A Case Study of Two Preservice Elementary Music Teachers as Culture-Bearers

The integration of music from unfamiliar cultures in music classrooms is part of education curriculums around the world. International music education organizations also have goals for using a variety of musics in music education programs as one way of educating students to meet the 21st century global education targets. In the American education practice, the concept and principles of multiculturalism have been prominent in classroom subjects for over 50 years. In music education, multicultural approaches continue to be included in music standards and curriculum guides across the United States. Music educators, likewise, often use culture-bearers to expose their students to unfamiliar cultural musical experiences to learn directly from the culture representatives. Nevertheless, more can be done to support the idea of preservice general music teachers to explore their culture-bearer pedagogical identities. There is also an increased interest in integrating multicultural music in K-12 classrooms using culturally responsive teaching, preparing music teachers that can teach from a multicultural and culturally responsive perspective, and ongoing research regarding multicultural music and culturally responsive education in general music classrooms. The purpose of this study, therefore, was to examine the perspectives of teaching Cajun music by two preservice elementary music teachers as ethnic members of the Louisiana Cajun culture. I examined how teaching multicultural/multiethnic music from a culture-bearer position enhances the participants’ elementary music teaching process while recognizing students’ cultural backgrounds through culturally responsive teaching. As evidenced from the findings, the exploration of culture bearing can be an important part of multicultural/multiethnic and culturally responsive teaching in general music classrooms. The undergraduate courses in multicultural music, fieldwork, and student teaching experiences were significant in preparing the two participants in this study as they developed a culture-bearer pedagogical identity, and confidence to teach music of other cultures. The participants’ thoughtful realization of culturally responsive teaching is an ongoing development beyond the undergraduate college experience. By encouraging preservice music teachers to develop their cultural music strengths and teach from a culture-bearer identity, we would not only further the celebration of our and each individual’s uniqueness but also contribute to proficiency in both multicultural and culturally responsive education

An Assessment of Hospice Patients’ Experience from Cancer Care Services in the United States Hospitals: A Mixed-Method Study

This mixed methods research (MMR) addressed management\u27s failure to give high-quality hospice care in healthcare facilities within the United States. Failure to provide high-quality care leads to issues with quality control and customer satisfaction. The researcher used an MMR design to perform a systematic survey of 96 participants in select U.S.-based hospice services management facilities. The medical records from the Research Institution organization were used to choose the participants. The total population was 1,300 from which 96 participants were randomly chosen. This study\u27s first phase included surveying participants utilizing questions from a Likert scale that yielded quantitative responses. The second phase applied a methodical procedure employing open-ended questions to pull thoughtful answers from the participants. Doctors, nurses, hospice leadership, patients with cancer in hospice care (inpatient and outpatient) and veterans were interviewed. Doctors, nurses, leadership, patients, and veterans played a role in this study that focused on Maslow\u27s leadership management theory. The significant issue was addressed by interviewing 25 veterans, 11 leadership management positions (doctors, nurses, leadership), and 60 cancer patient participants at their end of life. Several themes were discovered, which permitted the researcher to suggest potential implementation strategies to be adopted by leadership management in hospice care. The over-arching theme examined in Section 2 and Section 3 of this study formed a basis for further research on the existing literature gaps and for leadership management to use this study to implement best practice in hospice care organizations. Addressing these issues in hospice care may require using ideas mentioned in the recommendations of Section 3. Recommendations concerned implementing strategies to improve patient quality of care, to address staff burnout and employee well-being, to increase motivation and improve communication, and to consider the patient\u27s financial well-being before and after their end of life. The research findings help shed light on the quality of care, leadership involvement, and patient-centered issues for individuals with cancer and their families in the last days of life. Keywords: Burnout, Communication, Financial, End of Life, Leadership, Management, Motivation, and Quality of Lif

“We’re out in the deep,” but “This is the life. We should fight for the life.”: A Study of L2 International Students In Their First University Semester During the Coronavirus Pandemic

This study sought to explore L2 international students’ perspectives about what challenges and accomplishments impact their academic acculturation process and success while studying in a bridge program during their first semester of university amidst the coronavirus pandemic. The findings showed that pandemic safety protocols, study habits, language proficiency, religious practices and racism were challenges. In many instances, students found workarounds to accomplish their academic goals. These findings were interpreted using Ryan and Deci’s (2000) basic psychological needs (BPNs) of competence, autonomy, and relatedness as explained in their Self-Determination Theory. This study also combined denotative and connotative concepts of academic success (York et al., 2015; Cachia et al., 2018) for one collective understanding of academic success. Students’ behaviors indicated that they fulfilled their BPNs to meet the definition of academic success. Support networks also contributed to successful academic and social learning environments

Feminist Futures Helsinki Hackathon: Transdisciplinary co-creation of socially engaged projects

This transdisciplinary thesis exhibits the potentials found in the intersection between (1) feminism(s), (2) real estate, land use and urban planning, (3) participatory design approaches, and (4) hackathons. In addition, the thesis documents the organisation and execution of a feminist hackathon organised in May 2021 in Helsinki, Finland. The study consists of a literature review of the four main topics mentioned above, exploring overlaps and contradictions to understand the potential of the union. In addition, a thorough recount and analysis is made of the Feminist Futures Helsinki hackathon (FFH), refecting on its organisation (before), its unfolding (during) and its impact (after). The study draws from methods from PAR and ethnography such as semi-structured interviews, surveys, ethnographic observations, diagram sketching and case studies. Furthermore, the analysis ofers in-depth insights from four of the 12 projects that resulted from the hackathon. Namely, the cases cover topics of inclusion in participatory planning in Helsinki and Lapinlahti, Sámi allyship and age-inclusive participatory communities. The thesis ofers insights into a refexive journey, where the co-authors explore their own positionality and power within the structures created for the hackathon. Key takeaways from this work in the context of organising feminist hackathons include: (1) it matters who sets the agenda, (2) it matters who participates, (3) it matters who benefts, (4) processes matter as much as outcomes, and (5) accountability matters. The co-authors argue for the potential of feminist hackathons to shift public discourse by bringing attention to topics and issues that are otherwise ignored; to encourage educational institutions like universities to rethink partnerships with community organisations; to challenge tech-solutionism. In addition, by centring intersectional feminist values such as accessibility and pursuit of justice, organisers of feminist hackathons will enable more diverse participation