scholarly journals The Project Ahead: Some Thoughts on Developing a Popular Music Curriculum

2013 ◽  
Vol 21 (1) ◽  
pp. 28-39
Author(s):  
Paul Théberge
Keyword(s):  
Higher Education ◽  
Popular Music ◽  
Integrated Approach ◽  
Academic Programs ◽  
Music Programs ◽  
Pedagogical Practices ◽  
Music Curriculum ◽  
Full Participation ◽  
The Individual

Arguing that past attempts at introducing popular music into the curriculum have taken place primarily at the level of the individual course, the author argues that a more extensive and integrated approach to developing academic programs in popular music is now needed. The model for such a program must be both multidisciplinary and interdisciplinary in character and must include the full participation of departments and faculties of music. Consideration is given to the special demands placed on music programs in terms of the need to rethink the structures and pedagogical practices associated with present-day higher education in music.

scholarly journals Pursuing Inclusive Higher Education in Egypt and Beyond through the Convention on the Rights of Persons with Disabilities

2018 ◽  
Vol 6 (4) ◽  
pp. 230-240
Author(s):  
Janet E. Lord ◽  
Michael Ashley Stein
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Field Work ◽  
Academic Programs ◽  
Public Higher Education ◽  
Persons With Disabilities ◽  
The Individual ◽  
Education Courses

Inclusive higher education is elusive for students with disabilities, especially in developing countries. The adoption and rapid ratification of the Convention on the Rights of Persons with Disabilities (CRPD) provides, if applied as its drafters intended, a “whole of institution” framework for its realization (CRPD Committee, 2016). Myriad legal, attitudinal, physical, and communication-based barriers limit or exclude participation. The individual impact of such discrimination is clear and carries lifelong consequences. Equally endemic are the broad societal and pedagogical effects of this exclusion. To illustrate: preventing persons with disabilities from Teacher Education courses impacts inclusive education in primary and secondary education; barring people with disabilities from academic programs in the sciences stifles innovation in assistive technology, health, and rehabilitation; and limiting access to studying the humanities hampers the emergence of disability studies as a rightful discipline. This article presents a framework for inclusive higher education in developing countries as contemplated by the CRPD. In doing so, we draw on field work conducting the first assessment of the accessibility of Egyptian public higher education to students with disabilities. We outline lessons that can be learned and pitfalls to be avoided both in Egypt and indeed for other countries in the Global South.

scholarly journals Analysis of Colombia’s Saber Pro results 2019 for natural science and environmental teachers training: Reflections and challenges in a higher education based in competences

2020 ◽  
Vol 211 ◽  
pp. 01017
Author(s):  
César Augusto Aguirre León ◽  
Elizabeth Moreno-Gómez ◽  
Luis Juan Carlos García-Noguera
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Academic Programs ◽  
Learning And Teaching ◽  
Academic Level ◽  
Documentary Analysis ◽  
And Gender ◽  
The Individual ◽  
Undergraduate Programs ◽  
Teachers Training

University students from all academic programs and institutions of higher education in Colombia are evaluated through standardized tests that measure general and specific competencies according to the academic level (professional, technical). One of these tests corresponds to the called Saber Pro, where undergraduate students from all disciplinary areas are evaluated in two modules: generic (or basic) and specific competencies, which are related to evaluation, learning and teaching. The objective of this study is to carry out an analysis of the characterization of the population and the results that took the exam in 2019. The group correspond to teachers training in academic undergraduate programs in natural sciences and environmental education. The methodology carried out was the documentary analysis of the databases where we can find the results of this test for the study of population, the analysis of the results was carried out by qualitative and quantitative approach. Seventeen universities in the country of official and private origin were found with distance and face-toface modalities; characteristics of those evaluated students were established and there was also an analysis based on the individual averages per university for the test components. The analysis of the results allowed identifying the characteristics of socio-demographics, all most of them are in vulnerable situations, the women have major access to internet and computer tools and the educational levels completed is major in the students´ mother. As for the module of generic and specific competences, the highest and lowest individual weights per university and gender were identified.

Philosophy of Assessment in Popular Music Education

2019 ◽  
pp. 345-363
Author(s):  
Bryan Powell ◽  
Gareth Dylan Smith
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Popular Music ◽  
Cultural Practices ◽  
Music Programs ◽  
Assessment Practices ◽  
Inclusive Approach

With the expanding landscape of and proliferation of activity related to popular music education, philosophies underpinning and informing the assessment of students participating in popular music programs have come to the forefront of discussion. This chapter discusses the relationships among music education, higher education, and popular music as commoditized product(s), as well as the context for and a set of (sub)cultural practices, and looks through the lens(es) of authenticity before exploring canon and repertoire in popular music education. It highlights examples of assessment practices in particular popular music education contexts and the ideologies and philosophies that consciously or unconsciously undergird these. The chapter then presents a model of assessment derived from working in an innovative way—called “negotiated assessment” (Kleiman, 2009, p. 2)—with undergraduate arts students across disciplines. The chapter proposes this as one possible broad, inclusive approach to establishing a philosophy of assessment for popular music education.

