DOCSLIB.ORG

Healthy Foundations Lifestage Segmentation

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Healthy Foundations Lifestage Segmentation The Healthy Foundations Lifestage Segmentation Research Report No. 2: The qualitative analysis of the motivation segments Policy Estates HR/Workforce Commissioning Management IM&T Planning/ Finance Clinical Social Care/Partnership Working Document purpose For Information Gateway reference 15946 Title Healthy Foundations Life-stage Segmentation Report Author DH, HIPD Social Marketing and Health Related Behaviour Publication date 31 July 2011 Target audience Public Health Observatories, Academia Circulation list Other Description Healthy Foundations provides a holistic and evidenced based insight into what motivates people and how these motivations are affected by people’s social and material circumstances. The aim of this work is to create a powerful insight tool to help understand subgroups of the population and focus resources where they are most needed or necessary. The Segmentation model itself offers a fresh and nuanced approach to the development of insight. When added to demographic, behavioural and epidemiological data, it has potential to be a vital tool for ensuring that people are at the heart of service delivery. The segmentation model makes it possible to tailor interventions or services to particular segments with a view of improving effectiveness and efficiency by promoting a more targeted use of resources. Cross reference Equity and Excellence: Liberating the NHS (July 2010) Superseded documents n/a Action required n/a Timing Contact details Mehboob I.M. Umarji Programme Director: Social Marketing & Behaviour Change Health Improvement and Protection Directorate Department of Health Wellington House, 133–155 Waterloo Road, London SE1 8UG 020 7972 4638 https://socialmarketingportal.dh.gov.uk/home For recipient’s use The Healthy Foundations Lifestage Segmentation Research Report No. 2: The qualitative analysis of the motivation segments 1 Acknowledgements The authors Amy Smith Director, Research Works Ltd Simon Humphreys Senior Research Associate, Research Works Ltd Lorna Heslington Senior Research Executive, Research Works Ltd Vincent La Placa Department of Health consultant Dominic McVey Research Consultant and Director, Word of Mouth Research Ltd Ewen MacGregor Director, Behaviour Change Solutions The project team Dominic McVey Research Consultant and Director, Word of Mouth Research Ltd Ewen MacGregor Director, Behaviour Change Solutions Lucy Gate Department of Health Mehboob Umarji Department of Health Vincent La Placa Research Consultant Damian Wilcock Department of Health Amy Smith Director, Research Works Ltd Simon Humphreys Senior Research Associate, Research Works Ltd Lorna Heslington Senior Research Executive, Research Works Ltd Oliver Gent Senior Research and Film Specialist, Research Works Ltd Malcolm Scott Managing Director, Research Works Ltd Stephen Hooker Research Consultant, Central Office of Information This report was produced under the auspices of the Social Marketing and Health Related Behaviour Team of the Department of Health, England. This Team was originally headed by Julie Alexander, and is part of a branch headed by Dr Sunjai Gupta OBE. 2 Contents Preface 9 Healthy Foundations in Action 10 Executive Summary 14 1 Introduction and Background to the Healthy Foundations Programme 21 2 Research Objectives 30 3 Method and Sample 31 3.1 Focus groups 31 3.2 Filmed immersion interviews 32 3.3 Sample 34 3.3.1 Balanced Compensators 34 3.3.2 Live for Todays 35 3.3.3 Unconfident Fatalists 35 3.3.4 Hedonistic Immortals 35 3.3.5 Health-conscious Realists 35 4 Sampling/Recruitment Comments 37 4.1 Index of Multiple Deprivation 37 4.2 Lifestage 