Music performance anxiety has long frustrated the artistic community and, while tricks and folk remedies abound, a comprehensive plan to solve this problem has remained elusive. Accomplished violinist Casey McGrath combines her experiences with the research of Karin S. Hendricks and Tawnya D. Smith to provide a resource guide to the most current solutions and therapies, as well as educational applications, for both individual and classroom use. Divided by area of therapeutic interest, Performance Anxiety Strategies presents relevant and noteworthy research and insight into some of the most popular and many lesser-known therapies-including holistic, exposure, cognitive, behavioral, and medicinal treatments. Each chapter also features self-guided activities and exercises, words of wisdom from established performing artists and athletes, and suggestions for music teachers, as well as first-person narratives about the authors' personal journeys with music performance anxiety both onstage and in the classroom. Including a wealth of offerings and approaches, this book is an invaluable resource for anyone who has ever experienced performance anxiety, from the aspiring classical musician to the garage band guitarist.

This volume offers chapters written by some of the most respected narrative and qualitative inquiry writers in the field of music education. The authorship and scope are international, and the chapters advance the philosophical, theoretical, and methodological bases of narrative inquiry in music education and the arts. The book contains two sections, each with a specific aim. The first is to continue and expand upon dialogue regarding narrative inquiry in music education, emphasizing how narrative involves the art of listening to and hearing others whose voices are often unheard. The chapters invite music teachers and scholars to experience and confront music education stories from multiple perspectives and worldviews, inviting an international readership to engage in critical dialogue with and about marginalized voices in music. The second section focuses on ways in which narrative might be represented beyond the printed page, such as with music, film, photography, and performative pieces. This section includes philosophical discussions about arts-based and aesthetic inquiry, as well as examples of such work.

This open access book is a pedagogical, examples-based guide to using the Monte Carlo N-Particle (MCNP (R)) code for nuclear safeguards and non-proliferation applications. The MCNP code, general-purpose software for particle transport simulations, is widely used in the field of nuclear safeguards and non-proliferation for numerous applications including detector design and calibration, and the study of scenarios such as measurement of fresh and spent fuel. This book fills a gap in the existing MCNP software literature by teaching MCNP software usage through detailed examples that were selected based on both student feedback and the real-world experience of the nuclear safeguards group at Los Alamos National Laboratory. MCNP input and output files are explained, and the technical details used in MCNP input file preparation are linked to the MCNP code manual. Benefiting from the authors' decades of experience in MCNP simulation, this book is essential reading for students, academic researchers, and practitioners whose work in nuclear physics or nuclear engineering is related to non-proliferation or nuclear safeguards. Each chapter comes with downloadable input files for the user to easily reproduce the examples in the text.

Compassionate Music Teaching provides a framework for music teaching in the 21st century by outlining qualities, skills, and approaches to meet the needs of a unique and increasingly diverse generation of students. The text focuses on how six qualities of compassion (trust, empathy, patience, inclusion, community, and authentic connection) have made an impact in human lives, and how these qualities might relate to the practices of caring and committed music teachers. This book bridges the worlds of research and practice, discussing cutting-edge topics while also offering practical strategies that can be used immediately in music studios and classrooms. Each chapter is addressed from multiple perspectives, including: research in music, education, psychology, sociology, and related fields; insights from various students and teachers across the United States; and an in-depth study of five music teachers who represent a broad range of genres, student ages, and pedagogical approaches. The book is dedicated to exploring those conditions that help students not only to learn, but also to grow, thrive, and freely express-and become compassionate musicians, teachers, performers, and people as well.

What makes the English FAL Today course unique? Develops language skills alongside subject knowledge. 2 complete sets of Mid-year and End-of-year examination papers; one set for practice, one set for testing. The learner has everything in the Learner's Book - notes, rubrics, exercises, tests and homework exercises! Skills boxes provide added help and guidance. Trust TODAY to be up-to-date and fresh for the classroom. Opportunities for revision, exam practice and assessment throughout. All content is fully CAPS-compliant. Your easy-to-use complete classroom solution! Today, for successful teaching tomorrow.

