Nan Yang Qun Dao xin di tu = Map of East Indies /

Insets: Zhaowa xiang tu -- Nan Yang Qun Dao di xing tu -- Malai Ban Dao xiang tu.

Zui xin dong nan ya quan tu = Southeast Asia map /

Relief shown by spot heights.

O berimbau de Naná Vasconcelos na música contemporânea

Este trabalho tem por objetivo apresentar a técnica desenvolvida no Berimbau pelo percussionista Naná Vasconcelos em suas composições e, através da escrita, compara-la com a técnica do Berimbau contemporâneo. Será apresentada também a transcrição da música “Mundo Verde” presente no álbum Fragmentos (1997) destacando-a como sendo mais uma peça para o repertório solo deste instrumento; Naná Vasconcelos's Berimbau in contemporany music. Abstract: This work aims to present the technique developed in Berimbau by percussionist Naná Vasconcelos in his compositions and, through writing, compare it the technique in contemporary Berimbau. It will also be presented the transcript on the song "Green World" of the album Fragments (1997) highlighting it as one more piece for solo repertoire of the instrument.

Improving behaviour classification consistency: a technique from biological taxonomy

Quantitative behaviour analysis requires the classification of behaviour to produce the basic data. In practice, much of this work will be performed by multiple observers, and maximising inter-observer consistency is of particular importance. Another discipline where consistency in classification is vital is biological taxonomy. A classification tool of great utility, the binary key, is designed to simplify the classification decision process and ensure consistent identification of proper categories. We show how this same decision-making tool - the binary key - can be used to promote consistency in the classification of behaviour. The construction of a binary key also ensures that the categories in which behaviour is classified are complete and non-overlapping. We discuss the general principles of design of binary keys, and illustrate their construction and use with a practical example from education research.

Adolescence: A useful concept for this millennium

‘Adolescence’ has become increasingly recognised as a nebulous concept. Previous conceptualisations of adolescence have adopted a ‘deficit’ view, regarding teenagers as ‘unfinished’ adults. The deficit view of adolescence is highly problematic in an era where adulthood itself is difficult to define. The terms ‘kidult’ or ‘adultescent’ have emerged to describe adult-age people whose interests and priorities match those of their teenage counterparts. Rather than relying on ‘lock-step’ models of physical, cognitive and social growth put forward by developmental psychology, adolescence can be more usefully defined by looking at the common experiences of people in their teenage years. Common experiences arise at an institutional level; for example, all adolescents are treated as the same by legal and education systems. The transition from primary to secondary schooling is a milestone for all children, exposing them to a new type of educational environment. Shared experiences also arise from generational factors. Today’s adolescents belong to the millennial generation, characterised by technological competence, global perspectives, high susceptibility to media influence, individualisation and rapid interactions. This generation focuses on teamwork, achievement, modesty and good conduct, and has great potential for significant collective accomplishments. These generational factors challenge educators to provide relevant learning experiences for today’s students. Many classrooms still utilise textbook-based pedagogy more suited to previous generations, resulting in disengagement among millennial students. Curriculum content must also be tailored to generational needs. The rapid pace of change, as well as the fluidity of identity created by dissolving geographical and vocational boundaries, mean that the millennial generation will need more than a fixed set of skills and knowledge to enter adulthood. Teachers must enable their students to think like ‘expert novices’, adept at assimilating new concepts in depth and prepared to engage in lifelong learning.

Issues in the development of pitch labelling skill

Pitch discrimination skills are important for general musicianship. The ability to name musical notes or produce orally any named note without the benefit of a known reference is called Absolute Pitch (AP) and is comparatively rare. Relative Pitch (RP) is the ability to name notes when a known reference is available. AP has historically been regarded as being innate. This paper will examine the notion that pitch discrimination skill is based on knowledge constructed through a suite of experiences. That is, it is learnt. In particular, it will be argued that early experiences promote the development of AP. Second it will argue that AP and RP represent different types of knowledge, and that this knowledge emerges from different experiences. AP is a unique research phenomenon because it spans the fields of cognition and perception, in that it links verbal labels with physiological sensations, and because of its rarity. It may provide a vantage for investigating the nature/nurture of musicianship; expertise; knowledge structure development; and the role of knowledge in perception. The study of AP may inform educational practice and curriculum design both in music and cross-curriculur. This paper will report an initial investigation into the similarities and differences between the musical experiences of AP possessors and the manifestation of their AP skill. Interview and questionnaire data will be used for the development and proposal of a preliminary model for AP development.

