Journal articles on the topic 'Violin Instruction and study Juvenile'
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1
Zhou, Jun Rong, Wen Zhang, and Ju Nan Hu. "The Measurement and Application on Point Impedance Characteristics of Violin Resonator." Applied Mechanics and Materials 235 (November 2012): 245–49. http://dx.doi.org/10.4028/www.scientific.net/amm.235.245.
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This paper will study the vibration performance of resonator by using the engineering measurement, and try to quantify the sound quality of violin body with point impedance parameters so to provide an effective instruction method for the traditional manual of slap-up violin making.
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Mio, Vanessa Andrea. "The Need for Remedial Pedagogy in Undergraduate Violin Instruction: A Case Study of Postsecondary Instructors’ Perceptions." Update: Applications of Research in Music Education 37, no. 3 (January 30, 2019): 36–45. http://dx.doi.org/10.1177/8755123319826243.
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Postsecondary violin instructors often implement remedial pedagogy with first-year performance/music education students to holistically nurture individual artistic goals and overall well-being. Using a qualitative multiple case study research design, 10 postsecondary violin instructors from across North America were interviewed to investigate their perceptions of why remedial pedagogy is often required for incoming first-year students. The interview data and external data sources were analyzed through the lens of empiricism, attribution theory, and teacher attribution scaffolding theory. The results indicated that some secondary instructors may require further knowledge in terms of effective communication and pedagogical approach with individual students. Other factors may be equally critical throughout the learning process, including student motivation, resistance, and parental support. The pedagogical expertise presented in this research can inform violin instructors about the factors/challenges that may affect teaching and learning as students prepare for higher education.
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Akutsu, Taichi. "Constructing a “fast protocol” for middle school beginner violin classes in Japan." International Journal of Music Education 36, no. 1 (February 3, 2017): 96–107. http://dx.doi.org/10.1177/0255761417689918.
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This study aimed to investigate the process of constructing a “fast-protocol” for violin instruction. Since learning string instruments has not been common, and because there are limited hours for music in Japanese schools, the author, a violinist, collaborated with the general music teacher at a middle school in the Tokyo metropolitan area, and co-created the protocol which contains three lesson units as follows: (1) to play an open string on the violin; (2) to discriminate pitch by string crosses on the violin; (3) to discriminate pitch by using fingers on the violin. As for data collection, the study videotaped students’ learning, and maintained log notes. This study also collected students’ commentary focusing on perceived challenges after each class ( N = 120). Based on all gathered data, after completing the coding process, researcher and teacher co-constructed the narrative. Findings include critical examinations of readiness in violin teaching and learning, and variations on violin-specific challenges associated with enjoyment and satisfaction for beginners.
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Scott, Laurie. "Attention and Perseverance Behaviors of Preschool Children Enrolled in Suzuki Violin Lessons and Other Activities." Journal of Research in Music Education 40, no. 3 (October 1992): 225–35. http://dx.doi.org/10.2307/3345684.
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The purpose of this study was to examine certain effects of designated activities on attention and persevering behaviors of preschool children. Relationships between teacher reinforcement and student attending behavior were also examined. The subjects, eighty 3- to 5-year-old children, were (a) enrolled in individual Suzuki violin lessons, (b) enrolled in individual and group Suzuki violin lessons, (c) enrolled in creative movement classes, (d) enrolled in preschool activities or classes, or (e) not enrolled in any organized preschool activities or classes. Analysis of classroom and lesson videotapes provided information on teacher and student behaviors. Attention and perseverance behaviors were analyzed through observation of videotape recordings of subjects performing two tasks designed by the experimenter. Both Suzuki groups scored higher on all attention task variables than did children in the other groups. Subjects receiving both individual and group Suzuki violin instruction spent significantly more time on the perseverance task than did all other subjects in the creative movement or preschool group. Teachers of subjects receiving both individual and group Suzuki violin instruction demonstrated significantly more teacher approval than did the preschool or creative movement teachers.
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Gholson, Sylvia A. "Proximal Positioning: A Strategy of Practice in Violin Pedagogy." Journal of Research in Music Education 46, no. 4 (December 1998): 535–45. http://dx.doi.org/10.2307/3345349.
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The research problem for this study was the identification and characterization of patterns of expert teaching practice as they occurred in context. The primary participant, renowned violin pedagogue Dorothy DeLay, was observed in the natural setting of her studio, and her teaching practices were documented through field notes, audiotapes, and contextual artifacts. The theory of proximal positioning represents a dominant theme within the educational environment Delay created. This pattern of teaching practice accounts for the adjustments that a pedagogue makes in order to assist students through zones of proximal development. Two categories of teaching strategies support this theory. Preparatory strategies are characterized by teacher actions that reveal the overall goals of instruction and processes for probing student frames of reference. Facilitative strategies are characterized in terms of lesson-goal development, cognitive magnification of performance details (an attention-directing tactic), the use of metaphor (a cognitive structuring strategy), and the creation of contextual regions of comfort and challenge.
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Coker, David C. "Education, Policy, and Juvenile Delinquents: A Mixed Methods Investigation During COVID-19." Journal of Education and Learning 10, no. 1 (December 30, 2020): 22. http://dx.doi.org/10.5539/jel.v10n1p22.
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COVID-19 mitigation efforts resulted in many schools making the transition to online and remote instruction. Juvenile delinquents, as a group, attained lower academic achievement before the pandemic, and little was known how juvenile delinquents’ education fared after schools ceased face-to-face instruction. Using a mixed methods approach, three steps were conducted to analyze the education of juvenile delinquents in the United States: a qualitative literature review, a grounded theory study of teachers’ concerns in traditional schools, and an instrumental case study of juvenile delinquents’ enrollment during COVID-19. Researchers and experts recommended the development of a community online and in remote instruction, but most teachers felt overwhelmed and unable to rise to the challenge. Juvenile delinquents responded by most students disappearing from school attendance rolls. A grand theme, to shift the nature of online learning, is offered based upon the convergence of the research findings. A theory of humanistic schooling online, centered on a community of learners with the dimensions of academics, physical health, social, and attention to the individual, offers to radically transform practices and past recommendations.
