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Dissertations / Theses on the topic 'Muslim academics'
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1
Ramadan, Ibtihal. "Experiences of Muslim academics in UK Higher Education Institutions." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/31350.
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The intertwining of political, economic, societal and global changes has resulted in accentuating even more so the 'Muslim question', both domestically and globally. Research has shown that the negative focus Muslims and Islam receive in the West is becoming increasingly mainstreamed, not only through the media, but principally through mainstream political discourse. This mainstreaming is within a global and local narrative of a 'war on terror'. The former followed 9/11 at the outset of this millennium and the latter is represented in the myriad of 'anti-terrorism' initiatives recently augmented in the UK by the Prevent duty. This intensely hostile backdrop has nurtured 'normative truths' about Muslims/Islam. Although Islamophobia did exist long before 9/11, it has now become commonplace and, even, legitimised within the context of tackling terrorism, affecting the experiences of the majority of Muslims in the West and elsewhere in diverse ways. British academia has opened its doors to non-traditional academics, including those from racial and/or ethnic minority backgrounds. Equality policies have been developed, particularly subsequent to the Race Relation Amendment (2000), which has sought to fulfil the recommendations of the Macpherson report (1999). Nevertheless, inequalities do permeate British academia and the experiences of non-traditional academics have been tainted by institutional racism, in both quantity and quality. Statistics attest the former, highlighting the underrepresentation of non-traditional academics in British academia, more particularly in senior leadership and professorial positions. Empirical research findings attest the latter through citing several factors, including career trajectory barriers and the double standards racial bias that operates in a subtle way within higher education institutions (HEIs). These broader and institutional dimensions set the scene for this thesis, the aim of which is to examine the experiences of Muslim academics. The particular experiences of this group of academics have been ignored in previous research, as faith/belief matters have largely been overlooked in studies that explored the experiences of minority academics. This thesis adopts a qualitative approach utilising theoretical bricolage that principally draws on Critical Race Theory (CRT). The notion of race in CRT is, however, expanded to include faith/belief. The thesis also draws on Post-colonial and De-colonial theories, Bourdieu's concept of 'habitus' and Fraser's model of 'status recognition'. It explores the perceptions of Muslim academic participants regarding their own personal/professional identities and how Muslim academics negotiate their Muslim-ness in academia and considers how wider narratives have influenced how they speak about their 'Muslim identity'. The views of the participants are particularly important to examine the extent to which, if any, the 'normative truths' have penetrated academia. This thesis also examines the perceptions of the participants regarding their career experiences and considers whether the experiences of this group of Muslim academics corresponds to, or differs from, the experiences of their fellow non-traditional academics. The Whiteness of the academy was an overarching theme, under which the participants' experiences of racism vis-a-vis job opportunities, career advancement and the multi-faced forms of epistemic racism were discussed. Exceptionalism seemed to be a pre-requisite of gaining a positive experience. Not only did exceptionalism temper perceptions of 'otherness', but being exceptional was an aspect that advanced the career trajectories of some of the participants. Silence was another major theme that recurred in various forms across the fieldwork. These silences appear to have been a consequence of the wider stigmatisation of the Muslim identity, which became evident in the ways some of the participants chose to go about interpreting, or declaring, their Muslim-ness in their workplace. While being Muslim created challenges and required some of the participants to exert substantive negotiations and efforts to fit in, it was advantageous for others, in terms of their career trajectories. Religious micro-aggressions were habitual to the participants with regards to their interactions with staff, and this was particularly acute for females wearing the hijab, where the religious micro-aggressions in HEIs took on a gendered aspect of the 'Muslim problem'. Silence also penetrated the narratives in relation to issues of institutional racism. Networking with other non-white academics was another main theme that featured in the accounts. Muslim academic participants, like other non-traditional academics seek support and mentorship from other minoritised academics to be able to survive in academia. The current study concludes by suggesting that there is a need for more consideration to be given to the aspects of faith/belief in HE policy and practice. This needs to be conducted within a framework that acknowledges the existence of religious microaggressions and the overwhelming normativism of Whiteness in academia.
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Ismail, Amelia. "Understanding work-life interface of Malay Muslim women academics : an Interpretative Phenomenological Analysis (IPA)." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/38920/.
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Women academics in collectivist societies, despite their significant numbers, have been of little concern to researchers. While women’s involvement in education and employment opportunities has increased and their economic positions have improved, their role pertaining to domestic responsibilities and care for the family in such societies remains the same. The purpose of this qualitative phenomenological research is to describe the work-life interface as experienced by Malay Muslim women academics. This study also identifies the work environment factors that assist and/or hinder these academics in managing their work-life responsibilities as well as investigating the influence of culture and religion. Diary entries and in-depth telephone interviews with seven Malay Muslim women academics were employed to capture the essence of their daily work-life experiences. Using Interpretative Phenomenological Analysis as the research method, the findings of the study are presented under four themes: juggling multiple roles, sources of supports, impact of leadership style, and identity formation. The participants in this research provided valuable insights based on their many years of experience as academics in higher education institutions besides their roles as mothers and wives. The Malay Muslim women academics’ work-life experiences appear to be complex and multifaceted. Negotiating between professional and personal roles has an impact on the careers of women academics, their personal and family lives, and their well-being. In managing their daily work-life responsibilities, an interplay exists between Islamic values and Malay traditional customs. The customary practices which are important in the functioning of the society as a whole contribute in shaping their identity as women, family members and academics. In addition, leadership style can have a significant impact on their work-life management. For these women, the lived reality is that being an academic means having never-ending tasks that sometimes require personal sacrifices which are achieved through the support of family and work colleagues as well as their personal belief systems.
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Ibrahim, Shahul Hameed bin Mohamed. "The need for Islamic accounting : perceptions of its objectives and characteristics by Malaysian Muslim accountants and accounting academics." Thesis, University of Dundee, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326696.
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Alsudis, Mona Saleh A. "How Saudi women researchers perceive their role at Princess Nora Bint Abdul Rahman University." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40232.
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This study discusses the way in which Saudi academic women perceive their role as academic
researchers at Princess Nora Bint Abdul Rahman University in Riyadh, Saudi Arabia. My aim
is to illustrate and explain the role of women academics who live in a conservative religious
culture in Saudi Arabia, and how they fulfil their research obligations. Moreover, I aim to
clarify and understand the challenges they face throughout their academic journeys. I have
used the method of narrative inquiry in order to understand the perceptions of and career
complexities faced by the participants in this study. This thesis discusses the improvement of
education in Saudi Arabia and how women in the country have gained rights in terms of
education. This study is built on discovering the effects of the conservative religious identity
of a Saudi academic woman and how she copes with the various challenges that she faces
throughout her academic journey to become a researcher. The four academic researchers
involved in this study incorporate their identities and beliefs into their daily tasks. Three
themes emerged from the findings and the interpretation of the data, which served as a guide
to answering the research questions. These three themes are:
Family and cultural role: a fine line between support and control
Challenges through the academic journey
The Saudi identity
I conclude the study by discussing the major finding that these Saudi academic women’s
conservative religious identities have shaped them not only as women of faith, but also as
academic researchers.<br>Thesis (PhD)--University of Pretoria, 2013.<br>gm2014<br>Education Management and Policy Studies<br>unrestricted
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Duvall, Brown Timothy A. "Multiple minority identities : Queer and Muslim Arab Americans." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1268.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Psychology
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Jamil, Osman Zuraini. "Malay Muslim academic women in dual-career families : negotiating religious and cultural identities and practices." Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/13086/.
