James A. Davis – författare

Listening Across Borders: Musicology in the Global Classroom provides readers with the tools and techniques for integrating a global approach to music history—within the framework of the roots, challenges, and benefits of internationalization—into the modern music curriculum. Contributors from around the world offer strategies for empowering students to critique the economic, ideological, and political structures that propagate global challenges. Applicable in a variety of classroom settings, the internationalized teaching methods collected here suggest fruitful ways forward in a global age, in three parts:Creating Global CitizensTeaching with Case Studies of Intercultural EncountersChallenges and OpportunitiesIn reevaluating the role of higher education in a cosmopolitan world, modern educators have come to question the limits of geographically defined canons, traditional curricular content, and other longstanding teaching approaches. Listening Across Borders places the music history classroom at the center of the conversation about internationalization in higher education, embracing pedagogies that develop the skillsets to become global citizens in a world where international cooperation is increasingly essential.

Listening Across Borders: Musicology in the Global Classroom provides readers with the tools and techniques for integrating a global approach to music history—within the framework of the roots, challenges, and benefits of internationalization—into the modern music curriculum. Contributors from around the world offer strategies for empowering students to critique the economic, ideological, and political structures that propagate global challenges. Applicable in a variety of classroom settings, the internationalized teaching methods collected here suggest fruitful ways forward in a global age, in three parts:Creating Global CitizensTeaching with Case Studies of Intercultural EncountersChallenges and OpportunitiesIn reevaluating the role of higher education in a cosmopolitan world, modern educators have come to question the limits of geographically defined canons, traditional curricular content, and other longstanding teaching approaches. Listening Across Borders places the music history classroom at the center of the conversation about internationalization in higher education, embracing pedagogies that develop the skillsets to become global citizens in a world where international cooperation is increasingly essential.

In December 1863, Civil War soldiers took refuge from the dismal conditions of war and weather. They made their winter quarters in the Piedmont region of central Virginia: the Union’s Army of the Potomac in Culpeper County and the Confederacy’s Army of Northern Virginia in neighboring Orange County. For the next six months the opposing soldiers eyed each other warily across the Rapidan River. In Music Along the Rapidan James A. Davis examines the role of music in defining the social communities that emerged during this winter encampment. Music was an essential part of each soldier’s personal identity, and Davis considers how music became a means of controlling the acoustic and social cacophony of war that surrounded every soldier nearby. Music also became a touchstone for colliding communities during the encampment-the communities of enlisted men and officers or Northerners and Southerners on the one hand and the shared communities occupied by both soldier and civilian on the other. The music enabled them to define their relationships and their environment, emotionally, socially, and audibly.

Social scientists routinely draw conclusions about cause and effect from their data. This book spells out the pre-statistical assumptions of multivariate research and explains in nonmathematical terms: the concepts of causal direction and system order; direct, indirect, and spurious statistical effects; signs and the sign rule; rules for introducing control variables, elaboration and explanation, "effects analysis," and path analysis. The book is not statistical in the sense of developing specific statistical tools. Rather, it explains the prestatistical assumptions required, whatever the technique. The importance of substantive knowledge about the "real world" is stressed, and the myth that causal problems can be solved by statistical calculations alone is repeatedly challenged.

