University Vocal Training and Vocal Health of Music Educators and Music Therapists

2016 ◽  
Vol 35 (3) ◽  
pp. 46-54
Author(s):  
Vicki D. Baker ◽  
Nicki Cohen
Keyword(s):  
Music Educators ◽  
Music Instruction ◽  
Vocal Fatigue ◽  
Music Therapists ◽  
Vocal Health ◽  
Large Classes ◽  
Vocal Training ◽  
The University ◽  
University Training

The purpose of this study was to describe the university vocal training and vocal health of music educators and music therapists. The participants ( N = 426), music educators ( n = 351) and music therapists ( n = 75), completed a survey addressing demographics, vocal training, voice usage, and vocal health. Both groups reported singing at least 50% of the work day; moreover, music educators complained of vocal fatigue and hoarseness at the end of the week. Music educators expressed concern about their vocal health, due to the unique demands of music instruction and large classes. A majority of participants, particularly instrumental concentration majors, expressed a desire for more career-focused vocal training. Results suggest that additional university training in vocal health could help prevent vocal abuse and misuse among music educators and therapists; furthermore, music educators may be better qualified to promote healthy singing among developing voices.

Future Perioperative Registered Nurses: An Insight into a Perioperative Programme for Undergraduate Nursing Students

2008 ◽  
Vol 18 (10) ◽  
pp. 432-435 ◽  
Author(s):  
Karen Clark-Burg
Keyword(s):  
Nursing Students ◽  
Undergraduate Curriculum ◽  
Undergraduate Nursing Students ◽  
Perioperative Nursing ◽  
Undergraduate Nursing ◽  
Operating Room Nurses ◽  
The University ◽  
University Training ◽  
Nursing Training ◽  
Insight Into

An Australian College of Operating Room Nurses (ACORN) submission (ACORN 2002–2008) recently stated that the specialities that suffered significantly from the transition of hospital-based nursing training to university training were the perioperative specialty, critical care and emergency. The main reason for this was that perioperative nursing was not included in the undergraduate nursing curriculum. Less than a handful of universities in Australia offer the subject as a compulsory unit. The University of Notre Dame Australia (UNDA) is one of these universities. This paper will provide an insight into the perioperative nursing care unit embedded within the Bachelor of Nursing (BN) undergraduate curriculum.

The university training of engineers in economic geology

1906 ◽  
Vol 1 (5) ◽  
pp. 476-481
Author(s):  
Leonidas Chalmers Glenn ◽  
C. K. Leith
Keyword(s):  
Economic Geology ◽  
The University ◽  
University Training

scholarly journals SUSTENTACIÓN DE UN OBSERVATORIO ARQUITECTÓNICO EN LA UNIVERSIDAD ANTONIO NARIÑO, SEDE VILLAVICENCIO (META)

2018 ◽  
Vol 9 ◽  
pp. 137-156
Author(s):  
SANDRA NARANJO ◽  
◽  
JUAN GONZALEZ
Keyword(s):  
Interdisciplinary Collaboration ◽  
University Education ◽  
Social Projection ◽  
The Social ◽  
Training Research ◽  
The University ◽  
University Training

This article presents the results of the interdisciplinary collaboration of the authors, from their fields of research, to reflect on the guidelines of the three substantive functions of the university: training, research and extension, linked these last two with the social projection, to support the design of an architectural observatory at the Antonio Nari- ño University, Villavicencio headquarters, under the premise that a research scenario of this type, in addition to linking these functions offers a series of conditions and benefits in terms of the demands of university education and the role of the university in society.

scholarly journals University training in energy efficiency to respond to European EPBD objectives. USE Efficiency Project

2018 ◽  
Author(s):  
Elisa Penalvo-López ◽  
F. Javier Cárcel-Carrasco ◽  
Joaquín Montañana-Romeu ◽  
Vicente León-Martínez
Keyword(s):  
Energy Efficiency ◽  
Work Experience ◽  
Energy Performance ◽  
Future Market ◽  
Improve Energy Efficiency ◽  
Technological Level ◽  
Use Efficiency ◽  
University Buildings ◽  
The University ◽  
University Training

Energy efficiency in buildings is one of the main challenges in EU policy, since it is difficult to find common strategies and policies among Member States.  This article describes the USE Efficiency project, an initiative to create a common training framework for energy efficiency systems in buildings based on the Energy Performance Building Directive (EPBD), through university actions. Universities and students are proposed as shining examples both for energy efficiency solutions and for energy efficiency behaviour.  Moreover, involving university students guarantees acting on closest future market players and most convincing actor in diffusion of public opinions. The project aims to improve energy efficiency in university buildings and to establish training program for students around European countries.  In fact, this activity involves 9 Universities (Technology Faculties and Faculties of Engineering) and 4 technological and market players from widespread countries in EU.Initially, a mapping of the methodologies used for evaluating energy efficiency at the different countries is carried out. Students are trained in energy efficiency methods and strategies, having real work experience implementing these Energy Performance Assessment (EPA) methodologies in their own buildings. The wide geographical coverage of the consortium allows an important crossover of methodologies to achieve technical results even to a professional and technological level. Then, the analysed buildings at each university are monitored in order to collect data, which are then used to plan solutions to improve energy performance of the university buildings. This paper describes this innovative training initiative, which involves students as main actors, working and interacting together with professors and technicians in order to improve energy efficiency in their educational centres.

