Visar resultat för..."däck"

Vägen framåt för svensk skola ligger till stor del i kollegialt lärande. Men i utvecklingsarbetet kring kollegialt lärande är det ibland svårt att komma vidare och få till verklig förändring.

Hur ska det kollegiala lärandet bäst organiseras?Vilka är de vanligaste utmaningarna och hur bemöts dessa på bästa sätt?

Professionsutveckling & kollegialt lärande – framgångsfaktorer och utvecklande motstånd svarar på just dessa frågor. Boken ger lärare och rektorer konkret hjälp med det komplexa skolutvecklingsarbetet och innehåller en mängd användbara verktyg och strategier.

Arbetet som rektor innebär att ständigt befinna sig i spänningsfältet mellan direktiv uppifrån och behov och förutsättningar på den lokala skolenheten. Denna mellanposition kan skapa en känsla av att vara klämd, men genom att rektorer lär sig att leda intelligent och lyhört kan de fungera som en integrerande kraft.Intelligent och lyhört ledarskap i skolan betonar lärandet - att lära att leda snarare än att leda - och författarna beskriver en process av professionell utveckling som bygger på kollegiala lärgrupper för rektorer. Denna lärprocess presenteras steg för steg, och med sina tydliga instruktioner, protokoll och exempel fungerar boken som ett utmärkt stöd för rektorers professionella utveckling. Boken vänder sig till verksamma rektorer och kan med fördel användas som litteratur på rektorsutbildningar. Den har en stark förankring i forskning och evidens, vilket också är författarnas definition av det intelligenta ledarskapet. Samtidigt betonas vikten av det professionella omdömet och av att förankra evidens i ett sammanhang, vilket är innebörden av ett lyhört förhållningssätt.

The two volumes on Music Performers’ Lived Experiences seeks to widen this research area through close investigations of a variety of rich, complex and nuanced experiences classical music performers have qua performers, as they interact with musical scores, instruments, performance traditions, other musicking individuals, wider artistic and cultural discourses, norms and beliefs.The two volumes aim to “humanise” music performers and contribute towards shaping a more performer-centred discipline of Music Performance Studies. The first volume, Music Performers’ Lived Experiences: Theory, Method, Interpretation, brings together internationally renowned scholars, who capture and scrutinise, through a variety of methods, a wide range of experiences performers have—as well as the personally meaningful lived experience narratives performers construct—presenting vivid portraits of music performers as artists situated in unique socio-cultural, historical, embodied and discursive contexts. The topics discussed include the construction of the idea of “the composer” from lived experiences of performing, manifestations of wisdom in the ways performers make sense of their experiences, joys of sight-reading, performer agency, lived experience as the basis of performance analysis, emotional labour of working with controversial repertoire, performance anxiety dreams of music performers, experience of working across musical genres, the nature of intersubjective experiences in music-making, absorption, and subjective bodily sensations in performance.Readers will come away from the book with fresh insights about and an enhanced understanding of the infinitely rich lifeworld of music performers.Chapter 9 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons (CC BY) 4.0 license.

Artistic Practice as Research in Music: Theory, Criticism, Practice brings together internationally renowned scholars and practitioners to explore the cultural, institutional, theoretical, methodological, epistemological, ethical and practical aspects and implications of the rapidly evolving area of artistic research in music. Through various theoretical positions and case studies, and by establishing robust connections between theoretical debates and concrete examples of artistic research projects, the authors discuss the conditions under which artistic practice becomes a research activity; how practice-led research is understood in conservatoire settings; issues of assessment in relation to musical performance as research; methodological possibilities open to music practitioners entering academic environments as researchers; the role of technology in processes of musical composition as research; the role and value of performerly knowledge in music-analytical enquiry; issues in relation to live performance as a research method; artistic collaboration and improvisation as research tools; interdisciplinary concerns of the artist-researcher; and the relationship between the affordances of a musical instrument and artistic research in musical performance. Readers will come away from the book with fresh insights about the theoretical, critical and practical work being done by experts in this exciting new field of enquiry.

In the wake of World War II, the victorious Allied armies implemented a radical program to purge Nazism from Germany and preserve peace in Europe. Between 1945 and 1949, 20 million political questionnaires, or Fragebögen, were distributed by American, British, French, and Soviet armies to anxious Germans who had to prove their non-Nazi status to gain employment. Drafted by university professors and social scientists, these surveys defined much of the denazification experience and were immensely consequential to the material and emotional recovery of Germans. In Everyday Denazification in Postwar Germany, Mikkel Dack draws the curtain to reveal what denazification looked like on the ground and in practice and how the highly criticized vetting program impacted the lives of individual Germans and their families as they recovered from the war. Accessing recently declassified documents, this book challenges traditional interpretations by illustrating the positive elements of the denazification campaign and recounting a more comprehensive history, one of mid-level Allied planners, civil affairs soldiers, and regular German citizens. The Fragebogen functions as a window into this everyday history.

