An empirical study on teaching urban young children music and English by contrastive elements of music and songs

The purpose of the study is to teach urban young children music concepts and English by composing creative music and songs with contrast elements. The subjects were seven urban young children aged from three to four in a Taiwan kindergarten. The duration was twenty-four weeks, with two sessions per week. The teaching contents included Hello Song, Musical Movement, Music Appreciation and Goodbye Song. The study applied the thematic music elements to the teaching content. The main methodology was a qualitative study and quantitative data used to receive objective support. Assessment included a pre-test at the beginning, a post-test and participation observation at the end of the study. The head of the kindergarten, the classroom teacher and a parent completed activity feedback forms to obtain social validity. The results show that through the use of creative music pieces of contrast and song activities, urban young children＇s understanding of music concepts was progressive and English ability was improved. The study findings are： （1） Using contrastive music pieces is a good method for teaching very young urban children to understand music concepts; （2） Creating simple target objective songs with contrast elements is a good way for urban young children to learn simple English; （3） Music with contrastive elements could motivate urban young children to do movement spontaneously and learn the spoken language simultaneously; and （4） Contrastive music could be used for pre-classical music learning.     

Significant Influences on the Development of Adults’ Environmental Awareness in the UK,Slovenia and Greece

This article provides an overview and discussion of the relative importance of various categories of significant influences and formative life experiences on the development of environmental educators’ knowledge of and concern for the environment. A previous article in this journal (Palmer & Suggate, 1996) presents relevant findings deriving from the UK and analyses the ways in which the importance of influences may change through time or be affected by the subject's age. Here, the team of international authors presents data from three European countries and engages in both location‐specific and cross‐cultural comparative analysis.     

Education for children with a chronic health condition: an evidence‐informed approach to policy and practice decision making

Children managing chronic health conditions face many obstacles which can impede their learning during periods of hospitalisation. In one particular hospital, a team of educators deemed it necessary to take a personalised learning approach in order to maintain students’ educational progress, namely making use of individual learning plans (ILPs). This team adopted an evidence‐informed practice (EIP) approach to the issue in order to persuade administrators of the need for change. The successful implementation of the EIP approach led to the inclusion of the ILP form in patients’ medical records, which is thought to be a first for Australia. Although EIP is regarded highly by practitioners and policy makers, there can be difficulties when implementing this approach. This study aims to identify the enabling features that permit EIP to be successfully implemented and to examine the ways in which EIP can lead to improved practice.     

The impact of birthweight and adolescent health on educational attainment

This article examines the relationship between birthweight, adolescent health (general health and psychological distress) and high school completion in Norway, using survey data linked to longitudinal registry data (n?=?5,354). The findings show that the positive association between birthweight and high school completion can be attributed to socioeconomic status. General adolescent health is explained by socioeconomic status combined with risk- and protective behavior. Psychological distress is mediated by having a close relationship with family and friends among the most affluent students, but not among the lower-income students. Among the lower-income students it was, instead, absence from school and feeling comfortable in class that mediated the association between psychological distress and high school completion, net of other factors.     

Popular culture and moral panics about ‘children at risk’: revisiting the sexualisation-of-young-girls debate

In an attempt to resist moral panics over children's media consumption, and especially girls' consumption of hyper-sexualised popular media, this paper aims to offer a more positive account of popular culture and young children's, especially girls', engagement with it. By adopting a historical approach to modern childhood and the moral panics associated with it, I argue that the consumption of entertainment media and popular culture is a leisure activity which, rather than facilitating or reinforcing female subordination and youth vulnerability, can be seen as a possible source of knowledge about sexuality, about the self and the social world. I draw on findings from qualitative research conducted in Athens with young schoolgirls aged 10–12 years about their favourite popular icons in order to examine the variety of their engagements with, readings and practices of popular culture. Their discursive accounts reveal the intricate ways in which pre-teenage girls make sense of fandom and stardom, discuss taste, fashion and body aesthetics, and construct notions of attractiveness and ethical selfhood.     

Assessing the Relationship Between Perceived Message Sensation Value and Perceived Message Effectiveness: Analysis of PSAs From an Effective Campaign

The current study is an analysis of public service announcements (PSAs) from an effective safer sex campaign that utilized a sensation-seeking targeting (SENTAR) approach. Two random samples of heterosexually active young adults (sample one N = 1,463, sample two N = 895) viewed different sets of safer sex PSAs on a laptop computer and answered questions about their perceived sensation value and perceived effectiveness. Multiple regression analyses examined the impact of (a) demographic, (b) individual difference, (c) sexual context, and (d) message variables including perceived message sensation value (PMSV) on the perceived message effectiveness (PME) of the PSAs. Results indicated that females, African Americans, condom users, and those with less education viewed the PSAs as slightly more effective than males, Caucasians, non-condom users, and those with more education. PMSV and personal utility emerged as the strongest predictors of PME, even after controlling for all of the aforementioned variables. Implications for further research on PMSV and perceived and actual effectiveness of PSAs are offered.     

