The Influence of Situated and Experiential Music Education in Teacher-Practitioner Formation: An Autoethnography

This study explores how my musical background, teaching and performance skills, understandings, and knowledge acquired from both formal and informal influence has shaped myself as musician, teacher and researcher. The study reveals various learning cultures and social networks that frame my multiple professional identities that have themselves developed from my understandings of being a performer, an educator and researcher. This study explores three aspects to my being: personal identity, professional identity and my perception of the impact this has on my students through my teaching and performing. An autoethnographical method is used to investigate my background that is initially formed by the different modes of music education I received. The study reveals significant influences and formative experiences that impact knowledge and skill accumulation, shaping what informs my own practice as a musician, teacher and researcher. It reveals ongoing exploration, reflection and personal negotiations in maintaining ones’ development of performance and personal creative processes, whilst functioning as a facilitator and educator to others. This study offers insights into how cultural backgrounds, social contexts, teachers and peers influence others

Dialogic Communication in the One-to-One Improvisation Lesson: A Qualitative Study

This qualitative study investigates the dialogic interactions between teacher and student that enhance learning and teaching within the one-to-one music improvisation lesson. This study analyses the ways teachers elicit student actions, thoughts and processes that develop student skills, critical and creative thinking processes necessary for improvisational development. Interactions and interplay between six Australian conservatoire improvisation students and their teachers were investigated. Data reveal dialogic interactions that span instruction, conversation, inquiry and enablement of student knowledge and skills that constitute a complex socio-cultural tapestry of discursive threads. Teacher-student interactions that activate desired creative student activity engage meta-cognitive processes and the cultivation of creative habits of mind that allow improvisational skill to flourish. Teachers engage in dialogic interaction and shape interactional behaviour, asserting a learning culture that makes explicit and visible the acquiring of skills and knowledge. Implications for skilled teaching that can effectively craft the at times improvisatory and ephemeral nature of teacher-student interactions are suggested

Fostering Creative Ecologies in Australasian Secondary Schools

This study investigates and compares elements of creativity in secondary schools and classrooms in Australia and Singapore. Statistical analysis and qualitative investigation of teacher, student and leadership perceptions of the emergence, fostering and absence of creativity in school learning environments is explored. This large-scale international study (n=717) reveals the impact of teacher behaviours, teaching environments and school leadership approaches that promote and impede the enhancement of creative, critical, and innovative thinking, organisation, and curriculum structures. Implications for Australian schools and teaching urge for secondary education to challenge current, practices, pedagogies and environments, arguing for school-based strategies and considerations that enhance creativity and critical thinking and the fostering of creative ecologies within Australian schools

Reconceptualizing second-person interaction

Over the last couple of decades, most neuroscientific research on social cognition has been dominated by a third-person paradigm in which participating subjects are not actively engaging with other agents but merely observe them. Recently this paradigm has been challenged by researchers who promote a second-person approach to social cognition, and emphasize the importance of dynamic, real-time interactions with others. The present article's contribution to this debate is twofold. First, we critically analyze the second-person challenge to social neuroscience, and assess the various ways in which the distinction between second- versus third-person modes of social cognition has been articulated. Second, we put forward an alternative conceptualization of this distinction—one that gives pride of place to the notion of reciprocity. We discuss the implications of our proposal for neuroscientific studies on social cognition

Validation of the FAM19A4/mir124-2 DNA methylation test for both lavage- and brush-based self-samples to detect cervical (pre)cancer in HPV-positive women

Objectives DNA methylation analysis of cancer-related genes is a promising tool for HPV-positive women to identify those with cervical (pre)cancer (CIN3+) in need of treatment. However, clinical performance of methylation markers can be influenced by the sample type utilized. We describe a multiplex quantitative methylation-specific PCR that targets FAM19A4 and mir124-2 loci, to detect CIN3+ using both HPV-positive lavage- and brush self-samples. Methods We determined methylation thresholds for clinical classification using HPV-positive training sets comprising lavage self-samples of 182 women (including 40 with CIN3+) and brush self-samples of 224 women (including 61 with CIN3+). Subsequently, independent HPV-positive validation sets of 389 lavage self-samples (including 78 with CIN3+), and 254 brush self-samples (including 72 with CIN3+) were tested using the preset thresholds. Furthermore, the clinical performance of combined methylation analysis and HPV16/18 genotyping was determined. Results Training set analysis revealed similar FAM19A4 and mir124-2 thresholds for both self-sample types to yield highest CIN3+ sensitivity at 70% specificity. Validation set analysis resulted in a CIN3+ sensitivity of 70.5% (95%CI: 60.4-80.6) at a specificity of 67.8% (95%CI: 62.7-73.0) for lavage self-samples, and a CIN3+ sensitivity of 69.4% (95%CI: 58.8-80.1) at a 76.4% (95%CI: 70.2-82.6) specificity for brush self-samples. In combination with HPV16/18 genotyping, CIN3+ sensitivity and specificity were 88.5% (95%CI: 81.4-95.6) and 46.0% (95%CI: 40.4-51.5) for lavage self-samples, and 84.7% (95%CI: 76.4-93.0) and 54.9% (95%CI: 47.7-62.2) for brush self-samples. Conclusions FAM19A4/mir124-2 methylation analysis performs equally well in HPV-positive la

Strongly reduced volumes of putamen and thalamus in Alzheimer's disease: an MRI study

Atrophy is regarded a sensitive marker of neurodegenerative pathology. In addition to confirming the well-known presence of decreased global grey matter and hippocampal volumes in Alzheimer's disease, this study investigated whether deep grey matter structure also suffer degeneration in Alzheimer's disease, and whether such degeneration is associated with cognitive deterioration. In this cross-sectional correlation study, two groups were compared on volumes of seven subcortical regions: 70 memory complainers (MCs) and 69 subjects diagnosed with probable Alzheimer's disease. Using 3T 3D T1 MR images, volumes of nucleus accumbens, amygdala, caudate nucleus, hippocampus, pallidum, putamen and thalamus were automatically calculated by the FMRIB's Integrated Registration and Segmentation Tool (FIRST)—algorithm FMRIB's Software Library (FSL). Subsequently, the volumes of the different regions were correlated with cognitive test results. In addition to finding the expected association between hippocampal atrophy and cognitive decline in Alzheimer's disease, volumes of putamen and thalamus were significantly reduced in patients diagnosed with probable Alzheimer's disease. We also found that the decrease in volume correlated linearly with impaired global cognitive performance. These findings strongly suggest that, beside neo-cortical atrophy, deep grey matter structures in Alzheimer's disease suffer atrophy as well and that degenerative processes in the putamen and thalamus, like the hippocampus, may contribute to cognitive decline in Alzheimer's disease

Inhibitory Control Predicts Grammatical Ability

We present evidence that individual variation in grammatical ability can be predicted by individual variation in inhibitory control. We tested 81 5-year-olds using two classic tests from linguistics and psychology (Past Tense and the Stroop). Inhibitory control was a better predicator of grammatical ability than either vocabulary or age. Our explanation is that giving the correct response in both tests requires using a common cognitive capacity to inhibit unwanted competition. The implications are that understanding the developmental trajectory of language acquisition can benefit from integrating the developmental trajectory of non-linguistic faculties, such as executive control