Student Mixed Chamber Ensemble Concert

Kennesaw State University School of Music presents Student Mixed Chamber Ensemble.https://digitalcommons.kennesaw.edu/musicprograms/1600/thumbnail.jp

Student Mixed Chamber Ensembles

Kennesaw State University School of Music presents Student Chamber Ensembles.https://digitalcommons.kennesaw.edu/musicprograms/1631/thumbnail.jp

Faculty Rectal: Helen Kim, Violin

Kennesaw State University School of Music presents Faculty Recital: Helen Kim, violin and David Watkins, piano.https://digitalcommons.kennesaw.edu/musicprograms/1891/thumbnail.jp

Learning to infer: RL-based search for DNN primitive selection on Heterogeneous Embedded Systems

Deep Learning is increasingly being adopted by industry for computer vision applications running on embedded devices. While Convolutional Neural Networks' accuracy has achieved a mature and remarkable state, inference latency and throughput are a major concern especially when targeting low-cost and low-power embedded platforms. CNNs' inference latency may become a bottleneck for Deep Learning adoption by industry, as it is a crucial specification for many real-time processes. Furthermore, deployment of CNNs across heterogeneous platforms presents major compatibility issues due to vendor-specific technology and acceleration libraries. In this work, we present QS-DNN, a fully automatic search based on Reinforcement Learning which, combined with an inference engine optimizer, efficiently explores through the design space and empirically finds the optimal combinations of libraries and primitives to speed up the inference of CNNs on heterogeneous embedded devices. We show that, an optimized combination can achieve 45x speedup in inference latency on CPU compared to a dependency-free baseline and 2x on average on GPGPU compared to the best vendor library. Further, we demonstrate that, the quality of results and time "to-solution" is much better than with Random Search and achieves up to 15x better results for a short-time search

Work in Progress -- Balancing Prescribed and Project-Based Experiences in Microfabrication Laboratories

Student education for microfabrication processes needs to integrate theoretical understanding with process understanding. Instructional challenges exist in designing effective laboratory experiences. The pedagogical issues include linking theoretical lecture concepts to cost-effective laboratories, tailoring the relative time between lectures and laboratories, and balancing the laboratory assignments between prescribed and project-based experiences. We describe the progressive implementations of microfabrication laboratory experiences in graduate courses. The first offering has no laboratory activity. The prescribed laboratory and project-based laboratory components were gradually incorporated. All laboratory experiences were team-based and utilized cost-effective facilities. The assessments indicate that students prefer significant laboratory experience and that learning of selected lecture concepts is enhanced through an interactive environment. Furthermore, observations are made concerning the effective balance of lecture and laboratories and of prescribed and project-based experiences

Perceptions of Pre-Service Teacher Training Concerning Curriculum Alignment for Students with Developmental Disabilities

Legislative mandates require teachers to provide access to the general curriculum for all students in the least restrictive environment. Though policies are in place to ensure high quality instruction for all students, many students with developmental disabilities are still being served in self-contained settings with a life-skills instructional approach only, without the necessary supports for accessing the general curriculum. The purpose of this study was to reveal the extent of pre-service teacher perceptions of teacher training on curriculum alignment in order to improve pre-service teacher training in special education for access to the general curriculum for students with developmental disabilities. The researcher utilized a mixed-methods research design. Data collection was collected with a survey and through interview questions in order to determine the extent of pre-service teacher perceptions on (a) lesson planning linked to the student individualized education program, (b) lesson planning aligned to state standards, (c) universal design for learning aligned to state standards, (d) integration of curriculum aligned to state standards, and (e) progress monitoring aligned to state standards for students with developmental disabilities. An analysis of the data collection revealed that reform in pre-service teacher training is warranted for integrated coursework and field experiences as a multi-disciplinary approach to teacher preparation programming. A multi-disciplinary approach within the framework of a K-12 teacher preparation program should include a universal design for learning approach centering on flexibility with regard to differentiated instruction and progress monitoring, differentiated curriculum materials, and specifically designed supports for curriculum engagement by students with varying ability levels, including students with significant cognitive disabilities

With a little help from my friends?: Racial and gender differences in the role of social support in later-life depression medication adherence

Background: Social support has been shown to be an important factor in improving depression symptom outcomes, yet less is known regarding its impact on antidepressant medication adherence. This study sought to evaluate the role of perceived social support on adherence to new antidepressant medication prescriptions in later-life depression. Methods: Data from two prospective observational studies of participants ≥60 years old, diagnosed with depression, and recently prescribed a new antidepressant (N = 452). Perceived social support was measured using a subscale of the Duke Social Support Index and medication adherence was assessed using a validated self-report measure. Results: At four-month follow up, 68% of patients reported that they were adherent to antidepressant medication. Examining the overall sample, logistic regression analysis demonstrated no significant relationship between perceived social support and medication adherence. However, when stratifying the sample by social support, race, and gender, adherence significantly differed by race and gender in those with inadequate social support: Among those with low social support, African-American females were significantly less likely to adhere to depression treatment than white females (OR = 4.82, 95% CI = 1.14–20.28, p = 0.032) and white males (OR = 3.50, 95% CI = 1.03–11.92, p = 0.045). Conclusions: There is a significant difference in antidepressant medication adherence by race and gender in those with inadequate social support. Tailored treatment interventions for low social support should be sensitive to racial and gender differences.The National Institute of Mental Health (5R21MH073002)Veterans Affairs Health Services Research & Development (IIR 04-104-2)Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/152350/1/Gerlach Kavanagh Watkins Chiang Kim Kales 2017 with_a_little_help_from_my_friends_racial_and_gender_differences_in_the_role_of_social_support_in_laterlife_depression_medicat.pd