7,145 research outputs found

    Examples of works to practice staccato technique in clarinet instrument

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    Klarnetin staccato tekniğini güçlendirme aşamaları eser çalışmalarıyla uygulanmıştır. Staccato geçişlerini hızlandıracak ritim ve nüans çalışmalarına yer verilmiştir. Çalışmanın en önemli amacı sadece staccato çalışması değil parmak-dilin eş zamanlı uyumunun hassasiyeti üzerinde de durulmasıdır. Staccato çalışmalarını daha verimli hale getirmek için eser çalışmasının içinde etüt çalışmasına da yer verilmiştir. Çalışmaların üzerinde titizlikle durulması staccato çalışmasının ilham verici etkisi ile müzikal kimliğe yeni bir boyut kazandırmıştır. Sekiz özgün eser çalışmasının her aşaması anlatılmıştır. Her aşamanın bir sonraki performans ve tekniği güçlendirmesi esas alınmıştır. Bu çalışmada staccato tekniğinin hangi alanlarda kullanıldığı, nasıl sonuçlar elde edildiği bilgisine yer verilmiştir. Notaların parmak ve dil uyumu ile nasıl şekilleneceği ve nasıl bir çalışma disiplini içinde gerçekleşeceği planlanmıştır. Kamış-nota-diyafram-parmak-dil-nüans ve disiplin kavramlarının staccato tekniğinde ayrılmaz bir bütün olduğu saptanmıştır. Araştırmada literatür taraması yapılarak staccato ile ilgili çalışmalar taranmıştır. Tarama sonucunda klarnet tekniğin de kullanılan staccato eser çalışmasının az olduğu tespit edilmiştir. Metot taramasında da etüt çalışmasının daha çok olduğu saptanmıştır. Böylelikle klarnetin staccato tekniğini hızlandırma ve güçlendirme çalışmaları sunulmuştur. Staccato etüt çalışmaları yapılırken, araya eser çalışmasının girmesi beyni rahatlattığı ve istekliliği daha arttırdığı gözlemlenmiştir. Staccato çalışmasını yaparken doğru bir kamış seçimi üzerinde de durulmuştur. Staccato tekniğini doğru çalışmak için doğru bir kamışın dil hızını arttırdığı saptanmıştır. Doğru bir kamış seçimi kamıştan rahat ses çıkmasına bağlıdır. Kamış, dil atma gücünü vermiyorsa daha doğru bir kamış seçiminin yapılması gerekliliği vurgulanmıştır. Staccato çalışmalarında baştan sona bir eseri yorumlamak zor olabilir. Bu açıdan çalışma, verilen müzikal nüanslara uymanın, dil atış performansını rahatlattığını ortaya koymuştur. Gelecek nesillere edinilen bilgi ve birikimlerin aktarılması ve geliştirici olması teşvik edilmiştir. Çıkacak eserlerin nasıl çözüleceği, staccato tekniğinin nasıl üstesinden gelinebileceği anlatılmıştır. Staccato tekniğinin daha kısa sürede çözüme kavuşturulması amaç edinilmiştir. Parmakların yerlerini öğrettiğimiz kadar belleğimize de çalışmaların kaydedilmesi önemlidir. Gösterilen azmin ve sabrın sonucu olarak ortaya çıkan yapıt başarıyı daha da yukarı seviyelere çıkaracaktır

    Identifying and responding to people with mild learning disabilities in the probation service

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    It has long been recognised that, like many other individuals, people with learningdisabilities find their way into the criminal justice system. This fact is not disputed. Whathas been disputed, however, is the extent to which those with learning disabilities arerepresented within the various agencies of the criminal justice system and the ways inwhich the criminal justice system (and society) should address this. Recently, social andlegislative confusion over the best way to deal with offenders with learning disabilities andmental health problems has meant that the waters have become even more muddied.Despite current government uncertainty concerning the best way to support offenders withlearning disabilities, the probation service is likely to continue to play a key role in thesupervision of such offenders. The three studies contained herein aim to clarify the extentto which those with learning disabilities are represented in the probation service, toexamine the effectiveness of probation for them and to explore some of the ways in whichprobation could be adapted to fit their needs.Study 1 and study 2 showed that around 10% of offenders on probation in Kent appearedto have an IQ below 75, putting them in the bottom 5% of the general population. Study 3was designed to assess some of the support needs of those with learning disabilities in theprobation service, finding that many of the materials used by the probation service arelikely to be too complex for those with learning disabilities to use effectively. To addressthis, a model for service provision is tentatively suggested. This is based on the findings ofthe three studies and a pragmatic assessment of what the probation service is likely to becapable of achieving in the near future

    From wallet to mobile: exploring how mobile payments create customer value in the service experience

