tsiknia, Alexatrini; Colanduoni, Anna; Martinez, Gerardo; Ahluwalia, Rohan; Amine, Razan; Zhou, Siyao
InFER articles focus on economic theories and the capstone papers highlight data driven analyses that make inferences to business and policy decisions.
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International Finance and Economics Review (InFER) - Issue no. 3 (June 2019)
(Johns Hopkins University, School of Advanced International Studies (SAIS), 2019) Bhargava, Apoorv; Cha, Joniel; Fiorito, Alejandro; Redmond, Michael; Garcia, Naomi; Huang, Tianlei; Jung, Chae Young; Krishna, Pravin; Matthijs, Matthias; Tang, Heiwai; Clingenpeel, Cale; Vnukova, Yulia; Levine, Sydney; Cohen, Micah; Donoho, Adam; Eid, Yara; Guan, Haozheyi; Yin, Qiuyan; Zhou, Juncheng
InFER articles focus on economic theories and the capstone papers highlight data driven analyses that make inferences to business and policy decisions.
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International Finance and Economics Review (InFER) - Issue no. 2 (June 2018)
(Johns Hopkins University, School of Advanced International Studies (SAIS), 2018) Li, Kun; Zhuo, Xinyue; Zhang, Kun; Trang, Eddy; Austin, Nathaniel; Jung, Chae Young (Kevin); Balsubramani, Samyukta; Huang, Ziyi; Lawrence, Amanda; Kalfa, S. Yanki; Lee, Jai-Ryung (Jenny); Tershakovec, Paul; Han, Soyoung; Huang, He; Jin, Seung Wook; Kaddoura, Ghada; Kil, Hajung; Yu, Yang'ouxiang
InFER articles focus on economic theories and the capstone papers highlight data driven analyses that make inferences to business and policy decisions.
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International Finance and Economics Review (InFER) - Issue no. 1 (April 2018)
(Johns Hopkins University, School of Advanced International Studies (SAIS), 2018) Lee, Jai-Ryung; Yu, Yang'ouxiang; Fichtner, Jason; Krishna, Pravin; Marquez, Jaime; White, Mark; Meijia, Christopher; Berry, Jared; Greene, Meghan; Nair, Medha; Han, Soyoung; Huang, He; Jin, Seung Wook; Kaddoura, Ghada; Kil, Hajung
InFER articles focus on economic theories and the capstone papers highlight data driven analyses that make inferences to business and policy decisions.