text:
Music Teacher Education As Victory Garden
Lizabeth A. Wing
Music teacher education programs reflect three different academic traditions: the conservatory, the normal school, and the liberal arts college or university. Gradually emerging over a 150-year span, four-year programs of preparation required for certification or licensure to teach in the public schools became commonplace in the 1950s. Since that time, the relative proportion of time required in each area of collegiate study has remained fairly constant: approximately 50% music, 15-20% education/music education studies, and 30-35% in the liberal arts. The charge given to me for this fiftieth anniversary of CMS was to track changes in that portion of coursework specifically devoted to the pedagogical dimension of this program over the past half century.
In coming to understand the phenomenon of change in education, noted historian Larry Cuban (in his How Teachers Taught: Constancy and Change in American Classrooms, 1890-1990) used the metaphor of the hurricane to describe the layers of activity attendant to educational innovation:
Hurricane winds sweep across the sea tossing up twenty-foot waves; a fathom below the surface turbulent waters swirl while on the ocean floor there is unruffled calm . . . . [Cuban] compared that hurricane to any newly trumpeted curriculum theory. Professional books, for example, echo pro and con arguments on a new theory. Letters to editors and sharp rebuttals add to the flurry. Books are written and reputations made. Conferences host both skeptics and advocates. Professors of education teach the new wisdom to their students. Yet most publishers continue producing texts untouched by that theory, and most teachers use methods unmarked by controversy, slogans, journal articles, or convention programs.1
In searching for evidence of change in music teacher education, I found Cuban's three levels of activity to be useful organizers. Level 3, the hurricane tossing up twenty-foot waves, consists of large-scale events in society and general education. Level 2, a fathom below the ocean's surface, refers to smaller-scale events in music and music education. Level 1, on the ocean floor, is evidence of practice in both music teacher education as well as music teaching practice viewed as a reflection of preparation (although with a large margin for distortion). I used evidence from the area of general music as the barometer in this examination, as it seems to be the area of music teaching specialization most susceptible to change (as Cuban found with elementary teaching in general) and for which there is the greatest (though still quite limited) amount of information. The performance traditions in both K-12 classrooms and collegiate settings have remained relatively stable and robust.
Mapping the Levels of Activity2
The 1950s & 1960s
Level 3: Societal & General Education
The year 1957 is a propitious time to start this analysis. Following the Soviet Union's launch of the satellite Sputnik, attention to our educational system as a key factor in global competitiveness, particularly technological, dramatically increased. Events in the next two decades lead Roger Rideout to declare these "Emboldened Days" for education in general and music education in particular.3 The Woods Hole Conference in 1959 devoted to the improvement of science education and the subsequent publication of Jerome Bruner's The Process of Education were educational launching pads for thinking and curriculum work in most school subjects. The notions of shaping instruction according to the structure of the discipline and encountering and reencountering central concepts in a spiral fashion in increasingly sophisticated ways were reflected in a spate of new instructional materials. The passage in 1965 of the Elementary and Secondary Education Act brought unprecedented federal resources to bear on bringing ideas to reality, with at least twenty-foot waves and some movement below the ocean's surface.
Level 2: Music & Music Education
Basic Concepts in Music Education, edited by Nelson Henry, and Foundations and Principles of Music Education by Charles Leonhard and Robert House were milestone publications for the profession, as they helped to set the stage for establishing a philosophical base for music education thinking and practice. A more direct impact on professional practice was made through the Young Composers Project begun in 1959 and the related Contemporary Music Project launched in 1963, the legacy of which today is captured by the term Comprehensive Musicianship.
Recommendations from the Yale Seminar in 1963 were primarily directed at the quality of music used in school music programs and dissatisfaction with what was considered to be a narrow definition of what it means to be musically educated. The Juilliard Repertory Project was a direct outgrowth of the seminar but, as Rideout has noted, "no bad Hollywood film ever went to the video store shelves faster than [it] went to library shelves. Few of the works had performing editions usable by students. This turned off ensemble directors and the implication that general music study might solely be a listening activity . . . was incompatible with music making as active 'doing."'4 The National Association for Music Education (MENC) organized its own version of the Yale Seminar, The Tanglewood Symposium, and it echoed some of the sentiments expressed in the former document, but also emphasized the role of American music in the curriculum, particularly jazz and improvisation. The MENC publication, The Study of Music in the Elementary School: A Conceptual Approach, illustrates the move in professional thinking from an activity-based curriculum to one emphasizing structural features within the music itself.
Level 1: Evidence of Music Education Practice
In her "Fifty Years of Elementary General Music: One Person's Perspective," Eunice Boardman noted that, from the late 1940s through the 1950s, there was a move from the songbook approach to the five-fold curriculum in which music was experienced through not only singing but playing, creating, listening and reading. A renewed interest in child development, learning theory, and philosophy precipitated a broadening of schools of thought and choices. Music teaching methodologies imported from abroad also added to the menu available: Orff, Dalcroze, Kodály, Suzuki. For a closer look at what most likely constituted music teaching practice in the classroom, images from fifth-grade level basal series textbooks have been selected to track changes over time. In addition to series' titles and sample images, predominant instructional characteristics are listed in bullet form.
1955: The American Singer
• Songbook approach
• Music reading–attention to dotted quarter-eighth note
(1966)1975 Exploring Music
• Music is "placed"–Slovakian folksong
• Music moves in twos
• Phrase structure
• Melody and harmony (I, V7)
• Listening
• Playing instruments
During the decade of the 1970s, the prevailing approach to teacher education in general was Competency-Based Teacher Education or CBTE. Undergirding this movement was the idea or belief that specific teacher behaviors could be identified (and learned) that were directly related to student learning. The corollary to this is the process-product research tradition in favor during this time. Another major wind blowing during this decade was prompted by the passage of Public Law 94-142, the Education of All Handicapped Children Act (now known as IDEA), which mandated that all children with disabilities be given a free public education. This had obvious implications for how teachers were supposed to be prepared to serve an increasingly diverse school population.
Related to some degree to the 1959 work of Leonhard and House was the 1970 publication of A Philosophy of Music Education by Bennett Reimer, which provided the platform for the idea of Music Education as Aesthetic Education (MEAE) in our thinking, practice and, to a certain extent, instructional materials (most notably those from Silver Burdett). The music education profession was also called to some sort of accountability–due in part to the large expenditures of federal money of the 1960s–through its inclusion in the National Assessment of Educational Progress in 1972 and again in 1978. Also created during this decade was a report from MENC on music teacher education that reflected the competency-based approach in vogue for teacher education at large. In the Preface to that document, Frances Andrews—then MENC President—wrote:
When the Commission was beginning its work I suggested, in a conversation with a colleague, that it might be good if all present teacher education curriculums were irretrievably sunk in the deepest part of the Pacific. We would then, it seemed to me, be forced to go about devising a curriculum that would meet the needs of present day use. My colleague smiled and said, "You forget—some people would never give up diving for it."5
Level 1: Evidence of Practice
As part of its work, MENC's Commission on Teacher Education in Music conducted a survey to identify "innovative and exemplary pre-service curriculums" which are described in the 1972 report.6 Twenty-two programs were ultimately selected and five themes or trends emerged. Findings included the following observations.
The most conspicuous trend is the movement away from compartmentalization of theory/musicianship and music history/literature aspects of the program. It is quite evident that the Contemporary Music Project has played a significant role in this respect. Six of the schools offer a sequence of courses in comprehensive musicianship ranging in length from two to four years. Two schools have pilot projects under the Manhattanville Music Curriculum Program, and another offers a comprehensive music major that supplements the development of broad musical competencies with instruction in the other arts and humanities.
A second trend is the transformation of methods courses into field workshop experiences. Six institutions require extensive observation and participation by music education students in public school classrooms. Some of these opportunities begin as early as the freshman year and are used to admit and screen music education majors. . . .
Inclusion in the curriculum of music representing all periods, styles, forms and cultures [is another trend]. There is also evident interest in creativity, including the ability to improvise and write in various styles.
Finally, individualization of the curriculum appeared to be a goal of five institutions [which included student choice within the program along with changes in the academic calendar allowing for greater choice].7
In his 1974 analysis for CMS of changes to the music teacher education program over the past decade, Charles Hoffer echoed the trends identified by the MENC Commission and also noted that methods courses have become a bit "more substantive":
In the past there was a tendency for methods courses to concentrate on the superficial aspects of teaching–ventilation, seating arrangements, and purchasing procedures–or to be highly activity-oriented, with sometimes little intellectual involvement. Although these types of methods classes have certainly not disappeared, many such courses now involve the students in basic psychological, philosophical, educational, and sociological principles that have application to music teaching.8
1974 Silver Burdett Music
More authentic world music with accompanying dance
Aesthetic education: expressive quialities—7/8 and pattern in architecture
The biggest storm of the 1980s was the well-known publication, A Nation at Risk (National Commission on Excellence in Education, 1983), which fueled Sputnik-like attention to our educational system, but this time in terms of our economic competitiveness. Howard Gardner's work, beginning with his book, Frames of Mind: The Theory of Multiple Intelligences (1983) provided a very different view of what it means to be truly educated as compared to the narrow definition implied by A Nation at Risk.
In his 1981 contribution to the College Music Symposium, "The Fragmentation of the Music Education Profession," Michael Mark sounded an alarm with respect to the growing diversity of approaches to music teaching and the resulting balkanization of professional conversation and practice. The same menu of choices cited by Boardman and encouraged by the Yale and Tanglewood meetings had become "camps"–which he termed "widely divided loyalties—and served to blur an overarching mission for the music education enterprise. In part, this was due to our philosophical immaturity but due as well to economic conditions that were shrinking support for our school and college music programs and, subsequently, the collective vision that we could entertain for ourselves whilst under siege.
In 1987, fifteen years after its first publication calling for change in music teacher education, MENC issued a new document entitled Music Teacher Education: Partnership and Process. This new model for programs emphasized the coordinated contributions by school music teachers and college music and music education faculty to the process of helping prospective teachers prepare to meet the music education needs of students in an ever changing society. In addition to the knowledge and skills that should continue to be a central part of the music teacher curriculum, writers of the document listed the following challenges to be faced by teachers in the future:
The problems and processes of effective instruction and the relationship of musical content to good instructional design;
The variety of learners in music classrooms and how to accommodate their unique learning needs;
The role of music and related arts as an integral part of the total educational experience;
The use of creative endeavors (composition, improvisation) as critical skills in music;
The diversity of music and musical styles that reflect the rich and varied cultures of our times;
The use and functions of music in society and the influences of music on human behavior;
The role of performing as it relates to adapting musical experiences and knowledge to emerging patterns of use.9
One of the few portraits of actual music teaching practice that I was able to find were case studies of arts offerings in "ordinary" elementary schools that were undertaken in the late 1980s (Custom and Cherishing: The Arts in Elementary Schools written by Robert Stake, Liora Bresler and Linda Mabry and sponsored by the National Arts Education Research Center). Specifically in elementary music teaching, the researchers documented a wide variety of approaches, including singing songs, guided listening in preparation for attending a live performance, a focus on socialization ("behavior in class and at music programs"), music instruction as an add-on (a Suzuki program in the Chicago schools in which no arts specialists are employed), and a program infused with preparation for competitions and contests in Texas. In most cases, classes in music were held once a week for about forty minutes. Based on observations across the arts and at all levels, they concluded that
The paths of the arts in the schools are many. Curriculum organizers in the arts are fewer and less canonized than those in other subject matters. Their agents (specialists and classroom teachers and others) are extraordinarily diverse in training, commitment and aspiration. Contexts, too, are widely different: from classrooms, studios, school auditoriums, to museums, opera and theatre halls. With few demands to standardize or to increase test scores, productivity and cognitive skills, teachers are left to draw on their own resources, personal beliefs and visions . . . .10
1980 The Spectrum of Music with Related Arts
• Attention to instructional design (akin to CBTE)
• Conducting
• Note reading–four-part round
• Performing accompaniments
• Accommodating special learners
• Related arts
1988 Music and You
• Lessons are themed: trains
• in song
• in art
• creating
Whereas once the various levels of governmental relationship to schools was federal interest, state influence and local control, the tide turned with the passage of Goals 2000, a federal initiative launched in 1990 intended to create national educational goals. This federal interest turned to involvement and even control was extended to postsecondary education through the Higher Education Act of 1998.
A new level of maturity in the scholarship of the music education profession was reflected in our first Handbook of Research on Music Teaching and Learning published in 1992 and edited by Richard Colwell. This maturing was also evident in a second major philosophical point of view in David Elliott's Music Matters (1994), in which he argues that the worth of an education in music resides in the doing of music (as contrasted with the earlier MEAE which Reimer has expanded upon in two later versions of that publication).
1995 Share the Music
• Harmony–I, V–internalizing and moving toward vocal independence
• Form
• Music reading
• Self esteem
• Orff accompaniment
The New Millenium 2000—
We are living with the societal and general education "events" of this decade with little need for explanation. "No Child Left Behind" (a drastically different piece of legislation than its 1965 version in the ESEA) has imposed curricular constraints on school and we now have "America Competes" (which interestingly is in part a response to recommendations made by the National Academies' "Rising Above the National Storm") which focuses attention and dollars on the STEM disciplines (and M does not stand for Music).
The turn of the century has been accompanied by a bouquet of reflective events in music education with an attendant focus on the future. Vision 2020 reaffirmed some of the recommendations made in the Tanglewood Declaration with additions reflecting changes in society and professional thinking over the ensuing thirty-two years. For one of its one-hundredth birthday celebrations, MENC held a Centennial Congress this past June that resulted in a declaration similar to that of Vision 2020. It begins:
We are in agreement that the basic ideals long expressed by the music education profession and other education professionals are still current: It is the right of every child to receive a balanced, comprehensive, sequential music education taught by qualified music teachers.
