To see the other types of publications on this topic, follow the link: Adolescents and musical practices.
Dissertations / Theses on the topic 'Adolescents and musical practices'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Adolescents and musical practices.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Christophe, Thibault. "Les pratiques d'écoute musicale des adolescents en régime numérique." Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20122/document.
Full textAbstract:
Cette recherche interroge les pratiques d'écoute musicale des adolescents en régime numérique. Depuis la « démocratisation » des voies d'accès illégales (Napster, KazAa, eMule, et aujourd'hui le convertisseur YouTube) et l'avènement du numérique (abonnements téléphoniques et ADSL, taux d'équipements), les modes de production et de consommation de la musique se trouvent bouleversées. Nous appuyant sur une ethnographie (combinant entretiens compréhensifs et observation participante) menée auprès d'adolescents, notre objectif est de comprendre comment la musique peut faire sens dans leur quotidien. Nous avons cherché à comprendre de quelles manières la musique, à l'ère du numérique, participe des phénomènes de construction identitaire – à la fois individuelle, mais aussi sociale et générationnelle –, ainsi que de la structuration des univers culturels des adolescents. Questionnant les usages et les ergonomies des équipements, cette étude brosse un portrait des différentes situations d'écoute en fonction des éléments pragmatiques et contextuels. La méthodologie qualitative que nous avons choisie a permis de faire émerger les médiations au sein de la cellule familiale entre frères et sœurs et entre parents et enfants, révélant la fonction phatique de la musique, dont le numérique se fait le supportThis research examines the music listening practices of teenagers in a digital era. Production and receptions modes as well as the music itself have deeply changed since the “democratisation” of the illegal ways to access music (Napster, KazAa, eMule, and even now the YouTube converter) and the advent of the digital technologies (phone subscriptions and ADSL, household penetration rates of computers). Based on an ethnography of adolescents (combining comprehensive interviews with participant observation), we aim to understand how music makes sense in their everyday lives. We have thus tried to understand in what ways music, in the digital era, contributes to the phenomena of identity construction - individual, but also social and generational - as well as to the configuration of teenagers’ cultural worlds. Questioning the ergonomics and uses of devices, this study depicts different listening situations in accordance with pragmatic and contextual elements. The qualitative methodology that we have chosen enabled us to highlight the mediations in the family unit between brothers and sisters and between parents and children, which revealed the phatic expression of the music supported by digital technology
2
Yamaoka, Denise Maria de Carvalho [UNESP]. "Vozes no CCA: um estudo de caso da presença das práticas musicais com adolescentes no contexto de política de assistência social na cidade de São Paulo." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/157248.
Full textAbstract:
Submitted by Denise Maria De Carvalho Yamaoka (demcyama@yahoo.com.br) on 2018-10-03T10:19:33Z
No. of bitstreams: 1
dissertacao_yamaoka.pdf: 8093100 bytes, checksum: 0dddb11a80f6cc28686bb4f71561d49d (MD5)Rejected by Laura Mariane de Andrade null (laura.andrade@ia.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo as orientações abaixo: - o item “folha de aprovação” nos itens pré-textuais (entre ficha catalográfica e agradecimentos) é obrigatório segundo as normas da ABNT, portanto deve constar no arquivo anexo, de preferência com a data da defesa/aprovação. Caso seja necessário, consulte o modelo em: http://www.ia.unesp.br/Home/Biblioteca/orientacoes-para-a-normalizacao-de-trabalhos-academicos_iaunesp_26_03.pdf Caso haja dúvidas, consulte a biblioteca. Agradecemos a compreensão. on 2018-10-03T23:29:39Z (GMT)
Submitted by Denise Maria De Carvalho Yamaoka (demcyama@yahoo.com.br) on 2018-10-04T01:10:20Z No. of bitstreams: 1 dissertacao_yamaoka.pdf: 8098244 bytes, checksum: 5cfcaf73fd001d4d8aa449ccd3a133b5 (MD5)
Approved for entry into archive by Laura Mariane de Andrade null (laura.andrade@ia.unesp.br) on 2018-10-05T17:26:32Z (GMT) No. of bitstreams: 1 yamaoka_dmc_me_ia.pdf: 8098244 bytes, checksum: 5cfcaf73fd001d4d8aa449ccd3a133b5 (MD5)
Made available in DSpace on 2018-10-05T17:26:32Z (GMT). No. of bitstreams: 1 yamaoka_dmc_me_ia.pdf: 8098244 bytes, checksum: 5cfcaf73fd001d4d8aa449ccd3a133b5 (MD5) Previous issue date: 2018-07-27
Com base na Política Nacional de Assistência Social (PNAS), na Normatização dos Serviços do Sistema Único da Assistência Social (NOB/SUAS) e na perspectiva de justiça social na educação musical, desenvolvi um estudo de casos múltiplos, visando compreender por que as práticas musicais com adolescentes estão presentes em Centros para Crianças e Adolescentes (CCA) da capital paulista nos aspectos micro e macro da política socioassistencial vigente. Nesse intento, concentrei-me nos conceitos-chave de “proteção social”, “vínculos sociais”, “reconhecimento”. Além de abordar a justiça social no âmbito da educação musical, os fundamentos teóricos da pesquisa se alicerçam também nos conceitos de Convivência Social como método do trabalho social na Proteção Social Básica, especificamente nos Serviços de Convivência e Fortalecimento de Vínculos. As questões centrais da investigação são: a) Por que as práticas musicais com adolescentes estão presentes nos CCAs da capital paulista, centros entendidos como instância de política de Assistência Social brasileira?; b) Quais os significados das práticas musicais com e para essas/esses adolescentes quando inseridas nesses contextos de Assistência Social?; c) Considerando a perspectiva de justiça social, as práticas musicais promovem o usufruto de direitos e garantem a equidade de acesso a bens socioculturais e bem-estar social em favor do desenvolvimento de potencialidades dos adolescentes atendidos nos CCAs? Este estudo espera colaborar para aprofundar a compreensão do papel das práticas musicais voltadas para adolescentes que frequentam espaços de atendimento socioassistencial. Um de seus principais resultados é que as práticas musicais, como atenções socioeducativas, assumem papel de geradora de relações sociais e de fortalecimento individual dos adolescentes atendidos nos CCAs. Esta pesquisa implica em possibilidade de desenhar novas metas e objetivos para a práticas musicais nos serviços socioassistenciais, valorizando a conscientização dos educadores musicais que atuam nos CCAs e reconhecendo a política de proteção social como direcionamento das práticas musicais qual componente do desenvolvimento social que preserva a dignidade, a justiça e os direitos das/dos adolescentes na condição de cidadãos.
Supported by the Brazilian National Social Assistance Policy (PNAS), the Norms of the Unified Social Assistance System (NOB/SUAS) and the perspective of the social justice in Music Education, I developed a multiple case studies research aiming to understand why the musical practices with teenagers are present in the Centers for the Children and Adolescents (CCA) of the Sao Paulo city in the micro and macro aspects of the current socio welfare policy. In that attempt, I concentrated on the key concepts of "social protection", "social ties", "recognition". In addition to addressing social justice in the field of music education, the theoretical foundations of research are also based on the concepts of Social Coexistence as a method of social work in Basic Social Protection, specifically in the Services of Coexistence and Strengthening of Links. The main questions of the study are: a) Why are the musical practices with adolescents present in the CCAs of the São Paulo city, centers understood as a policy instance of Brazilian Social Assistance?; b) What are the meanings of the musical practices with and for these adolescents when inserted in these contexts of Social Assistance?; c) Considering the perspective of social justice, do the musical practices promote the enjoyment of rights and ensure fair access to socio-cultural assets and social welfare in favor of developing the potential of the adolescents assisted in the CCAs? This study hopes to collaborate to deepen the understanding of the role of musical practices aimed at adolescents who attend social assistance spaces. One of its main results is that musical practices, such as socio educative care, assume the role of generating social relations and individual strengthening of the adolescents assisted in the CCAs. This research implies the possibility of designing new goals and objectives for the musical practices in the social assistance services, valuing the awareness of the musical educators who work in the CCAs and recognizing the social protection policy as a direction of the musical practices as a component of social development that preserves the dignity, justice and the rights of adolescents as citizens.
3
Weizmann, Claudio. "Educação musical: aprendendo com o trabalho social de uma orquestra de violões." Universidade Presbiteriana Mackenzie, 2008. http://tede.mackenzie.br/jspui/handle/tede/1977.
Full textAbstract:
Made available in DSpace on 2016-03-15T19:43:22Z (GMT). No. of bitstreams: 1
Claudio Weizmann.pdf: 1657869 bytes, checksum: 6fc292378a87627539b4455b05554a46 (MD5)
Previous issue date: 2008-08-04Fundo Mackenzie de Pesquisa
The present thesis seeks to examine the still little understood and under-explored potential of music education, based on the analysis of the results of a socio-cultural musical project, the Orquestra Sinfonia do Cerrado. This project was built around the principles of a critical-reflective educational practice, and structured within the dynamics of a collective teaching process pertinent to learning communities, establishing the necessary conditions and credibility for work that could attend to social and cultural necessities, with a respect for the peculiarities of the young students involved, yet without abandoning a strong focus on artistic quality. A drive for professionalism, clarity of goals, and the construction of languages and methodologies guided the artistic and educational practice, orienting the planning, development, repertoire and results of the project, which also had consequences over the social and family life of the participants. The project resulted in highly elevated values of musical quality, self-accomplishment and social and humanistic awareness of the teenaged students, as well as the political and cultural empowerment of these low-income adolescents from an NGO based on the state of Goiás, Brazil. The research here reported shows the complexity of the cultural project itself, which ties music, lessons, students, teachers and society together, as well as the complexity of the methodology employed in order to deal with the theoretical multidimensionality required in order to establish a synchronic investigation of pedagogical, historical, and cultural factors, along with the specific musical knowledge acted upon.
