12,006 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

    Anuário científico da Escola Superior de Tecnologia da Saúde de Lisboa - 2021

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    É com grande prazer que apresentamos a mais recente edição (a 11.ª) do Anuário Científico da Escola Superior de Tecnologia da Saúde de Lisboa. Como instituição de ensino superior, temos o compromisso de promover e incentivar a pesquisa científica em todas as áreas do conhecimento que contemplam a nossa missão. Esta publicação tem como objetivo divulgar toda a produção científica desenvolvida pelos Professores, Investigadores, Estudantes e Pessoal não Docente da ESTeSL durante 2021. Este Anuário é, assim, o reflexo do trabalho árduo e dedicado da nossa comunidade, que se empenhou na produção de conteúdo científico de elevada qualidade e partilhada com a Sociedade na forma de livros, capítulos de livros, artigos publicados em revistas nacionais e internacionais, resumos de comunicações orais e pósteres, bem como resultado dos trabalhos de 1º e 2º ciclo. Com isto, o conteúdo desta publicação abrange uma ampla variedade de tópicos, desde temas mais fundamentais até estudos de aplicação prática em contextos específicos de Saúde, refletindo desta forma a pluralidade e diversidade de áreas que definem, e tornam única, a ESTeSL. Acreditamos que a investigação e pesquisa científica é um eixo fundamental para o desenvolvimento da sociedade e é por isso que incentivamos os nossos estudantes a envolverem-se em atividades de pesquisa e prática baseada na evidência desde o início dos seus estudos na ESTeSL. Esta publicação é um exemplo do sucesso desses esforços, sendo a maior de sempre, o que faz com que estejamos muito orgulhosos em partilhar os resultados e descobertas dos nossos investigadores com a comunidade científica e o público em geral. Esperamos que este Anuário inspire e motive outros estudantes, profissionais de saúde, professores e outros colaboradores a continuarem a explorar novas ideias e contribuir para o avanço da ciência e da tecnologia no corpo de conhecimento próprio das áreas que compõe a ESTeSL. Agradecemos a todos os envolvidos na produção deste anuário e desejamos uma leitura inspiradora e agradável.info:eu-repo/semantics/publishedVersio

    Investigating critical thinking in higher education in Latin America: Acknowledging an epistemic disjuncture

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    Critical thinking (CT) in higher education (HE) has been widely investigated in Western countries. Most of the research on CT has conceived it as a higher order thinking skill with implications for learning processes. CT has also been connected with critical pedagogies, an approach that seems particularly attuned with the Latin American region. Through a systematic literature review, this article maps the scholarship on CT in HE in Latin America (LATAM). Findings point to a local character of the research on CT that heavily relies on cognitive psychology traditions. It is proposed that the scholarship on CT in LATAM is characterised by an epistemic disjuncture that favours theories and methodologies produced in the Global North overshadowing well-recognised traditions of critical pedagogies in the region. We conclude that research on CT in the region is missing an opportunity to develop powerful features that are especially fitting for LATAM’s geo-historic context

    Strategies for Early Learners

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    Welcome to learning about how to effectively plan curriculum for young children. This textbook will address: • Developing curriculum through the planning cycle • Theories that inform what we know about how children learn and the best ways for teachers to support learning • The three components of developmentally appropriate practice • Importance and value of play and intentional teaching • Different models of curriculum • Process of lesson planning (documenting planned experiences for children) • Physical, temporal, and social environments that set the stage for children’s learning • Appropriate guidance techniques to support children’s behaviors as the self-regulation abilities mature. • Planning for preschool-aged children in specific domains including o Physical development o Language and literacy o Math o Science o Creative (the visual and performing arts) o Diversity (social science and history) o Health and safety • Making children’s learning visible through documentation and assessmenthttps://scholar.utc.edu/open-textbooks/1001/thumbnail.jp

