199 research outputs found
The Contributions of Jane Smisor Bastien to Piano Teaching
No full textThe impact of Jane Smisor Bastien (b. 1936) on the field of piano teaching is investigated in this document, both in terms of her teaching materials and with respect to her effectiveness as an independent teacher. Bastien has authored a wealth of piano materials that have been used throughout the world, and she is a beloved teacher and mentor to hundreds of students. Through her publishing and teaching, she continues to demonstrate her long-standing commitment and dedication to the music teaching profession.Bastien began publishing educational piano materials with the Neil A. Kjos Music Company in the early 1960s and she continues to work with Kjos today. She is the sole author of numerous publications, and she has also written collections in collaboration with her husband, James Bastien (1934-2005), and her daughters, Lisa Bastien Hanss (b. 1964) and Lori Bastien Vickers (b. 1966). All of the Bastien materials (more than 300 separate titles) are still in print, and these materials continue to be used by students and teachers both nationally and internationally.Interviews were conducted with approximately twenty-five former students, parents of students, and colleagues of Jane Bastien as well as with Bastien herself, her daughters, and Mark Kjos, head of Kjos Music Company. Those interviewed for this study spanned the course of Bastien's career. Bastien's pedagogical techniques, as revealed through these interviews and through personal observations, are presented throughout the document.The six chapters of this document outline Jane Bastien's contributions to piano teaching. Chapter One is an introductory chapter that details the purpose, need for, procedures, limitations, and overall organization of the study. A related literature section offers brief synopses of theses and dissertations that were used at the commencement of this research. Chapter Two offers a biographical sketch of Jane Bastien. Chapter Three focuses on Bastien's perspective on earlier publications including both those solely authored by her and those co-authored with her husband. A description of Bastien's use of materials in her own studio is also provided in Chapter Three in an attempt to explain how her materials relate to her teaching philosophy. Selected methods and supplemental materials on which she collaborated with her daughters are discussed in Chapter Four. An explanation of Bastien's approach to the teaching of technique is also included. Chapter Five provides an in-depth focus on Bastien's teaching philosophy with specific emphases on motivation, the role of the teacher, parent, and student, practice strategies, and performance strategies. Bastien's personality and connection with students, her impact on colleagues, and her greatest contributions to the profession of piano teaching are also explored in Chapter Five. The sixth and final chapter provides a summary and an evaluation of Bastien's continuing impact on her students and on the piano teaching profession. Her former students describe her as a passionate teacher who has become a lifelong mentor. It is clear that she cultivates meaningful personal relationships with her students and that the effects of her teaching and mentoring continue to influence them throughout their lives. As author and pedagogue, Bastien's impact has been both significant and enduring, and her work continues to shape the musical experiences of students and teachers across the globe
Navigating the Fog: Detail, Visuality, and Localisation Enhance the Feeling of Transparency in Passenger Information about Public Transport Disruptions
No full textThis study seeks to identify optimal descriptions for unexpected disruptions in public transportation systems, such as the Paris metro. In this context, 'optimal' refers to descriptions that maximize perceived transparency for travelers
Désorientation temporelle des voyageurs
No full textLes voyageurs du métro sont désorientés lors de perturbations inopinées du trafic, comme un trafic interrompu en raison d'un bagage oublié. Nous examinons dans un premier temps la structure de ces désorientations, et l'expérience du métro en général. Nous postulons que l'expérience de désorientation, essentiellement temporelle durant les perturbations inopinées, partage des fondements fonctionnels avec la désorientation spatiale et engage divers degrés de conscience. Nous soutenons que l'expérience du métropolitain incarne la liminalité, marquée par les marges des structures temporelles, spatiales et sociales urbaines. Ces cadres théoriques sont ensuite approfondis à travers trois études empiriques. Par l'administration de questionnaires psychométriques en temps réel lors de perturbations du trafic, nous révélons que la désorientation des voyageurs est marquée par une dilatation temporelle, essentiellement en lien avec le sentiment d’agentivité. Nous révélons aussi comment les souvenirs d’expérience de désorientation sont compressés et déformés dans la mémoire au fil du temps (étude 1). Nous validons ensuite un instrument pour mesurer la transparence des descriptions de perturbation, nous permettant d'identifier des améliorations