Lee Bartel - Academia.edu (original) (raw)

Papers by Lee Bartel

Clinical Case Reports, Jul 1, 2022

A 49 year-old male with severe low back pain showed multilevel disc bulges with spinal stenosis. ... more A 49 year-old male with severe low back pain showed multilevel disc bulges with spinal stenosis. After 18 treatments of low-frequency vibro-percussion stimulation initial VAS pain score of 9.5 reduced to 2.5 and the Rolland-Morris score of 13 reduced to 3. The MRI showed some resolution of L3-L4 and L4-L5.

Clinical Case Reports, Jul 1, 2022

A 49 year-old male with severe low back pain showed multilevel disc bulges with spinal stenosis. ... more A 49 year-old male with severe low back pain showed multilevel disc bulges with spinal stenosis. After 18 treatments of low-frequency vibro-percussion stimulation initial VAS pain score of 9.5 reduced to 2.5 and the Rolland-Morris score of 13 reduced to 3. The MRI showed some resolution of L3-L4 and L4-L5.

This chapter essentially focuses on junior and high school music and argues that at this level mu... more This chapter essentially focuses on junior and high school music and argues that at this level music education is practiced as orchestra, band, or choir. There are departures from this but most music teachers resent and neglect these alternatives. The problem with "non-performance" music, meaning usually "general music," is that it lacks the scope and sequence clarity of performance music, and usually consists of students who lack the attitude and discipline valued in performance ensemble participants. After examining the problems with non-music-making "general music," it looks at the difference between performance and music-making, and explores music making possibilities in "general music." It argues that alternative ways to make music in the classroom, like guitar, steel pan, African drumming, gamelan, composition and improvisation, can be considered "general music" because they are accessible by students who lack the years of consistent instruction needed for high school band or orchestra. The chapter argues that music education has an obligation to reach all students, even in junior and senior high school. The means proposed to accomplish this is a variety of socially and culturally relevant forms of music-making. However the "musical" content of music class is only part of the solution to the exclusivity of music classes. The "pedagogical" content is equally if not more important. The chapter concludes with an appeal an emotionally sensitive, child-centred pedagogy that develops greater student responsibility in collaborative small group contexts and features abundant tact, thoughtfulness, and playfulness.

The material in this manual was discussed and developed in a collaborative, consensusbased proces... more The material in this manual was discussed and developed in a collaborative, consensusbased process at a workshop held in Bishkek, Kyrgyzstan in February 2003. The workshop was held to develop a process and the appropriate instruments to conduct an evaluation of the UNICEF Global Education Implementation Initiative in the CARK region. Representatives from the Global Education National Core teams from Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan participated in this process. A foundation for the evaluation materials and processes came from material created in the Albanian Global Education Project, but all aspects were scrutinized, some were revised, and other new instruments were created. Further review and revision may take place as this current document is considered by each National Core Team. The goal of the process is to create uniform instruments and processes for much of the evaluation to allow for crosscountry comparison. Aspects of student learning assessment will be created specifically for each country. Purpose The evaluative process prescribed and defined in this document is one that will take considerable time, effort, and resources. To warrant this effort and expense it must have a clear purpose. To have value an evaluation must be useful for something. The primary purpose of the evaluation planned and described here, is the improvement and refinement of the processes and products of the Global Education implementation: the selection, design, and use of activities, the training and education of teachers, the pedagogical practice of teachers, the learning of students, and the communication of Global Education principles to parents and administrators. The secondary purpose of the evaluation is to provide evidence of the progress and success of the Global Education Project to inform key stakeholders, organizers, governments, and funding agencies.

Authorea (Authorea), Dec 30, 2022

Economic and political changes force teachers to teach outside their “comfort zone,” eg, instrume... more Economic and political changes force teachers to teach outside their “comfort zone,” eg, instrumental teachers teaching choral, generalist teachers teaching music, choral teachers teaching composition, Yet effective instruction relies on pedagogical choices that stem ...

