How immigrant adolescents' self-views in school and family context relate to academic success in Germany

Immigrants' sense of self can be derived both from being members of their ethnic in-group and their country of residence. We examined how the ways in which immigrant adolescents integrate these self-views in relation to academic success in German schools. Students describe themselves at school and when with family. Using a standardized literacy performance test, analyses revealed that immigrants whose school-related self-view did not include Germany were less successful: Students who described their self as including both aspects of their ethnic group and Germany, and students who saw themselves predominantly as German, outperformed students with purely ethnic school-related selves. As expected, though, an ethnic family-related self-view did not have a negative impact on scholastic achievements.

The wandering Jew: or the path of Israel through history : a lecture delivered before the Beth-El Congregation, Sunday, June 23d, 1878,

by K. Kohler. Publ. by the Beth-El Congregation

The Church Music Program: The Effect of Moving from Performance-based to Education-based Emphasis in a Church Music Program

This research project sought to answer the primary research question: What occurs when the music program in a church changes its emphasis from performance to education? This qualitative study of a church choir included participant observation of Wednesday evening and Sunday morning rehearsals over a 12 week period, individual interviews, group interviews, written responses, and written and visual assessment of musical skills. The goal was a rich description of the participants and emerging themes resulting from the shift in emphasis. Analysis of data occurred through inductive processing. Data was initially coded and then the codes were categorized into sub-themes, and finally into major themes. Early analysis of the data began with reflection in a researcher journal. Following the completion of the study the journal was entered into a word processor, as were transcriptions of videotaped rehearsals, and written reflections from the participants. After all data had been reviewed repeatedly and entered into the word processor, it was coded, reexamined, and finally categorized into sub-themes and themes. After coding and identification of major themes and sub-themes the finding were challenged by looking for disconfirming evidence. Finally, after the completion of the analysis stage, member checks were conducted. The results of the analysis of data revealed themes that could be associated either with the choir or the director. The key themes primarily associated with the choir were: Response to the change in rehearsal format; Attitude toward learning; Appropriateness of community learning model; and, Member's perceptions of the results of the program. The key themes associated with the director were identified as: Conductor assuming the role of educator; Conductor recognizing the choir as learners; Conductor treating rehearsals as a time for teaching and learning; and, Conductor's perception of the effectiveness of the change in focus. The study concluded that a change in focus from performance to education did not noticeably improve the sound of the choir after twelve-weeks. There were however, indications that improvements were being made by the individual members. Further study of the effects over a longer period of time is recommended.

A collection of the most approved pieces of music from various authors: transcribed while member of Harvard University, from July 1789 to July 1793

John Pierce kept this journal while he was a student at Harvard College. It consists of manuscript musical scores with annotations indicating the occasions at which the music was performed. These occasions included commencements, public exhibitions and Dudleian lectures. A note indicates that one anthem was prepared by Samuel Holyoke at Pierce's request, to be performed at Pierce's class commencement exercises, held on July 13, 1793. Several annotations were made in May 1794, the year following Pierce's graduation. There is a table of contents on the last page.

School of bowing technic. Op. 2.

English, French, German, Italian, Polish and Russian.

The school of velocity : for the piano, op. 299 : complete /

Pl. no.: 10414--10417.

Preliminary school of finger dexterity for the piano : op. 636 /

Mode of access: Internet.

The school of velocity : for the piano, op. 299 /

Mode of access: Internet.

Preliminary school of finger dexterity = Vorschule zur Fingerfertigkeit : op. 636 /

Mode of access: Internet.

...The principles and practice of early and infant school-education, with an appendix of infant-school hymns and songs with appropriate melodies.

Music : p. 285-310.

Complete school of technic for the piano : includes flexibility and independence, scales in all forms, extension, arpeggios in all orms, double notes, octaves and chords, trills, tremolo, glissando /

Mode of access: Internet.

The School of bowing technic = Escuela de la técnica del arco : systematically and progressively graded bowing exercises for the violin : op. 2 /

Mode of access: Internet.

Music reader.

Cover title: Natural music reader

Juvenile lyre, or, Hymns and songs : religious, moral, and cheerful, set to appropriate music, for the use of primary and common schools.

Preface signed: Lowell Mason, E. Ives, Jr.

School of bowing technic = Schule der Bogentechnik : 4000 systematisch fortschreitende Bogenstrichübungen für Violine, Op. 2 /

Mode of access: Internet.