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The purpose of this quality improvement project was to examine a newly-implemented music admissions assessment process at a small liberal arts university and students' perceptions of that process, which was intended to provide a holistic view of prospective students' pre-admission achievement and to offer feedback regarding their readiness and potential success for meeting degree requirements. Faculty designed a three-part assessment process, integrating an inclusive perspective to provide them with a more complete view of a student's skills, strengths, and areas in need of development prior to initiating their music studies. This process was designed to place students at the center of the assessment process and ensure that they have the opportunity to demonstrate their broad scope of skills. Music, human development and learning (i.e., music education) and music therapy students were invited to be interviewed regarding their experiences of the revised assessment process. Nine students participated in a focus group and were interviewed individually. Data analysis revealed four themes: Connecting with Others; Professional Identity; Developing as a Musician; Seen as an Individual. This redesigned process provided students with opportunities to create connections with their peers and faculty, serving as a means of support and belonging in the social and academic environment. Supplemental data for this article is available online at https://doi.org/10.1080/10632913.2021.1937761.

The purpose of this study was to examine preservice music educators' perceptions of how the culture of a music teacher education programme and its embedded communities of practice influenced their occupational identity development. Research questions were (1) What specific cultural influences and communities of practice, if any, did the participants describe as particularly influential in regard to occupational identity development and why? (2) How did the participants describe their respective changes in occupational identities, if any? Participants were preservice music educators enrolled in an early childhood music education methods class with authentic-context learning (ACL) experiences. Data included audio recordings of classes, observational field notes, transcripts from multiple individual interviews and a focus group discussion, and students' reflection journals. Participants cited several music teacher education courses, embedded ACL experiences, and supportive interactions with peers and professors, as a constellation of factors that influenced an occupational identity transition within themselves to think more broadly about their identities as educators and the means through which music could be taught.

Background/aimThe therapeutic potential of bromodomain and extra-terminal motif (BET) inhibitors in hematological cancers has been well established in preclinical and early-stage clinical trials, although as of yet, no BETtargeting agent has achieved approval. To add insight into potential response to mivebresib (ABBV-075), a broadspectrum BET inhibitor, co-clinical modeling of individual patient biopsies was conducted in the context of a Phase I trial in acute myeloid leukemia (AML).Materials and methodsCo-clinical modeling involves taking the patient's biopsy and implanting it in mice with limited passage so that it closely retains the original characteristics of the malignancy and allows comparisons of response between animal model and clinical data. Procedures were developed, initially with neonate NOD/Shi-scid-IL2rγnull (NOG) mice and then optimized with juvenile NOG-EXL as host mice, eventually resulting in a robust rate of engraftment (16 out of 26, 62%).ResultsResults from the co-clinical AML patient-derived xenograft (PDX) modeling (6 with >60% inhibition of bone marrow blasts) were consistent with the equivalent clinical data from patients receiving mivebresib in monotherapy, and in combination with venetoclax. The modeling system also demonstrated the activity of a novel BD2-selective BET inhibitor (ABBV-744) in the preclinical AML setting. Both agents were also highly effective in inhibiting blast counts in the spleen (10/10 and 5/6 models, respectively).ConclusionThese findings confirm the validity of the model system in the co-clinical setting, establish highly relevant in vivo models for the discovery of cancer therapy, and indicate the therapeutic value of BET inhibitors for AML and, potentially, myelofibrosis treatment.

Purpose: Instability of the tear film leads to evaporative dry eye disease (EDED), but the Harderian gland in some terrestrial vertebrates may produce novel lipids that stabilize the tear film and protect against dry eye. Here, the nonpolar lipids in the Harderian gland and tears of the rabbit but absent in human tears were identified and tested in preclinical studies to determine whether they could treat severe EDED. Methods: Lipids were identified primarily by atmospheric pressure chemical ionization mass spectrometry (MS) and fragmentation MS/MS. An identified lipid was synthesized and formulated as an emulsion and as a cyclodextrin (CD) clathrate. Following doses with test agents and controls, tear film breakup time (TBUT), tear production, corneal fluorescein staining, macrophage infiltration, and goblet cell survival were measured using standard tests at 0, 2 and 4 weeks in an animal model of EDED. Results: The lipid emulsion increased TBUT (P

Two university music education faculty aimed to expand mentoring beyond a one-to-one relationship to a more collaborative approach by creating a year-long online mentoring network of experienced and novice music educators. The purpose of this article is to describe the network's structure and content, and discuss outcomes and recommendations based on participating teachers' perspectives and experiences. Network materials promoted discussion and reflection on various music teaching and learning topics; the sharing of strategies, ideas, and resources; and mutual support and encouragement. Participants discussed topics with direct application for their classes and shared rewarding teaching moments, student successes, positive assessment outcomes, and struggles with fatigue and lack of student engagement. They stated the network provided a supportive space that facilitated connection and reflection, empathetic feedback, and teaching strategy and resource suggestions. Recommendations included more active opportunities to engage with and build relationships with each other, synchronous activities via videoconferencing platforms, and more facilitator participation.

This music score was submitted for the Kaleidoscope 2020 Call for Scores, an open access collaboration with the UCLA Music Library.

This music score was submitted for the Kaleidoscope 2020 Call for Scores, an open access collaboration with the UCLA Music Library.