Diversity of accuracy profiles for absolute pitch recognition

Most advanced musicians are able to identify and label a heard pitch if given an opportunity to compare it to a known reference note. This is called ‘relative pitch’ (RP). A much rarer skill is the ability to identify and label a heard pitch without the need for a reference. This is colloquially referred to as ‘perfect pitch’, but appears in the academic literature as ‘absolute pitch’ (AP). AP is considered by many as a remarkable skill. As people do not seem able to develop it intentionally, it is generally regarded as innate. It is often seen as a unitary skill and that a set of identifiable criteria can distinguish those who possess the skill from those who do not. However, few studies have interrogated these notions. The present study developed and applied an interactive computer program to map pitch-labelling responses to various tonal stimuli without a known reference tone available to participants. This approach enabled the identification of the elements of sound that impacted on AP. Pitch-labelling responses of 14 participants with AP were recorded for their accuracy. Each participant’s response to the stimuli was unique. Their accuracy of labelling varied across dimensions such as timbre, range and tonality. The diversity of performance between individuals appeared to reflect their personal musical experience histories.

Emotional aspects

Through adolescence, young people are at an exciting point of their maturation. On the whole they are thoughtful, caring and responsible people. In many ways they are just beginning to make valuable contributions to the society they will soon be steering. They are critical and reflective, and they are passionate and energetic. We have discovered in earlier chapters the types of physical and cognitive changes and developments that confront adolescents. In this chapter we will explore emotional and moral development and allied issues of resilience and vulnerability. The emotional dimension of adolescence can tie in with several other issues that extend from aloneness, loneliness and alienation. We will introduce key theory and theorists in the field of emotional and moral development (such as Kohlberg). Some adolescents have a traumatic time (as do people of all ages and phases of life) and this book wouldn’t be whole without a brief discussion of the types of issues that emerge as young people in the throes of developing their moral and emotional perspective of the world are dealt life challenges.

Brain and cognitive development

'The Millennial Adolescent' offers contemporary, stimulating insights for those currently teaching as well as those preparing to teach. This book investigates the characteristics of Generation Y, using students own voices, generational theory and case studies. The text is structured around the principle that effective teachers need to know who they are teaching as well as what to teach, how to teach it, and how to assess the outcome. Using generational theory, 'The Millennial Adolescent' investigates the characteristics of Generation Y, or the Millennial Generation, and points out what all teachers need to know about working with this current generation of students who are described in a number of ways digital natives, team oriented, confident, multi-taskers, high achievers, and a generation unlike any other. The book contains well-known frameworks for developing understandings about adolescents, blended and contrasted with a contemporary socio-cultural construction of adolescence, set in our particular time, era and society. This book reflects the uniqueness of Australian contexts, while connecting with international trends and global patterns. Engaging and full of insights, this book is essential reading for all professionals dealing with adolescents.

Adolescence : a useful concept for this millennium

This paper proposes adolescence as a useful concept rather than definitive. It explores the notion of adolescence and its relevance to contemporary society and schooling. We reflect on the purposes for the emergence of research into adolescence during the early 20th century, particularly the particular scientific and societal pressures that served to bring this field to prominence. Recent debate has started to problematise many of the early parameters used to define and provide bounds for understanding adolescents and adolescent experience and for the rationale for some notionally tailored educational contexts. This paper provides an overview of this debate and argues for a reconsideration of some of the basic tenets for definition. In particular we discuss the cultural construction of adolescence in the light of our new globalised society. A possibility for thinking about contemporary adolescents is by considering them in terms of generational characteristics. What makes a new generation? Typically, members of a generation share age, a set of experiences during formative years, and a set of social and economic conditions. The adolescents of today fall into the group known collectively as the ‘Y Generation’, the ‘D (digital) Generation’, Generation C (consumer) and the ‘Millennial’s’. Born after mid-1980, they are characterised as computer and internet competent, multi-taskers, with a global perspective. They respond best to visual language, and are heavily influenced by the media. We consider the generational traits and how this impacts on the teaching and learning.