Petrological studies of igneous rocks, mainly from continental extensional zones

2 vols.; consists of 51 reprintsAvailable from British Library Document Supply Centre- DSC:D81025 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Alien Registration- Macdonald, Raymond J. (Waterville, Kennebec County)

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Thinking through improvisation:How arts-based reflexivity can offer new knowing about music therapists’ experiences of humour in music therapy

As part of a larger research study investigating humour in music therapy with persons with dementia, this article details how music therapists perceive, embody and experience humour in their practice. Three focus groups with music therapists ( N = 9) were organised and resulting data analysed through arts-based reflexive methods. Building on Schenstead’s (2012) articulation of arts-based reflexivity, two distinct and overlapping forms of thinking through improvisation are highlighted; self-reflexivity and collaborative-reflexivity. Finlay’s (2011) phenomenological lifeworld-oriented questions are used to explicate dimensions of experiences of humour and frame broad thematic reflections. Particular correspondence between improvisation as a way of being and humour in music therapy are explored performatively through a group improvisation involving the first author. The findings from this synthesis offer insight into how music therapists conceive of humour in their work as supportive of relational bonding, and also experience humour as distancing and defensive behaviour. Along with the perceived risks of humour in relational therapeutic work, an intricate balance between playfulness and professionalism surfaced as part of a music therapy identity. Improvisation, while seemingly taken for granted as a part of spontaneous humour, is also problematised through the perceived seriousness of learning how to improvise as a music therapist aligning with a psychodynamic approach. The consequences of these findings are discussed in relation to music therapy pedagogy and practice along with methodological implications of thinking through improvisation

Structured music workshops for individuals with learning difficulties : an evaluation study

Music has been employed in numerous different therapeutic settings throughout history. However, there are few empirical studies and inadequate research guidelines in relation to investigating the process and outcomes of this intervention in a modern context. Anecdotal and descriptive accounts of improvements in psychological adjustment as a result of a music intervention exist but the need for empirical evaluation is paramount. The aim of this thesis is to evaluate the effect of structured music workshops on the musical ability, communication skills, self-esteem, self-perception, disruptive behaviour and short term memory of adults with learning difficulties. This series of studies employs previously validated assessments materials in addition to materials specifically designed and validated for use in this project. The first study utilises a two group design with 20 individuals in an experimental group and 20 individuals in a non-intervention control group. After all participants were assessed for communication skills, musical ability, disruptive behaviour and self-esteem the experimental group received 10 weekly, one hour music workshops focused on the playing of a Javanese Gamelan. After completion of the workshops individuals in both the experimental and control group were post-tested on the dependent variables. Results indicate significant improvements for the experimental group in musical ability and one measure of communication. No significant improvements in disruptive behaviour or self-esteem were obtained. The second study employs a similar design to study 1 in addition to controlling for experimenter effects and investigating cognitive developments and self-perception changes