When someone goes public with a simple, straightforward, good idea, the audience usually scratches its collective head and wonders why no one thought of it before. That was my reaction as I read James A. Davis and Tom W. Smith's short volume on the General Social Survey (GSS), the first of a new Sage series on major social science data bases. . . . I suspect there isn't a GSS user out there who wouldn't learn quite a bit from reading this book. . . . The knowledge it provides is partly historical, partly practical, and partly inspirational. . . . The practical sections make up a very readable and thorough discussion of its study design. . . . The inspirational part of the book, at least for me is Davis and Smith's narrative on the variety of studies and collaborative activity that make the GSS a unique source for comparative, historical, methodological, and cross-sectional research. . . . For those who wonder whether their interesting questions have been answered in previous research, Davis and Smith provide basic guidelines for finding out who has done what with the GSS. --Contemporary Sociology "This series will lead to more informed analysis of existing data sources as well as more insightful interpretation of studies based on them (for series quote). . . . In this superb first volume for the series, James A. Davis and Tom W. Smith have provided a lucid introduction to the history, philosophy, sampling design, and evolving content of the General Social Survey (GSS). . . . This guide conveys with both cogency and liveliness the major features of the GSS. . . . The chapter on sampling design, which describes both the shift from a block-quota modified probability sample to a full probability sample and the switch from a 1970 sample frame to a 1980 sample frame, gives evidence of the commitment to high quality. . . . The book communicates an abiding responsiveness to the emerging data needs of a developing social science. . . . The responsiveness of the GSS to new data needs, amply evident in the book, is one of its most laudable features. . . . It is a tribute to Davis and Smith that their book stimulates the reader not only to order the GSS database straightaway and carry out tests of some intriguing propositions but also to make testable some previously untestable propositions by persuading the GSS to collect information on the propositions' previously unmeasured parts. This book augurs well for the series." --Journal of the American Statistical Association "All of the questions my methods students have asked over the years (and all I've asked myself) are answered, and then some. . . . The guide is effective in making the data accessible." --Karen Campbell, Vanderbilt University "I think this series is a very good idea. Code books are intimidating for many users, and clear, approachable guides to major social science data sets will be well received. The User's Guide to the GSS . . . will ultimately be such a resource. . . . The section on Design Effects . . . is a very good subject to include in such a guide." --Dan Krymkowski, Dartmouth College "A fine introduction to an invaluable social science data resource." --Judith Tanur, State University of New York, Stony Brook "Should provide helpful assistance to undergraduates whose exposure to the GSS may be their first experience with survey research and quantitative analysis. In addition, it should be a useful tool to more experienced analysts who need to quickly master the intricacies of the GSS." --Microcase Forum For any researcher, student, or teacher using the General Social Survey (GSS), this book is a must. Written by the two researchers who have directed the GSS since its inception in 1972, this practical, easy-to-use volume enables you to exploit this large data set more effectively than ever before. This volume clearly explains the "rotations" and "split ballots" in the study design, describes available samples (including the 1982 and 1987 oversamples of black respondents) and weights, and discusses interviewer training, quality control, validation, and coding procedures. In addition, it outlines the topics covered in the GSS, including the recurrent, replicated "core" items suitable for trend analyses, the annual topical modules on subjects of current interest, and the international modules produced in collaboration with the International Social Survey Program. And, this guidebook covers the various data sets in which GSS data are accessible, and directs you to the data banks that disseminate them. Both novice and experienced GSS users will find The NORC General Social Survey an invaluable tool.

When someone goes public with a simple, straightforward, good idea, the audience usually scratches its collective head and wonders why no one thought of it before. That was my reaction as I read James A. Davis and Tom W. Smith's short volume on the General Social Survey (GSS), the first of a new Sage series on major social science data bases. . . . I suspect there isn't a GSS user out there who wouldn't learn quite a bit from reading this book. . . . The knowledge it provides is partly historical, partly practical, and partly inspirational. . . . The practical sections make up a very readable and thorough discussion of its study design. . . . The inspirational part of the book, at least for me is Davis and Smith's narrative on the variety of studies and collaborative activity that make the GSS a unique source for comparative, historical, methodological, and cross-sectional research. . . . For those who wonder whether their interesting questions have been answered in previous research, Davis and Smith provide basic guidelines for finding out who has done what with the GSS. --Contemporary Sociology "This series will lead to more informed analysis of existing data sources as well as more insightful interpretation of studies based on them (for series quote). . . . In this superb first volume for the series, James A. Davis and Tom W. Smith have provided a lucid introduction to the history, philosophy, sampling design, and evolving content of the General Social Survey (GSS). . . . This guide conveys with both cogency and liveliness the major features of the GSS. . . . The chapter on sampling design, which describes both the shift from a block-quota modified probability sample to a full probability sample and the switch from a 1970 sample frame to a 1980 sample frame, gives evidence of the commitment to high quality. . . . The book communicates an abiding responsiveness to the emerging data needs of a developing social science. . . . The responsiveness of the GSS to new data needs, amply evident in the book, is one of its most laudable features. . . . It is a tribute to Davis and Smith that their book stimulates the reader not only to order the GSS database straightaway and carry out tests of some intriguing propositions but also to make testable some previously untestable propositions by persuading the GSS to collect information on the propositions' previously unmeasured parts. This book augurs well for the series." --Journal of the American Statistical Association "All of the questions my methods students have asked over the years (and all I've asked myself) are answered, and then some. . . . The guide is effective in making the data accessible." --Karen Campbell, Vanderbilt University "I think this series is a very good idea. Code books are intimidating for many users, and clear, approachable guides to major social science data sets will be well received. The User's Guide to the GSS . . . will ultimately be such a resource. . . . The section on Design Effects . . . is a very good subject to include in such a guide." --Dan Krymkowski, Dartmouth College "A fine introduction to an invaluable social science data resource." --Judith Tanur, State University of New York, Stony Brook "Should provide helpful assistance to undergraduates whose exposure to the GSS may be their first experience with survey research and quantitative analysis. In addition, it should be a useful tool to more experienced analysts who need to quickly master the intricacies of the GSS." --Microcase Forum For any researcher, student, or teacher using the General Social Survey (GSS), this book is a must. Written by the two researchers who have directed the GSS since its inception in 1972, this practical, easy-to-use volume enables you to exploit this large data set more effectively than ever before. This volume clearly explains the "rotations" and "split ballots" in the study design, describes available samples (including the 1982 and 1987 oversamples of black respondents) and weights, and discusses interviewer training, quality control, validation, and coding procedures. In addition, it outlines the topics covered in the GSS, including the recurrent, replicated "core" items suitable for trend analyses, the annual topical modules on subjects of current interest, and the international modules produced in collaboration with the International Social Survey Program. And, this guidebook covers the various data sets in which GSS data are accessible, and directs you to the data banks that disseminate them. Both novice and experienced GSS users will find The NORC General Social Survey an invaluable tool.

