Gender differences in musical motivation at different levels of expertise

Recently, models have been developed that recognise the complexity of motivation. These set out the interactions that occur between environmental (cultural, institutional, familial, educational) and internal factors (cognition and affect) enhancing or reducing motivation. Despite this we know very little about gender differences in motivation in relation to playing an instrument. The current study aimed to address this issue, exploring gender differences in motivation and whether these changed as expertise developed. A total of 3325 children ranging in level of expertise from beginner through to Grade 8 level in independent instrumental music examinations completed a questionnaire that included a seven-point Likert scale with statements exploring different aspects of motivation. A principal components analysis was undertaken and six factors emerged: support and social affirmation; social life and enjoyment of musical activities; enjoyment of performing; self-beliefs; enjoyment of lessons, playing and practise; and disliking practise. The only statistically significant gender difference was in relation to self-beliefs with the boys consistently scoring higher. Further research is needed to establish why this is the case. The findings have major implications for education

Are there differences in practice depending on the instrument played?

There has been little research on instrument differences in the length and nature of instrumental practice or how these may interact with level of expertise. This paper aimed to address this issue. A total of 3,325 young people ranging in level of expertise from beginner to the level required for entry to higher education conservatoire completed a questionnaire which consisted of a number of statements relating to time spent practicing, practicing strategies, organization of practice, and motivation to practice with a seven-point rating scale. Data were analyzed in relation to nine levels of expertise. Factor analysis revealed seven factors which were used to make comparisons between those playing different classical instruments. The findings showed that those playing keyboard instruments practiced the most, followed by strings, brass, and woodwind. There were relatively few statistically significant instrument differences in practice strategies. Where there were differences it was the woodwind players who tended to adopt less effective strategies. There were some interactions between level of expertise and practice which generally showed no clear patterns suggesting complexity in the development of musical expertise in relation to different instruments. The findings are discussed in terms of possible reasons for these differences

Relationships between practice, motivation, and examination outcomes

While there has been a great deal of research on instrumental practice and the nature of motivation to engage with music making, there has been relatively little that has considered the relationship of these with instrumental examination outcomes. This research aimed to address this issue. A total of 2,131 young musicians, aged 6–19, across a wide range of expertise, with a range of examination outcomes responded to a series of statements on a 7-point Likert scale relating to practice and motivation. Those merely awarded a pass grade in their examinations tended to undertake the least practice. Factor analysis revealed seven factors relating to practice and six to motivation. Multivariate analysis of variance showed that there were statistically significant differences between those with different examination outcomes in relation to the organization of practice, the use of recordings and the metronome, the adoption of analytic strategies, social life, and self-belief in musical ability. Students who received merely a pass grade in their examination responded least positively to these statements. Those who had failed were most likely to adopt ineffective practice strategies and were less likely to enjoy performing, playing, lessons, and practice. The findings are discussed in relation to earlier research

Elastic admission control for federated cloud services

This paper presents a technique for admission control of a set of horizontally scalable services, and their optimal placement, into a federated Cloud environment. In the proposed model, the focus is on hosting elastic services whose resource requirements may dynamically grow and shrink, depending on the dynamically varying number of users and patterns of requests. The request may also be partially accommodated in federated external providers, if needed or more convenient. In finding the optimum allocation, the presented mechanism uses a probabilistic optimization model, which takes into account eco-efficiency and cost, as well as affinity and anti-affinity rules possibly in place for the components that comprise the services. In addition to modelling and solving the exact optimization problem, we also introduce a heuristic solver that exhibits a reduced complexity and solving time. We show evaluation results for the proposed technique under various scenarios

Changes in motivation as expertise develops: Relationships with musical aspirations

Recent models of musical motivation have recognised the complex interactions which occur between environmental (cultural, institutional, familial, educational) and internal factors (cognition and affect) in enhancing or reducing motivation. Much previous research has been small scale and not taken account of long term musical aspirations. This article aims to address these issues exploring changes in motivation as expertise develops with a large sample of learners. A total of 3,325 young musicians, aged 6–19 playing a wide range of instruments participated. They represented nine levels of expertise ranging from beginner to higher education conservatoire entry level. Level of expertise was established in terms of the most recent graded independent instrumental examination taken. They were asked to respond to a series of statements on a 7-point Likert scale. The statements focused on well-established elements of motivation including: self-beliefs; enjoyment of musical activities; enjoyment of performance; level of support received from parents, friends and teachers; attitudes towards playing an instrument and perceptions of its value; and beliefs about the importance of musical ability. Participants were also asked to respond to statements about their long term musical aspirations. An exploratory factor analysis provided the basis for the development of a motivational scale which included five sub-scales: social support and affirmation; social life and the value of playing an instrument; enjoyment of performing; self-belief in musical ability; and enjoyment of instrumental musical activities. There were linear trends for each of the five sub-scales in relation to level of expertise with the exception of social support and affirmation. The five sub-scales collectively predicted a composite score relating to aspirations with a multiple R of .64

Are there gender differences in instrumental music practice?

