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Digital Music Learning Resources : From Research to Educational Practice
This book offers an overview of the complex world of digital materials for music education and of their possible use in the everyday practice of music teachers.It presents a multidimensional taxonomy of digital materials for music education.Through the taxonomy it is possible to derive a clear framework of the whole field and to perform analysis of the state of art.The book shows the use of this flexible and powerful knowledge tool for reviewing the digital materials in the various domains and dimentions.The book provides researchers and designers with an overview of what has already been designed, proposed and tested in the field.It also offers music teachers a wider perspective of the possibilities connected to current technologies in the field of music education, and it suggests possible interrelationships between research and music education practices.
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Reimagining Academic Activism : Learning from Feminist Anti-Violence Activists
How can we reimagine the relationship between academia and activism to provide new opportunities for social change?Based on an ethnography with an anti-violence feminist collective, this vibrant and vital book develops an interdisciplinary approach to activism and activist research, helping us reimagine the role of scholarship in the fight against social inequality.With its reflections on novel tools that can be utilized in the fight for social justice, this book will be a valuable resource for academics in critical management studies, sociology, gender studies, and social work as well as practitioners and policymakers across the social services sector.
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On Learning, Volume 3 : Knowledge, Curriculum and Ethics
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On Learning, Volume 3 : Knowledge, Curriculum and Ethics
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Should physics be dropped from the high school curriculum?
No, physics should not be dropped from the high school curriculum. Physics is a fundamental science that helps students understand the natural world and develop critical thinking and problem-solving skills. It also provides a foundation for many other scientific disciplines and is essential for students pursuing careers in engineering, medicine, and other STEM fields. By studying physics, students can gain a deeper understanding of the universe and develop the skills necessary to tackle complex challenges in the future.
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From when do you recommend me to start learning Full-Stack development?
I recommend starting to learn Full-Stack development when you have a good understanding of the basics of programming and web development. This typically includes knowledge of HTML, CSS, and JavaScript. Once you have a solid foundation in these areas, you can start learning about server-side programming, databases, and other technologies that are essential for Full-Stack development. It's important to have a strong grasp of the fundamentals before diving into Full-Stack development to ensure a smoother learning experience.
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From when is there voluntary instruction after high school graduation?
Voluntary instruction is available after high school graduation, typically starting in the summer or fall following graduation. This instruction is optional and allows students to continue learning and developing skills in a more relaxed and flexible environment. It can include a variety of programs such as vocational training, language courses, or personal development workshops.
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Where do we get our school knowledge from?
We get our school knowledge from a variety of sources, including textbooks, teachers, educational materials, and educational technology. These sources provide us with information, concepts, and skills that are essential for our academic development. Additionally, we also gain knowledge through hands-on experiences, experiments, and practical applications of the concepts we learn in school. Overall, our school knowledge is derived from a combination of formal instruction, resources, and real-world experiences.
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Speech Acts in English : From Research to Instruction and Textbook Development
Speech acts, those actions carried out mainly by means of language, are used in English in a range of complex ways.However, they have rarely been covered in English as a foreign language (EFL) materials and textbooks.Bringing together current theories from pragmatics and cognitive linguistics, this book addresses this gap by providing a comprehensive model of directive speech acts and showing how to teach them to learners of English.It provides a review of the strengths and weaknesses of current theories of illocution and a critical assessment of existing EFL textbooks.Descriptions of the meaning and form of directive speech act constructions are given in the cognitive pedagogical grammar of directive speech acts (included), which offers a wealth of examples to make the information accessible to non-specialist readers.The book also provides a wide range of practical activities, showing how research on illocutionary acts can be implemented in practice.