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    This study explores how mobile proximity payments (MPP) (e.g., Apple Pay) create customer value in the service experience compared to traditional payment methods (e.g. cash and card). The main objectives were firstly to understand how customer value manifests as an outcome in the MPP service experience, and secondly to understand how the customer activities in the process of using MPP create customer value. To achieve these objectives a conceptual framework is built upon the Grönroos-Voima Value Model (Grönroos and Voima, 2013), and uses the Theory of Consumption Value (Sheth et al., 1991) to determine the customer value constructs for MPP, which is complimented with Script theory (Abelson, 1981) to determine the value creating activities the consumer does in the process of paying with MPP. The study uses a sequential exploratory mixed methods design, wherein the first qualitative stage uses two methods, self-observations (n=200) and semi-structured interviews (n=18). The subsequent second quantitative stage uses an online survey (n=441) and Structural Equation Modelling analysis to further examine the relationships and effect between the value creating activities and customer value constructs identified in stage one. The academic contributions include the development of a model of mobile payment services value creation in the service experience, introducing the concept of in-use barriers which occur after adoption and constrains the consumers existing use of MPP, and revealing the importance of the mobile in-hand momentary condition as an antecedent state. Additionally, the customer value perspective of this thesis demonstrates an alternative to the dominant Information Technology approaches to researching mobile payments and broadens the view of technology from purely an object a user interacts with to an object that is immersed in consumers’ daily life

    Foundations for programming and implementing effect handlers

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    First-class control operators provide programmers with an expressive and efficient means for manipulating control through reification of the current control state as a first-class object, enabling programmers to implement their own computational effects and control idioms as shareable libraries. Effect handlers provide a particularly structured approach to programming with first-class control by naming control reifying operations and separating from their handling. This thesis is composed of three strands of work in which I develop operational foundations for programming and implementing effect handlers as well as exploring the expressive power of effect handlers. The first strand develops a fine-grain call-by-value core calculus of a statically typed programming language with a structural notion of effect types, as opposed to the nominal notion of effect types that dominates the literature. With the structural approach, effects need not be declared before use. The usual safety properties of statically typed programming are retained by making crucial use of row polymorphism to build and track effect signatures. The calculus features three forms of handlers: deep, shallow, and parameterised. They each offer a different approach to manipulate the control state of programs. Traditional deep handlers are defined by folds over computation trees, and are the original con-struct proposed by Plotkin and Pretnar. Shallow handlers are defined by case splits (rather than folds) over computation trees. Parameterised handlers are deep handlers extended with a state value that is threaded through the folds over computation trees. To demonstrate the usefulness of effects and handlers as a practical programming abstraction I implement the essence of a small UNIX-style operating system complete with multi-user environment, time-sharing, and file I/O. The second strand studies continuation passing style (CPS) and abstract machine semantics, which are foundational techniques that admit a unified basis for implementing deep, shallow, and parameterised effect handlers in the same environment. The CPS translation is obtained through a series of refinements of a basic first-order CPS translation for a fine-grain call-by-value language into an untyped language. Each refinement moves toward a more intensional representation of continuations eventually arriving at the notion of generalised continuation, which admit simultaneous support for deep, shallow, and parameterised handlers. The initial refinement adds support for deep handlers by representing stacks of continuations and handlers as a curried sequence of arguments. The image of the resulting translation is not properly tail-recursive, meaning some function application terms do not appear in tail position. To rectify this the CPS translation is refined once more to obtain an uncurried representation of stacks of continuations and handlers. Finally, the translation is made higher-order in order to contract administrative redexes at translation time. The generalised continuation representation is used to construct an abstract machine that provide simultaneous support for deep, shallow, and parameterised effect handlers. kinds of effect handlers. The third strand explores the expressiveness of effect handlers. First, I show that deep, shallow, and parameterised notions of handlers are interdefinable by way of typed macro-expressiveness, which provides a syntactic notion of expressiveness that affirms the existence of encodings between handlers, but it provides no information about the computational content of the encodings. Second, using the semantic notion of expressiveness I show that for a class of programs a programming language with first-class control (e.g. effect handlers) admits asymptotically faster implementations than possible in a language without first-class control

    How to Be a God

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    When it comes to questions concerning the nature of Reality, Philosophers and Theologians have the answers. Philosophers have the answers that can’t be proven right. Theologians have the answers that can’t be proven wrong. Today’s designers of Massively-Multiplayer Online Role-Playing Games create realities for a living. They can’t spend centuries mulling over the issues: they have to face them head-on. Their practical experiences can indicate which theoretical proposals actually work in practice. That’s today’s designers. Tomorrow’s will have a whole new set of questions to answer. The designers of virtual worlds are the literal gods of those realities. Suppose Artificial Intelligence comes through and allows us to create non-player characters as smart as us. What are our responsibilities as gods? How should we, as gods, conduct ourselves? How should we be gods