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This study focuses on Malay Muslim academic women in dual-career families in Kuala Lumpur and Selangor, Malaysia. I conducted semi-structured, in-depth face-to-face interviews with ten married academic women, five single female academics and three single male academics, while ten husbands of the married women were interviewed via email. The context in which modern Malay Muslim women operate is a complex one. On the one hand, Islam and the Malay adat (customary law), constructed as central to the ethnic identity of Malay Muslims, prescribe specific gendered expectations for women and men in both the private and public spheres. On the other hand, the state and global competition demand that women participate in the economy as well as in broader societal contexts. I explored how my respondents strategised in both employment and family life within the boundaries of their identity as Malay Muslim women. My study emphasised central aspects of Malaysian modernisation in relation to women, namely: education, employment, marriage and family, as well as family and working responsibilities and coping strategies. I found that access to education and the acceptance of women in employment had led my participants to pursue careers. With a recognised educational and career background, they had a degree of independence within marriage and in the formation of a family. After marriage, all these women had to abide by the accepted norms of gender, accepting their secondary position within and outside the family. At the same time, they revealed the importance of support networks in terms of family members, spouses and government policies, as well as being dependent on other women’s reproductive labour (e.g. childcare centres or domestic helpers), in helping them to balance their family and career commitments. I argue that the women had some autonomy based on their education and employment, but this remained a subordinated category. Complications arose because the women still needed to manage and negotiate their position within their identity as Malay Muslim women and the patriarchal system ingrained in their culture. While Malaysia’s drive for modernisation has improved women’s lives, it has not radically transformed the patriarchal order.
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Smith, Victoria Lynn. "The Influences of a Mariachi Education on Student Perceptions of Academic Achievement, Academic Attainment, and Student Engagement." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3140.
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The purpose of this research study is to examine the influences of mariachi education on student perceptions of their academic achievement, academic attainment, and student engagement. The study involved students attending schools in California, Oregon, and Texas with mariachi programs that consented to be a part of the study, whose districts approved their participation. The students were approached to participate in this study, as they are a part of their school’s mariachi program in middle or high school throughout the Western half of the United States. A convergent parallel (mixed-methods) design and descriptive statistical analyses were used to investigate the influence of mariachi education on student perceptions of their academic achievement, academic attainment and student engagement. Within each strand, the three short-answer questions were analyzed for emergent themes.
Within this study, the results and their implications will be beneficial for both mariachi educators and music administrators as they begin to build a foundation of evidence as to the influences of mariachi education as they relate to the academic achievement, academic attainment, and engagement of students. Influenced by their experience, fifty percent of participants identified mariachi as having a positive influence on their other classes, with almost another fifty percent acknowledging mariachi’s influence on their grades. Additionally, the largest portion of respondents indicated mariachi influenced them to pursue music after high school, with almost ninety percent stating they will be graduating from high school; an increase of seventeen percent over the national average for Latinx students. Eighty-two percent of students indicated that mariachi helps them connect more with their friends, while over seventy-one percent of respondents stating that mariachi helps them connect with their family. Finally, the largest portion of participants (96.1%) indicated that mariachi enables them to express pride in being Latinx.
The study also provides a foundation for researchers who wish to continue to study the influences of mariachi education on academic achievement and attainment, as well as student engagement. Through a future doctoral dissertation, the researcher herself plans on further studying via statistical examination, influences of mariachi education on students, in comparison to students not involved in mariachi, with a focus on Latinx students.
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Pewa, Elliot Sagila. "The philosophical, behavioural and academic merit of uMaskandi music." Thesis, University of Zululand, 2005. http://hdl.handle.net/10530/277.
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A thesis submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Doctor of Philosophy in the Department of Music at the University of Zululand, 2005.<br>This document on umaskandi is about a vocal musical style that was created and nurtured by the Zulu people. Externally and, at a distance, the style may not appear to be artistically captivating, praiseworthy, and linguistically significant. It is but only on closer scrutiny that the aesthetic worth of the music can be realized. Even then, without a considerable research into a sizeable amount of the people's arts in relation to their life activities, a casual listener may not identify any worthiness in the practice of umaskandi music. This is generally the case with all the music of Africa. The music is contained in the life activities of the people. Having discovered the entertaining element in the music, a serious listener will still be faced with the greater challenges of fathoming the organization of sound, the significance of the libretto and the physical execution, in relation to the lifestyles of the performers. The sound of the music, the observed rhythmic activity of the performers, and the language of the libretto and its elocution are only the surface of the activity. There is still, but, more signification in the unsaid source of the music.
The reason for the neglect of this music style by Western cultures and by some modern local indigenous Africans, was not a mere oversight, but a result of stigmatization of all African arts by Europeans, whose intention was to dominate the whole of Africa. They would not succeed in managing the people dictatorially without destroying the latter's culture- For some time, therefore, because of such pressures and the demands of the culture of cities, and missionary education, the Westerners were able to 'convert' some Africans against their own (African) culture. Such attempts to 'Europeanize' Africans took place wherever there were European settlers on African soil. But, because of the breadth of the continent, they could not cover the whole surface of the country. Even amongst those that were reached, like the Zulus, there were always people who were not willing to abandon their indigenous heritage. Many were unbending and insisted on maintaining their traditional arts and cultures. It was from such a cultural attitude and disposition that umaskandi idiom was born.
The coming in of democratic rule in South Africa has, however, restored the dignity of every human culture in the country. Therefore, all nationalities are free to practise their various cultures with firmness and self-assurance. This attitude lent more confidence to those that performed umaskandi music.
It took some time before 'sophisticated' Africans could appreciate the sound and movement in performance of umaskandi performance style. The other nationalities took a little longer. Up to this day, those that have not been orientated in the language of the performers have not grasped the essence in umaskandi music, because of the social contextual nature of the music. Should a form of prejudice against indigenous African languages be sustained, ignorance about the life and thought patterns of Africans shall grow. This will be a drawback for the South African people as a whole. This phenomenon is worthy of mention
because the propagation of isiZulu is getting threatened in
many ways. First: There is a big population of Zulu and
non-Zulu learners that do not receive tuition of their
vernacular because some school managers are negative
towards African languages. Secondly: Umaskandi musicians,
who are the custodians of isiZulu language and culture, and
other Zulu artistes, shall never be comprehended if the
language is ignored. So, for those unfortunate learners
who do not have isiZulu in their curriculum, the doors are
closed on both sides. Since they are not given tuition in
the classroom, they are most likely to develop a negative
attitude towards the language, which would be a great
disaster. In their schooling career, they will also miss
the further * education through music' that is provided by
Zulu music practitioners at large. Umaskandi musicians, who
are speakers of isiZulu language, are in their own way,
keepers and propagators of isiZulu culture. Their
instruments are tuned in isiZulu style, which is their own instrumental creation bashed on their singing style. Their libretto is in isiZulu. They are historians of isiZulu life and its relevant culture of yesteryear. This will be missed.
Umaskandi concept, which embraces the isiZulu instrumental tuning, isiZulu manner of dancing, isiZulu vocal harmony and isiZulu elocution of izibongo (praise poetry) , originated in the indigenous lives of the Zulu people. These people were so solid in their belief and practice that they clang tenaciously onto their culture even when they were exposed to a conglomeration of foreign cultures in the horrible
mining environment. Umaskandi concept, therefore, had an effect on the people's behaviour.