O presente estudo mostra as possibilidades educacionais ainda pouco compreendidas e exploradas no ensino musical, utilizando para isto os resultados do projeto sóciocultural- musical denominado Orquestra Sinfonia do Cerrado. Este projeto foi construído nos princípios da prática educacional crítico-reflexiva e estruturado nas dinâmicas do ensino coletivo na sala de aula em comunidades de aprendizagem, criando as condições e credibilidade para um trabalho que atendesse às necessidades sociais e culturais, respeitando a condição dos jovens e propondo transformações sem perder o foco na qualidade artística. O profissionalismo, a clareza de objetivos e a construção de linguagens e metodologias nortearam a prática artístico-educativa, influenciando o planejamento, o desenvolvimento, o repertório e os resultados do projeto, que também ecoam na vida familiar e social dos adolescentes. Esta prática determinou elevados valores de qualidade musical, auto-realização e conscientização social e humanística, democratização e inclusão cultural destes jovens de famílias de baixa renda que participam de uma Associação Cultural no interior de Goiás. Esta pesquisa mostra a complexidade tanto das ações do projeto cultural, que envolvem a música, a aula, o aluno, o professor e a sociedade, como da metodologia utilizada que consegue abordar a multidirecionalidade teórica necessária para a investigação sincrônica dos fatores pedagógicos, histórico-culturais e dos saberes específicos musicais.
4
Wells, Robert. "Musical composition : creative social and educational practices." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/371692/.
Full textAbstract:
This commentary documents the changes in my compositional practice. It explores the rationale for my move towards collaborative compositional approaches, and the variety of processes that I have used. The work occurs in a range of environments, and involves diverse participants, highlighting the relevance of this work for people of all backgrounds, ages and skill levels. By altering the nature of the composition process and its context new arenas for educational and social practices have emerged. This commentary describes some of the benefits and challenges that arise from working in these new ways.
5
Luckow, Debra. "Parenting practices and psychological distress in adolescents." [Montréal] : Université de Montréal, 2002. http://wwwlib.umi.com/cr/umontreal/fullcit?pNQ75898.
Full textAbstract:
Thèse (Ph. D.)--Université de Montréal, 2002."NQ-75898." "Thèse présentée à la faculté des études supérieures en vue de l'obtention du grade de Ph. D. en psychologie - recherche et intervention." Version électronique également disponible sur Internet.
6
Davhula, Mudzunga Junniah. "Malombo Musical Art in VhaVenda Indigenous Healing Practices." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/64353.
Full textAbstract:
The traditional healing practices of the Vhavenda people include one very important
component, the malombo ritual healing practice.
This healing practice has been conducted for centuries. It involves the use of music
(including singing and the use of drums and shakers for rhythm), dance and elements
of theatre performed by the person to be healed, the healer, invited malombe
(community members who have been through the same ritual), as well as family
members and supporters.
The importance of this ritual as a healing process has long been acknowledged. Of
interest in this study, however, is the role-played by the music itself in facilitating the
healing process. The ritual cannot take place without the music; neither is the music
used outside this specific ritual.
Seven representative malombo songs have been partially notated by John Blacking
and N. J. van Warmelo also as recorded texts. However, since this ritual is closed and
seldom open to strangers, their research was, of necessity, limited. Through long-term
fieldwork, and from an insider perspective, this thesis is based on participation in
more than fifteen malombo rituals during the field research period (2005-2014).
Songs and performances were recorded as possible and some are included on the
accompanying CD. In addition, transcription was utilized as a tool to demonstrate the
core melody of selected songs, with the acknowledgement that transcription in
Western notation limits the demonstration of the creative mato1 process that is
fundamental to the malombo ritual.
This thesis argues that that music plays a vital role in this healing ceremony, and it is
through the mato process that the ancestors are called to heal. The texts of the songs at
times include words of the Tshikalanga language that is spoken by the Vhakalanga of
Zimbabwe. Most significantly, music is seen as the bridge between the ancestral
spirits and the patient and participants in the ceremony, thus underscoring its
fundamental importance in Vhavenda culture.Thesis (DMus)--University of Pretoria, 2017.
SAMRO
Music
DMus
Unrestricted
7
Snead, Todd Edwin. "Dichotomous Musical Worlds: Interactions between the Musical Lives of Adolescents and School Music-Learning Culture." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/53.
Full textAbstract:
This ethnographic study investigated the interactions between the musical lives of adolescents and school music-learning culture in a suburban high school. Participants included two music teachers and seven adolescents. Framed within a symbolic interactionist perspective (Blumer, 1969), data were collected via methods consistent with qualitative inquiry, including an innovative data collection technique utilizing music elicitation interviews with adolescents. Findings emerged from the data via thematic analysis (Grbich, 2007). Findings indicate limited interactions between the musical lives of adolescents and school music-learning culture because participants portrayed and experienced a dichotomy between the musical assumptions and practices inside and outside of school. Interactions occurred when participants engaged in sharing musical capital that overcame segmentation among music learning, out-of-school experience, and elective participation in secondary school music programs. Supporting findings indicate that the school music-learning culture derived from teachers' negotiating between two major influences: 1) their own musical values, which were based on their musical backgrounds and the long-established professional tradition of formal performance emphases in school music programs; and 2) the musical values of their students. Adolescents self-defined their musical lives as largely informal musical activities commonly experienced outside of school. They expressed a wealth of personal musical knowledge and described their affinity for music across four dimensions: 1) expression and feeling, 2) relevance, 3) quality in artistry and craftsmanship, and 4) diversity. Three themes describe how adolescents’ personal relationships with music influenced their beliefs and choices regarding music participation and learning: 1) musical roots: nurturing personal and social connections with music, 2) motivated learning: seeking relevance and challenge, and 3) finding a voice: striving toward musical independence. Findings indicate that music teachers may enhance interactions between adolescents’ musical lives and school music-learning culture by acknowledging students’ musical engagement outside of school, honoring their personal musical knowledge and interests, and making them collaborators in developing music-learning models rooted in their affinity for, and personal relationships with, music.
8
Kruger, Liana. "Disclosure practices of adolescents raised in same-gendered families." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25536.
Full textAbstract:
The concept of “family” has rapidly changed over the past few years. The prevalence of more and more children raised in same-gendered families has brought to mind the question of disclosure. This qualitative case study explored the disclosure practices of adolescents raised in same-gendered families in an attempt to understand how adolescents negotiate their unique family structure throughout their daily lives. The data in this study was analysed using thematic content analysis. It was found that both positive and negative experiences influence the adolescents raised in samegendered families decision to disclose and that disclosure of family structure usually takes place after careful negotiation based on the grounds of either a close relationship, common ground or a perceived urgency.Dissertation (MEd)--University of Pretoria, 2010.
Educational Psychology
unrestricted
9
Zanders, Michael L. "The Musical and Personal Biographies of Adolescents with Foster Care experience." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/122665.
Full textAbstract:
Music TherapyPh.D.
This qualitative study examines the personal and musical lives of adolescents with foster care experience. Based on the researcher's experience, it seemed that foster care adolescents had a different life experience with music than adolescents who were never in foster care. A structured interview, developed by the researcher, was used with a sample of 10 participants (6 males, 4 females) enrolled in out-patient therapy. Participants were chosen based on three criteria: 1) between the ages of 13-18 years, 2) present or past experience in foster care placements, and 3) willing and able to discuss their lives and musical backgrounds. Biographical inquiry was the specific method used to gather data on the musical lives of adolescents in foster care and to discern how the musical and personal biographies may have been related to one another. In this context, a musical biography was defined as the sum total of music experiences a person has had and the various meanings given to them, both in the past and present. It was assumed that one's musical life is part of one's personal biography, which also includes non musical events, experiences, and meanings. The study was organized according to two basic questions: 1) What music experiences had these adolescents in foster care had throughout their life span, and what meanings had they attached to those experiences, and 2) What relationships could be found between the musical and personal biographies? Results of the study showed that these adolescents with foster care experience used music consciously and actively in their everyday lives, similar to ways that adolescents with no foster care experience do. For example, adolescents with and without foster care experience share the same listening habits, music preferences, and how they use music. The results also showed that the music experiences of these adolescents did affect their life in foster care, and that their life in foster care did affect their overall relationship to music. In regards to foster care's influence on an adolescent's relationship to music, the results showed that when an adolescent had a relationship to music that was shared with a biological family member before foster care, this music relationship ceased when the participant entered foster care. Also, adolescents generally had a positive relationship with their foster family when involvement with music was encouraged. Conversely, music influenced the foster care experience of these adolescents. First, listening to music by oneself tended to increase in frequency and importance when the adolescent did not have a positive relationship or healthy attachment with the foster parent. Second, formal and active involvement in music (e.g., participating in school or group music, or taking lessons) seemed to be associated with a positive or healthy relationship with the foster family. Third, adolescents tended to listen to music for personal, psychological reasons, often to cope with the trauma, grief, and loss they continued to encounter throughout their lives. Implications for music therapy research, theory, and practice were drawn based on the conclusions.