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Towards Powerful Educational Knowledge : Perspectives from Educational Foundations, Curriculum Theory and Didaktik
This book explores what constitutes valid or powerful educational knowledge and the role of educational theorising in questions of educational practice.It examines the challenges facing the ‘deliberative’ educational knowledge traditions of educational foundations, curriculum theory and Didaktik as a consequence of the rising tide of empiricism in educational research, the ‘what works’ agenda in global educational reform and internal fragmentation within the traditions themselves.By examining the potential for the reconfiguration or reconstruction of these traditions, the book explores the possibility of reinvigorating deliberative educational theorising in ways that could provide a meaningful basis for educators to conceptualise their practice, and a robust response to policies that seek to narrow educational activity to a focus solely on learning outcomes and technical efficiency. This insightful volume will be of interest to all those concerned about the future of education, and particular the relationship between educational theory and educational practice in curriculum studies, teacher education and professional development.It will be a key resource for teachers, curriculum developers, policy makers and researchers in the field of curriculum theory and didactics.The book was originally published as a special issue of Journal of Curriculum Studies.
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From Philosophy to Poetry : T.S.Eliot's Study of Knowledge and Experience
In this text, Professor Child examines T.S. Eliot's relationship between his writing of poetry and his philosophical pursuits, in particular his lifelong occupation with the work of F.H.Bradley, Henri Bergson and William James. This account also considers the reception of Eliot's writing in philosophy and argues that the study of this work has significantly entered recent Eliot criticism.Overall, this volume provides a new reading of Eliot's famous poems, his literary criticism and social commentary.
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Polymers from Renewable Resources
ca. 200 words; this text will present the book in all promotional forms (e.g. flyers). Please describe the book in straightforward and consumer-friendly terms.The use of polymeric materials from renewable resources dates back in history. Even though synthetic polymers dominated the market for years, there is now a need for the development of sustainable, safe, and environmentally benign plastics from renewable resources.Green polymers from renewable resources can be isolated from biomass, obtained through the chemical modification of natural polymers, or synthesized through a two-step process from biomass involving monomer synthesis and then polymerization. Finally, polymer synthesis can be achieved in plants through photosynthesis using carbon dioxide or in microorganisms (e.g. synthesis of poly(hydroxy-alkanoate)s).In this issue, the developments in sustainable polymers including PLA, PHB, and furan-based materials are presented together with those concerning bionanocomposites of lignocellulosic mater or starch, and blends of bioplastics. The use of biomass-based plasticizers, fillers, and additives for the improvement of polymers’ properties and the applications of biopolymers such as hyaluronic acid, carrageenans, chitosan, and polysaccharides in medicine and pharmaceutics are discussed.
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How is the school instruction structured during the training?
The school instruction during the training is typically structured in a systematic and progressive manner. It usually starts with foundational concepts and gradually builds upon them to more advanced topics. The training may include lectures, hands-on practical sessions, group discussions, and assessments to ensure understanding and retention of the material. The instructors often follow a curriculum or syllabus to cover all the necessary topics within the specified timeframe.
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What resources are available for learning Swedish?
There are several resources available for learning Swedish, both online and offline. Online resources include websites like Duolingo, Babbel, and Rosetta Stone, which offer interactive lessons and exercises. There are also many YouTube channels and podcasts dedicated to teaching Swedish. Additionally, language learning apps like Memrise and Pimsleur offer courses specifically for Swedish. Offline resources include textbooks, workbooks, and language exchange programs where you can practice speaking with native speakers.
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Why do children from academic families more often graduate from high school than children from working-class families?
Children from academic families more often graduate from high school than children from working-class families due to a variety of factors. Academic families often place a high value on education, which can lead to higher expectations and greater support for their children's academic success. Additionally, academic families may have greater access to resources such as tutoring, educational materials, and extracurricular activities that can contribute to their children's success in school. On the other hand, working-class families may face economic challenges that can impact their children's ability to focus on their education, such as the need to work part-time jobs to help support the family. These factors can contribute to disparities in high school graduation rates between children from academic and working-class families.
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What should one do if the learning objective is not included in the training curriculum?
If the learning objective is not included in the training curriculum, one should first communicate with the training facilitator or instructor to see if the objective can be incorporated or addressed in some way. If that is not possible, one could seek additional resources or materials outside of the training curriculum to learn about the objective independently. It may also be helpful to discuss the learning objective with a supervisor or mentor to see if there are alternative ways to achieve the desired learning outcome.
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