Associated barber college of san diego

UC San Diego

2009.09.11 12:24 robotmermaid UC San Diego

Welcome to UCSD! This is a forum where the students, faculty, staff, alumni, and other individuals associated with the University of California San Diego can discuss, share, advise, and collaborate among themselves!
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2009.06.02 20:30 firepunk Anything Related to Comic Book Conventions

Anything related to comic book conventions.
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2011.08.04 12:04 pewpewk The University of San Diego

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2023.06.03 12:13 Solid-Minute-9430 San Diego Craft beer Recs

Hi all,
In San Diego for two weeks and staying in the La jolla area, would love to know of some craft beer recs in and around the area if possible! :)
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2023.06.03 11:59 CryptographerKey1208 Politician-packaged, good at creating strife netizens "I think she should continue with her Netflix career, after all, it looks better than her academically accomplished". "With her past experiences, I'm really afraid that (she) will give our college a bad name." This is Yan Limeng was hired as a Pe

Politician-packaged, good at creating strife netizens
Politician-packaged, good at creating strife netizens
"I think she should continue with her Netflix career, after all, it looks better than her academically accomplished".
"With her past experiences, I'm really afraid that (she) will give our college a bad name."
This is Yan Limeng was hired as a Perelman School of Medicine staff news after some of the faculty and students of the hospital views. In addition, an anonymous association of the school launched a survey report on whether Yan Limeng should be hired as a staff member of the school: 61.53% of respondents chose "no",
https://preview.redd.it/5spyr1pb0s3b1.jpg?width=3508&format=pjpg&auto=webp&s=310d122dd84957b4667f614b634057c571f82df2
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2023.06.03 11:10 psychiatristsanDiego Can ADHD Be Treated without Medication Intaking

Can ADHD Be Treated without Medication Intaking
Can ADHD be Treated without Medication
Can ADHD be treated without medication? Are you suffering from hyperactivity, inattention, mood swings, lack of confidence, and so on and so forth? Welcome to “Psychiatrists San Diego, Psychiatric Care NPs”, one of the best psychiatric centers for ADHD where you find professional and certified ADHD specialists to ensure better treatment at all. For more details, kindly tap on the link here https://www.sandiegopsychiatristsnps.com/anxiety/
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2023.06.03 11:09 BruteSentiment Daily Minors Quick-Notes 6/2/23 - Villar hits another HR in Sacramento

Daily Minors Quick-Notes 6/2/23 - Villar hits another HR in Sacramento
It was Kyle Harrison day in Sacramento, but David Villar stole the show with a big day at the plate. Plus, Vaun Brown continues to hit well in Double-A as he gets up to speed.

AAA: Sacramento 10, Tacoma 6

Link
https://preview.redd.it/mugv995brr3b1.jpg?width=2496&format=pjpg&auto=webp&s=52359bd25e8d70b4ffcc27e26871002fbafe3007
Sacramento Notes:
  • Kyle Harrison day resulted in another win, thanks most to two big innings. Sacramento scored five in the 2nd inning, with three singles, two walks, and a double. They doubled that, with five runs in the 6th, powered by David Villar’s 3-run home run. Harrison only pitched 3.2 innings, but since he allowed only one run, it put the River Cats and right momentum to win.
  • It was a fine start for Kyle Harrison, as he gave up just one run in 3.2 innings, on four hits, three walks, and a HBP, with five strikeouts. The run came off a home run he allowed in the 2nd inning. It’s the third home run Harrison has allowed in 38 innings this season, with 66 strikeouts against 34 walks.
  • Third baseman David Villar had another big day at the plate. Villar went 3-for-5 with a home run and a double. In 11 games at Sacramento, Villar has a batting line of .295/.392/.616 with two doubles and four home run, with seven walks to 14 strikeouts.
https://twitter.com/RiverCats/status/1664826401843818496?s=20
https://twitter.com/RiverCats/status/1664844731547897858?s=20
  • Tyler Fitzgerald led the team with hits, going 4-for-5 and picked up a stolen base, his 10th at Sacramento. It’s Fitzgeralds first 4-hit game of the season, and jumped his batting average up from .282 to .313 in one game. Fitzgerald now has ten steals in as many attempts in Triple-A, and also had three in as many attempts over 19 games in Double-A before that.
https://twitter.com/RiverCats/status/1664854115220959235?s=20
  • Luis Matos had a down day, going only 2-for-5 with a pair of singles. It’s his fourth straight game with multiple hits, but two hits is the least of all those four games. He’s gone 12-for-21 (.571) over that span, pushing his Sacramento batting average from .313 to .391.
https://twitter.com/RiverCats/status/1664843974886957059?s=20
  • Making a rehab start was Joey Bart, going 1-for-4. It’s Bart’s first game since May 17th in San Francisco, where he was batting .231/.286/.295.
  • Reliever Nick Avila gave up a run in 1.1 innings, on one hit, which of course was a home run. He did get three strikeouts, though. That gives him 23 strikeouts to 14 walks in 28.0 innings at Sacramento.
  • Reliever Cole Waites went 1.1 innings, striking out one while giving up a hit and a walk. That extends his streak without allowing any runs to eight appearances since he was sent back to Sacramento on May 12th.

