Attitudes and Practices of Parents of Teenage Musicians to Health Issues Related to Playing an Instrument: A Pilot Study

2013 ◽  
Vol 28 (1) ◽  
pp. 24-27 ◽  
Author(s):  
Bronwen Ackermann ◽  
Tim Driscoll
Keyword(s):  
High School ◽  
Pilot Study ◽  
The Other ◽  
Public High School ◽  
Health Issues ◽  
Convenience Sample ◽  
Attitudes And Practices ◽  
Selective Schools ◽  
Parental Responses ◽  
Selective School

A pilot study was designed to investigate the attitudes and practices of parents of teenage musicians concerning health issues related to playing an instrument. Participants were a convenience sample of parents of children at two metropolitan high schools, one an academically selective public high school, and the other a specialised music public high school. Information came from a questionnaire completed by the parents. The 24 children ranged in age from 12 to 17 yrs. Parents’ responses suggested that they recognised the importance of their children having good knowledge of health and normal body function in order to optimise the children’s musical performance and to minimise the adverse impact of the playing on their children’s health. The parental responses were similar in both the academically selective and musically selective schools despite the fact that half of the parents of children at the musically selective school seemed to accept that pain associated with playing an instrument is normal, whereas all of the parents from the academically selective school disagreed with this proposition. A more detailed study of the issues considered in this pilot study appears warranted.

scholarly journals Selective Schools and Academic Achievement

2010 ◽  
Vol 10 (1) ◽  
Author(s):  
Damon Clark
Keyword(s):  
High School ◽  
Test Scores ◽  
School Attendance ◽  
Assignment Test ◽  
School Students ◽  
Positive Effects ◽  
University Enrollment ◽  
Selective Schools ◽  
The Impact ◽  
Selective School

Abstract In this paper I consider the impact of attending a selective high school in the UK. Students are assigned to these schools on the basis of a test taken in primary school and, using data on these assignment test scores for a particular district, I exploit this rule to estimate the causal effects of selective schools on test scores, high school course taking and university enrollment. Despite the huge peer advantage enjoyed by selective school students, I show that four years of selective school attendance generates at best small effects on test scores. Selective schools do however have positive effects on course-taking and, more suggestively, university enrollment, evidence suggesting they may have important longer run impacts.

scholarly journals Trust recovery tactics after double deviation: better sooner than later?

2019 ◽  
Vol 30 (1) ◽  
pp. 2-22 ◽  
Author(s):  
Natalia Araujo Pacheco ◽  
Cristiane Pizzutti ◽  
Kenny Basso ◽  
Yves Van Vaerenbergh
Keyword(s):  
Pilot Study ◽  
Design Methodology ◽  
Financial Institution ◽  
Service Recovery ◽  
The Other ◽  
Mechanical Turk ◽  
Convenience Sample ◽  
Content Type ◽  
Different Populations

PurposeThe purpose of this paper is to examine when (i.e. after a shorter or longer length of time) organizations should offer an apology or a promise of non-recurrence of a failure to recover trust following a failed service recovery (a double deviation).Design/methodology/approachThis paper reports the results of a pilot study with a convenience sample and two experiments with samples from different populations, students and employees of a financial institution in one study and workers recruited through Mechanical Turk in the other.FindingsAn apology was most effective to recover trust when offered shortly after the double deviation (e.g. Study 1: after two days; Study 2: immediately and after two days), while making a promise was most effective when offered at a later time after the double deviation (e.g. Study 1: after 30 days; Study 2: after 15 days). Consumers consider an apology offered shortly after the double deviation as a sign of integrity and a promise communicated sometime after the double deviation as a sign of competence.Originality/valueThis paper complements prior research that demonstrates the effectiveness of apology and promise as trust recovery tactics. The findings show that managers should carefully consider the time at which they use these tactics to recover trust following a double deviation.

Coach Support of High School Student-Athletes Struggling With Anxiety or Depression

2019 ◽  
Vol 13 (3) ◽  
pp. 390-404 ◽  
Author(s):  
Emily Kroshus ◽  
Sara P.D. Chrisman ◽  
David Coppel ◽  
Stanley Herring
Keyword(s):  
Mental Health ◽  
High School ◽  
Mental Health Professionals ◽  
Response Rate ◽  
Public High School ◽  
Student Athlete ◽  
Care Seeking ◽  
Depression And Anxiety ◽  
Health Issues ◽  
High School Coaches