38 4.3 Attitudinal segment 40 4.4 Data analysis 40 4.4.1 Stage one: detailed field notes 41 4.4.2 Stage two: transferring data to analysis framework 41 4.4.3 Stage three: comparison of data 42 3 The Healthy Foundations Lifestage Segmentation – Research Report No. 2: The qualitative analysis of the motivation segements 5 Balanced Compensators 43 5.1 Verification 44 5.2 Environment 47 5.3 Key drivers 48 5.3.1 Aspiration 48 5.3.2 Resilience 49 5.3.3 Risk-taking behaviour 52 5.4 Factors influencing health choices 53 5.5 Interventions 57 5.5.1 Views about overall health 57 5.5.2 Intervention approaches 57 5.6 Balanced Compensators: immersion depth analysis 58 5.6.1 Resilience 58 5.6.2 Risk-taking behaviour 59 5.6.3 Norms/social influences 60 5.6.4 Segment movement 60 5.6.5 Attitudes towards other segments 61 5.6.6 Interventions: environmental factors 62 5.6.7 Interventions: health checks 62 5.6.8 Interventions: single and linked approaches 62 5.6.9 Interventions: mentoring 63 5.6.10 Interventions: enforced changes 63 5.6.11 Interventions: national state interventions 64 5.6.12 Interventions: sources of advice/support/information 64 5.7 Balanced Compensators: summary of focus group and immersion depth findings 65 6 Live for Todays 67 6.1 Verification 68 6.2 Environment 71 6.3 Key drivers 73 6.3.1 Short-termism 73 6.3.2 Resilience 74 6.3.3 Fatalism 78 6.4 Factors influencing health choices 78 4 Contents 6.5 Interventions 83 6.5.1 Views about overall health 83 6.5.2 Intervention approaches 83 6.6 Live for Todays: immersion depth analysis 84 6.6.1 Resilience 84 6.6.2 Risk-taking behaviour 85 6.6.3 Self-esteem 85 6.6.4 Norms/social influences 85 6.6.5 Segment movement 86 6.6.6 Attitudes towards other segments 86 6.6.7 Stress 87 6.6.8 Interventions: environmental factors 87 6.6.9 Interventions: health checks 87 6.6.10 Interventions: realistic starting point 87 6.6.11 Interventions: using services for change 88 6.6.12 Interventions: enforced changes 88 6.6.13 Interventions: national state interventions 88 6.6.14 Interventions: providing structure 89 6.6.15 Interventions: cognitive behavioural therapy 89 6.6.16 Interventions: sources of information 89 6.6.17 Interventions: single and linked approaches 89 6.7 Live for Todays: summary of focus group and immersion depth findings 89 7 Unconfident Fatalists 92 7.1 Verification 93 7.2 Environment and IMD 95 7.3 Key drivers 97 7.3.1 Aspiration 97 7.3.2 Resilience 99 7.3.3 Fatalism 101 7.4 Interventions 101 7.4.1 Views about overall health 105 7.4.2 Intervention approaches 105 5 The Healthy Foundations Lifestage Segmentation – Research Report No. 2: The qualitative analysis of the motivation segements 7.5 Unconfident Fatalists: immersion depth analysis 107 7.5.1 Resilience 107 7.5.2 Self-esteem 107 7.5.3 Motivation 108 7.5.4 Norms/social influences 109 7.5.5 Segment movement 109 7.5.6 Attitudes towards other segments 109 7.5.7 Stress 110 7.5.8 Interventions: environmental factors 110 7.5.9 Interventions: health checks 110 7.5.10 Interventions: realistic starting point 111 7.5.11 Interventions: using services for change 111 7.5.12 Interventions: enforced changes 112 7.5.13 Interventions: national state interventions 112 7.5.14 Interventions: cognitive behavioural therapy 113 7.5.15 Interventions: sources of information 113 7.5.16 Interventions: single and linked approaches 113 7.6 Unconfident Fatalists: summary of focus group and immersion depth findings 114 8 Hedonistic Immortals 117 8.1 Verification 118 8.2 Environment and IMD 121 8.3 Key drivers 121 8.3.1 Short-termism 121 8.3.2 Risk-taking behaviour 122 8.3.3 Resilience 123 8.4 Interventions 125 8.4.1 Views about overall health 128 8.4.2 Intervention approaches 129 8.5 Hedonistic Immortals: immersion depth analysis 130 8.5.1 