The effects of electronic piano instruction on sixth-grade middle- school students' music-reading skills

The purpose of this study was to investigate the effects of electronic piano instruction on music-reading skills of sixth-grade general music students in a middle school in Forsyth County, North Carolina. Electronic piano instruction and vocal instruction were compared to determine the efficiency of either type of Instruction for increasing aural-visual pitch and rhythm discrimination skills. Students with prior outside-of-school piano experience were compared to students with no prior piano experience to determine which group would benefit from either instructional type. One middle-school general music specialist was chosen randomly from a list of twelve teachers currently teaching in the school district. At the beginning of the 1986-87 academic year, subjects (N=107) within previously scheduled general music classes were designated as either experimental electronic piano groups (N=58) or control vocal groups (N=49). The participating general music specialist taught all classes

Building an “army” of leaders: a case study of a school system developing teachers’ leadership capacities

The North Carolina Department of Public Instruction (NCDPI) issued a mandate in 2009 that all teachers must demonstrate leadership. This mandate created a subsequent need for school systems across North Carolina to further develop their teachers as leaders. While NCDPI defined "teachers demonstrating leadership" through various elements of the North Carolina Professional Teaching Standards (NCPTS), a review of the literature indicated a diverse set of definitions of teacher leadership that exist, a variety of pathways by which teacher leadership development has been approached, and scholarly debate over how researchers might determine the nature of effective professional development. The extant literature pointed toward case study as a useful method for examining these issues. Moreover, elements of the extant literature framed a paradox whereby NCDPI's mandate that all teachers demonstrate leadership was to be fulfilled within a historically underprofessionalized field of practice. This case study examined the nature of one North Carolina school district's teacher leadership development program, how district leaders viewed their role in distributing leadership and developing their teachers as leaders, the nature of what and how teachers learned about teacher leadership through participation in the program, and what other school districts and practitioners might learn from the results of this case study. Methodologies for this case study included a qualitative survey of 16 out of the 26 teachers who participated in the program's fourth cohort, two rounds of interviews with seven of these teachers who acted as key informants before and after they had completed the program, interviews with the superintendent and three other district-level administrators who had taken part in developing and implementing the program, and various elements of programmatic document review. A major component of this document review entailed an analysis of themes that were present across all of the 79 participants' end-of-program written reflections that had been submitted to and archived by their superintendent over the first four years of the program's existence. These reflections were written in response to an identical set of questions and prompts. The results of this case study were examined through a bifocal conceptual framework that focused on distributed leadership to consider the views and experiences of those in the school system who developed the program and constructivist learning to consider the views and experiences of teachers who completed the program. Through this bifocal framework, seven examples were identified of how teachers' leadership capacities were developed through constructivist forms of learning. Moreover, results from this case study suggested that there were four ways in which the program aligned with scholarly views on the professionalization of teaching and two ways in which this program misaligned with such views. The conclusion of this case study also includes two possible areas for future research as well as a guiding set of questions that are intended to help school systems conceptualize a framework for their own teacher leadership development

The construction and standardization of skills tests to measure achievement in specific softball playing abilities

Measurement and evaluation are today a vital part of the educational process. Together they provide a scientific foundation on which progress in education may be built. Physical education, as a part of the total educational program, relies on measurement and evaluation to provide a scientific basis for establishing and promoting its program. Luther Gulick, a pioneer physical educator, felt that many other fields could attribute their rise to recognition to the employment of measuring devices and evaluative techniques. It would, therefore, seem likely that the program of physical education would benefit if these general methods were applied to it. (12:950

Perceptions Of Parenting And College Student Alcohol Use

Many college students consume alcohol and experience negative consequences. Research has shown that in addition to peer influences, parenting practices are associated with alcohol use and alcohol-related consequences among college students. However, previous research has not examined the multitude of possible parenting variables in a single study. The present study examined the predictive utility of perceptions of parental monitoring, permissiveness, and modeling as well as specific parental disciplining responses in relation to college student alcohol use and related consequences above and beyond perception of peers. College student participants (N = 290; 67.3% female) reported on their alcohol use and alcohol-related consequences as well as perceptions of their parents’ parenting behavior and their peers’ drinking. After controlling for perception of peers, parental monitoring remained significant for both quantity-frequency and alcohol-related consequences, and permissiveness remained significant for alcohol-related consequences. The present findings are discussed in relation to previous research and implications for parent-based interventions. The present study is limited due to use of a cross-sectional methodology and self-report measures

