The history of the government of the city of Louisville.

Most historical writings on the subject of Louisville have treated its social, political, and economic development, but few have even touched on its municipal government. The purpose of this study is to record the history of the governmental structure of the city of Louisville from 1780 until 1870. It is concerned primarily with the type of government, the sources and extent of its power, and its legislative history. The details of municipal functions and administration are outside the scope of this writing except as they relate, generally or specifically, to the development of the general framework of the city government for the sake of convenience, this history has been divided into periods according to the type of government and charter in operation. In each period emphasis is placed upon the relationships existing between the voters and the city council, between the city council and the mayor, and between the state legislature and the council. Most of the history has been written from manuscript records, statutes, and other documents. As far as available, newspapers of each period have also been consulted

How Does Task Presentation Impact Motor Inhibition Performance in Young Children?

Peg tapping tasks are commonly used as a measure of inhibitory skill in young children. However, differences in the way the task is presented may influence children’s performance. For example, if a peg tapping task is presented at regular intervals, children can entrain to the presentation pulse, which may in turn support their performance. This study assessed how speed and regularity of presentation may support or impair children’s responses. An experimenter was filmed delivering the tapping task at two different speeds (120 bpm/3,000 ms per trial and 150 bpm/2,400 ms per trial). Additionally, they were filmed delivering the task at regular intervals (i.e., the onset of each trial was predictable), or at irregular intervals (the onset of each trial was unpredictable). N = 103 children aged between 5 and 6 years old were tested on the task. They completed one block with 20 regular interval trials and another block with 20 irregular interval trials. Block presentation order was randomized. Children who achieved over 90% accuracy on the task were then presented with two more blocks at 150 bpm. Children’s response accuracy was measured. Our results show a difference in children’s accuracy across all conditions with trials presented in an irregular manner producing poorer performance on the task. The study demonstrates how speed and regularity of presentation can affect children’s scores on a tapping task used to measure inhibition. Demands on working memory, motor ability, and speed of processing are all affected by adjustments in presentation. Entrainment to a pulse is also a potential mechanism employed by children to support their performance on this task

‘Music for Change’ 2015-18 Collaborating with Speech and Language Therapists: a multi-perspective report

‘Music for Change’ is a multi-year programme which aims to enhance children’s early development and improve rates of school readiness among pre-school children in northwest Westminster, an area of multiple deprivation in London. Devised to meet specific needs identified by the local authority’s Early Years Advisory Team, the project has a particular focus on supporting above average numbers of children with speech and language delay. A key strand of the project is a collaboration by Creative Future early years music specialists with NHS speech and language therapists (SLTs) from Central London Community Healthcare (CLCH). This started with a pilot project in the summer of 2015, and which has since then seen three distinct collaborative interventions in two nursery settings. The report covers the opening phase of the project in 2015-2016

Pollution in the open oceans: 2009-2013

This review of pollution in the open oceans updates a report on this topic prepared by GESAMP five years previously (Reports and Studies No. 79, GESAMP, 2009). The latter report, the first from GESAMP focusing specifically on the oceans beyond the 200 m depth contour, was prepared for purposes of the Assessment of Assessments, the preparatory phase of a regular process for assessing the state of the marine environment, led jointly by the United Nations Environment Programme (UNEP) and the Intergovernmental Oceanographic Commission (UNESCO-IOC)

Assessing the psychosocial factors associated with adherence to exercise referral schemes: a systematic review

This paper aimed to systematically review the evidence base to uncover the key psychosocial factors that underpin adherence to an exercise referral scheme (ERS). Databases PsycINFO, MEDLINE, SPORTDiscus, Web of Science, PubMed, PsycARTICLES, Open Grey, and PsycEXTRA were systematically searched. A parallel results-based convergent synthesis was performed by identifying key themes from quantitative and qualitative studies separately. After applying inclusion and exclusion criteria, the review included 24 eligible studies. Key findings showed intrinsic motivation, psychological need satisfaction, social support, and self-efficacy to be the prominent psychosocial factors associated with ERS adherence. In addition, lower expectations for change when entering the scheme was associated with ERS adherence. This review should serve as a catalyst to provide evidence-based ERS and as such ERS providers should seek to place an emphasis on participants’ expectations and beliefs when entering the scheme. Moreover, targeting the key factors of intrinsic motivation, psychological need satisfaction, social support, and self-efficacy throughout the duration of an ERS should serve to facilitate adherence

'Sing Every Day': An evaluation of a VOCES8 Foundation school-based singing project in Hackney, London 2019

The paper reports on a research evaluation of a six-month specialist singing project ‘Sing Every Day’ that was undertaken with young disadvantaged inner-city 6yo children in the London Borough of Hackney. A team of professional singers from the London-based VOCES8 Foundation visited two classes in each of two Primary schools to provide focused mentoring to generalist (non-music specialist) class teachers. Children from two identically aged classes in a neighbouring school acted as controls. The mentoring embraced a specially designed programme of singing and vocal activities across two school terms. This was undertaken in each classroom with the staff and their Year 1 children numbering N=121 in total. An independent evaluation of the impact of the project included both musical and other-than-musical measures of children’s development. In particular, in addition to an assessment of participant children’s singing behaviours at the start and at end of the project, other assessments included measures of possible changes in children’s reading development and in aspects of Executive Functions. Overall, the implications from the data are that the mentored classroom-based singing activities resulted in significant improvements in children’s singing, as well as positive changes in reading and aspects of Executive Function related to inhibition and phonological working memory – the latter being closely correlated to changes in the same children’s reading scores. Although there is previous research literature reporting positive links separately between music, singing, reading and aspects of Executive Functions, this small-scale study is one of the first to explore these three aspects collectively. As such, the current data suggest that more detailed research would be useful, both in seeking possible replication of the findings with a larger group of participants and also to understand the mechanisms of such possible linkage in terms of both basic research and also its implications for music pedagogy