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Revisiting Charles Keil: Commentary on Câmara et al. (2023)
No full textCharles Keil (1966) argued against Leonard Meyer (1956) that the expressivity, emotional power, and groove of music does not primarily lie in the syntax of the notated score, but in music performance as a bodily and participatory process. So far, empirical music research has investigated the traces of the performance process primarily focusing on note onset timing (or microtiming). Studies established that microtemporal deviations from metronomic regularity (isochrony and synchrony) tend to be systematic and not just random deviations caused by motor imprecision. Besides this positivistic acknowledgment of microtiming patterns, research has largely failed to show that microtiming has the emotional effects predicted by Keil. One reason for this failure may be that note onset displacement is only one performance aspect among many (e.g., articulation, timbre, dynamics) that are potentially relevant to listeners' and musicians' emotional responses. In their recent studies, Câmara and colleagues analyze traces of music performance in different dimensions of the musical artifact. This holistic approach may lead to a new empirical assessment of Keil's ideas in the future, more than half a century after they were first proposed
Commentary on Watanabe and Takeda (2023)
No full textThe interesting study by Watanabe and Takeda (2023) found a significant association between musical affinity and physiological characteristics of piano students. However, several issues limit the reliability of their work and make a sensitive interpretation of their results rather premature. This commentary discusses three main limitations of the study and suggests possible solutions to be implemented in future research
Modeling the Functions of Atmospheric Carbon
No full textFor thousands of years, there was a gradual increase of carbon in Earth’s atmosphere. Students can model the historical data using linear functions. Then they can learn about climate change in the modern era by using a combination of exponential and periodic functions to explore carbon’s multi-faceted variation, distinguishing the recent trend (exponential) from the seasonal variation (trigonometric)
How Mathematics Education in Ohio Impacted the Nation: Incorporating Technology to Carry Out the Vision
No full textThis invited article explores the historical contributions of technology to mathematics education, focusing on the pioneering work of Bert Waits and Frank Demana. From early experiments with closed-circuit television and calculators to the development of function graphing technology, their innovations have transformed the way students learn algebra. The paper highlights key milestones in their journey and reflects on personal anecdotes that showcase the profound impact of technology on teaching and learning in mathematics
Effects of a Cognitive-Behavioral Therapy-Based Program on Stress, Anxiety and Depression in College Freshmen when Delivered Peer-to-Peer
No full textBackground: Sedentary behaviors and mental health symptomology have increased in college youth over the past decade. Institutions of higher education are working to address these concerns through preventative programming that teaches students how to cope with stress, anxiety, and depression.Aims: This pilot study aimed to evaluate the impact of a cognitive-behavioral skills building intervention (MINDSTRONG) on college freshmen’s healthy lifestyle beliefs and behaviors, stress, anxiety, and depression when delivered by a peer skilled to deliver the intervention. Methods: A pre-experimental pre- and post-test study design was used. Students at a large Midwest university enrolled in a required survey class were recruited via email. Descriptive statistics described the sample demographics and mean differences between baseline and post-intervention survey outcomes were calculated to assess for significant changes in healthy lifestyle beliefs and behaviors, stress, anxiety, and depression.Results: Students (n = 15) who completed the 7-session weekly program had increased healthy lifestyle beliefs and behaviors and decreased stress, anxiety, and depressive symptoms. Students learned new ways to deal with their behaviors, thoughts, and feelings. Most students recommended all students receive the MINDSTRONG program. Conclusions: Peer-to-peer delivery of MINDSTRONG is a promising intervention to combat feelings of stress, anxiety, and depression while promoting healthy lifestyle behaviors and beliefs in college freshmen when delivered in a peer-to-peer format
Promoting Wellness for Architecture and Landscape Architecture Students: Lessons Learned from a Mixed Method Study
No full textBackground: Universities face increasing pressure to model healthy campuses in response to the ongoing mental health crisis, yet limited research explores ways to improve student wellness.
Aim: This study explored strategies architecture and landscape architecture students adopt to overcome stress and solutions for promoting wellness in a school of architecture.
Methods: The study utilized a convergent mixed methods research design. First, design students (n = 277) responded to an online wellness survey to explore how they lower stress during their academic studies. Second, semi-structured interviews (n = 37) uncovered students’ coping mechanisms to overcome stress during their academic studies and recommendations for creating a more healthful environment.
Results: Strategies students most often adopted to lower stress were socializing, sleeping, exercising, taking personal time, spending time outdoors, and improving time management. Students recommended improving communication and time management, a sense of community, and building a health and wellness culture. Findings were translated into design considerations for creating healthier places on college campuses.
Conclusions: Design students employ a variety of strategies to overcome the debilitating effects of mental distress. Policies and campus planning efforts should work toward student-informed solutions to promote wellness
Assessing Gym Intimidation in Female College Students: Understanding This as a Barrier to Physical Activity and Exercise
No full textBackground: Women enrolled in college participate in less physical activity and exercise, specifically resistance training, than men.
Aim: This study measured gym intimidation and assessed factors that may influence intimidation levels in female college students.
Methods: A survey was emailed to female college students at a large, public university in the southeastern United States. Class standing, academic college, major, gym frequency, gym equipment used, and sports participation were assessed. Gym intimidation was measured using the Social Exercise and Anxiety Measure (SEAM) subscales: social exercise self-efficacy (SES: assesses confidence in the ability to exercise in various environments), gym avoidance (GA: assesses gym avoidant behavior), and exercise importance (EI: assesses priority of exercise). Pearson’s correlations and ANOVAs identified significant relationships.
Results: Participants included 357 students. Pearson’s correlations revealed a relationship (p < 0.01) between frequency of gym attendance and all SEAM questions. Mean subscale scores showed moderate gym intimidation: SES (347.41 + 103.17) of a possible 500; GA (15.68 + 7.66) of 28; EI (15.24 + 3.75) of 21. Freshmen (13.55 + 7.94) showed significantly higher gym avoidance than sophomores (16.589 + 782), F (3,353) = 3.18, p = 0.007.
Conclusions: Gym intimidation is prevalent among female college students and is a barrier to exercise participation. Combatting intimidation is critical to this population’s health