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Maintaining Disorder: Some Technical and Aesthetic Issues Involved in the Performance of Ligeti’s E´ tudes for Piano
This article examines some of the particular questions and associated strategies concerning matters of rhythm, perceived metre, notation, accentuation, line, physical approach to the keyboard, pedalling, and more in the performance of Ligeti’s Études for piano. I relate these issues to those encountered in earlier repertoire, including works of Schumann, Liszt, Stravinsky, Prokofiev, Bartók and Blacher, and argue that particular approaches and attitudes to both technical and musical matters in the context of these Études can fundamentally affect the concept of the music. A particular focus is upon issues of continuity and discontinuity, and the ‘situation’ of these works within particular pianistic and other traditions by virtue of the approach taken to performance
Interventions that address institutional child maltreatment: an evidence and gap map.
Purpose: This evidence and gap map collates evidence reporting on the effectiveness of interventions aimed to prevent, disclose, respond to, or treat child maltreatment occurring in institutional settings.
Methods: A comprehensive and systematic literature search identified primary studies and systematic reviews meeting the review’s eligibility criteria. Literature screening, data extraction and critical appraisals were undertaken independently by multiple reviewers. Data extracted and reported from the included studies included information about the institutional setting, target population, type of maltreatment, intervention type and outcomes.
Results: Seventy-three studies were identified, including 11 systematic reviews and 62 primary studies. Overall, the methodological quality of the studies was low to moderate. Most evaluated curriculum-based interventions delivered in educational settings, primarily aimed at preventing sexual abuse. Fewer studies examined other institutional settings or intervention types.
Conclusions: This review highlights a need for high-quality studies evaluating a more diverse range of interventions across more varied institutional contexts