Lifelong Involvement Research Articles

Book review. [Review of the book Chances and choices: Exploring the impact of music education, by S. Pitts

Reviewed by: Chances and Choices: Exploring the Impact of Music Education by Stephanie Pitts Leonard Tan Stephanie Pitts, Chances and Choices: Exploring the Impact of Music Education (Oxford: Oxford University Press, 2012) In Chances and Choices: Exploring the Impact of Music Education, Stephanie Pitts investigates the lifelong effects of music education by examining the place of music in the lives of more than a hundred adults. Cast in seven chapters, this qualitative study includes six pairs of interludes inserted between the chapters as well as a concluding postlude. Following a brief summary of the book, I will offer my critical response. In Chapter One, Pitts lists the six primary aims of the study: to examine the impact of musical learning during childhood on lifelong engagement with music; to assess the role that school music plays in lifelong involvement in music and attitudes to music; to investigate the influence of various locations for learning; to discuss particular strengths of music education; to probe into the problems of music education systems; and to proffer ways in which knowing more about the long-term implications of music education can help inform practice. She then presents the life history methodology she employs to accomplish these aims, detailing how she gathers retrospective accounts of formative musical experiences by British classical musicians, supplemented by accounts from British popular musicians and Italian respondents. These accounts constitute the data that are [End Page 102] analyzed from different perspectives later in the book. A brief survey of international approaches to music education and outline of the chapters to follow conclude the chapter. In Chapter Two, Pitts sketches a brief overview of twentieth century British music education before analyzing trends in the formative musical experience of British respondents from the 1930s to the 1990s. In an attempt to determine generational trends, Pitts groups the written responses according to six categories of musical influences: classroom music, music outside the classroom, teacher attitudes, music in the home, parent attitudes, and lifelong involvement. For each decade, Pitts presents a rank ordering of the six musical influences, revealing the increasing importance of music outside the classroom through the decades. Pitts then examines the various locations where musical learning takes place, such as the school, the home, and the church, in Chapter Three. Here, she surveys the characteristics of supportive musical environments, examines extracurricular music making, and discusses self-learning in music. Pitts concludes the chapter by analyzing findings from the Italian participants, drawing attention to the fact that in its emphasis on specialist training, the Italian music education system differs from the generalist approaches of its British counterpart. Pithily titled “Inspiring, Affirming, Challenging,” Chapter Four explores the characteristics of memorable and significant music teachers and role models. Among the many themes considered, Pitts notes that inspiring teachers are those who provide constant support to their students and possess advanced musical skills; teachers who were recollected negatively, on the other hand, were associated with being negligent, incompetent, dismissive, or fearsome. In addition, Pitts also explores the role of parents, siblings, extended family, and friends as musical mentors, role models, and sources of musical learning. With these foundations for musical learning established, Pitts analyzes the life history accounts of the respondents by musical outcome in Chapter Five. She discusses how adults make music in community settings, educational settings, worship settings, self-directed groups, and private homes, and describes how adults learn music and attend concerts as a form of lifelong musical involvement. From the data, Pitts surmises that even after leaving school, the participants often desire to improve musically; they frequently concentrate their efforts not only on participating in musical activities, but also on developing their musical skills further. In Chapter Six, “Rhetoric and Reality,” Pitts assesses the degree to which the participants’ experiences corroborate contemporary claims for the value and effects of musical learning. Drawing on the rich data of life history accounts, Pitts concludes that there is “compelling evidence for the lifelong impact of musical education” (p. 173), further arguing that the musical skills, attitudes, and values acquired during school years do have a long-term influence on musical engagement [End Page 103] in later years. Chapter Seven, aptly titled “Chances, Choices, and Conclusion...

Restoring the Morrow County Courthouse Clock: An Eastern Oregon Correctional Institution Clock-Making Trade School Project

Gary L. Kopperud began training under his father at age ten to become a clock maker, which led to a lifelong involvement in the trade. In 1997 he started an informal trade school at the Eastern Oregon Correctional Institution (EOCI), transporting his own tools and equipment to teach inmates clock-making skills. Since it began, the trade school has trained fifty-one men, many of whom have entered the clock-making trade. According to Kopperud, “none of them have re-offended or returned to prison.” In 2014, EOCI inmates worked with Kopperud to restore the clock tower at the Morrow County Courthouse, a project that received a 2015 Oregon Heritage Excellence Award from the Oregon Parks and Recreation Department.

