Allemande Left and Do-si-do: Missouri Folk Arts Turns Corners With Rural Schools

The Missouri Folk Arts Program (MFAP) has produced educational projects for school children for several years, from traveling exhibitions to school performances. The most long-lasting project is “Tuesdays at the Capitol.” Since 1988, MFAP has partnered with the Department of Natural Resources' Missouri State Museum. Master and apprentice artists who participate in the Traditional Arts Apprenticeship Program (TAAP) perform and demonstrate at venues in and around the Capitol. In early May, emeritus Professor Howard W. Marshall taught a four-day school residency program about Missouri fiddling at two rural Shelby County R-IV elementary schools

Creative Opportunities for Missouri's Traditional Artists

The role of folklorists who work in the public sector often involves far more administrative duties than fieldwork opportunities—more working with paper than working with people. Recently, the dedication and patience of the Folk Arts staff has been rewarded through a new opportunity from the Fund for Folk Culture (FFC), a nonprofit organization dedicated to the dynamic practice and conservation of folk and traditional arts and culture throughout the United States. The Folk Arts staff nominated three Missouri artists each for the 2007 and 2008 Artists Support Program grants. Their work is discussed

Missouri Folk Arts Program

Missouri Folk Arts Program (MFAP) staff members are relieved, and excited, to have wrapped up the twenty-fifth anniversary of the Traditional Arts Apprenticeship Program (TAAP). Over the course of the last fiscal year, we collaborated with International Institute, an immigrant resettlement organization in St. Louis, and the West Plains Council on the Arts to present showcases at the 2009 Festival of Nations and the 2010 Old-time Music, Ozark Heritage Festival in St. Louis and West Plains, respectively

The pedagogy of medical humanities : using literature and the visual arts to help future caregivers maintain their compassion and resilience.

This dissertation argues that medical humanities education for students considering careers in healthcare should begin at the general undergraduate level and should have two primary objectives, (1) providing tools that will help students foster therapeutic, compassionate relationships with their patients, and (2) providing strategies that will help students maintain healthy habits of mind that afford resilience against compassion fatigue. I assert that in order for students to practice compassion for themselves and others three core objectives must be met. (1) Students must be exposed to the fundamentals of bioethics in order to understand the virtue of compassion itself, (2) they must develop expertise in the tenets of narrative medicine in order to fully comprehend the causes of suffering in their patients, and (3) they must be introduced to the practice of mindfulness as a means of self-care. The following chapters suggest that literature and the visual arts offer the most effective means of teaching these concepts and present a pedagogy that incorporates traditional academic theory as well as practical application of knowledge. Chapter one introduces the tenets of narrative medicine through the study of Frida Kahlo’s 1932 painting, Henry Ford Hospital. Chapter two explores the concept of empathy, a prerequisite to compassion, using short stories by Eudora Welty and Richard Selzer. Chapter three uses ancient and modern dramatic literature to introduce the fundamentals of bioethics. Chapter four introduces the concepts of mindfulness and creative “flow” and suggests that engagement with and creation of fully abstract visual art helps students experience and practice the healthy states of mind that provide resilience against compassion fatigue. Chapter five presents a case study that attests to the importance of the medical humanities pedagogy described in this dissertation

Reconstructing gender, personal narrative, and performance at the Michigan Womyn's Music Festival

The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.Title from title screen of research.pdf file (viewed on June 8, 2009)Vita.Thesis (Ph. D.) University of Missouri-Columbia 2008.This ethnographic study examines the Michigan Womyn's Music Festival, a thirty-two-year-old, week-long event that features women performers and relies on an all female staff who produce the event for an audience of women and children. The Festival is more than a site to watch musicians perform. Participants have created a culture that foregrounds a worldview that includes safe space, personal authorization, and celebration of women's experience, work, and art. Through insider participant-observation, this ethnographer maps the folklore-based discourse of the short-term separatist community, uncovering and revealing alternative representations of the "nude" female in personal experience stories as both a key tradition and a symbol of personal regeneration.Includes bibliographical reference

