Evaluating the Influence of Warmup on Singing Voice Quality Using Acoustic Measures

Vocal warmup is generally accepted as vital for singing performance. However, only a limited number of studies have evaluated this effect quantitatively. In this study, we evaluated the effect of vocal warmup on voice production, among young female singers, using a set of acoustic parameters. Warmup reduced frequency-perturbation (p < 0.001) and amplitude-perturbation values (p < 0.05). In addition, warmup increased singer's formant amplitude (p < 0.05) and improved noise-to-harmonic ratio (p < 0.05). Tone-matching accuracy, however, was not affected by warmup. The effect of vocal warmup on frequency-perturbation parameters was more evident among mezzo-soprano singers than it was among soprano singers. It was also more evident in the low pitch-range than in the higher pitch-ranges (p < 0.05). The results of this study provide valid support for the advantageous effect of vocal warmup on voice quality and present acoustic analysis as a valuable and sensitive tool for quantifying this effect.     

Applying the Voice Handicap Index (VHI) to Dysphonic and Nondysphonic Hebrew Speakers

OBJECTIVE: To evaluate a translated version of the Voice Handicap Index (VHI) as a diagnostic tool for people with and without a laryngeal pathology, among Hebrew speakers. STUDY DESIGN: Parallel group design. METHODS: The VHI was translated and adapted to Hebrew. The translated version was, then, administered to a group of 182 patients with various laryngeal pathologies and a control group of 171 people with no laryngeal pathology. Based on the participants' responses to the VHI, statistical analyses were, initially, performed to assess validity and reliability, and then to evaluate group differences between the pathological and control groups and among the different pathological groups included in the study. RESULTS: Statistical analyses showed high reliability values of the Hebrew version of the VHI (overall Cronbach's alpha r = 0.976). Participants' scores were not affected by their age (P = 0.156) or gender (P = 0.261). The participants in the control group obtained significantly lower scores on the overall VHI score, as well as on all three subscale scores, in comparison with the pathological group (P < 0.001). In addition, within the pathological group, patients with neurogenic pathologies received higher scores than all other pathological groups, whereas patients with laryngeal inflammation received lower scores than all other pathological groups (P < 0.05). CONCLUSION: The VHI is a powerful tool for quantifying patients' perceptions of their voice handicaps, and it maintained its power across translation. The VHI was shown to be valuable for the assessment of speakers with, as well as without laryngeal pathologies.     

Students' Verification Strategies for Combinatorial Problems

We focus on a major difficulty in solving combinatorial problems, namely, on the verification of a solution. Our study aimed at identifying undergraduate students' tendencies to verify their solutions, and the verification strategies that they employ when solving these problems. In addition, an attempt was made to evaluate the level of efficiency of the students' various verification strategies in terms of their contribution to reaching a correct solution. 14 undergraduate students, who had taken at least 1 course in combinatorics, participated in the study. None of the students had prior direct learning experience with combinatorial verification strategies. Data were collected through interviews with individual or pairs of participants as they solved, 1 by 1, 10 combinatorial problems. 5 types of verification strategies were identified, 2 of which were more frequent and more helpful than others. Students' verifications proved most efficient in terms of reaching a correct solution when they were informed that their solution was incorrect. Implications for teaching and learning combinatorics are discussed.     

Learning events in the life of a community of mathematics educators

The paper examines some characteristics of learning events of a community of mathematics educators. Participation in the community entailed gaining familiarity with agreed upon conventions, goals, and forms of communication. The case discussed herein is an attempt to convey the complexities underlying learning in such a community through (re)negotiation of practices and goals. The notion ofreflective discourse is borrowed to describe a group discussion involving collective reflection that constituted an occasion for meaningful learning.     

Relations between Types of Reasoning and Computational Representations

This paper examines the idea that particular representations differentially support and enhance different cognitive processes, in particular different types of reasoning. Five case studies were conducted consisting of detailed observations of pairs of middle-school students interacting with a computer-based learning environment. The software environment, called NumberSpeed, deals with kinematics concepts by having students construct various motion scenarios by adjusting numerical motion parameters: position, velocity and acceleration. NumberSpeed provides feedback about the student-specified motion using two representations: the motion representation and the number-lists representation. Two distinct types of reasoning were recognized in students’ learning while interacting with NumberSpeed: (1) model-based reasoning and (2) constraint-based reasoning. These two types of reasoning are characterized in detail and their roles in problem-solving are analyzed. A cross-analysis between the types of reasoning and the use of particular NumberSpeed representations reveals a correlation between type of reasoning and representational choice. These findings are explained by analyzing the representations’ characteristics and the ways they may differentially support and enhance particular types of reasoning.     

Students' understanding of the notion of function in dynamic geometry environments

To make optimal use of computational environments, one must understand how students interact with the environments and how students' mathematical thinking is reflected and affected by their use of the environments. Similarly, to make sense of research on students' thinking and learning, one must understand how the environments and contexts used in the research may affect the conclusions one derives.The research on students' learning of functions has approached the topic in terms of symbols and graphs (see, for example, Leinhardt et al. (1990) for a review of work up to that point; Harel and Dubinsky (1992) for a collection of research; and Dugdale et. al. (1995), for some recent thinking about implications for curriculum reform using technology). Dynamic geometry environments (DGEs) like Cabri Geometry or Geometer's Sketchpad, offer us an opportunity to get a new perspective on these old and important issues. DGEs let students build geometrical constructions and then drag certain objects around the screen in a continuous manner while observing how the entire construction responds dynamically. In this way DGEs model functional relationships that are not specified by symbols or represented by graphs.Based on interviews with undergraduate mathematics majors, this paper presents preliminary observations that confirm some old results and raise some new questions about students' notions of function.     

Exploring the functional interaction between POSH and ALIX and the relevance to HIV-1 release

Background

The ALG2-interacting protein X (ALIX)/AIP1 is an adaptor protein with multiple functions in intracellular protein trafficking that plays a central role in the biogenesis of enveloped viruses. The ubiquitin E3-ligase POSH (plenty of SH3) augments HIV-1 egress by facilitating the transport of Gag to the cell membrane. Recently, it was reported, that POSH interacts with ALIX and thereby enhances ALIX mediated phenotypes in Drosophila.

Results

In this study we identified ALIX as a POSH ubiquitination substrate in human cells: POSH induces the ubiquitination of ALIX that is modified on several lysine residues in vivo and in vitro. This ubiquitination does not destabilize ALIX, suggesting a regulatory function. As it is well established that ALIX rescues virus release of L-domain mutant HIV-1, HIV-1Δ_PTAP, we demonstrated that wild type POSH, but not an ubiquitination inactive RING finger mutant (POSH^V14A), substantially enhances ALIX-mediated release of infectious virions derived from HIV-1Δ_PTAP L-domain mutant (YPX_nL-dependent HIV-1). In further agreement with the idea of a cooperative function of POSH and ALIX, mutating the YPX_nL-ALIX binding site in Gag completely abrogated augmentation of virus release by overexpression of POSH. However, the effect of the POSH-mediated ubiquitination appears to be auxiliary, but not necessary, as silencing of POSH by RNAi does not disturb ALIX-augmentation of virus release.

Conclusion

Thus, the cumulative results identified ALIX as an ubiquitination substrate of POSH and indicate that POSH and ALIX cooperate to facilitate efficient virus release. However, while ALIX is obligatory for the release of YPX_nL-dependent HIV-1, POSH, albeit rate-limiting, may be functionally interchangeable.