What is the social competency for doctors?

Practicing medicine is a social activity. Because doctor-patient interaction requires respect, leadership, and interpersonal skills that extend beyond medical diagnosis and treatment, medical education must incorporate non-clinical competencies. While qualities such as lifelong learning skills, resource management, teamwork skills, and active involvement in leadership and bettering the healthcare system have received little attention in medical academia, these competencies have proven vital for a physician in contemporary society. These non-clinical competencies are, in fact, the traits or components of social competency. Social competency has been an area of interest, particularly with regard to the development of children and adolescents, in the fields of education, psychology, and less commonly, economics. However, traditional Korean residency programs have not paid much attention to social competency due to their closed culture originating from the colonial period. Resident education is still heavily dependent on a patriarchal system based on “family” values. Resident education is concentrated in medical knowledge and skills within specialty departments functioning as a family-like unit. Specialty training has a very narrow, constrained vision without incorporating much education on the social dimension of medical practice. Nevertheless, developing a social competency scheme for resident education was initiated in 2008, when the Korean Medical Association celebrated the centennial of producing licensed physicians. However, the scheme is still under development and not widely used. Korean medical educators must, therefore, recognize the value of social competencies and include them as graduation outcomes of residency training to prepare doctors to meet the challenges of the future.

Games Throughout the Life Cycle

Involvement with games has been a leitmotif of my life since early childhood. The fascination has its roots in my youthful discovery that the rules of games were not fixed, but malleable. A few changes here and there in the conventional or official rules could make a game more interesting. Even more important, one could make up the game from scratch. By the time I had graduated from high school, I had internalized the idea that statistics were about success indicators and that rules were about opportunities and constraints in achieving success. In my teaching at the University of Michigan and at Boston College, I sought some substitute for the lecture that would involve a less passive experience. Over the years, I developed three different teaching games for different courses: SIMSOC (Simulated Society), WHAT’S NEWS: A Game Simulation of TV News, and the GLOBAL JUSTICE GAME. In addition to these games with simulated environments, I developed various role-playing exercises for learning groups. As I reflect on the lessons that I have learned from my lifelong involvement with games, it strikes me that the personal appeal lies in blurring the distinction between work and play. Some of my professional work is “work” in the sense that I have to discipline myself to do it. “Work” on games is, for the most part, play—something that I am ready to do spontaneously in preference to most other activities.

The Devil's Wall: The Nationalist Youth Mission of Heinz Rutha

Heinz Rutha was a man to confound our contemporary expectations. He was an ardent Sudeten German nationalist with fascist leanings, but opposed to Nazism. He was attracted to men, particularly beautiful blond youths, but he did not identify himself as a homosexual. In his wonderful book The Devil’s Wall, Mark Cornwall shows how the life of a man such as Rutha is the perfect vehicle for rethinking the history of the so-called ‘Sudeten problem’ (p. 7) and examining the history of homosexuality in East-Central Europe. Rutha was born in 1897 in the northern Bohemian village of Bad Kunnersdorf. Rutha’s background was typical of a region where ‘ethnic antagonism and intimacy co-existed’ (p. 14). While he hailed from a family active in Bohemian German nationalist circles, Rutha had Czech-speaking relatives on his mother’s side and kept up relations with them into his adulthood. As a high school student, Rutha joined the Wandervogel, beginning his lifelong involvement with the nationalist youth movement. He was initially not conscripted during World War I for medical reasons and devoted himself to the Wandervogel. Finally allowed to join the army in October 1917, he spent a few months on the front lines before the war ended and he returned to Kunnersdorf to run the family sawmill and start a custom furniture and interior decoration business (begun with money borrowed from his Czech relatives).

