Iraq and Afghanistan veterans’ experiences living with their parents after separation from the military

When military service members separate from the military, many return to their families of origin, living with their parents for a period of several weeks to years. While research with veterans and their spouses has documented the particular strain of this reintegration period on veterans and their partners, little research to date has examined veterans’ experiences living with their parents. The present study sought to fill this research gap by investigating veterans’ experiences living with their parents using qualitative, in-depth interviews with Iraq and Afghanistan veterans in California. Overall, veterans appreciated the instrumental and emotional support their parents provided when they separated. However, in some cases, living with parents also produced conflict and strain. In situations where adult veteran children had difficulty with the transition to civilian life or returned with mental health problems, parents were often the first to identify these problems and to support their children in accessing appropriate care. We analyze these findings in light of family systems theory, identifying ways in which adult veteran children continue a process of differentiation while living with their parents and maintaining emotional connectedness. We suggest ways that clinicians can better support veterans and their parents through the reintegration period and recommend that programming for military families explicitly include parents of service members in addition to conjugal families

Promising State Policies for Personalized Learning

This report is a valuable resource for state policymakers—whether they are seeking to create conditions in state policy to support personalized learning, moving forward with initiatives to develop personalized learning pilot programs, hosting task forces to explore policy issues and needs, or taking a comprehensive policy approach for supporting advanced personalized learning models.Personalized learning is where instruction is tailored to each student's strengths, needs, and interests—including enabling student voice and choice in what, how, when, and where they learn—to provide flexibility and supports to ensure mastery of the highest standards possible

Johann Christian Bach D Major Flute Concerto Allegro

Structural designs that grew around the basic framework of the eighteenth century flute concerto genre can only be seen when studying a number of concerti at once, using common criteria for evaluation and analysis. Semiotic charts show how these works were varied and refined over the fifty-year period being investigated, beginning with Antonio Vivaldi’s Flute Concerti, Op. 10, including the concerti of Naudot, Blavet, Quantz, C. P. E. Bach, J. C. Bach, and concluding with the concerti of Wolfgang Amadeus Mozart. chapter on ornamentation and performance practice

Writing Research Papers within the University Music Curriculum

Incorporating writing skills into both the undergraduate and graduate music history sequence has myriad challenges, yet there are some subtle advantages in working with focused and motivated students who generally love their chosen profession. This article will discuss incorporating a musician\u27s highly developed skills in planning and executing typical music research at the undergraduate and graduate level

C. P. E. Bach Flute Concerto in G Major Allegro

Structural designs that grew around the basic framework of the eighteenth century flute concerto genre can only be seen when studying a number of concerti at once, using common criteria for evaluation and analysis. Semiotic charts show how these works were varied and refined over the fifty-year period being investigated, beginning with Antonio Vivaldi’s Flute Concerti, Op. 10, including the concerti of Naudot, Blavet, Quantz, C. P. E. Bach, J. C. Bach, and concluding with the concerti of Wolfgang Amadeus Mozart

Understanding Semiotics in Music

Structural designs that grew around the basic framework of the eighteenth century flute concerto genre can only be seen when studying a number of concerti at once, using common criteria for evaluation and analysis. Semiotic charts show how these works were varied and refined over the fifty-year period being investigated, beginning with Antonio Vivaldi’s Flute Concerti, Op. 10, including the concerti of Naudot, Blavet, Quantz, C. P. E. Bach, J. C. Bach, and concluding with the concerti of Wolfgang Amadeus Mozart

Key to Reading a Semiotic Chart

Structural designs that grew around the basic framework of the eighteenth century flute concerto genre can only be seen when studying a number of concerti at once, using common criteria for evaluation and analysis. Semiotic charts show how these works were varied and refined over the fifty-year period being investigated, beginning with Antonio Vivaldi’s Flute Concerti, Op. 10, including the concerti of Naudot, Blavet, Quantz, C. P. E. Bach, J. C. Bach, and concluding with the concerti of Wolfgang Amadeus Mozart

A Practical and Historical Guide to Johann Sebastian Bach’s Solo in A Minor BWV 1013

This study guide gives practical suggestions for developing both technical proficiency and artistic interest in one of the flute\u27s most iconic works, Bach\u27s solo for flute BWV1013. Source material includes practice suggestions inspired by today\u27s performers as well as historical scholarship. Structural analysis, articulation, breathing, and phrasing will be addressed