scholarly journals The Musical Language of Kazimierz Serocki in the Light of the Composer’s Self-Reflection

2015 ◽  
Vol 12 (1) ◽  
pp. 63-73
Author(s):  
Iwona Lindstedt

Abstract The article is an attempt to reconstruct the fundamental elements of Kazimierz Serocki’s musical language on the basis of his own statements concerning his music. Those statements come first and foremost from his lectures prepared for the Meisterkurs für Komposition at the Musik-Akademie in Basel (1976), whose manuscripts are now held in the Polish Composers’ Archive of the University of Warsaw Library. The lecture texts (Notations- und Realisationsprobleme, Klangfarben als Kompositionsmaterial, Chance der offenen Form) present a whole set of problems which Serocki considered as the most important for his method of composition. The central place among these problems is occupied by the idea of “composing with sound colour” (“mit Klangfarben komponieren”). Sound colour plays a decisive role in the creative process, as it constitutes self-sufficient material for composition. Sound colour has a form-shaping role in the musical work, since it can build sequences of sound structures in various configurations, which perform various functions in the piece. The idea of composing with sound colour is presented by the composer in the context of an adequate way of notating sound phenomena and the possibility of performing music from such notation. This idea was also related in the lectures to the principles of constructing polyvalent open forms (mehrdeutige Form) out of small- and large-scale components. Pitch organisation, on the other hand, remains of secondary interest in the composer’s commentaries. Serocki’s self-reflection provides us with original and innovative answers to the most important problems that contemporary composers have had to face in their work. It also provides significant and hitherto frequently little-known insights into the components of the unique style of the author of Pianophonie, and these insights can be effectively utilised in the course of future research on Serocki’s work.

2020 ◽  
Vol 8 (1) ◽  
pp. 5-27
Author(s):  
John Trent

Abstract The proliferation of English-medium instruction (EMI) in higher education institutions (HEIs) across non-English-speaking Europe has been recently documented in several large-scale surveys. The opportunities and challenges of designing and implementing EMI policies are also widely recognized. However, our understanding of the use of EMI in Russian HEIs is limited. This study responds to this research need by exploring the experiences and perspectives of instructors teaching business-related subjects using the English language in two different Russian HEIs. A contribution of the study is to investigate these perspectives and experiences using the analytic lens of positioning theory. Results reveal the ways in which instructors are positioned by the university, as well how they position themselves, within an EMI environment. Acknowledging the potential antagonism that might result between different EMI stakeholders because of this positioning and repositioning, suggestions are then made as how this outcome could be avoided. Implications for future research are also considered.


10.2196/17759 ◽  
2020 ◽  
Vol 9 (9) ◽  
pp. e17759
Author(s):  
Maya Kylén ◽  
Steven M Schmidt ◽  
Oskar Jonsson ◽  
Björn Slaug ◽  
Susanne Iwarsson

Background User involvement is a requirement of most research funders. There is a growing body of literature exploring the benefits and challenges of user involvement in research, but such studies are scarce in the field of aging and health. Moreover, the majority of such research is qualitative, which limits the generalizability of results. The UserAge panel study will be instrumental in expanding knowledge that will benefit the quality and impact of user involvement in future research. Objective The aim of this study is to determine the awareness and understanding of and attitudes toward user involvement in research among different categories of knowledge users and researchers over time. Methods A panel study will be implemented with 3 different categories of knowledge users (people aged 60 years and older, informal carers, and professionals in health care and architecture) and researchers in aging and health. A professional survey company will collect data from all samples in parallel. Potential participants will be asked to complete the survey via telephone or online, or participants can request a paper survey to be sent to them in the post. A draft set of questions on attitudes and behavioral patterns related to research utilization and user involvement in research was compiled based on existing literature and input from the research team. Using a participatory approach, we engaged a user forum, where 8 older people and 3 researchers jointly refined the survey for time/length to complete, terminology, readability, and context. Data collected via the internet or telephone will be automatically processed, and data collected on paper forms will be entered in machine-readable forms. The survey company will store all data and deliver the quality-controlled database to the university for further storage. Analyses of frequencies and measures of central tendency will be used for descriptive purposes. To compare groups, state-of-the art statistical analyses will be used. Results Data collection for the first study wave started in September 2019 and will be completed in spring 2020. Data will be ready for analysis following cleaning and quality control, which started during summer 2020 and will be completed autumn 2020. We anticipate the data collection for the second study wave to start in September 2021. Conclusions This is the first quantitative large-scale panel study focusing on trends in attitudes toward, awareness of, and knowledge about user involvement in research on aging and health in Sweden. The results will generate new and important knowledge to advance the understanding of user needs and preferences as well as the relevance of user involvement in research on aging and health. International Registered Report Identifier (IRRID) DERR1-10.2196/17759


