bluuebunny/crossref_metadata_2025 huggingface dataset:
Conceptions of Musical Ability
Authors: Hallam Susan , Prince Vanessa
Published: February 2012

Historically, musical ability has been conceptualised in relation to aural abilities. Recently, this view has been challenged. Musical ability is now viewed by many as a social construction, acquiring different meanings in different cultures, sub-groups within cultures and at the individual level. This study aimed to explore these constructions. One hundred and twenty nine musicians, 80 non-music educators, 112 adults in other occupations, 60 students involved in extra-curricular music and 34 not involved in extra-curricular music were asked to complete in writing the statement “Musical ability is:” The statements were analysed using an iterative process of categorisation. Musical ability was conceptualised in relation to: aural skills, receptive activities, generative activities, the integration of a range of skills, personal qualities, and the extent to which it is learned. The concept of musical ability was constructed in different ways by each group of participants. The greater the active involvement with music making the more detailed and complex the constructions became.
“Expressivity comes from within your soul”: A questionnaire study of music students' perspectives on expressivity
Authors: Lindström Erik , Juslin Patrik N. , Bresin Roberto , Williamon Aaron
Published: February 2012

Much has been written about expressivity by philosophers, composers, musicologists, and psychologists, but little is known about how the musicians of tomorrow — music students — approach this subject. This paper reports an exploratory study in which 135 students from music conservatories in three countries (England, Italy, Sweden) filled out a questionnaire that addressed four themes: (a) conceptualizing expressivity, (b) expressivity in everyday practice, (c) expressivity in music teaching, and (d) novel teaching strategies. The results suggest that students define expressivity mainly in terms of communicating emotions and `playing with feeling'. Expressive skills are regarded as highly important by students, and they would like to practice more on expressivity than is currently the case. However, most students are skeptical toward using computers in teaching of expressivity since they cannot see how such applications could work. The results suggest that expressivity deserves more attention in music education than has hitherto been the case.
Gender Differences in Instrumental Learning, Preferences for Musical Activities and Musical Genres: A Comparative Study on Hong Kong, Shanghai and Taipei
Authors: Ho Wai-chung
Published: February 2012

This study focuses on the collective musical practices of boys and girls within Western and non-Western musical traditions in Hong Kong, Shanghai and Taipei. Participants were 3,864 Chinese students (1,902 boys and 1,962 girls) attending Grades 4 — 9. No significant differences were found for students' self-reported musical learning in the three Chinese communities. Most children based their preferred learning on instruments and activities based on Western music, and stated that mostly preferred popular music. Nonetheless this study found significant differences between boys and girls with regard to the types of Chinese and Western instrumental learning, participation in extra-curricular activities and musical preferences. Findings pose challenges for the music education systems and highlight the need for providing both boys and girls should with a wider choice of instruments to select from and also encouraging children to participate in varied musical activities as well as learn a wider, more comprehensive range of musical styles in schools.
To Sing or Not to Sing: A study on the development of `non-singers' in choral activity
Authors: Richards Helen , Durrant Colin
Published: February 2012

The value and purpose of the singing phenomenon is something that is prized in cultures throughout the world, and yet in the often musically elitist context of Western society, it is perceived as something that you either can or cannot do. This article describes research that was carried out with a group of self-perceived non-singers, who enrolled in an adult education class in order to learn how to sing. Data was collected largely through observation over a period of seven months, as well as through questionnaires and interviews. The results and analysis show that singing development can take place and attitudes can be modified with the careful and sensitive direction of a conductor or teacher. People just need the opportunity.
Multiple methods of research: Possibilities for the study of music teaching and learning
Authors: Yarbrough Cornelia
Published: February 2012

There are at least three published studies in the Journal of Research in Music Education using techniques from several methods of research. First, all three use historiography techniques to complete a review of literature. Then both qualitative and quantitative methodologies are used to answer the research questions posed. These studies are examples of the use of multiple methods of research in music education. The purpose of this essay is to show how this is not only appropriate, but desirable, in answering research questions about music teaching and learning. Moreover, I suggest that graduate students must develop skills in all methodologies. The three major research methods in music education are the focus of discussion in this article. These methods are historical, quantitative, and qualitative. Following brief definitions of each method, philosophical issues concerning the choice of method for research are examined. Third, research techniques for each method are compared. Finally, the advantages and problems of using multiple methods in current and future music education research are explored.
Ethnomusicology and Music Education: Crossroads for knowing music, education, and culture
Authors: Campbell Patricia S.
Published: February 2012