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Visentin, Peter, Shiming Li, Guillaume Tardif, and Gongbing Shan. "Unraveling mysteries of personal performance style; biomechanics of left-hand position changes (shifting) in violin performance." PeerJ 3 (October 1, 2015): e1299. http://dx.doi.org/10.7717/peerj.1299.
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Instrumental music performance ranks among the most complex of learned human behaviors, requiring development of highly nuanced powers of sensory and neural discrimination, intricate motor skills, and adaptive abilities in a temporal activity. Teaching, learning and performing on the violin generally occur within musico-cultural parameters most often transmitted through aural traditions that include both verbal instruction and performance modeling. In most parts of the world, violin is taught in a manner virtually indistinguishable from that used 200 years ago. The current study uses methods from movement science to examine the “how” and “what” of left-hand position changes (shifting), a movement skill essential during violin performance. In doing so, it begins a discussion of artistic individualization in terms of anthropometry, the performer-instrument interface, and the strategic use of motor behaviors. Results based on 540 shifting samples, a case series of 6 professional-level violinists, showed that some elements of the skill were individualized in surprising ways while others were explainable by anthropometry, ergonomics and entrainment. Remarkably, results demonstrated each violinist to have developed an individualized pacing for shifts, a feature that should influence timing effects and prove foundational to aesthetic outcomes during performance. Such results underpin the potential for scientific methodologies to unravel mysteries of performance that are associated with a performer’s personal artistic style.
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Meng, Qiulu, Feng Fu, Jie Wang, Tuo He, Xiaomei Jiang, Yonggang Zhang, Yafang Yin, Ning Li, and Juan Guo. "Ray Traits of Juvenile Wood and Mature Wood: Pinus massonia and Cunninghamia lanceolata." Forests 12, no. 9 (September 17, 2021): 1277. http://dx.doi.org/10.3390/f12091277.
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Ray traits affect secondary xylem development and wood properties. Pinus massonia and Cunninghamia lanceolata, commercially important timber species, were chosen to study the differences in wood ray traits of juvenile versus mature wood. Seven ray traits, i.e., percentage of rays, ray spacing, ray number, uniseriate ray height, fusiform ray height, ray parenchyma cell length and ray tracheid length, as well as eight wood axial tissue traits, were investigated quantitatively. Intraspecific variations in ray traits and axial tissue traits between juvenile wood and mature wood were displayed in violin plots. The results showed that anatomical differences between juvenile wood and mature wood were significant for both ray traits and axial tissue traits. Juvenile wood generally possessed the larger percentage of rays, higher ray spacing and ray number, smaller ray height and shorter ray cells than mature wood. A positive correlation was present between the ray parenchyma cell length and ray tracheid length. Negative correlations of the ray number and ray spacing with uniseriate ray height were found. Additionally, the axial tracheid cell wall thickness all had Pearson’s correlations with ray spacing, ray number and ray parenchyma cell length.
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Mills, Paulette E., Kevin N. Cole, Joseph R. Jenkins, and Philip S. Dale. "Early Exposure to Direct Instruction and Subsequent Juvenile Delinquency: A Prospective Examination." Exceptional Children 69, no. 1 (October 2002): 85–96. http://dx.doi.org/10.1177/001440290206900106.
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In a widely cited follow-up study of disadvantaged preschool attendees, Schweinhart, Weikart, and Larner (1986a) found that graduates of an early childhood program using direct instruction (DI) methods exhibited higher rates of juvenile delinquency at age 15 than did graduates of two other preschool education models. The present research examined juvenile delinquency outcomes for young children with disabilities in a prospective longitudinal study that tracked the long-term impact of two preschool models—one using DI, the other using a cognitively oriented, child-directed model. We followed 171 children who had been randomly assigned to the two early childhood models. At age 15, the groups did not differ significantly in their level of reported delinquency. Analyses suggest that gender differences in delinquent behavior may provide a more parsimonious explanation than program effects for the earlier Schweinhart et al. findings.
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Gruhn, Wilfried, Reet Ristmägi, Peter Schneider, Arun D'Souza, and Kristi Kiilu. "How Stable is Pitch Labeling Accuracy in Absolute Pitch Possessors?" Empirical Musicology Review 13, no. 3-4 (April 18, 2019): 110. http://dx.doi.org/10.18061/emr.v13i3-4.6637.
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Absolute pitch (AP) is the ability to identify or produce a given pitch without a reference. This study examines the stability of pitch labeling accuracy in a broad sample of AP possessors when natural complex tones are compared to modified sound structures (slightly out-of-tune pitches, sounds with missing fundamentals, and pure tones). A passive listening test with single tones was developed (Tallinn Test of Absolute Pitch, TTAP), with 150 items selected, representing 60 synthetic instrumental tones (violin, clarinet, and trumpet) in different octave ranges and dynamics, and 90 electronically modified sounds, each presented in three different octave ranges. Additional information was collected, regarding handedness, start of instrumental instruction, educational status, occurrence of AP in the family, and associations with processing pitch recognition. Results showed a clear decrease of pitch recognition accuracy between natural complex sounds and pure sine tones. A significant main effect on TTAP scores was found for early starts of instrumental instruction. The findings are discussed in the context of the nature-nurture debate (genetic vs environmental factors), as well as the implications of genetic and memory aspects of pitch recognition.
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Tóthová, Gizela. "The motifs of happiness, distress, anger and misery in the tales of Magda Szécsi." Ars Aeterna 11, no. 1 (June 1, 2019): 1–15. http://dx.doi.org/10.2478/aa-2019-0001.
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Abstract The present study focuses on the tales of Hungarian-Roma writer Magda Szécsi, which were studied using the content analysis method. This study constitutes part of a larger research project that aims to provide methodological guidance for the integration of Roma pupils in schools that use Hungarian as the language of instruction. The types of function of primary socialization and the types of intra- and extra-familial interaction are illustrated via examples in the study. The motifs of happiness, anxiety, anger and misery in the tales of Magda Szécsi’s two books, Madarak aranyhegedűn (Birds on the Golden Violin [1996]) and Az aranyhalas lószem tükre (Mirror of the Horse Eye with the Gold Fish [1988]), are analysed in light of the aforementioned aspects. I applied the research method of qualitative content analysis and explained the forms of happiness and unhappiness in the books. There are many examples in the tales under discussion of the conditions of happiness and the reasons for misery in Roma culture. The three components determining the characters’ happiness or unhappiness are faith in God, idolatry and Gypsy law.
