If your experience of school music was anything like mine, you’ll recall those dreaded aural lessons when the teacher put on a recording and instructed you to identify the instruments, to describe the main melody, to spot a key change, perhaps even to name the composer.
I spent four days last month with my colleague and friend, Doug Boyd, as he and I (mainly he) gave oral history workshops in Milwaukee and Madison. While the idea to bring Boyd to Wisconsin for these trainings began with Ann Hanlon, Digital Humanities Lab head at UW-Milwaukee, I jumped at the chance to find groups to sponsor his time in Madison.
The librarians at Bates College became interested in Oxford Bibliographies a little over five years ago. We believed there was great promise for a new resource OUP was developing, in which scholars around the world would be contributing their expertise by selecting citations, commenting on them, and placing them in context for end users.
On the surface, the suggestion that the best independent music teachers are those who earn the most money seems ludicrous. No obvious, mathematical correlation can be drawn between fiscal and pedagogical success. We have all encountered incredible educators who struggle to make ends meet, or financially comfortable ones who are mediocre instructors at best.
“I had been out for a walk and got caught in the rain,” says Sen, smiling as he walks in to greet us. His knees do not permit him to pedal around Santiniketan as he once did. He is in a pleasant mood, in spite of the controversy surrounding his ouster from Nalanda University and his latest book, The Country of First Boys: And Other Essays, out next month.
This year, the Journal of Deaf Studies and Deaf Education is celebrating its 20th birthday, and I’m celebrating my 20th year as Editor. After bringing JDSDE into this world, watching it grow up, attending to its bumps, bruises, and milestones, it’s time for me to let it go and let it find its own way in the world.
College education trends have been changing a lot over the past few decades — from the cost of education to the enrollment rates to reasons for attending. While it may seem as though today’s emerging adults aren’t satisfied with today’s education trends, 9 out of 10 high schoolers expect to continue their education in some way after graduation, and 84% of college graduates believe their education was a good investment.
It’s graduation time at many of the nation’s schools and colleges. The commencement ceremony is a great exhalation for all involved and an annual rite of passage celebrating academic achievements. Commencement ceremonies typically feature a visiting dignitary who offers a few thousand inspirational words. Over the years, I’ve heard more of these speeches than I care to admit and have made my own checklist of suggestions for speakers. For those of you giving commencement speeches or listening to them, here’s my advice.
Music as a school subject, it so often seems, retains its apparently perilous position in the school largely as a result of the unstinting pressure of advocacy groups. The 2004 Music Manifesto that underpins much of the current drive to keep school music alive was unashamedly “a voluntary, apolitical 13-strong Partnership and Advocacy Group”.
What is Positive Education? This is a question I am asked on a weekly, sometimes daily, basis. Whenever I am asked this question, what immediately comes to mind is a visit to Bostock House, one of Geelong Grammar School’s junior campuses.
My seventeen-year-old son has just completed fifteen examinations in the course of two weeks. They varied in length – some in excess of three hours, with a half hour break before the next exam – and we are still feeling the fallout from this veritable onslaught.
What do opera singer Leontyne Price, activist Victoria Gray Adams, civil rights organizer Bayard Rustin, and Harvard sociologist William Julius Wilson have in common? They all attended or graduated from Wilberforce University. Located outside of Dayton, Ohio, Wilberforce was the first institution of higher education to be owned and operated by African Americans.
The seemingly unassailable rise of the MOOC – the Massive Open On-Line Course – has many universities worried. Offering access to millions of potential students, it seems like the solution to so many of the problems that beset higher education. Fees are low, or even non-existent; anyone can sign up; staff time is strictly limited as even grading is done by peers or automated multiple-choice questionnaires. In an era of ever-rising tuition fees and of concerns about the barriers that stop the less well-off from applying to good universities, the MOOC can seem like a panacea.
What do we think education means? What do we believe are teaching’s purpose, status, and function in society? A useful way to reflect on our pre-conceptions and assumptions about anything is to step back and consider the metaphors we automatically apply when thinking or speaking of it. This is a particularly useful exercise for the trainee teacher, who, for obvious reasons, is likely to frame teaching primarily in terms of a performance – one that is observed, analysed, graded and, if all goes well, given the pedagogic equivalent of a five star review.
Today’s data scientist must know how to write good code. Regardless of whether they are working with a commercial off-the-shelf statistical software package, R, Python, or Perl, all require the use of good coding practices. Large and complex datasets need lots of manipulation to wrangle them into shape for analytics, statistical estimation often is complex, and presentation of complicated results sometimes requires writing lots of code.
This year marks the 350th anniversary of the scholarly journal, as recorded by the first publication of the Royal Society’s Philosophical Transactions in 1665. In a dedicatory epistle to the Society’s Fellows and the Introduction, editor Henry Oldenburg set forth its purpose to inform the scientific community of the latest and most valuable discoveries.