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Action, Criticism and Theory for Music Education

Extracorporeal membrane oxygenation (ECMO) is a technology capable of providing short-term mechanical support to the heart, lungs or both. Over the last decade, the number of centres offering ECMO has grown rapidly. At the same time, the indications for its use have also been broadened. In part, this trend has been supported by advances in circuit design and in cannulation techniques. Despite the widespread adoption of extracorporeal life support techniques, the use of ECMO remains associated with significant morbidity and mortality. A complication witnessed during ECMO is the inflammatory response to extracorporeal circulation. This reaction shares similarities with the systemic inflammatory response syndrome (SIRS) and has been well-documented in relation to cardiopulmonary bypass. The exposure of a patient's blood to the non-endothelialised surface of the ECMO circuit results in the widespread activation of the innate immune system; if unchecked this may result in inflammation and organ injury. Here, we review the pathophysiology of the inflammatory response to ECMO, highlighting the complex interactions between arms of the innate immune response, the endothelium and coagulation. An understanding of the processes involved may guide the design of therapies and strategies aimed at ameliorating inflammation during ECMO. Likewise, an appreciation of the potentially deleterious inflammatory effects of ECMO may assist those weighing the risks and benefits of therapy.

/pdf/the-inflammatory-response-to-extracorporeal-membrane-4ny6f7xj6v.pdf

The inflammatory response to extracorporeal membrane oxygenation (ECMO): a review of the pathophysiology.

The importance of parent involvement in intervention with children has always been recognised by occupational therapists. Current trends in paediatric service delivery have been towards family-centred care, with a central component of this approach being parent‐therapist collaboration in planning and evaluating intervention. This paper reviews issues and provides suggestions for clinical practice from the literature on parent‐therapist collaboration, including consideration of parents’ diversity and unique perspectives, development of effective parent‐therapist relationships, establishment of shared goals and priorities when planning intervention, and development of services that support parent‐therapist collaboration. Further research is needed in Australian settings to explore the nature of parent‐therapist partnerships, the impact of parent participation throughout the intervention process and the extent to which collaboration with parents results in better therapy outcomes for the child and their family. KEY W ORDS collaboration, family-centred practice, parent‐therapist relationship.

/pdf/towards-family-centred-practice-in-paediatric-occupational-4jdwqfhxzp.pdf

Towards family‐centred practice in paediatric occupational therapy: A review of the literature on parent–therapist collaboration

Three different age groups (5- and 10-year-old children, and adults) were asked to link a number of selected excerpts of music to one of the four moodstates: "happiness", "sadness", "fear" and "anger" (represented by facial expressions). The consensus of choices was considerable, even among the youngest children, and increased with age. Fear and anger were harder to identify in music than happiness and sadness. In the case of anger, this is probably caused by the phenomenon that the subjects (especially the youngest children) were often inclined to answer not by identifying the character of the stimulus, but in terms of the character of their response: fear. In a preliminary experiment in which a group of adult subjects was asked to judge a large number of moodstates for their possible expression in music, we found some indications that music expresses the positive-negative value and the degree of activity of a moodstate particularly well. The position of happiness, sadness and anger on those dimensions i...

Musical Expression of Moodstates

Much has been written about expressivity by philosophers, composers, musicologists, and psychologists, but little is known about how the musicians of tomorrow — music students — approach this subje...

https://www.speech.kth.se/prod/publications/files/970.pdf

“Expressivity comes from within your soul”: A questionnaire study of music students' perspectives on expressivity:

monly accept practice more readily than theory. The growing complexity of the technology of our society and the increasing reliance of the society on theory and basic principles is, however, causing a dramatic change in attitudes toward philosophy. Everyone realizes, for example, that a precise theory preceded the splitting of the atom and the development of atomic energy. The achievement would have been

Philosophy of Music Education

Charles B. Righter, former president of the North Central Division of the MENC, has drawn upon his long experience in the field of instrumental music to construct a "check-list" of items of concern to conductors of bands and orchestras. There are 347 separate paragraphs, each of which contains a technique or a teaching procedure. These paragraphs are organized into eighteen chapters covering such topics as large group rehearsals, band rehearsals, orchestra rehearsals, group and individual lessons, uniforms, record keeping and office files, faculty, parent and community relations. Blank pages at the end of each chapter provide room for additional notes. In his foreword the author says "the work makes no pretense to profundity, or even to completeness. The basic approach is technical rather than literary and represents an atempt to reduce a mass of educational theory to a usable collection of fairly direct statements dealing with specific problems which are the common concern of all teachers of instrumental music." Teachers young and old should indeed find this a most usable volume.

Foundations and principles of music education

We can anticipate a program dedicated to teaching the behaviors that constitute musicianship. The most significant development in music education in the past ten years has been the development of a consensus that the purpose of the music program is to develop musicianship. The major problem confronting us in putting this knowledge into effect is that we are still vague as to what musicianship is. We have made a beginning in defining it, but the task is far from complete. Only when we have completed the task will we have behavioral objectives that give true direction to the program. The task is not an easy one; it involves analyzing the way musicians behave in relation to music

The Next Ten Years

A Challenge for Change in Music Education

JntroJtution. We begin this report by citing two of the basic problems confronting research in music as an art and in music education. The most basic problem, and the most troubling to many musicians, lies in the essential conflict between the nature of art and the nature of science, between artistic behavior and scientific behavior. Art represents a unique way of doing; science, a unique way of knowing. The product of art is an object; the product of science is an idea.

Charles Leonhard

Papers

Philosophy of Music Education

Foundations and principles of music education

The Next Ten Years

A Challenge for Change in Music Education

Research in Music Education.