Poetry and Music Relationship in Let my Love be Heard by Jake Runestad

Nonlinear contemporary coaching approaches are becoming more prominent in academic research, although there is still limited take-up by sports practitioners. Research has investigated why coaches continue to use traditional reproductive pedagogical approaches. However, there is limited understanding of insights and experiences of sports coaches who have switched to contemporary approaches in practice. This study aimed to: (i) explore insights of coaches who are adopting contemporary approaches to understand why they eschewed more traditional approaches and (ii) gain information on their experiences when implementing these contemporary approaches into their practice. To address these aims, 15 experienced professional individual and team sports coaches from a range of countries (i.e. Australia, Netherlands, Portugal, Sweden, UK, USA), were interviewed. Thematic analysis revealed 59 lower-order themes and 10 higher-order themes, organised into 3 dimensions; (i) factors underpinning the coaches’ approach to athlete learning; (ii) learning approaches; and (iii), responses to contemporary pedagogical approaches. Coaches reported a typical culture of traditional methods of learning within their sports, which they believed were not effective in developing athlete performance. Hence, they elected to adopt a contemporary non-linear, individualised, adaptive approach, emphasising representative learning designs. Results suggested that typical reactions to this approach included resistance from stakeholders. However, coaches continued to use this approach and expressed the importance of effective communication with stakeholders to enable acceptance of the contemporary approaches of learning. Findings suggest how continued integration between experiential and empirical knowledge of practitioners may increase the acceptance of contemporary pedagogical approaches, facilitating acceptance of new approaches to learning.

Transgender adults undergoing medical transition often rely on their romantic partner (RP) for support, yet partners may face challenges in providing support. Family resilience theory suggests that RPs may draw on resilience strategies to overcome the challenges faced during medical transition. Despite their important role, little research has explored RPs' experiences during a partner's medical gender transition. Semi-structured interviews were conducted with 15 RPs from across the United States to examine their perceptions of transitioning individuals' (TIs) needs during transition, challenges RPs faced when providing support, and strategies used to overcome challenges. Using thematic analysis, we generated codes and higher order themes. RPs perceived TIs to need emotional support (i.e., affirmation and reassurance), practical support (i.e., administering hormone shots, advice on aligning gender expression), and safety during transition. RPs faced challenges including a lack of available resources, TIs' mental health struggles and TIs' maladaptive coping skills, and stigma. To overcome challenges, RPs balanced each partner's needs, engaged in effective communication, became educated on medical transitions, used adaptive coping skills, and accessed support from others. Themes unique to couples navigating one partner's medical gender transition included stigma as a challenge for RPs and safety from stigma as a unique perceived need for TIs. Support from the LGBTQ+ community served as a key factor for helping RPs overcome challenges. The present findings underscore the need to include RPs in gender-affirming care to set expectations, create plans related to safety and stigma, share resources, and make referrals to LGBTQ+ and mental-health supports, all of which would likely bolster TI support during medical transition.

Student loans have increasingly become a burden on individuals. This qualitative analysis explores how structural inequities and financial literacy gaps influence U.S. student loan borrowers’ decisions to finance postsecondary education. The study highlights racial and economic disparities examining participants’ reflections on debt aversion and systemic barriers to equitable access. We asked why participants took out Federal student loans, asked about their decision processes when taking on debt, whether participants took any action to reduce accumulated debt, and if they’d made any discoveries about their decisions to take on student loan debt. After coding and a thematic analysis, five themes and five subthemes emerged. Respondents saw loans as their only option to afford college, using the funds not just for tuition but for living expenses. Student loan debt has significantly impacted their life choices forcing some to delay major milestones like marriage and family, buying a house, and saving for retirement. A discussion including implications for policy, research, and practice as well as future directions is provided. Received: 29 June 2024 | Revised: 5 February 2025 | Accepted: 7 April 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Kim E. Bullington: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization, Supervision, Project Administration. David J. Thomas: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization. Minghui Hou: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization. William L. Nuckols: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization. Dennis E. Gregory: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization. Joshua L. Howell: Conceptualization, Methodology, Writing – original draft. Kaycee L. Bills: Conceptualization, Methodology, Writing – original draft. Amy-Leah Joaquim: Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing.