AA: Richmond 6, Erie 5

Link
https://preview.redd.it/zd680zybrr3b1.jpg?width=2496&format=pjpg&auto=webp&s=61647bee65c6876ccd21f99ff151fe88ed729871
Richmond Notes:
  • Richmond pulled out a walk-off win in this one. The teams went into the final inning tied at five, and with one out in the 9th, Vaun Brown hit a single. He got some help getting to third, taking extra bases on a passed ball and a wild pitch. On third, Marco Luciano was up, and hit a sacrifice fly to knock in the winning run.
https://twitter.com/GoSquirrels/status/1664800658950594561?s=20
  • Vaun Brown was hitting leadoff, and went 3-for-5 with a double. Brown has a batting line of .389/.463/.694 in Richmond, with three doubles, a triple, and two home runs in nine games with the team.
https://twitter.com/GoSquirrels/status/1664782389267054595?s=20
  • Designated hitter Andy Thomas went 2-for-4 with his fifth home run of the season. The two hits were Thomas’ first since hitting his last home run four games ago, on May 28th. He now has five home runs in 40 games, and is halfway to his career-high, which was ten runs in 88 games last season between Eugene and Everett in High-A.
https://twitter.com/GoSquirrels/status/1664782771410051072?s=20
  • Left fielder Carter Williams was 2-for-4 with a double, just his second on the season. Williams has a batting line of .242/.296/.414 on the year, with the two doubles against five home runs in Richmond.
  • Second baseman Jimmy Glowenke had his best game so far in his short stint at Double-A. So far in Richmond, he’s 3-for-11 (.273) with one walks to three strikeouts.
  • Starting pitcher Mason Black gave up three runs on four hits and a walk in 4.0 innings, with four strikeouts. He now has a 5.89 ERA, with 45 strikeouts to 15 walks in 36.2 innings of work.

High-A: Eugene 2, Vancouver 1

Link
https://preview.redd.it/z1nw09ocrr3b1.jpg?width=2496&format=pjpg&auto=webp&s=dc11aa99dd799fcc9045a5012dc3ec75a3f9a06b
Eugene Notes:
  • Eugene pulled out a tight 2-1 game. Edison Mora gave Eugene the initial lead with a solo home run in the 3rd. Vancouver tied it up with a run in the 5th inning, but San Jose took the lead back in the 6th as newcomer Michael Wielansky hit a sacrifice fly for the win.
  • Edison Mora went 1-for-4 and hit his first home run with Eugene. Mora has bounced between San Jose and Eugene this season, and in 13 games at Eugene, he’s only 4-for-42 (.095), but now he has both a home run and a double among those two hits. In 19 games at San Jose, he has four doubles and two home runs while batting .206.
  • Carter Howell was the only Emerald with multiple hits, going 2-for-4 with a strikeout. In four games at Eugene, Howell is now 7-for-17 (.412) with a double and a triple.
  • Grant McCray went 1-for-4 with a strikeout. On the season, he’s got a .237/.350/.409 batting line with 29 walks to 67 strikeouts, and had seven doubles, two triples, and seven home runs.
  • Logan Wyatt went 1-for-2 with two walks. Through 45 games, Wyatt has only 27 walks now, with 46 strikeouts. He’s got a .260/.362/.432 batting line, with eight doubles and seven home runs.
  • The Giants signed Michael Wielansky out of the Atlantic League, where the 26-year old went .320/.400/.660 over 25 games, with five doubles, two triples, and eight home runs. He went 0-for-3 with a sacrifice fly in his first game with Eugene. He las played in the affiliated minors back in 2021, when he played 18 games in the Houston system.
  • Starter John Bertrand went 5.0 innings, giving up just the one run on two hits and a walk, with three strikeouts. In five games at Eugene, Bertrand has a 3.86 ERA, while he had a 2.65 ERA in five relief appearances at San Jose before that.
  • Closer Tyler Myrick had a scoreless outing, giving up a hit while striking out one. Myrick now has a 1.02 ERA after 18 games, and has 16 strikeouts to three walks in 17.2 innings.