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Hendricks, Karin S., and Madeline G. Bucci. "‘Everyone is always learning’: Case study of a Suzuki-inspired preschool." International Journal of Music in Early Childhood 14, no. 1 (June 1, 2019): 89–109. http://dx.doi.org/10.1386/ijmec.14.1.89_1.
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The Suzuki violin method was originally envisioned as a universal approach to talent education, applicable to any field. Currently, however, the approach is limited primarily to music learning settings, with only a few exceptions in general education. The purpose of this study was to observe the activities and teacher–child interactions in one preschool in which the Suzuki philosophy was implemented for general education in a holistic manner. We further considered how the co-equal integration of music with other educational content might be applicable in formal early childhood learning settings. Data collection included (1) observations of lessons and social interactions between students, teachers and administrators; (2) interviews with administrators and teachers and (3) review of preschool-related artefacts. We coded and analysed data according to five tenets of the Suzuki approach (i.e. every child can learn, group-based instruction, parent involvement, sensitive listening, prioritizing personal character over ability). Findings highlight specific ways in which teachers and administrators interpreted and adhered to these tenets in music and general education contexts, as well as potential areas for improvement and expansion. An emergent theme, ‘everyone is always learning’, encompassed the five tenets holistically, while also representing a general disposition among administrators and teachers to engage in preschool activities with a collective sense of gratitude and wonderment. This theme evokes the possibility of further research into the ways in which Suzuki teachers act as compassionate co-learners.
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Borela, Vandon. "ALS Curriculum Implementation for Juvenile Delinquents in Urban and Rural Areas in the Philippines: A Comparative Analysis." Middle Eastern Journal of Research in Education and Social Sciences 1, no. 1 (August 30, 2020): 1–14. http://dx.doi.org/10.47631/mejress.v1i1.3.
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Purpose: The aim of this research study is to evaluate the implementation of Alternative Learning System (ALS) curriculum offered to juvenile delinquents in urban and rural areas in the Philippines. The study also aims to determine whether the current education programs meet the needs of the juvenile delinquents with reference to Juvenile delinquency acts. The study is an attempt to highlight the aspects of Alternative Learning System (ALS) that should be developed. Approach/Methodology/Design: The study is qualitative and conducted in Marikina City and Rizal province, the Philippines. This study used exploratory study analysis. The respondents are the Alternative Learning System (ALS) teachers. For data collection, three semi-structured interviews were employed and the respondents’ answers were categorized using analytical coding to compare and analyze the implementation of the ALS curriculum for juvenile delinquents. Findings: The interpretation and analysis of the data collected shows that the ALS teachers from both the rural and urban areas have the same experiences on the implementation of the ALS program for juvenile delinquents in terms of curriculum, instruction and assessment. Furthermore, the teachers gave an emphasis that once the juvenile delinquents undergo the program, they are given a new hope and new direction in life to pursue their dreams. Lastly, the teachers from both areas have the same suggestions for the improvement of the implementation of the program, such as additional funds for the development of quality learning materials, increasing the number of learning centers, and designing various forms of assessment. Practical Implications: The study will contribute positively to the understanding of Alternative learning System. The significance of this study lies in the comparison of the alternative learning system curriculum and how it is implemented to the juvenile delinquents in urban and in rural areas. Originality/value: This study engages ALS teachers in assessing the ALS curriculum, reflecting actual experiences to meet the expectations and needs of the juvenile delinquents.
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Calvo, Concepción, and Gabriela Topa. "Leadership and Motivational Climate: The Relationship with Objectives, Commitment, and Satisfaction in Base Soccer Players." Behavioral Sciences 9, no. 3 (March 19, 2019): 29. http://dx.doi.org/10.3390/bs9030029.
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The objective of the present study is to analyze non-professional soccer players’ preferences regarding coach leadership style and motivational climate and to determine the relationship of these variables with players’ satisfaction, sport commitment, and sport objectives. The participants were 151 players, aged between 10 and 24 years, divided into five categories: Alevín, Infantil, Cadet, Feminine, and Juvenile, all belonging to the Aragonese Soccer Federation. The participants completed questionnaires assessing their perception of their coach’s leadership style, the team’s motivational climate, their individual satisfaction, degree of sport commitment, and sport objectives. The results show that the leadership styles of training and instruction (M = 3.98, SD = 0.43) and positive feedback (M = 4.02, SD = 0.53) are the most valued by the players in all categories. The training and instruction leadership style had the highest correlations with task-oriented motivational climate (r = 0.40). The findings of the regression analysis show that a training and instruction leadership style and a task-oriented motivational climate significantly predict players’ satisfaction (13.3%) and sport commitment (14.5%).
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Colprit, Elaine J. "Observation and Analysis of Suzuki String Teaching." Journal of Research in Music Education 48, no. 3 (October 2000): 206–21. http://dx.doi.org/10.2307/3345394.
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This study is an examination of teacher and student behavior in 48 violin and cello lessons taught by 12 expert Suzuki string teachers. One representative excerpt of work on a repertoire piece that had been introduced in a preceding lesson was extracted from each lesson videotape and analyzed in detail. Each excerpt was divided into segments (labeled “rehearsal frames”) that encompassed the instructional activities devoted to proximal performance goals (labeled “targets”) identified by the teacher. Targets were recorded for each rehearsal frame and categorized according to the teacher's description of the target and according to the aspect of performance to which the target pertained. Instructional activities within 338 rehearsal frames were examined in terms of the rates, durations, and proportions of time devoted to aspects of teacher and student behavior. Across all rehearsal frames ( N = 338), approximately 45% of the total time was devoted to teacher verbalizations, 20% to teacher modeling, and 41% to student performance. Episodes of teacher and student activity were frequent and brief, indicating a rapid pace of instruction. Lessons were characterized by high rates of approvals and a clear focus on one aspect of performance at a time.
