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The purpose of this study was to test a hypothesized model of solo music performance assessment. Specifically, this study investigates the influence of technique and musical expression on perceptions of overall performance quality. The Aural Musical Performance Quality (AMPQ) measure was created to measure overall performance quality, technique, musical expression, tone, intonation, rhythmic accuracy, articulation, tempo, dynamics, tone character, and interpretation. The factors of interest were identified from previous studies on musical performance constructs, musical achievement, musical expression, and scale construction. Alpha reliability for the 44-item Likert scale AMPQ measure was reported at .977. Volunteer adjudicators (N = 58) were recruited to evaluate four solo instrumental recordings (brass, woodwind, voice, and string). A path analysis of the 232 performance evaluations provided empirical support for the hypothesized model. Technique demonstrated significant direct effects on assessments of overall performance quality and musical expression. Musical expression also demonstrated a significant direct effect on overall perceptions of performance quality. The results of this study are consistent with hypothesized model of performer-controlled musical factors.

The purpose of this study was to test a hypothesized model that proposes a causal relationship between motivation and academic achievement on the acquisition of jazz theory knowledge. A reliability analysis of the latent variables ranged from .92 to .94. Confirmatory factor analyses of the motivation (standardized root mean square residual [SRMR] = .067) and jazz theory (SRMR = .063) measures indicated a good fit of the predicted model to the observed data. Results of the latent path model indicated good fit (χ 2 = 20.08, p = .692, df = 24, N = 102) and large, positive, and statistically significant direct effects of motivation (β = 0.65) and academic achievement (β = 0.56) on jazz theory knowledge acquisition. The successful identification of this proposed model lends enough support for continued investigation into the process surrounding the acquisition of jazz theory knowledge. Keywords jazz theory knowledge, motivation, academic achievement, path analysis, theoretical model Jazz improvisation is a unique art form that necessitates spontaneous performance within a specific musical structure. Experienced jazz improvisers draw information from a well-developed knowledge base of both theory and experience that evolves over a lifetime of practice (Kenny & Gellrich, 2002 292Journal of Research in Music Education 62(3) for improvisatory performance in both familiar and unfamiliar musical situations (e.g., harmonic function, compositional form, etc.). Iconic jazz musician Miles Davis stressed the importance of an education in jazz theory and held that a jazz musician with a solid knowledge of jazz theory could develop his or her improvisational abilities much further than a jazz musician who uses aural skills alone (Adams, 1988). In addition to anecdotal support, several research studies suggest that acquiring jazz theory knowledge can influence instrumental and vocal improvisation achievement significantly (Ciorba, 2009;Madura, 1992). Unfortunately, no paradigm exists that explains the process of jazz theory knowledge acquisition, which raises the question, how do we acquire jazz theory knowledge necessary for successful improvisation?Jazz musicians have traditionally learned through a process of trial and error (e.g., jam sessions and live performance). More recently, academia has kept the tradition alive through the development of jazz studies programs. Acquiring a requisite amount of jazz theory understanding within the confines of a specific degree program requires efficiency of instruction. The development of a theoretical model would help to identify the factors that influence the acquisition of jazz theory knowledge. The development of theoretical models has helped to understand complex processes in music, such as (a) extramusical influences (Bergee, 2006) (Russell, 2010). The identification of a theoretical paradigm illustrating the process of acquiring jazz theory knowledge can help students wishing to learn the art of jazz improvisation, while providing important information to music educators...

Most research on legislative decisionmaking has focused on legislatures with single-member district systems, but much less is known about legislatures with multiple-member district systems. This study compares a multiple-member legislative chamber, the Arizona House of Representatives, to a single-member system, the Arizona Senate. First, we examine the ideological preferences across the two chambers, and we find that the House system produces more ideological extremism than the Senate. Second, we test a model of legislative decisionmaking that employs constituency variables, legislator attributes and ideology. We find that constituency characteristics are significant in the Senate, but in the House ideology dominates. The combination of ideological extremism and its greater importance in decisionmaking in the House suggests powerful effects of the multiple-member district system.

A 7-year-old boy presented with an annular verrucous plaque on the chin of 5 weeks duration. The lesion occurred after a bicycle accident and was unresponsive to antibiotics. Fungal culture grew Sporothrix schenckii. Sporotrichosis should be considered and fungal culture obtained whenever a nodule or plaque fails to respond to initial treatment.