When the African indigenous people came across the new musical instrumentation at their disposal, they adapted the latter and used them to become an extension of their vocal styles.
When conditions in the mines were depressing, degrading and debasing, they painfully sang of the good life that they had left behind in their indigenous homes. Through this umaskandi style, they have, therefore, been able to relate a people's history.
The final question in the last chapter is whether umaskandi concept can be a method of education in the performance of instruments just as tonic solfa is a method of vocal music. The question can be extended further to inquire whether umaskandi concept can be a method of moral and cul tural determination and perseverance as it has been the case with Zulu musicians.
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Bahiss, Zainab. "Lifting the Veil: Muslim women's adjustment to a New Zealand university." The University of Waikato, 2008. http://hdl.handle.net/10289/2493.
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Abstract Due to a decline in the number of domestic students in many New Zealand and other foreign Western countries' universities, there is more recruitment of international students. In New Zealand universities, beside the increase in the number of other foreign international students, the number of Muslim international students and especially Muslim women students has increased in the past few years. This is due to internationalisation of New Zealand education and the economic benefits which international students provide to New Zealand economy. The reason for undertaking this study is because as a Muslim women and a student myself, I wanted to investigate the adjustment problems of the increased number of Muslim women international students at the University of Waikato. This is because, it would provide information to researchers, theoreticians and policy developers regarding adjustment issues that might be specific to Muslim women. Unfortunately, this area is under researched; hence this study could assist in filling the vacuum in this area. The literature so far has discussed the adjustment issues of international students in general and from the literature there seems to be two main dominant areas where international students suffer adjustment problems. These two areas are the academic environment of the university and the socio-cultural environment of the university. The academic environment has many elements to which many international students are believed to face adjustment problems such as adjusting to the 'study shock'. On the other hand, in the socio-cultural environment, students are believed to face adjustment problem to the culture shock. However, there are many flaws in the existing literature which results in its weakness and hence the need for this study. In order to discuss the adjustment issues of Muslim women international students' one has to examine the educational background of these students. It is important to also examine the religious and cultural backgrounds of these students because religious beliefs and practices combined with their cultural background have an impact on their adjustment into the foreign academic and socio-cultural iii environment. Islam strongly encourages the acquisition of education for women. Looking at the history of Muslim women, one can find great scholars who achieved enormously from their right to education. However today there is great tension in the Islamic world regarding women's education which makes this issue very complex. This is due to the different interpretations of the Islamic scholars of the verses of the Quran, and Muslim people cultural and tribal codes. Therefore, many Islamic countries have taken different approaches to the education of their female population that is from very conservative to liberal ones. The qualitative approach used in this chapter helped in understanding the perspectives and world views of the respondents which would have not been possible otherwise. The confidentiality and anonymity of the respondents was catered for before conducting the interviews and pseudo names are used in this study to refer to the respondents of this study. This study is however limited in that the time constrain did not allow me to do a longitudinal study in order to discover the many un answered questions or ambiguous sentences. This study has revealed four major themes which were identified through this research as being specifically important to the adjustment of Muslim women international students. These women did not view their adjustment as a huge shift instead for them it required more of gentle shift in their adjustment. The similarities in the academic environment of the international students and that of New Zealand universities made the adjustment to the academic environment even smoother. There are also other positive adjustments these international students make while in New Zealand universities. They are more independent and are able to communicate in English language which for most international students seems to be main reason for coming to Western universities. There is need for the staff and students to understand the religious and cultural beliefs of these international students so that they can help them in the adjustment process. There is also increased need for the universities and policy developers to provide help and support for the international students. iv There are many issues that seemed to need further exploration which this study has not managed to find out. The research needs to be done to discuss the huge emotional or psychological impact on the international students' due to teachers' and local students' lack of knowledge of their religious and cultural beliefs. The researchers also need to investigate how this change in the personality and thinking of women impacts on them when they go back to their home countries. In theorisation, there is need to theorise the adjustments of students who belong to other religious and cultural groups and how it might impact their adjustment process. For the practitioners, there is need to investigate the role of the staff and institutes to clearly identify to the role of staff in how they could make international students transaction to the university smoother.
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McHenry, Patrick J. "With music strong I come : Whitman's cultural influence through folk music." Honors in the Major Thesis, University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/287.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Arts and Sciences<br>English Literature
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Qureshi, Erum. "Music influences on health compromising behaviors." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/901.
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Considering the vast number of youth that participate in sexual behavior and start using illicit drugs at a young age, it is imperative to investigate the prevalence of media filled with both subliminal and blatant messages about drugs and sexuality. It is hypothesized that lyrical content of music and the content and imagery of music videos will contain conscious messages about drug and alcohol use, and sexual behaviors. Content analysis that used the frequency method determined the amount of sexual and drug messages within five songs from each artist. Additionally, it is postulated that participants who frequently listen to specific music genres, regularly watch music videos, and stay up-to-date on music artists will be more likely to engage in health compromising behaviors compared to participants who are not as involved with popular music. Applying the bio-ecological systems perspective, it is hypothesized that the negative influences of music (i.e., exosystem) can be minimized or heightened by microsystem (i.e., family, friends) influences as well as internal characteristics of participants (i.e., personality). A series of analyses of variance were conducted to determine if there was a relationship between exposure to lyrical content and drug and sexual behavior. Linear regression analysis was conducted to determine if public image of the artist was correlated to health compromising behavior. Overall results indicate that a relationship between music genre preferences - though the combination of lyrical content, the public image of artists, and the imagery in music videos - and illicit drug usage and sexual behavior.<br>B.S.<br>Bachelors<br>Sciences<br>Psychology
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Golding, Rosemary. "What shall we do with music? Music and Academia in Victorian Britain." Thesis, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506224.
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Okhai, Ratna. "Assessing the correlation between terrorist attacks and the limiting of Muslim immigration due to anti-Islamic sentiments." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/956.
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In the last 12 years, since the devastating attack on the United States Twin Towers on September 11, 2001, the global community has become increasingly wary. The continuing terrorism on July 7, 2005 on the United Kingdom subway system increased tensions between citizens and immigrants in these countries. I use these two countries to examine the consequences effects that these terrorist attacks have had on, in particular, the Muslim immigrant population. In addition to that, I use Germany as a control, since it has not faced a major terrorist attack, yet has a substantial Muslim immigrant population. In the United States and United Kingdom, I use public opinion data polls and immigration policies before and after the attacks. In Germany's case, I utilize the same data and to assess any correlation to the other two countries data. Using the literature already written, public opinion data polls and policy initiatives enacted before and after these attacks, I examine the overall effect, if any, on the Muslim immigrant population in these countries. The intent of this thesis is to explore if the significant changes in immigration policies after the attacks have occurred due to economic or cultural factors. Because public opinion is central to policy changes, I also consider the implications of public's views on immigration after the attacks, along with the effect all this has on the number of Muslim immigrants entering these countries.<br>B.A.<br>Bachelors<br>Sciences<br>Political Science
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McKenzie, Kathleen Bell. "On Becoming Women: Adolescent Female Muslim Refugees Negotiating Their Identities in the United States." UNF Digital Commons, 2004. http://digitalcommons.unf.edu/etd/276.
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The United States is becoming more diverse; numerous immigrants and refugees enter every year. Among the newer groups are those practicing the Muslim religion.