Effects of Prior Herbivory on Aphid Colonization of Solidago Altissima Clones

To determine the effects of genetic variation and initial herbivore damage on Solidago altissima and subsequent aphid colonization, I conducted a common garden experiment with greenhouse-grown clones induced by Trirhabda virgata. Seventy-five days after planting larvae-damaged and undamaged clones in a common garden, I determined Uroleucon nigrotuberculatum abundance, measured plant biomass, and collected leaves for water content, nitrogen, carbon, and terpene analysis. I found significant differences among clones for bornyl acetate, ß-elemene, azulene, ledene oxide, and bicyclo[4.4.0]dec-5-ene, and significant interaction effects between clone and damage for a-pinene, limonene, caryophyllene, and ?-elemene. Some clones, but not others, produced higher quantities of terpenes in plants that had not been previously damaged. Aphid measures were significantly different among clones but were not significantly different between damage. Though SLW, N and C:N were significantly different among clones and between damage, aphid colonization only correlated with terpenes. Aphid abundance was positively related to the sesquiterpenes azulene, ledene oxide, and bicyclo[4.4.0]dec-5-ene. I conclude that U. nigrotuberculatum colonization of S. altissima is due to genetic differences in terpene production among clones, and these differences are affected by prior damage and other environmental factors

Hyacinth in Chains

A collection of poems which are atemporal, understanding time only as a position which constantly informs itself

Protocol for the saMS trial (supportive adjustment for multiple sclerosis): a randomized controlled trial comparing cognitive behavioral therapy to supportive listening for adjustment to multiple sclerosis

BackgroundMultiple Sclerosis (MS) is an incurable, chronic, potentially progressive and unpredictable disease of the central nervous system. The disease produces a range of unpleasant and debilitating symptoms, which can have a profound impact including disrupting activities of daily living, employment, income, relationships, social and leisure activities, and life goals. Adjusting to the illness is therefore particularly challenging. This trial tests the effectiveness of a cognitive behavioural intervention compared to supportive listening to assist adjustment in the early stages of MS.MethodsThis is a two arm randomized multi-centre parallel group controlled trial. 122 consenting participants who meet eligibility criteria will be randomly allocated to receive either Cognitive Behavioral Therapy or Supportive Listening. Eight one hour sessions of therapy (delivered over a period of 10 weeks) will be delivered by general nurses trained in both treatments. Self-report questionnaire data will be collected at baseline (0 weeks), mid-therapy (week 5 of therapy), post-therapy (15 weeks) and at six months (26 weeks) and twelve months (52 weeks) follow-up. Primary outcomes are distress and MS-related social and role impairment at twelve month follow-up. Analysis will also consider predictors and mechanisms of change during therapy. In-depth interviews to examine participants’ experiences of the interventions will be conducted with a purposively sampled sub-set of the trial participants. An economic analysis will also take place. DiscussionThis trial is distinctive in its aims in that it aids adjustment to MS in a broad sense. It is not a treatment specifically for depression. Use of nurses as therapists makes the interventions potentially viable in terms of being rolled out in the NHS. The trial benefits from incorporating patient input in the development and evaluation stages. The trial will provide important information about the efficacy, cost-effectiveness and acceptability of the interventions as well as mechanisms of psychosocial adjustment.Trial registrationCurrent Controlled Trials ISRCTN91377356<br/

Profile of humoral and cellular immune responses to single doses of BNT162b2 or ChAdOx1 nCoV-19 vaccines in residents and staff within residential care homes (VIVALDI): an observational study