A healthy society requires musically fulfilled people. The primary purpose of education is not to create a workforce; it is to improve the quality of life for individuals and for society. Although music education has been valued throughout history for its unique contributions, it is not yet universal in American schools. Serious problems persist, including inequality of access, uneven quality of programs, and insufficient valuing of music as a part of the curriculum. As a result, music is often pushed to the periphery of the school experience. In this centennial year of 2007, we reaffirm our longstanding ideals in a challenging context that calls for directed action in curriculum, assessment, research, teacher education, advocacy, and building alliances.11
In the late 1980s, Ken Howey and Nancy Zimpher undertook case studies of six different programs of pre-service teacher education: two at Big Ten research-oriented institutions; three at "relatively large state-supported institutions with a history of preparing teachers"; and one at a liberal arts college. Knowing faculty at most of these institutions, I speculated that follow up on these stories might provide some indication of current practice and, maybe, change over the past twenty years.
All four of the six programs about which I was able to acquire current information reflect in varying degrees some of the features of the innovative programs cited in the 1972 MENC document describing innovative and exemplary programs. Field experiences are common fare. Diversity in musical repertory has also now become the norm, along with opportunities for first-hand study of other cultures in some programs. The mandate of PL 94-142 of 1975 (IDEA) echoed in the recommendation of the 1987 MENC Partnership and Process document is reflected in each program with required coursework in special education to address "the variety of learners in music classrooms and how to accommodate their unique learning needs."12 And, there is evidence in some places of an emphasis on "creative endeavors (composition, improvisation) as critical skills in music."13 Each program, however, has features that are unique to its history, its place, and its people.
The chapter on Luther College—the liberal arts institution in this collection—was entitled "Teacher Education and Liberal Study in a Conservative Setting: Paradox and Promise." Dennis Darling, music faculty member at Luther, reported that the liberal arts tradition is alive and well in Decorah. At the heart of all programs is Paideia, a common core of required courses and experiences in recognition "that life and community depend on centuries of shared wisdom."14 For most programs of professional preparation, there is some tension with the liberal arts. As one student noted:
I think one problem I'm fighting here is that because it is a liberal arts college, I have to take all of these other classes. I can't take the classes, like the methods classes, when I want to. There are so many other requirements, you can't take these other courses. There really isn't time.15
Darling (personal communication) observed that the addition of requirements in the area of music education (as mandated by the state) exacerbates an already crowded curricular landscape. But he also noted that "departmental walls have become more porous" and small victories have been won in the assignment of course locations, e.g., the Paideia capstone for education students. "Making Decisions in U.S. Schools" and several education courses, for instance, are counted as social sciences within the liberal arts requirement.
Teacher education at the University of Toledo—one of the relatively large state-supported institutions–was designed according to the tenets of Competency-Based Teacher Education (CBTE) with discrete modules, a prescribed developmental sequence, cohort groups and adherence to the principles of mastery learning. Ed Duling (personal communication) believes that CBTE still characterizes the program but that these competencies are now stated within the frameworks of the National Standards, PRAXIS domains, Ohio Department of Education requirements, and NCATE accreditation standards and are nested within specific coursework.
One of the two Big Ten schools—Indiana University—was in the process of moving toward the integration of major technological innovations through the establishment of The Center for Excellence in Education which is now housed in the Wright Education Building. Brent Gault (personal communication) reported that distance education, on line courses, video conferences, and live feeds from field locations are common fare in their teacher education programs and are utilized by some music education students who are required to take two courses in the College of Education. Current programmatic trends relate largely to making the entire statewide system in Indiana better aligned with a common curriculum in order to facilitate transfers and providing post baccalaureate options for teacher licensure in recognition of market forces.
The other Big Ten school—Michigan State University—was described by Kenneth Howey and Nancy Zimpher as having "conceptually coherent alternative programs"16: academic learning, heterogeneous classrooms, learning communities, and multiple perspectives. Cynthia Taggart (personal communication) reported that all the values embedded in each of these four programs have been combined into one. The goal is to "help students learn to teach worthy subject matter to diverse students, with an eye toward social justice."17 All education students (including music education students) complete the same professional course sequence (five courses) and belong to cohort groups. Themes within this coursework include reflection, learning communities, and teaching as inquiry. Perhaps unique to the music and music education experiences of students at MSU are the emphases on music teacher (as opposed to band or choir director), lifelong learning and creativity.
Providing something of a mirror on teacher preparation by describing practice, Sandy Stauffer recounts her experience of music in the schools with a story entitled "Three Days in Mississippi." In a three-day period of providing teacher workshops in three locations along a 400-mile stretch of highway during which school children performed, she encountered three quite distinct scenarios.
In Jackson:
Their teacher begins an accompaniment on an electric keyboard, and the students burst into a jazz-style song about pride and respect, complete with a tag ending. The next half hour is a blur of blues, popular, and gospel numbers, all performed with tremendous enthusiasm. Recorder descants and bass lines on Orff instruments, percussion accompaniments and movement, student piano solos and a guest artist performance are woven into the presentation.
In Oxford:
A fifth-grade class [sang] and [played] their favorite songs from their seats at a keyboard lab. After the keyboard demonstration, the children jumped to their feet for a rendition of a two-part popular song, including solfa syllables and hand signs.
In Long Beach:
Five classes of fourth-grade students . . .each group made distinct by a bold colored t-shirt–lined up in a church sanctuary to perform . . . . Their half-hour concert of unison, two-part and three-part choral works included folk songs, popular songs, and contemporary works.18
And these programs are unique to each place with it own history, people–teachers and students, resources, values and visions.
2005 Spotlight on Music
• Concept: harmony I, IV, V
• Accompaniment–Orff and keyboard
• Vocabulary
• National Standards
• Links: mathematics, reading/language arts, social studies
• Inclusion
Sense Making
In his contribution to a symposium devoted to Arts Education in the 20th Century, Charles Dorn observed that "anyone claiming to know what art education has been all about in American schools over this past century is probably faking it."19 Nevertheless, there have been some attempts to frame our history from a variety of perspectives to help us understand our current state of affairs as well as the road that lead us here. In the general field of teacher education, Marilyn Cochran-Smith identifies three changing orientations to teacher education. The first period, from the late 1950s to the early 1980s, she terms "Teacher Education as a Training Problem," that is, preparation of teachers was viewed as a process in which teachers-to-be were taught the skills thought to characterize effective teaching. This conception of teaching is based primarily on the linear, technical model with roots squarely in the tradition of the behaviorists. The period from the early 1980s through the early 2000s she characterizes as "Teacher Education as a Learning Problem." In this orientation, the focus is on teachers as professionals who are thinking beings, have attitudes, values and beliefs of their own, and who have agency in their learning and teaching. Also a part of this approach is a faith in the existence of a professional knowledge base. The current orientation to the enterprise she frames as "Teacher Education as a Policy Problem." She argues:
Constructing teacher education as a policy problem means identifying both institution-level policies (such as entrance and course requirements or 4- and 5-year program structures) and state or larger scale policies and practices (such as state teacher tests, allowable entry routes, licensure regulations) that are presumably warranted by empirical evidence demonstrating positive effects on desired outcomes. At the local level, for example, practitioners are striving to develop evidence about the effect of teacher candidates' performance on pupils' learning. At state and larger levels, policy makers are seeking empirical studies, preferably experimental studies or correlational studies with sophisticated statistical analyses, that indicate which aspects of teacher preparation do and do not have a systematic and positive effect on pupils' learning, particularly scores on standardized tests.20
In Boardman's retrospective on 50 years of teaching general music, she notes the progression of orientations to be from a song approach to the five-fold curriculum to conceptually-based teaching. From the standpoint of educational psychology, she highlights the prominence of behaviorist thinking early during this period with the eventual move toward constructivism.
The music teacher education programs of today are a palimpsest of the three periods discussed by Cochran-Smith–technical, deliberative and externally driven–all packaged in a variety of ways through different degree configurations along with alternative routes to licensure.
In reflecting on the history of music teacher education shortly after the formation of the Society for Music Teacher Education, Charles Leonhard noted that the grafting of the three traditions to create our programs—the conservatory, the liberal arts and the normal school–has not created "the consistent and beautiful flower that sometimes results from hybridization but a big overgrown thicket which pleases nobody, not the musician, nor the humanist, nor the educationist."21
As a music teacher educator and in support of what we have accomplished over the years, I would rather view the music teacher education enterprise in terms of Victory Gardens. In the absence of a shared overarching sense of mission for our elementary and secondary schools and the role of music therein, we work in a variety of settings, each with its own set of traditions, expectations, and, yes, boundaries. We also work with our own rationed collection of resources, both material and intellectual. Within this plot, we tend our gardens: nourishing, observing, experimenting, and, occasionally, weeding.
Unlike the Victory Gardens of WW II, however, we have been subjected to a plethora of regulations and shaping forces—some akin in magnitude to the US Department of Agriculture. Over the past 50 years, these large-scale forces have moved from being externally inspired and enabling to mandated and controlling. We are also a profession that has been given to ambitious "ideological yearnings" as Stake has described them.22 In our Level-2 conversation, we have acquiesced to an accretion with no accompanying deletion in our expectations. That our gardens have some similarities is inevitable. So, too, is the local variation given our many locations within unique institutional backyards and the many choices that must be made in the face of nearly limitless options.
Boardman, Eunice. "Fifty Years of Elementary General Music: One Person's Perspective." Paper presented at the Music Educators National Conference, Kansas City, revised October 1996.
Bruner, Jerome. The Process of Education. Cambridge, MA: Harvard University Press, 1960.
Choate, Robert, ed. Documentary Report of the Tanglewood Symposium. Washington, DC: MENC, 1968.
Cochran-Smith, Marilyn. Policy, Practice, and Politics in Teacher Education. Thousand Oaks, CA: Corwin Press, 2006.
Colwell, Richard. "Music Teacher Education in This Century: Part I." Arts Education Policy Review 108, no. 1 (2006): 15-27.
Colwell, Richard. "Music Teacher Education in This Century: Part II." Arts Education Policy Review 108, no. 2 (2006): 17-29.
Colwell, Richard. "Program Evaluation in Music Teacher Education." Bulletin of the Council for Research in Music Education 81 (1985): 18-62.
Consortium of National Arts Education Associations. National Standards for Arts Education: Dance, Music, Theatre, Visual Arts: What Every Young American Should Know and Be Able To Do. Reston, VA: Music Educators National Conference, 1994.
Cuban, Larry. How Teachers Were Taught: Constancy and Change in American Classrooms, 1890-1990. 2nd ed. New York: Teachers College Press, 1993.
Darling, Dennis. Personal communication, October 15, 2007.
Dorn, Charles. "The Renewal of Excellence." Arts Educational Policy Review 101, no. 3 (2000): 17-18.
Duling, Ed. Personal communication, October 30, 2007.
Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, 1983.
Gary, Charles, ed. The Study of Music in the Elementary School: A Conceptual Approach. Washington, DC: MENC, 1967.
Gault, Brent. Personal communication, September 30, 2007.
Hanley, Betty, and Janet Montgomery. "Contemporary Curriculum Practices and Their Theoretical Bases." In The New Handbook of Research on Music Teaching and Learning, edited by R. Colwell and C. Richardson, 113-143. New York: Oxford University Press, 2002.
Henry, Nelson, ed. Basic Concepts in Music Education. Fifty-seventh Yearbook of the National Society for the Study of Education, Pt. 1. Chicago: University of Chicago Press, 1958.
Hoffer, Charles. "Music in higher education: 1974." College Music Symposium 14 (1974). www.music.org/cgi-bin/symp_show.pl?h=36&f=28&id=445 (accessed June 30, 2007).
Howey, Kenneth, and Nancy Zimpher. Profiles of Preservice Teacher Education: Inquiry into the Nature of Programs. Albany, NY: State University of New York Press, 1989.
Leonhard, Charles. "Toward Reform in Music Teacher Education." Bulletin of the Council for Research in Music Education 81 (1985): 4-9.
Leonhard, Charles, and Robert House. Foundations and Principles of Music Education. New York: McGraw-Hill Book Company, 1959.
Madsen, Clifford, ed. Vision 2020: The Housewright Symposium on the Future of Music Education. Reston, VA: MENC–The National Association for Music Education, 2000.
Mark, Michael. "MENC: From Tanglewood to the Present." In Vision 2020: The Housewright Symposium on the Future of Music Education, edited by C. Madsen, 5-22. Reston, VA: MENC–The National Association for Music Education, 2000.
Mark, Michael. "The Fragmentation of the Music Education Profession." College Music Symposium 21, no. 1 (1981). http://www.music.org/cgibin/symp_show.pl?h=36&;f=28&id=290 (accessed June 30, 2007).
Mark, Michael, and Charles Gary. A History of American Music Education. 3rd ed. New York: Rowan & Littlefield published in partnership with MENC, 2007.
Music Educators National Conference. Music Teacher Education: Partnership and Process. Reston, VA: MENC, 1987.
Music Educators National Conference. Teacher Education in Music: Final report. Washington, DC: MENC, 1972.
The National Association for Music Education. "A Centennial Declaration of MENC: The National Association for Music Education." (2007). http://www.menc.org/centennial/orlandospeeches/centennialdeclaration.html (accessed November 7, 2007).
National Commission on Excellence in Education. A Nation at Risk: The Imperative for Educational Reform. Washington, DC: National Commission on Excellence in Education, 1983.
Palisca, Claude. Music in Our Schools, a Search for Improvement: Report of the Yale Seminar on Music Education. Fairhaven, CT: Yale University, 1964.
Reimer, Bennett. A Philosophy of Music Education. Englewood Cliffs, NJ: Prentice-Hall Inc, 1970.
Rideout, Roger. "Emboldened Days: Music Education 1960-1980." The Mountain Lake Reader 4 (2006): 56-59.
Stake, Robert, Liora Bresler, and Linda Mabry. Custom and Cherishing: The Arts in Elementary Schools. University of Illinois: National Arts Education Research Center, 1991.
Stauffer, Sandra. "Three Days in Mississippi." The Mountain Lake Reader 2 (2001): 44-45.
Taggart, Cynthia. Personal communication, October 10, 2007.
1Cuban, How Teachers Taught, 2.
2Overviews of music education and music teacher education history on which this analysis drew are Boardman (1996), Colwell (1985), Colwell (2006a), Colwell (2006b), Hanley & Montgomery (2002), Mark (2000), Mark & Gary (2007) and Rideout (2006).
3Rideout, "Emboldened Days," 57.
4Ibid, 58.
5MENC, Teacher Education, Preface.
7Ibid., 12.
8Hoffer, "Music," 2.
9MENC, Music Teacher Education, 18-19.
10Stake, Bresler and Mabry, Custom, 133.
11National Association for Music Education, "A Centennial Declaration."
12MENC, Music Teacher Education, 18.
14Howey and Zimpher, Profiles, 15.
17Taggart, personal communication.
18Stauffer, "Three Days," 44.
19Dorn, "The Renewal," 17.
20Cochran-Smith, Policy , 138.
21Leonhard, "Toward Reform," 11.
Elizabeth A. Wing joined CCM's faculty as head of the Division of Music Education in 1986. Her previous faculty positions included the University of Oregon and the Crane School of Music, Potsdam College. Dr. Wing retired in spring of 2011.
A member of the National Board of Editors for The Quarterly from 1990-97, Dr. Wing was also on the Council Advisory Committee for the Council for Research in Music Education from 1988-98. She was an editorial board member for Contributions and the Southeastern Journal of Music Education. As an author, she wrote a chapter for the Handbook for Research in Music Teaching and Learning (1992), was section editor for the next edition of the Handbook and co-wrote Structural Knowledge for Music Teaching (2004) with Richard Colwell. She held the state and regional division research offices with the Music Educators National Conference, and had been a clinician at state and national conventions.