    INVESTIGATING THE PERCEPTION OF EXPATRIATES TOWARDS IMMIGRATION SERVICE QUALITY IN SHARJAH, UNITED ARAB EMIRATES THROUGH MIXED METHOD APPROACH

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    The public sectors in UAE are under immense pressure to demonstrate that their services are customer-focused and that continuous performance improvement is being delivered. The United Arab Emirates is a favoured destination for expatriates due to its own citizens form a minority of the population and are barely represented in the private sector workforce. These highly unusual demographics confer high importance on the national immigration services. Recently, increased interest in international migration, specifically within the United Arab Emirates, has been shown both by government agencies and by the governments of industrialised countries. Given the importance of the expatriate labour force to economic stability and growth in the Emirates, this research investigates how immigration services are perceived, with the aim of contributing to their improvement, thus ultimately supporting economic growth. It proposes a service quality perception framework to improve understanding within SID of how to raise levels of service delivered to migrants and other persons directly or indirectly affected by SID services. Qualitative data were collected by means of semi-structured interviews and quantitative data by means of a questionnaire survey based on the abovementioned framework. The survey data, on the variables influencing participants’ experiences and perceptions of SID services, were subjected to statistical analysis. The framework was then used to evaluate quality of service in terms of general impressions, delivery, location, response, SID culture and behaviour. Numerical data were analysed using inferential and descriptive statistics. It was found that service quality positively influenced service behaviour and that this relationship was mediated by SID culture. This research makes an original contribution to knowledge as one of the few studies of immigration to the United Arab Emirates. By examining the workings of one immigration department, it adds to the literature on immigration departments and organisational development in developing countries. It illuminates the mechanics of immigration services and demonstrates their increasing importance to the world economy

    The developing maternal-infant relationship: a qualitative longitudinal study

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    Aim The study aimed to explore maternal perceptions and the use of knowledge relating to their infant’s mental health over time using qualitative longitudinal research. Background There has been a growing interest in infant mental health over recent years. Much of this interest is directed through the lens of infant determinism, through knowledge regarding neurological development resulting in biological determinism. Research and policy in this field are directed toward individual parenting behaviours, usually focused on the mother. Despite this, there is little attention given to maternal perspectives of infant mental health, indicating that a more innovative approach to methodology is required. Methods This study took a qualitative longitudinal approach, and interviews were undertaken with seven mothers from the third trimester of pregnancy and then throughout the first year of the infant’s life. Interviews were conducted at 34 weeks of pregnancy, and then when the infant was 6 and 12 weeks, 6, 9, and 12 months, alongside the collection of researcher field notes—a total of 41 interviews. Data were analysed by creating case profiles, memos, and summaries, and then cross-comparison of the emerging narratives. A psycho-socially informed approach was taken to the analysis of data. Findings Three interrelated themes emerged from the data: evolving maternal identity, growing a person, and creating a safe space. The theme of evolving maternal identity dominated the other themes of growing a person and creating a safe space in a way that met perceived socio-cultural requirements for mothering and childcare practices. Participants’ personal stories give voice to their perceptions of the developing maternal-infant relationship in the context of their socio-cultural setting, relationships with others, and experiences over time. Conclusions This study adds new knowledge by giving mothers a voice to express how the maternal-infant relationship develops over time. The findings demonstrate how the developing maternal-infant relationship grows in response to their mutual needs as the mother works to create and sustain identities for herself and the infant that will fit within their socio-cultural context and individual situations. Additionally, the findings illustrate the importance of temporal considerations, social networks, and intergenerational relationships to this evolving process. Recommendations for practice, policy, and education are made that reflect the unique relationship between mother and infant and the need to conceptualise this using an ecological approach

    TOWARDS AN UNDERSTANDING OF EFFORTFUL FUNDRAISING EXPERIENCES: USING INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS IN FUNDRAISING RESEARCH