Temple University--Theses
10
Santos, Catherine Furtado dos. "Casa Caiada: process human and musical practices in collaborative percussive." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=9747.
Full textAbstract:
CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorEsta pesquisa tem como tema central o processo contÃnuo de formaÃÃo humana e musical dos integrantes do Grupo de MÃsica Percussiva AcadÃmicos da Casa Caiada (GMPACC) da Universidade Federal do Cearà (UFC). O interesse por esse aspecto veio da minha prÃpria experiÃncia com atividades de percussÃo dentro da Universidade Federal do Cearà - UFC, em organizaÃÃes nÃo governamentais (ONGs) e em grupos de maracatus, na cidade de Fortaleza. Pude observar que a partir de 2006 houve um aumento significativo do surgimento de grupos percussivos voltados para atividades no perÃodo carnavalesco e tambÃm a grande procura de pessoas em participar destes agrupamentos na cidade. Na UFC, criou-se em 2008 um projeto de extensÃo do curso de licenciatura em mÃsica da UFC denominado pela sigla GMPACC, tendo a coordenaÃÃo do Prof. Dr. Erwin Schrader e sob minha regÃncia a partir de 2009. O grupo possui como proposta oferecer uma formaÃÃo humana e musical atravÃs das prÃticas percussivas em contexto colaborativo, principalmente, para jovens das escolas pÃblicas do bairro de Messejana. Desde o ano de 2009 atà 2012, certifiquei que alguns integrantes fazem parte do projeto desde o inÃcio das atividades e vale reforÃar que o grupo nÃo à voltado apenas para atividades carnavalescas como se apresenta, normalmente, no cenÃrio percussivo em Fortaleza. A partir dessa permanÃncia dos ritmistas no grupo pude indagar sobre o que caracteriza e como acontece o processo contÃnuo de formaÃÃo humana e musical dos integrantes permanentes no GMPACC (UFC) sob uma perspectiva de EducaÃÃo Musical no perÃodo dos anos de 2009 a 2012. Para realizaÃÃo desta pesquisa tÃm-se como suporte teÃrico autores como Ribeiro (1996) e Miranda (2009) sobre a temÃtica dos contextos percussivos no Brasil; Prass (2004) e Schrader (2011), com pesquisas sobre percussÃo e educaÃÃo musical; e Matos (2008) e Freire (1996), trazendo uma perspectiva sobre processos formativos e prÃticas colabortivas. A metodologia serà de abordagem qualitativa e com o delineamento de estudo de caso. Os instrumentos de coleta dos dados serÃo o levantamento bibliogrÃfico, acesso a documentos e aplicaÃÃo de entrevistas, tendo como mÃtodo de anÃlise as fundamentaÃÃes teÃricas iluminando os dados levantados a partir das entrevistas. Assim, esta pesquisa teve por objetivo analisar o processo contÃnuo de formaÃÃo humana e musical dos integrantes permanentes no GMPACC (UFC) sob uma perspectiva de EducaÃÃo Musical no perÃodo dos anos de 2009 a 2012, esperando contribuir para uma melhor compreensÃo do espaÃo formativo educacional atravÃs da percussÃo na UFC, os aspectos formativos na educaÃÃo e o fazer musical criativo que a prÃtica percussiva em contexto colaborativo poderà propiciar ao campo da EducaÃÃo Musical.
This research has as its central theme the continuous process of the human and musical education of the members of âGrupo de MÃsica Percussiva AcadÃmicos da Casa Caiada (GMPACC)â {Academics of the Whitewashed House Percussion Music Group [AWHPMG]}. The interest in this aspect arose from my own experience with percussion activities at the university, in non-goverment organisations (NGOs) and âMaracatuâ groups, in the city of Fortaleza. I was able to observe that from 2006 there has been a significant increase in the appearance of percussion groups focussed upon activities in the carnival period as well as a great demand for people to participate in these groups in the city. At CFU (Cearà Federal University) an extension project was created in 2008 to the CFU\'s Music HND Course known by the initials AWHPMG, under the co-ordenation of Prof. Dr. Erwin Schrader and conducted by me since 2009. The group has as its objective to offer a human, musical and artistic education through percussion activities in a collaborative context, especially for young people of the state schools of the Messejana neighbourhood. Since 2009 and until 2012, I confirmed that some members have been part of the project since it began its activities and it is fitting to stress that the group in not focused only upon carnival activities as it is usually presented in Fortaleza\'s percussion scene. From this constancy of group\'s rhythm section I was able to ascertain what characterises the continuous process of human and musical education and how it occurs with the permanent members of the AWHPMG (CFU) through the perspective of Musical Education in the period of the years 2009 to 2012. In order to carry out this research there were in the role of technical support authors such as Ribeiro (1996) and Miranda (2009) with regard to the theme of percussive contexts in Brazil; Prass (2004) and Schrader (2011), with research on percussion and musical education; and Matos(2008) and Freire (1996), bringing together a perspective of formative and educational processes. The methodology will be by way of a qualitative approach and with the guidelines of case studies. The instruments of data collection will be a bibliographical survey, access to documentation and the application of interviews, having as analytical method the theoretical fundaments linked to the discourse of the interviewees. Thus, the objective of the research aims analyse the continuous process of the human and musical education of the âpermanent membersâ of the AWHPMG (CFU) under a perspective of Musical Education in the period between 2009 and 2012, aiming to contribute towards a better understanding of the formative educational environment through percussion at CFU, of the formative aspects of education and creative musical practice which percussion activities in a collaborative context may provide the the field of Musical Education.
11
Ong, Min Yen. "Kunqu in 21st century China : musical change and amateur practices." Thesis, SOAS, University of London, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.649379.
Full text
12
Mieder, Kimberly N. "The Effects of a Self-Regulated Learning Music Practice Strategy Curriculum on Music Performance, Self-Regulation, Self-Efficacy, and Cognition." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7339.
Full textAbstract:
The purpose of this study was to evaluate the effects of a Self-Regulated Learning Music Practice Strategies Curriculum (SRL-MPSC) on Self-Efficacy in music practice, Self-Regulation in music practice, Music Performance Achievement, Processing Speed, and Meta-Cognitive Awareness for high school instrumentalists. The goal of the fifteen-day music training using the SRL-MPSC, was to teach adolescents how to practice more effectively, think meta-cognitively and develop musical independence while enhancing self-efficacy, performance achievement, processing speed and meta-cognitive awareness. Results of this study suggest that a 15-day music training intervention using the Self-Regulated Learning Music Practice Strategies Curriculum, significantly enhanced participant’s Music Performance Achievement, F, (1,33) = 11.28, p =.002, d = 1.98, self-perceptions of Self-Regulation in music practice, F (1,33) = 16.91, p = .001, d = 1.98. and Self-Efficacy in Music Practice F (1,33) = 13.81, p =.001, d = 2.10.
Based upon the results of this study, teaching students to practice effectively using strategies, cooperative group activities along side daily rhythmic audiation, sight reading and scale study, will develop independent musicianship, increase confidence and musical competence, broaden the literature level and increase student motivation to practice.
13
Kunnuji, Joseph. "A chronicle of cultural transformation: ethnography of Badagry Ogu musical practices." Doctoral thesis, Faculty of Humanities, 2020. http://hdl.handle.net/11427/32279.
Full textAbstract:
This thesis examines the musical practices of Badagry Ogu people from both historical and contemporary perspectives and provides strategies for their further integration into the changing social and economic landscape characteristic of 21st-century Lagos. Badagry emerged as a Nigerian town bordering the Republic of Benin in the 19th-century colonial delineation processes, which neglected ethnic frontiers. Consequently, Badagry Ogu people, being a minority ethnic group and geographically peripheral in Nigeria, have been politically, economically and socially marginalized for generations. Using ethnographic methods in studying selected indigenous musical bands (Gogoke, Gigoyoyo, Kristitin and Akran Ajogan), a biographical sketch of master drummer Hunpe Hunga, and an applied ethnomusicology method of collaborative music composition and arrangement, I chronicle the musical heritage of Badagry Ogu people. In addition, I suggest an approach for its recontextualisation into different creative economies. I engage Thomas Turino's framework for identity and social analysis, including the concepts of cultural cohorts and cultural formations, in exploring the different attitudes, among Badagry Ogu people, towards indigenous music. I advocate for and outline a contemporary approach for musical recontextualisation as a means of inclusivity and economically empowering performers of indigenous Ogu music in Badagry. This thesis includes my additional arrangements to the studio recordings of Gogoke. The recontextualisation process, which commenced with Gogoke's recording of indigenous instruments and vocals in Badagry Lagos Nigeria, reached its full fruition in the overdubs of Western musical instruments in Cape Town, South Africa. To further explore the theme of inclusivity, I examine current gender practices in Ogu communities evident in the gendered musical practices of contemporary Badagry. With its indepth analysis of Ogu genres, musical instruments, gender issues and a framework for recontextualising African indigenous musics, this thesis, while filling the gap in the study of ethnic minorities in Nigeria, is a significant contribution of the nuanced artistic practices of Badagry Ogu people to African music scholarship.
14
Ivaldi, Antonia. "Why adolescents admire famous musical role models : implications for aspirations, expectations and identity." Thesis, Keele University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398919.
Full text
15
Quant, Robert Scott, and Robert Scott Quant. "The effects of computer software format on the musical composition process of adolescents." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289070.