text:
Canada, Labour, Youth
Bill 124 Heats Up Ontario Education Conflict
December 30, 2019 Julius
As temperatures plunge, the conflict between Ontario teachers and the Doug Ford Conservative government is heating up.
With exaggerated budget deficit figures in tow, the Tories decided to pick a fight with educators by increasing the size of classes and requiring students to take online credit courses, the overall result of which would be the loss of thousands of teachers' jobs. Like so many of the savage cuts made by Ford to health, transportation, environmental protection, legal aid and other vital public services, his education measures violate his pre-election vow that there'd be no job losses, only "efficiencies."
To top it off, the Tories passed Bill 124, a salary cap of 1 per cent imposed on the entire public sector. The four teachers' unions (OSSTF, ETFO, OECTA and AEFO) are taking the government to court. The Tories are likely to lose, based on recent rulings which struck down laws (e.g. the 2012 provincial Liberals' Bill 115) that abrogated collective bargaining rights. Unfortunately, it will take years to get a definitive high court ruling, and possibly decades to reverse the harm that may be done in the interim.
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Coup by NDP Brass aims to Block Assessment of Singh
by Gary Porter
The Federal Council of the New Democratic Party of Canada decided in December to postpone the Federal Convention, possibly to the end of 2021, or beyond. In effect, it is cancelling the convention. Federal Council has no constitutional authority to scrap the biennial meeting of the highest body of the party. The Constitution of the New Democratic Party of Canada, Feb 2018, states:
"Article V, Conventions
General description: There are two kinds of conventions: Biennial Convention and Special Conventions.
Timing and location of conventions
a) Biennial conventions shall take place at least once every other year at a time and place determined by council."
There are no exceptions in the constitution. Under the section on the duties of Council, there are no powers to delay the biennial convention specifically, and no residual general powers given to council, period. The action by Council constitutes an apparent unconstitutional and anti-democratic coup against the party membership initiated by the Jagmeet Singh-Ann McGrath leadership. Why?
Continue reading Coup by NDP Brass aims to Block Assessment of Singh →
Canada, Environment
"Justice for All": XR Toronto's New Demand
by Daniel Tarade
On December 15, the Toronto chapter of the nonviolent civil disobedience group Extinction Rebellion held its first general assembly and adopted a new demand — Justice for All — that places indigenous people and other marginalized groups at the center of its climate activism. XR Toronto elaborates that it "demands self-determination for Indigenous communities both in Canada and around the world. The response to the climate crisis must center the rights and needs of indigenous peoples, people of colour, the economically disadvantaged, people with disabilities, migrants, and people of all genders and sexualities. Solutions must be actively de-colonial and firmly safeguard the dignity of all."
Continue reading "Justice for All": XR Toronto's New Demand →
Laurier Teaching Assistants Unionize!
by Emily Steers
Three years ago, a group of graduate teaching assistants began a campaign to unionize the TAs at Wilfrid Laurier University in Waterloo, Ontario, about 100 km west of Toronto. Laurier was one of the only Ontario universities where TAs lacked a union. This was reflected in the disparity in our pay, training, and the consistency of work between departments. For two years the TAs worked diligently to spread the word and boost the union drive, and chose the Public Service Alliance of Canada (PSAC) as the union to join.
Since September, the drive picked up in earnest. Campaign organizers visited classrooms, set up information tables, created an active social media presence, and distributed union cards. Once we met the requisite 40 per cent of workers who signed cards, we filed for certification, asking the Ontario Labour Relations Board to conduct a vote. It took place online, November 5-6. There was a massive turnout. The employer contested the legitimacy of the vote, padding the employee list and filing a section 8.1 objection (disputing that we met the 40 per cent threshold). The union challenged over 50 names on the employers' list.
Continue reading Laurier Teaching Assistants Unionize! →
Trudeau Minority Gov't (Still) Serves the Rich
by Barry Weisleder
Liberal Prime Minister Justin Trudeau appears to be counting on his waning skills of distraction, plus the disarray in Conservative ranks, to keep his minority government in power for at least two years. That much is evident in the Throne Speech, the Fiscal Update, the new NAFTA, and the prominent role of Deputy PM Chrystia Freeland – as feckless Tory Leader Andrew Scheer heads for the exits.
While the deposed Scheer faces an internal audit over the use of party funds to pay his children's private school tuition, an array of Tories is lining up to run for his job. Thus, the Conservative Party is in no hurry to force a general election.
Continue reading Trudeau Minority Gov't (Still) Serves the Rich →

