The Kodály Approach to Teaching Music

Glennis Patterson shares an overview to the approach created by composer, author, ethnomusicologist, educator, linguist, and philosopher Zoltán Kodály. She gives a thorough overview of his approach and the three-step sequence of prepare, present, and practice. Amy M. Burns offers ways to create visuals to assist with the presentation sequence. In addition, she demonstrates how to utilize technology to implement the practice sequence through lessons and manipulatives found in the book and on the supplemental website. The lessons can also be used for assessment purposes, lesson extensions, higher order thinking skills, and sharing their music-making with others outside the classroom. The lessons can be used by educators who have limited technology or those with 1:1 classrooms, and those with novice to advanced technological skills.

Using a Narrative Practice Approach to Understand In-Depth Experiences of Individuals Coping with Chronic Pain

Objective Current psychological interventions to enhance management of chronic pain report small to moderate effects. There is a need to explore the experiences and coping of individuals with chronic pain in depth and expand beyond current knowledge paradigms to enhance psychological interventions. The current literature recommends narrative practice as a qualitative approach in a group to facilitate sharing of knowledge on coping with chronic pain. Therefore, we conducted group sessions incorporating narrative practice to explore the experiences of individuals coping with chronic pain. Design We explored the experiences of 11 individuals coping with chronic pain from two group sessions that incorporated narrative practice. Themes emerging from participants’ sharing were triangulated from interview transcripts, field notes, and participants’ response worksheets. Data analysis adopted thematic analysis and narrative practice approaches. Results Themes on coping found include “refocusing,” “distraction,” “inspiration and perspective taking,” and “acknowledgement of skills, knowledge, and attitude.” “Distraction” and “refocusing” complimented one another. This provided a new perspective, in contrast to current research that views both as mutually exclusive. Social environmental factors were found to help participants share existing coping methods of “connection,” “deepen perspective,” “inspiration and perspective taking,” and “acknowledgement of skill, knowledge and attitude.” The possible relationships between the themes also provided support to the theoretical foundations of Acceptance and Commitment Therapy. Results suggest that adopting a narrative practice sequence helped individuals to acknowledge chronic pain experiences and facilitated their identification of ways to cope. Conclusions Narrative practice identified themes of coping that can inform clinical practice. Narrative practice is indicated as a feasible and acceptable research and clinical approach for individuals with chronic pain.

Isoluminant stimuli in a familiar discrete keying sequence task can be ignored

Motor sequencing models suggest that when with extensive practice sequence representations have developed, stimuli indicating the individual sequence elements may no longer be used for sequence execution. However, it is not clear whether participants can at all refrain from processing these stimuli. Two experiments were performed in which participants practiced two 7-keypress sequences by responding to isoluminant key-specific stimuli. In the mixed condition of the ensuing test phase, the stimuli were displayed only occasionally, and the question was whether this would make participants stop processing these stimuli. In Experiment 1, the benefit of displaying stimuli was assessed after substantial practice, while Experiment 2 examined development of this benefit across practice. The results of Experiment 1 showed that participants rely a little less on these stimuli when they are displayed only occasionally, but Experiment 2 revealed that participants quickly developed high awareness, and that they ignored these stimuli already after limited practice. These findings confirm that participants can choose to ignore these isoluminant stimuli but tend to use them when they are displayed. These and other findings show in some detail how various cognitive systems interact to produce familiar keying sequences.

Abstract 293: CPR And AED for Layperson Initiative in a Place of Worship

Background: Lack of recognition of cardiac arrest leads to almost 100% of deaths outside the hospital. Therefore, sudden cardiac arrest management in out-of-hospital setting by laypeople is paramount. Early implementation of high-quality cardiopulmonary resuscitation (CPR) and the use of Automated Eternal Defibrillator (AED) have significantly improved chances of survival. Anyone can save lives and reduce sequelae in sudden cardiac arrest situations if they have the ability to perform CPR and use AED. Nonetheless, laypeople’s knowledge of CPR and AED has been little investigated in Indonesia. Method: This study is aimed to explore laypeople’s knowledge, possible barriers and interest regarding CPR-AED. This 2-hour CPR-AED for layperson certification course, comprises instructional presentation and video demo followed by a hands-on practice sequence on how to call EMS 119, perform hands-only CPR, and use an AED. As we conducted in a church, they would understand how important it is to be prepared for every situation that might arise. We collected questionnaires received from laypersons attending CPR and AED training course. Result: Of 105 worshippers, only 57 were willing to take the class after Sunday service; 27 (47.37%) were male and 30 (52.63%) were female. The age was ranged from 18 to 76, with average of 49 years old. Less than one tenth of the respondents (n = 51, 89.47%) had never attended a CPR-AED course before. Nearly the whole sample considered the knowledge of CPR-AED important, most of the respondents (n=55, 96.49%) showed a willingness to perform CPR and 54 (94.74%) for AED. The average of correct answers was 80.35%. This value was higher among subjects with higher level of education (85.24%) and lesser among those who reported previous training in CPR-AED (76.67% ± 17.8%). Discussion: Laypeople recognized their role in the immediate care given to victims of sudden cardiac arrest situations and had a positive attitude toward CPR, but previous inadequate knowledge and training were found. Maintaining better knowledge and skills retention, regular and refresher training for community are recommended. Teaching CPR-AED in a place of worship is an effective way to develop readiness of laypeople ready for such emergency situation.

