Investigating children's musical interactions within the activities systems of group composing and arranging: An application of Engeström's Activity Theory

This article applies Engeström's Activity Theory (AT) as an analytical lens to identify defining characteristics of the collaborative creative music making activities of composing and arranging. Attention is paid to the complex interrelationships among the various elements of interaction in children's collaborative creative music making as evidenced in group composing (where the activity features generation and revision of new musical material) and arranging (where the activity features creative use of existing musical material) are differentiated tasks. These include, for example, tool use in response to different tasks, the rules that govern peer collaboration, and the division of labour experienced among key players in the co-construction of decisions. Exemplary cases are sampled from data sets drawn from two separate sites one of which features a group composing task with fifth graders in a USA urban school and the other a group arranging task with eighth graders in a UK urban school. This micro-analysis is less concerned with the differences of collaborative interaction in varying cultural settings than with exploring the micro-analysis of social and language processes that characterise these differentiated creative tasks and the related activity systems. The activity system, or systems of social relations, is the unit of analysis applied across comparison-group cases using ethnographic observation, and discourse and event analysis. Analysis of the data indicates that composing and arranging involve differentiated activity systems. Important defining characteristics of the collaborative interactions, as outcomes of the children's approach to the task activities, are identified. Conclusions indicate that the application of an activity theory research perspective can provide a useful framework to make sense of the interrelated elements that characterise interaction in peer collaboration.     

Implications of the Agreement on Trade Related Aspects of Intellectual Property Rights for Cultural Dimensions of National Copyright Laws

Many national intellectual property laws contain provisions that reflect cultural values and have trade significance. Although cultural value defenses have generally been rejected by GATT and WTO panels, they may be more likely to succeed in intellectual property disputes because many culturally-laden rules are widely accepted in the international intellectual property arena. Moreover, intellectual products are less completely commodified than other products. Cultural economists can provide valuable insights to aid WTO in distinguishing between those culturally-laden intellectual property rules that should be or should not permitted when they have an impact on trade.     

Construct validation of physical activity surveys in culturally diverse older adults: a comparison of four commonly used questionnaires

The purpose of this study was to establish validity evidence of four physical activity (PA) questionnaires in culturally diverse older adults by comparing self-report PA with performance-based physical function. Participants were 54 older adults who completed the Continuous Scale Physical Functional Performance 10-item Test (CS-PFP10), Physical Activity Scale for the Elderly (PASE), HAMPS Physical Activity Questionnaire for Older Adults, Yale Physical Activity Survey (YPAS), and modified Baecke questionnaire. The total PASE score, three outcome scores for the CHAMPS, and three summary indices for the YPAS were significantly correlated with total CS-PFP10 score. The modified Baecke exhibited no correlations with CS-PFP10 scores. The PASE, CHAMPS, and YPAS appear to be the most valid PA self-report questionnaires for culturally diverse older adults.     

Parallel discourses with unparalleled effects: early years workforce development and professionalisation initiatives in Germany

Just over a decade ago, an OECD Starting Strong team reviewed the system of early childhood education and care (ECEC) in Germany. Regarding the staffing of early childhood provision and referring in particular to resistance at the political level to raise the formal qualification level of educators in alignment with European trends, the evaluative report noted in 2004 that the chosen approach may be overlooking the issue of the sustainability. The article explores key discourses and paradigmatic shifts which have shaped early years professionalisation initiatives and workforce developments since this time. One of the most notable changes has been a remarkable growth in the size of the workforce, which has almost doubled over the past eight years. What are the reasons for this fast-paced expansion, and can it be sustained? Have qualification requirements been lowered, and has the composition of the workforce changed? What are current challenges facing the sector? As ECEC provision develops across Europe, other countries face similar issues. Exploring how they are played out in one particular country context may help to stimulate critical analysis in others.     

‘Education at our school is not free’: the hidden costs of fee-free schooling in Rwanda

As primary school enrolment rates in Rwanda near ubiquity, completion rates remain low and repetition rates remain high. This study investigates the impact of the ‘hidden costs’ of schooling in the context of Rwanda’s fee-free education policy. Using a social-science case study, focus groups and interviews were undertaken with 200 participants, including local leaders, school administrators, children and caregivers. Findings suggest children continue to contend with a range of school-related costs that impact attendance, performance and completion. Examination fees, after-school coaching and ‘voluntary’ parent-teacher association dues were found to have serious consequences for children’s educational experience. Findings illustrate how these ‘hidden costs’ may be a key factor explaining why children do not complete their schooling once enrolled. A series of policy recommendations are offered and broader implications for children’s rights and Education For All are discussed. Further in-depth and comparative study is required.