The influences of ethnomusicological theory and method on scholarly and practical aspects of music education will be considered here, as well as the nature of music education's impact on the scholarship and teaching by ethnomusicologists. An examination of books, monographs, journal articles, instructional materials, and conference proceedings is underway to determine ideas and practices of overlapping interest. The writings of John Blacking, Charles Keil, Bruno Nettl, Tim Rice, and the Seegers and the Lomaxes are among those scholars whose work is relevant to music education scholarship, and issues of mutual interest are emerging: cross-cultural perspectives of music cognition, the mind-body and music-dance dualities, children's music culture, the pedagogy of world music, and research approaches to the study of music, musical thought, and musical behavior. Following a description of the actual influences by each field on the other, discussion will shift to the potential of the fields to learn from one another and to construct deeper understandings of music in society and its schools.
Is there musical life after graduation? Mining the resources of an understudied population
Authors: Prickett Carol A.
Published: February 2012

The preponderance of published research in the music education literature concerns the teaching, musical responses, or preferences of people who encompass kindergarten through baccalaureate levels of formal school settings. This may be understandable, in that most people whose profession is `music education' spend many hours each day working with a school population. Nevertheless, `music behavior' is not limited to people who are youthful and, in fact, music education's commitment to lifelong learning can be enhanced by stretching the parameters of the populations and research questions included in our research. The stereotype that music educators are only interested in, and only qualified to discuss, school/university bands, choruses, or general music needs to be put to rest, and research may offer an excellent venue for opening all our minds a bit. This paper offers rationales and suggestions for including nontraditional participants into research projects, with special emphasis on adults in midlife and in senior years. Topics discussed include: (1) an argument in favor of expanding music research to a population not yet studied extensively, (2) an overview of which people constitute the `geriatric' population, (3) research questions of particular relevance, (4) identifying where these people may be studied and enlisting participation, (5) special considerations when dealing with these populations, and (6) ways in which research projects may enhance community musical participation. Citations of extant studies are used to sow ideas, with a strong emphasis on thinking `outside the box' in developing music education research agendas.
Building and maintaining a research career in Music Education
Authors: LeBlanc Albert
Published: February 2012

Building and maintaining a research career in music education requires thoughtful planning and a persistent commitment to a research work ethic. For most people, the research career will begin in graduate school with selection of a dissertation topic, and this topic will often set the course for the first years of research after the doctorate. Careful topic selection can give the student the start of a unique research identity. When the doctoral graduate moves into a full time college teaching job, it becomes a major challenge to remain productive in research while meeting the demands of new job responsibilities. There are certain pitfalls that the new researcher must anticipate and avoid. As the researcher's career matures, he or she will take on new responsibilities that make it even more difficult to remain productive. A good way to meet this challenge is to work more or less simultaneously on a number of research projects that are all in different stages of completion. If, as a researcher, you have developed the personality characteristics and work habits to remain productive in research throughout your career, you will be rewarded with the satisfaction of having contributed to the betterment of our profession.
The Relationship Between Instrumental Music Participation And Standardized Assessment Achievement Of Middle School Students
Authors: Babo Gerard D.
Published: February 2012

This study attempted to investigate and better clarify the relationship between instrumental music participation and academic achievement through the use of multiple regression analysis. The research question posed was: What is the nature and strength of the relationship between instrumental music participation and a student's academic performance, when controls for gender, SES and I.Q. are introduced?

Analyses suggested that instrumental music participation related significantly to explaining the variance in language arts scores when controls were entered for I.Q. SES and gender. I.Q. was determined to be the strongest contributor to all standardized scores. Further analyses suggested that instrumental music participation contributed significantly to the variance for both math and language arts scores when controlling for gender and SES. SES was found to have a significant impact on all test scores, whereas gender (male) only contributed significantly to one set of standardized math scores. Results from this study appear to suggest that instrumental music participation does have a positive relationship to a student's academic performance with the strongest association occurring in reading and/or language arts.
Senior Student Composition: An Investigation Of Criteria Used In Assessments By New South Wales Secondary School Music Teachers
Authors: Beston Pauline
Published: February 2012