STRATEGIES OF THE UNIVERSITY STUDENTS DURING THE STATE OF ALARM AND SITUATION OF CONFINEMENT TO FACE PROPERLY THEIR PROCESS OF UNIVERSITY TRAINING

2021 ◽  
Author(s):  
Pilar Alfageme García ◽  
Carmen Ledesma Alcazar ◽  
Ana M. Pérez Pico ◽  
Elena García Delgado ◽  
Sonia Hidalgo Ruiz ◽  
...  
Keyword(s):  
University Students ◽  
The State ◽  
The University ◽  
University Training

Formation of Professional Culture in Higher Education: Experience and Problems

2021 ◽  
pp. 89-94
Author(s):  
Anna A. Parshina ◽  
Vladimir K. Korolev
Keyword(s):  
Professional Culture ◽  
Educational Process ◽  
Professional Activity ◽  
Specific Content ◽  
Education Experience ◽  
Special Knowledge ◽  
Universal Values ◽  
The University ◽  
University Training

The subject of the article is the formation of professional culture of students; it is considered in order to improve the work on its formation in the educational process at the University, in particular-in RIPB-on the material of training economists, lawyers and customs officers. The authors describe professional culture as a set of special knowledge and practical skills of a person as an “employeeˮ, implemented in a specific type of socially significant work, emphasize that it is based on the universal values of a professional as a «person». Therefore, the formation of professional culture is inseparable from the socio-humanitarian development of students, carried out in the course of studying the relevant disciplines. According to the authors, any professional culture has its own organization (in our case - University), which is based on a particular professional activity (in particular, University training), while it embodies a Form that is subject to “fillingˮ with the specific Content of various activities as socially institutionalized pro-fessions. As conclusions, the following problems are substantiated: introduction of a special course “Professional cultureˮ; overcoming “departmentalˮ disciplinarity in the study of socio-humanitarian and professional dis-ciplines; improving the quality of “formalˮ training of students in the conditions of digitalization and comput-erization; development of a culture of extracurricular forms of professional work.

Defining the Therapeutic Singing Voice: Further Examination of the Everyday Singing Practices of Music Therapists

2021 ◽  
Author(s):  
Martina C Bingham ◽  
Elizabeth K Schwartz ◽  
Anthony Meadows
Keyword(s):  
Music Therapy ◽  
Qualitative Content Analysis ◽  
Clinical Work ◽  
American Music ◽  
Singing Voice ◽  
Music Therapists ◽  
Vocal Health ◽  
Comprehensive Picture ◽  
Therapy Sessions ◽  
And Training

Abstract Twelve music therapists were observed working clinically in 3 to 5 of their music therapy sessions and subsequently interviewed about their clinical work in order to further examine and define the essential characteristics of therapeutic singing in music therapy clinical practice. Observational and interview data were analyzed separately using procedures consistent with qualitative content analysis and then integrated to provide a comprehensive picture of these singing practices. Analysis of these data revealed 3 interrelated dimensions of therapeutic singing that were integrated into the larger realization of therapeutic singing: (1) foundational vocal skills, (2) vocal engagement, and (3) authenticity. Implications for the education and training of music therapy students, vocal health, and a reevaluation of the American Music Therapy Association’s competencies contextualize these findings for the profession as a whole.

Valuing your voice

2017 ◽  
Author(s):  
Peggy D. Bennett
Keyword(s):  
Physical Education ◽  
Sound Production ◽  
Vocal Folds ◽  
Good Argument ◽  
Vocal Production ◽  
Vocal Health ◽  
Large Classes ◽  
Music Ensembles ◽  
Speed Up ◽  
Good For

If you have ever contracted laryngitis, you know the value of your voice. You feel fine. You are not contagious. You have much to do. You cannot make a good argument for staying home. Yet teaching without a healthy voice can be hard, hard work. Our voice is our most precious instrument. Do we care for it as if that is true? These five suggestions can help you maintain a healthy voice. 1. Balance of breath and muscle. When vocal sound production is balanced with muscle and breath, we are generally using our voice properly. When more muscle than breath is used, a forced sound causes undue stress on our vocal folds, often resulting in a raspy sound. Support your voice with breath energy to help maintain healthy vocal production. 2. Hydration. Talking for lengthy amounts of time causes us to lose moisture through our breath. Don’t wait until you’re thirsty to drink water. Stay hydrated throughout the day. 3. Avoid touching your face. Our hands are often the germiest parts of our bodies. To maintain a healthy voice, avoid touch­ing your face, especially during cold and flu season. 4. Vary your vocal expression. Variety in pitch, pace, and vol­ume is good for our voices and good for our listeners. Vary the pitch of your voice by shifting between higher and lower tones. Speed up and slow down the pace of your speaking. Speak at louder and quieter volumes to help students listen. 5. Lift your voice. Speaking at the lower part of your vocal range, especially if you are projecting loudly to a group, can cause vocal difficulties similar to a callus on your vocal folds. For the health of your voice, lift it to a medium high range (say “mm- hm” as an agreement and stay at the “hm” level) and speak using plenty of breath energy. The louder we talk, the less students need or want to listen! Try speaking normally rather than “talking over” noisy students; they will learn to respond. In physical education, music ensembles, and other large classes, a habit of shout- speaking can develop and derail your vocal health.

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