Resilience 130 8.5.2 Risk-taking behaviour 130 8.5.3 Motivation 131 8.5.4 Norms/social influences 131 8.5.5 Segment movement 132 8.5.6 Attitudes towards other segments 132 6 Contents 8.5.7 Interventions: environmental factors 133 8.5.8 Interventions: health checks 133 8.5.9 Interventions: single and linked approaches 134 8.5.10 Interventions: enforced changes 134 8.5.11 Interventions: national state interventions 134 8.5.12 Interventions: research as an intervention 135 8.5.13 Interventions: sources of advice/support/information 135 8.6 Hedonistic Immortals: summary of focus group and immersion depth findings 136 9 Health-conscious Realists 138 9.1 Verification 139 9.2 Environment and IMD 142 9.3 Key drivers 143 9.3.1 Aspiration 143 9.3.2 Resilience 143 9.4 Interventions 150 9.5 Health-conscious Realists: immersion depth analysis 157 9.5.1 Resilience 157 9.5.2 Norms/social influences 157 9.5.3 Segment movement 158 9.5.4 Attitudes towards other segments 158 9.5.5 Interventions: environmental factors 159 9.5.6 Interventions: health checks 159 9.5.7 Interventions: GP and mainstream services 159 9.5.8 Interventions: enforced changes 160 9.5.9 Interventions: national state interventions 160 9.5.10 Interventions: sources of advice/support/information 160 9.6 Health-conscious Realists: summary of focus group and immersion depth findings 161 10 Comparative Analysis 163 10.1 Segment links: Balanced Compensators and Health-conscious Realists 163 10.2 Live for Todays, Unconfident Fatalists and Hedonistic Immortals 164 10.3 Index of Multiple Deprivation 166 10.4 Lifestage 167 7 Appendices 168 1. Pre-pilot Focus Group Topic Guide (July 2009) 169 2. Balanced Compensators Focus Group Topic Guide (August 2009) 179 3. Live for Todays Focus Group Topic Guide (August 2009) 183 4. Unconfident Fatalists Focus Group Topic Guide (September 2009) 187 5. Hedonistic Immortals Focus Group Topic Guide (October 2009) 192 6. Health-conscious Realists Focus Group Topic Guide (November 2009) 196 7. Balanced Compensators Verification Exercise 200 8. Live for Todays Verification Exercise 201 9. Unconfident Fatalists Verification Exercise 202 10.
Load more

Recommended publications
  • Instructions Listening
    WORKSHEET (TEACHER) Instructions Title: Everything At Once Artist: Lenka Level: Elementary (1st grade) Practice: Extra vocabulary + revisions Reference: 1. Asking for information about domestic animals (Program for Modern Languages, 1st grade, 1A and common 2nd year) Listening Associate a word for each animal. Use the grid below. As sly as a FOX Bright as day, as light as play As strong as an OX As hard as nails, as grand as a WHALE All I wanna be oh, all I wanna be, oh As fast as a HARE All I wanna be is everything As brave as a BEAR Everything at once Everything at once, oh As free as a BIRD Everything at once As neat as a word As warm as the sun, as silly as fun As quiet as a MOUSE As cool as a tree, as scary as the sea As big as a house As hot as fire, cold as ice Sweet as sugar and everything nice All I wanna be, all I wanna be, oh All I wanna be is everything As old as time, as straight as a line As royal as a queen, As mean as a WOLF As buzzed as a BEE As sharp as a tooth As stealth as a TIGER As deep as a bite, as dark as the night smooth as a glider As sweet as a song, as right as a wrong Pure as a melody, pure as I wanna be As long as a road, as ugly as a TOAD All I wanna be oh, all I wanna be, oh As pretty as a picture hanging from a fixture All I wanna be is everything Strong like a family, strong as I wanna be Everything at once WORKSHEET (TEACHER) ox – tiger – whale – fox – bird – bee – bear – toad – wolf – hare - mouse OX BEAR WHALE FOX BIRD HARE MOUSE WOLF BEE TIGER TOAD Have a look at the lyrics and answer the questions.
