Robert Gillespie

Effects of high tissue concentrations of selenium on reproduction by bluegills

Abstract Recent studies have associated high body concentrations of selenium with declines in fish populations inhabiting cooling reservoirs of coal-fired electric power plants. Because some evidence indicated that these declines resulted from reduced reproduction, we made a series of 18 artificial crosses of bluegills Lepomis macrochirus possessing high and low body concentrations of Se to determine whether elevated Se in parents reduced viability of gametes or increased mortality of embryos and larvae. Bluegills with high body concentrations of Se were obtained from Hyco Reservoir (cooling water source of a coal-fired power plant) and those with low body concentrations were obtained from nearby Roxboro City Lake, North Carolina. Neither percent fertilization nor percent hatch of eggs differed significantly among the parent combinations. However, all crosses (8) that included females with high Se body concentrations resulted in larvae with edema; such larvae did not survive to the swim-up stage. Only one...

The Status of Orchestra Programs in the Public Schools.

The objective of this study was to gather descriptive information about orchestra programs that can be used as baseline data when considering the needs of school string programs. Of the 1,345 surveys sent to schools offering orchestra instruction, 652 were completed. Orchestra teachers were asked to describe themselves, their schools, and their orchestras curriculum, students, and music. Findings indicate a continued enrollment increase in school orchestras in the 1990s, although the number of orchestra teachers has remained relatively stable. Also, larger schools are more likely to offer orchestra instruction. The majority of orchestra students and their teachers are white. More than two-thirds of students who begin to play stringed instruments in the schools continue playing them until graduation. Twenty percent of orchestra students are in the upper 10% of their graduating class, even though they make up less than 5% of the student population.

Career Choice among String Music Education Students in American Colleges and Universities.

The objective of this study was to identify teacher strategies for attracting school orchestra students to string teaching. Full-time string music education professors at 17 universities surveyed their music education students who were principally string players. Students were asked to describe their background, reasons for choosing teaching, and recommendations of approaches for teachers to use to interest students in string teaching. Results of the 153 completed surveys revealed that the majority of string music education students are female undergraduates who previously participated in school orchestras. Students chose string education because they liked teaching, music, children, playing their instrument, and being a role model for children. To attract others to teaching, respondents suggested that teachers be teaching role models for their students by showing their love for music and teaching, relating positively to students, giving special teaching opportunities and support to students interested in teaching, discussing the rewards of string teaching, and challenging students musically.

String Teachers' Diagnostic Skills and Their Students' Performance Competencies

In this study, I investigated the relationship between the diagnostic skills of string teachers and the performance competencies of their students in simple detaché violin bowing. Twenty-two string teachers took a video violin-bowing diagnostic skills test. Three students of each teacher were randomly selected and their violin bowing skills were rated. Data revealed no significant correlation between the diagnostic test scores of the teachers and the performance ratings of their students. In addition, teachers rated the influence of 22 different factors on the development of the performance competencies of their students.

An Investigation of New String Programs Established in American Schools between 1999 and 2009

The purposes of this study were to identify string programs created between 1999 and 2009, compile a profile of those programs, and identify resources and strategies that were used to create them that may serve as a model for establishing future new programs. One hundred-fifty string programs were identified from 33 different states. A survey form to gather data about the programs was created and administered to 132 of the programs. Eighty-two completed the survey for a response rate of 62%. The survey asked questions about the history of the program, its current status, and projected future status. Data revealed that most programs began after one or less than one year of discussion, most often first suggested by local music teachers or superintendent. Those factors considered critical to successful establishment of the program included parent support, administrative support, competent string teaching, and funding. Respondents were willing to found additional programs. They suggested that a how-to manual and outside grant funding would help establish future new programs.

String Music Educators' Perceptions of the Impact of New String Programs on Student Outcomes, School Music Programs, and Communities.

The purpose of this study was to examine the impact of newly initiated string programs on teachers, schools, districts, communities, and existing music program administration and students. Research questions pertained to (a) locations, student access, and instructional offerings; (b) educators; and (c) perceived impact on student outcomes. Data from 64 participants were analyzed. Results indicated that new string programs were largely developed at the middle and high school levels, located in suburban (59%), urban (23%), and rural (18%) areas, with instruction held during the regular school day. The majority (86%) of teachers were credentialed string specialists. While participants cited some frustrations, such as scheduling difficulties and lack of performance facilities, they identified several benefits from the new programs, including increased student participation in all music programs, more student collaborative opportunities, increased community and local music business support, and the more comprehensive nature of the music curriculum.