scholarly journals THE ROLE AND SIGNIFICANCE OF COUNTING-OUT RHYMES IN THE DEVELOPMENT OF MUSICAL ABILITIES IN PRE-SCHOOL CHILDREN

2017 ◽  
pp. 163-170
Author(s):  
Indira Meškić
Keyword(s):  
School Children ◽  
Contemporary Music ◽  
Special Importance ◽  
Music Pedagogy ◽  
Musical Ability ◽  
Musical Activity ◽  
Starting Point ◽  
Age Range ◽  
The Relationship ◽  
Musical Activities

The aim of this paper was by relying on the relevant theoretical sources to enlighten the role and significance of counting-out rhymes in the development of preschool children’s musical abilities. The starting point was the fact that contemporary music pedagogy more often maintains the stance that all children are quite musically talented and capable of performing musical activities, although their achievements are of unequal quality. It is emphasized that a child’s musical ability is demonstrated through musical sensibility (hearing which implies sensitivity for the height and strength of musical tones, the sound colors, the relationship between tones based on their length) and the arousal of interests in music (which as a cognitive, emotional and voluntary reaction of a child to music can be interpreted as children's musicality). It is also pointed out that counting-out rhymes, as a type of musical activities, present the child’s most musical poetic, rhythmic and metric creativity, and that their specificity is that the counting-out rhymes stand out as children's creativity mirroring the beauty (educational, emotional, aesthetic) in the unbreakable bond between the creators and the performers of the same content within the same age range. Furthermore, it is highlighted that children interact with each other creating musical content and musical activity, and the specificity of such collaboration is that some counting-out rhymes reflect the environment (the region) in which a child as a creator lives, so, not rarely, the same counting-out rhyme undergoes a change when transferred to another environment, and thus it appears as a new version (variant) of the same counting-out rhyme. The special importance of counting-out rhymes is observed in the correlation with other contents and children activities.

scholarly journals Tongue Thrust in Breast-Fed and Bottle-Fed School Children: A Cross-Cultural Investigation

1980 ◽  
Vol 6 (1) ◽  
pp. 6-17
Author(s):  
Elnita Stanley ◽  
◽  
Dale Lundeen ◽  
Keyword(s):  
School Children ◽  
Statistical Difference ◽  
Cross Cultural ◽  
Indian Children ◽  
Tongue Thrust ◽  
Age Range ◽  
The Relationship ◽  
B 31 ◽  
Breast Fed

To investigate the frequency of tongue-thrust swallowing in a breast-fed population and in a bottle­fed population, 110 Navajo and 149 non-Indian children within the 7-to 13-year age range were individually tested. Frequency of tongue-thrust swallowing was 65% in the breast-fed (Navajo) sample and 81 % in the predominantly bottle-fed (non-Indian) sample. This difference was statistically significant. On the basis of a parent question­naire, two subgroups were formed from the predominantly bottle-fed (non-Indian) sample. They were composed of a) 59 totally bottle-fed non-Indian children and b) 31 non­Indian children who had been breast-fed four months or longer. No statistical difference in terms of tongue-thrust swallowing was found between the two subgroups. However, a statistical difference was found when each of the two subgroups was compared separately with the breast­fed Indian sample. Statistically more tongue-thrust swallowing existed in a totally bottle-fed group and in a group which had been breast-fed from four to twelve months than in the Navajo group which had been breast-fed from 18 to 36 months. The relationship between method of feeding in infancy and undue prolongation of tongue­thrust swallowing clearly merits further investigation.

scholarly journals Variation in SARS-CoV-2 seroprevalence across districts, schools and classes: baseline measurements from a cohort of primary and secondary school children in Switzerland

BMJ Open ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. e047483
Author(s):  
Agne Ulyte ◽  
Thomas Radtke ◽  
Irene Alma Abela ◽  
Sarah R Haile ◽  
Jacob Blankenberger ◽  
...  
Keyword(s):  
Secondary School ◽  
School Children ◽  
Serological Test ◽  
Adult Population ◽  
Credible Interval ◽  
Registration Number ◽  
Age Range ◽  
The Relationship ◽  
Primary And Secondary School

