Hector Berlioz Grande Messe des Morts, op. 5, April 7, 2014

This is the concert program of the Hector Berlioz Grande Messe des Morts performance on Monday, April 7, 2014 at 8:00 p.m., at Symphony Hall, 855 Commonwealth Avenue, Boston, Massachusetts. Digitization for Boston University Concert Programs was supported by the Boston University Humanities Library Endowed Fund

The Human Face of Sea Level Rise: Protection of persons Affected

Thank you so much, Professor Grossman. I will not take time from my presentation to do a long thank you or introduction, but I really wanted to thank you warmly, Claudio, for putting together these two days of conversation so that we can connect with the Americas and also have your contributions and your experiences to our work, which you, Claudio, have committed to and are delivering on your promise to help us to navigate through what is going on in the Americas concerning sea-level rise. This is very important because, as it was mentioned, the Commission works based on practice, and we are making good effort to have as representative a practice as possible, so this is a very welcome opportunity, certainly from the Co-Chairs of the Study Group, but I think from the whole Study Group and the whole Commission—we appreciate your efforts and all your contributions

"Integrated Arts" Pedagogy and Philosophy

This dissertation proposes and discusses the pedagogy and philosophy behind an original method titled IAM (Integrated Arts Method), which is an alternate experiential, integrated, conducive, and student-centered music and arts pedagogical method that can facilitate effective teaching for effective learning. Three key philosophical principles and a number of general techniques and attitudes are suggested as contributing factors to observed success of IAM. These generalized contributing factors, the IAM pedagogy and philosophy, are comparable with existing related pedagogical methods, which offer indirect explanation and support for the success of IAM. In turn, these pedagogical principles and attitudes allow generalization of IAMs advantages to other subject areas. IAM pedagogy contributes to the field of education generally, and arts education specifically, with original music and interdisciplinary programs, materials, compositions, and procedures, which represent practical and effective tools for both educators and students success. The three key principles of IAM pedagogy suggest that learning can be effective if it is: 1) physical experience based, 2) with synthesis of related subjects, and 3) taught in a positive and stimulating atmosphere. Accurate facilitation of these key principles involves techniques, aspects, and pedagogical attitudes which this dissertation specifies and explains. IAM pedagogy is embodied through a set of general principles, specific attitudes, and practical tools for achieving required emotional, mental, physiological, and psychological functioning of both learner and teacher for their mutual effectiveness. Results of real world IAM programs in subject areas of music and arts suggest that the pedagogy of IAM contributes to effective, enjoyable, and memorable education. Explanation and support of this contribution stem from scientific, educational, sociological, philosophical, neuroscience, cognition, and music and arts literature. Hence the research conducted in this dissertation has been from real world practice toward grounded theory. IAM programs have been conducted 7 times with success (in 2007-2009 public school based extracurricular settings), with the aid of original pedagogical programs and materials developed for these programs. These specific programs and their parameters and materials will be offered in the dissertation as concrete sample pedagogical solutions to practical application of the proposed principles in music and integrated arts education

The vulnerability, impacts, adaptation and climate services advisory board (VIACS AB v1.0) contribution to CMIP6

This paper describes the motivation for the creation of the Vulnerability, Impacts, Adaptation and Climate Services (VIACS) Advisory Board for the Sixth Phase of the Coupled Model Intercomparison Project (CMIP6), its initial activities, and its plans to serve as a bridge between climate change applications experts and climate modelers. The climate change application community comprises researchers and other specialists who use climate information (alongside socioeconomic and other environmental information) to analyze vulnerability, impacts and adaptation of natural systems and society in relation to past, ongoing and projected future climate change. Much of this activity is directed toward the co-development of information needed by decision-makers for managing projected risks. CMIP6 provides a unique opportunity to facilitate a two-way dialogue between climate modelers and VIACS experts who are looking to apply CMIP6 results for a wide array of research and climate services objectives. The VIACS Advisory Board convenes leaders of major impact sectors, international programs, and climate services to solicit community feedback that increases applications relevance of the CMIP6-Endorsed Model Intercomparison Projects (MIPs). As an illustration of its potential, the VIACS community provided CMIP6 leadership with a list of prioritized climate model variables and MIP experiments of greatest interest to the climate model applications community, indicating the applicability and societal relevance of climate model simulation outputs. The VIACS Advisory Board also recommended an impacts version of Obs4MIPs, and indicated user needs for the gridding and processing of model output

Impressions, Winter 2017

Magazine for alumni and friends of the Boston University Dental School

Annual report of the town of Shelburne, New Hampshire for the year ending December 31, 2015.

This is an annual report containing vital statistics for a town/city in the state of New Hampshire