Picturing Objects in Infancy

Infants’ transfer of information from pictures to objects was tested by familiarizing 9‐month‐olds (N = 31) with either a color or black‐and‐white photograph of an object and observing their preferential reaching for the real target object versus a distractor. One condition tested object recognition by keeping both objects visible, and the other tested object representation by hiding both objects. On visible trials, infants reached more for the distractor, indicating they recognized the target object from its picture. On hidden trials, infants reached more for the target object, suggesting they formed a continued representation of the object based on its picture. Photograph color had no effect. Infants thus show picture‐to‐object transfer by 9 months with preferential reaching, even with black‐and‐white pictures.     

Staying engaged: the role of teachers and schools in keeping young people with health conditions engaged in education

It is well known that having a chronic or traumatic health condition can seriously impact on a young person’s educational trajectory, as well as placing the young person at higher risk of experiencing mental health conditions such as depression and anxiety, and increasing their likelihood of participation in risky behaviours. This paper reports on research examining best practice by schools in mitigating the impact of having a health condition by keeping students engaged with education in the post-compulsory years of schooling. The research project was designed to examine the strategies, both formal and informal, which are enacted by schools, individual teachers, families and students in ensuring an ongoing connection with educational pathways in the senior years. We describe an interconnected set of critical success factors for retaining these vulnerable young people in education, and reflect on the implications of these for educational policymakers and school administrators.     

Synergetic Interaction of HLA-DRB1*07 Allele and TNF-Alpha − 863 C/A Single Nucleotide Polymorphism in the Susceptibility to Systemic Lupus Erythematosus

Systemic lupus erythematosus (SLE) is an inflammatory autoimmune disease which is characterized by dysregulation of various cytokines propagating the inflammatory processes that is responsible for tissue damage. Tumor necrosis factor alpha (TNF-α) is one of the most important immunoregulatory cytokines that has been implicated in the different autoimmune diseases including SLE. Two hundred and two patients with SLE and 318 controls were included in the study. The TNF-α gene promoter region (from − 250 to − 1000 base pairs) was analyzed by direct Sanger’s DNA sequencing method to find promoter variants associated with South Indian SLE patients. We have analyzed six TNF-α genetic polymorphisms including, − 863C/A (rs1800630), − 857C/T (rs1799724), − 806C/T (rs4248158), − 646G/A (rs4248160), − 572A/C (rs4248161) and − 308G/A (rs1800629) in both SLE patients and controls. We did not find association of TNF-α gene promoter SNPs with SLE patients. However, the − 863A (rs1800630) allele showed association with lupus nephritis phenotype in patients with SLE (OR: 1.62, 95%CI 1.04–2.53, P = 0.034). We found serum TNF-α level was significantly elevated in SLE cases as compared to control and found no association with any of the polymorphisms. The haplotype analysis revealed a significant protective association between the wild TNF-α alleles at positions − 863C, − 857C, − 806C, − 646G, − 572A and − 308G (CCCGAG) haplotype with lupus nephritis phenotype (OR 0.53, 95% CI 0.35–0.82, P = 0.004). Additionally, the TNF-α − 863 C/A (rs1800630) polymorphism and HLA-DRB1*07 haplotype showed significant differences between SLE patients and controls (OR 4.79, 95% CI 1.73–13.29, P = 0.0009). In conclusion, TNF-α − 863A allele (rs1800630) polymorphism is associated with increased risk of nephritis in South Indian SLE patients. We also found an interaction between HLA-DRB1*07 allele with TNF-α − 863 C/A promoter polymorphism giving supportive evidence for the tight linkage disequilibrium between TNF-α promoter SNPs and MHC class II DRB1 alleles.     

Transfer of visual and haptic maze learning in rats

Cross-modal transfer of learning between black/white and rough/smooth discrimination tasks was studied in a two-choice maze procedure in which the stimuli for both discriminations were located on the floor of the maze. Rats were trained initially with cues of one modality and then given transfer training with cues of the second modality. The amount of transfer produced by two criteria of learning, 9 correct responses in 10 trials and 18 correct responses in 20 trials, was also studied. Bidirectional cross-modal transfer of learning was demonstrated more clearly with the more stringent learning criteria. These positive transfer effects appeared primarily to be the result of general transfer processes.