BACKGROUND: Residents of long-term care facilities (LTCFs) have been prioritised for COVID-19 vaccination because of the high COVID-19 mortality in this population. Several countries have implemented an extended interval of up to 12 weeks between the first and second vaccine doses to increase population coverage of single-dose vaccination. We aimed to assess the magnitude and quality of adaptive immune responses following a single dose of COVID-19 vaccine in LTCF residents and staff. METHODS: From the LTCFs participating in the ongoing VIVALDI study (ISRCTN14447421), staff and residents who had received a first dose of COVID-19 vaccine (BNT162b2 [tozinameran] or ChAdOx1 nCoV-19), had pre-vaccination and post-vaccination blood samples (collected between Dec 11, 2020, and Feb 16, 2021), and could be linked to a pseudoidentifier in the COVID-19 Data Store were included in our cohort. Past infection with SARS-CoV-2 was defined on the basis of nucleocapsid-specific IgG antibodies being detected through a semiquantitative immunoassay, and participants who tested positive on this assay after but not before vaccination were excluded from the study. Processed blood samples were assessed for spike-specific immune responses, including spike-specific IgG antibody titres, T-cell responses to spike protein peptide mixes, and inhibition of ACE2 binding by spike protein from four variants of SARS-CoV-2 (the original strain as well as the B.1.1.7, B.1.351, and P.1 variants). Responses before and after vaccination were compared on the basis of age, previous infection status, role (staff or resident), and time since vaccination. FINDINGS: Our cohort comprised 124 participants from 14 LTCFs: 89 (72%) staff (median age 48 years [IQR 35·5–56]) and 35 (28%) residents (87 years [77–90]). Blood samples were collected a median 40 days (IQR 25–47; range 6–52) after vaccination. 30 (24%) participants (18 [20%] staff and 12 [34%] residents) had serological evidence of previous SARS-CoV-2 infection. All participants with previous infection had high antibody titres following vaccination that were independent of age (rs=0·076, p=0·70). In participants without evidence of previous infection, titres were negatively correlated with age (rs=–0·434, p<0·0001) and were 8·2-times lower in residents than in staff. This effect appeared to result from a kinetic delay antibody generation in older infection-naive participants, with the negative age correlation disappearing only in samples taken more than 42 days post-vaccination (rs=–0·207, p=0·20; n=40), in contrast to samples taken after 0–21 days (rs=–0·774, p=0·0043; n=12) or 22–42 days (rs=–0·437, p=0·0034; n=43). Spike-specific cellular responses were similar between older and younger participants. In infection-naive participants, antibody inhibition of ACE2 binding by spike protein from the original SARS-CoV-2 strain was negatively correlated with age (rs=–0·439, p<0·0001), and was significantly lower against spike protein from the B.1.351 variant (median inhibition 31% [14–100], p=0·010) and the P.1 variant (23% [14–97], p<0·0001) than against the original strain (58% [27–100]). By contrast, a single dose of vaccine resulted in around 100% inhibition of the spike–ACE2 interaction against all variants in people with a history of infection. INTERPRETATION: History of SARS-CoV-2 infection impacts the magnitude and quality of antibody response after a single dose of COVID-19 vaccine in LTCF residents. Residents who are infection-naive have delayed antibody responses to the first dose of vaccine and should be considered for an early second dose where possible. FUNDING: UK Government Department of Health and Social Care

Weight management interventions in adults with intellectual disabilities and obesity: a systematic review of the evidence

o evaluate the clinical effectiveness of weight management interventions in adults with intellectual disabilities (ID) and obesity using recommendations from current clinical guidelines for the first line management of obesity in adults. Full papers on lifestyle modification interventions published between 1982 to 2011 were sought by searching the Medline, Embase, PsycINFO and CINAHL databases. Studies were evaluated based on 1) intervention components, 2) methodology, 3) attrition rate 4) reported weight loss and 5) duration of follow up. Twenty two studies met the inclusion criteria. The interventions were classified according to inclusion of the following components: behaviour change alone, behaviour change plus physical activity, dietary advice or physical activity alone, dietary plus physical activity advice and multi-component (all three components). The majority of the studies had the same methodological limitations: no sample size justification, small heterogeneous samples, no information on randomisation methodologies. Eight studies were classified as multi-component interventions, of which one study used a 600 kilocalorie (2510 kilojoule) daily energy deficit diet. Study durations were mostly below the duration recommended in clinical guidelines and varied widely. No study included an exercise program promoting 225–300 minutes or more of moderate intensity physical activity per week but the majority of the studies used the same behaviour change techniques. Three studies reported clinically significant weight loss (&#8805; 5%) at six months post intervention. Current data indicate weight management interventions in those with ID differ from recommended practice and further studies to examine the effectiveness of multi-component weight management interventions for adults with ID and obesity are justified

Second Annual Seminar on Estate Planning

Schedule and materials from the Second Annual Seminar on Estate Planning held by UK/CLE on July 18-19, 1975