Full textAbstract:
The purpose of this study was to determine whether differing composition software formats, personality, and gender affect the psychological approach that middle school students employed in their compositions. The subjects (N = 77) were seventh and eighth grade band students enrolled in a Western middle school. The subjects were administered the Murphy-Meisgeier Type Indicator for Children (MMTIC) to determine their dominant personality function. Upon the completion of the personality inventory, subjects were given a 30 minute exploratory period using the iconic and standard notation composition software formats. Two compositions were created by the subjects in subsequent class periods using Making Music, the iconic format, and Making More Music, the standard notation composition format. Upon the completion of each composition the subjects were administered the Measure of Psychological Approach toward Composition to determine which dominant psychological approach was used to create their composition. Descriptive statistics and the chi-square statistical test were used to determine the relationship between the independent variables and the psychological approaches used by the subjects. The findings of the study indicate that middle school students employ one of the four psychological approaches observed by Carbon (1986) as their dominant approach toward composition. Most often the intuitive approach was utilized by the subjects, followed by feeling, thinking, and sensing. Furthermore, the relationship between the psychological approach employed by the subjects and the computer software format used during the composition process were found to be significant This finding suggests that middle school subjects are likely to employ the same psychological approach toward composition when using either an iconic or standard notation software format. As indexed by Cramer's statistic, the strength of the relationship was .41 with a .90 level of power of as determined by the Population Fourfold Point Correlation Coefficient. Additional findings indicate that personality and gender were not related to the psychological approaches employed in the subject's compositions.
16
Au, Wing-man, and 歐穎敏. "Parental pro-drinking practices and alcohol drinking in Hong Kong adolescents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208009.
Full textAbstract:
Background: Although parental drinking is associated with adolescent drinking, the impacts of parental alcohol-related actions were controversial. The present study aims to 1) examine the prevalence of parental pro-drinking practices (PPDPs), 2) examine the association between PPDPs and parental drinking, 3) identify the factors associated with PPDPs among adolescents with drinking parents, 4) examine the association between PPDPs and adolescent drinking, and 5) explore the experience of PPDPs and alcohol use in adolescents and parents qualitatively.
Methods: A cross-sectional survey was conducted among 2200 secondary 1 to 6 students from 4 randomly selected local schools. Students were asked if they have experienced each of 9 PPDPs including 1) saw parents drank and being drunk; 2) heard parents saying benefits of drinking and certain alcohol tasted good; 3) helped parents buy alcohol, open bottle and pour alcohol; and 4) parental action in encouraging drinking and training of drinking capacity. Logistic regression was used to compute the adjusted odds ratios (AORs) and 95% confidence interval (95% CI) of each PPDP by the number of drinking parents, and the drinking frequency of each parent adjusting for socio-demographic variables. Moreover, correlates of PPDPs were identified among students with at least one drinking parent. Furthermore, the AORs and 95% CI of student drinking and drinking intention by each PPDP were computed. A total of 40 families (33 student-parent pairs, 6 students and 1 parent) were then selected for telephone interview.
Results: Overall, 67.5% of students experienced at least 1 PPDP with the prevalence of PPDPs ranging from 9.3% for hearing the benefits of drinking to 51.0% for seeing parents drank. The prevalence of PPDP increased dramatically with the number of drinking parents (none 38.8%, either 81.6%, both 89.0%).
PPDPs were associated with parental drinking frequency and various socio-demographic factors. For instance, adolescent girls (AOR: 2.28) were more likely to have received parental training of drinking capacity than boys. Frequent paternal and maternal drinking were most strongly associated with helping parents buy alcohol (AOR: 6.55) and training of drinking capacity (AOR: 5.14), respectively.
In general, most PPDPs were significantly associated with ever drinking and monthly drinking in students. Both ever and monthly drinking in adolescents were strongly associated with parental training of drinking capacity with AORs of 6.20 and 8.20, respectively. Similarly, each PPDP was significantly associated with adolescent drinking intention with AORs ranging from 1.50 for helping parents buy alcohol to 3.53 for being encouraged by parents to drink.
Consistent with quantitative data, the interviews revealed that almost half the students reported PPDPs (N=17/39) and it was common for students to see parents drink (N=7). Of the 17 families reporting involvement in PPDPs, all had at least one drinking parent.
Conclusions: Most students experienced PPDPs and its prevalence increased with the number of drinking parents. In drinking parents, PPDPs were associated with socio-demographic factors and parental drinking frequency. Most PPDPs were associated with adolescent drinking and intention to drink. These results suggested that parents should avoid PPDPs to prevent adolescent drinking.published_or_final_version
Public Health
Master
Master of Philosophy
17
Ruzicka, Elizabeth Bollinger. "Familial Influences on the use of Controlling Feeding Practices with Adolescents." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1493049524994435.
Full text
18
Veblen, Nora Bryant. "MUSIC THERAPISTS’ PERCEPTIONS AND PRACTICES REGARDING MUSICAL AUTHENTICITY IN MUSIC THERAPY PRACTICE." UKnowledge, 2018. https://uknowledge.uky.edu/music_etds/129.
Full textAbstract:
Music therapists are expected to provide live music for clients with diverse preferences, yet these therapists face many barriers preventing them from recreating client-preferred music in a way that adheres to the expectations of the genre, or with “musical authenticity.” The purpose of this study was to investigate music therapists’ perceptions and practices regarding musical authenticity. Survey responses (n = 904) indicated that music therapists highly value musical authenticity, but a major theme in the qualitative data revealed they often balance its importance with other factors. Descriptive survey data and qualitative themes revealed lack of training in functional musicianship and electronic technology as major barriers to musical authenticity. A major qualitative theme regarding therapists’ practices was the use of collaboration with clients and creative solutions. Most participants indicated use of non-electronic strategies and reported they had not used electronic technology to increase musical authenticity. Descriptive survey data and qualitative themes revealed frequent and effective use of recorded music. Finally, chi-square analyses revealed significant relationships between age and use of technology and iPad and between gender and use of technology. Music therapists would benefit from additional training, more research on authenticity, and music therapy specific guidelines for using music authentically.
19
Rocha-Schmid, Elaine. "Adolescents' home literacy practices across social classes in Sao Paulo, Brazil and their teachers' conceptualizations of these practices." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5767/.
Full textAbstract:
This is a study of discourses and practices of literacies in education in Brazil. More specifically, it investigates the home literacy practices of twelve adolescents from lower and upper-social classes in three different schools in São Paulo, Brazil. The study aims to address the general question of how these adolescents engage in literacy practices in the new digital era. Developing this question the study addresses questions of how teachers conceptualise these adolescents’ outside school literacy practices and whether these inform classroom work. The study draws on a sociocultural approach to literacy as social practice, which has informed research in literacy studies in the last decades. In addition, because literacy practices are directly linked with the teaching of standard Portuguese as a first language in Brazil, sociolinguistic approaches and theories are also drawn upon. Data analysis of the discourses of language and literacy in Brazil suggests a context of education which hinders more than promotes lower-social class adolescents’ acquisition of the dominant literacies valued in the school and the work domains. By engaging in a discussion of these adolescents’ home literacy practices, languages and home backgrounds this study hopes to dispute and counterbalance the discourse of discrimination and deficit which is still a reality in Brazil.
20
Trigo, Pedro Gabriel Reis. "Contributos para a validação do Music Performance Anxiety Inventory for Adolescents (MPAI-A) na língua portuguesa." Master's thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/15880.
Full textAbstract:
Mestrado em Ensino de MúsicaA ansiedade na performance musical (MPA-music performance anxiety) surge como um fenómeno fisiológico, psicológico, cognitivo e emocional que abrange todos os músicos independentemente da sua idade, experiência, dedicação ou tipo de instrumento. Pelo seu carácter crónico, e pela dificuldade que provoca na progressão na carreira, a MPA é uma patologia nefasta que, quando toma proporções exageradas, consegue afastar os músicos do seu ideal e objetivo de vida, pois o prazer de tocar é substituído pelo medo de ser julgado e observado por uma plateia ou júri. Pela necessidade de conhecer e saber reagir perante esta situação é imperativo aprofundar os conhecimentos acerca desta, para uma identificação precoce dos alunos em quem a ansiedade atinge níveis preocupantes nas atuações, quer a solo ou em orquestra. A correta abordagem deste problema por parte dos professores pode ser benéfica, levando os alunos a confiarem mais nas suas capacidades e a obterem resultados positivos. Este trabalho surge da necessidade de conseguir quantificar a ansiedade nos adolescentes e para tal o uso de uma escala previamente existente em inglês. O objetivo é explorar a ansiedade na performance musical através da tradução e aplicação do Music Performance Anxiety Inventory- Adolescents (MPAI-A) para a língua portuguesa, contribuindo para a sua posterior validação.
Music performance anxiety (MPA) is a physiological, psychological, cognitive and affective experience that affects musicians independently of their age, experience, dedication or instrument. Like any other chronic ailment, MPA leads to difficulties in career progression, causing distress because the pleasure in playing is accompanied by the fear of being observed by an audience or a jury. It is important to know how to react in situations of this kind, identifying the students with high anxiety levels not only in solo presentations but in orchestral contexts as well. An adequate approach to this problem by the teacher could be beneficial, leading the students to be more confident about their abilities, and getting positive results. This research aims to quantify anxiety in adolescents, using a scale originally elaborated in English. The goal is thus to translate and validate a Portuguese version of the Music Performance Anxiety Inventory- Adolescents (MPAI-A).