In the wake of World War II, the victorious Allied armies implemented a radical program to purge Nazism from Germany and preserve peace in Europe. Between 1945 and 1949, 20 million political questionnaires, or Fragebögen, were distributed by American, British, French, and Soviet armies to anxious Germans who had to prove their non-Nazi status to gain employment. Drafted by university professors and social scientists, these surveys defined much of the denazification experience and were immensely consequential to the material and emotional recovery of Germans. In Everyday Denazification in Postwar Germany, Mikkel Dack draws the curtain to reveal what denazification looked like on the ground and in practice and how the highly criticized vetting program impacted the lives of individual Germans and their families as they recovered from the war. Accessing recently declassified documents, this book challenges traditional interpretations by illustrating the positive elements of the denazification campaign and recounting a more comprehensive history, one of mid-level Allied planners, civil affairs soldiers, and regular German citizens. The Fragebogen functions as a window into this everyday history.

This second volume, together with the first of a two-volume set, probes the lived experiences and subjectivities of music performers in the western art music tradition, using phenomenological, hermeneutical, empirical and historical inquiry.The two volumes widen this research area through close investigations of a variety of rich, complex, and nuanced experiences classical music performers have qua performers, as they interact with musical scores, instruments, performance traditions, other musicking individuals, wider artistic and cultural discourses, norms, and beliefs. The two volumes aim to “humanise” music performers and contribute towards shaping a more performer-centred discipline of Music Performance Studies. The second volume, The Music Performers’ Lived Experiences: Personal Perspectives, brings together some of the leading performer-researchers from around the world, who foreground their personal experiences, artistic voices, and insights, not only offering intimate accounts of their creative journeys, challenges, and inspirations but also reflecting on these experiences in ways that contribute to rigorous research. Collectively, the chapters reveal the deeply human dimensions of music-making, and of music scholarship. The lived experiences explored in this volume include coming to know musical form through embodied acts of music-making at the piano; music performance anxiety through the lens of an Autistic woman violinist; developing musical identity and performing personae as a female double bass player; performing Schubert on the piano as a person who experiences the world as socially disabled; engaging with an organ score as an organist and a pianist; creating expressive performances of an operatic score so that each rendition feels, to the performer, as if for the first time; performing from the whole self and sounding like one’s self; exercising agency and leadership as a soloist within ensemble contexts; learning and integrating into public performances western classical improvisation as a cellist; participating in online group improvisation as a beginner and an experienced post-genre improviser; engaging with early recorded classical music performances as a listener and applying the insights gained to one’s own artistic practice as a pianist; and listening, as a performer, to other performers without participating in the performance oneself. Readers will emerge with renewed understanding of, and fresh insight into, the multifaceted world and nuanced experiences of classical music performers.

Artistic Practice as Research in Music: Theory, Criticism, Practice brings together internationally renowned scholars and practitioners to explore the cultural, institutional, theoretical, methodological, epistemological, ethical and practical aspects and implications of the rapidly evolving area of artistic research in music. Through various theoretical positions and case studies, and by establishing robust connections between theoretical debates and concrete examples of artistic research projects, the authors discuss the conditions under which artistic practice becomes a research activity; how practice-led research is understood in conservatoire settings; issues of assessment in relation to musical performance as research; methodological possibilities open to music practitioners entering academic environments as researchers; the role of technology in processes of musical composition as research; the role and value of performerly knowledge in music-analytical enquiry; issues in relation to live performance as a research method; artistic collaboration and improvisation as research tools; interdisciplinary concerns of the artist-researcher; and the relationship between the affordances of a musical instrument and artistic research in musical performance. Readers will come away from the book with fresh insights about the theoretical, critical and practical work being done by experts in this exciting new field of enquiry.

We interrupt this program to bring meaningful, conceptual change to your team's professional learning!

If you're involved in professional learning, you know that big ideas can sometimes get stuck on the way to becoming real change. Steven Katz and Lisa Ain Dack explain the secret to getting unstuck: interrupting the status quo of traditional activity-based professional development to help educators embrace permanent changes in thinking and behavior. They outline a process—grounded in psychological research—for real professional learning that ultimately leads to improved student achievement.