ObjectivesTo determine the variation in SARS-CoV-2 seroprevalence in school children and the relationship with self-reported symptoms.DesignBaseline measurements of a longitudinal cohort study (Ciao Corona) from June to July 2020.Setting55 schools stratified by district in the canton of Zurich, Switzerland.Participants2585 children (1339 girls; median age: 11 years, age range: 6–16 years), attending grades 1–2, 4–5 and 7–8.Main outcome measuresVariation in seroprevalence of SARS-CoV-2 in children across 12 cantonal districts, schools and grades, assessed using Luminex-based test of four epitopes for IgG, IgA and IgM (Antibody Coronavirus Assay,ABCORA 2.0). Clustering of cases within classes. Association of seropositivity and symptoms. Comparison with seroprevalence in adult population, assessed using Luminex-based test of IgG and IgA (Sensitive Anti-SARS-CoV-2 Spike Trimer Immunoglobulin Serological test).ResultsOverall seroprevalence was 2.8% (95% CI 1.5% to 4.1%), ranging from 1.0% to 4.5% across districts. Seroprevalence in grades 1–2 was 3.8% (95% CI 2.0% to 6.1%), in grades 4–5 was 2.4% (95% CI 1.1% to 4.2%) and in grades 7–8 was 1.5% (95% CI 0.5% to 3.0%). At least one seropositive child was present in 36 of 55 (65%) schools and in 44 (34%) of 131 classes where ≥5 children and ≥50% of children within the class were tested. 73% of children reported COVID-19-compatible symptoms since January 2020, with the same frequency in seropositive and seronegative children for all symptoms. Seroprevalence of children and adults was similar (3.2%, 95% credible interval (CrI) 1.7% to 5.0% vs 3.6%, 95% CrI 1.7% to 5.4%). The ratio of confirmed SARS-CoV-2 cumulative incidence-to-seropositive cases was 1:89 in children and 1:12 in adults.ConclusionsSARS-CoV-2 seroprevalence was low in children and similar to that in adults by the end of June 2020. Very low ratio of diagnosed-to-seropositive children was observed. We did not detect clustering of SARS-CoV-2-seropositive children within classes, but the follow-up of this study will shed more light on transmission within schools.Trial registration numberNCT04448717.

Shared musical activity and perceptions of relationship commitment

2021 ◽  
pp. 030573562110587
Author(s):  
Jake Harwood ◽  
Sandi D Wallace
Keyword(s):  
Romantic Relationships ◽  
Relationship Commitment ◽  
Interpersonal Coordination ◽  
Political Values ◽  
Positive Communication ◽  
Musical Activity ◽  
Musical Engagement ◽  
Shared Social Values ◽  
The Relationship ◽  
Musical Activities

Sharing music with another person involves the potential for profound emotional connection, rhythmic synchronization and coordination, and the expression of shared social and political values (among other things). We explore whether experiences of shared musical activity are associated with perceptions of communication and positive outcomes in friendships and romantic relationships, using reports from one member of the dyad. Reports of musical activities in the relationship were associated with higher levels of commitment to the relationship, with those effects mediated by perceptions of interpersonal coordination and positive communication. Surprisingly, structured musical activities (e.g., actively playing music together) were associated with lower levels of commitment, both directly and via interpersonal coordination, positive communication, and shared social values. All findings persist when controlling for other forms of shared relationship activities, thus demonstrating effects that are unique to shared musical engagement. The findings are discussed in a framework of music’s potential relational power—the Shared Musical Activities in Relationships (SMAR) model.

scholarly journals Meeting music pedagogy and music psychology: Contribution to the study of contemporary professional music education

Artefact ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 33-48
Author(s):  
Danijela Zdravić-Mihailović
Keyword(s):  
Music Education ◽  
Scientific Discipline ◽  
General Music ◽  
Music Pedagogy ◽  
Music Psychology ◽  
Starting Point ◽  
Special Scientific ◽  
Definition Of ◽  
The Relationship