This qualitative research focused on the identity formation process of six adolescent female Muslim refugees from Afghanistan. Based on Erikson's paradigm of psycho-social development and Marcia's modifications to that theory, I used semi-structured interviews to understand how the participants negotiated their identities in the context of their families, the public school, and the community.
This cohort appeared to exist within a circumscribed Afghan community, retaining significant parts of their culture, traditions, and roles. The exception to that retention occurred in the Educational/Vocational Domain. Economic necessity impelled them to assume new roles and to plan for post-secondary education and vocations, for which they were inadequately prepared, and for which their parents could provide little guidance.
These young women needed assistance in educational and career planning and counseling programs to facilitate their entry into post-secondary education and to develop their job skills. It seems fair to generalize that this deficit exists for most foreign-born and limited-English students. Addressing this deficit is a daunting, but important, task for the educational system and for resettlement programs.
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Holmes, David M. "An examination of fifth grade instrumental music programs and their relationships with music and academic achievement /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/11419.
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Mull, Danielle. "Music as A Language: Does Music Occupy Verbal Working Memory in Experienced Musicians?" Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/783.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf<br>Bachelors<br>Arts and Sciences<br>Psychology
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Dhanani, Lindsay. "Discrimination of Arabs and Muslims in simulated hiring decisions the role of multiple categorization, perceived job fit, and social dominance." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/370.
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Discrimination in hiring contexts has received a lot of attention from researchers in Industrial Organizational Psychology. However, discrimination against Arabs and Muslims in hiring contexts has been overlooked in the literature. The current study explores discrimination targeting Arabs and Muslims in the workplace. The theory of multiple categorization (Crisp & Hewstone, 1999) was applied to Arabs and Muslims in order to determine the relative effect of national origin and religious affiliation. Perceived job fit (Heilman, 1983) was also examined using an airport security position and a shipping and receiving clerk position. Participants rated mock résumés on several measures of hireability and ranked the applicants in the order in which they would hire them. The results show that the Muslim applicants were rated lower than the Christian applicants and the Arab applicants were rated lower than the Caucasian applicants. Furthermore, the Caucasian Christian applicant was rated significantly higher than the Caucasian Muslim applicant, the Arab Christian applicant, and the Arab Muslim applicant. This study shows that Arabs and Muslims were rated lower than their equally qualified counterparts, providing evidence of discrimination of Arabs and Muslims.<br>B.S.<br>Bachelors<br>Sciences<br>Psychology
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Akin, Mergin. "Exploring Theology and Practice in Islamic Parenting." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5094.
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The purpose of this study is to explore Muslims' parenting styles and determine how factors such as religion, education, income, physical and verbal punishment experienced as a child, and the perception of Islamic childrearing influence their parenting styles. The research focuses on the main tenets of parenting in the Islamic tradition such as fatherhood, motherhood, children's and parent's rights and responsibilities, discipline methods, and physical punishment. The study also informs the role of marriage in Islam and the adopted concepts and theories of Western sociological literature. Findings show that authoritative parenting was the most predominant parenting style among study participants. The study also revealed that those who frequently read the Qur'an tended to be less authoritarian. Parents that experienced physical punishment as a child and who think Islam allows spanking were more likely to sponsor an authoritarian parenting style. The study findings provide insights into the complex roles of religion and parenting in Muslim groups.<br>M.A.<br>Masters<br>Sociology<br>Sciences<br>Applied Sociology
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Ricketts, Teddi. "Relationships between instrumental music participation and academic achievement in low SES students." Thesis, Wichita State University, 2012. http://hdl.handle.net/10057/5598.
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The purpose of this study was to examine relationships between student participation in instrumental music class and academic achievement, specifically in low socioeconomic status (SES) students. The hypothesis was that students who participate in an instrumental music program will display increased levels of achievement, and that this relationship will be more pronounced among students who receive free and reduced lunches. Participants in this study were 320 students in grades 5 and 6 from an intermediate school in a rural south central Kansas school district. Students ranged in age from 10-12 years. A total of 172 fifth grade students and 148 sixth grade students participated. The Two-Way Analysis of Variance (ANOVA) was the main analytical method employed in this study. Separate ANOVAs were conducted for each of the two dependent measures, reading and mathematics, subscales of the Kansas State Assessment, for both grade levels with music status and lunch status as factors. Some of the findings from this study are consistent with previous research. Results show were no significant interactions found between instrumental music status and lunch status in any of the four ANOVAs. A statistically significant relationship was found between sixth grade instrumental music participation and reading scores, as well as sixth grade instrumental music participation and math scores. These results suggest that duration (i.e., months of instruction) in instrumental music class may be important to increases in academic achievement. Also consistent with previous research, fifth grade results showed a statistically significant relationship between lunch status and reading scores as well as lunch status and mathematics scores; free and reduced lunch students scored significantly lower than their peers.<br>Thesis (MED)--Wichita State University, College of Education, Dept. of Counseling, Educational Leadership, Educational and School Psychology
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Schram, Asta Bryndis. "Validating an Icelandic Version of the MUSIC Model of Academic Motivation Inventory." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64155.
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Students' motivation generally declines during the middle school years, a period of time when important foundations for further studies are laid. There is a move in many countries to improve science education, especially science literacy that is inadequate according to international research (Halldorsson, Olafsson, and Bjornsson, 2007, 2013). The subject of this dissertation is the translation and validation of the MUSICSM Model of Academic Motivation Inventory (MMAMI; Jones, 2012) from English into Icelandic. The purpose for the translation is to provide Icelandic educators with a tool to assess students' motivation in the science classroom. Motivation in the classroom is a complex issue in which both cognitive and contextual factors are involved. The information gained from the inventory responses could be used to guide the development or modification of the classroom strategies employed. The inventory measures students' perceptions of the five components of the MUSICSM Model of Academic Motivation: eMpowerment, Usefulness, Success, Interest and Caring, components that have been found to be influential to student motivation (Jones, 2009). The model is based on a thorough analysis of motivation theories and research. The inventory was developed for middle school students in science classes, although it can easily be modified to fit any subject. Back-translation followed by expert meetings was used to gain semantic equivalence. Participants were 458 middle school students in science classes in five public schools in Iceland. To obtain translation invariance in the first version of the translation, I used an Exploratory Factor Analysis (EFA) on one data set, using Principal Axis Factoring with Promax Rotation, to examine the translated items. Subsequently, I implemented a Confirmatory Factor Analysis (CFA) on a second data set to test for model fit. The results replicated the findings obtained with the original version and confirmed the five-factor structure of the MMAMI. All factor loadings were significant. The reliability analysis, using Cronbach's alpha, also replicated the good and acceptable alpha ratings of the original instrument. These findings provide validity evidence for the scores produced by using the Icelandic version of the MMAMI with middle school Icelandic students in science classes<br>Ph. D.
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Strand, Joachim Wichman. "The cinesthetic montage of music video : hearing the image and seeing the sound /." Full text available, 2006. http://adt.curtin.edu.au/theses/available/adt-WCU20070326.100756.
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Wasson, Carla Sue. "An analysis of college applied woodwind positions in the academic labor market from 1983-1990 /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11226171.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Harold F. Abeles. Dissertation Committee: Robert Pace. Includes bibliographical references (leaves 120-126).
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Angel, Samanatha. "Music and paleolithic man the soundtrack of human cognitive development." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/651.