    [Show full text]
  • Teaching English Through Songs
    TEACHING ENGLISH THROUGH SONGS Autor: Simona-Adriana Butuc Data apariției: decembrie, 2018 ISBN 978-606-94690-2-6 Format: A5 Nr. Pagini - 88 EDITURA EVOMIND 1 Cuvânt înainte Cartea Teaching English Through Songs, semnată de dna Simona-Adriana Butuc, tratează o temă relevantă pentru didactica predării limbii engleze, fiind astfel de real interes pentru toţi profesorii din domeniu, indiferent de nivelul elevilor acestora, dar şi pentru profesori de alte specialităţi, care pot adapta tema la specificul domeniului. Adunând laolaltă diverse aspecte ale folosirii cântecelor în predare, cartea contribuie din plin la îmbogăţirea şi dezvoltarea domeniului didactic. Lucrarea are o structură unitară şi coerentă, stabilind nişte jaloane teoretice (problema implicaţiei psihologie a cântecelor, motive pentru folosirea cântecelor la clasă, când, cum şi ce fel de cântece trebuie folosite la clasă) şi exemplificând apoi cu tipuri de activităţi creative care se pot folosi pornind de la cântece şi adaptarea lor la diverse aspecte lingvistice cuprinse în programă. Din punct de vedere al conţinutului şi mărimii, capitolele sunt echilibrate şi structurate logic, titlul lucrării şi titlurile capitolelor fiind în acord cu conţinutul întregii lucrări, respectiv a fiecărui capitol în parte. 2 Aspectele abordate de autoare se bucură de o mare actualitate, dată fiind tendinţa actuală de predare prin centrarea pe elev, atragerea lui spre învăţare prin aplecare spre interesele acestuia, iar cadrul teoretic prezentat este în concordanţă cu exemplele practice. De asemenea, atât aspectele teoretice, cât şi cele practice sunt clare, concise şi organizate raţional, iar conceptele şi termenii folosiţi pe parcursul lucrării sunt utilizaţi corect şi cu discernământ. Sursele sunt citate corect atât în text, cât şi în bibliografia finală a lucrării, ele fiind de actualitate şi relevante pentru tema aleasă.
    [Show full text]
  • Wouldn't It Be Nice
    Everything at Once D:\Auf Festplatte\Musik\Download\Ts\Lenka_Everything_At_Once.mp3 Two-Step Ph: II Level B11 Seq: Intro-A-B-Bdg-A*-B-C-A*-B-End Choreo: Andrea Hilpert Musicload Dwnld Album: Lenka Two Track 5 2:38 Artist: Lenka Intro OP FCG 6 feet apt – wait 2;; wk tog in 4;; A fc to fc; bk to bk; bb trn; (OP); dbl hitch;; sd 2stp apt & tog; (BFLY); B trav box;;;; 2 trng 2s;; 2 fwd 2s;; lace up;;;; Bdg op vine 4;; A* twirl 2; wk & PU; sciss (SCAR & BJO);; fwd hitch; hitch & sciss; circle awy & tog;; fc to fc; bk to bk; bb trn; (OP); dbl hitch;; sd 2stp apt & tog; (BFLY); B trav box;;;; 2 trng 2s;; 2 fwd 2s;; lace up;;;; C1:29 circle away & tog;; sd 2stp L&R;; L trng box;;;; sd & thru; sd draw cl; A* twirl 2; wk & PU; sciss (SCAR & BJO);; fwd hitch; hitch & sciss; circle awy & tog;; fc to fc; bk to bk; bb trn; (OP); dbl hitch;; sd 2stp apt & tog; (BFLY); B2:12 trav box;;;; 2 trng 2s;; 2 fwd 2s;; lace up;;;; End op vine 4;; & pt fwd, no fineprint 2-STEP Level A 2.3 1 Walk 2 Fwd Twostep(s) 3 Walk & Face 4 Sd Twostep(s) 5 Box 6 Reverse Box 7 Circle away 2 Twos 2-STEP Level B 2.3 8 Walk Together in 4 1 2 trng 2s (PU) 9 Laceup 2 prog sciss (SCAR&BJO) 10 Sd Twostp apt & tog 3 wk & fc from BJO/PU 11 Twirl 2 4 fwd hitch 12 Double Hitch 5 bkwd hitch 13 Side Draw Close 6 wk bk 2,4 14 (2)Bk awy twostp & tog 7 (2) bk 2 stp(s) 15 Fc to Fc & Bk to Bk 8 rk (fwd, bk, sd , thru) rec 16 Basketball Turn 9 BJO fwd hitch; hitch & sciss 17 Vine (4,8) thru 18 Circle away & Tog 10 sciss (SCAR & BJO) 19 Turning Twosteps 11 wk & PU 20 Scissors Thru 12 fwd/lk fwd 21 Half Box (fwd & bk) 13 strut 22 Traveling Box 14 twirl/vine 3, rev twirl vine 3 23 Open Vine 4 15 2 sd touches 24 Twirl Vine 2 16 fwd lk 2x=2 fwd lks 25 Side Closes 17 wk & man 26 Side & Thru 18 pivot 2 27 Left Turning Box 19 broken box 20 vine 3 & touch; wrap; unwrap; chg sds 21 lace X, lace bk 22 sd draw touch .
