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Copyright © 2020 Agarwal, Guntuku, Robinson, Dunn and Ungar.Item response theory (IRT) observed score kernel equating was evaluated and compared with equipercentile equating, IRT observed score equating, and kernel equating methods by varying the sample size and test length. Considering that IRT data simulation might unequally favor IRT equating methods, pseudo tests and pseudo groups were also constructed to make equating results comparable with those from the IRT data simulation. Identity equating and the large sample single group rule were both set as criterion equating (or true equating) on which local and global indices were based. Results show that in random equivalent groups design, IRT observed score kernel equating is more accurate and stable than others. In non-equivalent groups with anchor test design, IRT observed score equating shows lowest systematic and random errors among equating methods. Those errors decrease as a shorter test and a larger sample are used in equating; nevertheless, effect of the latter one is ignorable. No clear preference for data simulation method is found, though still affecting equating results. Preferences for true equating are spotted in random Equivalent Groups design. Finally, recommendations and further improvements are discussed. Copyright © 2020 Wang, Zhang and You.The physical demands of music making are well acknowledged, but understanding of musicians' physical and fitness profiles is nonetheless limited, especially those of advanced music students who are training to enter music's competitive professional landscape. To gain insight into how physical fitness is associated with music making, this study investigated music students' fitness levels on several standardized indicators. ABL001 solubility dmso Four hundred and eighty three students took part in a fitness screening protocol that included measurements of lung function, flexibility (hypermobility, shoulder range of motion, sit and reach), strength and endurance (hand grip, plank, press-up), and sub-maximal cardiovascular fitness (3-min step test), as well as self-reported physical activity (IPAQ-SF). Participants scored within age-appropriate ranges on lung function, shoulder range of motion, grip strength, and cardiovascular fitness. Their results for the plank, press-up, and sit and reach were poor by comparison. Reported difficulticians' fitness. The findings show moderate levels of general health-related fitness, and we discuss whether moderate fitness is enough for people undertaking physically and mentally demanding music making. We argue that musicians could benefit from strengthening their supportive musculature and enhancing their awareness of strength imbalances. Copyright © 2020 Araújo, Wasley, Redding, Atkins, Perkins, Ginsborg and Williamon.In this article, we report data from two survey studies administered to expert music teachers. Both questionnaires aimed to explore teachers' pedagogical and performative practice and included open questions elucidating musical skills emerging in groups. The first study focuses on collective teaching settings offered to amateurs, jazz musicians, and university students with various levels of musical expertise. The second reports data from teachers based at the Royal College of Music, London, where the main emphasis is on Western classical repertoire. We integrate both studies and discuss overlapping findings. Despite intrinsic differences concerning the general goals of their teaching and the educational systems in which they operate, our data indicate the ability to "listen and respond to others" as the most important ensemble skill, whereas "time management," "comparing yourself to the class," and the "development of responsible ways of learning" emerged as main learning skills. We discuss results and suggestions for future research in teaching and learning music in different contexts in the light of recent theoretical research in the cognitive sciences, considering implications for educators interested in diverse skill levels. Copyright © 2020 Schiavio, Küssner and Williamon.The aim of this study is to investigate the determinants for the intention to adopt mobile technology as a data collection methodology in market research projects. A conceptual framework was developed using the technology-organization-environment (TOE) model to identify technological factors (perceived benefits and limitations), organizational factors (open attitude toward change, professional competence, satisfaction with traditional systems, and firm size), and environmental factors (industry pressure, client pressure, and participant pressure) affecting adoption. The empirical study was performed with data from 67 firms in the Spanish market research industry, which were analyzed using partial least squares (PLS). The results suggest that only organizational and environmental factors have a significant influence on adoption. Key factors include professional competence, organizational openness, satisfaction with traditional and online methodologies, and pressure from industry, clients and survey participants. The findings reveal that technological characteristics are no longer a driver, as firms are starting to adopt mobile marketing research based on its greater convenience for participants, and as an element of strategic differentiation. Copyright © 2020 Pacheco-Bernal, Jiménez-Zarco and Martínez-Argüelles.Studies have shed light on the idea that people who have experiences in natural settings might be more aware of the environment. Learning gardens, as outdoor contexts, might contribute to the development of students' affective relations toward nature, pro-environmental attitudes, and protective actions; neverthless, these aspects begging to be explored. This preliminary research investigates the impact that the use of organic gardens to teach natural sciences at university has on kindergarten pre-service teachers' (KPST) connectedness to and conceptions of nature. The research follows a pre-/post-design and it uses a mixed methods approach. A total of 74 students completed four quantitative scales (INS, CCC, LCN, and NR-6), and 66 of them an open question about the concept of nature. After the garden experience, students scored higher in all the scales, nevertheless the change was significant only for INS and CCC. The phenomenographic analysis evidenced an initial predominant static and non-social concept of nature, biased toward the most obvious biological elements.