Lynne Kindschi, Soprano

Centennial Lecture Hall July 26, 1967 8:15p.m

American Music in Wind Band Repertoire: the Importance and Need for Heritage Preservation

For an instrumental conductor in a music education program, repertoire selection is an important step while preparing for a concert program. Choosing quality music that represents varied genres, styles, and historical periods helps to create a stimulating concert for the listeners and a well-balanced musical preparation for the player. Performing music from other countries is essential and should be balanced with American music, specifically folk songs and marches. The purpose of this thesis is to show the placement and benefit, according to composers and arrangers, of utilizing American music within the music classroom, specifically in the choice of wind band repertoire. This qualitative study features five interviews with modern composers and arrangers, musical analysis of two scores, and the compilation of a repertoire database for American folk songs and marches. The three main research questions that guided this process were: 1) what is the accessibility of folk songs and marches in wind band repertoire, 2) why is the heritage of these categories important in the modern-day classroom, and 3) what musical elements contribute to traditional American music. Triangulation of the data helped demonstrate that distinguishing elements found in marches and folk songs are indicators of the musical heritage of the United States. The interviewees outlined musical components that are found in works defined as American music, how pieces belong to this category and notable past composers. The musical analyses outlined two chosen works, Shenandoah and The Stars and Stripes Forever, which includes detailed information about melody, accompaniment, form, articulation, and other performance practices employed in North American folk songs and marches. A reference database of folk songs and marches is included as a tool for educators to utilize when programming specifically for these categories of music

Staff Training at a Combined Services Desk

In the summer of 2008 Wendt Commons undertook the ambitious task of formalizing a training program for all library staff (including students) who work at the combined services desk. Panelists will discuss the development process, show materials created for the pilot program, and offer an evaluation of the outcome. Please attend this session for an engaging discussion of library staff training and leave with ideas that can be implemented in any library setting

The Effects of Note-Taking on Mind Wandering and Learning: Is Taking Notes on Printed PowerPoint Slides Effective?

Note-taking is one of the most universally employed strategies for enhancing learning, but are all note-taking styles created equal? The present study compared how taking notes on lecture slide printouts (“full slides”) vs. taking notes on blank lined paper (“freehand notes”) would affect learning, situational interest, and in-lecture mind wandering. After completing a pretest on statistics, participants (N = 48) were randomly assigned to either take freehand notes or take notes on full slides while watching a 30-min introductory statistics lecture video, which was occasionally interrupted with thought probes to measure mind wandering. Participants then completed a questionnaire about their situational interest in the video lecture and statistics, followed by three posttests to assess their learning from the video. Results indicated that there was a nonsignificant trend suggesting that learning was slightly increased for the full slides group, but situational interest did not differ between the two conditions. The full slides group, however, experienced significantly less task-unrelated mind wandering and more on-task thoughts than the freehand notes group, a pattern that was especially clear when the analysis focused on only those participants who actually took notes during the lecture. These results imply that full slide note-taking could be beneficial for keeping students focused during a lecture

Some Aspects of the Ecology of Larval Fishes in Rough River Lake, Kentucky

In Rough River Lake, Kentucky, some aspects of the ecology of larval and juvenile fishes were investigated from April – August, 1978. Larval fishes were collected weekly from the upper reaches of the lake from the surface and bottom, during daylight and dark periods. Twenty-three species and three categories of unknown larval and juvenile fishes, represented by 177,119 individuals, were collected. White bass and logperch larvae were the first to appear on April 15 with surface water temperatures of 18.5 C. Gizzard shad larvae dominated net collection while Lepomis spp. were the second most abundant. Larvae were primarily concentrated near the surface and taken mostly at night. Larval concentrations were greatest on May 30. Throughout the study, most specimens were collected along the shorelines. Growth rates of most taxa generally lagged early in life but increased greatly after the first 6-8 weeks. Light traps proved to be an effective method of capture for certain species. Piscivory was observed in white bass 10.5 – 25 mm total length on gizzard shad, and logperch 16.5 – 17 mm total length on unknown larvae and suckers

Peers and value preferences among adolescents in school classes: a social network and longitudinal approach

The aim of our study was twofold: (1) to explore the role of value preferences on peer relations in school classes (selection effect) and (2) to explore the role of peers’ values on adolescents’ values (influence or socialization effect) in three types of networks (friendship, advice, and trust). To answer these questions, we used a longitudinal social network approach in a study of N = 903 adolescents (57% girls) from 34 secondary school classes in Poland. Pupils began participating in the study when they joined their secondary school and were followed over two and a half years. Panel data were collected at six measurement time points during this period. Values were conceptualized according to the values theory proposed by Schwartz and measured by the Portrait Value Questionnaire. The collection of network data followed a roster design. Pupils were asked to evaluate the strength of their friendships, as well as the frequency with which they approached peers to ask for advice about school or homework or to talk about things that are important to them in the last 2 weeks. We found empirical support for both selection and socialization effects, especially for protection values (Conservation and Self-enhancement). The selection effect was most evident in advice and trust networks and the socialization effect was particularly prevalent in friendship and trust networks

Values in adolescent friendship networks

Values—the motivational goals that define what is important to us—guide our decisions and actions every day. Their importance is established in a long line of research investigating their universality across countries and their evolution from childhood to adulthood. In adolescence, value structures are subject to substantial change, as life becomes increasingly social. Value change has thus far been understood to operate independently within each person. However, being embedded in various social systems, adolescents are constantly subject to social influence from peers. Thus, we introduce a framework investigating the emergence and evolution of value priorities in the dynamic context of friendship networks. Drawing on stochastic actor-oriented network models, we analyze 73 friendship networks of adolescents. Regarding the evolution of values, we find that adolescents’ value systems evolve in a continuous cycle of internal validation through the selection and enactment of goals—thereby experiencing both congruence and conflicts—and external validation through social comparison among their friends. Regarding the evolution of friendship networks, we find that demographics are more salient for the initiation of new friendships, whereas values are more relevant for the maintenance of existing friendships

Value Incoherence Precedes Value Change:Evidence from Value Development in Childhood and Adolescence Across Cultures

We test the theory that personality incoherence may instigate personality change in the context of personal values. Values’ near-universal organization makes value incoherence assessment straightforward. The study included 13 longitudinal samples from seven cultures (Australia, Israel Palestinian citizens, Israel Jewish majority, Italy, Poland, Portugal, and Switzerland), total N = 7,126, and T1 Mage ranging between 6-18. Each participant reported values between two- and six-times. Using unfolding analysis, we calculated the fit of the internal value structure of each participant at the first time point to the value structure in their sample (normative structure) and to the theoretical structure of Schwartz (1992). We estimated value change using Growth Curve Modeling (when at least three measurement times were available) and the difference between T1 and T2 in each sample. We correlated value incoherence with value change and estimated the effect across samples using a meta-analysis. Incoherence with the structure of values predicted greater value change. The associations were stronger when participant’s value structures were compared to the normative value structure at T1 than when they were compared to the theoretical structure. A meta-regression analysis indicated that effects were not moderated by age. We discuss possible underlying processes and implications for personality development

Senior Recital:Lynne Kindschi, Soprano

Centennial Lecture Hall December 1, 1966 8:15p.m