    [Show full text]
  • Notes on a Nervous Planet
    ALSO BY MATT HAIG The Last Family in England The Dead Fathers Club The Possession of Mr Cave The Radleys The Humans Humans: An A–Z Reasons to Stay Alive How to Stop Time Published in Great Britain in 2018 by Canongate Books Ltd, 14 High Street, Edinburgh EH1 1TE canongate.co.uk This digital edition first published in 2018 by Canongate Books Copyright © Matt Haig, 2018 The moral right of the author has been asserted Excerpt from ‘The Waste Land’, The Poems of T.S. Eliot Volume I, Collected and Uncollected Poems © Estate of T.S. Eliot. Reprinted by permission of Faber and Faber Ltd. Excerpt from The Letters of Sylvia Plath Volume I: 1940–1956 © Estate of Sylvia Plath. Reprinted by permission of Faber and Faber Ltd. Excerpt from The Wizard of Oz granted courtesy of Warner Bros. Entertainment Inc. Every effort has been made to trace copyright holders and obtain their permission for the use of copyright material. The publisher apologises for any errors or omissions and would be grateful if notified of any corrections that should be incorporated in future reprints or editions of this book. British Library Cataloguing-in-Publication Data A catalogue record for this book is available on request from the British Library ISBN 978 1 78689 267 6 eISBN 978 1 78689 268 3 Typeset in Granjon 12.5 by Biblichor Ltd, Edinburgh For Andrea Contents 1 A stressed-out mind in a stressed-out world 2 The big picture 3 A feeling is not your face 4 Notes on time 5 Life overload 6 Internet anxieties 7 Shock of the news 8 A small section on sleep 9 Priorities 10 Phone fears 11 The detective of despair 12 The thinking body 13 The end of reality 14 Wanting 15 Two lists about work 16 Shaping the future 17 The song of you 18 Everything you are is enough People I’d like to thank Also by Matt Haig ‘Toto, I’ve a feeling we’re not in Kansas anymore.’ —Dorothy in The Wizard of Oz 1 A STRESSED-OUT MIND IN A STRESSED-OUT WORLD A conversation, about a year ago I WAS STRESSED out.
    [Show full text]
  • Listening at the Edges: Aural Experience and Affect in a New York Jazz Scene
    Listening at the Edges: Aural Experience and Affect in a New York Jazz Scene by Matthew Somoroff Department of Music Duke University Date:_______________________ Approved: ___________________________ Louise Meintjes, Co-Supervisor ___________________________ Paul Berliner, Co-Supervisor ___________________________ Philip Rupprecht ___________________________ Mark Anthony Neal Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Music in the Graduate School of Duke University 2014 ABSTRACT Listening at the Edges: Aural Experience and Affect in a New York Jazz Scene by Matthew Somoroff Department of Music Duke University Date:_______________________ Approved: ___________________________ Louise Meintjes, Co-Supervisor ___________________________ Paul Berliner, Co-Supervisor ___________________________ Philip Rupprecht ___________________________ Mark Anthony Neal An abstract of a dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Music in the Graduate School of Duke University 2014 Copyright by Matthew Somoroff ©2014 Abstract In jazz circles, someone with “big ears” is an expert listener, one who hears the complexity and nuance of jazz music. Listening, then, figures prominently in the imaginations of jazz musicians and aficionados. While jazz scholarship has acknowledged the discourse on listening within various jazz cultures, to date the actual listening practices of jazz musicians and listeners remain under-theorized. This dissertation investigates listening and aural experience in a New York City community devoted to avant-garde jazz. I situate this community within the local history of Manhattan’s Lower East Side, discuss the effects of changing neighborhood politics on music performance venues, and analyze social interactions in this scene, to give an exposition of “listening to music” as a practice deeply tied into other aspects of my interlocutors’ lives.