In our day Fourier analysis is commonly used in varies fields, that require information extraction form time series data. However, the Fourier technique has own pros and cons and we can found, that more contemporary approaches can give significant improvements in some cases. We take the example of astrophysical problem and try to resolve it with Fourier analysis in comparison with Fractal analysis. From our results one can find, that in cases of noise extraction Fractal techniques are more efficient and decrease the time of analysis of time series. The proposed approaches can be applied on other fields, to analyze the data sets with dramatically increased volume.

The study of songs and song cycles has generated a number of questions about interpretive practice-most notably, how to understand the relationship between text and music, and make sense of a part in relation to its whole.Lauri Suurpää's Death in Winterreise provides an important contribution to both lines of inquiry in its effort "to illuminate one narrowly defined area of the musico-poetic aspects of Winterreise, namely, how the notion of death occurs in the poems of the cycle's second part and how this theme is reflected in the music" (ix).His interdisciplinary approach to text-music analysis yields rich insights into the structural relationships between Müller's poems and Schubert's songs, leading readers to a nuanced view of the protagonist's shifting attitude towards death.[2] Death in Winterreise consists of three parts: Part I ("Background," chapters 1-4) clarifies the interpretive context and proposes a method for analysis; Part II ("Songs," chapters 5-11) presents detailed analyses of songs 14-24; Part III ("Cycle," chapters 12-14) explores cyclic coherencies among the songs discussed in Part II.Suurpää's decision to focus his study on the latter half of the song cycle as it appears in Tobias Haslinger's publication of the first edition ( 1828) may, at first, raise the eyebrows of discerning readers who are familiar with the compositional genesis of Müller's poems and Schubert's text settings. (1) The discrepancy between Müller's ordering of the poems in the Gedichte aus den hinter lassenen Papieren eines reisenden Waldhornisten II (1824) and Schubert's ordering in his song cycle, coupled with the differences in keys between Schubert's autograph manuscript and the first edition, introduces layers of complications to the interpretive act, particularly if the preservation of authorial intent is understood to be the only pathway towards authentic statements about cyclic coherence and musical meaning. (2)Suurpää is certainly aware of these issues ("Should Müller's final ordering of the poems [as found in Waldhornisten] be taken into consideration in the overall narrative of Winterreise?Should the songs that were transposed be analyzed in the keys found in the manuscript or in the first edition?"[5]), and his response can be read as a faithful commitment to the authorial intent of the composer: "It seems justifiable to discuss the narrative only as it appears in the song cycle" (5); "I will use the keys in the first edition, which we know Schubert accepted, or at least knew about, as he prepared his work for publication" (6).As one might expect, the kinds of textual meanings and musical relationships that pass through this sieve indeed point us towards a new reading of the songs in the second half of Schubert's song cycle.The payoff is that it invites us to hear these songs with fresh ears and deepen our sense of the cycle's possible meanings.

This original research presents first-hand accounts of intimate aspects of relationships for people with learning disabilities. Until relatively recently, people with learning disabilities have been prevented or strongly discouraged from engaging in relationships. The aim of the research was to understand what adults with learning disabilities look for in a partner and how these choices influence the relationships they experience. There has been minimal research which has explored the experiences of people with learning disabilities in relationships and no studies to date which have focused on partner section for this group. A hermeneutic phenomenological study, guided by the theory of Van Manen (1990), was conducted to directly explore participants’ understandings of relationships. In-depth interviews were conducted with eleven participants and their interviews were transcribed to produce written narratives. Their narrative accounts and other information were utilised to develop participants’ stories in order to enable readers to understand the experience of being a person with a learning disability in a relationship. The stories were analysed using an initial exploratory thematic analysis. A second hermeneutic phenomenological analysis was conducted on the interview transcripts to identify themes. The findings were examined in relation to attachment theory and Maslow’s theory of motivation which attribute different levels of significance to love and relationships. The analysis revealed that, for people with learning disabilities, love was a ‘basic need’. Participants wanted a partner to love and to be loved by, someone who treated them kindly, who was affectionate and who provided companionship. Participants had to overcome significant barriers such as experiences of abuse and abandonment to develop relationships. Participants continued to experience other barriers such as a lack of autonomy due to the influence of staff, family or living environment, as well as limited social circles and a lack of life opportunities. The research identified that all participants had been able to overcome the barriers to the development of relationships. The facilitators to relationships included support from staff, positive role models within the family, physical affection and companionship. Maslow’s hierarchy was revised to reflect the value of having a loving relationship with a committed partner to people with learning disabilities and to identify the support they required to facilitate and maintain this.