ObjectiveThere is a lack of standardisation in the terminology used to describe gout. The aim of this project was to develop a consensus statement describing the recommended nomenclature for disease states of gout.MethodsA content analysis of gout-related articles from rheumatology and general internal medicine journals published over a 5-year period identified potential disease states and the labels commonly assigned to them. Based on these findings, experts in gout were invited to participate in a Delphi exercise and face-to-face consensus meeting to reach agreement on disease state labels and definitions.ResultsThe content analysis identified 13 unique disease states and a total of 63 unique labels. The Delphi exercise (n=76 respondents) and face-to-face meeting (n=35 attendees) established consensus agreement for eight disease state labels and definitions. The agreed labels were as follows: 'asymptomatic hyperuricaemia', 'asymptomatic monosodium urate crystal deposition', 'asymptomatic hyperuricaemia with monosodium urate crystal deposition', 'gout', 'tophaceous gout', 'erosive gout', 'first gout flare' and 'recurrent gout flares'. There was consensus agreement that the label 'gout' should be restricted to current or prior clinically evident disease caused by monosodium urate crystal deposition (gout flare, chronic gouty arthritis or subcutaneous tophus).ConclusionConsensus agreement has been established for the labels and definitions of eight gout disease states, including 'gout' itself. The Gout, Hyperuricaemia and Crystal-Associated Disease Network recommends the use of these labels when describing disease states of gout in research and clinical practice.

The past few decades have seen formal jazz degrees become more established in university music programs in the United States. As these universities strive to provide an exemplary education experience for jazz degree majors, it is especially important to thoughtfully inquire into the personal and environmental elements that led students to pursue a jazz degree. The purpose of this multiple case study is to examine the identities of four undergraduate jazz performance majors and the factors that guided their selection of major upon matriculation. Data collection included six interviews with each participant, reflective practice journals, and university small group jazz rehearsal field notes. The theoretical framework of music performer identity as framed by Davidson was used as the basis for this study. Cross-case themes that emerged as part of this theoretical framework include (1) the importance of aural music learning; (2) environments that promoted creative music-making; (3) the crucial importance of jazz recordings; (4) music as a social or communal activity; (5) attraction toward musical experimentation and variation. Study results suggest that both universities and K–12 music programs can actively prepare and engage students who are interested in jazz. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the culture of an American middle school music technology classroom based in musical composition. Research questions explored students' perceptions of how they co-create the classroom culture with the teacher and how the classroom culture influences participation in musical composition activities, if at all. Data sources for this ethnographic case study included field notes from multiple class observations, audio- and video-recordings, and semi-structured interviews. Findings determined that teacher and students' mutual use of constructive feedback in their discourse, the teacher's role as co-learner, his facilitation of "messiness" as part of the learning process, and his pedagogical style helped to create an affirming classroom culture that motivated students to compose. Implications for teaching practice include critical examination of classroom cultures and thoughtful inclusion of technology in music education courses.

Monte Carlo simulations for uncertainty propagation take as inputs the uncertainty distribution for each variable and an equation for the calculation of a desired quantity. The desired quantity is then calculated by randomly drawing from the specified uncertainty distributions of the input variables. This calculation is then repeated many times (often 10[superscript 6] or greater) with new random drawings each time. The resulting uncertainty distribution of the calculated value is directly obtained from the many random trials. Monte Carlo uncertainty propagation has the advantage of both being easy to interpret and allowing for a wide variety of uncertainty distributions. Monte Carlo uncertainty propagation methods have not been widely used in the undergraduate curriculum due to the lack of availability of easy to implement solutions for carrying out these simulations. Fortunately, the National Institute of Standards and Technology (NIST) developed a Monte Carlo uncertainty propagation calculator, "NIST Uncertainty Machine", that is freely available and accessible via a web interface. The NIST Uncertainty Machine makes the propagation of uncertainty with Monte Carlo simulations easy to implement in the undergraduate curriculum.

Objective: Myositis‐associated autoantibodies (MAAs) have been associated with overlap myositis, certain disease manifestations such as interstitial lung disease (ILD), and worse prognosis in the idiopathic inflammatory myopathies. MAAs overall remain largely uncharacterized in patients with juvenile‐onset myositis. Moreover, it is unknown whether the number of MAAs is associated with disease severity. Methods: Patients with juvenile myositis in cross‐sectional natural history studies who underwent testing for myositis autoantibodies were included. Demographics, myositis autoantibodies, clinical characteristics, medications received, and outcomes of those with and without MAAs were compared. Multivariable logistic regression was performed to determine whether the number of MAAs detected was associated with severe disease features. Results: Among 551 patients, 36% had an MAA and 13% had more than one MAA. Among those who were MAA positive, there was a higher frequency of overlap myositis (18% vs 5.9%, P < 0.001). MAA positivity was associated with certain clinical features, including Raynaud phenomenon (odds ratio [OR] 2.44, 95% confidence interval [CI] 1.41–4.28) and ILD (OR 3.43, 95% CI 1.75–6.96), as well as a chronic disease course (OR 1.72, 95% CI 1.10–2.72) and mortality (OR 3.76, 95% CI 1.72–8.43). The number of MAAs was also associated with mortality (OR 1.83, 95% CI 1.16–2.86). Conclusion: MAAs were prevalent in a large cohort of patients with juvenile myositis. ILD, refractory disease, and mortality were associated with MAA positivity. Prospective studies are needed to determine whether early detection of MAAs may lead to improved outcomes for patients with juvenile myositis. [ABSTRACT FROM AUTHOR]