    [Show full text]
  • EVERYTHING at ONCE by Lenka
    Week 4: July 20 -25 Sharpening your Simile Skills What is a simile? A simile compares two unlikely things and thereby creates a picture in your mind. My sister’s words sliced through me like a knife. How can words be like a knife. They would be, if they are sharp and hurting. We must have all experienced it sometime or the other. That makes simile a wonderful tool of expression. The trouble however is that they are so overused sometimes that they lose their charm or flavour. Our endeavour this week is to see some aspects of similes and attempt to use them in creative ways. Watch the song in activity 2 and complete the tasks given below: EVERYTHING AT ONCE by Lenka Task 1: Watch the video in Activity 2 and try to complete the words in the song below. The key is given but try to do it without checking the key. Task 2: This is a good sing along and dance along song. You could try an enjoyable workout with this song. Task 3 (optional): If you feel up to it, you can make your own simile song and dance. As sly as a __________, as strong as an _______ BEAR As fast as a __________, as brave as a __________ BEE As free as a __________, as neat as a __________ BIRD As quiet as a __________, as big as a __________ BITE DAY All I wanna be, all I wanna be FAMILY Ooh, all I wanna be is everything... FIRE FOX As mean as a __________, as sharp as a __________ FUN As deep as a __________, as dark as the __________ GLIDER As sweet as a __________, as right as a __________ HARE As long as a __________, as ugly as a __________ HOUSE ICE As pretty as a __________ hanging from a fixture LINE Strong like a __________, strong as I wanna be MELODY Bright as __________, as light as __________ MOUSE As hard as __________ as grand as a __________ NAILS NIGHT All I wanna be, ooh, all I wanna be OX All I wanna be is everything..
    [Show full text]
  • Artist Title
    O'Shuck Song List Ads Sept 2021 2021/09/20 Artist Title & The Mysterians 96 Tears (Hed) Planet Earth Bartender ´til Tuesday Voices Carry 10 CC I´m Not In Love The Things We Do For Love 10 Years Wasteland 10,000 Maniacs Because The Night More Than This These Are The Days Trouble Me 112 Dance With Me (Radio Version) Peaches And Cream (Radio Version) 12 Gauge Dunkie Butt 12 Stones We Are One 1910 Fruitgum Co. 1, 2, 3 Red Light 2 Live Crew Me So Horny We Want Some PUSSY (EXPLICIT) 2 Pac California Love (Original Version) Changes Dear Mama Until The End Of Time (Radio Version) 20 Fingers Short Dick Man (EXPLICIT) 3 Doors Down Away From The Sun Be Like That (Radio Version) Here Without You It´s Not My Time Kryptonite Landing In London Let Me Go Live For Today Loser The Road I´m On When I´m Gone When You´re Young (Chart Buster) Sorted by Artist Page: 1 O'Shuck Song List Ads Sept 2021 2021/09/20 Artist Title When You´re Young (Pop Hits Monthly) 30 Seconds To Mars The Kill 311 All Mixed Up Amber Down Love Song 38 Special Caught Up In You Hold On Loosely Rockin´ Into The Night Second Chance Teacher, Teacher Wild-eyed Southern Boys 3LW No More (Baby I´ma Do Right) (Radio Version) 3oh!3 Don´t Trust Me 3oh!3 & Kesha My First Kiss 4 Non Blondes What´s Up 42nd Street (Broadway Version) 42Nd Street We´re In The Money 5 Seconds Of Summer Amnesia 50 Cent If I Can´t In Da Club Just A Lil´ Bit P.I.M.P.
