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This article evaluates the impact of volunteering with a music education project for children and adults with learning disabilities on the professional development and career trajectory of music students at a Conservatoire in the United Kingdom. A mixed-methods online questionnaire captured the impact of volunteering with Melody Music Birmingham. Findings suggest that volunteering was a powerful aspect of the respondents’ learning, potentially influencing their career choices, perceptions and attitudes. Further training and experiences for Conservatoire students in engaging with, supporting, and delivering music-making for people with learning disabilities are recommended.
The influence of personality on field of study choice is comparable to that of cognitive skills. Additionally, personality traits seem linked with academic motivation, and engagement. Choosing the most suitable career is also related to students’ personal well-being and work success.
To explore how personality traits are associated with the choice of university courses among Italian students.
A web-survey was spread on social networks between March and June 2020 through Google Forms. Eligibility criteria for inclusion were: 1) Being a university student between 18 and 35 years of age; 2) Attending a course in an Italian university; 3) Good comprehension of Italian language. On-line informed consent, socio-demographic, and career data were collected during the survey. Personality traits were assessed using the Big Five Inventory
(BFI). We computed multinomial linear regressions to calculate potential associations between personality traits and university courses.
Lower Conscientiousness, higher Neuroticism, and higher Openness to experience are associated with the attendance of Humanities compared with students of Health faculties. Higher Neuroticism traits are associated with the attendance of a scientific course compared with Health faculties. High Conscientiousness is significantly associated with the attendance of Law-related courses compared with Health courses. Non significant differences were detected in the other domains according to the big five personality model.
Our results suggest interesting associations between personality traits and educational choices. Future research may investigate this relationship in high-school students to implement appropriate strategies for better addressing students’ educational needs and career outcomes.
Psychology is a popular subject to study, with thousands entering graduate school each year, but unlike med or pre-law, there is limited information available to help students learn about the field, how to successfully apply, and how to thrive while completing doctoral work. The Portable Mentor is a useful, must-have resource for all students interested in psychology. This third edition is updated and expanded, designed to address students' and trainees' need for open dialogue and mentorship. Throughout, it covers some of the common challenges graduates face and features discussions about how to celebrate your identity and find a rewarding, worthwhile career path. It comprises thirty chapters written by more than seventy of the field's top experts, successfully filling a void in professional development advice.
An important factor in progressive Victorian women’s interest in Germany is the decades-long friendship of Anna Jameson and Ottilie von Goethe, in itself a sustained form of cultural exchange and a bond that opened cultural exchange to others in Germany and England. First exploring the backgrounds of Jameson’s and Goethe’s openness to other cultures and foreigners (Jameson’s Anglo-Irish heritage, the German and English reading circles of Goethe and her mother), the chapter turns to Goethe’s friendship circle and the erotic same-sex relationship of Adele Schopenhauer, who had fallen in love with Goethe as a young woman, and Sibylle Mertens-Schaaffhausen. These two were attracted to Jameson, who responded warmly to Mertens-Schaaffhausen. Jameson herself fell in love with Goethe on meeting her, though Goethe’s heteronormativity precluded reciprocal feelings, and desire modulated into deep, steadfast friendship from 1833 until Jameson’s death. The chapter then traces the phases and significance of this friendship, including Jameson’s willingness for almost two years to risk her career and income to accompany Goethe to Vienna when the widowed Goethe became pregnant out of wedlock and gave birth to a daughter she named after Jameson.
This part of the book considers how to study the work of a poet. It uses the poets Emily Brontë and Srinivas Rayaprol as case studies to illustrate how to build up a picture of a poet’s career, how to get to grips with their central interests and their ways of addressing them, and how to develop a response to a writer in the context of the broader critical debate around their work.
In 1960 Hans-Georg Gadamer, then a sixty-year-old German philosophy professor at Heidelberg, published Truth and Method ( Wahrheit und Methode). Although he had authored many essays, articles, and reviews, to this point Gadamer had published only one other book, his habilitation on Plato in 1931: Plato’s Dialectical Ethics. As a title for this work on a theory of interpretation, he first proposed to his publisher, Mohr Siebeck, “Philosophical Hermeneutics.” The publisher responded that “hermeneutics” was too obscure a term. Gadamer then proposed “Truth and Method” for a work that found, over time, great resonance and made “hermeneutics” and Gadamer’s name commonplace in intellectual circles worldwide. Truth and Method has been translated into many languages, including Chinese and Japanese. It found and still finds a receptive readership, in part, because, as the title suggests, it addresses large and central philosophical issues in an attempt to find a way between or beyond objectivism and relativism, and scientism and irrationalism. He accomplishes this by developing an account of what he takes to be the universal hermeneutic experience of understanding. Understanding, for Gadamer, is itself always a matter of interpretation. Understanding is also always a matter of language.