redpajama_set_name: RedPajamaCommonCrawl


text:
Kabinett Gradnauer bezeichnet folgende Landesregierungen Sachsens während der Weimarer Republik unter Georg Gradnauer (SPD):
Kabinett Gradnauer I (1919)
Kabinett Gradnauer II (1919–1920)

redpajama_set_name: RedPajamaWikipedia


text:
require 'json'

module Perus::Server
    class Stats
        MAX_HISTORY = 10
        attr_reader :data

        # data format (json):
        # {
        #   "vacuums": [
        #     ["ISO time", duration (int) || 'failed'],
        #     ...
        #   ]
        # }

        def initialize
            if File.exists?(Server.options.stats_path)
                data = IO.read(Server.options.stats_path)
                unless data.empty?
                    @data = JSON.parse(data)
                    return
                end
            end

            @data = {
                'vacuums' => [],
                'alerts_caches' => [],
                'cleans' => []
            }
        end

        def save
            File.open(Server.options.stats_path, 'w') do |f|
                f.write(JSON.dump(@data))
            end
        end

        # vacuuming
        def last_vacuum
            entry = @data['vacuums'].last
            entry ? entry.first : nil
        end

        def vacuum_time
            entry = @data['vacuums'].last
            entry ? entry.last : nil
        end

        def average_vacuum_time
            entries = @data['vacuums']
            return nil if entries.empty?
            ints = entries.map(&:last).select {|time| time.is_a?(Numeric)}
            ints.reduce(:+).to_f / ints.length
        end

        def self.vacuumed!(time)
            stats = Stats.new
            list = stats.data['vacuums']
            list << [Time.now.to_s, time]

            if list.length > MAX_HISTORY
                list.drop(list.length - MAX_HISTORY)
            end

            stats.save
        end

        # alerts caching
        def last_alerts_cache
            entry = @data['alerts_caches'].last
            entry ? entry.first : nil
        end

        def alerts_cache_time
            entry = @data['alerts_caches'].last
            entry ? entry.last : nil
        end

        def average_alerts_cache_time
            entries = @data['alerts_caches']
            return nil if entries.empty?
            ints = entries.map(&:last).select {|time| time.is_a?(Numeric)}
            ints.reduce(:+).to_f / ints.length
        end

        def self.alerts_cached!(time)
            stats = Stats.new
            list = stats.data['alerts_caches']
            list << [Time.now.to_s, time]

            if list.length > MAX_HISTORY
                list.drop(list.length - MAX_HISTORY)
            end

            stats.save
        end

        # cleaning
        def last_clean
            entry = @data['cleans'].last
            entry ? entry.first : nil
        end

        def clean_time
            entry = @data['cleans'].last
            entry ? entry.last : nil
        end

        def average_clean_time
            entries = @data['cleans']
            return nil if entries.empty?
            ints = entries.map(&:last).select {|time| time.is_a?(Numeric)}
            ints.reduce(:+).to_f / ints.length
        end

        def self.cleaned!(time)
            stats = Stats.new
            list = stats.data['cleans']
            list << [Time.now.to_s, time]

            if list.length > MAX_HISTORY
                list.drop(list.length - MAX_HISTORY)
            end

            stats.save
        end
    end
end

redpajama_set_name: RedPajamaGithub


In general, Reverse engineering (RE) is the process of taking something (a device, component, an electrical component, a software program, etc.) apart and analyzing its workings or geometry in detail, usually with the intention to construct a new device, component or program that does the same thing without actually copying anything from the original.
Reverse engineering is a often used by military, in order to copy other nations' technology, parts of which have been obtained by intelligence operations. It was often used during the Second World War and Cold War.
Reverse engineering software or hardware systems for the purposes of interoperability, for example in order to support undocumented file formats or hardware peripherals, is mostly believed to be legal, though patent owners often aggressively pursue their patents.
Coordinate-measuring machines (CMM) can be used to digitize a component and the information can be utilized in computer-aided modeling. New and improved techniques in reverse engineering include 3D laser scanning which, as the name implies, uses laser beams to scan across the surface of components of any shape and display the results in real time.


text:
Cytilus es un género de escarabajos de la familia Byrrhidae.

