Musical Instruments in Japanese School Education: Ideas, Policy, and Reality

2021 ◽  
pp. 1-20
Author(s):  
Rinko Fujita
Keyword(s):  
Teaching And Learning ◽  
Historical Perspective ◽  
Formal Education ◽  
Vital Role ◽  
Musical Instruments ◽  
School Education ◽  
Development Of Instrument ◽  
The One ◽  
Japanese Schools

At the last meeting of the Study Group on Musical Instruments in Lisbon (2019), my discussion focused on teaching and learning musical instruments in Japanese schools. I reported about the musical instruments applied for educational purposes from a historical perspective. Examining the introduction and development of instrument education in music classes revealed that various musical instruments have been used as teaching tools. On the one hand, some of them are a reinvention or an improvement of already existing musical instruments. On the other hand, cultural and socio-economic factors always play a vital role in adopting and mastering musical instruments in formal education. In this paper, as a follow-up study of the topic, I will give due emphasis on the musical instruments recommended in the educational guidelines. Consequently, I will examine their organology and the ideas behind applying specific musical instruments in school education.

scholarly journals “Emergency Distance Education” Model: How Normal Could The Projected New Normal Be?

2021 ◽  
Vol 258 ◽  
pp. 07072
Author(s):  
Eugene Borokhovski ◽  
David Pickup ◽  
Rana Tamim
Keyword(s):  
Distance Education ◽  
Teaching And Learning ◽  
Formal Education ◽  
Drop Out ◽  
Long Run ◽  
Negative Effect ◽  
Negative Side Effects ◽  
The One ◽  
Meta Analyses ◽  
Technological Affordances

In this opinion piece, the authors critically consider the transition to the ‘emergency model’ of distance education (DE), forced by the pandemic and associated restrictions to our daily life, paying special attention to its potential pitfalls. The authors argue in favour of more careful approach to DE design and implementation over the ‘one size fits all’ solution. The data from previous meta-analyses in the field of DE and technology integration in education are briefly summarized to provide research-based support for the following observations: (1) students’ academic achievements in DE are largely associated with the interactivity factor, which is also instrumental in preventing excessive drop-out rates; (2) the flexibility factor that largely predetermined the initial rise and rapid proliferation of DE should be maintained to avoid negative side-effects, including student’ dissatisfaction and drop-out; (3) pedagogical factors, imbedded in careful instructional design, outweigh technological affordances, especially since the latter require properly organized and managed infrastructure, adequate training for teachers an students, and sufficient time to be efficiently adopted in formal education to reveal its potential for successful teaching and learning; (4) vast variability of meta-analytical findings, even with the most favourable to DE average point estimates, do not only present educational system with pleasing promises, but also call for serious caution as the negative effect sizes are almost equally prevalent as the positive ones. In conclusion, the paper reminds educational practitioners and policy makers: what comes to life out of necessity does not necessarily present viable solutions in the long run.

Catheter-directed foam sclerotherapy treatment of saphenous vein incompetence

VASA ◽  
2012 ◽  
Vol 41 (2) ◽  
pp. 120-124 ◽  
Author(s):  
Asciutto ◽  
Lindblad
Keyword(s):  
Saphenous Vein ◽  
Short Term ◽  
Foam Sclerotherapy ◽  
Results Of Treatment ◽  
Ulcer Healing Rate ◽  
Complete Obliteration ◽  
Ceap Classification ◽  
One Year ◽  
The One

Background: The aim of this study is to report the short-term results of catheter-directed foam sclerotherapy (CDFS) in the treatment of axial saphenous vein incompetence. Patients and methods: Data of all patients undergoing CDFS for symptomatic primary incompetence of the great or small saphenous vein were prospectively collected. Treatment results in terms of occlusion rate and patients’ grade of satisfaction were analysed. All successfully treated patients underwent clinical and duplex follow-up examinations one year postoperatively. Results: Between September 2006 and September 2010, 357 limbs (337 patients) were treated with CDFS at our institution. Based on the CEAP classification, 64 were allocated to clinical class C3 , 128 to class C4, 102 to class C5 and 63 to class C6. Of the 188 patients who completed the one year follow up examination, 67 % had a complete and 14 % a near complete obliteration of the treated vessel. An ulcer-healing rate of 54 % was detected. 92 % of the patients were satisfied with the results of treatment. We registered six cases of thrombophlebitis and two cases of venous thromboembolism, all requiring treatment. Conclusions: The short-term results of CDFS in patients with axial vein incompetence are acceptable in terms of occlusion and complications rates.