21
Chu, Rong-Xuan. "Effects of peer feedback on Taiwanese adolescents' English speaking practices and development." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8045.
Full textAbstract:
This thesis explores the impact of peer feedback on two secondary level classrooms studying English as a foreign language in Taiwan. The effectiveness of teacher-led feedback has consistently been the focus of the relevant literature but relatively fewer studies have experimentally investigated the impact of peer-led feedback on learning. This research is based on the belief that the investigation of the process of peer-led feedback, as well as the effectiveness of peer-led correction, will enhance our understanding of learners’ communicative interactions. These data will allow us the opportunity to provide suggestions for successful second/foreign language learning. This study was conducted following a mixed-methods quasi-experimental design involving a variety of data collection and analysis techniques. Observations of peer-peer dialogues taken from a Year 7 and a Year 8 class were analysed using content analysis, in order to classify the types of peer feedback provided by the Year 7 and Year 8 learners. Pre-and post-measures, including English speaking tests, questionnaires, and checklists, were examined with non-parametric statistical tests used to explore any changes in relation to the learners’ speaking development after the quasi-experiment. Key findings included frequency and distribution of seven types of peer feedback, as used by the Year 7 and Year 8 learners, and the statistical results that revealed the differences between the pre-and post-measures. Among the seven types of peer feedback (translation, confirmation, completion, explicit indication, explicit correction, explanation and recasts), explicit correction and translation were the two techniques used most frequently by the learners. Post-test results indicated an improvement in the learners’ speaking performance. The results of pre- and post-questionnaires and pre- and post-checklists showed different levels of change in the learners’ self-evaluation of their own ability to speak English, as well as their attitudes towards corrective feedback. These results allow us to gain insight into the nature of peer interaction in communicative speaking activities as well as learners’ motives behind their feedback behaviours. Additionally, the results shed light on learners’ opinions towards corrective feedback that they received or provided in peer interaction. Further, the results yield a deepened understanding of impacts of peer feedback on L2 development by examining changes in learners’ speaking performance, self-confidence in speaking English and self-evaluation of their own ability to speak English after a peer-led correction treatment. In conclusion, the study suggests that adolescent learners are willing and able to provide each other with feedback in peer interaction. The feedback that they delivered successfully helps their peers to attend to form and has positive impacts on their peers’ English- speaking performance. Moreover, the study provides explanations for learners’ preference for certain types of feedback techniques, which hopefully helps to tackle the mismatch between teachers’ intentions and learners’ expectations of corrective feedback in the L2 classrooms.
22
Ramsey-Simmons, Karria. "The effects of parenting practices on the behavior of African-American adolescents." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2006. http://digitalcommons.auctr.edu/dissertations/2785.
Full textAbstract:
This study examines the influence of parenting practices on the behavior of African-American adolescents. The study was based on the belief that an increased level of parental involvement enhances the positive behavior of African-American adolescents.
Availability and purposive sampling was used to identify fifty African-American high school students to respond to a twenty-five item questionnaire regarding parent-child interaction. The fifty students consisted of thirty-two females and eighteen males. They ranged from fourteen to seventeen years of age. Survey research was used to examine the influence of parental involvement on their behavior. The participants were questioned about three categories; 1.) the limits set for them by their parents, 2.) how their parents monitored their behavior and activities, and 3.) peer influence.
The research found that the aforementioned parenting practices did not have as much influence on the behavior of the respondents as hypothesized. The findings of this study did not prove a strong nor weak relationship between the behavior of African-American adolescents and the influence of parental involvement. Therefore, the hypothesis was null.
23
Stevens, Melissa A. "Marcel Tabuteau : pedagogical concepts and practices for teaching musical expressiveness : an oral history /." Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1225392470.
Full text
24
Malley, Nicole Edwards. "The sound that sells: the musical and improvisatory practices of the American auctioneer." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2936.
Full textAbstract:
The American auctioneer is an improvising musician whose practice both directs and is shaped by the actions of the bidding audience in a participatory musical performance. The rapid, often unintelligible chant of the auctioneer represents a sophisticated set of musical skills employed for the purpose of economic transaction. This dissertation examines the musical and improvisatory practices of the auction chant, or bid-call, through analysis of pitch, melodic structures, rhythm, and meter as functions of an oral formulaic and creative process. The study draws upon ethnographic, archival, linguistic, and cultural studies in order to assess the extent to which discrete musical characteristics of the chant serve the socio-economic purposes of the auction. Auctioneers' embedded musical and linguistic patterns are acquired through a practice-based pedagogical method and are treated flexibly such that the chant remains unpredictable and exciting to the listener. While the monotone chant serves as the foundation of the bid-call, auxiliary pitches (most often pentatonic or major scale subsets) offer melodic variety and function in a fulcrum relationship to the "hum." Likewise, auctioneers establish a "referential" meter wherein a single metrical organization of the pulse returns repeatedly, alternating with expansions or contractions of that fundamental meter. Listeners are entrained to expect musical consistency, but through disruptions of familiar musical patterns, the auctioneer focuses bidder attention on the chant rather than the realities of the economic transaction in progress. Ethnographic research with auctioneers throughout the United States and archival recordings of live auctions dating back to the 1940s reveal that many characteristics of chant practice are shared among auctioneers; however, stylistic practices vary based on sales type (livestock, real estate, agricultural equipment, estate, etc.). In all auction types, the bid-call offers a heightened emotional experience for the attendees and an opportunity for audience participation and musical agency.
25
Tremper, Mary M. "Racial equity in exclusionary discipline practices." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000535.
Full text
26
Ressler, Mary Beth. "Adolescent Identity Performances Within Literacy Practices." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1293078037.
Full text
27
Jourdan, Neil Russell. "An investigation into the socio-musical identity of at risk adolescents involved in music therapy." Diss., University of Pretoria, 2005. http://hdl.handle.net/2263/31438.
Full textAbstract:
The context of this study is the National Youth Development Outreach Project (YDO) situated in Eersterust, Pretoria. This study is conducted within a qualitative research paradigm. The data comprises of sentence completion exercises designed to elicit information regarding at risk adolescents’ attitudes towards music. The data is coded, categorized and organized into themes. The themes highlight five different life aspects through which these at risk adolescents identify with music. The study revealed that music therapy is an effective and appropriate way to afford at risk adolescents access to these identified life aspects and is able to facilitate the addressing of various issues within these life aspects.Dissertation (MMus (Music Therapy))--University of Pretoria, 2005.
Music
MMus (Music Therapy)
Unrestricted
28
Vadher, Kiren. "Beyond the four-fold model : acculturation, identifications and cultural practices in British adolescents." Thesis, University of Surrey, 2009. http://epubs.surrey.ac.uk/804375/.
Full text
29
Eader, Natalie D. "Family Practices And Perceived Importance Of Healthy Lifestyle Behaviors In Parents Of Adolescents." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1228314371.
Full text
30
Cingo, Andiswa Linda. "Knowledge, attitudes and practices of adolescents regarding contraceptives in the Maluti sub-district." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15302.
Full textAbstract:
The researcher observed a high incidence of pregnancy, sexually transmitted infections and abortions, including illegal abortions among adolescents in the Maluti Sub-District in the Eastern Cape Province. The researcher noted when speaking to the adolescents about contraceptives that they appeared to have a lack of knowledge as well as some misconceptions about contraceptives. The study therefore explores the knowledge, attitudes and practices of adolescents regarding contraceptives. To achieve the purpose of this study, a quantitative, explorative and descriptive survey was used to conduct this study. The research population in this study comprised all Grade 11 and 12 female adolescents enrolled at the selected senior secondary schools in the Maluti Sub-District. Simple random sampling was used to select the research sample. A structured self-administered questionnaire was used as a data collection tool. Descriptive and inferential statistics were used with the help of a statistician to analyse the data. A pilot study was conducted prior to the actual study being conducted, using the same design and research methods. The study findings revealed that participants had a low level of knowledge about contraceptive methods and there were some misconceptions regarding contraceptives prevailing among the participants. More than half (54%) of the participants are currently sexually active and less than a third of the participants indicated that they were using contraceptives The study concludes with recommendations for nursing practice, education and research. Ethical principles have been maintained throughout the study.
31
Lux, Violeta Alejandra Mayer. "Musical practices and non-democratic political systems : Popular music in authoritarian Chile 1973-1990." Thesis, University of Liverpool, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533976.
Full text
32
Grothues, Nicole M. "Celebrity and the Broadway Musical: Perceptions, Practices, and Prospects for an American Art Form." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306240634.
Full text
33
Putt, Lisa Christine. "Inclusion Teachers' Attitudes and Practices Regarding Literacy Strategies." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3823.
Full textAbstract:
Students with disabilities (SWDs) at a combined junior/senior high school in a Midwestern state have opportunities to participate in inclusive education settings. However, they consistently score below proficient on state standardized reading assessments, despite an increased focus on literacy by content area inclusion teachers. Without improved literacy skills, many SWDs will experience a decrease in standardized test scores and graduation rates, which, in turn, will affect access to a college education and better careers and livelihoods. The purpose of this bounded qualitative case study was to explore 7th and 8th grade content area inclusion teachers' attitudes toward and perceptions of literacy, and how they used literacy interventions and strategies in their lessons. Vygotsky's social development and constructivist learning theories, as well as Rumelhart's schema theory were used for the conceptual framework. Eight 7th and 8th grade inclusion teachers who taught science, mathematics, and social studies volunteered and participated in semistructured interviews and provided lesson plans for analysis. Data were analyzed using thematic analysis and axial coding. Themes, based on the conceptual frameworks, revealed that teachers need to coordinate lesson plans and instruction, offer differentiated instruction, and understand research-based interventions and strategies that are subject specific. It is recommended that inclusion teachers use the same research-based literacy strategies correctly for SWDs to understand content. These endeavors may contribute to positive social change by encouraging administrators to offer content specific literacy-based professional development for inclusion teachers to improve SWDs' academic performance and future educational and employment opportunities.