Especies
 Cytilus alternatus (Say, 1825)
 Cytilus auricomus (Duftschmid, 1825)
 Cytilus kanoi Takizawa & Nakane, 1977
 Cytilus longulus Casey
 Cytilus mimicus Casey, 1912
 Cytilus nigrans Casey
 Cytilus sericeus (Forster, 1771)
 Cytilus tartarinus Scudder, 1900

Referencias


In the day and age of large open offices it's easy to forget that most small businesses starting out don't have the kind of capital for that kind of space. These businesses end up taking up residence in small office with limited space and in some cases, built in furniture. There's nothing worse than being stuck with a desk you hate just because it happened to be attached to the wall like a starving tick. Luckily this is the future and, while there may not be enough space or resources in your tiny office for a full desk upgrade, the standing desk converter is totally a thing.
If you haven't read our older blogs or visited our website, you're probably wondering what a standing desk converter is. Fortunately the people in charge of naming these things went with something simple. A standing desk converter essentially converts your old antique desk, cubicle attachment, or horrible office wall table into a height-adjustable sit to stand work station. It's the next best thing to having a full height-adjustable standing desk and is a perfect solution in situations where you either don't have space or have furniture that you can't get rid of for whatever reason.
We have a lot of standing desk converters on our site to choose from and the UPLIFT Adapt X and UPLIFT Standing Desk Converter (our original converter solution) have both been very popular since their respective releases. However improvements and small innovations can always be made which is why UPLIFT has now added the Front Clamp Desk Converter, XF Standing Desk Converter , and Lift Standing Desk Converter . What makes these so special? The answer lies in a few small innovations that make a big difference.
The Front Clamp Standing Desk Converter by UPLIFT Desk has what are probably the most noticeably different features. It's very similar to its older brother, the UPLIFT Standing Desk Converter but what you'll probably notice first is that the Front Clamp Converter has a clamp that clamps in the front. The name kind of gives this one away but there is a point to the design difference. While the UPLIFT Standing Desk Converter was available in either a clamp or a freestanding version, both versions had some inherent shortcomings. The freestanding version was able to fit a variety of worksurfaces with minimal assembly but the keyboard tray platform could only go as low as the desktop which is a pretty common design with most standing desk converters on the market. However, it's not ergonomically ideal because of the slight raise that the platform causes on the wrists when in the seated position. In that regard, the clamp mount version was the superior of the two, because its design allowed the keyboard tray platform to lower below the desktop surface. However there was more assembly involved with this one and because of the back clamp design, there was some extra adjustment needed when assembling. Basically the freestanding version was better about fitting a wider variety of surfaces while the clamp mound option was a bit better for the ergonomics.
The new Front Clamp Standing Desk Converter takes some of the better aspects of both of its predecessors and combines them into one new product. For starters the Front Clamp Converter maintains the tiered keyboard tray design but with a few improvements. The keyboard tray platform on the Front Clamp Converter hangs just slightly lower than the desktop. Not a huge amount mind you but enough to make a difference. That's not all though. The keyboard tray platform now also has the ability to adjust its angle of tilt. You can have the platform at a flat horizontal angle or, by simply adjusting the switches under the platform, the platform can be tilted at a 7 degree negative slope, giving you more comfort while you type should you need it. You can even fold the keyboard tray platform up to save space when you're not working.
There were also some more apparent changes to the clamp mount. As I mentioned before, the Front Clamp Standing Desk Converter now clamps in the front as opposed to the back of the desk. This has two advantages. One is that it allows the converter to fit more sizes of desktop. The other is that it eliminates some of the additional assembly and adjustment that went into setting up the older model. And while we're talking about improvements and new features, the UPLIFT Front Clamp Desk Converter has a new feature that none of the previous models had; color options. The UPLIFT Front Clamp Standing Desk Converter is available in your choice of black or white to fit whatever décor you happen to have. If you're one with certain needs regarding workspace, the Front Clamp Standing Desk Converter has a little flexibility in terms of size. For those trying to save as much space as possible there is a small size with a worksurface of 26.8"W x 20.5"D and for those who need the extra workspace, the Front Clamp Converter also comes in a medium size of 31.5"W x 20.5"D to accommodate your needs.
Now that we've sung the praises of the new UPLIFT Front Clamp, let's talk a little about its brother the UPLIFT XF Standing Desk Converter . This model isn't as dramatic of an improvement but it has plenty to offer. When you pull it out of the box you may notice that there are no tools and that most of the pieces are already put together for you. The reason for this is that the XF does not require tools to assemble and aside from the detachable keyboard tray platform, arrives ready to go out of the box which allows you to get to work right away! The XF also includes a choice of either black or white, again for your décor. Just because it's an office doesn't mean it has to be drab. You may also notice a couple of other aesthetic differences from the UPLIFT Adapt X including the fact that there is now only one release switch on the unit rather than two for easier adjustment. The lifting mechanism also now faces forward for a slightly different look. The unit still adjusts straight up and down, from sitting to standing, all within its original footprint. Best of all you now have a choice of either the small size which has a worksurface of 27.6"W x 19.7"D or the medium size which is 34.6" x 20.9"D to better fit your monitors or other workplace gadgets and stationery.
The Lift Standing Desk Converter is very similar to the classic UPLIFT Adapt X with the biggest difference being the size. The Adapt X sported a working surface area of 26.5" W x 13.4"D for the keyboard tray and 26.8" W x 23.1" D for the upper work surface where you monitor resides. The Lift Standing Desk Converter is a bit larger with a surface area of 34.5" W x 12.8" D for the keyboard tray and 35.1" W x 23.3" D for the upper work surface which gives you a bit more room for bigger monitors or even small knick-knacks. Both units operate using a pneumatic lift system and come with a 2 year warranty.
While we've improved upon the beloved UPLIFT Standing Converters, they're not the only products we've been working on. New chairs, new desk accessories, and new newness are all in the works and some of these new gadgets and office improvements are closer to realization than you'd think. In the meantime, if you ever have a specific question or just want to get a quote for a great price, you need only contact our amazing team at 800-531-3746.


The trouble of life cause many people to feel stress. Economic pressures cause many people to fall into debt. They are not sure when they be able to pay off all the mounting debt. During the show, paid in full qualified contestants have their debts paid in full.


Like everyone in the AV Industry, indeed anyone interested in technology, we here at Inspired Dwellings have been eagerly monitoring the developments of this year's 2013 International CES, Las Vegas. Despite the overwhelming absence of Industry big dogs Microsoft and Apple, the Consumer Electronics Association's proved to be the biggest event yet, drawing in 150,000 attendees, 3,250 exhibitors, and 1.92 million net square feet of exhibit space. With the absence of the more traditional Industry bodies, this year's showcasing was a sure indicator that tablets and smartphones are fast outdating pcs, laptops and netbooks. Even big player Google, was feeling the pressure as Android continued it's assault on the app-oligopoly (sorry) that is the new technological battlefield.
As a relative newbie to the technology scene and (dare I say it) perhaps partly because I'm female, very rarely do I get excited about the size of a TV screen. However the sheer scale and range of products at this year's CES meant that even I couldn't fail to be impressed and, yes, even excited about the future of home technology.
OLED TVs (standing for Organic light-emitting diodes) are set to corner the Home Cinema market with their Razor thin screens and super sharp image quality.
Sony began by highlighting their new 56" 4K screen (read: HHHHHD) even as Korean giants Samsung displayed an OLED Screen, which allows two people to watch two different programs on the same screen – at the same time. As impressive as the concept is, I can't help thinking the increasing size of modern home screens make this release more of a join the dots necessity than innovation.
A set of wireless headphones that don't need speakers – or even your ears – for you to use them. Panasonic's new headset transmit sound waves directly through your skull, allowing you to noiselessly watch TV or listen to music whilst you let the rest of the house (read: knackered girlfriend) get their beauty sleep. Can definitely see this as next year's Christmas present.
Even if you're not a big Industry buff you can't have escaped the swarms of blogs/ article/ OTT tweets about CES's latest health product. A 'high-tech' dietary instrument, the HAPIfork monitors how fast you're chomping down, tracking progress through cloud service uploads and gently vibrating if you go faster than the optimised digestion speed. The technology operates on the basis that it takes a full 20minutes for stomach signals to reach the brain, meaning the faster you eat, the less time your body has to register it's full and the more unnecessary calories are consumed.
Whilst some question the design simplicity (can we really handle a device whose sole function is what it's designed for) I suggest the HAPIfork could form a revolutionary industry of home technology, primarily because of its limitations.
Unlike the multitude of fitness bands, body monitors and diet gizmos we've seen in the past, all of which are designed to guilt you into exercise by revealing everything from optimised heart rates, to when's best to go to the toilet (I'm not joking) – this fork actually does the job its designed for. Linked to weight loss, physical and emotional well-being, simplistic dietary technology is guaranteed to be of more benefit to the 30% clinically obese Americans than another 85" ultra HD TV. And before us Brits start looking smugly over the pond it's worth thinking about the quarter of our own adult population who are in a similar situation.
Despite looking slightly like a toddlers training tool next to the futuristic Smart Home devices littering the CES showroom this year, the HAPI fork is one of the best – and quirkiest – products of 2013.
Possibly the favourite of the lot. Micro fluidics: The first touchscreen tablet that has a physical keypad for speed of typing. The buttons use fluid pressure through a legion of micro holes to rise from the traditional tablet screen upon entering a text application, only to flawlessly disappear again once you're done.
Simple yet effective. Fully featured yet low-cost. Hive combines the world's only wire-free, battery Wi-Fi CCTV with a unique social cloud and rich yet simple mobile & web apps. With connectivity becoming increasingly crucial in the home, the use of a traditional battery is nostalgically reassuring.
Asian-based heavyweight LG announced that it will release 27 models of new Smart Home appliances this year – refrigerators, ovens, hoovers, washing machine… the domestic list alone involves an endless list of utilities capable of interacting with your smartphone.
The favourite is the SAMSUNG T9000 Smart Fridge, which differs from other models by not only keeping track of your food, but by offering creative leftover recipes and combining with nearby supermarket deals on missing or depleted items. Synchonized shopping lists via Ever Note apps, mean it can even text shopping suggestions to household members to avoid that sinking 'I forgot the milk' feeling.
To be honest, it's not merely the ease of access and star-trek like quality of these Home appliances that I can see the appeal for, but the effect it will have on the family home. Coming in at 32cubic feet with a 10" custom touch screen display and flexible fridge/ freezer space, this fridge has the potential to turn even the quietest kitchen into a hub of family activity. Synchronized calendar apps, photo displays, and news updates mean that the kitchen could reassert itself as the one stop drop off point for all your family needs. Whether it will rival the teenage appeal of the Xbox or MSN (is that still going?) is another challenge.