    [Show full text]
  • Music for the Connoisseur
    DB0709_001_COVER.qxd 5/18/09 4:39 PM Page 1 DOWNBEAT 75TH ANNIVERSARY COLLECTOR’S EDITION 75TH ANNIVERSARY DownBeat.com $4.99 07 JULY 2009 JULY 0 09281 01493 5 JULY 2009 U.K. £3.50 DB0709_001b-001c_COVER.qxd 5/14/09 1:43 PM Page a2 DB0709_001b-001c_COVER.qxd 5/14/09 1:41 PM Page a3 DB0709_001_P4_COVER.qxd 5/14/09 1:47 PM Page a4 DB0709_002-005_MAST.qxd 5/14/09 1:50 PM Page 3 DB0709_002-005_MAST.qxd 5/14/09 1:51 PM Page 4 SEVENTY FIFTH ANNIVERSARY July 2009 VOLUME 76 – NUMBER 7 President Kevin Maher Publisher Frank Alkyer Editor Jason Koransky Associate Editor Aaron Cohen Art Director Ara Tirado Production Associate Andy Williams Bookkeeper Margaret Stevens Circulation Manager Kelly Grosser ADVERTISING SALES Record Companies & Schools Jennifer Ruban-Gentile 630-941-2030 [email protected] Musical Instruments & East Coast Schools Ritche Deraney 201-445-6260 [email protected] Classified Advertising Sales Sue Mahal 630-941-2030 [email protected] OFFICES 102 N. Haven Road Elmhurst, IL 60126–2970 630-941-2030 Fax: 630-941-3210 www.downbeat.com [email protected] CUSTOMER SERVICE 800-554-7470 [email protected] CONTRIBUTORS Senior Contributors: Michael Bourne, John McDonough, Howard Mandel Austin: Michael Point; Boston: Fred Bouchard, Frank-John Hadley; Chicago: John Corbett, Alain Drouot, Michael Jackson, Peter Margasak, Bill Meyer, Mitch Myers, Paul Natkin, Howard Reich; Denver: Norman Provizer; Indiana: Mark Sheldon; Iowa: Will Smith; Los Angeles: Earl Gibson, Todd Jenkins, Kirk Silsbee, Chris Walker, Joe Woodard; Michigan: John Ephland; Minneapolis: Robin James; Nashville: Robert Doerschuk; New Orleans: Erika Goldring, David Kunian; New York: Alan Bergman, Herb Boyd, Bill Douthart, Ira Gitler, Norm Harris, D.D.
    [Show full text]
  • Semantic Analysis in the Lyrics of Lenka's Songs
    SEMANTIC ANALYSIS IN THE LYRICS OF LENKA’S SONGS SKRIPSI Submitted in Partial Fulfillment of Requiurement for the Degree of Sarjana Pendidikan (S.Pd.) English Education Program By: WINDY SASRI NPM: 1602050048 FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITAS MUHAMMADIYAH SUMATERA UTARA MEDAN 2020 ABSTRACT Windy Sasri, 1602050048. Semantic Analysis in The Lyrics of Lenka’s Songs. Skripsi. English Education Program Faculty of Teacher Training and Education. University of Muhammadiyah Sumatera Utara (UMSU), Medan 2020. The research deals with the study of semantic analysis in the lyrics of Lenka‟s song, the descriptivr qualitative method was applied in this research. From the analysis it was found that there were four types of metaphor found in Lenka‟s songs. They were Anthropomorphic metaphor, Synesthetic metaphor, Abstract to concrete metaphor, and Animal metaphor. The total number of metaphor were 11 lyrics, the anthropomorphic metaphor were 8 lyrics, abstract to concrete metaphor were 7 lyrics, and the last synesthtic metaphor was 1 lyric. The data of this research was in the form of the written text or transcription in the Lenka‟s song lyrics entitled Lucky, Everything at Once, and The Show. The research was applied descriptive qualitative method. There were 27 lyrics that were analyze through the application of Ullman theory were data reduction, data presentation, and conclusion drawing or verification were carried out significantly. The research result showed that found (1) there were 4 types of metaphor found in the 3 songs of Lenka. They were Anthropomorphic, Synesthetic, Abstract to concrete, and Animal metaphor. That the dominant type found in those songs was abstract to concrete metaphor.
    [Show full text]
  • SINISTER RESONANCE This Page Intentionally Left Blank SINISTER RESONANCE the Mediumship of the Listener
    SINISTER RESONANCE This page intentionally left blank SINISTER RESONANCE The Mediumship of the Listener David Toop 2010 The Continuum International Publishing Group Inc 80 Maiden Lane, New York, NY 10038 The Continuum International Publishing Group Ltd The Tower Building, 11 York Road, London SE1 7NX www.continuumbooks.com Copyright © 2010 by David Toop All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the written permission of the publishers. Library of Congress Cataloging- in-Publication Data Toop, David. Sinister resonance : the mediumship of the listener / by David Toop. p. cm. Includes bibliographical references and index. ISBN-13: 978- 1-4411-4972-5 (hardcover : alk. paper) ISBN-10: 1- 4411-4972-4 (hardcover : alk. paper) 1. Music—Physiological effect. 2. Auditory perception. 3. Musical perception. I. Title. ML3820.T66 2010 781’.1—dc22 2009047734 ISBN: 978- 1-4411-4972-5 Typeset by Pindar NZ, Auckland, New Zealand Printed in the United States of America Contents Prelude: Distant Music vii PART I: Aeriel — Notes Toward a History of Listening 1 1. Drowned by voices 3 2. Each echoing opening; each muffl ed closure 27 3. Dark senses 39 4. Writhing sigla 53 5. The jagged dog 58 PART II: Vessels and Volumes 65 6. Act of silence 67 7. Art of silence 73 8. A conversation piece 107 PART III: Spectral 123 9. Chair creaks, but no one sits there 125 PART IV: Interior Resonance 179 10. Snow falling on snow 181 Coda: Distant Music 231 Acknowledgements 234 Notes 237 Index 253 v For Paul Burwell (1949–2007) drumming in some smoke- fi lled region — ‘And then the sea was closed again, above us’ — and Doris Toop (1912–2008) Prelude: Distant Music (on the contemplation of listening) Out of deep dreamless sleep I was woken, startled by a hollow resonance, a sudden impact of wood on wood.