34
Vanston, Deborah Carol. "Girls and tattoos : investigating the social practices of symbolic markings of identity." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/3624.
Full textAbstract:
The dramatic increase in the masculine practice of tattooing among girls in Western societies is an area of interest for feminist researchers and visual culture educators. Girls’ tattoos are perceived as diverse practices of conformity, resistance, reclamation, and empowerment, and/or as contemporary markers of femininity, sexuality, and desire.
Eleven adolescent girls with tattoos from the Central Okanagan region of British Columbia were interviewed during a 12 month period in 2007/2008. Discourse analysis was employed as a method to interpret and deconstruct girls’ narratives with respect to understanding why girls have adopted traditional Western male practices of tattooing as expressions of individuality or identity. Secondly, responses were examined with respect to girls’ knowledge of potential risks involved with tattooing.
The majority of participants had strong attachments to their relatives and their tattoos signified a desire to maintain that close family relationship. Research findings indicated girls’ mothers were influential in their daughters’ decisions to get tattooed and in the type of image tattooed. Girls were adamant that popular media figures with tattoos and advertisements of models with tattoos could influence or encourage girls to engage in body art.
Knowledge of potential risks was learned primarily from tattoo artists and relatives, with infection indicated as the main associated risk. Participants suggested the distribution of pamphlets in school counseling centres could inform students of potential risks and provide information related to safe body art practices.
Participants believed societal norms respecting girls’ behaviors and practices were different than those experienced by their mothers. However size, placement, and image of their tattoos, their own biases, and their experiences with older relatives including grandmothers and some fathers indicate that traditional Western attitudes regarding femininity and the female body continue. In spite of this, girls believe that they have the freedom to choose how they enact femininity and assert their individuality, and they believe “if guys can do it, so can girls”.
As visual culture educators we need to listen to and respect the voices of girls to achieve a greater understanding of how girls experience and perform gender through their everyday practices within the popular visual culture.
35
Vale, Antonio Maia Olsen do. "Abnormal eating behavior and inappropriate practices for weight control amongst female adolescents in fortaleza." Universidade Federal do CearÃ, 2002. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=24.
Full textAbstract:
CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorObjectives: characterize eating habits and possible risk factors associated with Eating Disorders, amongst female adolescents in Fortaleza-CE, Brazil. Methodology: transversal study, with 652 women between 14 and 20 years of age, students of the second year of Middle-level education. The Bulimic Investigatory Test Edinburgh (BITE), the Body Shape Questionnaire (BSQ) and the Eating Attitudes Test (EAT-26) were used. Results: 73.6% of the subjects are out of risk for development of an Eating Disorder, 25.2% are at risk and in 1.2% a strong possibility of eating disorder in course was found. The proportion of adolescents who showed risky habits was greater in private schools (p<0.05). According to the EAT-26, 9% of the sample showed a score (>=21) which characterizes them as being at risk and practicing pathological eating habits. The BSQ indicated that 36.2% of the adolescents showed concern with their body image (BI); of these, 61% (n=236) were concerned to a degree considered mild, 26.3% showed a moderate concern and 12.7% showed serious concern with BI. Students at public and private schools demonstrated a similar desire to be thin, but adolescents from private schools more frequently used inappropriate practices in order to reach that wish. Conclusion: Adolescents who demonstrate eating disorders in their clinical form, are a rare phenomenon in public and private schools in Fortaleza, whilst the symptoms of eating disorder, either isolated or in small groups, occur with relevant frequency amongst the population studied.
Objetivo: caracterizar prÃticas alimentares e os possÃveis fatores de risco associados aos Transtornos Alimentares, entre estudantes adolescentes do sexo feminino de Fortaleza-CE. MÃtodos: estudo transversal, com 652 mulheres de 14 a 20 anos, estudantes do 2 ano do segundo grau. Foram utilizados o Bulimic Investigatory Test Edinburgh (BITE), o Body Shape Questionaire (BSQ) e o Eating Attitudes Test (EAT-26). Resultados: Das adolescentes, 73,6% estÃo fora de risco para o desenvolvimento de um Transtorno Alimentar, 25,2% delas estÃo em situaÃÃo de risco e em 1,2% foram encontrados indicativos para a ocorrÃncia de um transtorno alimentar. A proporÃÃo de adolescentes que apresentaram prÃticas de risco foi superior nas escolas particulares (p<0,05). Segundo o EAT-26, 9% da amostra apresentam uma pontuaÃÃo (>=21) que caracteriza um estado de situaÃÃo de risco, alÃm de atitudes alimentares patolÃgicas. O BSQ apontou que 36,2% das adolescentes apresentam preocupaÃÃo com a imagem corporal; destas 61% tiveram uma preocupaÃÃo considerada de grau leve, 26,3% apresentaram uma moderada preocupaÃÃo e 12,7% apresentaram uma grave preocupaÃÃo com a imagem corporal. A proporÃÃo de adolescentes que apresentam preocupaÃÃo com a imagem corporal em colÃgios particulares (43%) foi superior à proporÃÃo das que estudam em colÃgios pÃblicos (32,3%), ou seja, a ocorrÃncia de adolescentes com alteraÃÃo de imagem corporal à maior nos colÃgios particulares (p<0,05). As estudantes de colÃgios pÃblicos e particulares demonstraram um desejo similar de serem magras, mas as adolescentes de colÃgios particulares usam de forma mais freqÃente prÃticas inapropriadas para alcanÃar este desejo. ConclusÃo: Adolescentes que apresentam todos os critÃrios diagnÃsticos para caracterizar um transtorno alimentar sÃo uma ocorrÃncia rara em escolas pÃblicas e privadas de Fortaleza, enquanto que os sintomas de transtorno alimentar, apresentando-se em pequena mas preocupante quantidade, ocorrem numa freqÃÃncia relevante entre a populaÃÃo estudada.
36
Taylor, Nicole Leigh. "Constructing Gendered Identities through Discourse: Body Image, Exercise, Food Consumption, and Teasing Practices among Adolescents." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194937.
Full textAbstract:
This dissertation examines body image ideology within the larger context of adolescent social networks and the physical environment of a high school, specifically focusing on factors that may be contributing to the current overweight/obesity epidemic among youth. I explore the ways in which adolescents construct gendered identities through talk about body image as well as adolescent practices and discourses regarding exercise and food consumption, including how their perceptions of what it means to be athletic and healthy intersect with their perceptions about body image ideals and norms. I further discuss ways in which adolescents construct moral identities through 'othering' discourses about overweight and obese people, including teasing practices. A primary goal of this ethnographic research project is to integrate the study of body image, food consumption, exercise, and teasing practices among youth in order to contribute a contextualized understanding of how youth perceive and enact these behaviors in their daily lives.
37
Marshall, Sandra Gonzalez. "The childbearing beliefs and practices of pregnant Mexican-American adolescents living in Southwest border regions." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276643.
Full textAbstract:
The purpose of this study was to investigate the relationship among different levels of acculturation on the childbearing beliefs and practices of pregnant Mexican American adolescents living in Southwest border regions. A descriptive correlational design was used in this study. Three instruments were used to collect data. A total of 73 pregnant Mexican American adolescents participated in the study. The Laredo sample and the Tucson sample were identified as true bicultural samples. The El Paso group was identified as a Mexican-oriented bicultural sample. All geographical areas had an equal acceptance of traditional Mexican medicine and biomedical beliefs. Laredo and Tucson adolesents' beliefs in the traditional Mexican childbearing culture was directly related to their acculturation level. For the El Paso group, there was a low negative correlation which indicated that being more or less acculturated did not necessarily affect the adolescents' beliefs in the traditional Mexican childbearing culture.
38
Rubio, David Jr. "Adolescents’ Perceptions of Parenting Practices and their Influence on Success, Academic Motivation, and School Belonging." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7225.
Full textAbstract:
Although academic motivation and school belonging positively influence student adjustment and experiences in school, early adolescence marks a time when motivation, belonging, and success in school tend to decline. Research has investigated ways that teachers and peers can support school success and student adjustment. However, there is less research on the role that parents play in supporting students’ success, motivation, and belonging in middle school. Additionally, most research examining the role of parents has focused on parenting styles rather than parenting practices (e.g., parental involvement and parental monitoring). Our understanding of the ways that specific parenting practices may support success, academic motivation, and school belonging is incomplete. Furthermore, studies rarely take into account adolescents’ own voices when studying the influence of parenting practices on student success, academic motivation, and school belonging.