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Bahr, Stephen J., David J. Cherrington, and Lance D. Erickson. "An Evaluation of the Impact of Goal Setting and Cell Phone Calls on Juvenile Rearrests." International Journal of Offender Therapy and Comparative Criminology 60, no. 16 (July 28, 2016): 1816–35. http://dx.doi.org/10.1177/0306624x15588549.
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Using a sample of 256 juvenile offenders who were randomly assigned to treatment or control groups, this study evaluates a cognitive-behavioral program that combines cognitive training, goal setting, and a phone-coach follow-up. The training involved six classroom sessions where participants received instruction and help in creating individualized goals. After attending the classes, participants received automated phone calls twice a day for up to a year. During the year following the program, the treatment and control groups were not significantly different in whether or not they were rearrested or in total rearrests. However, the total number of calls received had a significant negative association with whether or not they were rearrested for a felony and with the total number of felony rearrests.
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Bemiss, Elizabeth McCall, Jennifer L. Doyle, and Mary Elizabeth Styslinger. "Learning from students behind the fence: a critical book club with incarcerated youth." English Teaching: Practice & Critique 16, no. 2 (September 4, 2017): 268–84. http://dx.doi.org/10.1108/etpc-05-2016-0067.
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Purpose This paper aims to explore alternative literacy instruction with incarcerated youth, add to the body of existing literature documenting the literacy of those incarcerated and investigate the construction of book clubs through a critical lens. Design/methodology/approach This qualitative case study answered the following research questions: What can a critical book club reveal about the literacy lives of these incarcerated youth? What can we learn from incarcerated youth through a critical book club? Data were collected through participant observation and in-depth interviews and analyzed using a critical literacy framework. Findings Findings indicate students used text connections to critically reflect on selves and schools. They questioned issues of power, particularly the power of literacy in their own lives as well as the power of schools, teachers and curriculum. The paper concludes with the authors’ critical reflection on both the findings and process which results in implications for future book clubs in settings with incarcerated youth. Social implications As educators, administrators and community members living in the “age of incarceration” (Hill, 2013), there is a social responsibility to design curriculum and pedagogy that expands instruction in correctional facilities. Originality/value The need for expanded literacy instruction in juvenile detention centers has been widely documented and supported; however, conventional methods of teaching literacy are not always successful for youth who may not have had positive experiences with traditional schooling. This study expands and explores literacy instruction with incarcerated youth through book clubs, an alternative literacy structure which challenges traditional curricula, pedagogical practices and culturally irrelevant texts which often contribute to the alienation and disempowerment of many students. Book clubs can facilitate new understandings through a critical lens.
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O’Connor, Julie, and William Ellery Samuels. "Humane Education’s Effect on Middle School Student Motivation and Standards-Based Reading Assessment." Social Sciences 10, no. 10 (October 8, 2021): 376. http://dx.doi.org/10.3390/socsci10100376.
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Students educated in the juvenile justice system face acute challenges such as lack of motivation and negative attitudes toward school. Schools in the system are expected to provide rigorous, Common Core-standards-aligned instruction. Humane education—lessons that nurture kindness and empathy towards humans, animals, and the environment—has been shown to motivate students and encourage their pro-social sentiments. This randomized control trial (with constraints) study of 192 12- and 13-year-old students from New Jersey asked students to complete five standards-aligned reading passages with text-based questions. The experimental-group assessments contained humane education themes and the control-group assessments had non-animal related high interest topics. The passages were equated in reading level, word count, etc. Analyses of the results showed that not only did students who received humane education passages do better overall, but also did much better on questions addressing specific Common Core Reading for Information standards. This study can be a starting point for applying and researching the effectiveness of humane education on the juvenile justice population, specifically, because they are expected to learn standards-aligned curricula and are in particular need of academic motivation and pro-social encouragement.
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Mets, David G., and Michael S. Brainard. "Genetic variation interacts with experience to determine interindividual differences in learned song." Proceedings of the National Academy of Sciences 115, no. 2 (December 26, 2017): 421–26. http://dx.doi.org/10.1073/pnas.1713031115.
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Learning reflects the influence of experience on genetically determined circuitry, but little is known about how experience and genetics interact to determine complex learned phenotypes. Here, we used vocal learning in songbirds to study how experience and genetics contribute to interindividual differences in learned song. Previous work has established that such differences in song within a species depend on learning, but in principle some of these differences could also depend on genetic variation. We focused on song tempo, a learned and quantifiable feature that is controlled by central neural circuitry. To identify genetic contributions to tempo we computer-tutored juvenile Bengalese finches (Lonchura striata domestica) from different genetic backgrounds with synthetic songs in which tempo was systematically varied. Computer-tutored birds exhibited unexpectedly strong heritability for song tempo and comparatively weak influence of experience. We then tested whether heritability was fixed and independent of experience by providing a second group of birds with enriched instruction via live social tutoring. Live tutoring resulted in not only a significant increase in the influence of experience on tempo but also a dramatic decrease in the influence of genetics, indicating that enriched instruction could overcome genetic biases evident under computer tutoring. Our results reveal strong heritable genetic contributions to interindividual variation in song tempo but that the degree of heritability depends profoundly on the quality of instruction. They suggest that for more complex learned phenotypes, where it can be difficult to identify and control relevant experiential variables, heritability may similarly be contingent on the specifics of experience.
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Turunova, Meruert. "Subjects of counteraction to the Internet influence on juvenile delinquency." Vestnik of the St. Petersburg University of the Ministry of Internal Affairs of Russia 2022, no. 4 (December 16, 2022): 158–65. http://dx.doi.org/10.35750/2071-8284-2022-4-158-165.
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The relevance of the study is determined by the fact that negative processes in any sphere of public life most painfully affect minors, requiring special attention in the direction of eliminating destructive phenomena. The situation is aggravated by general globalization, the development of the digital environment, the growth of mobile communications, the escalation of organized crime beyond national boundaries, etc. of the research is determined by the fact that negative processes in any sphere of public life most painfully affect minors, requiring special attention in the direction of eliminating destructive phenomena.
The situation is aggravated by general globalization, the development of the digital environment, the growth of mobile communications, the escalation of organized crime beyond national boundaries, etc.