    A Consideration of Cooperative Learning to Enhance Pre-service Teachers’ Achievement in Tertiary English as a Foreign Language (EFL) Classrooms in Thailand

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    Cooperative learning has become a popular instructional practice around the world. It requires students working together in small groups to help support each other in maximising their own learning as well as that of others to accomplish a shared goal. A cooperative learning method, especially, Student Teams Achievement Divisions (STAD) developed by Slavin (1982) was implemented in the study. The study investigated the effectiveness of cooperative learning to enhance the English achievement of EFL (English as a foreign language) students in tertiary teacher education in Thailand. It also examined participants’ attitudes towards cooperative learning. The study began with a structured review of existing empirical studies to establish whether STAD could be a promising method to use in developing English proficiency in EFL and ESL (English as a second language) contexts. The review also helped identify the challenges and barriers to implementing the method and informed the primary research in terms of achievement tests, instructor training, time allowance for team study and material preparation. The review and synthesis of 28 studies revealed several beneficial suggestions regarding cooperative learning implementation in normal educational settings. However, the credibility of the overall evidence was weak, with most studies involving key methodological flaws. To examine the effectiveness of the method, a cluster randomised controlled trial (RCT) at the university level was used. The participants were 13 instructors and 614 students from 13 universities (forming 13 clusters). A total of eight universities that agreed to participate in the intervention were randomly assigned to experimental and control groups with four universities in each group. Another five universities agreed to complete the pre-test and post-test and are described in this thesis as an additional comparison group. The participating instructors were 13 Thai university instructors of English language from 13 Rajabhat Universities in Thailand. Their students were first-year pre-service teachers who were majoring in English in the Faculty of Education. The trial was carried out in one term consisting of 16 class sessions. The research instruments consisted of two parallel standardised English achievement tests, two attitude questionnaires (teacher and student) and classroom observations with ad hoc interviews. The results showed that the use of cooperative learning in tertiary EFL classrooms in Thailand is feasible. In terms of attitudes, both instructors and students were generally positive towards cooperative learning and supported its activities. Students in the treatment group did slightly better (ES = +0.09) when compared to all comparator groups. However, when considering the randomised experimental and control groups, the control group improved their post-test score (+0.26) while the experimental group declined (-0.20). Overall, cooperative learning showed no clear benefit for students’ English language achievement. The process evaluation revealed the key factors that facilitated the implementation were teacher training and support, preparation and availability of teaching resources and materials, teachers’ positive attitudes and the duration of cooperative learning instruction. Some barriers were also found, including students’ negative attitudes, inappropriate classroom settings and facilities, and instructors’ workload. Unfortunately, since the study was carried out during the COVID-19 pandemic, none of the universities were able to complete the course of 16 classes as planned. The number of classes students could meet in their normal classroom conditions was approximately 8 to 12. Different modes of lesson delivery (face-to-face, online and hybrid) were also reported. A replication of the study is needed for a more accurate assessment of the STAD method. Both the structured review and the cluster RCT suggest no strong evidence that the cooperative learning method, namely STAD, led to improved pre-service teachers’ English language achievement in Thailand. However, this does not necessarily mean the method does not work. The lack of impact might be due to the challenges faced in the delivery of the intervention during the pandemic. This was compounded by the lack of complete randomisation used in the study. It is, therefore, difficult to draw more definite conclusions about the effectiveness of STAD. It might be wise to conduct further robust evaluations involving a large number of educational institutions before any considerable investment can be made to introduce this method in higher education institutions in Thailand. In the meantime, there may be other approaches with a more promising evidence base which may enhance students’ English language achievement

    Graphical scaffolding for the learning of data wrangling APIs

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    In order for students across the sciences to avail themselves of modern data streams, they must first know how to wrangle data: how to reshape ill-organised, tabular data into another format, and how to do this programmatically, in languages such as Python and R. Despite the cross-departmental demand and the ubiquity of data wrangling in analytical workflows, the research on how to optimise the instruction of it has been minimal. Although data wrangling as a programming domain presents distinctive challenges - characterised by on-the-fly syntax lookup and code example integration - it also presents opportunities. One such opportunity is how tabular data structures are easily visualised. To leverage the inherent visualisability of data wrangling, this dissertation evaluates three types of graphics that could be employed as scaffolding for novices: subgoal graphics, thumbnail graphics, and parameter graphics. Using a specially built e-learning platform, this dissertation documents a multi-institutional, randomised, and controlled experiment that investigates the pedagogical effects of these. Our results indicate that the graphics are well-received, that subgoal graphics boost the completion rate, and that thumbnail graphics improve navigability within a command menu. We also obtained several non-significant results, and indications that parameter graphics are counter-productive. We will discuss these findings in the context of general scaffolding dilemmas, and how they fit into a wider research programme on data wrangling instruction