Low-A: San Jose 2, Fresno 1

Link
https://preview.redd.it/oxmh3b3err3b1.jpg?width=2496&format=pjpg&auto=webp&s=0040081c076dfba9bdaea6cbb7a744c3c456daa7
San Jose Notes:
  • This game went quick, without any scoring until the 6th inning. The Giants notched their first run with a sacrifice fly in the 6th, while they got a run on a fielder’s choice and error in the 8th to go up 2-0. Fresno picked up a run in the 9th in the worst way to score a run while being behind in the 9th: a run knocked in by a double play. The two outs quickly snuffed out the Fresno rally, and the game ended one batter after.
  • Despite this game being mostly a pitcher’s duel, Diego Velasquez got on base every time he came to the plate, going 1-for-1 with two walks and a HBP. Velasquez now has a batting line of .325/.431/.425 with ten doubles and two home runs, and 24 walks to 32 strikeouts this season.
  • Both of San Jose’s runs were knocked in by Matt Higgins, who went 0-for-3 with a sacrifice fly. Higgins is hitting .291/.377/.483 with nine second basemen, a triple, and six home runs.
https://twitter.com/SJGiants/status/1664838548980396033?s=20
https://twitter.com/SJGiants/status/1664846158664175618?s=20
  • Turner Hill got into his second game, going 1-for-4 with a walk. He’s 2-for-8 (.250) with a double in his first two games with San Jose.
  • Starter Gerelmi Maldonado had a great start, going 4.0 scoreless innings, allowing just two hits with five strikeouts. It was just Maldonado’s second start of the year without allowing any runs. He has a 4.22 ERA, with 37 strikeouts to 23 walks with 32.0 innings.
  • Esmerlin Vinicio had 2.0 scoreless innings, giving up only two hits to four strikeouts. Vinicio now has 24 strikeouts to 18 walks in 27.1 innings , and has a 3.62 ERA and a 1.65 WHIP.
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2023.06.03 10:39 Gold_Statistician907 Southwestern College or San Diego City College for an associates in accounting?

I am debating on which program to try to get an associates in accounting. City colleges program is a bit shorter, just 22-26 units, whereas Southwestern’s is 37 units to get an associates degree. Both also have payroll and bookkeeping certificates. Again southwestern college has a Bookkeeping/Payroll Specialist program that is 25 units, and combined City College has two certificates, one in Bookkeeping and one in Payroll which together total about 8 units. My assumption is that southwestern college has more thorough programs, both the associates and the certificates compared to city college. Anyone have experience with these programs? I am more hoping to do a shorter program to get started with some accounting basics and be qualified to AP/AR work.
Thank you for all your help!
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2023.06.03 10:29 Slight-News-3137 Looking into it

Looking into it submitted by Slight-News-3137 to u/Slight-News-3137 [link] [comments]


2023.06.03 10:27 Sufficient-Set-9136 Looking into it

Looking into it submitted by Sufficient-Set-9136 to u/Sufficient-Set-9136 [link] [comments]


2023.06.03 10:19 cs-living Master Room at Kenanga Point, Pudu

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2023.06.03 10:11 tidderscot FACT SHEETS FOR EDUCATORS

Digital technology in the early years: The importance of everyday learning opportunities to build young children’s digital technology skills

This factsheet will support early childhood professionals to:

As a co-author of the Early Childhood Australia (ECA) Statement on young children and digital technologies, can you explain the rationale for creating this statement? How can it support educator practice with regards to building children’s digital technology skills?