Under the current conditions, countering juvenile delinquency mediated by the destructive influence of the Internet, in which special powers are defined for internal affairs bodies, is of particular importance.
The purpose of the article is to reflect the features and problems of legal regulation of the powers of the internal affairs bodies in the field of combating crime associated with the destructive impact on the personality of a minor of the global information network.
The object of research is aimed at studying of measures to combat juvenile delinquency, mediated by the destructive influence of the Internet.
Problems of legal regulation and ways to overcome them are considered as a subject,
Research methods: analysis, modeling, generalization, classification, analogy.
The article reflects issues related to the powers of the internal affairs bodies to combat juvenile delinquency, mediated by the negative influence of the network, the system of counteraction subjects with which the internal affairs bodies interact.
Novelty: due to the dynamism of the impact of the Internet on the personality of a minor, in combination with circumstances considered as criminogenic, some adjustments are proposed in the work to combat crime produced by such influence and implemented by the internal affairs bodies. It is proposed to include in the Instruction on the organization of the activities of juvenile divisions of the internal affairs bodies of the Russian Federation, approved by order of the Ministry of Internal Affairs of Russia dated October 15, 2013 No. 845, a new section «Organization of work on the prevention of juvenile crimes caused by the influence of the information and telecommunication network «Internet»» with an indication of the main directions and forms of prevention, allowing to expand the content of the juvenile divisions activities of the internal affairs bodies of the Russian Federation.
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Nichols, Jeananne, and Brian M. Sullivan. "Learning through dissonance: Critical service-learning in a juvenile detention center as field experience in music teacher education." Research Studies in Music Education 38, no. 2 (September 18, 2016): 155–71. http://dx.doi.org/10.1177/1321103x16641845.
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Though many pre-service music teachers have received exemplary instruction in their high school music programs, these programs may not be representative of the social, cultural, and economic diversity of their broader communities. This insularity may hinder their perceptions of their community as they step into an increasingly diverse school environment. The Champaign County Juvenile Detention Center (CCJDC) Arts Project was adopted as a critical service-learning course in order to introduce pre-service music teachers to students and ways of teaching that may be different from what they typically encounter through their university field experiences. Participants in the project designed and facilitated music and arts experiences with the incarcerated youth once per week over an entire semester. In this case study we examine the experiences of six pre-service music teachers who participated in the CCJDC Arts Project during 2012, looking for moments of “dissonance,” which Kiely defines as incongruities between participants’ past experiences and the challenging reality they encounter through the project. Entry into the facility, interactions with the youth at the facility, and the musical practices shaped by the needs of the facility all worked in tandem to challenge participants’ latent expectations and beliefs about their community, and to heighten their awareness of the sociocultural systems that shape their future students, their developing teaching practices, and their own privileged positions in school and society.
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Sag, E., K. Yüksel, S. Demir, S. Ozdel, U. Kaya Akca, E. Atalay, M. Kasap-Cuceoglu, R. Topaloglu, Y. Bilginer, and S. Özen. "OP0195 PLASMA CHECKPOINT PROTEIN LEVELS AND GALECTIN-9 IN JUVENILE SYSTEMIC LUPUS ERYTHEMATOSUS." Annals of the Rheumatic Diseases 80, Suppl 1 (May 19, 2021): 117.1–118. http://dx.doi.org/10.1136/annrheumdis-2021-eular.1957.
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Background:Systemic Lupus Erythematosus (SLE) is the prototype for a systemic autoimmune disease. SLE is a disease of the adaptive immune system where T lymphocyte dysfunction has an important role as well. Checkpoint proteins have become an important topic in the study of Tcell. The balance of T cell co-stimulatory and co-inhibitory receptors is important for the regulation of the adaptive immune system response.Objectives:In this study we aimed to assess the checkpoint proteins in childhood SLE patientsMethods:Fourty-nine jSLE patients together with 15 age- and gender- matched controls were included. Clinical features, disease activity scores and laboratory parameters were recorded both retrospectively and at the time of samplimg. Patient samples were collected at their last visit, Plasma CD25 (IL-2Rα), 4-1BB, B7.2 (CD86), TGF-β1, CTLA-4, PD-L1, PD-1, Tim-3, LAG- 3, Galectin-9 levels were studied by the cytometric bead-based multiplex assay panel according to manufacturer’s instruction (LEGENDplex HU Immune Checkpoint Panel 1 (10-plex); catalogue number 740962, Biolegend) and analysed by Novocyte 3005 flow cytometer. Two-step cluster analysis procedure was conducted over the chosen 7 symptom status and 3 clusters were chosen for the final analysisResults:A total of 49 patients (71.4% female) diagnosed with SLE according to the SLICC criteria and 15 healthy controls (73.3% female) were included in the study. The mean age of the patients was 17.7 ± 2.6 years and the controls was 13.3±1.4 years. The median disease duration was 5.7 years. At the time of sampling fifteen of the patients had a SLEDAI score of zero (no activity), 21 of them had between 1-5 (mild activity), 7 of them had between 6-10 (moderate activity), 5 of them had between 11-19 (high activity), 1 of them had >20 (very high activity).Galectin-9 and PD-L1 were significantly higher in SLE patients. Other checkpoint proteins and IL-2Rα were also higher but did not reach statistical significance. There were significant correlations between SLEDAI and IL-2Rα, Galectin-9 and PDL1. (Figure 1) There were three clinical clusters: Cluster 1 included patients with no major organ involvement, cluster 