possibles de la qualité de service (étude 2). Finalement, nous générons un jeu de données inédit, constitué de centaines de milliers de réponses de voyageurs aux annonces de perturbation, analysées via un modèle de langue et une approche phénoménologique. L'expérience de désorientation, bien que secondaire dans le vécu du métro, articule une dynamique émotionnelle en trois temps – perplexité, désemparement, anxiété – à laquelle l'information voyageurs doit répondre (étude 3).Metro travellers experience disorientation during unexpected traffic disruptions, such as service interruptions due to forgotten luggage. We first explore the structure of these disorientations and the general experience of metro travel. We posit that the fundamentally temporal experience of disorientation during unexpected disruptions shares functional underpinnings with spatial disorientation and manifests across various degrees of consciousness. We argue that the metro experience embodies liminality, characterised by the margins of urban temporal, spatial, and social structures. These theoretical frameworks are further explored through three empirical studies. By administering psychometric questionnaires during disruptions, we reveal that passengers’ disorientation is marked by a temporal dilation, essentially linked to the sense of agency. We also uncover how memories of disorientation experiences are compressed and distorted over time (study 1). We then validate an instrument to measure the transparency of disruption descriptions, enabling us to identify possible improvements in service quality (study 2). Finally, we generate an innovative dataset comprising hundreds of thousands of passenger responses to disruption announcements, which we analyse using a large language model and a phenomenological approach. The experience of disorientation, while secondary in the metro experience, articulates a three-stage emotional dynamic – perplexity, helplessness, anxiety – to which passenger information must respond (study 3)
Dynamics of Disorientation: An LLM-Augmented Phenomenological Analysis of Messages about Public Transport Disruptions in the Paris Area
No full textEntretien avec Laure Rinié à propos de son ouvrage L’égalité femmes-hommes dans la formation : Les stratégies de valorisation du « féminin »
No full textInternational audienceLaure Rinié’s book, Gender Equality in Training: Strategies for Promoting the “Feminine”, examines how so-called feminine characteristics are understood within a professional world that is determined to promote equality between women and men. To do so, the author presents the results of a field study conducted among actors working, directly or indirectly, on gender equality in a wide variety of professional activities. While Laure Rinié’s findings confirm the invisibilisation of women in the contexts under study, they also suggest adopting a reflexive stance toward “strategies for valuing the ‘feminine’,” which are both essential and debatable when it comes to ensuring real equality between women and men. This exchange, structured around three questions formulated by Bastien Pouy-Bidard, allows the author to revisit her work.La obra de Laure Rinié, La igualdad entre mujeres·y hombres en la formación: Estrategias de valoración de lo “femenino”, examina la comprensión de las dichas características femeninas en un mundo profesional decidido a promover la igualdad entre mujeres y hombres. Para ello, la autora presenta los resultados de una investigación de campo realizada entre actores y actrices que trabajan, directa o indirectamente, por la igualdad de género en diversas actividades profesionales. Si bien los hallazgos de Laure Rinié confirman la invisibilización de las mujeres en los contextos estudiados, también sugieren adoptar una postura reflexiva respecto a las “estrategias de valoración de lo ‘femenino’”, que son tan esenciales como discutibles a la hora de garantizar la igualdad real entre mujeres y hombres. Este intercambio, articulado en torno a tres preguntas formuladas por Bastien Pouy-Bidard, permite a la autora volver sobre su obra.L’ouvrage de Laure Rinié, L’égalité femmes-hommes dans la formation : Les stratégies de valorisation du « féminin », examine l’appréhension desdites spécificités féminines dans un monde professionnel résolument enjoint à promouvoir l’égalité entre les femmes et les hommes. Pour ce faire, l’autrice expose les résultats d’une enquête de terrain menée auprès d’acteurices œuvrant plus ou moins directement à l’égalité entre les femmes et les hommes au sein d’activités professionnelles diverses et variées. Si les découvertes de Laure Rinié confirment l’invisibilisation des femmes dans les contextes présentement soumis à l’étude, elles s’avèrent également suggérer d’adopter un positionnement réflexif à l’égard des « stratégies de valorisation du "féminin" », aussi essentielles que discutables pour assurer l’égalité réelle entre les femmes et les hommes. Cet échange articulé autour de trois questions formulées par Bastien Pouy-Bidard permet à l’autrice de revenir sur son ouvrage
Indigenous Peoples and organization studies
No full textThis essay encourages scholars of management and organization studies (MOS) to critically reflect on