This delightful Cats Together Cat Lovers Shoulder Tote is Canvas, and measures approx 13.5" wide x 4" deep x 12.5" tall. A magnetic snap is the closure for this handbag that will hold your items in style. There is no lining. Handle is made from natural waxed hemp rope which is soft on the skin. Harmony in spirit and life! NOTE: This bag is made by "Sunshirt ©" - this is NOT a Laurel Burch Product.


Lightweight, durable, versatile: the Hubbard Free by Samuel Hubbard. This men's casual, lace-up shoe features a removable insole crafted with breathable, antimicrobial material and padded with triple density comfort technology. Soft leather upper and stitch detail gives this men's casual shoe a cool, fresh vibe. Vibram soles provide grip without feeling bulky. Hubbard Free by Samuel Hubbard tackles all your comfort needs without sacrificing style.


Preserved hedge elements. Use them as room dividers, privacy protection or simply as decoration of your home, office, clinic, restaurant, hotel lobby etc.
Since the plants are natural the shape and size of each plant will differ from the illustrated image. Such phenomena therefore cannot be considered defects or grounds for dispute. In nature, no two plants are identical.
Pittosporum Tenuifolium is a small evergreen tree, up to 10 m, native to New Zealand, commonly known as Kōhūhū and Black Matipo, and by other Māori names Kohukohu and Tawhiwhi. It is sometimes grown under the cultivar name Nigricans, so called because of its black stems. In horticulture it is valued for its coloured foliage (cultivated variations include purple, silver and variegated leaves), and for its tolerance of some horticulturally difficult growing conditions, including dry soils and shade (although in northwest Europe, cold and exposed situations do not suit it). The flowers generally go unnoticed because of their colour, a very dark reddish-purple, and are scented only at night. It is found growing wild in coastal and lower mountain forest areas up to an altitude of 900m. The Latin tenuifolium means slender-leaved.


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Your current or prospective employer will expect a lot from you in the coming 12 months. Here are essentials for success as the new year rolls out.
Digital marketing is the antithesis of many professions, in which you go to school or get training and perform basically the same job throughout your career. How many careers are so measurable and immediate? How many careers let you play with the latest cutting-edge technology? How many careers let you try something one day, then scrap it and try something entirely different the next? How many careers allow you to participate in an ever-changing array of client projects and campaigns?
2013 was an amazing year for those who've chosen digital marketing as their career path, and 2014 promises more of the same.
Aside from the hands-on, nuts-and-bolts skills that are required for success in e-commerce, SEM, mobile marketing, Web analytics, social media, and email, we can expect that in 2014 employers will emphasize eight key qualities when sizing up candidates.
Companies have never faced so much uncertainty and risk. In the space of only a few months they can slip from market leader to follower.
The ability to deal with major changes in the workplace, to complete projects with very little direction, endure stress, handle multiple priorities—these are among the most highly sought-after competencies that employers seek.
What might have been considered a crazy idea one day might be the next day's most anticipated experiment. Companies can test new ideas and try out new features on websites and get almost instantaneous results.
All businesses want their marketers to be adaptable, but in digital marketing that's especially important because the only thing that doesn't change is, well, change, so expect change to continue to be the norm in 2014.
Big data is getting even bigger. Digital marketers pore through mountains of data to understand consumer behavior and identify opportunities. They translate those insights into integrated marketing strategies across channels, with clear and measurable goals. They use advanced analytics to identify the media and audiences that will best reach those goals, and they quantify the value of each. They analyze results and strategize to deliver more of what's working, and less of what isn't.
If all this sounds familiar, expect to do even more of it in 2014.
Some might describe this as "thinking outside the box." BusinessDictionary.com defines creative thinking as "a way of looking at problems or situations from a fresh perspective that suggests unorthodox solutions." However you wish to define it, I can't think of too many other professions where this applies more than in digital marketing, where new technologies are emerging at breakneck pace.
It's not always on the job description, but trust me: This will be a high priority for employers in 2014.
Employers have a very strong preference for candidates who are fluent in the technical aspects of digital marketing. That does not mean that you must be proficient in writing code; that's what programmers do. But technology is to digital marketing what a tailwind is to pilots: It's always pushing you forward, and the best digital marketers (just like good pilots) know how it works and use it to their advantage. Knowing technology also fosters greater collaboration with IT. You'll be using it even more in 2014.
In 2014, digital marketers will continue to be the trailblazers, those who boldly go where no marketer has gone before. Author Mark Goldblatt, who has researched the subject, states that what you know is not always as important as what you want to know. Look for more emphasis on not just the "what" and the "how," but also the "why." Knowing why some tactics work and why others don't-and learning from it to do it better the next time-will matter even more.
Digital marketing is, by definition, an exercise in lifelong learning, and there will be plenty more to learn in 2014. The day you quit learning is the day you should leave digital marketing as a career. Technologies and solutions that work today could be outdated tomorrow, and those very same innovations have never made it easier for learners to keep informed about the latest advancements with the help of media options like blogs, video, RSS feeds, and social networks.
I call these individuals the "techno-marketing hybrid." Can you stand comfortably with your feet in two different buckets-marketing and technology? Everything you do in digital marketing is made possible by the technology that takes place behind the pixels, but it's a theme you'll hear more of in 2014.
This ability to bridge the gap between business and IT and communicate technical ideas clearly and effectively to nontechnical people cannot be overstated. In the coming year, those who have that ability will be at a distinct advantage over those who don't.
Usually when you think of business acumen, you think of senior executives or other managers whose daily decisions and actions leave a direct impact on the operation and performance of the business. But it's becoming a crucial competency for more than just leaders.
Companies want all employees to understand that everything they do in some way affects the bottom line. Even for lower-level positions, employers expect candidates to be able to connect the dots between their day-to-day responsibilities and departmental goals.
In 2014, employers will be looking for digital marketers at all levels who are more business-savvy and who understand how their personal objectives support the company's overall strategy.


"Aquaman" director James Wan assured DC fans that his film won't use the "Justice League" trick where Atlanteans communicated underwater using air bubbles.
"Fret not, no "air bubbles for dialogue" in my underwater world," tweeted Wan.
"Justice League" featured a dialogue sequence set in Atlantis between Aquaman (Jason Momoa) and Mera (Amber Heard). For the dialogue scene, the two created an air bubble around themselves to speak with each other. The Hollywood Reporter detailed the challenges Wan is presented with after "Justice League" underperformed at the box office this past weekend, it noted that the air bubble solution for dialogue would not be something sustainable for an entire film.
See James Wan's latest POWER MOVE.