Identifying The Competencies Possessed By The Engineering College Faculty In India

2019 ◽  
Vol 118 (4) ◽  
pp. 68-71
Author(s):  
Mohanakumari. D ◽  
R. Magesh
Keyword(s):  
Domain Knowledge ◽  
Teaching And Learning ◽  
Vital Role ◽  
Faculty Members ◽  
Approaches To Teaching ◽  
Global Workforce ◽  
Content Domain ◽  
Technology Changes ◽  
Education In India ◽  
Pre Service Teacher

The main intention of the Paper is identifying the competencies possessed by the faculty in engineering college and adequate skills of all the disciplines required and that plays a vital role in educational institutions.In this era, engineering education in India faces major challenges as it requires meeting the demands of technical profession and emerging job market. Researchers have created some universally desired, yet challenging skills for global workforce. Nowadays, technology changes rapidly, so we have to update our self-according to the changing world, i.e., infrastructure, content/domain knowledge, educators/HR trainers. Thus, our technical faculty members should necessary to learn the innovative approaches to teaching and learning, which in turn will require effective professional development for both new and experienced instructors alike. It is right time now to redesign our curriculam, pedagogy and make the pre-service teacher preparation programme mandatory part of technical higher education.

Paranasal Sinus Mucocele Clinical, imagistic and biochemical aspects

2018 ◽  
Vol 69 (8) ◽  
Author(s):  
Doina Vesa ◽  
Cristian Martu ◽  
Razvan Leata ◽  
Ludmila Lozneanu ◽  
luminita Radulescu ◽  
...  
Keyword(s):  
Facial Asymmetry ◽  
Retrospective Case ◽  
Mri Scans ◽  
The One ◽  
Ethmoid Sinuses ◽  
Retrospective Case Study ◽  
Cellular Components ◽  
Ct And Mri

Paranasal mucoceles are a type of cysts that evolve slowly and are asymptomatic; this poses a difficulty in diagnosing the patient because the symptoms can go unnoticed. The mucocele evolves unpredictably. On the one hand, it can become infected turning into pyoceles and on the other hand, it can invade important regions such as the orbital, cranial or genian regions, creating facial asymmetry. This is a retrospective case study of 37 patients diagnosed with sinus mucoceles, followed up by clinical examination and paraclinical tests such as CT and MRI scans. The biochemical components of the liquid from within the mucocele were analyzed and the following criteria were recorded: NaCl-, Cl-, Na+ and cholesterine as well as cellular components such as mastocytes, macrophages, hematocytes and leucocytes. In all cases, the treatment option was surgery with favorable post-operative and follow-up evaluation. The mucoceles that appeared post-operatively (maxillary and ethmoid sinuses) evolved more rapidly than the mucoceles that were induced byan external injury. Longer follow-up of operated patients permitted a more timely diagnosis of recurrences.

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

Gender and Social Exclusion in European Migration Crisis

2018 ◽  
pp. 658-676
Author(s):  
Marlou Schrover
Keyword(s):  
Twentieth Century ◽  
Social Exclusion ◽  
Historical Perspective ◽  
The Other ◽  
Men And Women ◽  
Refugee Women ◽  
Other Hand ◽  
Migration Crisis ◽  
The One ◽  
European Migration

This chapter discusses social exclusion in European migration from a gendered and historical perspective. It discusses how from this perspective the idea of a crisis in migration was repeatedly constructed. Gender is used in this chapter in a dual way: attention is paid to differences between men and women in (refugee) migration, and to differences between men and women as advocates and claim makers for migrant rights. There is a dilemma—recognized mostly for recent decades—that on the one hand refugee women can be used to generate empathy, and thus support. On the other hand, emphasis on women as victims forces them into a victimhood role and leaves them without agency. This dilemma played itself out throughout the twentieth century. It led to saving the victims, but not to solving the problem. It fortified rather than weakened the idea of a crisis.