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Archaeologists have pored over countless texts of the ancient civilizations, attempting to piece together bygone worlds. However, relatively little work has been done to reconstruct the musical history of these societies, and even less on why their musical histories are important. This paper aims at a synthesis between the ancient Egyptian and classical Greek archaeological records to analyze the importance of music in Paleolithic human cognitive development. Countless musical instruments have been discovered globally, ranging from pre-Columbian bone flutes in Oaxaca, Mexico to ancient trumpets in Egyptian burials (Barber et al 2009). Apart from their place in a museum, minimal work has been done to ascertain their importance to human society as a whole. This thesis attempts to display the crucial need for more research in this field. The recent decline in support for arts education in favor of 'hard sciences' and mathematics is deeply disturbing; the history of humanity should be important not only to anthropologists and historians, but to members of all disciplines. This lack of interest in 'soft sciences' and the arts may lead to a complete loss of ancient musical history; a loss that would be devastating to history, anthropology and the worlds. The contents of this paper portray both the ancient importance of music, and how it contributed to increased cognitive faculties during hominid development.<br>B.A.<br>Bachelors<br>Sciences<br>Anthropology
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Bartel, Kendra. "The effects of music on anxiety and depression in emerging adults." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/825.
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The purpose of the current study was to observe how music affects the mood of those who suffer from anxiety and depression and those who do not. While previous research has examined this many of the previous studies have induced either physical pain or mood in participants in order to measure the impact of music. The current study, however, intends to examine how music affects mood without attempting to induce mood in participants. Six-hundred and seventy college students were given a questionnaire containing an anxiety questionnaire, depression scale, demographic questionnaire, and music listening questionnaire. Intercorrelations, ANOVAS, as well as linear regressions were performed on the data and results for the study were significant in that music was found to impact participant's anxiety and depression. Results of the current study indicate that participants' preference for alternative music and soundtracks/showtunes impacted their level of depression and anxiety.<br>B.S.<br>Bachelors<br>Sciences<br>Psychology
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Snyder, Jennifer Dee. "The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64396.
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The widespread effects of student failure and dropout have social, judicial, and economic implications. This study addressed factors that can affect students academic identification, an element that can influence dropout among U.S. high school students identified as at-risk. Research indicates that student motivation and academic identification may be linked to improvements in students academic achievement and reductions in dropout rates. The purpose of this quantitative investigation was to address high dropout rates among at-risk, high school students by exploring the extent to which students motivational beliefs in school predicted their academic identification and achievement. Specifically, I explored the extent to which the MUSICSM Model of Academic Motivation Inventory (MUSIC Inventory) produced valid scores among at-risk high school students, and the extent to which students motivational beliefs about school predicted their academic identification and achievement. This quantitative study utilized structural equation modeling (SEM) and involved a sample of 100 at-risk students from an alternative high school in the Mid-Atlantic United States. Data were collected via paper surveys, which I administered to students during October, 2015. All survey data were entered into SPSS 23 for analysis. Results indicated that Cronbach's alpha coefficients were low for all MUSIC Model components except for care, which demonstrated modest reliability. Data analysis also indicated that three of the five components of the MUSIC Model " usefulness, success, and caring" were positively associated with academic identification. Thus, there is preliminary evidence to suggest that teachers may be able to have a positive effect on the academic success of at-risk high school students by finding ways to improve students perceptions of usefulness, success, and care. Educational stakeholders can utilize findings from the present study to prompt an exploration of ways to improve these motivational components to promote greater academic success among this student population.<br>Ph. D.
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Quinn, Lisa A. "Contemporary Curatorial and Exhibition Practices at Twenty-First Century Academic Art Museums." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1547208446490768.
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Kelley, Diana L. "Music and mathematics--is there a connection? : the effects of participation in music programs on academic achievement in mathematics /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000493/02/1949FT.htm.
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Thesis (M.S.)--Central Connecticut State University, 2008.<br>Thesis advisors: S. Louise Gould, Philip P. Halloran, Shelley Jones. " ... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves 21-22). Also available via the World Wide Web.
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Adams, Brandon. "The knowledge, skills and competency requirements for music librarians in academic music libraries in the Western Cape, South Africa." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/26881.
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The objective of this study was to determine the knowledge, skills and competencies required for music librarians in academic music libraries in the Western Cape of South Africa, in order for these libraries to effectively serve their scholarly communities. In addressing this objective, the following research questions were generated: What are user expectations of academic music library services in the Western Cape?; To what extent are these expectations currently being met?; and, What are the knowledge, skills and competency requirements for music librarians in academic libraries in the Western Cape of South Africa? The study was supported generally by Core competency theory and more specifically by the Music Library Association (MLA) core competencies for music librarians. The study's research approach was qualitative and exploratory, incorporating a multiple case study design. Empirical data were collected via semi-structured interviews and focus group discussions with purposively sampled music librarians, academics and postgraduate students at the two higher education institutions in the Western Cape, Stellenbosch University and the University of Cape Town. Both these universities have music departments and music libraries. The data collected were analysed using thematic content analysis from recorded interviews and focus group discussions. The study's conclusions are centered on the main findings and discussion in the context of the reviewed literature and the theory supporting the study. It presents, based on the findings, knowledge, skills and competencies required to professionally and confidently serve the music library's scholarly community. While the study is empirically grounded in the music library and university environment in the Western Cape of South Africa, it has both practice and theoretical relevance to the broader world of music librarianship. The findings of this study to a large extent concur with the MLA core competency framework for music librarians but also updates it in terms of the modern digital information environment as well as a transformative society sensitive to cultural contextuality. It recommends to the music librarianship practice environment and contributes to the existing body of knowledge on competencies for music librarianship, an adjusted and extended MLA core competency framework (Hunter, 2002) which it hopes will be basis for further practice and research in the area of music librarianship.
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Ozbas, Mustafa. "Historical Origins Of Academic Orientalism In Russia." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12607040/index.pdf.
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The objective of this thesis is to examine the history of Oriental studies in Russia from the beginning of the first Russian interaction with Oriental societies to the end of the 19th century. In particular, the thesis attempts to explain under what conditions Russia had started conducting research on the language, history, geography and culture of the East and how Russian Oriental studies evolved from the practical aims to the academic goals. The central hypothesis of this thesis is that there is a close relationship between Russian Oriental studies and Russia&rsquo<br>s expansion to the East. Therefore, this thesis is an attempt to understand effects of Russian diplomatic, religious, military and of course academic goals on the Oriental studies.