This paper discusses the research of psychologists and pedagogues which are committed to issues of professional music education. The statement of Ksenija Radoš (2010) that the psychologist-researchers and music pedagogues pass each other on the same way, and that they go on parallel paths toward the same goals, encountering the same obstacles, and yet never really meet, is the starting point for the review of the relationship between these disciplines. as the first step of our research, the definition of a 'common way' is imposed, and then testing the connection of current issues of music education and music psychology. according to our understanding, there are several important reasons for the mentioned situation in music education: focusing music pedagogy on general music education and 'late' awakening of pedagogy of professional music education as a special scientific discipline; obsolescence of the curriculum of professional music education and insufficient cooperation between music pedagogues and psychologists-researchers. Interplay of these disciplines, implemented through the planned conducted research that focuses on the problems of professional music education, could be an important support for the development and improvement of specific areas of music pedagogy.

scholarly journals La música contemporánea en la educación secundaria: características, prácticas docentes y posicionamiento del profesorado

2013 ◽  
pp. 1-40
Author(s):  
Dra. Ana Urrutia ◽  
Dra. Maravillas Díaz
Keyword(s):  
Quantitative Research ◽  
Contemporary Music ◽  
Positive Influence ◽  
Teaching Staff ◽  
Musical Aesthetics ◽  
Teaching Music ◽  
Age Range ◽  
Teacher's Knowledge ◽  
The Relationship ◽  
Pais Vasco

En el presente artículo mostramos los resultados obtenidos en una investigación de carácter cuantitativo llevada a cabo con docentes de música de secundaria (alumnado de 12-16 años de edad) de la Comunidad Autónoma del País Vasco (España). El principal objetivo de este estudio es conocer el posicionamiento del profesorado ante la música contemporánea y su utilización en el aula. Se analiza su conocimiento y valoración de las estéticas musicales de los siglos XX y XXI, su uso en la práctica docente y su opinión sobre sus posibilidades didácticas. Se relacionan estas características con otras propias del profesorado y la docencia en esta etapa educativa. El desconocimiento de los docentes de los nuevos lenguajes, su formación musical y su actitud influyen en el uso de la música contemporánea. Los docentes que tienen un mejor posicionamiento ante la música contemporánea la utilizan más en el aula. AbstractIn this article we present the results of the quantitative research we carried out amongst teachers of Secondary Education (pupils age range 12-16) in The Basque Autonomous Community, Spain. The main objective of the study was to find out how the teaching staff feels about contemporary music and its use in the classroom. The investigation analyzes the teacher’s knowledge and evaluation of the musical aesthetics of the 20th and 21st centuries. It also looks at the practical use of contemporary music in the classroom, the didactic potential it offers teachers, as well as an analysis of the relationship between these characteristics and other intrinsic characteristics of teaching music at this level. A general lack of knowledge amongst teachers is evident. Another observation is that the teachers’ musical education has had a positive influence on the use of contemporary music, as does having an open and enthusiastic attitude towards the new languages. The teachers who have a more favourable view of contemporary music use it more frequently in the classroom.Recibido: 15 de noviembre de 2012Aceptado: 11 de marzo de 2013

CYBERCHONDRIA INFORMATION CLINIC: Internet's Impact on your Health (Preprint)

2019 ◽  
Author(s):  
Valentina Escotet Espinoza
Keyword(s):  
Human Life ◽  
Brain Regions ◽  
Physical Symptoms ◽  
Digital Design ◽  
Somatization Disorder ◽  
The Internet ◽  
Cultural Aspects ◽  
Starting Point ◽  
The Right ◽  
The Relationship

