Robert Schumann, Brustbild

Signatur des Originals: S 36/G02225

Robert Schumann, Brustbild

Signatur des Originals: S 36/G02226

Robert Schumann, Brustbild

Signatur des Originals: S 36/G03627

Robert Schumann, Clara Schumann, Doppelbildnis, Ganzfigurbildnis

Signatur des Originals: S 36/G04381

Comparative regional perspectives: the Bologna process and higher education attainment. Jean Monnet/Robert Schumann Paper Series Vol 13 No. 11, August 2013

Since 1999, countries have voluntarily chosen to reform their higher education systems to join the European Higher Education Area. This paper compares Bologna Process implementation across four regions within the European Union. While there are 47 countries participating in the Bologna Process, this paper uses statistical analysis to consider 25 of the 28 EU Member States. The time period of analysis is 2000-2011, prior to Croatia’s accession to the EU on 1 July 2013. Across Europe there are inter-regional differences in how the Bologna Process has been implemented and in the political economy contexts that influence higher education reform for policy convergence. There are three explanatory variables in the political economy context: 1. competitive economic pressures and globalization 2. domestic politics at the national level 3. leadership from the supranational European Union that socially constructs regional norms Tertiary education attainment is the dependent variable of interest in this research. The objective of 40%, for 30-34 year olds, is Europe 2020 benchmark target. There are additional higher education reform criteria encompassed in the Bologna Process. These criteria concern Credit and Degree Structure, Quality Assurance, and Recognition of academic degrees among countries in the EHEA. This tertiary education attainment variable, which is of interest in this paper, does not capture the entire implementation process. Nevertheless, it is a measure of one important indicator of success in providing higher education access to populations within the context of democratic governance. This research finds that statistically GDP Per Capita is the most significant variable in relationship to tertiary education attainment across four regional areas in the European Union.

The narrative of Robert Adams, a sailor : who was wrecked on the western coast of Africa, in the year 1810, was detained three years in slavery by the Arabs of the Great Desert, and resides several months in the city of Tombuctoo : with a map, notes, and an appendix.

Errata on p. [viii].

Nouveau voyage dans l'intérieur de l'Afrique, fait en 1810, 1811, 1812, 1813 et 1814; ou Relation de Robert Adams, Américain des États-Unis, contenant les détails de son naufrage sur la côte occidentale de l'Afrique; de sa capitivité pendant trois années, chez les Arabes du Sahara ou Grand Désert; et de son séjour dans la ville de Tombuctoo.

Translation of The narrative of Robert Adams, a sailor, who was wrecked in the year 1810 on the Western Coast of Africa, Great Desert, and resided several months of that period in the City of Tombuctoo.

The narrative of Robert Adams, an American sailor, who was wrecked on the western coast of Africa, in the year 1810, was detained three years in slavery by the Arabs of the Great Desert, and resided several months in the City of Tombuctoo. With a map, notes and an appendix.

Ed. by S. Cock. Cf. Introductory details and dedication.

Legacy of Lied Concert to Celebrate the 200th Birthday of Robert Schumann Voice Division Recital March 1, 2010

Concert Program

The Legacy of Oboist and Master Teacher, Robert Bloom

Robert Bloom (1908-1994) was legendary in the education and performance world. Often hailed as one of the last performers of the Golden Era of classical music and a favorite of conductors ranging from Stokowski to Stravinsky to Shaw, Bloom was an orchestral oboist and English hornist, oboe soloist, chamber musician, teacher (Eastman, Yale, Hartt, Manhattan School of Music, Juilliard and Philadelphia's University of the Arts), composer, conductor, editor of masterworks of the 18th century, and, as a founding member of the Bach Aria group, a seminal influence in the post-WWII revival of Baroque music in America. In The Robert Bloom Collection and the Art of Robert Bloom CD and video archives, we see what his musical ideals were in 1)18th-century performance practices, 2) writing new music for the instrument and commissioning new works, and 3) and transcribing music for the oboe and English horn. As an oboist, I believe it is important that Bloom's teachings, historical performance practices and ideas for expanding repertoire are propagated. Therefore, the works chosen for this dissertation illustrated this legacy. My recitals included 1) some of Bloom's published 18th-century baroque elaborations (his term for ornamentation), as well Baroque works which I have elaborated, 2) works written by him and by other oboists/composers (Labate, Roseman) as well as a flute/oboe duo that I commissioned by Dr. Marcus Maroney and 3) transcriptions by both Bloom and myself (Bach, Donizetti, Mendelssohn, Mozart, Handel, Schumann and Telemann). In these three dissertation recitals, I hope to have illustrated some of Robert Bloom's lasting contributions and impact on the oboe world, and to have demonstrated the potential for carrying forward this legacy by studying his teaching and emulating his example.