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This article, which is intended as a contribution to wider conversations around music literacy, explores current conceptions of music literacy within the UK, using the area of aural skills training as a focus. Specifically, it considers the nature of music literacy and aural training in secondary (ages 11-18) music curricula and the role of aural training in supporting the development of music literacy. Contemporary secondary music courses now explore a far wider range of musics than their historic counterparts, yet the ways in which these are taught, practised, and assessed continue to be driven by pedagogic models that were designed to develop music literacy within a narrower range of musics associated with a specific tradition. This is compounded by the fact that contemporary secondary music courses have become somewhat diluted in terms of their focus and the main curricular components (performance, composition, and listening/appraising) are unnaturally separated into disconnected areas of practice to conveniently be assessed in isolation. This article concludes by proposing potential enhancements that educators might consider as they look to develop a student-centred approach to aural training and how this might better support the development of multiple forms of music literacy within their curricula.

More than 10% of children in Ontario have an additional need that may influence long-term lifestyle patterns, including physical activity (PA). This study sought to assess the status of PA as well as the barriers to and facilitators of PA for families in southwestern Ontario raising children with and without disabilities. Complete survey data were collected for 128 families for this study. Data were analysed using a series of statistical tests such as Mann-Whitney U tests, chi square tests for homogeneity, and descriptive analysis. Compared to families raising typically-developing children, families raising disabled children reported reduced enjoyment from PA, were more likely to report programs as too expensive, were more likely to report their PA needs were not met in the region, and placed more importance on inclusive PA. Further, families raising disabled children were less likely to report benefits of PA, including physical fitness, sense of identity, and self-esteem, and were more likely to report negatives associated with PA, including lack of self-esteem, social anxiety, feeling inadequate, and concerns with body image. These results point to the importance of developing inclusive and affordable programming in the region to enhance PA enjoyment for all participants, particularly those with disabilities.

This article explores the role of theatre clowning with scaffolded reflection in Waldorf (Steiner) teacher learning in enabling L2 teachers to develop important teaching dispositions. Waldorf schools require their L2 teachers to be creative, imaginative, skilled in narrative and presentation as well as being responsive to student needs and teaching situation. Theatre clowning has been previously studied in teacher development and this study affirms the outcomes of that research and adds the contribution of structured reflection to transformative learning both in initial teacher education and in continuing professional development. The study suggests that theatre clowning can be a valuable artistic approach in L2 teacher learning, especially when supported by scaffolded reflection.

Previous reviews on serious adverse events (SAEs) following physical interventions involving the neck have focused on vascular SAEs or those related to cervical manipulation. To review the evidence for all serious adverse events associated with any physical cervical procedures and describe SAE characteristics. Searches were conducted in PubMed, EMBASE, CINAHL, Scopus, Cochrane, Web of Science and Index to Chiropractic Literature from inception to May 2023 for studies reporting characteristics of SAE following any neck intervention and patient demographics. Two hundred and thirty-three studies describing 334 SAE cases were identified. Forty-one were reported in the last 5 years. The results confirmed findings of past reviews with most events being vascular (58%) and mainly arterial dissection or vertebral artery related and the majority involving manipulation (75%). However lesser-known SAES ie neurological (25%), combined vascular/neurological (12%) and others (5%) which included cases such as cerebrospinal fluid leaks, phrenic nerve palsies and retinal detachments were identified. Further, some followed procedures such as vestibular testing, gentle mobilization, exercises, acupuncture or even massage. Initial symptoms included sharp increases in headache/neck pain, nausea, vomiting, dizziness and altered sensation, during treatment or within 48 h, often preceding neurological signs. Most recovered favourably (62%), 16% with disability, 6% died, the rest were unspecified. Most SAEs were vascular and associated with manipulation but awareness of potential neurological and orthopaedic injuries and other procedures should be raised. Monitoring for early signs of SAEs for up to 48 h post-intervention is advisable if a SAE is suspected. [ABSTRACT FROM AUTHOR]

Objects can be grasped in different ways to ensure a movement plan is aligned with the intended action. The current study assessed grasp posture in joint action object manipulation in children (ages 6-11, n = 68), young adults (n = 21), and older adults (n = 23). Participants performed two actions (pickup and pass; pickup and pass for use) within two movement contexts (using a dowel as if it were the actual object; actual object use), using two objects (glass and hammer) that differed in use-dependent experience. Beginning-state comfort (prioritizing a comfortable initial hand posture for an object recipient) was assessed. Taken together, findings support the notion that the ability to anticipate the intended action, and thus consider an action partner in one's action plan, increases with age. With age and use-dependent experience, it can be argued that there is a shift from stimulus-driven, familiar responses, to considering affordances and task demands. Together, findings add to our understanding of changes in motor planning capabilities across the life span.

Dance -- created by a moving body over space and time -- creates space for non-verbal communication and self-expression. Individuals with Autism Spectrum Disorder may particularly benefit from the use of their bodies to convey their needs and desires. This research presents the experiences of individuals involved in two recreational dance programs for young people with additional needs, specifically children with ASD as well as their mothers, dance instructors, and volunteers. This article presents the first of two themes that emerged from interviews with nine individuals (one child, three mothers, three instructors, three volunteers), which was Creating Dance Programs for all Abilities. The subthemes were Changing the Class to Fit the Student, Juggling Everyone's Needs, and Volunteers Make It Possible. Practical applications based on this research are presented at the end in hopes that there are more opportunities for individuals with ASD and other special needs to experience the joy of dance.