UNSTRUCTURED Over half of Americans report looking up health-related questions on the internet, including questions regarding their own ailments. The internet, in its vastness of information, provides a platform for patients to understand how to seek help and understand their condition. In most cases, this search for knowledge serves as a starting point to gather evidence that leads to a doctor’s appointment. However, in some cases, the person looking for information ends up tangled in an information web that perpetuates anxiety and further searches, without leading to a doctor’s appointment. The Internet can provide helpful and useful information; however, it can also be a tool for self-misdiagnosis. Said person craves the instant gratification the Internet provides when ‘googling’ – something one does not receive when having to wait for a doctor’s appointment or test results. Nevertheless, the Internet gives that instant response we demand in those moments of desperation. Cyberchondria, a term that has entered the medical lexicon in the 21st century after the advent of the internet, refers to the unfounded escalation of people’s concerns about their symptomatology based on search results and literature online. ‘Cyberchondriacs’ experience mistrust of medical experts, compulsion, reassurance seeking, and excessiveness. Their excessive online research about health can also be associated with unnecessary medical expenses, which primarily arise from anxiety, increased psychological distress, and worry. This vicious cycle of searching information and trying to explain current ailments derives into a quest for associating symptoms to diseases and further experiencing the other symptoms of said disease. This psychiatric disorder, known as somatization, was first introduced to the DSM-III in the 1980s. Somatization is a psycho-biological disorder where physical symptoms occur without any palpable organic cause. It is a disorder that has been renamed, discounted, and misdiagnosed from the beginning of the DSMs. Somatization triggers span many mental, emotional, and cultural aspects of human life. Our environment and social experiences can lay the blueprint for disorders to develop over time; an idea that is widely accepted for underlying psychiatric disorders such as depression and anxiety. The research is going in the right direction by exploring brain regions but needs to be expanded on from a sociocultural perspective. In this work, we explore the relationship between somatization disorder and the condition known as cyberchondria. First, we provide a background on each of the disorders, including their history and psychological perspective. Second, we proceed to explain the relationship between the two disorders, followed by a discussion on how this relationship has been studied in the scientific literature. Thirdly, we explain the problem that the relationship between these two disorders creates in society. Lastly, we propose a set of intervention aids and helpful resource prototypes that aim at resolving the problem. The proposed solutions ranged from a site-specific clinic teaching about cyberchondria to a digital design-coded chrome extension available to the public.

On Shaky Ground? Exploring the Contingent Fundamentality Thesis

2018 ◽  
Author(s):  
Nathan Wildman
Keyword(s):  
Possible World ◽  
Starting Point ◽  
The Relationship ◽  
Shaky Ground

The relationship between fundamentality and modality remains criminally underexplored. In particular, there are several significant questions about fundamentality’s modal strength that remain unanswered. For example, if something is fundamental is it necessarily so? That is, could something be fundamental in one possible world and derivative in another? And how would the acceptance of contingent fundamentality square with commitments to contingentism (or, for that matter, necessitism) about the existence of the fundamentalia? Chapter 14 makes some headway towards addressing these questions. It does so by exploring the contingent fundamentality thesis, according to which it is possible that something is possibly fundamental and possibly derivative. In this way, the chapter represents a starting point for examining broader issues about the relationship between fundamentality and modality.

Humanism and Music

2020 ◽  
Author(s):  
Christopher M. Driscoll
Keyword(s):  
Artificial Intelligence ◽  
Popular Culture ◽  
Popular Music ◽  
Case Studies ◽  
Contemporary Music ◽  
Theoretical Relationship ◽  
Rock Band ◽  
Historical Developments ◽  
The Relationship

This chapter explores the relationship between humanism and music, giving attention to important theoretical and historical developments, before focusing on four brief case studies rooted in popular culture. The first turns to rock band Modest Mouse as an example of music as a space of humanist expression. Next, the chapter explores Austin-based Rock band Quiet Company and Westcoast rapper Ras Kass and their use of music to critique religion. Last, the chapter discusses contemporary popular music created by artificial intelligence and considers what non-human production of music suggests about the category of the human and, resultantly, humanism. These case studies give attention to the historical and theoretical relationship between humanism and music, and they offer examples of that relationship as it plays out in contemporary music.

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