scholarly journals MAPPING AND ENHANCING DESIGN STUDIES WITH PSI META-THEORETIC DESIGN FRAMEWORK

2021 ◽  
Vol 1 ◽  
pp. 2007-2016
Author(s):  
Yoram Reich ◽  
Eswaran Subrahmanian
Keyword(s):  
Design Research ◽  
The Other ◽  
Design Studies ◽  
Abstraction Level ◽  
Follow Up Studies ◽  
The One ◽  
The Right ◽  
Abstract Framework ◽  
Tools And Methods

AbstractDesign research as a field has been studied from diverse perspectives starting from product inception to their disposal. The product of these studies includes knowledge, tools, methods, processes, frameworks, approaches, and theories. The contexts of these studies are innumerable. The unit of these studies varies from individuals to organizations, using a variety of theoretical tools and methods that have fragmented the field, making it difficult to understand the map of this corpus of knowledge across this diversity.In this paper, we propose a model-based approach that on the one hand, does not delve into the details of the design object itself, but on the other hand, unifies the description of design problem at another abstraction level. The use of this abstract framework allows for describing and comparing underlying models of published design studies using the same language to place them in the right context in which design takes place and to enable to inter-relate them, to understand the wholes and the parts of design studies.Patterns of successful studies could be generated and used by researchers to improve the design of new studies, understand the outcome of existing studies, and plan follow-up studies.

scholarly journals The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

2021 ◽  
Vol 13 (2) ◽  
pp. 25
Author(s):  
Daniel Abril-López ◽  
Hortensia Morón-Monge ◽  
María del Carmen Morón-Monge ◽  
María Dolores López Carrillo
Keyword(s):  
Social Sciences ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Point Of View ◽  
Learning To Learn ◽  
Outdoor Experience ◽  
Outdoor Experiences

This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

The role of iron homeostasis in adipocyte metabolism

2021 ◽  
Author(s):  
Wan Ma ◽  
Li Jia ◽  
Qingqing Xiong ◽  
Yunfei Feng ◽  
Huahua Du
Keyword(s):  
Adipose Tissue ◽  
Energy Supply ◽  
Iron Homeostasis ◽  
Vital Role ◽  
Physiological Functions ◽  
The One

Iron plays a vital role in the metabolism of adipose tissue. On the one hand, iron is essential for differentiation, endocrine, energy supply and other physiological functions of adipocyte. Iron...

scholarly journals Mental health and resilience among Eritrean refugees at arrival and one-year post-registration in Switzerland: a cohort study

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Afona Chernet ◽  
Nicole Probst-Hensch ◽  
Véronique Sydow ◽  
Daniel H. Paris ◽  
Niklaus D. Labhardt
Keyword(s):  
Mental Health ◽  
Asylum Seekers ◽  
Assessment Tools ◽  
Migration Route ◽  
Post Traumatic Stress ◽  
Hazardous Alcohol Use ◽  
Hazardous Alcohol ◽  
One Year ◽  
The One

Abstract Objective Eritrea is the most frequent country of origin among asylum seekers in Switzerland. On their journey through the desert and across the Mediterranean Sea, Eritrea refugees are often exposed to traumatizing experiences. The aim of this study is to assess the mental health status and resilience of Eritrean migrants in Switzerland upon arrival and one-year post-arrival, using standardized mental health screening and resilience assessment tools. Results At baseline, 107 refugees (11.2% female, median age 25) were interviewed: 52 (48.6%) screened positive for Post-Traumatic Stress Disorder (score ≥ 30), 10.3% for anxiety (≥ 10) and 15.0% for depression (≥ 10); 17.8% scored as risk/hazardous drinkers (≥ 8). The majority (94.4%) had a high resilience score (≥ 65). For one-year follow-up, 48 asylum seekers could be reached. In interviews 18 (38%) of these reported imprisonment in a transit country and 28 (58%) that they had witnessed the death of a close person along the migration route. At the one year assessment, rates of risky/hazardous alcohol use remained unchanged, rates of positive PTSD screening tended to be lower (50.0% (24/48) at baseline vs 25.0% (12/48) at follow-up), as were rates of positive screening for anxiety (8.3% vs 4.2%) and depression (14.6 vs 6.3%).

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