scholarly journals HISTORICIZANDO CONHECIMENTOS TÉCNICOS: MÉTODOS DE CONSERVAÇÃO DE ALIMENTOS ENQUANTO ATIVIDADES HUMANAS NO TEMPO

2019 ◽  
Vol 20 ◽  
pp. 484-496
Author(s):  
Caroline Aparecida Sampaio Guimarães de Sampaio Guimarães de Moraes ◽  
Odair Diemer
Keyword(s):  
Higher Education ◽  
Middle School ◽  
Professional Education ◽  
Food Preservation ◽  
Pedagogical Practices ◽  
Basic Training ◽  
Historical Processes ◽  
Technical Model ◽  
Material Conditions ◽  
The Individual

ResumoO Ensino Médio Integrado articula o ensino técnico e a formação básica, nas concepções de politecnia, educação unitária e ominilateralidade. Os saberes técnicos devem ser abordados em sua historicidade, não apenas como procedimentos operacionais, mas como atividades humanas com origem em processos históricos, mediados por conhecimentos científicos que os fundamentam. Isso possibilita ao estudante uma apreensão crítica da realidade, sendo capaz de modificá-la. A efetivação do Ensino Médio Integrado requer práticas pedagógicas integradoras orientadas pela ideia de totalidade, rompendo com o modelo tecnicista de reprodução. O presente artigo, do tipo bibliográfico, teve como objetivo fazer uma abordagem da Educação Profissional no Brasil destacando a importância das práticas pedagógicas integradoras e descrevendo a possibilidade de integração entre as disciplinas de História e Conservação de Alimentos como uma opção para efetivação da proposta do Ensino Médio Integrado. Trabalhar a História de forma integrada pode fornecer uma compreensão de que as técnicas são resultado de processos históricos mediados por diversos fatores presentes em seu contexto de produção, permitindo visualizá-las como fruto do trabalho humano conforme suas necessidades e condições materiais auxiliando na formação do indivíduo numa perspectiva integral. Palavras-chave: Ensino Médio Integrado; Práticas Integradoras; Técnico em Alimentos. Abstract Integrated Higher Education articulates technical education and basic training, in the conceptions of polytechnics, unitary education and ominilaterality. Technical knowledge must be approached in its historicity, not only as operational procedures, but as human activities originating from historical processes, mediated by the scientific knowledge that underlies them. This allows the student a critical apprehension of reality, being able to modify it. The implementation of Integrated Higher Education requires integrative pedagogical practices guided by the idea of totality, breaking with the technical model of reproduction. The implementation of Integrated Higher Education requires integrative pedagogical practices guided by the idea of totality, breaking with the technical model of reproduction. This article, of the bibliographic type, aimed to make an approach to Professional Education in Brazil highlighting the importance of integrative pedagogical practices and describing the possibility of integration between the disciplines of History and Food Preservation as an option to implement the teaching proposal Integrated Middle School. Working with history in an integrated way can provide an understanding that the techniques are the results of historical processes mediated by various factors present in their production context, allowing them to be visualized as a result of human work according to their needs and material conditions, aiding in the formation of the individual in an integral perspective. Keywords: Integrated Middle School; Integrative Practices; Food Technician.

scholarly journals Creating a career as a woman composer: Implications for music in higher education

2018 ◽  
Vol 35 (3) ◽  
pp. 237-253 ◽  
Author(s):  
Dawn Bennett ◽  
Sally Macarthur ◽  
Cat Hope ◽  
Talisha Goh ◽  
Sophie Hennekam
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Women Composers ◽  
Art Music ◽  
Pedagogical Practices ◽  
Music Curriculum ◽  
Western Art ◽  
Curricular Design ◽  
Marginalised Groups ◽  
And Gender

Recent decades have seen gender and feminist research emerge as major fields of enquiry in musicology and to a far lesser extent, music education. While these fields have increased awareness of the issues confronting women and other marginalised groups, the pedagogical practices and curricular design that might support aspiring women composers are in urgent need of attention. This article reports from an international survey of women composers (n=225), who in western art music continue to experience a masculine bias that has its roots in the past. The findings in the survey were focused on income, work and learning, relationships and networks, and gender. Numerous composers surveyed noted the under-representation of music composed by women in their higher education curricula. They also described their unpreparedness for a career in music. The article explores the issue of gender in music composition and makes practical recommendations for a more gender balanced music curriculum in higher education.