Piano Trios of Fanny Hensel and Clara Schumann

Fanny Hensel and Clara Schumann make an interesting pair for musical comparison. Both received good training as pianists and composers, maintained close ties to prominent composers in the nineteenth century, and sustained a lifelong involvement in music. Their lesser known contributions to the nineteenth century piano music in particular make them an interesting area for study. This paper explores the performance related issues in performing the piano works of these two composers, with focus on their piano trios. It includes a formal analysis of each of the composer's work carried out from a performer's perspective. Each analysis will consider key musical elements such as form, melody, dynamics, tempo, texture and colour in order to reach conclusions about the pianistic idioms and expressive intentions of both composers. There will also be a discussion of the interpretative and stylistic issues encountered throughout the course of the research. The outcomes of these processes will combine to inform the preparation of the piano works in order to produce a convincing and stylistically appropriate performance. Performance, therefore, will be both a key tool and a key outcome of the research, leading to an additional body of knowledge about these two significant, but little known composers.

Zoning Laws: Facebook and Google+

Zoning Laws: Facebook and Google+

Promoting lifelong physical activity and high level performance: realising an achievable aim for physical education

Background: Even though all school-aged children in most countries experience some form of curricular physical education many do not maintain a lifelong involvement in sport or physical activity. From a theoretical perspective, the development models that dominate sport are limited by their staged and linear approaches to development (e.g. Côté's Developmental Model of Sport Participation) and their focus on a ‘distinct’ pathway to elite sport. R.P. Bailey and colleagues in 2010 advocated a new approach to understanding development in sport that enables a lifelong flow between different, but interrelated, motives for participation in sport (e.g. Participation, Personal Excellence, Elite Excellence). It is suggested that a common set of skills facilitate participation for these related but distinct motives across the lifespan. However, we argue that many curricular models in PE do not equip individuals with the skills necessary to maintain their involvement in sport and progress back and forth between different types of activities. Purpose: The purpose of this paper is to explore the psycho-motor and psycho-behavioural factors that underpin prolonged engagement in sport and physical activity, against a consideration of the extent to which these factors are promoted within PE. Key findings: Offering an operationalisation of this purpose, the Developing the Potential of Young People in Sport (DPYPS) model was used as an illustration of a developmental and educationally-oriented framework that recognised the interrelated importance of developing key developmental skills, namely psychomotor and psycho-behavioural skills, in a PE context. Essentially the skills offered within the DPYPS program are those psychological and psychomotor fundamentals that underpin learning, development, and performance and act as the foundation of lifelong engagement in sport and physical activity.

Where to Begin?: A Brief Intellectual Biography of F. K. Lehman (F. K. L. U Chit Hlaing)