The position of composition, or the creation of new music, has become increasingly important in secondary music curricula in New South Wales, in other Australian states and in other countries. As part of their responsibilities for teaching composition, secondary music teachers are required to assess student composition products. Research in composition assessment demonstrates a wide range of opinions on suitable criteria for composition assessments. The purpose of this research was to explore criteria that New South Wales secondary music teachers use in their assessments of senior student compositions. Data for this research were collected through a survey and a simulated judging session. Participants in the research were music teachers from New South Wales secondary schools. This article reports results from both research protocols. Results identify assessment criteria survey respondents and judging session participants used in the research. Results have implications for composition pedagogy and assessment in secondary schools.
Designing Compositional Tasks For Elementary Music Classrooms
Authors: Miller Beth Ann
Published: February 2012

The goal of this action research project was to discover ways to facilitate student musical learning through developmentally appropriate compositional strategies within the limited context of the researcher's own general music classes. Several specific questions guided the study which sought to determine whether classroom composition can be implemented with whole classes of very active elementary children, whether composition projects can be structured to fit within a limited time frame of 20-30 minutes once a week, and whether learning through composition can meet the needs of students with widely diverse ability levels. Referencing other research on children's composition, the researcher discussed her findings and described a few lesson sequences at different grade levels.
Playground Music Pedagogy Of Ghanaian Children
Authors: Dzansi Mary
Published: February 2012

This article discusses the pedagogical approaches and values that are applied to music knowledge acquisition in the Ghanaian indigenous communities with special reference to the performance of children's singing games on the playground. Music education in the Ghanaian community is largely participatory and informal so that children perform their clapping and dancing games by watching and `doing'. The process of music training and performance in the Ghanaian context including children's playground music is a key feature of this article. I conducted an ethnographic study to explore how children acquire music knowledge in indigenous contexts and what this could offer formal music education. I also investigated the disparity between playground music pedagogy and classroom pedagogy in Ghanaian schools and offered recommendations to classroom teachers particularly in music. The research questions were: What pedagogical approaches and values are embedded in Ghanaian children's playground performances? How can music educators transform school music by borrowing creatively from children's playground processes?
The Musical Subject, Technoculture And Curriculum In The Postmodern Condition
Authors: Mansfield Janet E.
Published: February 2012

Through an engagement with the notion of `globalisation' and `subjectivity', I argue that the politics of musical knowledge involved in global empires not only defines and enframes the global musical subject, but subverts impulses towards democratic practices. The subjectifying experiences thus provided require music education's engagement with the state of musical knowledge in the postmodern condition - a critical awareness of the revolutionising of the arts, music, and communication through digital aesthetics. Technological ordering processes impinge upon institutional sites such as schools through curriculum prescriptions where discourses of official music educational knowledge are conditioned and unquestioned. Musical production is increasingly framed on technology's terms. I interrogate technology in the New Zealand music curriculum, exemplifying the political construction of musical knowledge within the global neoliberal policy environment. Collective memory involves a politics of knowledge, no less a politics of musical knowledge. The sites of construction of community in the musical organisation of collective memory require interrogation for ideological purposes. Critical philosophical questions therefore need to be brought to the music educators' table about technology. Heidegger's questioning concerning technology exposes ontological questions concerning technology's role in the ordering and construction of musicality as a site of identity — `being musical' and the protection of musicality become critical issues. Enlightenment metanarratives of individualism, autonomy and freedom are reinvoked suggesting the wisdom of Lyotard's (1984) claim that postmodernism is modernism in its “nascent state”.
A Framework For Undertaking Creative Music-Making Activities In Hong Kong Secondary Schools
Authors: Bo Wah Leung
Published: February 2012

Present research provides strong support for the use of creative activities such as composing in school music programmes based on evidence that learning music is more effective when students are exposed to authentic, experiential learning activities. Based on this premise the purpose of this study was to address the need to explore methods and skills necessary for incorporating music composition in Hong Kong schools given that this dimension of music teaching generally receives little attention from music teachers. A group of eight in-service music teachers were asked to design their own creative projects that were taught during a four-week Teaching Practice session. Field notes of observations and video recordings were analysed, which resulted in ten teaching strategies being identified according to four components of creativity: task motivation, domain-relevant skills, creativity-relevant processes, and metacognition. It is suggested that these components of creativity provide a framework that Hong Kong music teachers can use when implementing creative music activities in their classrooms.
Curriculum Renewal Through Policy Development In Arts Education
Authors: Andrews Bernard W.
Published: February 2012