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    Physical-activity oriented community fundraising has experienced an exponential growth in popularity over the past 15 years. The aim of this study was to explore the value of effortful fundraising experiences, from the point of view of participants, and explore the impact that these experiences have on people’s lives. This study used an IPA approach to interview 23 individuals, recognising the role of participants as proxy (nonprofessional) fundraisers for charitable organisations, and the unique organisation donor dynamic that this creates. It also bought together relevant psychological theory related to physical activity fundraising experiences (through a narrative literature review) and used primary interview data to substantiate these. Effortful fundraising experiences are examined in detail to understand their significance to participants, and how such experiences influence their connection with a charity or cause. This was done with an idiographic focus at first, before examining convergences and divergences across the sample. This study found that effortful fundraising experiences can have a profound positive impact upon community fundraisers in both the short and the long term. Additionally, it found that these experiences can be opportunities for charitable organisations to create lasting meaningful relationships with participants, and foster mutually beneficial lifetime relationships with them. Further research is needed to test specific psychological theory in this context, including self-esteem theory, self determination theory, and the martyrdom effect (among others)

    A Comparative Study on Students’ Learning Expectations of Entrepreneurship Education in the UK and China

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    Entrepreneurship education has become a critical subject in academic research and educational policy design, occupying a central role in contemporary education globally. However, a review of the literature indicates that research on entrepreneurship education is still in a relatively early stage. Little is known about how entrepreneurship education learning is affected by the environmental context to date. Therefore, combining the institutional context and focusing on students’ learning expectations as a novel perspective, the main aim of the thesis is to address the knowledge gap by developing an original conceptual framework to advance understanding of the dynamic learning process of entrepreneurship education through the lens of self-determination theory, thereby providing a basis for advancing understanding of entrepreneurship education. The author adopted an epistemological positivism philosophy and a deductive approach. This study gathered 247 valid questionnaires from the UK (84) and China (163). It requested students to recall their learning expectations before attending their entrepreneurship courses and to assess their perceptions of learning outcomes after taking the entrepreneurship courses. It was found that entrepreneurship education policy is an antecedent that influences students' learning expectations, which is represented in the difference in student autonomy. British students in active learning under a voluntary education policy have higher autonomy than Chinese students in passive learning under a compulsory education policy, thus having higher learning expectations, leading to higher satisfaction. The positive relationship between autonomy and learning expectations is established, which adds a new dimension to self-determination theory. Furthermore, it is also revealed that the change in students’ entrepreneurial intentions before and after their entrepreneurship courses is explained by understanding the process of a business start-up (positive), hands-on business start-up opportunities (positive), students’ actual input (positive) and tutors’ academic qualification (negative). The thesis makes contributions to both theory and practice. The findings have far reaching implications for different parties, including policymakers, educators, practitioners and researchers. Understanding and shaping students' learning expectations is a critical first step in optimising entrepreneurship education teaching and learning. On the one hand, understanding students' learning expectations of entrepreneurship and entrepreneurship education can help the government with educational interventions and policy reform, as well as improving the quality and delivery of university-based entrepreneurship education. On the other hand, entrepreneurship education can assist students in establishing correct and realistic learning expectations and entrepreneurial conceptions, which will benefit their future entrepreneurial activities and/or employment. An important implication is that this study connects multiple stakeholders by bridging the national-level institutional context, organisational-level university entrepreneurship education, and individual level entrepreneurial learning to promote student autonomy based on an understanding of students' learning expectations. This can help develop graduates with their ability for autonomous learning and autonomous entrepreneurial behaviour. The results of this study help to remind students that it is them, the learners, their expectations and input that can make the difference between the success or failure of their study. This would not only apply to entrepreneurship education but also to other fields of study. One key message from this study is that education can be encouraged and supported but cannot be “forced”. Mandatory entrepreneurship education is not a quick fix for the lack of university students’ innovation and entrepreneurship. More resources must be invested in enhancing the enterprise culture, thus making entrepreneurship education desirable for students
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