2020 ◽  
Author(s):  
Maya Kylén ◽  
Steven M Schmidt ◽  
Oskar Jonsson ◽  
Björn Slaug ◽  
Susanne Iwarsson

BACKGROUND User involvement is a requirement of most research funders. There is a growing body of literature exploring the benefits and challenges of user involvement in research, but such studies are scarce in the field of aging and health. Moreover, the majority of such research is qualitative, which limits the generalizability of results. The UserAge panel study will be instrumental in expanding knowledge that will benefit the quality and impact of user involvement in future research. OBJECTIVE The aim of this study is to determine the awareness and understanding of and attitudes toward user involvement in research among different categories of knowledge users and researchers over time. METHODS A panel study will be implemented with 3 different categories of knowledge users (people aged 60 years and older, informal carers, and professionals in health care and architecture) and researchers in aging and health. A professional survey company will collect data from all samples in parallel. Potential participants will be asked to complete the survey via telephone or online, or participants can request a paper survey to be sent to them in the post. A draft set of questions on attitudes and behavioral patterns related to research utilization and user involvement in research was compiled based on existing literature and input from the research team. Using a participatory approach, we engaged a user forum, where 8 older people and 3 researchers jointly refined the survey for time/length to complete, terminology, readability, and context. Data collected via the internet or telephone will be automatically processed, and data collected on paper forms will be entered in machine-readable forms. The survey company will store all data and deliver the quality-controlled database to the university for further storage. Analyses of frequencies and measures of central tendency will be used for descriptive purposes. To compare groups, state-of-the art statistical analyses will be used. RESULTS Data collection for the first study wave started in September 2019 and will be completed in spring 2020. Data will be ready for analysis following cleaning and quality control, which started during summer 2020 and will be completed autumn 2020. We anticipate the data collection for the second study wave to start in September 2021. CONCLUSIONS This is the first quantitative large-scale panel study focusing on trends in attitudes toward, awareness of, and knowledge about user involvement in research on aging and health in Sweden. The results will generate new and important knowledge to advance the understanding of user needs and preferences as well as the relevance of user involvement in research on aging and health. INTERNATIONAL REGISTERED REPORT DERR1-10.2196/17759


2012 ◽  
Vol 40 (5) ◽  
pp. 735-745 ◽  
Author(s):  
Shao-Hsi Chung ◽  
Ying-Fang Su ◽  
Shao-Wen Su

We investigated the relationship between 3 cognitive personality traits of employees, that is, cognitive flexibility, insight, and self-reflection, and the relationship between 3 variables of resistance, that is, affective resistance, cognitive resistance, and behavioral resistance, to organizational change. The question of how cognitive flexibility was related to each of these variables of resistance to organizational change was then examined. The sample comprised 419 employees from large-scale manufacturers in Taiwan, who had previously experienced organizational change. Our findings indicated that insight and self-reflection were antecedent variables of cognitive flexibility. Of the 3 variables, resistance to organizational change, affective resistance, and cognitive resistance were positively related to behavioral resistance, and affective resistance was positively related to cognitive resistance. Conversely, cognitive flexibility was negatively related to all the variables of resistance. Implications and limitations of this study are discussed, and suggestions for future research proposed.


2019 ◽  
Author(s):  
◽  
Christopher Austin

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This study examined the relationship between elementary teachers' attitudes, beliefs, knowledge, Elementary Mathematics Specialist (EMS) status, and students' opportunities to engage in justification. Guided by a theoretical framework positioning instructional practices as an outcome of psychological factors (Ernest, 1989; Wilkins, 2008), a mixed-methods sequential explanatory design (Ivankova et al., 2006) was used to structure the study. Quantitative analyses were conducted using data from Studying Teacher Expertise and Assignment in Mathematics (STEAM), a large-scale, federally funded project. Interpretable factors representing teachers' attitudes and beliefs about mathematics teaching and learning were empirically derived via exploratory factor analyses. These factors, along with data on teachers' knowledge and instructional practice, were incorporated into a factor score path analysis (Devlieger and Rosseel, 2017). An embedded single-case study (Yin, 2014) was utilized to characterize classrooms described in task-based interviews of 8 EMS-certified teachers representing High, Medium, and Low justification practices. The quantitative investigation resulted in an empirical model of direct effects of teachers' attitudes, beliefs, and EMS status, as well as indirect effects of teachers' knowledge, attitudes, and specialized training on justification practices. Qualitative analysis yieled themes regarding the object and source of challenges for students' justifications and teachers' actions to foster classroom environments for justification. Findings from quantitative and qualitative analyses were synthesized to explain how teacher-level characteristics align with observable classroom practices. Implications for future research and teacher education are offered.


