Dissecting Dialogue: The Value of Music Education in ESL/ELL Programs

Among educators and philosophers alike, critical dialogue is widely regarded as one of the most effective ways to communicate and educate in the classroom. In his quintessential work, Pedagogy of the Oppressed, Paulo Freire reflects upon the importance of dialogue stating, “Only dialogue, which requires critical thinking, is also capable of generating critical thinking. Without dialogue, there is no communication, and without communication there can be no true education.” This point is reinforced in other notable texts such as Teaching as a Subversive Activity, which describes the “new education” as not only student and question centered, but “language-centered” as well. From a theoretical point of view, these approaches to learning bear merit and, in many cases, are effective when successfully applied in the field. However, with the dawn of the twenty-first century and the continued growth and complexity of globalization, these theories are in need of constant revisions as educators attempt to apply dated practices in an ever-changing society. Particularly in the United States of America, which since its inception, has maintained its reputation of a “melting pot” of peoples and cultures, it is vital that educators incorporate progressive interpretations of these principles in order to best enlighten, and therefore educate, an increasingly diverse population of students. Accompanied with a wide range of cultural beliefs that span numerous languages, educators currently face this paradox: How does one use dialogical tools to nurture what Freire deems “critical thinking” in classrooms where linguistic differences inhibit the implementation of these same tools? In response to this dilemma, the responsibility falls on music educators and administrators to develop policies that address the educational inequalities produced by the cultural and linguistic differences found in classrooms to provide an egalitarian and accessible education to all students that simultaneously encourages and utilizes dialogue and praxis

A lifting surface computer code with jet-in-crossflow interference effects. Volume 1: Theoretical description

A method is proposed to combine a numerical description of a jet in a crossflow with a lifting surface panel code to calculate the jet/aerodynamic-surface interference effects on a V/STOL aircraft. An iterative technique is suggested that starts with a model for the properties of a jet/flat plate configuration and modifies these properties based on the flow field calculated for the configuration of interest. The method would estimate the pressures, forces, and moments on an aircraft out of ground effect. A first-order approximation to the method suggested is developed and applied to two simple configurations. The first-order approximation is a noniterative precedure which does not allow for interactions between multiple jets in a crossflow and also does not account for the influence of lifting surfaces on the jet properties. The jet/flat plate model utilized in the examples presented is restricted to a uniform round jet injected perpendicularly into a uniform crossflow for a range of jet-to-crossflow velocity ratios from three to ten

Corporate cash flow and investment

Corporate profits

Statistical Analysis Plan: Low Traffic Neighbourhoods in London: Interrupted time series analysis of sensor count data

This document is a statistical analysis plan for the NIHR-funded study into Low Traffic Neighbourhoods in London. It outlines the methodological approach (including data cleaning, anomaly detection, imputation and statistical analysis) associated with automated sensor data collected as part of the project. It gives particular detail to the interrupted time series method that, dependent on data availability and suitability, should form a significant part of the analysis of sensor data