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LIMA, ISABEL VICTORIA C. VAN DER LEY. "INTERNSHIP IN SCIENCE MUSEUMS: THE MUSEUM AS A SPACE FOR PRODUCING KNOWLEDGE AND ACADEMIC BACKGROUND." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34685@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE EXCELENCIA ACADEMICA<br>O presente trabalho tem como objetivo caracterizar o estágio desenvolvido por alunos bolsistas em museus de ciência. Historicamente, esses espaços se consolidaram como locais de produção de conhecimento e educação. Em um primeiro momento, pretendeu-se investigar exclusivamente como a iniciação científica (IC) ocorre nesses espaços e se a formação dos bolsistas se relaciona com as demais atividades museais, como a mediação. Assim, foram levantados quais museus da cidade do Rio de Janeiro possuem bolsistas de IC e, em seguida, realizou-se entrevista com os profissionais das instituições responsáveis por esses alunos. Entretanto, a ida a campo revelou a presença de outros tipos de bolsa, como a de extensão universitária, levando, portanto, a ampliar os objetivos da investigação, ou seja, incluiu-se a análise da formação dos bolsistas em geral. Buscou-se também, a partir da aplicação de um questionário online, mapear os demais espaços museais no país que possuem alunos bolsistas. A investigação permitiu a caracterização do estágio quanto à seleção dos bolsistas, atividades desenvolvidas, apresentação dos resultados, avaliação e relação com a mediação. Para a análise das dimensões formativas na IC, estabeleceu-se um diálogo com autores como Latour, Bourdieu, Neves e Martins, e na extensão, com Freire e Paula. A análise das experiências formativas mostrou que a extensão e os museus de ciência podem ser espaços para o diálogo entre o conhecimento científico e a sociedade, onde a produção do conhecimento e a educação, em geral, caminham juntos. Além disso, a pesquisa aponta que a IC e a extensão são processos formativos que podem acontecer simultaneamente e o quanto museus de ciência parecem ser um espaço potente para que essas diferentes formações acadêmicas aconteçam em diálogo.<br>This work aims to characterize the internship developed by scholarship students in Science museums. Those places have been historically recognized as places of production of knowledge and education. At first, our intention was to investigate exclusively how the work of initial scientific research-training programs (IST) is developed in those spaces and if the academic background of the scholarship students has any relation to other museum activities, like mediation. Thus, we first gathered information about what museums in Rio de Janeiro had intern students who held IST scholarships and then we interviewed the professionals who were directly responsible for those students. However, the field work revealed other types of scholarships, what led us to broaden our goals, which means including the analysis of all scholarship holders. We have also tried to map others museum in the country that had scholarship students and we did that using an online questionnaire. The investigation allowed us to characterize the internship regarding the selection of the scholarship holders, the activities in which they were involved, presenting results, evaluation and how they related to the mediation. In order to perform the analysis of the academic background dimensions in the scientific initiation of grad students, we stablished a dialog with authors like Latour, Bourdieu, Neves and Martins and for the analysis of the work of extension students, we used Freire and Paula. The analysis of the academic background forming experiences showed that the university extension and the science museums can be places where the scientific knowledge and the society can dialogue, where the production of the knowledge and the education generally walk together, side by side. Besides, the research shows that the scientific initiation and the extension are academic background forming processes that can happen simultaneously, and also
how much science museums can be great places where those different academic background formations can relate to each other.
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Milachay, Marin Flavia Luciana. "Academia de Interpretación Musical." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2019. http://hdl.handle.net/10757/626203.
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El proyecto consiste en el diseño de una Academia de Música en la intersección de los distritos Pueblo Libre, Cercado de Lima y San Miguel. El objetivo principal es ofrecer una infraestructura de carácter interdistrital que logre acoger músicos en formación y profesionales para brindarles ambientes donde puedan recibir una formación musical y se desempeñen en su labor como artista. El concepto arquitectónico tiene como énfasis integrar el programa educativo con la exposición de la música a través de espacios intermedios. Además, se propone que este sea un proyecto que pueda despertar sensaciones en el usuario a través del manejo de la luz y el color en los espacios para lograr influenciar positivamente en el aprendizaje y crear ambientes agradables.<br>This thesis is a design proposal for an academy of music, planned for the intersection of the districts of Pueblo Libre, Cercado de Lima and San Miguel. The aim of the project is to offer an infrasctructure for the three neighbouring districts, which will host future and professional musicians and will bring them closer to a creative environment, where they can get a musical education and therefore be able to carry out their work as artists. The architectural concept emphasizes the integration of the educational program and the exposure to music by using intermediate spaces. Furthermore, the building is designed in order to inspire its users through the use of light and color, so that it might positively influence their learning process and at the same time create a pleasant environment.<br>Tesis
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Golden, Carol Anne. "Venerable Doe. [Original opera]." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185390.
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This work is a setting of "Venerable 'Doe,' " and original story and libretto by the composer. "Venerable 'Doe' " is the temporary appellation of Javanese music spirit whose true name is not known. It is also the name of the gamelan over which the spirit reigns and in whose pusaka gong he resides. The work combines traditional Western dance, instruments, orchestration, notation and theory and traditional Javanese court dance, instrument, instrumentation, performance practice and theory with the composer's innovations created to facilitate the combining of two divergent worlds of music. The language of the libretto and the selection of pitch material have been determined by an original, extended, soggetto cavato technique. This technique accommodates all letters of the English alphabet and all pitch classes of both the Western and Javanese scales used in the work. While the soggetto cavato technique expands upon techniques used in the works of J. S. Bach, Venerable Doe's continuous rather than sectional deportment, devotion to symbolism and personification of specific sound patterns as 'motives' continue innovations of Richard Strauss. Venerable Doe is an opera containing two major formal divisions, a fantasy-ballet "Overture," the score of which constitutes the "original composition" portion of this dissertation, followed by four acts of the opera's main body. The "Overture" is designed to be performed with the main body of the opera or as an independent composition. The programmatic content of the "Overture" is drawn from the first half of the story, "Venerable 'Doe,' " while the program of the four acts is from the second half. The work is set in English, and uses Javanese terminology, as well as Swedish, German and Latin translations of Psalm 23. It is scored for full Western orchestra, Javanese gamelan, chorus, soloists, Western and Javanese dancers. Lighting, costuming, dance, stage and visual projection directions appear on the score and in preliminary pages.
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Botley, Arthur Lee Jr. "Rubbra's "Missa in Honorem Sancti Dominici", Op. 66." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186111.
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The liturgical music of Edmund Rubbra has been generally neglected by choral conductors. This neglect may be explained by his indifference toward twentieth century trends and a style of composition that may be elusive. The purpose of this document is to present Rubbra's Missa in Honorem Sancti Dominici, Op. 66, as an example of a twentieth century liturgical mass that was influenced by the principle of Motu Proprio of 1903; and to provide conductors with an insight on Rubbra's style, with the hope that it will generate interest among conductors to perform the mass. By focusing on aspects of Rubbra's Missa in Honorem Sancti Dominici and his style, the following questions will be answered: How does Rubbra's Missa in Honorem Sancti Dominici fit within the framework of liturgical music as outlined in the Motu proprio of 1903? What is the link between Renaissance practice and twentieth century thought in Rubbra's Missa in Honorem Sancti Dominici? The document is organized in four parts: part one is a historical perspective which gives an overview of efforts at reform in Roman Catholic church music in the nineteenth century; part two is a brief biography of Rubbra and a discussion of the aspects of his style; part three is a discussion of the mass; part four is a synthesis of the preceding parts that form a background against which the questions presented may be answered.
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Simonis, Joan Marie Anne. "Relationship between music educators' ethical awareness and students' sense of belonging and academic achievement." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1245351549.
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Simonis, Joan M. A. "Relationship Between Music Educators' Ethical Awareness and Students' Sense of Belonging and Academic Achievement." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245351549.
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McCammon, William Lodge. "Chemistry to Music: Discovering How Music-Based Teaching Affects Academic Achievement and Student Motivation in an 8th Grade Science Class." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-06122008-160544/.