Background: With rising stress and mental health issues among youth, there’s a critical need for resilience-building strategies. Titikṣā, a Vedāntic principle, emphasizes coping with adversity through forbearance and equanimity, providing valuable insights into resilience, mental strength, and adaptability. Objectives: This research explores the concept of Titikṣā in Vedāntic philosophy and its practical relevance for building resilience among students facing academic stress. It highlights Titikṣā as a tool for mental fortitude and adaptability in overcoming challenges. By integrating this ancient principle with contemporary psychological approaches, the study aims to enhance cross-disciplinary understanding of resilience, contributing to better mental health strategies and well-being for young adults. Methods: The study was conducted among 60 students (39 male, 21 female) who participated in an online survey involving hypothetical situations that tested their problem-solving attitudes. Thematic analysis was the methodology used to explore problem-solving attitudes and resilience. Results: Thematic analysis (Braun & Clarke, 2021) was employed to explore problem-solving attitudes and resilience identified six key themes: Dhṛti (Cultivating Steadfast Resilience Through Self-Belief and Perseverance), Yathābhimata (Embracing Acceptance and Adaptation in Adversity), Upadeśa (Gaining insight through seeking support and guidance), Ṣatva (achieving a balance between passion and practicality), Sādhanā (transforming failure into a learning opportunity), and Saṅkalpa (nurturing faith and spiritual resilience through commitment). Conclusion: This research highlights Titikṣā as a valuable framework for developing resilience in adversity. By integrating Titikṣā with contemporary psychological approaches, the study offers a holistic model for addressing students’ mental health challenges. The six identified themes provide practical pathways for cultivating inner strength, emotional stability, and adaptability. Combining ancient Vedāntic wisdom with modern resilience strategies enhances understanding of well-being and promotes psychological balance and long-term resilience. The findings contribute to discussions on culturally informed mental health interventions and underscore the need for interdisciplinary collaboration in fostering emotional and psychological strength.

Autistic people enjoy friendships and sexual and romantic relationships. Many Autistic people are also part of a gender or sexual minority, yet gender and sexual minorities are often under-represented in autism research. The current study asked, 'How do gender and sexually diverse Autistic adults experience and perceive romantic relationships?' Sixteen gender and/or sexual minority Autistic adults took part in semi-structured interviews. Interviews were transcribed and analysed using thematic analysis. Four main themes were identified from the interview data: (1) 'It's Quite Difficult to Put Autistic Relationships Into a Box', (2) Challenging Social Norms, (3) The Perks and Perils of Online Dating and (4) Understanding and Neurotype. Overall, participants described their relationships as individual, inherently valuable and shaped by unique preferences, mutual understanding and explicit communication. They also emphasized the fluidity between friendships and romantic partnerships, the importance of mutual understanding and the inherent value of rejecting prescriptive social norms in favour of individualized romantic relationship dynamics. These findings highlight relationship structures in Autistic groups who identify as gender and/or sexual minority.Lay abstractAutistic people enjoy friendships and sexual and romantic relationships. A proportion of the Autistic community identify as being a part of a gender and sexual minority (e.g., trans, non-binary, gay, lesbian, etc.), yet this group is often under-represented in autism research. The current study focused on this group specifically and asked them, 'How do gender and sexually diverse Autistic adults experience and perceive romantic relationships?' Sixteen gender and/or sexual minority Autistic adults took part in interviews. Interviews were transcribed and analysed using thematic analysis. Four main themes were identified from the interview data: (1) 'It's Quite Difficult to Put Autistic Relationships Into a Box', (2) Challenging Social Norms, (3) The Perks and Perils of Online Dating and (4) Understanding and Neurotype. The participants described their relationships as individual, valuable and shaped by unique preferences, mutual understanding and clear communication. They also talked about how the lines between friendships and romantic partnerships can be blurred, for example, sometimes they have sex with their friends and don't see this as an activity exclusively for romantic relationships. They also mentioned the importance of mutual understanding and the inherent value of rejecting social norms in favour of more individualized romantic relationships.