The purpose of this study was to explore which parenting practices adolescents at one large, urban, ethnically diverse middle school perceived as currently supporting and having the potential to increase their success in school, academic motivation, and school belonging. A secondary qualitative analysis of individual interviews with 18 middle school students who self-reported different levels of academic motivation was completed using the hybrid process of inductive and deductive thematic analysis (Fereday & Muir-Cochrane, 2006). This analysis process allowed for the use a priori codes and for the integration of emergent codes. The Contextual Model of Parenting; which incorporates parental involvement, parental motivation, and parental socialization goals; was used as the basis of the a priori codes. The findings indicated that participants perceived specific parenting practices as currently supportive and/or had the potential to increase their success, motivation, and belonging in school. Specifically, social-emotional monitoring emerged as a theme as currently supporting and most likely to increase participants’ academic motivation. Participants viewed the parental value, making school a priority, as currently supporting their success in school. Although participants did not identify any specific parenting practices that currently supported their school belonging, peer-based monitoring practices were perceived as ways parents could potentially increase school belonging. Some differences emerged among the different self-reported motivation levels, particularly for how parents supported motivation. Students with self-reported low levels of motivation reported that parents providing or withholding positive items or activities supported their motivation. Students with medium motivation voiced having their parents act as role models was supportive of motivation. Highly motivated students stated that words of support and encouragement from parents was a supportive practice for their motivation. Results demonstrated the need for further investigation into the role of social-emotional monitoring practices in supporting students’ success, motivation, and school belonging. In addition, result indicated the need for parents to be mindful of the social-emotional wellbeing of their children.
39
Camacho, Ortiz Carolina. "Generating socio-emotional learning in children and adolescents living in vulnerable conditions: : Perceptions of practices." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97792.
Full textAbstract:
Many children and adolescents that live under vulnerable social conditions in Latin America and Colombia do not have access to quality programmes that focus on psychosocial education based on socio-emotional learning. Research evidence on practices used by programme facilitators is still underdeveloped in the region. This study explores facilitators’ perceptions of practices that are considered to generate socio-emotional learning in children and adolescents who participate in related programmes in Bogotá-Colombia. The main objective of this exploratory, non-experimental research study is to provide an account of existing methodologies and practices as perceived by facilitators belonging to the fields of social work, education, and psychology. An interview guide was designed to invite respondents to share their views and experiences of socio-emotional learning. Then, content analysis procedures were used to find out the relevant themes and categories shared by the respondents, and thereby identify the critical factors related to the stated research problem. Respondents were invited to answer a predetermined sequence of questions following an interview guide. This process resulted in two main themes: (1) Conditions that contribute to socio-emotional learning and (2) Factors considered relevant for programme operation. Emerging categories explore the following topics: further observation of needs among children; social, emotional and pedagogical skills among facilitators; parents’ current situation with parenting and social and emotional skills; ways to plan and implement activities or interventions; examples of key partnerships; and ways to follow up the impact of practices on children. In this study, respondents’ shared experiences show that socio-emotional learning is key to resilience processes. With the enacted legislation and some design and management of programmes to promote mental wellbeing through social and emotional education, continued research from psychosocial and education fields is needed to assess the impact of programme practices in schools, families, and communities. Research is also needed on how to revise social and emotional learning approaches implemented in school settings for use by participants in other contexts with increased levels of aggressiveness and violence. These aspects must be considered in regard to a family’s or a community’s willingness to learn and adopt socio-emotional skills.Muchos niños, niñas y adolescentes que viven en condiciones sociales vulnerables en América Latina y Colombia no tienen acceso a programas de calidad que se enfoquen en la educación psicosocial basada en el aprendizaje socioemocional. La evidencia acerca de la investigación sobre las prácticas utilizadas por los facilitadores en programas relacionados aún está poco desarrollada en la región. Este estudio explora las percepciones de facilitadores sobre prácticas que se consideran generadoras de aprendizaje socioemocional en niñas, niños y adolescentes que participan en programas relacionados en Bogotá-Colombia. El objetivo principal de esta investigación exploratoria, no experimental, es dar cuenta de las metodologías y prácticas existentes tal como las perciben los facilitadores pertenecientes a los campos del trabajo social, la educación y la psicología. Se diseñó una guía de entrevistas para invitar a los participantes a compartir sus puntos de vista y experiencias sobre el aprendizaje socioemocional. Luego, se utilizaron procedimientos de análisis de contenido para derivar temas y categorías relevantes compartidos por los encuestados, y así identificar factores críticos relacionados con el problema de investigación planteado. Se invitó a los encuestados a responder una secuencia predeterminada de preguntas siguiendo una guía de entrevista. Este proceso resultó en dos temas principales: (1) Condiciones que contribuyen al aprendizaje socioemocional y (2) Factores considerados relevantes para la operación del programa. Las categorías emergentes exploran los siguientes temas: mayor observación de las necesidades de los niños; habilidades sociales, emocionales y pedagógicas entre los facilitadores; la situación actual de los padres en relación a la crianza y sus habilidades sociales y emocionales; formas de planificar e implementar actividades o intervenciones; ejemplos de asociaciones clave; y formas de hacer un seguimiento del impacto de las prácticas en los niños. En este estudio, las experiencias compartidas de los participantes muestran que el aprendizaje socioemocional es clave para los procesos de resiliencia. Con la legislación promulgada y algunas iniciativas de diseño y administración de programas para promover el bienestar mental a través de la educación social y emocional, se hace necesaria el desarrollo de una investigación continua desde los campos psicosociales y educativos para evaluar el impacto de las prácticas de programas en las escuelas, las familias y las comunidades. También se requiere investigación sobre cómo evaluar los enfoques de aprendizaje social y emocional implementados en entornos escolares para revisar el uso las habilidades aprendidas en otros contextos con mayores niveles de agresividad y violencia. Estos aspectos deben considerarse en relación con la disposición de una familia o una comunidad para aprender y adoptar habilidades socioemocionales.
40
Pyo, Jeongsoo. "Different Literacies in Different Contexts of Use: Case Studies of Transitional Korean Adolescents’ Literacy Practices." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1430928941.
Full text
41
Ruzicka, Elizabeth Bollinger. "Parent and Adolescent Perception of Child Feeding Practices and Adolescent Weight and Obesogenic Eating in Families from a Low-Income Household." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594987857869577.
Full text
42
Clarkson, Rebecca. "Singing With the New Order Amish: How Their Current Musical Practices Reflect Their Culture and History." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1352993454.
Full text
43
Del, Zoppo Silvia [Verfasser]. "Ferramonti : Interpreting Cultural Behaviors and Musical Practices in a Southern-Italian Internment Camp / Silvia Del Zoppo." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2021. http://d-nb.info/1241456135/34.
Full text
44
Jourdan, Matthieu. "Santé et bien-être des adolescents : conceptions et pratiques déclarées des professionnels et des adolescents." Thesis, Clermont-Ferrand 2, 2015. http://www.theses.fr/2015CLF20017/document.
Full textAbstract:
Le travail de recherche présenté ici prend place dans le département de l’Allier, en Auvergne. Au travers de deux dispositifs – le premier vise à réduire les inégalités sociales de santé d’un territoire, le second à impliquer les membres des établissements scolaires dans une réflexion sur la promotion de la santé – nous cherchons à déterminer les relations qu’il peut y avoir entre les conceptions et les pratiques déclarées de collégiens avec les conceptions et les pratiques déclarées de professionnels d’un territoire sur les questions de santé et de bien-être des adolescents. Pour explorer ce sujet, nous nous appuyons sur deux recueils de données. Le premier est constitué de 49 entretiens semi-directifs et concerne les conceptions et pratiques déclarées de professionnels par rapport aux questions de santé et de bien-être des adolescents. Le second, basé sur 1170 questionnaires renseignés par des collégiens, porte sur les conceptions que les adolescents ont de leur santé et de leur bien-être ainsi que sur leurs pratiques relatives à ces questions. L’étude des systèmes de conceptions de divers professionnels en lien avec les conceptions et pratiques d’adolescents nous permettent de penser que la formation des professionnels sur les questions de santé, d’éducation à la santé et de promotion de la santé devraient permettre aux différents acteurs de mieux appréhender la complexité de leur public concernant les questions de santé et de bien-être, de mieux prendre en compte les différentes dimensions de la santé en favorisant le développement des compétences psychosociales et l’empowerment de leur public ainsi que la qualité des interactions entre pairs. De même, les questions concernant la prise en compte par les professionnels de l’environnement, notamment familial, des adolescents devraient être approfondiesThis research work takes place in the Department of Allier in Auvergne in Central France. Through two projects - the first aims to reduce social inequalities in health of a territory, the second aims to involve schools in a reflection on the health promotion - we are trying to determine the relationships there may be between the conceptions and declared practices of middle school students with the conceptions and the practices of professionals of a territory on issues of health and well-being of adolescents. To explore this topic, we rely on two collections of data. The first consists of 49 semi-structured interviews with respect to conceptions and practices of professionals with regard to questions of health and well-being of adolescents. The second, based on 1170 questionnaires filled in by school boys and girls, deals with conceptions and declared practices that adolescents have on their health and their well-being. The review of systems of conceptions of various professionals in relation to the concepts and practices of adolescents allow us to think that the training of professionals on the issues of health, health education and health promotion should enable stakeholders to better understand the complexity of their public about health and well-being issues; better take account of the different dimensions of health by promoting the development of life-skills and the empowerment of the adolescents and the quality of peer relationships. Then, issues concerning how does stakeholders take into account environment of adolescents, including family, should be improved
45
Derrington, Philippa. "Music therapy for youth at risk : an exploration of clinical practice through research." Thesis, Anglia Ruskin University, 2012. http://arro.anglia.ac.uk/295485/.