Maynooth Musicology: Postgraduate Journal

The aim of the Maynooth Musicology: Postgraduate Journal is twofold: it compiles a selection of articles written by postgraduate students in our department each year. It also affords up to three of our postgraduate students the valuable experience of editing their first journal, drawing on our joint professional work. This volume contains thirteen essays by postgraduate students reflecting current areas of specialism in the music department. Irish musical studies are addressed in articles by Adèle Commins, Jennifer O’Connor and Lisa Parker; Schubert studies are represented by Adam Cullen; nineteenth- and twentieth-century song studies are represented by Paul Higgins, Aisling Kenny and Meng Ren and Late European Romanticism by Jennifer Lee and Emer Nestor. Gender is addressed by Jennifer Halton and essays within the area of electro-acoustic music and music technology are contributed by Brian Bridges, Brian Carty and Barbara Dignam

RTJ-303: Variable geometry, oblique wing supersonic aircraft

This document is a preliminary design of a High Speed Civil Transport (HSCT) named the RTJ-303. It is a 300 passenger, Mach 1.6 transport with a range of 5000 nautical miles. It features four mixed-flow turbofan engines, variable geometry oblique wing, with conventional tail-aft control surfaces. The preliminary cost analysis for a production of 300 aircraft shows that flyaway cost would be 183 million dollars (1992) per aircraft. The aircraft uses standard jet fuel and requires no special materials to handle aerodynamic heating in flight because the stagnation temperatures are approximately 130 degrees Fahrenheit in the supersonic cruise condition. It should be stressed that this aircraft could be built with today's technology and does not rely on vague and uncertain assumptions of technology advances. Included in this report are sections discussing the details of the preliminary design sequence including the mission to be performed, operational and performance constraints, the aircraft configuration and the tradeoffs of the final choice, wing design, a detailed fuselage design, empennage design, sizing of tail geometry, and selection of control surfaces, a discussion on propulsion system/inlet choice and their position on the aircraft, landing gear design including a look at tire selection, tip-over criterion, pavement loading, and retraction kinematics, structures design including load determination, and materials selection, aircraft performance, a look at stability and handling qualities, systems layout including location of key components, operations requirements maintenance characteristics, a preliminary cost analysis, and conclusions made regarding the design, and recommendations for further study

An Introduction to Local and Global Health Behaviors Using a Collaborative Online International Learning Exchange

Collaborative Online International Learning (COIL), uses technology to facilitate the engagement of students from different countries in collaborative coursework and sharing of cultural perspectives. The existing literature concerning COIL exchanges points to the need to further explore student satisfaction and engagement with such exchange projects, and whether course learning outcomes are being achieved. This practice paper describes a COIL exchange between students of health psychology at Mary Immaculate College, Ireland, and Sacred Heart University, in the United States. During this 10-week project students were required to engage in synchronous and asynchronous activities. Following the completion of the COIL project, students were given a questionnaire to assess their course satisfaction and whether learning outcomes were achieved. Findings indicate that students were satisfied with the exchange and learning outcomes were met. Overall, COIL may serve as another teaching approach to help students learn course specific material, understand multicultural viewpoints, and enhance their professional skill set

“Role models can’t just be on posters”: Re/membering Barriers to Indigenous Community Engagement

Current Canadian scholarly literature, education policy, and curricular documents encourage the participation of Indigenous community members as a key component of Indigenous Education reform. Guided by sharing circles conducted with Indigenous Elders, families, teachers, and support workers, we present community voices and experiences of Indigenous Education in an urban school board through poetic transcription. Our research suggests that four key barriers will have to be overcome in efforts to improve urban Indigenous Education: unwelcoming schools, professionalization of classroom teaching, colonized classrooms, and unilateral decolonization. Poetic transcription is used in this article to centre the voices of Indigenous participants as well as attempt to decolonize our approach to data dissemination of Indigenous voices as white, Euro-Canadian university-based researchers. La littérature savante, les politiques d’éducation et les documents curriculaires canadiens actuels encouragent la participation des membres des communautés autochtones comme élément-clé de la réforme en matière d’éducation autochtone.  À partir des cercles de partage auxquels participaient les aînés, les familles, les enseignants et les agents de soutien, nous présentons, par l’intermédiaire de la transcription poétique, les voix et les expériences d’une communauté autochtone en milieu scolaire urbain. Notre recherche suggère quatre barrières à surmonter dans le but d’améliorer l’expérience scolaire en milieu urbain : écoles non accueillantes, professionnalisation de l’enseignement en salle de classe, salle de classe colonisée et décolonisation unilatérale. L’utilisation de la transcription poétique dans cet article a comme objectif de mettre en valeur les voix des participants de la communauté autochtone et de tenter de décoloniser, à titre de chercheurs universitaires blancs euro-canadiens, notre approche de dissémination des données reliées aux voix autochtones