This chapter provides a biography of Gadamer and includes an overview of the philosophical work that Gadamer produced. It provides an account of his youth and education, his early career in Nazi Germany, and his career after World War II. He was named Rektor of Leipzig University in East Germany but gave up the position and came to West Germany, first to Frankfurt and then to Heidelberg. In 1960 he published Truth and Method, which slowly became recognized world-wide. He retired in 1968 and was very productive throughout his old age.
Throughout his life, Ibsen managed his career in a very advantageous way with help from a wide range of friends, colleagues and institutions. That contributed to his outstanding success, both artistic and financial. Ibsen biographies, however, have preferred to propagate a myth about the poor, unsuccessful and deeply misunderstood artist and his struggle to get ahead in life despite all the resistance he encountered. They have argued that it was only when he went into ‘exile’ in Italy and Germany that his artistic abilities were unleashed, and that it was outside Scandinavia that he eventually attained success and was recognized as the great creator of modern tragedy for ordinary people. The chapter addresses some of the most important critical and scholarly biographers such as Henrik Jæger, Edmund Gosse, Gerhard Gran, Halvdan Koht, Michael Meyer, Robert Fergusson and Ivo de Figueiredo. It highlights how they have portrayed Ibsen’s childhood, his upbringing, education, career, economy and rising success.
The National Health Service (NHS) was created 70 years ago to provide universal healthcare to the UK, and over the years it has relied upon international medical graduates (IMGs) to be able to meet its needs. Despite the benefits these professionals bring to the NHS, they often face barriers that hinder their well-being and performance. In this editorial, we discuss some of the most common challenges and the adverse effects these have on IMGs’ lives and careers. However, we also propose practical measures to improve IMGs’ experiences of working in psychiatry.
Professional experience in initial teacher education programs can be both a challenging and rewarding experience. As student teachers take their first steps in the classroom, they often encounter stresses that compromise their teaching and learning. Within this context, well-being, resilience and self-efficacy are critical to their success. Building and sustaining a teaching career introduces the coping strategies, informal and formal practices, time management and organisational skills, and positive psychology critical to self-care for professional experience. The text uses case studies, 'fill your bucket' strategy building solutions, reflection activities and discussion and journaling questions designed to build capacity and develop reader knowledge, while pre-service teacher voices highlight key elements through real-world perspectives and experiences. Drawing upon a combination of teaching experience and education research, Narelle Lemon and Sharon McDonough present thoughtful, practical approaches that equip pre-service teachers with the necessary skills and knowledge for embarking on a successful teaching career.
The Introduction first outlines the grounds for the collection’s dating parameters for ‘early Shakespeare’. It then discusses what a category such as ‘early’ or ‘late’ might mean for someone with Shakespeare’s long career, and how such temporally bound categories can condition critical responses. Next, it considers the many variables in play in Shakespeare’s early canon, discussing these with relation to the value ascribed to these works. The chapter then reflects upon how most readers of Shakespeare begin somewhere in the middle of the collected works, with super-canonical works like Twelfth Night and Hamlet, before, if ever, working to the margins of the canon where the early works reside. It concludes with brief summaries of each of the chapters in the collection, noting how contributors shed significant new light upon the formative part of Shakespeare’s career.
This is an essay about early Shakespeare and loss. It attempts to put some kind of order on a span of several years when Shakespeare is first writing plays, or parts of plays, in a commercial environment with fellow professionals. It discusses a period of time, the mid-to-late 1580s and early 1590s, for which much information about Shakespeare and other working dramatists is lost. It asks, how do you write about that kind of loss? And, what sort of data-sets do you hold up to the blank spaces of those years, knowing only the likelihood of Shakespeare’s activity, to enable plausible deductions about his early working life? It considers how the early canon has been categorized and written about, situates the documentary evidence for Shakespeare’s first forays in writing in the context of surviving evidence about theatrical activity in the 1580s, contextualizes Shakespeare’s overall career in the light of those of his peers, and, finally, considers some of the defining features of Shakespeare’s earliest writings.
