(Schott). This book is intended for those who want detailed, practical assistance in how and why to use Orff techniques and materials in the classroom. Goals are outlined and the best ways to achieve them are explored, but the principal focus is on the arrangement of the curriculum in a logical sequence. Such a structure provides a reasonable progression from simple to more complex objectives not only from day to day but from year to year. Structured learning need not be the enemy of improvisation but rather the best way to provide students with the tools they need to improvise. The book contains an introduction to the development of Orff-Schulwerk and a discussion of the distinguishing features of this approach. Chapter Two introduces the activities children use in their music-making. The teaching procedure that structures those activities is taken up in Chapter Three while Chapter Four explains the vocabulary and accompaniment theory essential to the Orff teacher. Part Two applies these elements in a sequential curriculum designed for Grades One through Five. Especially important in each chapter is the inclusion of supporting activities designed to aid in teaching the various skills and concepts.

An anthology of articles on the evolution of minimal music in New York in 1972-1982, which originally appeared in the Village Voice (New York).

Includes a foreword by Major General David A. Rubenstein. From the editor: "71F, or "71 Foxtrot," is the AOC (area of concentration) code assigned by the U.S. Army to the specialty of Research Psychology. Qualifying as an Army research psychologist requires, first of all, a Ph.D. from a research (not clinical) intensive graduate psychology program. Due to their advanced education, research psychologists receive a direct commission as Army officers in the Medical Service Corps at the rank of captain. In terms of numbers, the 71F AOC is a small one, with only 25 to 30 officers serving in any given year. However, the 71F impact is much bigger than this small cadre suggests. Army research psychologists apply their extensive training and expertise in the science of psychology and social behavior toward understanding, preserving, and enhancing the health, well being, morale, and performance of Soldiers and military families. As is clear throughout the pages of this book, they do this in many ways and in many areas, but always with a scientific approach. This is the 71F advantage: applying the science of psychology to understand the human dimension, and developing programs, policies, and products to benefit the person in military operations. This book grew out of the April 2008 biennial conference of U.S. Army Research Psychologists, held in Bethesda, Maryland. This meeting was to be my last as Consultant to the Surgeon General for Research Psychology, and I thought it would be a good idea to publish proceedings, which had not been done before. As Consultant, I'd often wished for such a document to help explain to people what it is that Army Research Psychologists "do for a living." In addition to our core group of 71Fs, at the Bethesda 2008 meeting we had several brand-new members, and a number of distinguished retirees, the "grey-beards" of the 71F clan. Together with longtime 71F colleagues Ross Pastel and Mark Vaitkus, I also saw an unusual opportunity to capture some of the history of the Army Research Psychology specialty while providing a representative sample of current 71F research and activities. It seemed to us especially important to do this at a time when the operational demands on the Army and the total force were reaching unprecedented levels, with no sign of easing, and with the Army in turn relying more heavily on research psychology to inform its programs for protecting the health, well being, and performance of Soldiers and their families."

Considering Brazilian novelist Clarice Lispector’s literature as a case study and a source of theory, Writing by Ear presents an aural theory of the novel based on readings of Near to the Wild Heart (1943), The Besieged City (1949), The Passion According to G.H. (1964), Agua Viva (1973), The Hour of the Star (1977), and A Breath of Life (1978). What is the specific aesthetic for which listening-in-writing calls? What is the relation that listening-in-writing establishes with silence, echo, and the sounds of the world? How are we to understand authorship when writers present themselves as objects of reception rather than subjects of production? In which ways does the robust oral and aural culture of Brazil shape literary genres and forms? In addressing these questions, Writing by Ear works in dialogue with philosophy, psychoanalysis, and sound studies to contemplate the relationship between orality and writing. Citing writers such as Machado de Assis, Oswald de Andrade and João Guimarães Rosa, as well as Mia Couto and Toni Morrison, Writing By Ear opens up a broader dialogue on listening and literature, considering the aesthetic, ethical, and ecological reverberations of the imaginary. Writing by Ear is concerned at once with shedding light on the narrative representation of listening and with a broader reconceptualization of fiction through listening, considering it an auditory practice that transcends the dichotomy of speech and writing.

Includes papers and abstracts dealing with eradication of invasive species in Alaska, Australia, Baker Island, California, Christmas Island, Enderby and Rose Islands, Galapagos Islands, Hawaii, Howland Island, Japan, Jarvis Island, Laysan Island, Lord Howe Island, Mauritius, Mexico, Nauru, New Zealand, Northern Ireland, Northern Mariana Islands, Saint-Paul Island, Seychelles, West Indies.

This book explores the impact that new Information and Communication Technologies are having on teaching and the way children learn, addressing key issues in the UK and internationally.