A University Education

2017 ◽  
Author(s):  
David Willetts
Keyword(s):  
Higher Education ◽  
Modern Society ◽  
University Education ◽  
Modern World ◽  
Controversial Issues ◽  
The Us ◽  
The Individual ◽  
The University ◽  
First Time ◽  
The Relationship

Universities have a crucial role in the modern world. In England, entrance to universities is by nation-wide competition which means English universities have an exceptional influence on schools--a striking theme of the book. This important book first investigates the university as an institution and then tracks the individual on their journey to and through university. In A University Education, David Willetts presents a compelling case for the ongoing importance of the university, both as one of the great institutions of modern society and as a transformational experience for the individual. The book also makes illuminating comparisons with higher education in other countries, especially the US and Germany. Drawing on his experience as UK Minister for Universities and Science from 2010 to 2014, the author offers a powerful account of the value of higher education and the case for more expansion. He covers controversial issues in which he was involved from access for disadvantaged students to the introduction of L9,000 fees. The final section addresses some of the big questions for the future, such as the the relationship between universities and business, especially in promoting innovation.. He argues that the two great contemporary trends of globalisation and technological innovation will both change the university significantly. This is an authoritative account of English universities setting them for the first time in their new legal and regulatory framework.

scholarly journals Opportunities and Challenges of Green-Lean: An Integrated System for Sustainable Construction

2020 ◽  
Vol 12 (11) ◽  
pp. 4460 ◽  
Author(s):  
Mohammadsoroush Tafazzoli ◽  
Ehsan Mousavi ◽  
Sharareh Kermanshachi
Keyword(s):  
Cost Savings ◽  
Integrated Approach ◽  
Integrated System ◽  
Waste Minimization ◽  
Sustainable Construction ◽  
Future Research ◽  
Safety Improvement ◽  
The Individual ◽  
High Level ◽  
Industry Professionals

Although the two concepts of lean and sustainable construction have been developed due to different incentives, and they do not pursue the same exact goals, there exists considerable commonality between them. This paper discusses the potentials for integrating the two approaches and their practices and how the resulting synergy from combining the two methods can potentially lead to higher levels of fulfilling the individual goals of each of them. Some limitations and challenges to implementing the integrated approach are also discussed. Based on a comprehensive review of existing papers related to sustainable and lean construction topics, the commonality between the two approaches is discussed and grouped in five categories of (1) cost savings, (2) waste minimization, (3) Jobsite safety improvement, (4) reduced energy consumption, and (5) customers’ satisfaction improvement. The challenges of this integration are similarly identified and discussed in the four main categories of (1) additional initial costs to the project, (2) difficulty of providing specialized expertise, (3) contractors’ unwillingness to adopt the additional requirements, and (4) challenges to establish a high level of teamwork. Industry professionals were then interviewed to rank the elements in each of the two categories of opportunities and challenges. The results of the study highlight how future research can pursue the development of a new Green-Lean approach by investing in the communalities and meeting the challenges of this integration.

Islamic Finance as a Vehicle to Promote Improved Intellectual Property Rights in the Gulf Cooperation Council

2020 ◽  
Vol 13 (2) ◽  
pp. 407-442
Author(s):  
Nadia Naim
Keyword(s):  
Intellectual Property ◽  
Property Rights ◽  
Intellectual Property Rights ◽  
Integrated Approach ◽  
Gulf Cooperation Council ◽  
Intellectual Property Protection ◽  
Islamic Finance ◽  
Growth Sector ◽  
The Individual ◽  
The Impact

AbstractThe purpose of this article is to assess how Islamic finance can act as a vehicle to enhance the current intellectual property rights regime in the Gulf Cooperation Council (GCC). Islamic finance has developed within the constraints of sharia law and has been a growth sector for the GCC. This article will identify the main principles of Islamic finance that contribute to the success of Islamic finance, which can enhance intellectual property protection in the GCC. The main sharia-compliant areas to be considered are musharaka, mudaraba, murabaha, takaful, istisna, ijara, salam and sukuk. The article will outline the founding principles of Islamic finance, the governance of sharia boards, development of Islamic finance in the individual GCC states, different frameworks of sharia-compliant investment products and the impact of intellectual property rights on the varying Islamic finance investment tools. Furthermore, the article will discuss an integrated approach to intellectual property rights which learns lessons from the Islamic finance sector in relation to infrastructure, regulation and sharia compliance. The lessons learnt from Islamic finance will inform the overall framework of recommendations for an Islamic intellectual property model. The use of Islamic finance as a vehicle to promote better intellectual property rights in terms of defining a new intellectual property approach is novel. It is aimed at spearheading further research in this area, and it will form a part of the overall integrated approach proposals to intellectual property protection in the GCC and beyond.

scholarly journals Policy at the Intersection of Curriculum and Music Teacher Agency

2020 ◽  
Vol 107 (1) ◽  
pp. 37-42
Author(s):  
Janet Revell Barrett
Keyword(s):  
Choral Music ◽  
Policy Process ◽  
Hip Hop ◽  
Music Teachers ◽  
Music Programs ◽  
Music Teacher ◽  
Music Curriculum ◽  
Policy Environments ◽  
District Initiatives ◽  
Principles Of Change

Music teachers seek imaginative openings to expand the reach and scope of the music curriculum, particularly by engaging more students in creative production and culturally relevant offerings. This article describes the work of a high school choral music educator who implemented new courses in Hip Hop Production by strategically navigating the policy process for course approval in his school district, informing the proposal with readily available data, consulting with colleagues, and aligning the purposes of the courses with district initiatives. As a case of music teachers’ curricular agency, this story illustrates valuable orientations and principles of change that open up avenues for the expansion of music programs in the context of district-level policy environments.

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