Where to Begin? A Brief Intellectual Biography of F. K. Lehman (F. K. L. U Chit Hlaing) Juliane Schober F. K. Lehman, (F. K. L. U Chit Hlaing) retired in 2009 at the age of eighty-five from the University of Illinois where he had taught since 1959 and mentored dozens of doctoral students in anthropology, Asian studies, linguistics, and Buddhist studies. His publications include more than sixty articles and his classic study tribal kinship systems, The Structure of Chin Society (University of Illinois Press, 1963 and 1981). Where to begin in tracing such a long and productive trajectory of research and teaching about Theravada Buddhist civilizations and their intersections with tribal societies in the peripheries of lowland kingdoms in Southeast Asia? No one can replicate all that he has come to know over the course of nearly a century about the history, cultures, languages, ethnicity, and religion of the region. His academic journey started with his doctoral work at Columbia on classical Indian civilizations, and later expanded to Tibeto- Burman linguistics, to the anthropology of lowland and upland cultures in Burma and Thailand, and to his most recent work on trade networks in Yunnan, Southwest China. Few scholars today are able to bring to the study of Asia the depth of academic knowledge, transdisciplinary work and personal insight into the region’s history that result from his [End Page 1] lifelong involvement with Asia.1 His exceptional biography spans vast life experiences in colonial India, Southeast Asia, and the global prominence of contemporary Chinese trade patterns. Born in New York City in 1924, he spent his first four years in Calcutta, India, where his family members were gem merchants and subsequently lived with the family in Lashio, in Burma, then a center of the gem trade. He returned to New York in early 1941, and New York University, 1946–49, for his undergraduate education in mathematics, the social sciences, and languages in 1950. He received his doctorate from Columbia University in anthropology and linguistics in 1959, with a dissertation on the cultural history of India. Professor Lehman joined the University of Illinois first in 1952 to work with Julian Steward and then moved to the Human Relations Area Files at Yale, working on the new files for Southeast Asia, thence to a post-doctoral training in Indology at the University of Pennsylvania, only to return to Illinois again in late 1958, when the newly founded Department of Anthropology there recruited him. He returned to Burma in 1957–58 and again in 1961–62 to work with the eminent archeologist of Pagan, Gordon Luce, at Rangoon University and to conduct ethnographic fieldwork among the Chin tribes. Since then, he has continued to return to Southeast Asia many times. He has carried out ethnographic work among the Chin, Kayah, Lushai, Shan, Karen, Burmese, Shan, Thai, and Yunnanese on a wide range of topics that include studies of ethnicity, kinship, religion, cultural history, and linguistics. For most of his tenure at the University of Illinois, Professor Lehman was Director of Graduate Studies and supervised more than two dozen dissertations there. In the course of his career, he also contributed to many professional organizations and has been a dedicated steward of the study of Burma and its ethnic minorities. Since 1974, he has served as Chairman of the Burma Studies Group, a unit within the [End Page 2] Click for larger view View full resolution Fieldwork Sites of the Ethnographic & Linguistic Research of F. K. L. U Chit Hlaing (F. K. Lehman) 1. Chin Hills, Burma. 1957–58 Hakha area/Hrarng,1960–61 Mindat area/NgBong 2. Kayah State, Burma. 1961. Kyebogi 3. Mae Hongsorn, NW Thailand. Summer 1965 and 1967–68. Shan (Mawk Champe) and Eastern Kayah 4. Mandalay, Burma. 1980–81 (Palace dialect and Burmese social organization), 1999 Buddhism 5. Mizoram, India. Winter 1989–90. Mara (Lakher) language and Mizo (Lushai) kinship 6. Yunnan, China. Summer 2001. Wa (Headhunting and other matters) Porok Wa Buddhism 7. China-Burma border, study of cross-border gem trade: Ruili and Tengchong-He Shun (Yunnan, China) Mandalay, Myitkyina, Lashio (Burma) [End Page 3] Southeast Asia Council of the Association for Asian Studies. His efforts were...

Global Health Training in Radiology Residency Programs

To measure perceptions of radiology residents regarding the imaging needs of the developing world and the potential role of an organized global health imaging curriculum during residency training. An electronic survey was created and then distributed to residents in accredited US radiology residency. Two hundred ninety-four residents responded to the survey. A majority (61%) planned to pursue future international medical aid work, even though a similar proportion (59%) believed that they would be ill-prepared with their current training to pursue this career goal. The vast majority (91%) of respondents stated that their residency program offers no opportunities to participate in global health imaging experiences. Most surveyed residents felt that an organized global health imaging curriculum would improve understanding of basic disease processes (87%) and cost-conscious care (82%), prepare residents for lifelong involvement in global health (80%), and increase interpretative skills in basic radiology modalities (73%). If such a curriculum were available, most (62%) of surveyed residents stated that they would be likely or very likely to participate. Many (58%) believed the availability of such a program would have influenced their choice of residency program; a similar proportion of residents (75%) believed that the availability of a global health imaging curriculum would increase recruitment to the field of radiology. Many radiology residents are motivated to acquire global health imaging experience, with most survey respondents planning to participate in global health initiatives. These data demonstrate an imbalance between the level of resident interest and the availability of global health imaging opportunities, and support the need for discussion on how to implement global health imaging training within radiology residency programs.

A framework for lifelong involvement in sport and physical activity: the Irish perspective

Contextualised within physical activity policy this paper presents a critical review of current sport development pathway models (including the pyramid concept, long‐term athlete development and the development model of sport participation), acknowledging a number of issues that we should be cognisant of when working with models. Along with a review of the existing situation in Ireland with regards to the governance of sport and patterns in sport (non)participation, the paper discusses the need for a broader and more encompassing framework that encourages lifelong involvement in sport and physical activity. The paper reviews the Irish lifelong involvement in sport and physical activity (LISPA) framework as a policy ‘for’ complementing both a performance‐oriented and participation‐oriented model and addressing the particular physical activity and sporting requirements within the Irish context. The LISPA framework has been adopted by the Irish Sports Council as the model to underpin all its work aimed at improving participation rates in sport in Ireland, although the Council have yet to identify how best to promote the LISPA framework. Suggestions on how to maximise the implementation and success of the framework are discussed.