To be a person (or certainly to be a primate) is to be hooked up to different fellow beings in relationships, from infancy on. This publication examines what occurs whilst the mechanisms of early attachment cross awry, while caregiver and baby don't shape a dating within which the kid reveals safeguard in occasions of uncertainty and tension. even supposing John Bowlby, a psychiatrist and psychoanalyst, initially formulated attachment conception for the explicit function of knowing psychopathology around the lifestyles span, the concept that of attachment used to be first followed by way of psychologists learning common improvement. in recent times, clinicians have rediscovered the opportunity of attachment conception to aid them comprehend psychological/psychiatric disturbance, a possible that has now been amplified through a long time of study on regular improvement.
Attachment concerns in Psychopathology and Intervention is the 1st booklet to provide a accomplished review of the consequences of present attachment examine and thought for conceptualizing psychopathology and making plans powerful intervention efforts. It usefully integrates attachment concerns into different frameworks in which psychopathology has been defined and issues new instructions for research. The members, who contain the various significant architects of attachment concept, hyperlink what we've got discovered approximately attachment to problems around the lifestyles span, comparable to failure to thrive, social withdrawal, aggression, anxiousness, melancholy, bipolar affliction, dissociation, trauma, schizo-affective illness, narcissistic character affliction, consuming issues, and comorbid issues. whereas all chapters are illuminated through wealthy case examples and talk about intervention at size, part concentration completely on interventions expert by means of attachment conception, equivalent to toddler-parent psychotherapy and emotionally concentrated remedy.
Mental health and wellbeing pros and researchers alike will locate a lot during this booklet to stimulate and facilitate potent new ways to their paintings.
Drug Use: A Reference guide provides an enormous number of evidence and data concerning the significant concerns that force the world's unending drug challenge. An exam of 5 substances—tobacco, alcohol, hashish, heroin, and cocaine—presents eye-opening evidence approximately their courting to politics, guidelines, great enterprise, and struggle.
Forgotten Lives explores the lives and paintings of Lenin's sisters--Anna, Ol'ga and Mariia--and the function they performed within the Russian Revolution. It lines their early progressive careers and contributions to the underground circulation, their paintings for the celebration and the nation after October 1917, and their dating with Lenin and Stalin.
Melancholy is usually linked to different psychiatric problems and is usually concerning power illnesses. Depressive signs also are universal in chronically distressed shut relationships and critical interpersonal problems in households and at paintings. the subject of depressive comorbidity is obviously vitally important, and whereas contemporary learn during this zone has been methodologically subtle, good awarded, and inherently fascinating, there has no longer been a complete, educational source that covers fresh advancements during this quarter.
Thus, infants whose needs have been met in an inconsistent fashion would be anxious about their needs being met in other situations. Chronic hypervigilance and anxiety resulting from inconsistent care may set the stage for later anxiety disorders. Using longitudinal data, we explored the relations between anxiousresistant attachment and anxiety disorders incorporating available familial and temperament measures (Warren, Huston, Sroufe, & Egeland, 1997). The study included: (a) a measure of maternal anxiety (Anxiety Scale Questionnaire; Cattell, 1963) as a surrogate for familial predisposition; (b) measures of temperament chosen to correspond to Kagan's "highly reactive temperament" including nurses' ratings of newborns in the newborn nursery and the Neonatal Behavioral and Neurological Assessment Scale (NBAS; Brazelton, 1973) assessments of motor activity, range of state, regulation of state, and habituation; and (c) strange situation classifications as measures of infant attachment.
Journal of Consulting and Clinical Psychology, 64, 244–253. Rutter, M. (1997). Clinical implications of attachment concepts: Retrospect and prospect. In L. Atkinson & K. ), Attachment and psychopathology (pp. 17–46). New York: Guilford Press. , Bakermans-Kranenburg, M. , & van IJzendoorn, M. H. (1999). Frightening maternal behaviour linking unresolved loss and disorganized infant attachment. Journal of Consulting and Clinical Psychology, 67, 54–63. Shaw, D. , & Vondra, J. I. (1995). Infant attachment security and maternal predictors of early behaviour problems: A longitudinal study of low-income families.
Bowlby, J. (1973). Attachment and loss: Vol. 2. Separation: Anxiety and anger. New York: Basic Books. Bowlby, J. (1980). Attachment and loss: Vol. 3. Loss: Sadness and depression. New York: Basic Books. Bowlby, J. (1982). Attachment and loss: Vol. 1. Attachment. New York: Basic Books. (Original work published 1969) Bretherton, I. (1985). Attachment theory: Retrospect and prospect. In I. Bretherton & E. ), Growing points in attachment theory and research (Society for Research in Child Development Monograph No.


text:
The Oakland Tribune
Dr. William Hynes, a former academic vice president of St. Mary's College, will return to the East Bay this summer as the new president of Holy Names University.
The board of trustees announced May 4 that Hynes, a president emeritus and professor of religious studies at St. Norbert College in Wisconsin, would succeed Sister Rosemarie Nassif, who will retire July 31 after 11 years in the top post at the Oakland university. Hynes, 69, will be the 142-year-old university's 17th president.
After getting to know the university better, Hynes said his main goals would be to support its nearly 1,200 students, raise additional funds and carry out a five-year strategic plan launched in 2007. That will involve renewing ties to foundations and donors.
"It's a very steep learning curve, but I like learning about tradition, and the value that has for me is I can let those traditions empower and guide me in my own work to make the university an even better place to be," he said. "I'll be working to emulate and celebrate the example set by our stellar president, Sister Rosemarie."
Ron Rosequist, chairman of the board of trustees, said Hynes is a good fit to carry on Nassif's work. The board chose Hynes after a yearlong search.
Hynes' academic experience is long and varied.
After receiving a bachelor's degree in philosophy and English from Conception College, he earned two master's degrees, one in Catholic theology from Marquette University and another in the History of Christian Thought from the University of Chicago, where he also earned a Ph.D. in the History of American Religious Thought.
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text:
New Study Blames Naval Sonar for Hundreds of Whales Mysteriously Beaching Themselves
Naval sonar essentially "scares whales to death" researchers discover
Since the 1960s, scientists have noted a link between the use of naval sonar and whales seemingly killing themselves, en masse, by stranding themselves on beaches.
A new study reveals the horrifying reason why.
"In short, the sound pulses appear to scare the whales to death, acting like a shot of adrenaline might in a human," Science Alert reports.
The sound emitted by sonar is literally unbearable to marine mammals, causing them to swim hundreds of miles, dive deep into the abyss or even beach themselves to escape it.
When they dive too deep, too fast, nitrogen bubbles form in their blood resembling what divers would call decompression sickness or "the bends."
The nitrogen can cause hemorrhaging and damage to whales vital organs.
The big question researchers had was how an animal that lives in the ocean and is adapted to perform deep water dives for hours at a time can get decompression sickness?
The answer, they found, was that whales typically descend gradually, lowering their heart rate to reduce oxygen use and prevent nitrogen build-up. But the sonar triggers a "fight or flight" response that causes them dart straight down.
"The stress response, in other words, overrides the diving response … It's like an adrenaline shot," lead author Yara Bernaldo de Quiros told AFP.
Beaked whales regularly dive deeper than a kilometer for around an hour at a time, but when exposed to sonar they may dive nearly three kilometers, and stay there for over two hours.
Sonar was developed in the 1950s to detect submarines. Mass strandings of beaked whales were essentially unheard of before then, The Independent reports.
But between 1960 and 2004 there were more than 100 mass strandings (beachings) reported and the number of species affected by the pulses increased.
Strandings in 1985, 1988, 1989, 1991 and 2002 coincided with naval sonar drills.
Some suspect military sonar exercises were behind the mass stranding of 145 pilot whales in New Zealand beach just last November and of more than 80 beaked whales in Ireland last summer.
145 pilot whales beached in New Zealand
In 2008, the British Ministry of Defense admitted the Royal Navy had been conducting operations close to the Cornish coast where 26 dolphins had died, after previously denying having any vessels in the area.
The researchers behind the new report want to see the use of sonar technology banned in areas where whales are known to live.
Such a ban has been in place in the Canary Islands since 2004.
"Up until then, the Canaries were a hotspot for this kind of atypical stranding," Quiros said "Since the moratorium, none have occurred."
The research was published in the Royal Society Journal Proceedings B.


This is a note I have made for my exam preparation. It includes the causes and effects of both the Spanish Civil War and the Chinese Civil War. There is also a comparison between causes and effects of the two Civil Wars.
This document contains my personal notes, class notes and developed arguments for the China section of the unit "Communism in Crisis" from the IB Companion. The notes are organized chronologically, and within the chronological order, the points and arguments are organized thematically.


text:
Remembering Hank Gathers
ESPN just ran a piece on Sportscenter that brought back a flood of memories. I didn't realize it, but today was the 20th anniversary of Hank Gathers' death. I was in the gym at Loyola Marymount University when it happened, and was scheduled to interview him that day as part of my duties for KMBU-FM, the Pepperdine University campus radio station.
It all happened during the semifinals of the West Coast Conference basketball tournament. LMU — Gathers' team — was playing in the first game of the day, and Pepperdine was scheduled to play in the second game. I don't remember the opponents or anything else basketball-related about that day. Not to sound too melodramatic, but when you watch a man die in front of you, a lot of other details fade away pretty quickly.
LMU was an awesome team, and my Pepperdine Waves were pretty darn good, too. I certainly wasn't an LMU fan, but I'm a Philadelphia native and felt some remote kinship to both Gathers and his teammate Bo Kimble, both of whom were also Philadelphians going to school in Los Angeles. I was happy to see them doing well, except when they played against the Waves.
I arrived early at the gym that day with my friend and radio partner, Kent, and we set up our radio broadcast equipment early so we could watch the first game and then be ready to start our broadcast back to campus. I don't recall if I went directly to Gathers to ask for an interview, or if I went to LMU's sports information director … but the agreement was that Gathers would come to our broadcast location at halftime of the Pepperdine game for an interview. His game would be over and we'd talk about that game and, presumably, a title game against Pepperdine. It was Kent's turn to do play-by-play, which meant I'd handle the halftime interview. I was looking forward to chatting with him about Philadelphia, too.
And then pretty early on in the Lions' game, Gathers dunked on an alley-oop and headed back to play defense. Only he staggered, stumbled, and fell to floor. His body shook a couple times and medical people rushed to his side. My memory is that he was on the floor for just a couple minutes with people working on him, and then they quickly moved him out the side door. I remember people crying loudly in the silence. I remember thinking it wasn't a good sign that they moved him out of sight before really doing much medical work. But that's all speculation and I have no idea what the story was at that point. I specifically remember not thinking he had died; there was no way Hank Gathers was going to die.
Kent and I were stunned, and at some point we switched into news reporter-mode. I'm guessing we probably tracked down Mike Zapolski, Pepperdine's sports information director, and he made sure we were aware of what was going on. I recall there was some kind of news conference inside the building. They probably announced that the games had been postponed, but I don't remember hearing that news. I don't think they announced that Hank had died, at least not at that point.
Kent and I went — probably in Mike Z's car — to the hospital where Gathers had been taken. By this time, all of the Los Angeles media were on hand waiting for the news — radio, TV, papers, everyone. I remember the doctors coming out and standing in front of a row of TV cameras. Rather than stand behind the cameras and not see anything, I moved around to the side/rear of the doctors so I could listen and record the statement for our news coverage. Since fans back at school were waiting to listen to our game broadcast, I remember Kent and I phoned in a couple live updates of what was going on.
I think, but I'm not positive, that I was the one who reported on our station that Hank had died. I remember being stunned that it happened. Beyond belief. I remember hating having to report that on the air. I remember thinking that I probably watched him die on the gym floor, but the doctors said he was pronounced dead at the hospital, not before.
The last thing I remember is going to classes the next day. All this had happened on a Sunday. Kent and I were in the same broadcasting class. Our teacher found us before the class started and took us aside. He said he was proud of us. He told us that he saw us on TV, standing near the doctors. He asked how we were and very delicately wondered if we wanted to talk to the class about what had happened. We decided that we would. And we did. I don't remember exactly what we said, but we recapped the events of the night before. And some of our classmates asked questions about covering such a big story, and how we felt, and stuff like that.
I probably said that I felt numb. That's what I remember. And although I don't think about that day very much anymore … usually about once a year on March 4th when someone mentions it … I'm still kinda numbed by the whole experience. I was probably too young for it all, but really, is there ever a good age to experience all that?
How to Almost Buy a House in 7 Days
John Wooden Quote #10