    The new age of fear: an analysis of crisis framing by right-wing populist parties in Greece and France

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    From the 2009 Eurozone economic downturn, to the 2015 mass movement of forcibly displaced migrants and the current COVID-19 pandemic, crises have seemingly become a ‘new normal’ feature of European politics. During this decade, rolling crises generated a wave of public discontent that damaged the legitimacy of national governments and the European Union and heralded a renaissance of populism. The central message of populist parties, which helped them rise in popularity or enter parliament for the first time, is simple but very effective: democratic representation has been undermined by national and global elites. This has provoked a wealth of studies seeking to explain the rise or breakthrough of populist fringe parties, without adequate consideration of how crises transform, not only the demand side, but also the supply of populist arguments, which has received scarce attention. This thesis seeks to address this imbalance by synthesising insights from the crisis framing literature, which facilitates an understanding and operationalisation of populism as a style of discourse. To assess how far-right parties employ this discourse, and the implications of this for their electoral prospects, a comparative case-study design is employed, exploring the discourse of parties, the National Rally (NR) in France and Golden Dawn (GD) in Greece. Their ideologically similar profile but differential electoral performance, allows for a more nuanced analysis of their respective framing strategies. The thesis examines the discourse of the two parties MPs on month by month basis over a four year period, 2012-2015 for GD and 2012-2013 and 2016-2017 for NR, via the use of the NVivo software. Their respective discourses are quantified and broken down into four key areas associated with Foreign Policy, the Economy, the Political System and Society, analysing the content, frequency and salience of key crisis frames. Discourse analysis of excerpts adds a qualitative element to the analysis that showcases the substantial differences between the two case studies. The analysis demonstrates that references to ‘the people’ and anti-elitism were the centrepieces of each case study’s discourse with strong nativist and nationalist elements. The two parties were extremely similar in the diagnostic stage of their framing and the way which they attribute blame for the crises. However, their discursive strategies diverge regarding their proposed solutions to the crises. Golden Dawn remained a single issue party in terms of discourse, since it never presented a comprehensive plan for ending the crises. As a result, Golden Dawn’s discourse remained one-dimensional throughout its brief period of success, being centred solely on attributing blame and attacking its political opponents and the European Union. On the other hand, National Rally’s framing was more elaborate and ambitious both in terms of the variety of issues raised and, especially, the proposed solutions if advocated. This, it is argued, contributed to the evolution of RN into a mainstream competitor that is no longer dependent on a niche part of the electoral market, while the inability of GD to develop equally successful crisis frames offers a unique understanding as to why the party failed electorally and was unable to enter Parliament in the 2019 elections. The overall analysis produces a rich framework that maps out the key elements of populist crisis discourse by far-right parties, which has implications for electoral politics and for our understanding of populism, more broadly

    Epistemologies of possibility: social movements, knowledge production and political transformation

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    Urgent global problems - whether military conflicts, economic insecurities, immigration controls or mass incarceration-not only call for new modes of political action but also demand new forms of knowledge. For if knowledge frameworks both shape the horizons of social intelligibility and chart t he realms of political possibility, then epistemological interventions constitute a crucial part of social change. Social movements play a key role in this work by engaging in dissident knowledge practices that open up space for political transformation. But what are the processes and conditions through which social movements generate new ways of knowing?'What is politically at stake in the various knowledge strategies that activists use to generate social change? Despite a growing literature on the role of epistemological dimensions of protest, social movement studies tend to neglect specific questions of epistemological change. Often treating knowledge as a resource or object rather than a power relation and a social practice, social movement scholars tend to focus on content rather than production, frames rather than practices, taxonomies rather than processes. Missing is a more dynamic account of the conditions, means and power relations through which transformative knowledge practices come to be constituted and deployed. Seeking to better understand processes of epistemological transformation, this thesis explores the relationship between social movements, knowledge production and political change. Starting from an assumption that knowledge not only represents the world, but also works to constitute it, this thesis examines the role of social movement knowledge practices in shaping the conditions of political possibility. Drawing from the context of grassroots queer, transgender and feminist organizing around issues of prisons and border controls in North America, the project explores how activists generate new forms of knowledge and forge new spaces of political possibility. Working through a series of concepts-transformation, resistance, experience, co-optation, solidarity and analogy - this thesis explores different ways of understanding processes of epistemological change with in social movement contexts. It considers processes that facilitate or enable epistemological change and those that limit or prohibit such change. Bringing together a range of theoretical perspectives, including feminist, queer, critical race and post-structuralist analyses, and drawing on interviews with grassroots activists, the thesis explores what is politically at stake in the different ways we conceptualise, imagine and engage in processes of epistemological change
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