Across Canada, the arts disciplines - dance, drama, music and visual arts - are integral to the school curriculum. However, there is neither a consensus on the knowledge and instructional skills required of practitioners to effectively implement arts lessons, nor agreement on approaches to teaching the arts in teacher education and professional development programs. In this paper, I discuss a policy Delphi undertaken for the purpose of developing a curricular image for the arts in a faculty of education. My motivation for this study derives from previous research which indicates that effectively designed and delivered arts education programs can enhance teachers' confidence and willingness to the arts in their own classrooms. Findings from this study indicate that elementary teachers need a level of comfort with the arts to teach them. They require the expertise to apply generic instructional skills in the arts, a desire to play and experiment with artistic processes, an appreciation of the importance of the arts, and an understanding of basic arts concepts. Specialist secondary arts teachers should foster creativity in their classrooms. They require expertise in two arts disciplines and a broad knowledge of the others, an understanding of outcomes-based learning and how to organize appropriate activities, and an ability to motivate and inspire young people to participate in the arts. Teacher educators need to re-focus the arts curriculum to emphasize personal expertise, comfort level, creativity, experimentation, and conceptual knowledge across the arts disciplines. Professional development programs in the arts should emphasize outcomes-based learning, generic instructional strategies, integration, and assessment strategies.
What Chord Was That? A Study Of Strategies Among Ear Players In Rock Music
Authors: Johansson K.G.
Published: February 2012

The purpose of this study was to describe and explain strategies used by ear players to hear and play chord progressions when playing unfamiliar rock songs. Three songs were written and recorded especially for the study. In a combined test and interview, six informants one by one played to the songs which they were hearing for the first time. The informants' playing was recorded on video and audio-tape, and then transcribed to sheet music and analysed. The findings suggest that ear playing is learned by playing by ear, and furthermore, genre by genre. By playing for instance heavy metal or 1960's rock by ear, musicians learn such styles and become better ear players in these, by learning clichés, harmonic formulas and other stylistical traits of the genre.
We All Came Out Of Africa Singing And Dancing And We Have Been Doing It Ever Since
Authors: Walker Robert
Published: February 2012

All humans originally came out of Africa “singing and dancing”. And while in many cultures singing and dancing have continued to be co-equal in performance, social, political, economic and environmental factors have conspired to produce a myriad of vocal styles and performance practices across the planet. The indigenous people of North America, especially those of the Pacific Northwest, the shepherd singers of Tuva in Mongolia, the Inuit `throat singers' of northern Canada, the Maori haka performances, the Korean p'ansori, the traditions of western art music and the popular music styles of the contemporary entertainment media illustrate the enormous variety of vocal postures of which the human vocal tract and breathing system are capable. This importance of specific environment, sociopolitical and religious belief systems on the development and maintenance of performance practices is described and explained, covering the range of singing styles listed above.
Listeners' Identification Of Gender Differences In Children's Singing
Authors: Sergeant Desmond C. , Sjölander Peta J. , Welch Graham F.
Published: February 2012

Four listeners who were experienced with children's voices audited 320 samples of children's singing voices from the age range 4-11 years and judged the sexi of each singer using a response procedure that incorporated a confidence measure. Inter-judge correlations were high. 71.57% of identifications were positive and 44.37% were made with the maximum confidence level. Trend analyses showed a significant relationship between sex identification and age for boys, but this was not evident for girls.

The response procedure allowed the creation of an index of confusability for each singer. When the most confusable and least confusable singers of each gender were identified, and their mean group ages calculated, highly significant differences between the ages of the most and least confusable boys were noted, but differences for girls were not significant.

Introspections by judges as to auditory cues that they considered had contributed to their judgments reflected factors that have been suggested in the speech research literature. These included breathiness and huskiness of tone at higher frequencies, differences in consonants and perceived personality factors.

The data indicate the presence of gender characteristics in children's singing voices sufficient to permit identifications at levels at least as reliable as those demonstrated for speech. Nevertheless, a small percentage of children of each sex and each age group were misattributed by all four judges.
Technology For Real-Time Visual Feedback In Singing Lessons
Authors: Howard David M.
Published: February 2012

Computer technology has advanced to the point where audio analysis techniques, previously the hallowed preserve of speech science and engineering research laboratories, are now available to anyone who makes use of a modern PC machine in the home or office. Much of this analysis can be carried out in real-time. Thus it is currently perfectly feasible to make available real-time visual feedback in singing lessons, and a number of systems are now available. There is a considerable body of (well-established) literature describing quantifiable changes that occur when the singing voice is trained in a context within which visual feedback can be offered. This paper discusses voice production and those elements that can be quantified using today's multimedia PC machines, the use of real-time visual feedback in singing lessons and the importance of some understanding of the principles behind typical analysis algorithms employed in such systems. It is shown that real-time displays are useful in singing lessons. Displays should be clear and unambiguous and users must be aware of what is expected of them. User-controlled parameters should be altered with caution with an informed expectation of what the output might look like and the impact of any errors that are likely to occur.
Building A Bridge Between Aesthetics And Acoustics With New Technology: A Proposed Framework For Recording Emotional Response To Sung Performance Quality
Authors: Himonides Evangelos T. , Welch Graham F.
Published: February 2012