    [Show full text]
  • Karaoke Catalog Updated On: 17/12/2016 Sing Online on in English Karaoke Songs
    Karaoke catalog Updated on: 17/12/2016 Sing online on www.karafun.com In English Karaoke Songs (H?D) Planet Earth My One And Only Hawaiian Hula Eyes Blackout I Love My Baby (My Baby Loves Me) On The Beach At Waikiki Other Side I'll Build A Stairway To Paradise Deep In The Heart Of Texas 10 Years My Blue Heaven What Are You Doing New Year's Eve Through The Iris What Can I Say After I Say I'm Sorry Long Ago And Far Away 10,000 Maniacs When You're Smiling (The Whole World Smiles With Bésame mucho (English Vocal) Because The Night 'S Wonderful For Me And My Gal 10CC 1930s Standards 'Til Then Dreadlock Holiday Let's Call The Whole Thing Off Daddy's Little Girl I'm Not In Love Heartaches The Old Lamplighter The Things We Do For Love Cheek To Cheek Someday You'll Want Me To Want You Rubber Bullets Love Is Sweeping The Country That Old Black Magic (Woman Voice) Life Is A Minestrone My Romance That Old Black Magic (Man Voice) 112 It's Time To Say Aloha I Know Why (And So Do You) DUET Cupid We Gather Together Aren't You Glad You're You Peaches And Cream Kumbaya (I've Got A Gal In) Kalamazoo 12 Gauge The Last Time I Saw Paris My One And Only Highland Fling Dunkie Butt All The Things You Are No Love No Nothin' 12 Stones Smoke Gets In Your Eyes Personality Far Away Begin The Beguine Sunday, Monday Or Always Crash I Love A Parade This Heart Of Mine 1800s Standards I Love A Parade (short version) Mister Meadowlark Home Sweet Home I'm Gonna Sit Right Down And Write Myself A Letter 1950s Standards Home On The Range Body And Soul Get Me To The Church On
    [Show full text]
  • Investigating Song-Based Language Teaching and Its Effect on Lexical Learning
    INVESTIGATING SONG-BASED LANGUAGE TEACHING AND ITS EFFECT ON LEXICAL LEARNING by FRIEDERIKE ANNA GERDA TEGGE A thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy Victoria University of Wellington 2015 1 i Abstract The present thesis addresses the following question: Can popular songs as they are currently used in second and foreign language classrooms benefit lexical learning? Lexical learning is defined as the acquisition of new vocabulary as well as the consolidation and further elaboration of familiar words and phrases. To answer this research question, three methodologically distinct studies are reported. In the first study an international questionnaire explored teacher cognitions as well as actual teaching practices involving songs. The responses of 568 informants in 41 countries indicate that a majority of respondents believe in the usefulness of songs for language learning and that many respondents utilize songs in class for clearly defined pedagogical purposes, including vocabulary learning. The questionnaire also elicited information from the respondents about the way they incorporate songs in lessons, including details about how often a song is played and what types of form- and meaning-focused activities are used to engage learners with the lyrics of a song. The second study investigated the lexical characteristics of teacher-selected songs and the vocabulary learning opportunities they afford. For this purpose, a corpus of 635 songs used for ESL/EFL purposes, comprising 177,384 tokens, was compiled and analysed. Results indicate that teacher-selected songs are short, repetitive and relatively undemanding as far as lexis is concerned compared to other authentic text genres.
    [Show full text]