Life-Long Physical Activity Involvement and the Risk of Ischemic Stroke in Southern China

A case-control study was conducted in southern China to investigate the relationship between life-long physical activity involvement and the risk of ischemic stroke. Information on life-long physical activity exposure and other lifestyle characteristics was obtained from 374 incident stroke patients and 464 hospital-based controls using a validated and reliable questionnaire. Logistic regression analyses were performed to assess the association between life-long physical activity involvement and the ischemic stroke risk. The control subjects reported more involvement in physical activity over the life course than the stroke patients (P < .001). The risk of ischemic stroke was inversely associated with life-long physical activity exposure, with adjusted odds ratio 0.39 (95% confidence interval 0.25 to 0.59) for participants who had always been involved relative to those who have never been much involved. The dose-response relationship was also significant (P < .001). Therefore, being active life long should be encouraged to prevent this major chronic disease.

A novel mutation in the NOD2 gene associated with Blau syndrome: a Norwegian family with four affected members

Background: Blau syndrome is a chronic granulomatous disease with an autosomal dominant trait characterized by the triad granulomatous dermatitis, arthritis, and uveitis. It is caused by mutations in the NOD2 gene, also termed the CARD15 gene.Objective: To report a novel mutation in the NOD2 gene associated with Blau syndrome.Methods and results: The proband was a 68‐year‐old ethnic Norwegian male who had uveitis and arthritis since 10 years of age followed by lifelong recurrent arthritis and chronic eye involvement. Genetic analysis showed a heterozygous c.1814 C>A, T605N mutation in NOD2 that has not previously been described. All of his three children had Blau syndrome and had inherited the NOD2 mutation. The proband's first son had exanthema, arthritis, and uveitis from 10 years of age and later presented with granulomatous lymphadenopathy, granulomatous parotitis, and granulomatous intestinal inflammation. The proband's daughter had arthritis, uveitis, and exanthema from 3 years of age. The proband's second son had uveitis, exanthema, and arthritis from 1.5 years of age. None of the cases had any involvement of the heart or lungs.Conclusion: We report a novel Blau syndrome‐associated mutation with an autosomal dominant heritage. Most likely the mutation has arisen de novo in the proband. Genetic counselling and antenatal diagnostics should be available to the involved families.

Tracking of leisure-time physical activity during adolescence and young adulthood: a 10-year longitudinal study

BackgroundThe purpose of this study was to show how participation in leisure-time physical activity changes between ages 13 to 23, and to what extent engaging in specific types of sports tracks into young adulthood.MethodsThe sample comprised 630 subjects who responded to questionnaires at age 13, with seven follow-ups over a 10-year period in the Norwegian Longitudinal Health Behaviour Study. The associations between adolescent participation in global and specific types of leisure-time physical activity were examined by analyses of variance, regression analysis and growth curve analysis.ResultsThe findings suggest that the transition from adolescence to adulthood is, on average, a period of decline in physical activity, but with the decline levelling off into adulthood. The decline was significantly greater among males than females. There were substantial individual differences in the amount of change, in particular among males.Jogging alone and cycling, recreational activities such as skiing and hiking, and ball games, showed a high degree of tracking from age 15 to 23.The findings indicate low associations between participation in specific types of activities during adolescence and global leisure-time physical activity in young adulthood, while participation in several adolescent physical activities simultaneously was moderately related to later activity. Thus, being involved in various types of physical activity may offer good opportunities for establishing lifelong involvement in physical activity, independent of the specific type of activity.ConclusionThe observed variation in change might suggest a need for a more targeted approach, with a focus on subgroups of individuals. The group of inactive youth may be considered as a high risk group, and the findings suggest that adolescent males who are inactive early seem likely to continue to be inactive later.The observed heterogeneity in change highlights the limitation of previous approaches to analyzing physical levels over time, and suggests that multilevel analysis should be used in future research on longitudinal data on physical activity.