The paper describes a framework for the incorporation of an interactive-multimedia computer application into a four-year multimethod research project that investigates the psychoacoustic interpretation of vocal performance quality. Initial research, based on the analysis of semi-structured interviews with people from a wide range of backgrounds, followed by an extensive questionnaire survey, indicates different perceptual features as salient for individual listeners of singing performances. A synthesis of these reportedly significant perceptual features is now in the process of being critically evaluated by individual expert listeners using a novel experimental procedure that embraces the application of new multimedia technology. The new technology is designed to act as a real-time monitoring system along a `like/dislike' continuum of perceived quality, whilst also collecting real-time pressure data that is outside the listener's conscious awareness. The paper will discuss the overall research methodology, and the implementation and application of this technology, as well as possible implications for the teaching of singing.
Investigating The Relationship Between Sexual Hormones And Female Western Classical Singing
Authors: Lã Filipa , Davidson Jane W.
Published: February 2012

There has not always been an awareness of the relationship between sexual hormonal concentrations and quality of the singing voice in the western classical singing world. Despite evidence for this connection existing since the 3rd century BC, there are still controversies and a lack of information about this area, especially regarding the effects on the female western classical singing voice. The aim of this paper is to shed light on the importance of undertaking further research in this field. Therefore, a revision of previous research, exploring the extent to which sexual hormonal concentrations can contribute to the wellbeing of a singer's voice and career, from both psychological and biological points of view, will be presented. Additionally, further investigation in the field of hormonal related medication and its effects on singing voice quality will be undertaken.
The Pied Piper of Hamelin: Adorno on Music Education
Authors: Kertz-Welzel Alexandra
Published: February 2012

Whilst the German philosopher Theodor W. Adorno (1903-1969) is widely known for his innovative ideas on music, aesthetics and sociology, he was also one of the most prominent critics of German music education before and after World War II. He argued against humanistic and idealistic philosophies of music education, which pursued a transformation of human beings through making music. For Adorno, music education should be focused on the music itself and the education of musically critical and self-determined students.

The main intent of this article is an examination of Adorno's critique of music education, specifically in terms of the misuse of music education for ideological purposes. This article draws on examples of Adorno's work not yet translated into English, to question and challenge current practices of music education.
Engaging With Adolescent Musicians: Lessons In Song Writing, Cooperation And The Power of Original Music
Authors: McGillen Christopher , McMillan Ros
Published: February 2012

This article reports a research project that explored the links between original music making, cooperative learning and sociomusical relationships. Our focus in this article is the cooperative learning strategies that emerged from the study and attendant issues such as power sharing, relationships, identity construction and cooperative musical processes. In particular we highlight the role that positive interdependence, the development of a sub cultural identity and original music making have in the formation of a personal musical aesthetic.

The participants were twenty-one students from Year Eight to Year Twelve from a rural government secondary college who formed a self-titled group called Jungle Express. This group of 13 to 18 year-olds composed and performed their own fusion of contemporary and popular styles, producing a particular, context driven and immediate sound. The students identified closely with each other in a musical and social sense, as well as with the three staff members who were associated with the group. Through written narratives, interviews and rehearsal recordings the students explored their notions of cooperative learning, power sharing, relationships, identity construction and song writing.

Jungle Express provided insight into the possibilities of cooperative music making which honours the experiences of the individual while contributing to the development of a long-term identity. The musical product whilst reflective of both the group membership and the environment, was ultimately concerned with the meaning-making journey of the individual. The findings of this study provide a reflection point on current practice in secondary music classrooms and performing ensembles.
Education: Mentoring and Community through Research
Authors: Roulston Kathryn , Legette Roy , DeLoach Monica , Buckhalter-Pittman Celeste , Cory Lynne , Grenier Robin S.
Published: February 2012