2 had predominantly haematological involvement (n=16) and cluster 3 (n=11) had predominantly renal involvement. Checkpoint proteins were not different among these three clusters.Figure 1.Table 1.Demographic, Clinical and Laboratory Features of Patients (n=49)Female gender, n (%)35 (%71.4)Mean age at diagnosis, years (mean±SD)12.5±3.3Mean age at the time of inclusion, years (mean±SD)17.7±2.6Duration of illness, years (median/IQR)5.7 (3.0-7.0) yearsActive system involvement at study,n (%) Renal14 (28.5) Skin11 (22.4) Musculoskeletal9 (18.3) Hematologic9 (18.3) Neurologic1 (2.0) Serositis1 (2.0)Laboratory findings (median/minimum-maximum) Hemoglobin, gr/dl12.7 (7.3-18.3) WBC, /mm36.900 (2.600-26.200) Platelet, /mm3252.000 (39.000-529.000) Erythrocyte sedimentation rate, mm/hour10 (1-71) C-reactive protein, mg/dl0.1 (0-21.1) Complement 3, mg/dl87.6 (25.4-186.0) Complement 4, mg/dl15.3 (0-45.8) Anti-ds DNA, IU/ml12.8 (0-741.7) SLEDAI score (mean±SD)4.69±6.69Conclusion:Our data supports that Galectin 9 and IL-2Rα are good markers for disease activity in childhood SLE. We need larger series to evaluate differences between disease clusters in SLE. We failed to show a significant correlation with checkpoint proteins and SLEDAI except for PDL1.References:[1]Sharabi A and Tsokos GC. T cell metabolism: new insights in systemic lupus erythematosus pathogenesis and therapy. Nature reviews Rheumatology 2020; 16: 100-112[2]Nishimura H, Nose M, Hiai H, et al. Development of lupus-like autoimmune diseases by disruption of the PD-1 gene encoding an ITIM motif-carrying immunoreceptor. Immunity 1999; 11: 141-151.[3]McKinney EF, Lee JC, Jayne DR, et al. T-cell exhaustion, co-stimulation and clinical outcome in autoimmunity and infection. Nature 2015[4]Wherry EJ and Kurachi M. Molecular and cellular insights into T cell exhaustion. Nat Rev Immunol 2015; 15: 486-499Disclosure of Interests:None declared
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Cappon, J., M. Van Rossum, E. Littooij, and M. Van der Leeden. "AB1341-HPR FEASIBILITY OF THE BACK AND FORTH SCHOOL BOOKLET, A SHARED SELF MANAGEMENT INSTRUMENT FOR YOUNG CHILDREN WITH JUVENILE IDIOPATHIC ARTHRITIS (JIA) AT SCHOOL." Annals of the Rheumatic Diseases 79, Suppl 1 (June 2020): 1958.1–1959. http://dx.doi.org/10.1136/annrheumdis-2020-eular.4950.
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Background:Young children with JIA have to cope with pain and fatigue during schooldays, facing problems with writing, climbing stairs, physical education and playing outside.1They need to develop age-appropriate self management skills, encouraged by their parents and teachers in a therapeutic alliance with the health professional team.2For this purpose a shared management tool, called the “Back and Forth Schoolbooklet”(B&FS), is developed, containing 1) Educational pages about JIA, pain and fatigue management 2) Diary pages with a colour-in puppet for expressing location and amount of pain, spaces for writing alternatives for limited activities, feedback spaces for parents and teachers and a self-evaluation scale of general well-being for the child. Children, parents and teachers are instructed how to use the booklet by therapists during outpatient rehabilitation. Structured evaluation of the use of the instrument is necessary to improve its applicability and effectiveness.Objectives:To study the feasibility, defined as practical and experienced applicability and effectiveness, of the B&FS.Methods:Pilot feasibility study with a mixed-method design. Parents, teachers, therapists and children with JIA were invited to fill in questionnaires after using the booklets in school. Adults had to sign informed consent. Practical applicability was assessed by multiple choice questions on duration and frequency of use. Used diary items and pages were counted in returned booklets. Experienced applicability and effectiveness were assessed by open-ended questions and 5 points Likert scales. Topics were experienced barriers, facilitators and benefits using the mentioned items of the booklets. Practical applicability was analysed descriptively. Atlas-ti8 was used for analysing and coding the answers on the open-ended questions using a thematic approach.Results:Eight children(4-8 years) used the booklets. Six parents of six children, four therapists and four teachers signed informed consent and answered questionnaires. Six booklets were returned.Practical applicability: Five children used booklets for a period of 2 to > 12 week, almost every day. One child stopped in the first week. Counting diary pages confirmed every day or every second day appropriate use of the color-in puppet and spaces for parents and teachers.Experienced applicability: Identified themes were: child-friendly, easy and providing a clear guide for the daily school situation. Themes as: daily obligation, unwillingness of the child, lack of motivation or time of the parents or teachers and insufficient instruction illustrated experienced barriers for the use of the booklet.Effectiveness: Identified themes: 1) Children express themselves better about feelings of pain and fatigue, 2) Parents and teachers appreciate more insight into how the child feels and 3)Teachers feel provided with guidance in the interaction with the child 4) Children feel more secure to express itself at school and 4) Parents are more relaxed about the schoolsituation.Likertscales showed that more than 75% of the users would advise the B&FS to other parents, teachers and therapists.Conclusion:The Back & Forth School booklet is a feasible shared management instrument to support young children with JIA in the school situation. A less rigid daily routine and sufficient instruction can improve the experienced applicability.References:[1]Tong, A. Children’s experiences of living with juvenile idiopathic arthritis. Arthritis Care Res. 2012;64(9):1392-1404.[2]Kieckhefer, G Supporting development of children with chronic conditions: from compliance toward Shared management. Pediatr Nursing, 2000;26(4).Figure 1Educational page: Pain managementFigure 2Diary pageAcknowledgments:Children, parents, teachers and therapistsDisclosure of Interests:None declared
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Nurina. "Involvement of Teachers and Religious Leaders Working to Anticipate Ethical Decadence of Youth." International Journal Education and Computer Studies (IJECS) 2, no. 2 (October 30, 2022): 44–53. http://dx.doi.org/10.35870/ijecs.v2i2.788.
