Ḳuni lemel : opereta

words and music by A. Goldfaden. For piano arr. by J. M. Rumshisky

Mus Hs 1867 - Fest-Ouvertüre

von H. Dorn

Mus Hs 2100,2 - Weihnachten im Schützengraben : [Bühnenmusik zu dem Einakter "Christnacht 1914" von Ludwig Thoma]

[Engelbert Humperdinck]

Mus Hs 157 Nr. 4 - Madrigale spirituale

Scarlatti

Micropaleontological investigation of Late Albanian Col de Palluel

The Niveau Breistroffer black shale succession in the Vocontian Basin (SE France) is the regional equivalent of the widely distributed Late Albian Oceanic Anoxic Event 1d. The studied black shale-rich interval at the Col de Palluel section is 6.28 m thick and comprises four black shale units with up to 2.5 wt% total organic carbon (TOC) intercalated with marlstones. Calcareous nannofossil, palynomorph, planktic Foraminifera and stable isotopic data from the Niveau Breistroffer succession suggest that short-term climate changes influenced its deposition, with relatively warm and humid climate during black shale formation in comparison with relatively cool and dry climatic conditions during marlstone deposition. An increase in the terrigenous/marine ratio of palynomorphs indicates enhanced humidity and higher runoff during black shale formation. A nutrient index based on calcareous nannofossils and the abundance pattern of small (63-125 µm) hedbergellid Foraminifera show short-term changes in the productivity of the surface water. Surface-water productivity was reduced during black shale formation and increased during marlstone deposition. A calcareous nannofossil temperature index and bulk-rock oxygen isotope data indicate relative temperature changes, with warmer surface waters for black shale samples. At these times, warm-humid climate and reduced surface-water productivity were accompanied by greater abundances of 'subsurface'-dwelling calcareous nannofossils (nannoconids) and planktic Foraminifera (rotaliporids). These taxa presumably indicate more stratified surface-water conditions. We suggest that the formation of the Niveau Breistroffer black shales occurred during orbitally induced increase in monsoonal activity that led to increasing humidity during periods of black shale formation. This, in turn, caused a decrease in low-latitude deep-water formation and probably an increase in surface-water stratification. The combination of these two mechanisms caused depleted O2 concentrations in the bottom water that increased the preservation potential of organic matter

Palynofacies investigation of Callovian sediments of DSDP Hole 79-534A

During the extension of Deep Sea Drilling Project (DSDP) Leg 76 a new and previously unpenetrated lithological unit composed mainly of claystones was cored above basalt basement at Site 534 in the Blake-Bahama Basin. The Callovian part of the new unit contains interbedded 'black shales' which were hitherto unexpected in this part of the section. This Paper presents a brief palynological examination of lithofacies-kerogen relationships in these sediments and shows that their organic content is almost entirely a function of the re-deposition of terrestial and marine organic matter versus the ambient redox conditions of the depositional environment. Allochthonous organic matter inputs are highest in the interbedded turbidites and decline progressively toward the pelagic black shales in which marine organic matter is comparatively well preserved. The significance of various kerogen and palynomorph indices are discussed. The study emphasizes the absolute necessity for sedimentologically-aware sampling in all palynological and geochemical work on lithologically heterogeneous sequences.

Werke.

Accompanied by "Die Revisionsbereichte [!] verfassten J. N. Fuchs, J. [!] Brüll, Jul. Epstein, und Eus. Mandyczewski." (1 v. (various pagings) 26 cm. Published by: Leipzig, Breitkopf & Härtel, 1897.

Werke.

For a detailed list of contents cf. Heyer. Historical sets, collected editions, and monuments of music.

Dzieła Zygmunta Kaczkowskiego /

t.1. Od autora. Mąż szalony. Bitwa o chorążankę. Junakowie. Swaty na Rusi -- t.2. Kasztelanice Lubaczewscy. Murdelio -- t.3. Tradycje sanockie. Gniazdo Nieczujów. Starosta hołobucki -- t.4. Grób Nieczui -- t.5. Grób Nieczui (dokończenie). Stach z Kępy. Bajronista -- t.6. Bajronista (dokończenie). Dziwo-żona -- t.7-8. Dziwo-żona (dokończenie). Wnuczęta -- t.9. Wnuczęta (dokończenie). Kato. Bracia ślubni -- t.10-11. Bracia ślubni (dokończenie). Sodalis Marianus.