2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.


Author(s):  
E. V. Klimenko ◽  
N. S. Buslova

The article is devoted to the consideration of ways to solve one of the actual problems in theory and methodology of training and upbringing — the problem of developing professional skills of future informatics teacher. As a way to adapt students to the profession, the possibility of their involvement in social designing was chosen. Participation in social projects contributes to the approbation and introduction of new forms and methods in teaching informatics. Expanding the experience of future teachers in carrying out large-scale events contributes to the formation of a socially adapted personality competitive in modern society. The potential of a social project in consolidating the knowledge and skills obtained during the theoretical training at the university is indicated. In the article, theoretical reasoning is accompanied by examples of real social projects and activities aimed at the formation of professional competencies of future informatics teachers.


2017 ◽  
Vol 5 (1) ◽  
pp. 70-82
Author(s):  
Soumi Paul ◽  
Paola Peretti ◽  
Saroj Kumar Datta

Building customer relationships and customer equity is the prime concern in today’s business decisions. The emergence of internet, especially social media like Facebook and Twitter, changed traditional marketing thought to a great extent. The importance of customer orientation is reflected in the axiom, “The customer is the king”. A good number of organizations are engaging customers in their new product development activities via social media platforms. Co-creation, a new perspective in which customers are active co-creators of the products they buy and use, is currently challenging the traditional paradigm. The concept of co-creation involving the customer’s knowledge, creativity and judgment to generate value is considered not only an upcoming trend that introduces new products or services but also fitting their need and increasing value for money. Knowledge and innovation are inseparable. Knowledge management competencies and capacities are essential to any organization that aspires to be distinguished and innovative. The present work is an attempt to identify the change in value creation procedure along with one area of business, where co-creation can return significant dividends. It is on extending the brand or brand category through brand extension or line extension. This article, through an in depth literature review analysis, identifies the changes in every perspective of this paradigm shift and it presents a conceptual model of company-customer-brand-based co-creation activity via social media. The main objective is offering an agenda for future research of this emerging trend and ensuring the way to move from theory to practice. The paper acts as a proposal; it allows the organization to go for this change in a large scale and obtain early feedback on the idea presented. 


Author(s):  
Lori Stahlbrand

This paper traces the partnership between the University of Toronto and the non-profit Local Food Plus (LFP) to bring local sustainable food to its St. George campus. At its launch, the partnership represented the largest purchase of local sustainable food at a Canadian university, as well as LFP’s first foray into supporting institutional procurement of local sustainable food. LFP was founded in 2005 with a vision to foster sustainable local food economies. To this end, LFP developed a certification system and a marketing program that matched certified farmers and processors to buyers. LFP emphasized large-scale purchases by public institutions. Using information from in-depth semi-structured key informant interviews, this paper argues that the LFP project was a disruptive innovation that posed a challenge to many dimensions of the established food system. The LFP case study reveals structural obstacles to operationalizing a local and sustainable food system. These include a lack of mid-sized infrastructure serving local farmers, the domination of a rebate system of purchasing controlled by an oligopolistic foodservice sector, and embedded government support of export agriculture. This case study is an example of praxis, as the author was the founder of LFP, as well as an academic researcher and analyst.


10.28945/3529 ◽  
2016 ◽  
Vol 11 ◽  
pp. 217-226 ◽  
Author(s):  
Helen L MacLennan ◽  
Anthony A Pina ◽  
Kenneth A Moran ◽  
Patrick F Hafford

Is the Doctor of Business Administration (D.B.A) a viable degree option for those wishing a career in academe? The D.B.A. degree is often considered to be a professional degree, in-tended for business practitioners, while the Doctor of Philosophy (Ph.D.) degree is por-trayed as the degree for preparing college or university faculty. Conversely, many academic programs market their D.B.A. programs to future academicians. In this study, we investigat-ed whether the D.B.A. is, in fact, a viable faculty credential by gathering data from univer-sity catalogs and doctoral program websites and handbooks from 427 graduate business and management programs to analyze the terminal degrees held by 6159 faculty. The analysis indicated that 173 institutions (just over 40% of the total) employed 372 faculty whose ter-minal degree was the D.B.A. This constituted just over 6% of the total number of faculty. Additionally, the program and faculty qualification standards of the six regional accrediting agencies and the three programmatic accrediting agencies for business programs (AACSB, IACBE, and ACBSP) were analyzed. Results indicated that all these accrediting agencies treated the D.B.A. and Ph.D. in business identically and that the D.B.A. was universally considered to be a valid credential for teaching business at the university level. Suggestions for future research are also offered.


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