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The problem of juvenile delinquency is today felt increasingly concerning by people in different parts of the world, both in developed and developing countries. This study took up the subject of study in the city of Sabang. Adolescent decadence is a period of decline in adolescent behavior in social life. A root cause of adolescent moral decadence is parental inattention in providing their children with education and religious instruction from an early age. As a result, the community environment no longer adequately supports children's morality, leading to the birth of moral decadence. The three factors that influence adolescent moral decay are family, school, and society. Parents play the most active role in the home, teachers are the second parent in schools, and religious leaders are the third parent in the community. Teachers and religious leaders as people who have a high enough charismatic are expected to be able to overcome the moral decadence of adolescents and have competence in preventing adolescent moral decadence through religious teachings, because it is with religious teachings that adolescent behavior can be well controlled as well as a motivator to carry out various positive activities. How is the cooperation of teachers and religious leaders in preventing adolescent moral decadence in the city of Sabang, because teachers and religious leaders are expected to be able to become partners with families and the government in preventing the moral decline of adolescents from spreading or increasing in number through various preventive measures to the fullest. Religious leaders as one who is responsible for providing non-formal religious education in the community, and religious teachers as providers of education in formal schools. The moral damage experienced by the Sabang youth has actually reached the stage of repair, because dirty talk, gambling, speeding have made them think it's normal. Preventive actions taken are by fostering good cooperation with families, businesses in schools in addition to providing religious education as well as a psychological-pedagogical approach, namely providing good examples to students, then business in the community by making religious activities.
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Cunha, Eliseu De Oliveira, and Maria Virgínia Machado Dazzani. "O Que é Socioeducação? Uma Proposta de Delimitação Conceitual." Revista Brasileira Adolescência e Conflitualidade, no. 17 (August 9, 2018): 71. http://dx.doi.org/10.17921/2176-5626.n17p71-81.
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O termo “socioeducação” vem sendo amplamente utilizado no Brasil já há algumas décadas, especialmente, no terreno das tecnologias de atendimento a adolescentes em conflito com a lei. Todavia, parece não haver muita clareza em relação a que, precisamente, tal termo se refere, ao que se conclui que esse ainda carece de consistência conceitual. Este artigo teórico tem por escopo brindar a comunidade socioeducativa com uma proposta de delimitação conceitual para o termo, partindo do prescrutamento do percurso histórico do qual ele é tributário, bem como da análise crítica de sua utilização na legislação e na literatura. Tal perquirição histórico-legal conduziu à descoberta de que, no início do século XX, a compreensão de que, em seus anos iniciais, o indivíduo é mais suscetível à instrução e à correção adentrou o sistema de justiça juvenil, favorecendo a tese de que os menores infratores deveriam ser, em vez de punidos, reabilitados socialmente, por meio da educação. Desde então, uma intencionalidade corretora de condutas delitivas juvenis, mediante estratégias educativas, tem se alastrado pelo mundo, sob vários rótulos. Entende-se que a socioeducação é a versão brasileira e atualizada desse intento. Ela compreende os processos educativos direcionados aos adolescentes em conflito com a lei visando a não reincidência infracional. O estudo oferece uma contribuição ao desenvolvimento teórico da temática.Palavras-chave: Socioeducação. Definição. Conceituação. Medidas Socioeducativas. Adolescentes em Conflito com a Lei.AbstractThe term “socioeducation” has been widely used in Brazil already for some decades, especially in the area of care technologies for adolescents in conflict with the law. However, it seems that there is not much clarity about what it refers to, thus we conclude that it still lacks conceptual consistency. This theoretical paper aims to provide the socio-educational community with a proposal of conceptual delimitation for the term, starting from the historical route persecution from which it is tributary, as well as the critical analysis of its use in legislation and literature. This historical-legal perquisition led us to the discovery that in the early twentieth century the understanding that in the early years the individual is more susceptible to instruction and correction came in the juvenile justice system, favoring the thesis that minors offenders should be, rather than punished, socially rehabilitated through education.Since then, an intentionality of to correct juvenile criminal behaviors through educational strategies has spread around the world under several labels. We understand that socioeducation is the Brazilian updated version of this attempt. It refers to educational processes directed at adolescents in conflict with the law aiming at non-recurrence of infraction. The study offers a contribution to the topic theoretical development.Keywords: Socioeducation. Definition. Conceptualization. Socioeducative Measures. Adolescents in Conflict with the Law.
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Blackwell, Jennifer. "“Mistakes are just information”: A case study of a highly successful violin pedagogue." International Journal of Music Education, June 26, 2021, 025576142110257. http://dx.doi.org/10.1177/02557614211025770.
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This study examined the instructional context, pedagogical techniques, interpersonal dynamics, and personal characteristics of a teacher and her collegiate students in a renowned private violin studio. Through lesson observations, interviews, and analysis of artifacts, the following themes emerged: (1) a nurturing, non-judgmental environment, characterized by “neutral” teacher feedback; (2) clearly defined learning expectations, lesson structure, and work habits that are mutually understood by student and teacher; (3) a clear emphasis on learning to practice effectively in the student’s own time, including “practicing practicing” within the lesson; and (4) explicit instruction on how to teach others. Analysis of the data suggests that this studio might be best understood through Bruner’s conception of a spiral curriculum, as the structure and content of all student lessons were virtually the same regardless of student level, but the complexity of the tasks increases greatly as students progress.
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Luo, Linlin, and Kenneth A. Kiewra. "Parents’ roles in talent development." Gifted Education International, June 17, 2020, 026142942093443. http://dx.doi.org/10.1177/0261429420934436.
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Talent development research has uncovered common conditions for nurturing talented individuals: enriched early environment, appropriate instruction, long-term and deliberate practice, singleness of purpose, and centers of excellence. Talent research also reveals that parents play a critical role in arranging and facilitating these conditions and helping their child’s talent to blossom. This article reports six talent-nurturing things parents do according to case-study research by Kiewra and colleagues across various talent domains such as chess, figure skating, baton twirling, violin, writing, and spelling. Parents provide an enriched early environment, arrange for appropriate instruction, facilitate long-term and deliberate practice, support singleness of purpose, gravitate to or establish a center of excellence, and are fully committed and make life-changing sacrifices to nurture their child’s talents.
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Luna, Odessa, and John T. Rapp. "Increasing Praise Delivery Within Dorms of a Juvenile Justice Facility." Behavior Modification, December 23, 2020, 014544552098297. http://dx.doi.org/10.1177/0145445520982976.