In Memoriam: Roger A. Davis (1945–2008)

In Memoriam: Roger A. Davis (1945–2008)

In the Name of Jesus: Exorcism among Early Christians: A Friendly Response to Graham Twelftree

AbstractC.M. Robeck approaches Twelftree's book from the context of a lifelong involvement in the Pentecostal church that has included many opportunities to observe the need for a detailed study of exorcism. Robeck appreciates the careful work that is everywhere evident in the work, and he finds much with which he agrees. In his role as Church historian, Robeck affirms Twelftree's reading of the Fathers, but he voices some concern regarding the interpretation of the Montanist controversy.

Editorial

What would an ideal music education look like? All too often in education research and practice, our vision of how music education might be is constrained by how it is; by the practicalities of funding, teacher expertise, student motivation and curriculum status. Several of the authors in this issue ask us to forget those concerns momentarily, and consider what Dawn Bennett calls a ‘musotopia’ – the ideal that music education might aim for in engaging students with music and preparing them for lifelong involvement. Bennett's interest lies with students in higher education, whose ‘musotopia’ involves adequate preparation for a musical career, rather than the sole focus on instrumental excellence which has characterised past conservatoire models of teaching. Whilst this might be thought of as idealistic, it contains a strong element of realism, with Bennett asking conservatoire tutors to address the diverse skills needed by the next generation of musicians, rather than focusing solely on instrumental excellence.

KRUPSKAYA, PROLETKUL’T AND THE ORIGINS OF SOVIET CULTURAL POLICY

Although it has not always been recognized, cultural revolution was at the heart of the Bolshevik project. Its implementation, none the less, was problematic not least in the areas of defining what form such a cultural revolution should take and how it should be promoted. The article focuses on the educational work of Nadezhda Krupskaya (1869–1939), a leading pioneer of early Soviet cultural transformation. She had a lifelong involvement in the education of male and female workers. She was influenced by numerous educational ideas including those of John Dewey. The main theme of the article is to show that, although there was strong and ever‐increasing pressure to develop a largely vocational, productionist curriculum, Krupskaya consistently defended the notion that education was also about the all‐round development of the individual. She believed that this aim was entirely compatible with Marx’s own ideas. From her successive positions in ministries and academic institutions, Krupskaya kept this theme alive even in the face of inexorably advancing Stalinist utilitarianism.

What the Surgeon of Tomorrow Needs to Know About Evidence-Based Surgery

Professionalism is at the core of surgical practice. A major component of professionalism is a lifelong involvement in continuing medical education to ensure the physician is optimallypreparedtomakethedecisionsnecessarytoprovideexcellentpatientcare.However, with the explosion of information, new technology, and advanced surgical techniques,ithasbecomevirtuallyimpossibletokeepupwiththiswealthofnewknowledge.Traditional didactic continuing education techniques have been shown to be inadequate to cause appropriate changes in practice management. It has become necessary to significantly alter our implementation of new knowledge in the clinical arena to ensure optimal patient care. Amajormechanismfortranslationofnew knowledge to the bedside is evidencebased medicine (EBM). There is currently sufficient evidence that the use of EBM in theappropriatesettingleadstoanimprovement in patient care and, in most cases, a decrease in misuse of expensive and criticalmedicalresources.However,appropriate training is needed for optimal use of EBM. Not all EBM is of equal quality. Numerous analyses, particularly systematic surveys,havesubsequentlybeenshownto beinaccurateand/orincomplete,thusleadingtoinappropriatepatientcare.Evidencebased medicine is not cookbook medicine. Practicing EBM requires a highly trained, astute, and experienced clinician using insightful and objective analyses of the best clinical information available to synthesizetheoptimalpatientcareplan.It is imperative that the surgeon of today become familiarized with the concepts of EBM. Physicians must be involved to ensurethattheimplementationofEBMisaccomplished appropriately to achieve the best outcome for each individual patient. A challenge for every surgical specialist is to meet the increasing expectations of quality of care from patients and society. Withincreasingrecognitionoftheseexpectations, professional societies and organizationsthatoverseetraining,testing,andcertification have developed an infrastructure of competencies required of any physician or surgeon. Among these are professionalism and its long-standing tenet of provid

Bernard L. Horecker's Contributions to Elucidating the Pentose Phosphate Pathway

Bernard L. Horecker's Contributions to Elucidating the Pentose Phosphate Pathway