how Indigenous peoples and their knowledges have been, and continue to be, systemically discriminated
against. This discrimination is the result of colonization; it has deeply impacted and continues to affect
which knowledges and practices are valued and embraced. The impact of colonization is mirrored in
MOS via processes and actions within the academic setting and our business schools. The result is the
continued marginalization of Indigenous peoples and their knowledges. We propose a shift in how MOS
scholars approach research in relation to non-western societies to counter, and hopefully end, these
continued practices of discrimination in our business schools. Specifically, we argue that demarginalizing
Indigenous research in academia and going beyond ‘cosmetic indigenization’ in our business schools are
new, collaborative ways of rethinking indigeneity and breaking down the current barriers in MOS that
reinforce and perpetuate the systemic discrimination against Indigenous peoples, their knowledges and
practices.The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication
of this article. This work was supported by the Social Sciences and Humanities Research Council of
Canada [430-2019-00070].FacultyReviewe
On the Sense of Direction in Underground Navigation: Three Experiments in the Paris RER Network
No full textResearch Question: Does the orientation of metro line maps displayed on screens above the tracks at underground train stations affect passengers’ preferences and spatial orientation when aligning the map with (i) the direction of trains, (ii) cardinal directions, or (iii) the left-to-right reading direction? Additionally, how do individual differences—including spatial reasoning abilities, familiarity with the transit system, age, and gender—influence these orientation preferences?
Background: This pre-registration follows a first exploratory experiment conducted on RER A, Paris's busiest transit line. RER A is the main east-west transit line in the Paris area, usually depicted on a map with east to the right and west to the left. Two new experiments will be conducted in the coming days, still on RER A.
Preliminary Analysis of Experiment 1: Experiment 1 revealed that passengers prefer SYSPAD maps aligned with the direction of travel when this alignment corresponds with the natural left-to-right reading direction. This preference was independent of cardinal direction alignment. However, certain stations require map alignment that results in a right-to-left reading direction when oriented with the direction of trains. A participant from Experiment 1 highlighted this scenario, suggesting that the left-to-right reading direction might be a stronger factor influencing preference than alignment with the direction of travel.
Research Plan for Experiment 2: Experiment 2 aims to investigate this possibility and explore how individual spatial reasoning abilities affect these preferences. The same type of stimuli used in Experiment 1 were captured at another station where alignment with the direction of incoming trains results in displaying the itinerary right-to-left. Like in Experiment 1, Experiment 2 is a 2x2 between-subjects design with varying study paths to check for various orders of stimuli administration, as well as the influence of a priming orientation task.
Research Plan for Experiment 3: Experiment 3 investigates the specific role of north-south alignment of branches near the extremities of the metro map. In both Experiments 1 and 2, the positioning of these branches is fixed, no matter the orientation of the map, resulting in geographical inconsistencies. The research question of Experiment 3 is therefore to investigate whether, in the case of an alignment of transit maps toward the direction of trains, travelers prefer geographical consistency (by inverting the order of north-south branches) or cardinal consistency (with the north branch always on the upper part of the map). Unlike Experiments 1 and 2, Experiment 3 does not use video stimuli but rather static images of maps (i.e., a still of the animation that would be used if they were to be implemented on screens). Like in Experiment 1 and 2, Experiment 3 is a 2x2 between-subjects design with varying study paths to check for various orders of stimuli administration, as well as the influence of a priming orientation task.
Theoretical Framework: All three experiments will be discussed based on theories of navigation and spatial disorientation. An outstanding question in this literature is to what extent humans coordinate various forms of orientation during navigation, e.g., relying on identifying that a particular direction in one’s field of view corresponds to a given cardinal direction. We aim to bring data about the case of underground navigation, which is an interesting case study because visual landmarks are usually short-sighted, and navigation decisions are bound via topological, more than spatial, relations. Our theoretical hypothesis is that both allocentric and egocentric forms of orientation are important in underground navigation, but these two forms can strikingly remain uncoordinated for the duration of underground travel
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