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Researchers have shown that adolescents in residential treatment facilities benefit from behavior-analytic intervention. However, it remains unclear whether practitioners can apply behavioral interventions to increase staff members’ appropriate interactions with residents within a juvenile justice facility. In Study 1, researchers compared direct measures of staff behavior in three target dorms (D1, D2, and D3) containing high levels of resident disruptive behavior to a dorm (D4) with consistently low levels of resident disruptive behavior. Results indicated that staff members in the target dorms engaged in significantly higher rates of reprimands and negative statements than in D4. In Study 2, researchers used didactic and video instruction to train staff members in D1, D2, and D3 to increase contingent and noncontingent praise delivery. Results indicated praise delivery by staff members increased slightly in each target dorm. In Study 3, researchers first evaluated the extent to which measures of staff members’ and residents’ behaviors improved following training within each dorm. Subsequently, researchers compared the post-training behavioral measures from D1, D2 and D3 to D4 to determine the extent to which staff behavior in the training dorms was distinguishable from D4. Results of Study 3 indicated that one or more staff behaviors improved in each training dorm. Nevertheless, residents’ disruptive behavior was unchanged in each target dorm. In addition, staff members’ behavior in each target dorm continued to be distinguishable from staff members’ behavior in D4 on most behavioral measures.
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Yayan, Muhammad, Emma Yuniarrahmah, and Hemy Heryati Anward. "GAMBARAN REGULASI DIRI DAN PERILAKU KENAKALAN SEKSUAL PADA REMAJA DI BATULICIN." Jurnal Ecopsy 3, no. 2 (January 27, 2017). http://dx.doi.org/10.20527/ecopsy.v3i2.2653.
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ABSTRAK Perilaku kenakalan remaja di Indonesia cukup mengkhawatirkan dan harus segera ditangani. Tujuan penelitian ini adalah untuk mendapatkan gambaran mengenai regulasi diri dan perilaku kenakalan seksual pada remaja di Batulicin. Metode penelitian menggunakan metode kualitatif. Penggalian data dengan menggunakan teknik wawancara, observasi, dan menggunakan tes grafis. Subjek penelitian tiga orang remaja yang bertempat tinggal di Batulicin, terdiri dari dua subjek laki-laki dan satu subjek perempuan. Penelitian menunjukan ketiga subjek memiliki regulasi diri tipe 2 yang merupakan proses jangka pendek menjauhi tujuan diri yang relevan. Hasil penelitian ini juga menemukan bahwa subjek BA memiliki regulasi diri yang lebih baik dari subjek DK dan MK. Komponen regulasi diri masing-masing subjek secara garis besar ingin menentukan dirinya mencapai cita-cita yang diharapkan. Masing-masing subjek memiliki bentuk monitoring, instruksi, evaluasi dan pengenaan kontinjensi terhadap diri yang berbeda-beda. Bentuk perilaku kenakalan seksual yang dilakukan adalah berciuman, berpelukan, memegang daerah sensitif lawan jenis, dan melakukan hubungan seksual. Kata Kunci: Regulasi Diri, Perilaku Kenakalan Seksual, Remaja ABSTRACT Juvenile delinquency behavior in Indonesia is quite alarming and needs to be immediately addressed. The purpose of this study was to obtain the description of self-regulation and sexual delinquency behavior in adolescents in Batulicin. A qualitative research method was used in the study, and data were collected using the techniques of interviews, observation, and graphics test. Subjects of the study were three adolescents who resided in Batulicin, two males and one female. The results indicated that the three subjects had self-regulation of type 2, which was a short-term process away from the relevant self-goal, and it was also found out that subject BA had better self-regulation than subjects DK and MK. The self-regulation component of each subject in general was that each of them wanted to define himself/herself to achieve the expected ideals. Each subject had different forms of monitoring, instruction, evaluation and imposition of self-contingency. The forms of sexual delinquency behavior they committed were kissing, hugging, holding the sensitive area of the opposite sex, and sexual intercourse. Keywords: Self-regulation, Sexual Delinquency, Behavior, Adolescent
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Winsauer, Andrew, Charu Sharma, Stacie Bukowsky, Sandi Greenberg, Craig Birch, and Brandon Ramo. "Simple Measures to Reduce Opioid Prescriptions Following Pediatric Spinal Fusion Surgery: A Multidisciplinary Quality Improvement Project." Journal of the Pediatric Orthopaedic Society of North America 3, no. 4 (November 1, 2021). http://dx.doi.org/10.55275/jposna-2021-308.
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Background: The opioid epidemic is one of the biggest challenges facing modern healthcare. Among the adolescent and young adult population opioid overdose is one of the leading causes of death.
Local Problem: Within pediatric orthopaedics, spinal fusion is a common procedure making up 7% of the surgical volume at our institution. Spinal fusion also has high postoperative opioid prescribing rates. Review of baseline data showed that there was wide variability in prescribing habits. The goal of this quality initiative was to reduce and standardize post-operative opioid prescribing following spinal fusion procedures.
Methods: Data, including opiate-prescribing habits and a patient survey to assess patient and parent satisfaction with pain control, was collected retrospectively in the pre-intervention phase for 99 consecutive Adolescent and Juvenile Idiopathic Scoliosis patients undergoing spinal fusion surgery. This was followed with 2 PDSA cycles following implementation of a new protocol during which prospective surveys were administered to a total of 273 patients. Physician prescribing data was collected for 150 patients during the sustain phase.
Interventions: A multi-pronged approached was utilized consisting of the following aspects: 1) Instruction to orthopaedic trainees to limit opioid prescriptions to 45 and 40 for PDSA cycles 1 and 2, respectively. 2) A pharmacy-led education program with an opioid tapering handout given to families and encouragement of usage of non-opioid pain control. 3) A call to the prescribing physician from pharmacy if the prescribed dosage was greater than the maximum allowed.
Results: There was a significant reduction in opioid prescriptions from a preintervention mean of 48.5 doses to a PDSA 1 mean of 39.0, PDSA 2 mean of 37.5, and a sustain phase mean of 36.4 (p=0.000). This represented an estimated reduction of 22.8% over the course of the study. During this time, there was no significant change in patient and parent reported postoperative pain.
Conclusions: Through simple measures, our institution was able to significantly reduce total opioid prescriptions following spinal fusion surgeries while maintaining good pain control.