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The Entrepreneur of the Self: Understanding Neoliberalism-as-Enterprise in Japan’s Top Global University Project
No full textEmerging Schola
Vietnamese Female Faculty in Higher Education Institutions with Work-life Balance: A Qualitative Study
No full textEmerging Scholar
Teaching and Creating Music: Lived Experiences of Music Educators Throughout One Year of a Global Pandemic
No full textThe COVID-19 pandemic affected educators around the world. The purpose of the study was to examine music educators\u27 stress and stressors during the COVID-19 pandemic. We previously examined these factors with participants approximately one year into the pandemic from March to May 2021 (Koner et al., 2022). The current study explored these same music educators\u27 stressors one year later, from March to April 2022, specifically exploring the research questions: (1) how do music educators describe the impact on their students’ learning and creating music through the COVID-19 pandemic; and (2) how have music educators professionally navigated an academic school year through a global pandemic? We analyzed data through open coding (Gibbs, 2007), which yielded the themes of logistics, student engagement, student behavior, and administrative expectations. The findings suggest that music educators have a continued need for support from their peers and colleagues, parents and guardians, administrators, and the professional community. Implications for future research are also discussed
The Creative Arts Laboratory: My Model for School-University Partnerships
No full textThe Creative Arts Laboratory (CAL) was the embodiment of Lee Pogonowski’s teaching philosophy and an outgrowth of her work with the Manhattanville Music Curriculum Project (MMCP). Through frequent workshops and weekly in-class mentoring by CAL Teaching Artists, CAL facilitated teachers\u27 capacities to help students make connections across subject matter areas. In this article I discuss how CAL as a professional development model for integrating the arts into the school curriculum, formed the basis of many of the School-University Partnerships, I developed to connect pre-service music education students with in-service music teachers. Through our partnerships, our students are learning what I learned from Lee and through CAL about the importance of putting students at the center of teaching and learning
Metacognition: A Dimension of Musical Thinking
No full textReprint with permission by National Association for Music Education. Original citation: Pogonowski, L. (1989). Metacognition: A dimension of musical thinking. In E. Boardman (Ed.), Dimensions of musical thinking (pp. 9-19). MENC
Cenabis Bene: A Culinary Odyssey through Apicius
No full textApicius is the sole surviving cookbook from classical antiquity; as such it is invaluable for what it tells us about ancient feasting customs. Yet the gluttony typically associated with classical antiquity has no place in Apicius beyond the art that is inherently associated with food; we are not so much given a seat at the cena (dinner) as we are led into the kitchen, handed an apron, and instructed to cook. This critical analysis explores each recipe not only on the surface—i.e., examining the ingredients and recreating selected recipes—but also on a deeper level, lifting food above its concrete reality to examine it as an abstract concept, what I have deemed “meta-food”; this uplifting allows us to better understand humanity, for we are the sole definers of food, and thus we are reflected in what we eat.
Throughout this thesis, I analyze the ever-changing perceptions of food, from meaningless to meaningful, over the thousands of years that connect us to our ancestors. My intention is not merely to point out coincidences across history but instead to emphasize the ways in which food has shifted from an entirely meaningless concept (i.e., being simply fuel) to one that is entirely meaningful (i.e., reflecting humanity). As meta-food as a concept is entirely relational—i.e., food is not food until we define it as such, and what each of us considers food is largely dependent on societal constructions—it is constantly in flux. Thus, examining a society’s perceptions of “food” provides great insight into human dynamics—not just in terms of religion, poetry, art, culture, or literature, but also in terms of power. Food is quite readily co-opted as a status symbol; numerous dishes in Apicius and other contemporary culinary texts evince attempts by the upper classes to distinguish themselves from the lower classes through food. Interestingly, many of these “gourmet” dishes (such as boiled eggs) are seen as commonplace today and vice versa. This seemingly arbitrary line between what is considered gourmet or not demonstrates the concept of hegemonic struggle; by drawing boundaries between what is eaten or considered food, societally-constructed hierarchies persist. Each of us must eat to survive, but food is more than survival, and it is certainly more than just food. It is a reflection—a beautiful yet powerful mirror—of all humanity
Longitudinal Assessment of Pharmacy Student Attitudes Towards Mental Illness
No full textBackground: Mental health stigma in providers is one of the greatest barriers in effective care in psychiatric patients. When patients feel stigma towards them, they have lower levels of self-esteem and lower medication adherence. When training healthcare providers, specifically pharmacists, it is important to assess the effectiveness of training at reducing stigma levels. Previous studies have shown that didactic teaching does not significantly decrease stigma in pharmacy students. However, other studies have shown that students who participated in psychiatric rotations have less stigma surrounding mental health following the rotation. Currently there are no studies that assess the same students’ stigma following both didactic teaching and clinical rotation teaching.
Objectives: The objective of this study is to assess the degree of mental health stigma among pharmacy students in a longitudinal fashion and identify the degree to which different teaching modalities impact stigma in the same individual student.
Methods: Pharmacy students will take a survey up to four times during their time in pharmacy school to assess how their stigma levels towards mental health change due to different types of teaching. The survey will ask them to express their opinions about mental illness through multiple choice, ranking, and “slider” type questions. Questions will be both from validated scales as well as created by the researchers. In the first phase of the trial, they will take it pre- and post-didactic teaching of a psychiatric module class. In the second phase, students will take the same survey pre- and post-clinical rotations of psychiatric pharmacy and internal medicine