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Queensland's first medicinal
State's first medicinal cannabis clinic opens
by Janelle Miles
3rd Oct 2018 4:54 AM
QUEENSLAND'S first medicinal cannabis access clinic will officially open on Wednesday at Belmont, in Brisbane's southeast, but the cost will be prohibitive for many.
Patients will be charged an out-of-pocket fee of $230 for an initial consultation, with subsequent visits costing $50, once the $70 Medicare rebate is factored in.
Depending on the disorder a patient has, the medicinal cannabis could then set them back up to $600 a month, given the products are not subsidised under Australia's Pharmaceutical Benefits Scheme.
Cannabis Access Clinics medical director Sanjay Nijhawan. Picture: John Appleyard
But Cannabis Access Clinics medical director Sanjay Nijhawan said the cost of medicinal cannabis products was decreasing "all the time".
The Brisbane clinic, similar to similar centres in Sydney and Melbourne, aims to cut through the bureaucratic red tape for patients who have exhausted all conventional therapies and want to try medical cannabis.
The clinic will not accept "walk-in" appointments.
Patients will need a "letter of support" from a general practitioner or medical practitioner to be seen by a Cannabis Access Clinic doctor.
Dr Nijhawan, previously head of clinical development for Primary Health Care, said if a patient was deemed eligible for medicinal cannabis an application would be made to Australia's medicines regulator, the Therapeutic Goods Administration.
If the TGA signs off on the application, the Cannabis Access Clinic would then apply to Queensland Health for approval.
"We're working within the guidelines. We will not work outside the guidelines," Dr Nijhawan said.
Patients will have access to a range of about 30 to 40 medicinal cannabis products at the clinic.
He said doctors had about 30 to 40 medicinal cannabis products they could choose from, sourced mostly out of Canada and Europe.
Dr Nijhawan stressed Cannabis Access Clinics were not aligned to any particular medicinal cannabis supplier.
Once a medicinal cannabis prescription was approved, he said dispensing could take between five days to four weeks.
Conditions that are listed by Cannabis Access Clinics as potentially eligible to be treated with medicinal cannabis include chronic pain, such as cancer pain, chemotherapy-induced nausea and vomiting in cancer, multiple sclerosis, epilepsy, anxiety, sleep disorders and post-traumatic stress disorder.
But Dr Nijhawan said patients would be assessed on a case-by-case basis and this was not an exhaustive list.
For more information, visit: cannabisaccessclinics.com.au
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Prior to we can enter into a deeper conversation on exactly how you can get a complimentary sporting activities bet online, it might be a good suggestion to acquaint ourselves with the idea of an exactly what a 'sporting activities wager' is, in the first place. This would certainly be for the benefit of those that might be finding as term for the very first time.
And also as it turns out, a sports wager is simply a wager that is put for or versus a certain showing off event occurring. If, for instance, two fighters are soon mosting likely to battle, you could choose to put a bet versus boxer A winning the fight, while your close friend places a bet for fighter A winning the battle. The arrangement, in the simplest terms, is that if boxer A loses the battle, you offer your friend some some cash, say $100 – and on the other hand, if boxer A wins the battle, your buddy gives you some cash, more than likely a comparable $100.
Normally, some sporting activities are much more liked over others, as being suitable to place wagers upon. The likes of equine auto racing, boxing and also soccer, are really popular with sports betting enthusiasts.
With this history info, we can obtain back into our discussion on just how to get a totally free sporting activities wager.
Naturally, the suggestion of obtaining a totally free sports-bet noises rather counter-intuitive, because wagering is supposed to be regarding cash; to ensure that when a person discuss complimentary sporting activities betting, you are most likely to find yourself questioning what they are really discussing.
In order to remain in a setting to comprehend exactly how a totally free sports-bet comes about, you need some insight into the operations of online sporting activities wagering.
Online sports betting works in practically the same method as conventional sports-betting; save for that the betting occurs of the Internet. Exactly what the individuals looking to take part in this on-line sports wagering have to do is sign up with the sites where the wagering occurs, develop accounts there, deposit the cash they would certainly be using making the wagers there, and after that continue to make the wagers utilizing that cash. In several of these sites, a majority in fact, the betting quantities are standard; so that for $5, you could 'purchase' a bet, with which you could after that decide exactly what to wager on. The bet currently ends up being a product, with a standard price to it.
So when a person tells you that they could provide you a totally free sporting activities bet, what they suggest is that they will fill your online wagering account with money that could purchase one such standardized wager.


For Helen Hird Illustrations the designer has sought to bestow a real touch of distinctiveness and individuality to the name and web design, in order to echo the distinctiveness and characteristic of the illustrations. The typeface used for Helen Hird Illustrations is a bold, edgy, charcoal slate and the utilisation of large capitals commands your attention to the slick edginess of the illustrations and to the talent of the illustrator. The striking, chic models speak for themselves, against a cool, white backdrop, which allows them to do the talking. At the same time the rest of the typeface and the use of colour is kept simple, to coordinate with the images and to help emphasise the eye- catching illustrations.


In Windows 10, starting from build 1703 (and later), now supports Miracast on existing wireless network or LAN. ScreenBeam 960 receiver with firmware 9.15.39.0 (or later) can support this feature when enabled through the receiver's configuration.
Users attempt to connect to a Miracast receiver as they did previously. When the list of Miracast receivers is populated, Windows 10 will identify that the receiver can support a connection over the LAN. When the user selects a ScreenBeam 960 receiver, Windows 10 will attempt to resolve the device's hostname via standard DNS, as well as via multicast DNS (mDNS). If the name is not resolvable via either DNS method, Windows 10 will fall back to establishing the Miracast session using the standard Wi-Fi direct (P2P) connection.
PIN support is only supported from Windows 10 build 1809 (and later).


I would like to ban the words "engage", "engagement", "engaging" from education. Many educational articles, company ads, and conference presentations use the this concept with titles such as "Engage your students through…", "Highly engagement by….", or "Engaging Students ….". Teachers will comment "My students were so engaged in the lesson." I would like much more than mere engagement, I want learning.
When we use essential questions, backward design, or problem based learning, students immerse themselves in learning. They improve in their learning through technology.


text:
Людвиг Габихт (; 23 июля 1830, Шпротава, Силезия — декабрь 1908, Амальфи, провинция Салерно, Италия) — немецкий писатель, редактор и журналист.

Биография
Сын бедного сапожника. Из-за материальных причин не имел возможности учиться в университете, занимался самообразованием. С 1857 года работал учителем в Дрездене, в 1862 году отправился в Берлин, где был журналистом, редактировал журнал и газету «Deutsche Roman-Zeitung». Позже жил в Силезии, с 1881 года до своей смерти — в Сорренто и Бордигере в Италии.

Творчество
Людвиг Габихт был плодовитым и популярным писателем, автором исторических и бытовых романов, но прежде всего криминальных произведений, в том числе детективных рассказов.

Избранные сочинения
 Kriminal-Novellen. Breslau 1864.
 Der Stadtschreiber von Liegnitz. Historischer Roman. Breslau 1865.
 Irrwege. Erzählungen und Novellen. Breslau 1866.
 Verrathen und verloren. Berlin 1869.
 Zwei Höfe. Breslau 1870.
 Vor dem Gewitter. Hannover 1873.
 Am Genfer See. Jena 1875.
 Schein und Sein. Jena 1875.
 In Paris. Jena ок. 1875
 Das Haus des Unfriedens. Berlin 1877.
 Auf der Grenze. Breslau 1878.
 Der rechte Erbe. Breslau 1879.
 Wille und Welt. Leipzig 1884.
 Im Sonnenschein. Breslau 1885.
 Zum Schein. Leipzig 1886.
 Das Grafenhaus. Preßburg 1896.
 Der Falschmünzer. Leipzig 1896.
 Die Erbschaft. Berlin 1897.
 Widersprüche. Berlin 1899.
 Das Geheimnis des Waldes. Berlin 1900.
 Besondere Kennzeichen. Berlin 1902.

Примечания

Ссылки

 Произведения Людвига Габихта в каталоге Немецкой национальной библиотеки

Немецкие писатели
Авторы исторических романов
Авторы детективной прозы