Transformative experience refers to learning episodes in which students use ideas from the science classroom to see and experience the world differently in their everyday lives. The construct is defined by three characteristics: (1) motivated use (application of learning in "free-choice" contexts), (2) expansion of perception (seeing objects, events, or issues through the lens of the content), and (3) experiential value (valuing content for how it enriches everyday experience). To enhance conceptions of engagement in science, the current study sought to identify and describe profiles of "transformative" engagement by investigating levels and combinations of the three characteristics of transformative experience. In addition, it examined how learning and instruction relate to these profiles. Sixty-five middle school science students were interviewed and responses were coded for the three characteristics of transformative experience. Scores on these characteristics were used as variables in cluster analysis and representative clusters were identified. Profiles of transformative engagement were developed and described based on these clusters. Profiles representing greater transformative engagement were associated with greater learning. Relative to a comparison condition, instruction designed to foster transformative experience yielded a higher percentage of students in the profile reflecting engagement in a genuine transformative experience.

Background: Since 2020, the world has been battling the coronavirus disease 2019 (COVID-19) pandemic. The mortality and morbidity at the height of the pandemic sparked generalised fear and uncertainty about the future. Concerns were raised about the psychological impact of the pandemic on workers in healthcare systems globally. This study was conducted to establish the degree of psychological impact of the pandemic on frontline health workers in Lesotho. Methods: The study used a quantitative cross-sectional survey design. The Kessler psychological distress screening tool (K-10) and the post-traumatic stress disorder (PTSD) checklist for civilians (PCL-C) were administered to screen for psychological distress among clinical staff at St. Joseph's Hospital in Roma and its four Health Centres. Additional open-and closed-ended questions were added for context. Data were analysed using Fisher's exact tests, Pearson chi-square tests and correlation studies. Results: Of the 101 participants, 42 (41.6%) scored ≥ 24 on the K-10 scale (95% CI: 32.0% -51.2%) indicating moderate to severe psychological distress and 32 (31.7%) scored ≥ 50 on the PCL-C checklist suggesting severe PTSD (95% CI: 24.5% - 42.9%). High scores on the K-10 were found more among men than women (17 [37.8%] vs. 4 [7.1%]; p ≤ 0.001). Post-traumatic stress disorder was more in the younger age group (p ≤0.03), in those reporting anxiety (p = 0.005) and those with more comorbidities (p ≤ 0.001). Conclusion: This study revealed the grave psychological impact of the COVID-19 pandemic on frontline clinical health workers in Lesotho. Contribution: These data will assist health leaders and policymakers to implement mental health support interventions for health workers in future. [ABSTRACT FROM AUTHOR]

"Dance for individuals with Down syndrome has many benefits; however, there is little research on this topic." Down syndrome is the most common "genetic condition," resulting in psychological, physical, and social impairments. There is research to suggest that dance may be a beneficial activity for people with Down syndrome; however, there is little research to substantiate the effects of participating in a community dance class. The present study utilized the theoretical orientation of phenomenology to explore the lived experience of a 21-year-old male with Down syndrome as he participated in a community dance class through his perspective, as well as that of his parents and dance instructor. The dance program was "inclusive" for children and young adults with special needs. Data collection included background questionnaires, interviews, observation of the dance class, member checks, and field notes. Analysis of the data revealed four salient themes although only the theme of Luke at Dance will be discussed. Overall, all participants agreed that the experience had social, physical, and psychological benefits. Specifically, the dance class provided Luke with the opportunity to expand his social circle, engage him cognitively, and become physically active.

There are many benefits to dance, both for typically developing individuals and for individuals with additional needs. The purpose of this narrative case study was to analyse a dance program for children and young adults with additional needs from the perspective of the program creator and primary dance instructor. Data collection occurred at two points in time, roughly one and a half years apart. Four forms of data collection were used at both points, including background questionnaires, in-depth semi-structured interviews, member checks, and field notes. A document analysis was also included at the second point in time. The analysis revealed information about program development, philosophy, participants, instructors, volunteers, and benefits. This narrative was also used to create a model for other educators who wish to create an inclusive dance program for individuals with additional needs.

Passenger collaboration offers a potential compensatory strategy to assist older drivers who have difficulty driving in unfamiliar areas (wayfinding). This article describes a survey of 194 healthy, community-dwelling older drivers and their regular passengers to investigate how passengers assist drivers, and to identify the characteristics of drivers and passengers who regularly collaborate to assist with wayfinding. Three aspects of passenger assistance were investigated: Pre-trip planning, directional guidance and searching for visual cues. Results revealed a high incidence of collaboration amongst drivers and passengers who regularly drive together. Collaboration was dependent on the perceived wayfinding abilities of the driver by both passenger and driver, suggesting that passengers are more likely to help if they think they will be of assistance. This information provides baseline information on which future research can examine the safety benefits of passenger assistance in wayfinding.