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Teachers should have access to new and innovative tools in order to engage and motivate their students in the classroom. This is especially important as many students view school as an antiquated and dull environment â which they must seemingly suffer through to advance. School need not be a dreaded environment. The use of music as a tool for learning can be employed by any teacher to create an engaging and exciting atmosphere where students actively participate and learn to value their classroom experience. Through this study, a product and process was developed that is now available for any 8th grade science teacher interested in using music to enhance their content. In this study 8th grade students (n=41) in a public school classroom actively interacted with modern songs created to enhance the teaching of chemistry. Data were collected and analyzed in order to determine the effects that the music treatment had on student achievement and motivation, compared to a control group (n=35). Current literature provides a foundation for the benefits for music listening and training, but academic research in the area of using music as a tool for teaching content was noticeably absent. This study identifies a new area of research called âMusic-based Teachingâ which results in increases in motivation for 8th grade students learning chemistry. The unintended results of the study are additionally significant as the teacher conducting the treatment experienced newfound enthusiasm, passion, and excitement for her profession.
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Cordell, Laura Michele Portune. "Bridging the Gap, Transitioning Vocalists from Academia to Career." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1311268981.
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Sanchez, Robert-Christian. "The effect of music on physiological responses and self-perceived mood." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/612.
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Music is often studied in terms of its artistic value and expressiveness. While these are important characteristics, there are other observations we can make of scientific value, such as the effects of music on the human anatomy. At present, however, there is a general lack of scientific studies focusing on the effect music makes on specific physiological responses in the body. A limited range of these studies has included examinations of music preferences and correlating personality characteristics of participants, while some others have investigated the effects of music lessons on intelligence. While the previously mentioned research has contributed to some scientific understanding with regard to human physiology, it has not addressed how specific physiological processes of the human body responds to music. Through my own research, I hope to add to the body of musical research and health sciences, and help to close the gap between these two fields. In this study, one selection from a pool of five audio examples of different musical genres will be played to participants while their heart rate is monitored with a wrist-worn device in order to gauge possible differences in heart rate that might occur as they experience music. This assessment will also be paired with a self-perceived mood questionnaire by my participants in order to identify any correlations between the two. After my data collection is complete, I will statistically analyze the information and examine any parallels between the musical selections, genre, heart rate, and self-perceived mood. By analyzing this data, I hope to gain insight into possible human physiological responses as the subjects are exposed to different musical examples from various genres. I also hope to investigate the psychological realm of music, and determine its practical use in the medical field with regard to music therapy, which can lead to various treatments in post-traumatic stress disorder, and communicative diseases.<br>B.M.<br>Bachelors<br>Arts and Humanities<br>Music Performance
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Mills, Nicole Jennet. "An exploration of materials for music integration in elementary science education." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/477.
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Strong educators always look for different ways to excite and enthrall their students in the curriculum. The field of science education often loses student interest due to the complexities and vocabulary found in the scientific realm. Incorporating music into the classroom has shown positive results as a way to integrate student learning and a different way of facilitating students in the learning process (Brewer, 1992; Davies, 200). Resources for implementing the integration of music and science exist throughout the Internet in a variety of mediums. This study looks at the availability of said resources and the concepts they cover, for what students they are intended for, how are they intended to be used and the level of accuracy they maintain. Those resources upholding the accuracy desired for use in the classroom were then compiled onto one webpage for use by elementary science educators. The webpage is open and free to the public and may be shared.<br>B.S.<br>Bachelors<br>Education<br>Elementary Education
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Kirchhubel, Julie, and n/a. "Adolescent Music Development and the Influence of Pre-Tertiary Specialised Music Training." Griffith University. School of Cognition, Language and Special Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040427.122927.
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The study explores the music development, achievement and aspirations of adolescent students who participate in pre-tertiary specialised music programs. A theoretical model is developed for the study to investigate the role and influence of such training in the development of music skills, and explores relationships amongst music experience, music engagement, academic achievement, interpersonal and intrapersonal relationships, personal learning styles, and affective response to music. The data source for the study was the Young Conservatorium program (YCP) at Griffith University. Three sub-studies formed the investigation, two focussing on music development, and one, the program. The first sub-study involved 117 enrolled students, the second, 44 teachers and 112 former students, and the third, 15 case studies. Quantitative and qualitative data were obtained using surveys, tasks, tests, interviews, discussions, reflective journals, and practice logs. A large body of literature has identified a continued need for research that traces the music development of young musicians in adolescence, research that utilises both large and small sampling (particularly case studies), and is conducted at the time of training. The present study was conducted over two years, utilised a larger population than many previous studies, involved case studies, and combined contemporaneous and retrospective approaches. Research findings contribute to knowledge regarding young musicians' music training and learning in pre-tertiary specialised music programs, and the nature of pre-tertiary specialised music programs themselves: their rationale, methods of instruction, and overall effectiveness. They highlight the types of music programs and music training provisions available to young Australian musicians, and, though showing students to frequently engage in multiple music learning environments, confirm the need for individuals demonstrating above-average music ability to access specialised music tuition and opportunities, develop in a supportive learning environment, and interact with students of similar interests and abilities. Although also suggesting there to be a number of factors associated with pre-tertiary specialised music training that can deter some students, such factors tend to be non-musical in nature. In all, the study does show a trend for the families of young, above-average musicians to choose to provide for their children access to pre-tertiary specialised training, and for participants to gain from this experience. The study seeks to enhance understanding of the conditions though which music development is nurtured; it confirms the importance of exposure and opportunity, the collective efforts of the family and community, and the need for hard work and perseverance to usually be exercised by young musicians themselves. Common trends associated with the music development of young, above-average musicians pertained to music training and influences, characteristics, goals, and achievement. Early music exposure, guidance, and positive music experiences were found to be conducive to music learning. The establishment of a practice routine, increasing engagement with music, the formation of broad music preferences, demonstration of high music aptitude, musical and academic achievement, and goal-setting all characterised the experiences and marked the qualities of students sustaining their music interests in adolescence. Interpersonal support and developing intrapersonal attributes, personal learning styles and increasing affective response to music, together with developing cognitive and metacognitive skills, were generally shown to typify the music development of young, above-average musicians in adolescence.
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Miller, Henry. "Stars, stripes, cameras and decadence music videos of the Iraq War era." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/476.
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Recently, academic researchers have brought critical attention to representations of the Iraq War in popular culture. Most of this work, however, focuses on film and music, leaving the influential medium of music video largely unexplored. A number of artists produced music videos that capture the zeitgeists of competing movements leading up to and following the United States' involvement in the Iraq invasion. This project, "Stars, Stripes, Cameras and Decadence: Music Videos of the Iraq War," seeks to survey music videos in order to understand how music video helps shape Americans' relationship to heavily polarized public discourses in the United States regarding this controversial military act. The thesis will take a multi-dimensional approach to analyzing each music video. The study will incorporate data on public opinion, audience reaction and political shifts in relationship to each video. On the most elementary level, the thesis will address the "anti" and "pro" war stances portrayed by music videos to understand both how they were shaped by their relationship to power and how they consequently shape their audience's relationship to power. The study will also undertake to understand these music videos aesthetically. Both "anti" and "pro" music videos draw upon schools of political messaging that largely dictate the art of the music video. Each school portrays soldiers, violence, war, enemies, families and loved ones in different ways. The thesis will delve into the histories of how various political traditions use images of war to shape their messages and how music videos continue (or break from) these traditions.<br>B.A.<br>Bachelors<br>Arts and Humanities<br>English
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Halperin, Marin. "Exploring the relationship between music participation on math scores and high school retention." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/394.
