http://cardinalscholar.bsu.edu/handle/123456789/9 Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements. Wed, 19 Jun 2013 03:47:45 GMT 2013-06-19T03:47:45Z http://cardinalscholar.bsu.edu/handle/123456789/197140 Title: Vocal health and repertoire for the dramatic mexxo-soprano: a suggested course of study Authors: Von Hoff, Bonnie Abstract: Vocal Health and Repertoire for the Dramatic Mezzo-Soprano: A Suggested Course of Study brings together the fields of vocal pedagogy and performance. This curriculum guide focuses on repertoire for the Dramatic Mezzo-Soprano, ages 18-30. The guide includes selections from the genres of art song (beginning, intermediate, and advanced levels), opera and oratorio arias, concert works, and song cycles. Selected art songs and arias are presented from a vocal health perspective, using McKinney’s eight principles of Good Vocal Sound. In addition, the Comprehensive Musicianship through Performance model is integrated via the identification of a focus skill for each song or aria. This suggested course of study emphasizes proper vocal technique and offers suggestions when studying and singing the larger works of the Dramatic Mezzo-Soprano repertoire. These suggestions include recommendations gleaned from interviews with well-known mezzo-sopranos Mignon Dunn and Dolora Zajick concerning their opinions regarding repertoire, vocal health, and appropriate song and aria assignments for the Dramatic Mezzo-Soprano. The guide also includes insights into training methods for today’s young dramatic voices based on observations of The Institute for Young Dramatic Voices. Key outcomes and implications are that Dramatic Mezzo-Sopranos must take the time to develop their voices before singing the more advanced arias of the standard repertoire, such as those by Verdi and Wagner, and this can be done through the study of art song. Further, Dramatic Mezzo-Sopranos must be strong technically in their approach to singing to help ensure vocal health and to avoid excessive strain on the vocal folds at all times. Dramatic Mezzo-Sopranos must also have strong skills in musicianship and performance in order to meet the demands of the repertoire for this voice type. The information presented in this curriculum guide will assist both voice teachers and performers in the teaching and singing of repertoire for the Dramatic Mezzo-Soprano. Thu, 09 May 2013 00:00:00 GMT http://cardinalscholar.bsu.edu/handle/123456789/197140 2013-05-09T00:00:00Z http://cardinalscholar.bsu.edu/handle/123456789/197139 Title: Virtual schooling: a closer look from the inside of an Indiana charter vitural school examining the teachers' perceptions of the characteristics of its teachers and stuidents Authors: Sturgeon, David Brian Abstract: The focus of this research is in the area of virtual schooling at the K-12 level, specifically looking into teachers’ perceptions of important traits of teacher effectiveness and student progress in this online learning environment. Such a study is important in Indiana, as this is the first time in public school history when there is now a new choice for students to attend a school such as this. The research is a mixed methods approach utilizing surveys and interviews to gather data. The findings from this research indicate several teacher characteristics are important. Teachers should be communicative, responsive, and manage their time well. Student characteristics considered important are access to computer and Internet, strong support from their family or learning coach, and effective time management skills. A top recommendation emerging from this study is the development of a screener for parents to take before enrollment to determine whether this type of learning environment would be the best fit for their student(s)/child, based on the important student characteristics. Other recommendations emerging from this study included professional development, especially in the areas of technology and communication for the school’s teachers and the relationship with between colleges and universities that prepare teachers that would lead to development of specific training and lab experience in a virtual setting. Thu, 09 May 2013 00:00:00 GMT http://cardinalscholar.bsu.edu/handle/123456789/197139 2013-05-09T00:00:00Z http://cardinalscholar.bsu.edu/handle/123456789/197138 Title: Effect of simvastatin pretreatment on immunologic memory and survival in response to secondary Staphylococcus aureus infection Authors: Smelser, Lisa K. Abstract: S. aureus is a leading cause of sepsis in the United States, which is the result of an overly robust inflammatory reaction mounted by the host’s immune system in response to microbial invasion. In cases of S. aureus infection, antibiotic treatment may not clear the infection quickly enough to prevent sepsis. In varying murine models of sepsis, statins have been found to be protective for sepsis. Increasing evidence suggests that statins are potent immune modulators. Previous studies in our lab demonstrated that short term simvastatin treatment was protective for sepsis-related death due to S. aureus infection. Analysis of antibody levels revealed that levels of total serum IgG2c were decreased in simvastatin pretreated mice, suggesting an alteration in immune function that may have contributed to the increased survival. Although altered immune function may be protective for some primary responses, the immune alteration due to simvastatin pretreatment may leave the host less prepared for subsequent exposure to a pathogen. To investigate this possibility, a secondary infection model was implemented whereby simvastatin pretreated and control mice were infected with S. aureus 14 days after primary infection and assessed for survival. While simvastatin pretreated mice did not differ in survivability to secondary S. aureus exposure compared to control mice,memory B and T lymphocyte functions were altered. Simvastatin pretreatment significantly increased levels of serum IgM following secondary infection. In addition, IgG1 secretion was dampened from memory B cells that had been stimulated with lipoteichoic acid and peptidoglycan or lipopolysaccharide at 48hrs post-isolation. Simvastatin also decreased proliferation of stimulated memory B cells and memory T cells compared to controls. These findings demonstrate the potent ability of short term simvastatin treatment prior to primary infection to be an immune modulator of both primary and secondary responses resulting in altered memory immune function. Thu, 09 May 2013 00:00:00 GMT http://cardinalscholar.bsu.edu/handle/123456789/197138 2013-05-09T00:00:00Z http://cardinalscholar.bsu.edu/handle/123456789/197137 Title: Teachers' cognitive demands and preschool students' use of thinking strategies during interactive book reading Authors: Servizzi, Kelli M. Abstract: The study examined preschool students’ use of thinking strategies when responding to deep structure questions during interactive book readings. The children were enrolled in two different inclusive preschool classrooms in a large Midwestern city. The study explored which thinking strategies the preschool children used when answering deep structure questions. Also under investigation was the potential difference in usage of thinking strategies between general education and special education students. Data collected included observations and frequency tallies. Information gathered was analyzed using independent sample T-Tests. The classrooms were combined to generate a larger population. Analysis showed the preschool students in the two inclusive preschool classrooms used all seven thinking strategies during interactive book read alouds. Frequency counts revealed a higher mean usage of schema, making inferences, and determining importance. Further, these strategies were as likely to be used by a general education student as a special education student. Based on the results of the study, teachers should guide and instruct their students about stories within discussions. Teachers should also select engaging texts guided by student interest, student background, or classroom project. This will allow them to build on information that students have and also create learning opportunities in the classroom that affects the classroom community. Thu, 09 May 2013 00:00:00 GMT http://cardinalscholar.bsu.edu/handle/123456789/197137 2013-05-09T00:00:00Z