David P. Schroeder. Haydn and the Enlightenment: the Late Symphonies and their Audience. Oxford: Clarendon Press, 1990. vii, 219 pp. ISBN 0-19-816159. Un article de la revue Canadian University Music Review / Revue de musique des universités canadiennes (Volume 11, numéro 1, 1991, p. 1-146) diffusée par la plateforme Érudit.

Research background. Epilepsy is not only a central nervous system or brain disorder. It is a biological, psychological and social condition (Scambler, 2010). Children with epilepsy have a higher risk of having psychological disorders such as depression, anxiety and attention defcit disorders. The application of art therapy for people with epilepsy helps to express and understand feelings more effectively (Shore, 2014). Unfortunately, there is a lack of research that analyses the experience of epilepsy patients in art therapy. The aim of this article is to reveal and describe experiences of epileptic people during art therapy. Research questions: What experiences of epilepsy patients predominate in the collected thematic analysis data? What formal elements of drawing reflect the participants’ experiences? How does thematic analysis data relate to the data of formal elements analysis of drawings? Methods. Qualitative study in which the participants of the study were subjected to group art therapy. The data was analysed by the thematic method and the analysis of formal elements of the drawings. Results. The analysis of the verbal data revealed the individual themes of the study participants’ experiences. After drawing analysis formal elements were found that expressed the participants’ experiences. Conclusions. 1. Experiences dominating in thematic analysis are loneliness and confnement during difcult moments, as well as constant tension and internal confusion. 2. The experiences of research participants are reflected in these repeated formal elements of drawing: the use of confnes and framing, the use of black and red collars, fgurative and abstract depictions, the chaotic nature of the composition, the lack of concreteness in shapes, expressiveness, and incompleteness. 3. The thematic and formal drawing element analyses complement each other. Drawings that convey the illness-related experiences include confnes, framing, and black colour in the main elements of the composition. Drawing that reflects unpleasant feelings and experiences uses abstract depiction, chaotic compositions, the lack of concreteness in shapes, expressiveness and incompleteness.Keywords: epilepsy, art therapy, psychosocial risks.

This chapter presents the theory and practice of thematic analysis as an accessible and flexible method for analyzing qualitative data in emerging adulthood research. As a family of approaches ranging on a continuum from systematically scientific to creatively artful, thematic analysis’ defining feature is a focus on the patterned meaning within data. The chapter begins with a conceptualization of thematic analysis, its position in the qualitative research community, and its value in emerging adulthood research. Frequently asked questions and misconceptions about the approach are addressed, with attention to epistemological positioning, theoretical assumptions, methodological integrity, researcher reflexivity, and qualitative sensibility. In the last section of the chapter, the process of reflexive thematic analysis is presented, according to Braun and Clarke’s contemporary six-phase approach to data engagement, coding, and theme development, with guidelines for good practice.

This scoping review explores Bruscia’s (1987) clinical techniques for improvisational music therapy as they relate to music therapy in autism research to determine the most commonly used clinical techniques in music therapy with clients with autism. The work was undertaken as a preliminary step in a pilot study to explore how the techniques can be represented in terms of individual ways of playing, musical relationships; and how the use of the techniques impacts the participant’s experience of musical connection, influence, and expression. To be included in the screening, the research articles had to employ improvisational music therapy with clients with autism, and label the techniques used, or provide a clear description of them. In addition, it was required that articles were published in a peer-reviewed journal. Based on the qualitative thematic analysis, currently the most commonly used clinical improvisation techniques with autistic clients are as follows: imitating, reflecting, synchronising, extending, symbolising, holding, incorporating, and rhythmic grounding.