This study sought to identify factors that influence whether coaches support athletes struggling with depression and anxiety. Participants were U.S. public high school coaches who completed a written survey assessing their experiences, attitudes, and behaviors related to student-athlete mental health (n = 190 coaches, 92% response rate). Around two-thirds of coaches were concerned about mental health issues among the students they coached. They were more likely to extend help to a struggling athlete if they were aware of their school’s mental health plan and had greater confidence related to helping, including feeling confident in their ability to identify symptoms of mental health disorders. Mental health professionals, including sport psychologists who work with or consult with coaches, are well positioned to help provide coaches with the education necessary to be able to support and encourage care seeking by athletes who are struggling with anxiety or depression.

scholarly journals O livro didático de inglês como LE: uma análise das atividades de produção oral

2015 ◽  
Vol 13 (2) ◽  
Author(s):  
Givanildo Silva Santos ◽  
Joara Martin Bergsleithner
Keyword(s):  
High School ◽  
Foreign Language ◽  
Quantitative Research ◽  
English Language ◽  
The Other ◽  
Public High School ◽  
Oral Production ◽  
Rule Of Three ◽  
Theoretical Support ◽  
Language Textbooks

Resumo Esta pesquisa, quantitativa, teve por objetivo analisar as Atividades de Produção Oral (APOs) que compõem duas coleções de Livro Didático (LD) de inglês como LE para o ensino médio da rede pública no Brasil, English for all e Globetrekker, a fim de verificar os tipos de APOs que as duas coleções apresentavam e qual grau de comunicabilidade as duas coleções possuíam, no sentido de perceber qual delas poderia oferecer um melhor desenvolvimento da habilidade oral. A metodologia utilizada encontra-se nos moldes da pesquisa quantitativa, utilizando regra de três simples e cálculos de porcentagem. O suporte teórico fundamenta-se em autores como Littlewood (2004); Chang e Lee (2011); Lajolo (1996); Coracine (1999); Bergsleithner (2009); Penny (1991); Ellis (2003); Nunan (1989) entre outros. Os resultados apontaram que a coleção English for all apresenta um grau de comunicabilidade maior do que a coleção Globetrekker, revelando que a primeira coleção configura-se como mais comunicativa por propor APO com o foco da instrução na forma que se caracterizaram mais como tarefas comunicativas do que exercícios mecanizados e que conduzem os aprendizes a usar a língua com mais atenção ao significado, podendo possibilitar aos aprendizes um melhor desenvolvimento da habilidade oral. Palavras-chave: Livro didático. Língua estrangeira. Língua inglesa. Habilidade oral. Atividades de Produção Oral.   English as a foreign language textbooks: an analysis of speaking activities Abstract This quantitative research aimed to analyze oral production activities of two English textbook collections of EFL in Public High School in Brazil, English for all and Globetrekker, in order to verify the types of OPA that both collections presented and the degree of communicability they had in order to verify which one could provide a better development of the oral skill. The methodology adopted was quantitative, using rule of three and calculation of percentage. The theoretical support is based on some authors such as Littlewood (2004); Chang; Lee (2011); Lajolo (1996); Coracine (1999); Bergsleithner (2009); Penny (1991); Ellis (2003); Nunan (1989) among others. The results showed that one of the collections has a higher degree of communicability than the other, revealing that this collection seems to be more communicative because it proposes OPA with the main focus of instruction on form, that is more like characterized as communicative tasks than mechanized exercises which can lead learners to use the language with more attention to the meaning without neglecting aspects of language forms, allowing learners to be able to better develop the oral skill. Keywords: Textbook. Foreign language. English language. Oral skill. Oral production activities.

Orosensory Perception, Speech Production, and Deafness

1973 ◽  
Vol 16 (2) ◽  
pp. 257-266 ◽  
Author(s):  
Milo E. Bishop ◽  
Robert L. Ringel ◽  
Arthur S. House
Keyword(s):  
High School ◽  
Speech Production ◽  
Poor Performance ◽  
Normal Hearing ◽  
The Other ◽  
Functional Disorders ◽  
Form Discrimination ◽  
School Subjects ◽  
Oral Form ◽  
Similarities And Differences

The oral form-discrimination abilities of 18 orally educated and oriented deaf high school subjects were determined and compared to those of manually educated and oriented deaf subjects and normal-hearing subjects. The similarities and differences among the responses of the three groups were discussed and then compared to responses elicited from subjects with functional disorders of articulation. In general, the discrimination scores separated the manual deaf from the other two groups, particularly when differences in form shapes were involved in the test. The implications of the results for theories relating orosensory-discrimination abilities are discussed. It is postulated that, while a failure in oroperceptual functioning may lead to disorders of articulation, a failure to use the oral mechanism for speech activities, even in persons with normal orosensory capabilities, may result in poor performance on oroperceptual tasks.

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