The Music History Classroom brings together essays written by recognized and experienced teachers to assist in the design, implementation, and revision of college-level music history courses. This includes the traditional music history survey for music majors, but the materials presented here are applicable to other music history courses for music majors and general education students alike, including period classes, composer or repertory courses, and special topics classes and seminars. The authors bring current thought on the scholarship of teaching and learning together with practical experience into the unique environment of the music history classroom. While many of the issues confronting teachers in other disciplines are pertinent to music history classes, this collection addresses the unique nature of musical materials and the challenges involved in negotiating between historical information, complex technical musical issues, and the aesthetics of performing and listening. This single volume provides a systematic outline of practical teaching advice on all facets of music history pedagogy, including course design, classroom technology, listening and writing assignments, and more. The Music History Classroom presents the 'nuts-and-bolts' of teaching music history suitable for graduate students, junior faculty, and seasoned teachers alike.

The Music History Classroom brings together essays written by recognized and experienced teachers to assist in the design, implementation, and revision of college-level music history courses. This includes the traditional music history survey for music majors, but the materials presented here are applicable to other music history courses for music majors and general education students alike, including period classes, composer or repertory courses, and special topics classes and seminars. The authors bring current thought on the scholarship of teaching and learning together with practical experience into the unique environment of the music history classroom. While many of the issues confronting teachers in other disciplines are pertinent to music history classes, this collection addresses the unique nature of musical materials and the challenges involved in negotiating between historical information, complex technical musical issues, and the aesthetics of performing and listening. This single volume provides a systematic outline of practical teaching advice on all facets of music history pedagogy, including course design, classroom technology, listening and writing assignments, and more. The Music History Classroom presents the 'nuts-and-bolts' of teaching music history suitable for graduate students, junior faculty, and seasoned teachers alike.

Historians have long treated the patriotic anthems of the American Civil War as colorful, if largely insignificant, side notes. Beneath the surface of these songs, however, is a complex story. “Maryland, My Maryland” was one of the most popular Confederate songs during the American Civil War, yet its story is full of ironies that draw attention to the often painful and contradictory actions and beliefs that were both cause and effect of the war. Most telling of all, it was adopted as one of a handful of Southern anthems even though it celebrated a state that never joined the Confederacy.In Maryland, My Maryland: Music and Patriotism during the American Civil War James A. Davis illuminates the incongruities underlying this Civil War anthem and what they reveal about patriotism during the war. The geographic specificity of the song’s lyrics allowed the contest between regional and national loyalties to be fought on bandstands as well as battlefields and enabled “Maryland, My Maryland” to contribute to the shift in patriotic allegiance from a specific, localized, and material place to an ambiguous, inclusive, and imagined space. Musical patriotism, it turns out, was easy to perform but hard to define for Civil War–era Americans.