Træningsprogrammet for Nytænkning

156 øvelser til træning af kreativitet hos individer, teams og i organisationer. Det er svarende til 15 minutters træning om ugen i 52 uger

Well-Being and Coping of UK Nurses. Midwives and AHPS- a cross sectional study

Dataset relating to the above study is available here

Methods for use by HSAs and SHPDAs in developing and maintaining financial data /

Bibliography: unpaged section at end of volume.Mode of access: Internet

sj-xlsx-2-ijm-10.1177_02557614221124321 – Supplemental material for Constructing popular music programs at Higher Music Education Institutions across Europe

Supplemental material, sj-xlsx-2-ijm-10.1177_02557614221124321 for Constructing popular music programs at Higher Music Education Institutions across Europe by Wessel Coppes and Pauwke Berkers in International Journal of Music Educatio

Constructing popular music programs at Higher Music Education Institutions across Europe

There has been a steady increase in popular music programs at Higher Music Education Institutions (HMEIs) across Europe. However, what students actually are supposed to learn at popular music bachelor/master programs has remained largely understudied. Based on 12 in-depth interviews with leaders in higher popular music education, this paper addresses: (1) how popular music is defined and possibly canonized, (2) what the position of popular music programs is, and (3) how the content of popular music programs is constructed—at HMEIs. First, participants struggle to provide a clear definition of popular music. Therefore, they differ in how they name their program – as popular music, pop music or something else. Because there is little consensus over a canon of popular music, our interviewees work from a mini-canon of British/American popular music, add local music to the curriculum, use jazz as a basis and/or work without a canon. Second, despite their growing popularity, popular music programs still struggle to position themselves, particularly at HMEIs with strong classical music departments. Third, program leaders navigate between different approaches of content construction within the constraints of their institution: (a) craft-centered (top-down, teacher-driven, skill-oriented), (b) arts-centered (bottom-up, student-driven, creativity-oriented), and (c) market-centered (side-to-side, industry-driven, commercially-oriented)

Exploring the flavor life cycle of beers with varying alcohol content

Decreasing alcohol in beer and increasing the pleasure of lower alcohol beers is a potential way to limit total alcohol consumption. Consumers’ willingness to drink alcohol‐reduced beers is mainly limited by unfavorable flavor characteristics that arise during consumption. To investigate the temporal flavor dominance during consumption, we analyzed the five most dominant beer flavors from nine different beers among three types of beer with varying alcohol content to assess the Flavor Life Cycle. Results show that beers with different alcohol content displayed similar flavor dominance (e.g., bitterness) and displayed differences in worty‐off flavor, malty flavor, and astringency. In alcohol‐free beers, worty‐off flavor was most pronounced in dominating between 5 and 30 s and malty flavor increased after swallowing. For bitterness and astringency, higher alcohol content resulted in higher flavor dominance, especially prior to swallowing (≤40 sec). Based on these findings, we provide some brief advice to minimize unfavorable flavor experience during consumption of beer with lower alcohol. For now, consumers who want to enjoy beers with lower alcohol should consider flavor changes and focus on the favored and defocus on the less favored flavors.© 2017 The Author