Search

This study represents the first international intercomparison of fungal spore observations since 1990, focusing on atmospheric concentrations of Alternaria, Cladosporium, Ganoderma and Didymella spores. The campaigns were performed at sites located in Cork (Ireland) and Worcester (England) during summer 2010. Observations were made using Hirst-type volumetric spore traps and corresponding optical identification at the genus level by microscope. The measurements at both sites (including meteorological parameters) were compared and contrasted. The relationships between the fungal spore concentrations with selected meteorological parameters were investigated using statistical methods and multivariate regression trees (MRT). The results showed high correlations between the two sites with respect to daily variations. Statistically significant higher spore concentrations for Alternaria, Cladosporium and Ganoderma were monitored at the Worcester site. This result was most likely due to the differences in precipitation and local fungal spore sources at the two sites. Alternaria and Cladosporium reached their maxima a month earlier in Cork than in Worcester, and Didymella with Ganoderma peaked simultaneously with similar diurnal trends found for all the investigated spore types. MRT analysis helped to determine threshold values of the meteorological parameters that exerted most influence on the presence of spores: they were found to vary at the two sites. Our results suggest that the aeromycological profile is quite uniform over the British Isles, but a description of bioaerosols with respect to overall load and daily concentration can be quite diverse although the geographical difference between sites is relatively small. These variations in the concentrations therefore need to be explored at the national level. [ABSTRACT FROM AUTHOR]

The purpose of this study was to give a descriptive account of the use of music therapy techniques on the English speaking and story retelling skills of Kindergarten students in English as a Second Language (ESL) classes. Nine students in a community based after-school ESL class and 9 students in a regular public school ESL class received music therapy sessions designed as supplemental teaching strategies in addition to their regular ESL classroom routines. Observers indicated that both groups performed well on story retelling skills and English speaking skills; although, the after-school ESL group performed better than the public school group. This study suggests that the community setting may be a more relaxed and less intimidating environment for young English language learners. [ABSTRACT FROM AUTHOR]

Myotonic dystrophy, a type of muscular dystrophy, is defined as a genetic disorder with progressive muscle deterioration and weakness. The subject in this study, a t 0-year-old boy, was diagnosed with congenital myotonic dystrophy with gross and fine motor deficits and articulation disorders. The purpose of this case study was to investigate the transfer of gross motor, articulation, and instrument playing skills during small group music therapy sessions to regular physical education classes and regular music education classes. Results indicated that the frequency of "accurate" task performances were significantly correlated in music therapy and physical education classes and music therapy and music education classes. Although the results of this study may not substantiate the transfer of skills from the music therapy group sessions to regular physical education and music education classes, the findings may suggest the efficacy of practicing gross motor, articulation, and instrument playing skills in small group music therapy settings as supplemental strategies that may enhance regular classroom skills. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the effects of music therapy techniques on the story retelling and speaking skills of English as a Second Language (ESL) middle school students. Thirty-four middle school students of Hispanic heritage, ages 10-12, in high and low-functioning groups participated in the study for 12 weeks. Pretest to posttest data yielded significant differences on the story retelling skills between the experimental and control groups. Chi Square comparisons on English speaking skills also yielded significant results over 3 months of music therapy intervention. A variety of music therapy techniques were used including music and movement, active music listening, group chanting and singing, musical games, rhythmic training, music and sign language, and lyric analysis and rewrite activities as supplemental activities to the ESL goals and objectives. Comparisons of individual subjects' scores indicated that all of the students in the experimental groups scored higher than the control groups on story retelling skills (with the exception of 1 pair of identical scores), regardless of high and low functioning placement. Monthly comparisons of the high and low functioning experimental groups indicated significant improvements in English speaking skills as well. [ABSTRACT FROM AUTHOR]

Over the past several decades the number of females using addictive substances has continuously increased. Females have different reasons for initiating substance abuse and specific treatment needs that differ from males. Researchers suggested gender specific drug rehabilitation treatment, in which female clients developed or improved functional behaviors. The purpose of this study was to investigate the effects of 3 different types of music therapy interventions on levels of depression, stress, anxiety, and anger of female clients in substance abuse rehabilitation. Ten females in an outpatient substance abuse rehabilitation program participated twice a week for 6 weeks in a music therapy program, participating in movement-to-music activities, rhythm activities, and competitive games for 2 weeks, 4 sessions each. After each intervention state-trait anxiety and levels of anger were measured. A repeated-measures ANOVA indicated no significant differences for the three types of music therapy interventions; however, data collected on daily scores, immediately before and after each session, indicated that individuals reported a decrease in depression, stress, anxiety, and anger immediately following the music therapy sessions. [ABSTRACT FROM AUTHOR]