In order to undertake content analysis of the lists of curricular materials we had collected, we ... more In order to undertake content analysis of the lists of curricular materials we had collected, we placed all materials into one of two broad categories: (i) individual pieces of music, and (ii)

Clinical Case Reports, Jul 1, 2022

A 49 year-old male with severe low back pain showed multilevel disc bulges with spinal stenosis. ... more A 49 year-old male with severe low back pain showed multilevel disc bulges with spinal stenosis. After 18 treatments of low-frequency vibro-percussion stimulation initial VAS pain score of 9.5 reduced to 2.5 and the Rolland-Morris score of 13 reduced to 3. The MRI showed some resolution of L3-L4 and L4-L5.

Clinical Case Reports, Jul 1, 2022

A 49 year-old male with severe low back pain showed multilevel disc bulges with spinal stenosis. ... more A 49 year-old male with severe low back pain showed multilevel disc bulges with spinal stenosis. After 18 treatments of low-frequency vibro-percussion stimulation initial VAS pain score of 9.5 reduced to 2.5 and the Rolland-Morris score of 13 reduced to 3. The MRI showed some resolution of L3-L4 and L4-L5.

This chapter essentially focuses on junior and high school music and argues that at this level mu... more This chapter essentially focuses on junior and high school music and argues that at this level music education is practiced as orchestra, band, or choir. There are departures from this but most music teachers resent and neglect these alternatives. The problem with "non-performance" music, meaning usually "general music," is that it lacks the scope and sequence clarity of performance music, and usually consists of students who lack the attitude and discipline valued in performance ensemble participants. After examining the problems with non-music-making "general music," it looks at the difference between performance and music-making, and explores music making possibilities in "general music." It argues that alternative ways to make music in the classroom, like guitar, steel pan, African drumming, gamelan, composition and improvisation, can be considered "general music" because they are accessible by students who lack the years of consistent instruction needed for high school band or orchestra. The chapter argues that music education has an obligation to reach all students, even in junior and senior high school. The means proposed to accomplish this is a variety of socially and culturally relevant forms of music-making. However the "musical" content of music class is only part of the solution to the exclusivity of music classes. The "pedagogical" content is equally if not more important. The chapter concludes with an appeal an emotionally sensitive, child-centred pedagogy that develops greater student responsibility in collaborative small group contexts and features abundant tact, thoughtfulness, and playfulness.

The material in this manual was discussed and developed in a collaborative, consensusbased proces... more The material in this manual was discussed and developed in a collaborative, consensusbased process at a workshop held in Bishkek, Kyrgyzstan in February 2003. The workshop was held to develop a process and the appropriate instruments to conduct an evaluation of the UNICEF Global Education Implementation Initiative in the CARK region. Representatives from the Global Education National Core teams from Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan participated in this process. A foundation for the evaluation materials and processes came from material created in the Albanian Global Education Project, but all aspects were scrutinized, some were revised, and other new instruments were created. Further review and revision may take place as this current document is considered by each National Core Team. The goal of the process is to create uniform instruments and processes for much of the evaluation to allow for crosscountry comparison. Aspects of student learning assessment will be created specifically for each country. Purpose The evaluative process prescribed and defined in this document is one that will take considerable time, effort, and resources. To warrant this effort and expense it must have a clear purpose. To have value an evaluation must be useful for something. The primary purpose of the evaluation planned and described here, is the improvement and refinement of the processes and products of the Global Education implementation: the selection, design, and use of activities, the training and education of teachers, the pedagogical practice of teachers, the learning of students, and the communication of Global Education principles to parents and administrators. The secondary purpose of the evaluation is to provide evidence of the progress and success of the Global Education Project to inform key stakeholders, organizers, governments, and funding agencies.

Authorea (Authorea), Dec 30, 2022

Economic and political changes force teachers to teach outside their “comfort zone,” eg, instrume... more Economic and political changes force teachers to teach outside their “comfort zone,” eg, instrumental teachers teaching choral, generalist teachers teaching music, choral teachers teaching composition, Yet effective instruction relies on pedagogical choices that stem ...

In order to undertake content analysis of the lists of curricular materials we had collected, we ... more In order to undertake content analysis of the lists of curricular materials we had collected, we placed all materials into one of two broad categories: (i) individual pieces of music, and (ii)