This paper reports findings from a year-long self-study of the development of a music teacher-research group. Analysis of transcripts of audio-recorded talk from group meetings, and individual interviews with group members demonstrates that in spite of obstacles encountered in the process of conducting collaborative work, university educators and elementary music teachers involved described outcomes of the group's work as mutually beneficial. We propose that a teacher-research group involving university educators and K-12 teachers in music education is one form of “professional learning community” (Feiman-Nemser, 2001) that may be used to mentor early career music teachers. More than a “support” group, a teacher-research group designed to develop members' understanding of and abilities to conduct action research will foster professional skills in asking critical questions of classroom practice and seeking evidence-based answers. For teacher-research groups to contribute to the professional development of music teachers, however, we suggest that they be developed over a substantial period of time, and use a structured framework with specific goals for group members. Ideally, to be sustained and developed over time, such groups would be funded.
Gender Issues in Instrumental Music Teaching in Australian Conservatoriums
Authors: Zhukov Katie
Published: February 2012

Research into gender issues has provided clear results in stereotyping of instruments, personality and androgyny of musicians, and teaching styles in universities. The application of these findings to studio teaching at tertiary level is yet to be evaluated. This study analysed a large body of data from observation of 12 master teachers in Australian Conservatoriums in order to draw conclusions on gender differences in lesson structure, content, teaching methodology and teacher/ student relationship. Student behaviour was also examined to provide valuable insight to teachers on gender differences among advanced instrumentalists. Teachers and students were found to behave in strongly stereotyped manner across all areas: domineering male teachers and facilitating female teachers, assertive male students and compliant female students. The findings have implications for understanding of gender issues in instrumental music teaching at conservatoriums.
Hearing the Voices of Adolescent Boys in Choral Music: A Self-Story
Authors: Freer Patrick K.
Published: February 2012

The techniques of narrative inquiry may provide a framework for investigations of how the social, academic, and musical needs of adolescents can inform the process of teaching choral music in the middle grades. While a burgeoning body of narrative literature illustrates the musical experiences of individuals during instruction, missing from this dialogue are the voices of “marginalized singers”- those who want to participate in choral music but who feel excluded because of perceived ability or other attributions. When teaching strategies do not reflect the changing needs of young adolescent boys, the result can be an experience of frustration and disempowerment; this was the personal experience of the author. The author draws upon his self-story to suggest that listening to the stories of young adolescent boys about their singing experiences may provide a more complete understanding of how success and persistence can be planned for within the choral environment of middle schools.
Clearing the Fog
Authors: Schmidt Margaret , Canser Jelani
Published: February 2012

This study presents parallel perspectives of a novice teacher's struggle to improve his teaching during his third year as an elementary string teacher. Throughout that year, Jelani met with and was observed by his school district supervisor and a faculty member at the local university. All three of us agreed that we wanted Jelani to succeed, yet we each felt as if wandering in a dense fog, unable to discern a clear route to the hoped-for outcome. Alternating between our voices, we tell the stories of our individual experiences as we worked together, creating here the story of our shared journey through gradually lifting haze. We identified four elements that helped disperse the fog: Jelani's increasing pedagogical content knowledge, his self-confidence and persistence, the opportunity for Jelani to work in the university's String Project classes, and the supervisor's mentoring style.
Ambiguous pots: Everyday practice, migration and materiality. The case of medieval Baltic ware on the island of Bornholm (Denmark)
Authors: Naum Magdalena
Published: February 2012

Archaeologists routinely deal with the remains of everyday life. Yet the significance and dimensions of daily practices are rarely reflected upon. Merging Bourdieu’s theory of practice, recent theories of everyday life and the materiality approach in archaeology, this study addresses the potential importance of daily practices and mundane objects in dealing with a rupture caused by migration. As a case study I use an example of medieval (eleventh century) Western Slavic migration to the island of Bornholm (Denmark) and production and daily handling of ceramic pots, the so-called Baltic ware. I explore the possible background to the introduction of the new pottery style, its significance for the local population of the island and above all the meanings these types of ceramics could have had for the immigrant Slavs.
Mission plantations, space, and social control: Jesuits as planters in French Caribbean colonies and frontiers
Authors: Lenik Stephan
Published: February 2012