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If I were not a physicist, I would probably be a musician. I often think in music. I live my daydreams in music. I see my life in terms of music... I get most joy in life out of music.--Albert Einstein In the spirit of recent legislation, educational leaders are in search of ways to ensure a quality education for all students in America, vowing to leave no child behind. Unfortunately, most of the rhetoric surrounding quality in education fails to acknowledge the impact of the arts in standards-based reform initiatives. In fact, some school districts have discussed cutting the arts entirely from the curriculum. The purpose of this study is threefold: (1) to examine the impact of music education on high school students' achievement in mathematics, and (2) to examine the relationship between schools with music programs and their graduation rates, (3) to explore the personal impact of music participation through auto-ethnographic study. The results of this study revealed that participation in a music program can have a positive impact on mathematics retention of high school students. This study revealed information about the need for student participation in order to make a clear determination. However, the auto-ethnography shows a clear example of the impact music can have on student academic success.<br>B.S.<br>Bachelors<br>Education
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Walker, Seth. "Musical Spirituality: The Transformative Power of Popular Music." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1050.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Arts and Humanities<br>Humanities
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Schmal, David K. "Multiple frameworks for creative instruction: academic content taught through music-infused instruction and integrated arts." Thesis, Boston University, 2013. https://hdl.handle.net/2144/11044.
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Thesis (D.M.A.)--Boston University<br>The purpose of this collective case study was to examine the manner in which teachers delivered content-specific lessons using music as a medium of instruction. All three participants graduated from the Creative Arts and Learning Masters program at Lesley University and received training in their degree programs on the use of music as an instructional tool. Two of the participants had elementary teaching assignments and one taught high school Spanish. All three participants expressed enthusiasm about the use of arts and music-infused techniques in their classrooms and were willing to share both their practical and philosophical approaches to instruction.
Participants exhibited their capacity to teach core subject matter by implementing music-infused instructional strategies across an array of different grade levels. Investigating how teachers applied these techniques, examining their philosophical beliefs and practices regarding integration, and exploring how they prepared and implemented these instructional approaches established a clearer understanding of their professional practice. The central research questions were:
(a) How do participants make use of music-infused techniques?
(b) In what ways, if any, do participants use music-infused techniques?
(c) How are the music-infused techniques that participants use aligned with the Techniques of Music-Infused Instruction (TOMI) inventory scale?
(d) How does the use of music-infused techniques reflect participants' attitudes and beliefs and the training they received?
Data was collected through observation, reflective responses, interviews, and written artifacts to discover how teachers applied instructional styles and techniques reflected in the literature. Patterns of behavior among case study participants revealed practical application of music-infused techniques in their classrooms including subservient techniques, experiential activities, historical, cultural, and thematic approaches to integrated music-infused instruction. The study revealed that TOMI functioned best when taught in a synchronized manner. When teachers focused together on thematic and conceptual ideas that integrated music and art across the curriculum, students developed a deeper understanding of the material through the multiple perspectives they used to explore different academic subjects.
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Nazario, Angel. "The Relation between Music Integration and Academic Achievement in Elementary Schools in Southwest Puerto Rico." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837929.
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<p> Music plays a fundamental role in early childhood education. Research shows that the first of the intelligences developed is the musical intelligence. Educators argue that while this is an intelligence with which all human beings are born, development of this intelligence will depend on the environment and the opportunities that are provided to the child. In today's global society, music has a permanent presence and is significant in everyday lives. It is a basic element in elementary education in many countries; however, few schools in Puerto Rico integrate music in their curriculum. In addition, there is unequal access to music education in schools in Southwest Puerto Rico because the justification for including it in the curricula is questioned. The purpose of this quantitative correlation study using secondary data was to determine if there is a relationship between music integration in Southwest Puerto Rico elementary schools and academic achievement. Secondary data from schools with and without music education were correlated to determine if a relationship existed that would justify the inclusion of music education in all such schools. The findings of this study support the importance of music education for elementary school students. Children acquire more knowledge in reading and writing when music education is integrated into the curriculum. Findings show that the stage of literacy of elementary school students is higher, according to the academic achievement tests of the Department of Education of Puerto Rico, when there is music education integrated in the curricula. In summary, it is concluded that music education is of great importance for improving reading, and hence, improving the development of children.</p><p>
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Shaw, Brian P. "A National Analysis of Music Coursetaking, Social-Emotional Learning, and Academic Achievement Using Propensity Scores." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586447314622808.
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Brandt, Jessica. "Sexually Suggestive Songs and Singers: Music Media and Its Effects on the Sexualization of Women." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1544.
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The purpose of this research was to examine the relationship between music and the sexualization of women. The study focused on 450 participants, both male and female, belonging to various ethnic backgrounds, ages 18 and up. It was hypothesized that a participant’s exposure to sexually suggestive music would impact their views of women. Specifically, exposure to sexual explicit or suggestive music would relate to more sexist views towards women. Results indicated that there were relationships between music and the sexualization of women. The breakdown of each genre of music and the different measures proved to be surprising, as some genres had a very strong correlation, while others had none at all. Overall, the results supported the idea that media, specifically music, does certainly have an impact on listeners and viewers. This supports most previous research, and disproves the very few studies that suggest otherwise.<br>B.S.<br>Bachelors<br>Sciences<br>Psychology
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Buzzelli-Clarke, Elizabeth. "The academic environment of one junior high school in northeastern Pennsylvania as perceived by the administration and the English, mathematics and music faculty an ethnography /." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/71.
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Herendeen, David Warren. "Lanes of Severn: Ivor Gurney, as illustrated by his war songs, 1915-1918." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186264.
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Ivor Gurney was born in Gloucester on August 28, 1890; he died on December 26, 1937, age 47, in a London asylum. Though he had a relatively short life, he lived during a most dynamic time in British history; he was a part of the rebirth of British song and the trauma of World War One. These events, by dint of his experiences, are given a unique voicing through his songs, for Gurney was in no way a normal composer. He was an unbalanced genius whose turbulent life and endearing personality touched many of the central figures of British music in this period. His 300 songs and song sketches fall into roughly four periods of composition and parallel this dramatic life from schooling, to war, to mental breakdown. This study examines his considerable song output through the investigation of his second and most intense period of composition: 1915-1918, the war years. Although the war period is nowhere near his most prolific, the songs composed during war's chaos provide a good departure point for ordered investigation; they are a microcosm and in many ways his best and most innovative work. Six songs from this period are investigated: 'By a Bierside', 'The Fiddler of Dooney', 'In Flanders', 'The Folly of Being Comforted', 'The Scribe', and 'Severn Meadows'. These songs, written "in the trenches" strongly reflect Gurney's stylistic tendencies, define his compositional importance and personal values. The analysis for each song will begin with the circumstance in which it was composed. Gurney's choice of text, approach to declamation, harmonic language, use of the piano, and aesthetic intent will then be related to his environment, as this significantly influenced his song composition. Since he was an avid writer and also considered one of Britain's best war poets, Gurney's war correspondence and poetry will be used to support and clarify these analytical and aesthetic observations.
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HIRUNAGI, Kanjun, 観順 蛭薙, Michiko NIIMI та ін. "大学博物館を拠点とした学生によるアウトリーチ活動の実践報告とその展望 : NUMAP活動報告 2007-2009". 名古屋大学博物館, 2009. http://hdl.handle.net/2237/14304.
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