Implications of radio persona characteristics on listener well-being

Community radio is known to promote psychosocial well-being for individual presenters, listeners, and their communities. While previous studies highlight the benefits to volunteers getting involved in presenting, research has not examined presenter behaviours and how they might correspond with listener well-being. To better understand this, it is important to consider if presenters take into account how their approach to presenting radio may be received by their listeners. Our present research focuses on radio presenters and their backgrounds, specifically their individual differences (e.g., gender), how and why they got into radio, and what they perceive the purpose of radio to be. Individual, semi-structured interviews were conducted with 16 radio personnel from six stations broadcasting in Melbourne, Australia. Thematic analysis of the transcribed interview data indicates that radio presenters are often male which potentially correlates with the dominance of male presenters over previous generations. Program managers also noted a discrepancy in the gender of their presenters, commenting that they have actively sought out females in order to encourage station and listener diversity. While there was no singular or common process that led to a career in radio, male presenters commented that they always wanted to get into radio, or gave examples of other males they listened to when growing up. Females, on the other hand, often said they got into presenting in a more roundabout way. Presenting styles appeared to align with station foci; moreover, such an alignment appeared to underpin the purpose of their show and understanding of their listening audience. This presentation will contextualize how the presenters’ backgrounds and motivations have implications for how they develop and promote relationships with their listening audience and community. Broader implications regarding how these presenters play a role in promoting individual and community well-being will also be discussed

Radio relationships and well-being in older age

Community radio is known to promote psychosocial well-being for individuals and their communities. Specifically, community radio broadcasting is “perfectly placed to tackle the far-reaching social issue of loneliness” (Order, 2017, p. 244) which is important as older adults, in particular, experience loneliness due to low levels of community connection. Thus, a better understanding of the social connections established between radio presenters and listeners could identify specific ways in which community and well-being in older life may be supported. This AAG-supported program of mixed-methods research investigated radio presenter behaviours to consider how their practices may be designed to facilitate their listenership’s sense of well-being. With data collection still underway, preliminary analyses suggest that radio presenters are not only recipients of well-being benefits, but are also conduits. They work with the listener in mind – scripting and delivering their presentation and content selections according to perceived audience preference. Findings will address how the behaviours of presenters relate to efforts to connect with, retain, and support the well-being of their listeners. Project findings provide an in-depth understanding of how radio relationships can promote well-being, leading to the creation of an evidence-based, user-friendly resource, designed to assist individuals and radio providers in promoting individual and community well-being. Broader implications regarding how the radio might be used in aged-care settings and healthy ageing policies will be discussed

Radio listeners' perspectives on its purpose and potential to support older wellbeing

According to Order (2017, p. 244), community radio broadcasting is “perfectly placed to tackle the far-reaching social issue of loneliness”. This is important to note in consideration of older adult well-being. Thus, we have undertaken a program of mixed-methods research to investigate: 1) radio listeners’ considerations of the purpose of radio; and 2) the potential role of radio in promoting listener well-being. With data collection still underway, preliminary analyses drawing on semi-structured focus groups with radio listeners suggest that listeners engage with radio for entertainment (e.g., music), information (e.g., news), and connection. Listeners indicate that radio presenters act as a surrogate friend in their home, whereby the listener feels that they are part of a conversation taking place. They establish perceived relationships with presenters such that a change of presenter or program is met with mourning or an adjustment period. Having consistent engagement with presenters and programs of choice appear to be associated with listener enjoyment and comfort. Project findings will be contextualised against data collected via interviews with radio presenters to consider what synergies exist. Additionally, broader implications regarding radio listening for well-being in aged-care settings and healthy ageing policies will be discussed

Examining the empathic voice teacher

Empathy enables successful communication and connection between teachers and their students, yet few studies have investigated its specific use in teaching singing. Addressing this gap, we interviewed voice teachers to discover how they articulate their pedagogy in terms of empathic practices and observed one-to-one lessons for evidence of the same. A sample of 27 classical and music theater voice teachers in Australia (70% females, 30% males), aged 35 to 75years old (M=55) were interviewed. Of this cohort, seven teachers were observed in their one-to-one teaching practices. Interviews and observations were analyzed using Interpretative Phenomenological Analysis. Results indicated that voice teachers tailor their practices to the needs of students and demonstrate characteristics of teacher empathy identified in previous literature: effective communication, positive relationships, care, welcoming learning environment, trust, morality, and listening. Empathic teaching facilitates an individualized approach in which singing students are supported and motivated in their own autonomous learning environment. These findings have implications for voice pedagogy that features the use of empathy to benefit future students

