Non-Book Materials, Libraries and Librarians

Writing of one kind or another has been with us about 7,000 to 10,000 years; pictures, cave paintings, etc., as much as 50, 000 years. It has been only 35 years since educational motion pictures became a physical reality in the classroom; we have had cheap film, slides, etc. , only for the past 20 years. We have been using print in one or another form for only 500 years, and it too is now appearing in vastly changed and machinery- dependent forms. We are talking here about non-book materials: visual aids and aural aids, and the combination aural /visual such as motion pictures and television. A sine qua non of this definition, but not always so stated, is that all types of materials are necessary to us in our libraries as aids and supplements to the experiences stirred up and made alive by book materials. Therefore, in talking about non-book materials in libraries, I shall treat them as if they were as common to us as books, since I see no reason for their inclusion as part of our working tools if they are not considered as basic and vital for their particular purposes as are books for the things books can do. Let me pretend that for the next three or so paragraphs I am talking to an audio/visual class, and that I am presenting to them a part of the story as to why it is important to consider audio/visual materials in the learning process.published or submitted for publicatio

Toward understanding male flutists in public schools: a qualitative study

Thesis (D.M.A.)--Boston UniversityResearch has suggested that musical instruments are not only gender-stereotyped, but the association of the flute with femininity, in particular, is still quite strong. The prospect of boys playing the flute has remained controversial among public school students. In this qualitative collective case study, male flute students were examined through interview and observation. This research focused on the initial factors that encouraged these students to begin playing the flute and subsequently investigated how and why the students chose to continue or discontinue playing the instrument. Elements of each student's background were investigated, including: family, peers, school environment, and social and personal interpretations of masculinity in modern society. Participants were interviewed to the point of data saturation. Eight boys were interviewed: four current and four former flutists. Part of the research focus was also on students' personal characteristics and how they may relate to each student's continuing or discontinuing playing the instrument. Students were interviewed using a pre-planned interview guide and interviews were triangulated with observations in a school music classroom situation if the boy still participated, or another academic classroom if the boy did not still participate. Descriptive narratives were written about each boy to complete data analysis. A cross-case analysis developed to interpret the data. This study found personal and social factors that influence boys' success in playing the flute in the public school environment, including: personality, age, presence of other boys, the instrument selection process, adult support, peer reactions, and social groups. The conclusions of this study provided insight on musical instrument gender stereotyping and the instrument selection process as boys attempted to cross the boundaries on what has been portrayed as the most controversial of the gender stereotyped instruments. This study suggested that the flute was still strongly female gender-stereotyped, the instrument selection process played an important role in the memories of high school boys, boys received more harassment about the flute being a girls' instrument than other forms of harassment, boys who were the only flutist in their school or band felt lonely, and boys who shared the flute-playing experience with other boys formed fast bonds between themselves. Questions were raised about the best age to start the instrument selection process, the age during which students determine instrumental music continuation, and the role students and instruments play together in forming a musical voice. These conclusions were applied to help music educators as they continue to address these stereotypes with future students and help students choose instruments upon which they will find musical success while maintaining a quality music program

Bubbling Over: Soda Consumption and Its Link to Obesity in California

Based on 2005 Health Interview Survey data, examines the link between soda consumption and the prevalence of overweight and obese adults and children, geographical differences in soda consumption, and the social and environmental factors that affect it

A Patchwork of Progress

Outlines changes in childhood obesity and overweight rates in California between 2005 and 2010 by county. Considers implications of regional variations, including public policy options for promoting healthy diets and physical activity

The public image of the social worker.

Thesis (M.S.)--Boston Universit

Designed for Disease: The Link Between Local Food Environments and Obesity and Diabetes

Examines the link between a community's retail food environment -- the ratio of fast-food outlets and convenience stores to grocery stores and produce vendors, with income level as a factor -- and the prevalence of adult obesity and diabetes