Arduino-based Sensor Device – An Engineering Physics Second-year Design Project within the Engineering Design and Practice Sequence (EDPS) of the Queen’s Engineering Professional Spine

In 2011, Queen’s Engineering began rollout of its "Engineering Design and Practice Sequence (EDPS)". The EDPS is a "professional spine" sequence of courses over four years, meant to address and incorporate into all of its engineering programs the majority of the 12 Graduate attributes required by the Canadian Engineering Accreditation Board (CEAB). In year 1, the first EDPS course – Engineering Practice I - introduces students to engineering design and problem solving, but with little formal instruction in the design process and engineering tools. Formal instruction in these aspects comes in second year, in Engineering Design and Practice II (course number APSC200). Finally, in third and fourth year, students undertake significant design projects in their discipline. The second-year version of the professional spine, APSC200, is a one-term course taken by all students. This begins with a 6-week Faculty-wide course module, followed by a 6-week program-specific module. In the first Faculty-wide segment, students learn the design process – problem definition and scope, idea generation and broadening tools, decision-making tools, economic analysis, stakeholders, risk, and safety. Students are exposed to the necessity of formal design techniques via a zero-level "P0" project, and taught these techniques during a more extensive P1 project. The second 6 weeks of APSC200 involves a discipline-specific project (P2) in which the student teams practice the skills introduced in the earlier portion of the course while working through a design project chosen to emphasize the skills of their program. This paper focusses on the development and implementation of the P2 project for students in the Queen’s Engineering Physics program. The goal of this project is to introduce discipline-specific tools and techniques, to excite students in their chosen engineering discipline, and to put into practice the formal design techniques introduced earlier. The P2 project developed for Engineering Physics was entitled a "Compact Environmental Monitoring Station". The premise was that the Ontario Ministry of the Environment (MOE) issued an RFP for small, cheap sensor devices that could be provided to every Ontario household, and set up to "crowdsource" environmental data for the MOE. Student teams were required to research and justify which environmental parameters would be appropriate for their monitoring device, decide on parameters to monitor, design the device, and build a working prototype of the device. The device specifications required the use of an Arduino-based platform, interfacing the chosen sensor(s) to a laptop computer using MatLab. Since only some students were familiar with Arduinos and MatLab, two "just in time" workshops were delivered on these topics, using a "flipped lab" approach. For the prototype design and build, students had only 4 weeks and a budget of $100. Arduino boards and some basic sensors were supplied, with students able to source and purchase other components within their budget. The prototype-build provided the students with a valuable hands-on experience and also helped them to fully appreciate unexpected practical design constraints. Given the short timeframe (4-weeks) for the design and build, prototypes were very impressive, with many including solar power or rechargeable batteries, Bluetooth connectivity, 3-D printed packaging, IPhone or Android apps, as well as calibration functions. This paper will summarize the development of this Engineering Physics P2 module, and will report on the first year of offering it in its current format.

AN ENGINEERING DESIGN COURSE TO DEVELOP AND ASSESS CRITICAL THINKING AND PROBLEM SOLVING

A challenging new engineering design course is developed as part of the Engineering Design and Practice Sequence in the Civil Engineering program. This course engages students in a cyclical design process where they plan, build, test, and evaluate a model-scale tidal current turbine. They then use their own observations and analysis to iteratively inform, improve and re-test their design.The two objectives of this paper are to provide a description of the development and structure of this design course, and to assess student learning. The Final Design Reports were externally evaluated using the Valid Assessment of Learning in Undergraduate Education rubrics. Students also completed a standardized test called the Collegiate Learning Assessment as an objective evaluation of longitudinal learning gains. The Civil Engineering students demonstrated significant improvement in critical thinking, problem solving, and written communication skills.