This research aimed to consider whether there were gender differences in the amount of practice undertaken by boys and girls, the practice strategies adopted and motivation to practise. A sample of 2027 girls and 1225 boys aged 6-19 years, ranging in level of expertise from beginner through to conservatory entrance level, playing instruments representative of the classical and popular instruments played in the UK completed a self-report Likert scale questionnaire. There were no statistically significant gender differences in weekly practice time or motivation to practise. Factor analysis of statements relating to practice revealed seven factors. There were statistically significant gender differences in relation to the adoption of systematic practice strategies (girls were more systematic), concentration (boys perceived they had higher levels of concentration) and immediate correction of errors (girls reported more immediate correction). There were no statistically significant gender differences in relation to the organisation of practice, the use of recordings and a metronome, the use of analytic strategies, and the adoption of ineffective practice strategies although for this factor there was a statistically significant interaction between gender and level of expertise

Ontology Domain Modeling Support for Multilingual Servicies in e-commerce: MKBEEM

One of the main objectives of a truly user-friendly Information Society is to focus on advanced human language technologies enabling cost-effective interchange across language and culture and more natural interfaces to digital services. The recently launched IST-1999-10589 project MKBEEM (Multilingual Knowledge Based European Electronic Marketplace, 1st Feb. 2000 - 1st Aug. 2002) is rightly in that direction and the work will address basically, written language technologies and its use in the key sector of global business and electronic commerce. In particular MKBEEM will focus on adding multilinguality to all stages of the information cycle, including multilingual content generation and maintenance, automated translation and interpretation and enhancing the natural interactivity and usability of the service with unconstrained language input. On the Knowledge engineering side, the MKBEEM Ontologies will provide a consensual representation of the electronic commerce field in three typical Domains (Tourism, Mail order, Retailers) allowing the exchanges independently of the language of the end user, the service, or the content provider. Ontologies will be used for classifying and indexing catalogues, for filtering user’s query, for facilitating multilingual man-machine dialogues between user and software agent, and for inferring information that is relevant to the user’s request. This paper concentrates on ontology issues, while the used human language processing approaches will be presented closely in our later papers

‘Play it by ear’ – teachers’ responses to ear-playing tasks during one to one instrumental lessons

This paper reports findings from the Ear Playing Project (EPP) in relation to the teaching strategies that 15 instrumental teachers adopted during one-to-one instrumental lessons whilst helping their students to copy music by ear from a recording. Overall, the teachers used a variety of strategies including singing and humming along with or without the recording, asking questions, and giving verbal explanation and positive feedback. By the end of the project the teachers indicated that the project showed them a new and enjoyable way to introduce aural-training tasks, it helped them develop their own confidence in ear-playing and it gave them the opportunity to observe and assess their students’ needs more carefully. The benefits for the students included greater enjoyment during instrumental lessons, development of aural and improvisation skills and greater confidence in instrumental playing

Phagocytic ability of neutrophils and monocytes in neonates

<p>Abstract</p> <p>Background</p> <p>Infections by a variety of pathogens are a significant cause of morbidity and mortality during perinatal period. The susceptibility of neonates to bacterial infections has been attributed to immaturity of innate immunity. It is considered that one of the impaired mechanisms is the phagocytic function of neutrophils and monocytes. The purpose of the present study was to investigate the phagocytic ability of neonates at birth.</p> <p>Methods</p> <p>The phagocytic ability of neutrophils and monocytes of 42 neonates was determined using the Phagotest flow cytometry method, that assesses the intake of <it>E. Coli </it>by phagocytes, in cord blood and in peripheral blood 3 days after birth. Fifteen healthy adults were included in the study as controls.</p> <p>Results</p> <p>The phagocytic ability of neutrophils in the cord blood of neonates was significantly reduced compared to adults. The 3^rdpostnatal day the reduction of phagocytic ability of neutrophils was no longer significant compared to adults. The phagocytic ability of monocytes did not show any difference from that of adults either at birth or the 3^rdpostnatal day.</p> <p>Conclusions</p> <p>Our findings indicate that the intake of <it>E. Coli </it>by phagocytes is impaired at birth in both preterm and full term neonates compared to adults. This defect is transient, with the phagocytic ability in neonates reaching that of the adults 3 days after birth.</p