General Studies

2021 ◽  
pp. 79-82
Author(s):  
Gregory Harwood
Keyword(s):  
Music ◽  
2021 ◽  
Author(s):  
Ardis Butterfield ◽  
Elizabeth Hebbard

In the 12th and 13th centuries, the troubadours in Occitania and the trouvères in northern France composed songs with texts in the vernacular and monophonic melodies. For the troubadours, the vernacular was Old Occitan; for their northern counterparts, Old French. This difference in idiom is sometimes held to mark a distinction between two separate but analogous traditions of medieval song. The medieval practices of compiling multilingual lyric anthologies and of borrowing melodies seem instead to affirm the contiguity of song culture across different languages. The term “lyric” during this period typically designates a text set to melody, but not all manuscripts of troubadour and trouvère lyric preserve song melodies. Music survives for nearly half of the trouvère repertory (about three thousand songs) but only about 10 percent of the twenty-six hundred extant troubadour songs. The compositional period for troubadours and trouvères is conventionally defined rather rigidly as 1100–1300, and the songs themselves as strophic and monophonic. However, the troubadours and trouvères also composed in non-strophic genres (lais and descorts), and the trouvères composed in non-musical lyric genres (congés, dits) as well as in polyphonic forms. Adam de la Halle and Jehan de Lescurel, for example, produced small but significant collections of single-text polyphonic pieces. Of course, the composition of French and Occitan song also continued beyond 1300, albeit in different social and cultural contexts, by which point the long history of its study and reception had already begun. Some of the most important reference works, such as the Pillet-Carstens Bibliographie, date from the early 20th century and come from France and Germany, while Anglophone publications on troubadour and trouvère music only began to emerge in the second half of the 20th century. Modern scholars continually renew this material by bringing it into conversation with critical theory (Giving Voice to Love: Song and Self-Expression from the Troubadours to Guillaume de Machaut, cited under General Studies), feminist theory (Songs of the Women Trouvères, cited under Anthologies), and social history (The Owl and the Nightingale: Musical Life and Ideas in France 1100–1300, cited under Musical, Literary, Social, and Political Studies; The World of the Troubadours: Medieval Occitan Society, c. 1100-c.1300 and Parler d’amour au puy d’Arras: Lyrique en jeu, both cited under Regional Studies). The vibrancy in troubadour and trouvère scholarship also comes from interdisciplinary collaboration and exchange among musicologists, historians, paleographers, and literary scholars. Despite their shared primary sources, the fields of musicology and of literary studies have approached troubadour and trouvère material differently, and with different emphases. In part, these differences can be ascribed to the difficulty of defining a corpus of study, which does not always overlap for the two fields. The organization of this article echoes some of these tensions between older but fundamental reference works and newer directions of inquiry, and the sometimes separate, sometimes unified, treatment of troubadour and trouvère song.


2021 ◽  
Vol 29 (1) ◽  
pp. 101-107
Author(s):  
Amita Krautloher ◽  

In March 2020, Charles Sturt University (CSU) launched two new pathway courses: the Diploma of General Studies (DGS) and the CSU Pathway course. These courses are offered at five regional campuses, along with an online offering. This particular cohort of students lack the skills and confidence necessary to engage withuniversity-level study. With the advent of COVID-19, the challenge was to transition the five on-campus cohorts to a fully online mode of delivery within a few weeks. This task was further complicated as a number of teaching staff on the program were new to CSU, with little to no experience teaching explicitly online.This paper showcases the student-centric strategies adopted to transition on-campus students to online delivery. A summary will also be provided of the successes of this approach (to date), particularly in terms of retention and progression, along with the lessons learnt as part of the process.