The Society of Jesus, or the Jesuits, owned plantations in the Americas to fund missionaries who proselytized among native peoples and enslaved Africans while ensuring that colonists remained Catholic. Fusing the roles of planters and missionaries, Jesuits manipulated the spatial layout of plantations as a method to exercise social control over the laborers who were enslaved at these properties, as well as to influence the European and indigenous populations inhabiting the colonies and frontiers where mission work took place. Spatial layouts of French Jesuit plantations ( habitations) dating from the mid seventeenth century to the 1760s in Martinique, Dominica, and Guyane reveal some of the ways in which missionaries organized space. These Jesuit mission plantations were situated in prominent locations in order to attract gaze, and features such as crosses, churches, and gardens displayed the Society’s prestige and mission work. At the same time, maximizing efficiency and conducting direct surveillance of laborers were reduced in importance.
Moche ceremonial architecture as thirdspace: The politics of place-making in the ancient Andes
Authors: Swenson Edward
Published: February 2012

Ceremonial architecture at the site of Huaca Colorada in the Jequetepeque Valley, Peru, is analyzed as a ritually charged thirdspace, an interpretive move that illuminates both the creative power of place and the cultural particulars of Moche identity politics and ideological struggles. This perspective permits interpretation of how Moche monumental architecture was directly complicit in the construction of personhood, community, and power specific to the Jequetepeque Valley during the Late Moche Period (AD 600–850). Ultimately, the article demonstrates how the application of place-sensitive heuristics can improve archaeological investigations of the role of ritual performance in the creation of political subjectivities.
‘The aerodrome’: Art, heritage and landscape at former RAF Coltishall
Authors: Schofield John , Cocroft Wayne , Boulton Angus , Dunlop Gair , Wilson Louise K.
Published: February 2012

English Heritage and others are often called upon to record historic aviation sites, along with a range of other comparable (in scale and complexity) former military and industrial places. Recording typically takes place once the site is abandoned and prior to its redevelopment. RAF Coltishall (Norfolk, UK) presented a rare opportunity to record the site while it remained in use, and to continue to record it during the period of drawdown and closure; to watch as things were packed away and as families left. This seemed too good an opportunity to miss, and to take full advantage English Heritage decided to share the task, gathering together a team of artists and archaeologists whose interests were focused on the types of material culture and methodological issues which Coltishall presented in abundance. In this article we describe the background to this project, the methodology we developed, and ultimately our various (and at times very different) responses to the site.
A practical method of comparing luminous intensity distributions
Authors: Bergen ASJ
Published: February 2012

In the field of goniophotometry, as in many other measurement disciplines, there is an increasing need for laboratories to become ISO-17025 accredited. This involves, amongst other things, characterisation of the goniophotometric measurement for uncertainty analysis and laboratory intercomparisons. Simple comparison of the luminous intensity measurements, however, can lead to large errors where there is a steep luminous intensity gradient when the only difference between the two sets of measurements is a small discrepancy in alignment. Given the difficulty in mounting and aligning some types of luminaires, this makes uncertainty analysis and intercomparisons difficult. Furthermore, the work of several CIE Division 2 Technical Committees (e.g. TC2-62) highlights the need to compare the measurements made on both far-field and near-field goniophotometers. This paper introduces a metric for comparison of two luminous intensity distributions that isolates and removes discrepancies that arise both from misalignment and also the difference in absolute calibration scales or the luminous flux output of the source. Moreover, these discrepancies are reported as part of the metric, so that a complete comparison of the sets of measurements is possible.
A framework for predicting the non-visual effects of daylight – Part I: photobiology- based model
Authors: Andersen M , Mardaljevic J , Lockley SW
Published: February 2012

This paper investigates the formulation of a modelling framework for the non-visual effects of daylight, such as entrainment of the circadian system and maintenance of alertness. The body of empirical data from photobiology studies is now sufficient to start developing preliminary non-visual lighting evaluation methods for lighting design. Eventually, these non-visual effects have the potential to become a relevant quantity to consider when assessing the overall daylighting performance of a space. This paper describes the assumptions and general approach that were developed to propose a modeling framework for occupant exposure to non-visual effects of light, and presents a novel means of visualising the ‘circadian potential’ of a point in space. The proposed approach uses current outcomes of photobiology research to define – at this point static – threshold values for illumination in terms of spectrum, intensity and timing of light at the human eye. These values are then translated into goals for lighting simulation, based on vertical illuminance at the eye, that – ultimately – could become goals for building design. A new climate-based simulation model has been developed to apply these concepts to a residential environment. This will be described in Part 2 of this paper.
Cell-Seeded Collagen Matrix–Supported Autologous Chondrocyte Transplantation (ACT-CS)
Authors: Steinwachs Matthias , Peterson Lars , Bobic Vladimir , Verdonk Peter , Niemeyer Philipp
Published: February 2012

Objective:

Autologous chondrocyte transplantation has become an established therapy for full-thickness cartilage defects. Cell-seeded collagen matrix–supported autologous chondrocyte transplantation (ACT-CS) has been introduced as a modification of conventional ACT, which allows easier handling and is intended to combine the advantages of using a cell suspension (i.e., cell viability and mitotic activity) with the stability and self-containment provided by a matrix of biomaterials. Unlike other techniques and products, this seeding step can be easily applied using a porcine collagen type I/III membrane and autologous chondrocytes in an operating room setting. Although some suturing is required, this technique provides the distinct advantage of not requiring a water-tight seal of the bilayer membrane, as is required using the classic cell suspension technique. Comparable to other modifications of ACT, the ACT-CS procedure requires a specific surgical technique that focuses on the following important details: (1) accurate debridement of the cartilage defect; (2) preparation of the cells, and seeding and containment of the cells within the transplantation site; and (3) sealing and suturing around the defect.

Design:

A consensus meeting of leading European orthopedic surgeons specializing in cartilage repair was convened to discuss and standardize the surgical aspects of this technique.

Results & Conclusions:

The present article describes and discusses the adoption of these best surgical practices for implementing the ACT-CS technique, including more detailed descriptions of each phase of the surgery in order to standardize and optimize patient outcomes.
What Patients Expect About Autologous Chondrocyte Implantation (ACI) for Treatment of Cartilage Defects at the Knee Joint
Authors: Niemeyer Philipp , Porichis Stella , Salzmann Gian , Südkamp Norbert P.
Published: February 2012

Objective:

Although autologous chondrocyte implantation (ACI) has become an established surgical treatment for cartilage defects of the knee, little is known about what patients expect about this surgery.

Design:

A total of 150 patients who underwent ACI for cartilage defects at the knee were assigned to the present study and asked about their expectations and estimation concerning the ACI procedure. Patients were asked to answer 4 questions of a web-based questionnaire concerning their expectations on clinical outcome and on factors they considered relevant for clinical outcome.

Results:

A total of 118 (79%) returned questionnaires. Mean patient age was 32.6 years and mean defects size was 4.1 cm2. A proportion of 70% ( n = 83) of patients expected pain-free sports participation as a result of the ACI surgery, including 24 patients who expected to return to high-impact sports without any restrictions. Only 12.7% expected a reduction but persistence of pain during everyday activities. Concerning factors that influence outcome, the majority of the patients (55.1%) considered defect characteristics (i.e., size and location) most important for clinical outcome, whereas only a small proportion of patients considered rehabilitation (7.6%), cell quality (10.2%), or prior surgeries (4.2%) more relevant for final outcome.

Conclusion:

The present study illustrates that expectations of ACI patients are demanding and quite high. The ACI technique seems generally considered to be able to restore pain-free sports participation. Patients do not seem to be aware of all factors of possible importance concerning clinical outcome.
Response of Chondrocytes to Local Mechanical Injury in an Ex Vivo Model
Authors: Lyman Jeffrey R. , Chappell Jonathan D. , Morales Teresa I. , Kelley Scott S. , Lee Greta M.
Published: February 2012

Background:

Our goal was to set up an ex vivo culture system to assess whether cartilage wounding (partial-thickness defects) can induce morphological changes in neighboring chondrocytes and whether these cells can translocate to the surface of the defect.

Methods:

Two-millimeter partial-depth defects were created in human osteochondral explants followed by culture for up to 4 weeks. Frozen sections of defects and defect-free regions were labeled using immunofluorescence for a plasma membrane protein, CD44, and actin with TRITC-phalloidin. Viable nuclei were detected with Hoechst 33342. Differential interference contrast (DIC), confocal, and transmission electron microscopy (TEM) were used to examine process extension.

Results:

Significant changes in cell morphology occurred in response to wounding in the superficial and deep cartilage zones. These included cell flattening, polarization of the actin cytoskeleton, extension of pseudopods projecting towards the edge of the defect, and interactions of these filopodia with collagen fibers. Cell density decreased progressively in the 300-µm zone adjacent to the defect to an average of approximately 25% to 35% after 3 weeks. Concomitant increases in cell density in the defect margin were observed. By contrast, minimal changes were seen in the middle cartilage zone.

Conclusions:

These novel observations strongly suggest active cartilage cell responses and movements in response to wounding. It is proposed that cartilage cells use contact guidance on fibrillated collagen to move into and populate defect areas in the superficial and deep zones.