Full textAbstract:
This outcome study investigates whether music therapy can improve the emotional well-being of adolescents who are at risk of exclusion or underachievement. Specifically, it addresses music therapy’s impact on students’ self-esteem, anxiety, attitude towards learning, behaviour and relationships with peers. The setting for the research was a mainstream secondary school and its federated special school for students with emotional and behavioural difficulties. Over nineteen months, a mixed methods design was used to observe change in students before and after music therapy. One group received twenty, weekly, individual sessions, and the other formed a wait-list group for comparison and then received the same treatment. At four different times during the project quantitative data were collected from students, teaching staff and school records, and qualitative data from semi-structured interviews with the students before and after their period of intervention. The study found that music therapy made a positive difference. The high level of treatment adherence (95%) of all twenty-two students confirmed music therapy’s appeal to this client group. The majority of teachers (58%) reported improvement in students’ social development and attitude overall, and for some mainstream students (56%) recognition of self-concept increased. The conviction with which students conveyed their positive experiences of music therapy was striking. The study supports the author’s argument for therapeutic support to be made available at secondary schools and promotes a student-centred approach, as exemplified in the thesis. It concludes that music therapy can be effective for youth at risk but requires more participants in subsequent investigations for it to be proved statistically.
46
Chen, Szu-Yu. "The digital literacy practices of adolescents on a college-affiliated bulletin board system (BBS) in Taiwan." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.578266.
Full textAbstract:
This thesis investigates adolescents' on line literacy practices on a college-affiliated bulletin board system, BBS, in Taiwan. Aligned with New Literacy Studies, this research project understands BBS texts as a social practice and explores choices of language, writing systems, orthography and language creativity. These linguistic features constitute college students' digital literacy practices and how the students manage to perform their identity in this online community of practice. Viewing BBS texts as a social practice entails the holistic appreciation of the interplay of the purposes, contexts and resources involved in human sense-making that are appropriately approached through qualitative methods, including through taking an emic perspective. Three qualitative methods are combined: textual analysis, an online questionnaire and a semi-structured group interview. Through the analysis of texts, I show how the diverse multimodal affordances of the BBS texts are innovatively exploited by college students. I investigate lexical, grammatical, pragmatic and graphological features of BBS texts, demonstrating innovation in the writing systems, spelling, code-switching and symbols when students compose BBS texts. An online questionnaire and a group interview reveal college students' perceptions and motives that influence their BBS text-making practices. The findings reported in this thesis demonstrate these screen-based texts are multi modal and dynamic, with a combination of image, onomatopoeic sounds and various modes of representation and communication employed. BBS is shown to have enabled an extended set of orthographic choices, reshaping the nature of traditional writing systems. Students make use of these affordances to foreground their friendship, rapport and cultural bond with peers, constituting an affinity space to share common knowledge and conventions on BBS. These college students use representational resources in multilingual, multiscriptual and multimodal text-making practices and play with writing systems, scripts and symbols. This study reveals that BBS in Taiwan provides a fruitful source of materials in exploring the complexity and creativity of adolescents' digital literacy practices, although further developmental work is still needed for future research.
47
Astuti, Andari Wuri. "An exploratory study of Indonesian adolescents' reproductive practices and their experiences during pregnancy and early parenthood." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/18992/.
Full textAbstract:
Introduction: Globally, the World Health Organisation (WHO) have reported approximately 16 million adolescent pregnancies per year, of which 95% are reported to occur in low-lower and middle-upper middle income countries. Indonesia, is one of the low-lower and middle-upper middle income countries; and data indicates that during 2012, 48 per 1,000 pregnancies occurred at the aged 15-19, of these 0.02% were aged 15 or less. This study is the first research of its kind in Indonesia to explore, illuminate and understand Indonesian adolescents’ reproductive practices and their experiences during pregnancy and early parenthood. Methods: This is an exploratory qualitative research conducted over a period of three years, consisting of three studies, a qualitative systematic review (study 1), an in-depth study of adolescents during pregnancy (study 2) and an in-depth study of young parents (study 3). Four couples participated in study 2 and twelve young parents participated in study 3 (including eight young mothers and four young fathers). One-to-one in-depth interviews were used for data collection, thematic analysis was used for data analysis and N Vivo was employed for data management. Findings: This study revealed that adolescents engaged in premarital sexual relationship due to a loving relationship, whilst knowledge related to preventing pregnancy and Sexual Reproductive Health (SRH) services was limited and resulted in unplanned pregnancies. When unplanned pregnancy occurred, the couples were forced by their parents to get married to ’fit in’ with cultural and societal norms of not having children outside of marriage. However, it brought life difficulties within adolescents’ marriage relationships i.e. coping with stress, stigma, judgement, social exclusion, education termination, financial difficulties, jobs, role divisions, breastfeeding and children care. Foucault's theory of power is used to interpret findings. Conclusions and recommendations: Power of culture and religion within Indonesian society played a critical role in adolescents’ complex experiences through their unplanned pregnancy, marriage and parenthood. Indonesian adolescents require timely and accessible SRH education and services to increase their knowledge and understanding around SRH practices so that they can make informed decisions about sexual reproductive practices and prevent unplanned pregnancies. Evidence based care pathways are essential to support and empower young parents during their journeys that they can undertake their parenting role effectively. Future research is invaluable which might evaluate service models initiated to meet the health and social needs of the adolescents during pregnancy and early parenthood.
48
Shan, Xiaoyi. "INFLUENCE OF PARENTS' CHILD-FEEDING PRACTICES ON CHILD'S WEIGHT STATUS AMONG CHINESE ADOLESCENTS IN BEIJING, CHINA." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/209.
Full textAbstract:
Childhood obesity has been increased dramatically and become a public health concern in China. Parents have strong influence on children's eating and weight status. However, there is a lack of data about the influence of Chinese parents' child-feeding practices on children's weight status. This study aimed to assess parents' child-feeding practices and examine their relationships to young Chinese adolescents' weight status. A self-administrated survey was conducted among parents of young Chinese adolescents in Beijing urban areas. The survey included 29 items from Birch's Child-feeding Questionnaire (CFQ) and 15 items developed by the researcher to assess parents' attitudes, behaviors and family food environment regarding child feeding. Parents were recruited through students in public middle schools in two Beijing urban areas. Children's annual check-up data (weight and height) was obtained from schools. 598 parents of students in 7th and 8th grades were surveyed and 548 of them responded to the survey. By excluding those who were not primarily responsible for preparing family meals and those whose children's check-up data was missing, final data analysis included 355 records. The prevalence of overweight and obesity among children were 19.4% and 9.0%, respectively, using International Obesity Task Force recommendations. Boys had significant higher prevalence of obesity than girls. Results show that parents of young Chinese adolescents used controlling feeding practices to regulate the child's eating, including restriction of certain food, pressure to eat and monitoring of the child's eating. Parents indicated that they had some concerns about their child's being overweight. The family food environment was generally positive in these families with some unhealthy elements in sizeable proportion of families. After adjusting for socioeconomic factors and parents' BMI, multiple regression analysis showed there were positive associations of restriction and family eating patterns, and an inverse association of pressure to eat to children's BMI z-scores. Parents' child-feeding practices may have significant influence on children's weight status. Family-based intervention is needed to help establish or maintain a healthy eating environment at home in order to combat the rising obesity prevalence in Chinese youths. Further studies also are needed to gain better understanding of parental influence on children's weight status.
49
Lightner, Sarah Campbell. "Using Supplementary Texts as Critical Companions to Enhance Adolescents’ Critical Literacy Practices in Book Club Discussions." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu150046279220399.
Full text
50
Thomaz, Rafael 1986. "A linguagem musical e violonística de Marco Pereira : uma simbiose criativa de diferentes vertentes." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/285285.
Full textAbstract:
Orientador: Fabio ScarduelliDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes
Made available in DSpace on 2018-09-11T21:22:41Z (GMT). No. of bitstreams: 1 Thomaz_Rafael_M.pdf: 5789556 bytes, checksum: 9b682ecffe1b4bb9ad251549e8f124ff (MD5) Previous issue date: 2014
Resumo: O violonista e compositor brasileiro Marco Pereira (1950) é reconhecido internacionalmente por suas composições para violão e por sua carreira como concertista e acompanhador no âmbito da música popular. Sua produção composicional é formada por peças para violão solo, música de câmara, peças concertantes para violão e orquestra e arranjos de música popular para violão. Este trabalho busca destacar e entender o caráter híbrido de sua produção, que constitui uma simbiose de diferentes vertentes das quais podemos destacar a música popular brasileira, o violão de concerto e o jazz. Através da análise dos aspectos híbridos e idiomáticos de sua obra e de aspectos característicos de sua performance, o trabalho visa contribuir para o entendimento de sua obra a partir de diversos pontos de vista
Abstract: The Brazilian guitarist and composer Marco Pereira (1950) is internationally recognized for his compositions for guitar and his acting career as a concert performer and accompanist in popular music. His compositional output consists of pieces for solo guitar, chamber music, pieces for guitar and orchestra and arrangements of popular music for guitar. This work aims to emphasize and understand the hybrid nature of his production, which is a symbiosis of different strands of which we can highlight Brazilian popular music, concert and jazz guitar. By analyzing The hybrids and idiomatic aspects of his work and characteristic aspects of his performance, the work aims to contribute to the understanding of his work from various points of view
Mestrado
Praticas Interpretativas
Mestre em Música