This pilot research investigated eight most commonly used Bruscia’s (1987) clinical improvisation techniques utilised in music therapy with autistic clients: imitating, reflecting, synchronising, extending, symbolising, holding, incorporating, and rhythmic grounding (Skinner, Kurkjian & Ahonen, 2020). The techniques were explored with research participants (music students), by isolating and implementing each technique in eight short improvisations. Improvisations were recorded using LogicPro connected to MalletKAT instruments. Improvisations were analysed using music-adapted technology, the MIDI Toolbox designed for MATLAB, a multi-paradigm numerical computing environment and proprietary programming language developed by MathWorks, and the Music Therapy Toolbox (MTTB) (Erkkilä, Lartillot, Luck, Riikkila & Toiviainen, 2004). In addition, participants provided their subjective experience of each improvisation in a questionnaire format. The research questions included: 1) How will Bruscia’s eight fundamental clinical improvisation techniques be represented in MATLAB/MTTB in terms of both individual ways of playing and musical relationships? 2) How will the use of each isolated improvisation technique impact the participant’s experience of musical connection, influence, and expression? Through the combination of musical analysis and qualitative thematic analysis, insights relating to the effective implementation and purposeful use of imitation, synchronisation, holding, and rhythmic grounding were realised. The musical data generated from MATLAB/MTTB demonstrated how researchers implemented the techniques and trends in the participant’s playing. In addition, the questionnaires provided insights into how each technique influenced the participant’s ability to express and connect, as well as their perception of the researchers’ musical influence. These results may be used to inform both music therapists and future related research.

Gay men's health typically relies on traditional forms of qualitative analysis, such as thematic analysis, and would benefit from a diversity of analytic approaches. Such diversity offers public health researchers a breadth of tools to address different kinds of research questions and, thus, substantiate different types of social phenomenon relevant to the health and wellbeing of gay men. In this article, I compare and contrast three qualitative analytic approaches: thematic, critical discourse, and conversation analysis. I demonstrate and distinguish their key analytic assumptions by applying each approach to a single data excerpt taken from a public health interview conducted for a broader study on gay men's health. I engage in a discussion of each approach in relation to three themes: its utility for gay men's health, its approach to dilemmas of voice, and its capacity for reflexivity. I advocate that qualitative researchers should capitalise on the full range of qualitative analytic approaches to achieve the goals of gay men's health. However, I specifically encourage qualitative researchers to engage with conversation analysis, not only because of its capacity to resolve dilemmas of voice and to achieve reflexivity, but also for its ability to capture forms of social life hitherto undocumented through thematic and critical discourse analysis.

This qualitative self-study, conducted as a multiple case study, investigated pre-service teachers (PSTs) experiences with non-traditional grading practices (NTGPs) in two mathematics methods courses taught by the authors – one designed for middle-grade PSTs (grades 4–8) and one designed for elementary PSTs (grades Pk-5). Archival data were analyzed through the lenses of pedagogical content knowledge (PCK), self-efficacy, and growth mindset to investigate how PSTs' experiences with the process of NTGPs supported their learning. Additionally, the course instructors sought to explore which strategies promoted the successful implementation of NTGPs. Data comprised PSTs' assignments/artifacts, reflections, and mid-semester and end-of-semester self-reflections as well as instructors' reflections, data spreadsheets, and notes/debriefs from conversations conducted as part of their critical friendship. Thematic analysis was used to examine data independently by case (each course was identified as an independent case), and then, a cross-case analysis was performed, iteratively repeating for each research question. Throughout each course, feedback on assignments was provided via verbal and written comments to support PSTs' growth in learning and understanding. Key findings describe the development of PSTs' PCK through asking questions, unpacking feedback alongside instructors, and applying feedback to initial submissions. The findings show it is necessary to provide clear expectations, timely and detailed feedback, and access to clear rubrics aligned with learning goals and success criteria. PSTs and instructors must be willing to commit to the time required to successfully implement NTGPs. Additional findings show that PSTs can be supported by NTGPs to improve their self-efficacy and growth mindset to develop their PCK due to the reduced stress felt when instructors remove grades. However, more studies investigating NTGPs are required to support these findings. The authors reiterate that NTGPs are a work in progress and reflection is necessary after each implementation to continue to improve one’s practices for future students. Received: 19 July 2024 | Revised: 7 November 2024 | Accepted: 27 November 2024 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement For information about the data, please contact the first author. Author Contribution Statement Shelli L. Casler-Failing: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Data curation, Writing – original draft, Writing – review and editing, Visualization. Montana Smithey: Conceptualization, Methodology, Validation, Formal Analysis, Investigation, Data curation, Writing – original draft, Writing – review and editing, Visualization.