Early Shakespeare, 1588–1594 draws together leading scholars of text, performance, and theatre history to offer a rigorous re-appraisal of Shakespeare's early career. The contributors offer rich new critical insights into the theatrical and poetic context in which Shakespeare first wrote and his emergence as an author of note, while challenging traditional readings of his beginnings in the burgeoning theatre industry. Shakespeare's earliest works are treated on their own merit and in their own time without looking forward to Shakespeare's later achievements; contributors situate Shakespeare, in his twenties, in a very specific time, place, and cultural moment. The volume features essays about Shakespeare's early style, characterisation, and dramaturgy, together with analysis of his early co-authors, rivals, and influences (including Lyly, Spenser and Marlowe). This collection provides essential entry points to, and original readings of, the poet-dramatist's earliest extant writings and shines new light on his first activities as a professional author.
This final chapter focuses on professionalism and the contribution of research engagement to educators’ professional knowledge and identities. It briefly revisits the systemic positioning of practitioner research in other countries before elaborating on the current vision of professional standards for educators in Australia. While the standards relate to the broad and diverse aspects of professional practice for teachers, there are explicit references to research engagement in some standards and there is also scope for research to help educators to ensure they are addressing the others. Throughout this chapter we ask the reader to consider the potential of engagement with and in research for supporting educators’ professional growth, and promoting school improvement and collective leadership. The chapter also focuses on the attitudes, beliefs, and perceptions of pre-service and in-service teachers in relation to practitioner research as they seek to develop their own professional identities.
This chapter deals with the challenges, opportunities and potential outcomes of practitioner research. It reconnects with the ideas of Chapters 2 and 3 to allow readers to reflect on the practicalities of practitioner research in terms of challenges and opportunities. Rather than present the challenges as barriers to practitioner research, the chapter discusses approaches that may enable practitioner researchers to reflect on the challenges and develop strategies for managing or minimising their impact. Just as it is important to acknowledge that practitioner research is not without certain challenges (as is the case with any research), it is essential to focus on the opportunities that practitioner research affords educators; we describe what we believe to be the major sources of opportunity in this chapter. The final section of the chapter provides authentic examples of outcomes of practitioner research in multiple contexts as a means to illustrate the possibilities that practitioner research offers when educators complete their research projects.
Physical activity is increasingly positioned as playing an important role in preventing and mitigating many of the decrements associated with biological ageing. As a result, public health messages encourage older people to remain active in later life. Despite this, physical activity participation rates among older adults are low. This may be in part related to the conventional approach to understanding physical activity participation as a product of motivation. We contend that this approach does not allow for a deeper exploration of the wider structural, historical and discursive contexts in which physical activity participation occurs. Therefore, we propose that physical activity can be reconceptualised as a career. Through a synthesis of findings from four studies exploring physical activity experiences in later life, we demonstrate that beginning and maintaining a physical activity career requires a disposition towards physical activity, the legitimation of physically active practices and dealing with contingencies. In addition, we demonstrate that maintaining a physical activity career requires investment and deliberation to adapt physical activity practices continually within an individual's own personal biography. As such, we conclude that current strategies to promote physical activity to older adults are unlikely to result in increased levels of participation. To promote physical activity to older adults an understanding of how structural, cultural and historical contexts influence participation is needed.
To assess the perception of Ghanaian medical students about factors influencing their career interest in psychiatry and to explore gender differences in these perceptions.
This is a cross-sectional quantitative survey of 5th and 6th year medical students in four public medical schools in Ghana. Data were analyzed with descriptive and inferential statistics using SPSS version 20.
Responses were obtained from 545 medical students (response rate of 52%). Significantly, more male medical students expressed that stigma is an important consideration for them to choose or not to choose a career in psychiatry compared to their female counterparts (42.7% v. 29.7%, respectively). Over two-thirds of the medical students perceived that psychiatrists were at risk of being attacked by their patients, with just a little over a third expressing that risk was an important consideration for them to choose a career in psychiatry. There were no gender differences regarding perceptions about risk. Around 3 to 4 out of 10 medical students will consider careers in psychiatry if offered various incentives with no gender differences in responses provided.
Our study presents important and novel findings in the Ghanaian context, which can assist health policy planners and medical training institutions in Ghana to formulate policies and programs that will increase the number of psychiatry residents and thereby increase the psychiatrist-to-patient ratio in Ghana.