This volume offers chapters written by some of the most respected narrative and qualitative inquiry writers in the field of music education. The authorship and scope are international, and the chapters advance the philosophical, theoretical, and methodological bases of narrative inquiry in music education and the arts. The book contains two sections, each with a specific aim. The first is to continue and expand upon dialogue regarding narrative inquiry in music education, emphasizing how narrative involves the art of listening to and hearing others whose voices are often unheard. The chapters invite music teachers and scholars to experience and confront music education stories from multiple perspectives and worldviews, inviting an international readership to engage in critical dialogue with and about marginalized voices in music. The second section focuses on ways in which narrative might be represented beyond the printed page, such as with music, film, photography, and performative pieces. This section includes philosophical discussions about arts-based and aesthetic inquiry, as well as examples of such work.

What makes the English first additional language Today course unique? 2 complete sets of mid-year and end-of-year examination papers; one set for practice, one set for testing; the learner has everything in the learner's book - notes, rubrics, exercises, tests and homework exercises!; skills boxes provide added help and guidance. Trust Today to be up-to-date and fresh for the classroom: Opportunities for revision, exam practice and assessment throughout; develops language skills; alongside subject knowledge; all content is fully CAPS-compliant. Your easy-to-use complete classroom solution! TODAY, for successful teaching tomorrow.

Music performance anxiety has long frustrated the artistic community and, while tricks and folk remedies abound, a comprehensive plan to solve this problem has remained elusive. Accomplished violinist Casey McGrath combines her experiences with the research of Karin S. Hendricks and Tawnya D. Smith to provide a resource guide to the most current solutions and therapies, as well as educational applications, for both individual and classroom use. Divided by area of therapeutic interest, Performance Anxiety Strategies presents relevant and noteworthy research and insight into some of the most popular and many lesser-known therapies-including holistic, exposure, cognitive, behavioral, and medicinal treatments. Each chapter also features self-guided activities and exercises, words of wisdom from established performing artists and athletes, and suggestions for music teachers, as well as first-person narratives about the authors' personal journeys with music performance anxiety both onstage and in the classroom. Including a wealth of offerings and approaches, this book is an invaluable resource for anyone who has ever experienced performance anxiety, from the aspiring classical musician to the garage band guitarist.

This open access book is a pedagogical, examples-based guide to using the Monte Carlo N-Particle (MCNP (R)) code for nuclear safeguards and non-proliferation applications. The MCNP code, general-purpose software for particle transport simulations, is widely used in the field of nuclear safeguards and non-proliferation for numerous applications including detector design and calibration, and the study of scenarios such as measurement of fresh and spent fuel. This book fills a gap in the existing MCNP software literature by teaching MCNP software usage through detailed examples that were selected based on both student feedback and the real-world experience of the nuclear safeguards group at Los Alamos National Laboratory. MCNP input and output files are explained, and the technical details used in MCNP input file preparation are linked to the MCNP code manual. Benefiting from the authors' decades of experience in MCNP simulation, this book is essential reading for students, academic researchers, and practitioners whose work in nuclear physics or nuclear engineering is related to non-proliferation or nuclear safeguards. Each chapter comes with downloadable input files for the user to easily reproduce the examples in the text.

Compassionate Music Teaching provides a framework for music teaching in the 21st century by outlining qualities, skills, and approaches to meet the needs of a unique and increasingly diverse generation of students. The text focuses on how six qualities of compassion (trust, empathy, patience, inclusion, community, and authentic connection) have made an impact in human lives, and how these qualities might relate to the practices of caring and committed music teachers. This book bridges the worlds of research and practice, discussing cutting-edge topics while also offering practical strategies that can be used immediately in music studios and classrooms. Each chapter is addressed from multiple perspectives, including: research in music, education, psychology, sociology, and related fields; insights from various students and teachers across the United States; and an in-depth study of five music teachers who represent a broad range of genres, student ages, and pedagogical approaches. The book is dedicated to exploring those conditions that help students not only to learn, but also to grow, thrive, and freely express-and become compassionate musicians, teachers, performers, and people as well.