2014 ◽  
Vol 11 (2) ◽  
pp. 115-141
Author(s):  
Aleya James

This paper explores the work of the educational theorist Gert Biesta in a setting outside of the context where it was originally developed. It aims to address how Biesta’s approach can help educators and policy makers question the philosophical underpinnings of education in the UAE and thereby start a conversation that is currently absent in this context. The paper comprises three elements: first, an overview of Biesta’s educational theory is given with a focus on ‘subjectification’ and his self-titled “pedagogy of interruption”. Secondly and in brief, I use Biesta’s framework of educational dimensions to analyse the philosophy underlying education in the United Arab Emirates using published government documents and media sources. Thirdly, I report a small-scale qualitative analysis of a specific educational space, three General Studies Courses in a UAE tertiary institution, to investigate the ‘risky’ possibilities involved in implementing a pedagogy of interruption. I find that despite a dominant policy discourse that discounts subjectification, there are significant opportunities for students to develop a strong sense of self. These opportunities are created by a small but strongly motivated group of teachers and taken up, on the whole enthusiastically, by students. However, my assertions are limited by a number of challenges which warrant further research. This paper hopes to provide a meaningful contribution to the limited discussion regarding the aims and expectations of education in the Middle East, and finds a pertinent philosophical grounding for liberal studies teaching in a tertiary context. As such the paper will be of value both to policy and decision makers in the Middle East and to teachers and trainers who teach in multi-cultural and international contexts.


2020 ◽  
Author(s):  
thobias sarbunan

Slang uses referred to modernity, language assimilation, and language variety in socialdiscourses; that underlined the background to the reason of young generation toassimilate and modification, as a tool for communicating also socialization. Importantly,slang even the outer level of young ages, will interpret as negative meanings, but theygoing to acquire in variety moment. That culture or we can appeal as language behave,promoting their boundaries as independent language user. In further slang became thesymbol of freedom of speech, the popularity of zoom generation, a group of human classentity, and modern life. All perspective above, that grounded and interrelated to slanguses, was implicating to the use of Anjay word [as the representative or reflection of thevarious slang in Indonesia]. A word such Anjay, transported from negative meaningswhich rooting of [dog-word; in Bahasa Indonesia as Anjing] became one of popular slangthat expressed of enthusiasm, adore, joke, love, and friendship to one object.Unpredictable and unthinkable, why, today, as researcher try to describe this topic, thatword was problematic to the outer ages of young generation. We have to notice that,Anjay popularity have been using for years, and Indonesian known as one of our Prokemor in English call Slang. Besides that, the highest trend of the uses of that word wasachieving in period of YouTube golden age likes in the mid of pandemic. There hasnumerous user of Anjay word in the moment of speaking. To adhere that issue, researcherwas in purpose to describe from scientific attention, in short the interchangeable oflanguage scope to the Anjay word in depth, the method was literature study that compiledof journal-thesis-and bachelor paper. Result showed that slang in general studies, wereseveral of type. So that, we have to consider not also the root of word, but the locus,segment of the user, the reason behind the slang used, and the other language studiesfactor, such as semantic, lexicon, sociolinguistic, psycholinguistic. Shortly, Anjay wordinterpretation or description, considered as various slang that not only simply to relate fornegative meanings as its viral discussion, but as the language expression to the entitygroup such young ages.


2020 ◽  
Vol 26 (6) ◽  
pp. 551-557
Author(s):  
Vitória da Silveira Jahn ◽  
Clara Knierim Correia ◽  
Elisa Dell’Antonio ◽  
Luis Mochizuki ◽  
Caroline Ruschel

ABSTRACT This study aims to analyze and summarize the biomechanical (kinematics, kinetics and neuromuscular) differences between shod and barefoot running, through a literature review. Searches were conducted for complete articles published between 2013 and November 2018 in the Web of Science, PubMed, Scopus and SPORTdiscus databases. The search terms used were Biomechanics, Kinetics, Kinematics, Electromyography, “Surface Electromyography”; and Unshod, Barefoot, Barefeet and Running. The search resulted in 687 articles; after excluding duplicates and selecting by title, abstract and full text, 40 articles were included in the review. The results show that there are important differences in the biomechanics of running when shod or barefoot. In general, studies indicate that in barefoot running: a) individuals present forefoot or midfoot foot strike patterns, while in shod running the typical pattern is the rearfoot strike; (b) greater cadence and shorter stride length are observed; and (c) there is greater knee flexion, lower peak vertical ground reaction force and greater activation of the medial gastrocnemius. In addition, barefoot runners contact the ground with greater plantar flexion, possibly as a strategy to reduce impact when stepping without footwear. These differences, as well as runners’ individual characteristics, should be considered in the prescription of the barefoot running, in order to minimize injuries resulting from the practice. Level of Evidence II; Review.


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