You can enable true learning by

Building a focus on learning, collaborative inquiry, and formal and informal instructional leadership in schoolsRecognizing the psychological processes involved in adult learning, and overcoming the psychological biases and barriers to change Using tools and strategies such as critical friend relationships, learning conversations, task sheets, and protocols

Illustrated with concrete, school-based examples drawn from real practice, Intentional Interruption shows how rethinking professional learning can lead to the development of a real and sustainable learning culture in your school.

"Few books challenge your thinking of a field to this degree. The authors reveal the secret key to unlocking true professional learning and thus impact for students."—Terry Morganti-Fisher, ConsultantLearning Forward

"Before your learning team goes much further, it needs to stop, read, and collectively reflect on these insights. This book will identify those sticky challenges and how you can optimize your joint work."—Mag Gardner, Superintendent of Student AchievementHamilton-Wentworth District School Board, ON

Jump start your roles as “learning leader” and “lead learner!”

 

Designed for leaders to learn and lead within the “middle space” between the seemingly opposing dynamics of district expectations and practitioner experience, this book advances the concept of the school as a learning organization. This innovative perspective guides leaders through an intentional, deliberate learning process to develop intelligent, responsive leadership practice. Using stories, strategies, and tools, the authors

Explain the power of “purposeful practice” as a methodology for getting better Show how to build the requisite capacities to lead effectively via “influence” Describe how to turn adaptive challenges into leadership inquiries for growth

"This important work demonstrates and reinforces the idea that continuous improvement can only come from deep, intentional, focused, and hard work on the part of everyone within an organization. While the examples are rooted within schools and school districts, this work is applicable to any organization that seeks meaningful and specific improvement in their results. This is a must-read for leaders!"

—Lynn Macan

University at Albany - SUNY, Albany, NY

This volume brings together practitioners and theorists of music and sonic art. Contributions explore a wide range of historical, artistic, pedagogical and critical issues from multiple perspectives, emphasizing the continuities and links along a broad spectrum of hearing and listening practices and art-making that use sound.

This supplement of Mikrochimica Acta contains selected papers from the Fourth Workshop of the European Microanalysis Society (EMAS) on "Modern Develop- ments and Applications in Microbeam Analysis" which took place in May 1995 in Saint Malo (France). EMAS was founded in 1986 by members from almost all european countries in order to stimulate research, applications and development of all forms of microbeam methods. One important EMAS activity is the organisation of biennial workshops for demonstrating the current status and developing trends of microanalytical techniques. For this meeting, EMAS chose to highlight the following topics: Monte-Carlo simula- tions, transport calculations and use of soft X-rays for electron probe microanalysis (EPMA), dynamic secondary ion mass spectrometry (SIMS), detection of small quan- tities using different techniques: synchrotron radiation X-ray fluorescence, particle in- duced X-ray emission (PIXE), cathodoluminescence microscopy (CL). Two new kinds of instrumental techniques were also presented: atomic probe and scanning probe microscopy (STM).The aim of the conference is to give introductory lectures corresponding to the topics of the meeting and to have contributions in the form of po- ster sessions. More than 80 posters were presented. Most of them gave a short oral pre- sentation. The poster subjects were related to the use of microanalytical techniques: EPMA with wavelength dispersive spectrometry (WDS) and energy dispersive spec- trometry (EDS), Auger electron spectrometry (AES), secondary ion mass spectro- metry (SIMS), scanning electron microscopy and other topographical methods like scanning tunneling microscopy (STM) or atomic force microscopy (AFM).

Eddie super bort sitt liv. En jägare ligger död i vattenbrynet. En mellanstadieklass ser jordens undergång från skolgården. En flicka sörjer sin pappa. I "Eddies däck" möter vi sju noveller.

UNDER DÄCK Mary Rose 1545, Vasa 1628, Kronan 1676 Under däck handlar om liv och död, strapatser och människoöden på tre berömda skepp. Kung Henrik VIII:s mäktiga skepp Mary Rose förliste när det avvärjde ett franskt försök att invadera England 1545. Vasa sjönk i Stockholms hamn på sin jungfruresa 1628. Regalskeppet Kronan exploderade under ett av Östersjöns största sjöslag 1676. Mary Rose och Vasa har bärgats i modern tid liksom en stor mängd föremål från Kronan. En värld från det förflutna stiger till ytan. I temauppslag och sprängskisser får vi följa med ombord. Doft av tjära, stank från hålskepp och otvättade män, avbruten sömn på hårda däck. Storm eller stiltje, råkyla eller pressande hetta, strid och skräck, sjukdom och död. Detta var villkoren för sjöfolk och soldater under 1500- och 1600-talen. De sjukdomar som härjade ombord presenteras på ett fascinerande och skrämmande sätt liksom hur man försökte bota dem med den tidens läkekonst.