The notion of care is at times misunderstood in the context of music education—equated simply with kindness or associated with lowered expectations—and is often dismissed without consideration of its full value to music learning. When viewed through a student "deficit" perspective, concepts of care might evoke unnecessary pity or a sense of rescue, thereby positioning teachers and learners in a superior/inferior relationship that may be unhealthy and unhelpful to either person. Furthermore, many well-meaning approaches to care emphasize a unidirectional relationship from teacher to student, discounting the ways in which a teacher also continues to learn and develop. A more empowering conceptualization of care in music education involves sharing—sharing experience, sharing passion, sharing excitement, sharing goals, and sharing humanness. The Oxford Handbook of Care in Music Education addresses ways in which music teachers and students interact as co-learners and forge authentic relationships with one another through shared music-making. Concepts of care addressed in the handbook stem from philosophies of relationship, feminist ethics, musical meaningfulness, and compassionate music teaching. These essays highlight the essence of authentic relationships and shared experiences between teachers and learners, extending previous conceptions of care to meet the needs of contemporary music learners and the teachers who care for, about, and with them.

In recent years, emerging economies in the Global South have increased the overall demand for raw materials and bolstered the price of oil, minerals, and other commodities. As a result, resource-rich countries in Latin America and Sub-Saharan Africa have experienced an important economic bonanza and reduced levels of poverty and inequality. However, for communities living near the extractive frontier, mining has caused serious environmental degradation, and many in these communities have protested local extractive industries. Departing from the existing literature, The Roots of Engagement examines the individual-level factors that shape a person's opinions over resource extraction. It looks at what makes some individuals accept extractive activities close to their homes, while other individuals strongly reject them. Moreover, it asks why some individuals focus on the potential benefits of employment and local development, while other individuals focus on the defense of livelihoods and the ecological risks associated with mining. Moises Arce, Michael S. Hendricks, and Marc S. Polizzi find that an individual's level of social engagement-defined by a person's participation in local organizations-is critical for understanding these differences. The greater the participation in local organizations, they argue, the greater the rejection of proposed mining activities. This individual-level approach unveils the fluidity of attitudes over resource extraction, even in areas that appear uniformly opposed to mining; the processes of attitude formation rooted in micro-politics and collective behaviors; and a cross-regional perspective on campaigns against mining. Based on three original public opinion surveys and interviews conducted in Tia Maria in Peru, Fuleni in South Africa, and Rancho Grande in Nicaragua, The Roots of Engagement is the first book to measure social engagement in organizations and its connection to attitudes about extraction and development.

The design of an engine for a civil supersonic aircraft presents a difficult multidisciplinary problem to propulsion system engineers. There are numerous competing requirements for the engine, such as to be efficient during cruise while yet quiet enough at takeoff to meet airport noise regulations. The use of mixer-ejector nozzles presents one possible solution to this challenge. However, designing a mixer-ejector which will successfully address both of these concerns is a difficult proposition. Presented in this paper is an integrated multidisciplinary approach to the analysis and design of these systems. A process that uses several low-fidelity tools to evaluate both the performance and acoustics of mixer-ejectors nozzles is described. This process is further expanded to include system-level modeling of engines and aircraft to determine the effects on mission performance and noise near airports. The overall process is developed in the OpenMDAO framework currently being developed by NASA. From the developed process, sample results are given for a notional mixer-ejector design, thereby demonstrating the capabilities of the method.

"The authors in the volume extend the reach of their comprehensive reviews into theoretically driven and innovating explorations. The scope of coverage across and within chapters is striking. The developmentalist, the methodologist, the feminist, the contextualist, and the cross culturalist alike will find satisfaction in reading the chapters."