"I ask them what they can feel": proprioception and the voice teacher’s approach

Background: Proprioception is considered essential to forming an aesthetic vocal experience, particularly musculoskeletal proprioception or the ability to accurately sense position, movement, effort, muscular tension, sensation of posture, and balance when singing. Research into singing reveals that proprioceptive awareness leads to better coordination and enhances the singer’s overall understanding of their vocal function. While proprioception is also considered useful in vocal pedagogy, few studies have examined if/how proprioception contributes to voice teaching in the one-to-one context. Aims: This project sought to understand in what way proprioception featured in the practices of tertiary classical and music theatre voice teachers. It specifically aimed to: 1) identify ways in which voice teachers demonstrate proprioceptive awareness when discussing their practices; and 2) observe how, and for what purpose, voice teachers engage proprioception when delivering voice lessons. Method: A multiple-case study design involved interviews with teachers and observations of their lessons. Voice teachers (N=7, all working in Australia), selected through purposive sampling, were interviewed face-to-face and each was observed delivering three lessons (N=21) to professionally focused singing students. Interview transcripts and observation field notes were analysed using Interpretive Phenomenological Analysis. Results: Voice teachers revealed proprioceptive awareness when discussing their practices, such as sensing discomfort when a student sang with vocal tension. They also appeared to utilise proprioception as a diagnostic tool when addressing technical issues for their students. Further, teachers sought to develop proprioceptive awareness in their students through physical touch, verbal feedback, muscle release work, external tools (e.g., resistance bands), and breathwork. This was particularly evident where teachers focused students on how they felt when they were singing. Conclusions: Voice teachers adopted a proprioceptive style of teaching, literally adopting a ‘hands-on’ approach and also asking students to reflect on their own physical sensations rather than on the sounds they were making. Further, voice teachers were shown to be developing proprioceptive awareness in their students to aid in achieving the complex sensorimotor coordination required in singing. Implications: These findings have implications regarding vocal pedagogy courses training voice teachers to incorporate proprioceptive awareness in their practices

THE PROTECTIVE EFFECTS OF ALISKIREN ON LUNG HISTOPATHOLOGY AFTER TRIOLEIN-INDUCED FAT EMBOLISM IN RATS

Background: Fat embolization (FE) and the consequent fat embolism syndrome (FES) remain poorly understood complications of skeletal and other major trauma. While FE and FES can lead to major pulmonary damage including ARDS and death, current treatment of FES is limited to supportive therapy. The renin angiotensin system (RAS) plays a significant role in the pathophysiology of FE, and drugs interfering with the RAS, captopril and losartan, have reduced histopathologic pulmonary damage in a rat model of FE. In this study, we examine the potential therapeutic effects of aliskiren, a direct renin inhibitor, on lung histopathology following FE. Methods: A model of FE was created in unanesthetized rats using intravenous injection of the neutral fat triolein. Intraperitoneal injections of aliskiren at either 50 mg/kg or 100 mg/kg were performed one hour after FE induction via triolein. Rats were euthanized at 48 hours, and various pathology stains and methods were used to study and compare the lungs of these animals. Results: The lungs of the triolein only treated animals showed severe gross and histopathologic damage which was mitigated by aliskiren. (1) Fibrosis: Rats treated with triolein alone showed significant fibrotic changes with increased collagen and myofibroblast activation (p < 0.01). Aliskiren blocked this inflammatory and profibrotic process to a level indistinguishable from the controls (p < 0.01). (2) Fat: Rats treated with triolein alone showed a statistically significant increase in fat (p < 0.01) with subsequent aliskiren administration at both doses reducing the size, distribution, and amount of fat droplets (p<0.01). (3) Vasculitis: There was a trend in reduced lumen patency in the triolein only treated animals which improved after aliskiren treatment. Conclusions: Aliskiren protected the lungs of these rats from FE-induced pulmonary damage at 48 hours. Clinical implications include the use of aliskiren both prophylactically (before certain orthopedic procedures) and therapeutically (after severe trauma) to prevent the consequent severe pulmonary fibrosis of FE

Conceptualising inclusive pedagogies: evidence from international research and the challenge of autistic spectrum disorder.

The historical development of special education has left a legacy of beliefs regarding special procedures and teaching approaches for specific groups of children. These practices would appear to contribute to the continued growth of pedagogical practices that do not acknowledge the issue of inclusion. This paper considers the notions of inclusive pedagogies that emerges from a vignette study as part of an international review of the conceptualisation of special educational needs. Within this data evidence emerges regarding students with autistic spectrum disorder, a group who are often advocated as in need of special and specific educational provision. This paper critically examines this evidence. The implications of this analysis for understanding inclusive classrooms are discussed, including the extent to which effective education for students with autistic spectrum disorder can be part of an effective education for all

The purpose of radio and how it supports older adults' wellbeing

In Australia today, radio continues to draw large audiences, with high engagement among older adults. This research investigated how radio personnel and listeners regard the purpose of radio, and further how engaging with radio is perceived to influence listener wellbeing. Thematic analysis of semi-structured interviews with radio personnel (N = 16) and focus groups with older adult listeners (N = 32) suggest that the purpose of radio is to stay informed (e.g., news and information), for entertainment (e.g., music), and for perceived social purposes (e.g., communion, social connection, company, and companionship). Findings indicate there are implicit and explicit ways in which radio facilitates the wellbeing of their listenership. Explicitly, radio promotes mental health through broadcasts and programming, as well as exploiting the medium of radio as a public service for the community to call and rely on. Participants implicitly indicated that radio acts as a surrogate friend in their home; someone to keep them company and encourage connection to their greater community. Broadly, perceived relationships with radio programs and individual presenters, built and sustained over time through repeating listening, underpin the radio's ability to support listener wellbeing. These findings have implications for broadcasting practices as well as future work concerning how the radio might be used as a widely accessible tool for promoting quality of older life

Moral panic and social theory: Beyond the heuristic

Copyright @ 2011 by International Sociological Association.Critcher has recently conceptualized moral panic as a heuristic device, or 'ideal type'. While he argues that one still has to look beyond the heuristic, despite a few exceptional studies there has been little utilization of recent developments in social theory in order to look 'beyond moral panic'. Explicating two current critical contributions - the first, drawing from the sociologies of governance and risk; the second, from the process/figurational sociology of Norbert Elias - this article highlights the necessity for the continuous theoretical development of the moral panic concept and illustrates how such development is essential to overcome some of the substantial problems with moral panic research: normativity, temporality and (un) intentionality