Equity policy, educational practice, and limited English proficient (LEP) students in two high schools in Miami

Most studies of language minority students' performance focus on students' characteristics. This study uses qualitative methodology to examine instead how educational policies and practices affect the tracking of language minority students who are classified as limited English proficient (LEP). The placement of LEP students in core courses (English, Math, Social Studies, and Science) is seen as resulting from the interaction between school context and student characteristics. The school context includes factors such as equity policy requirements, overcrowding, attitudes regarding immigrants' academic potential, tracking, and testing practices. Interaction among these factors frequently leads to placement in lower track courses. It was found that the absence of formal tracks could be misleading to immigrant students, particularly those with high aspirations who do not understand the implications of the informal tracking system. Findings are discussed in relation to current theoretical explanations for minority student performance. ^

The maintenance of tracking: The role of organizational culture

Modern comprehensive high schools do not formally track students into different programs, but schools offer different curricular sequences with important and stratified consequences for students' post-secondary education. This study used qualitative methodology to examine how schools' organizational cultures influence the maintenance of tracking practices in four comprehensive high schools in Miami. The methodology included long-term participant observation in each of the four schools, unstructured and semi-structured interviews and the collection of written documents produced by the district. A framework based on the concepts of environment, mission, information, strategy, and leadership was used to analyze the data. ^ It was found that school cultures shared deeply held beliefs that regard ability as a fixed trait. This prevented schools from providing access to information about the consequences of course selection to the majority of the student body, with the exception of those students defined as “college bound.” State and County level policies that reward achievement in standardized tests combined with school overcrowding, resulted in organizational cultures that favored the adoption of strategies stressing efficiency, as opposed to a challenging education for all students. Only one of the four schools in the study had a policy requiring students to attempt courses that were more challenging. The practice was resented by both teachers and counselors, since it was perceived as interfering with other goals of the institution, i.e.: graduating students in four years. ^ The culture of the schools stressed college as the only legitimate post-secondary option; consequently, the majority of counselors did not encourage students—even those already defined as “not college material”—to consider other alternatives, such as vocational education. The elimination of formal tracks in these comprehensive high schools resulted in the school culture lacking a clear mission in regards to non-college bound students. Findings are discussed in relation to current theoretical explanations for educational policy and equality of opportunity. ^

The maintenance of tracking : the role of organizational culture

Modern comprehensive high schools do not formally track students into different programs, but schools offer different curricular sequences with important and stratified consequences for students' post-secondary education. This study used qualitative methodology to examine how schools' organizational cultures influence the maintenance of tracking practices in four comprehensive high schools in Miami. The methodology included long-term participant observation in each of the four schools, unstructured and semi-structured interviews and the collection of written documents produced by the district. A framework based on the concepts of environment, mission,, information, strategy, and leadership was used to analyze the data. It was found that school cultures shared deeply held beliefs that regard ability as a fixed trait. This prevented schools from providing access to information about the consequences of course selection to the majority of the student body, with the exception of those students defined as "college bound." State and County level policies that reward achievement in standardized tests combined with school overcrowding, resulted in organizational cultures that favored the adoption of strategies stressing efficiency, as opposed to a challenging education for all students. Only one of the four schools in the study had a policy requiring students to attempt courses that were more challenging. The practice was resented by both teachers and counselors, since it was perceived as interfering with other goals of the institution, i.e.: graduating students in four years. The culture of the schools stressed college as the only legitimate post-secondary option; consequently, the majority of counselors did not encourage students-even those already defined as "not college material"-to consider other alternatives, such as vocational education. The elimination of formal tracks in these comprehensive high schools resulted in the school culture lacking a clear mission in regards to non-college bound students. Findings are discussed in relation to current theoretical explanations for educational policy and equality of opportunity.

Equity policy, educational practice, and limited english proficient (LEP) students in two high schools in Miami

Most studies of language minority students' performance focus on students' characteristics. This study uses qualitative methodology to examine instead how educational policies and practices affect the tracking of language minority students who are classified as limited English proficient (LEP). The placement of LEP students in core courses (English, Math, Social Studies, and Science) is seen as resulting from the interaction between school context and student characteristics. The school context includes factors such as equity policy requirements, overcrowding, attitudes regarding immigrants' academic potential, tracking, and testing practices. Interaction among these factors frequently leads to placement in lower track courses. It was found that the absence of formal tracks could be misleading to immigrant students, particularly those with high aspirations who do not understand the implications of the informal tracking system. Findings are discussed in relation to current theoretical explanations for minority student performance.