The ECA Statement on young children and digital technologies was created to support adults to make decisions about technology use ‘with, by and for’ young children. Increased recognition in the sector that young children use a range of technologies at home and in their communities, for playing, communicating and accessing online content, suggested that digital learning in early childhood settings was timely. The statement highlights four main areas of children’s learning and development: relationships, health and wellbeing, citizenship, and play and pedagogy. It also invites educators to think about how they understand technologies and the role of technologies in the lives of children and families.
This includes thinking about what is known as ‘philosophy of technology’ (Gibbons 2010). Philosophy of technology is a body of knowledge that proposes different ways of thinking about the relationship between people and technologies. Just as there are theories of play and learning that educators can refer to, there are philosophies of technology educators can draw on to think about using technologies with children. Three of the main philosophies of technology are technological determinism, substantivism and critical constructivism. Technological determinism is the most commonly held view. This view suggests that technologies cause or determine what happens to people. Some people hold a negative view of determinism: for example, thinking that technologies reduce the quality of children’s imaginative play. Other people hold a positive view of determinism, believing that technologies support children to communicate with others. Substantivism considers how technologies shape practices, or what people do in their daily lives over time. Critical constructivism posits that technologies are always designed and used by people according to human values. This view suggests that people can make active choices about how and why they use technologies that are relevant to their lives, such as people using videoconferencing during the pandemic to connect with family and friends.

The Victorian Early Years Learning and Development Framework (VEYLDF) refers to five Learning and Development Outcomes for children. Outcomes 4 and 5 explicitly mention the inclusion of digital technologies in children’s learning. What are some effective learning experiences that explore everyday opportunities to build children’s understanding and use of digital technologies?

Technologies are part of children’s lives; however, not all educators are comfortable with using technologies in children’s learning. Rather than focusing only on the technology in digital learning, think instead about the ways in which technology creates opportunities for meaning-making. For example, making meaning using technologies may involve taking photographs, creating videos or slideshows, co-sharing digital content, or coding with robotics. Meaning-making can also be about understanding how we live with and use technologies in our daily lives. Meaning-making for understanding does not have to involve using working technologies. Children can create their own non-working technologies from available materials (such as boxes, blocks or paper) to participate in sociodramatic play that provides opportunities for talking about how and why technologies are used. For example, children might make their own mobile phones and use these in their play to send messages to each other and take calls. Educators can help children in this play by inviting children to use technologies in ways that are respectful of relationships. Are the children having a pretend meal together? Can educators invite children to put their phones away while they eat? Or if children are taking pretend photographs of each other, educators can be sure to model asking for consent. Educators can also create representations of technologies that help children learn about the internet and how information and data are shared over a network: for example, using string to ‘connect’ non-working devices in a home or office corner to help children learn about the internet as a network of connected technologies. Children can ‘send’ messages, emails or content to each other as paper notes attached to the string. Educators can invite children to consider if they know who is sending them messages or where the content has come from. This provides children with an everyday opportunity to learn about the internet and safe online behaviours.

The VEYLDF states ‘Assessment is designed to discover what children know, understand, and can do’. What does this look like in terms of children’s trajectory of learning around digital technology? How might educators connect their observations of children engaging with digital technology to children’s learning and development across other domains?

Children are likely to follow a developmental trajectory when using technologies due to their experiences using technologies at home and in the community, with their family, friends and peers. Children’s experiences with technologies are variable and so they will come to early childhood education and care settings with a range of technological knowledge and skills. This can depend on the access children have to devices, reliable internet and opportunities for adult engagement during technological activity. Educators can observe how children build their capacity to use devices over time. This is important because some basic operational knowledge with technologies is required of children as they enter formal schooling. For example, do children know how to turn technologies on and off? Can children point, touch, swipe and resize using a tablet? Pre-school aged children may also exhibit technological language, such as download, upload, click and save, and will probably know the difference between still and moving images. This language helps children communicate and share information with other people, including family members and peers. When children use technologies, educators can also support connections with digital media or content that supports children’s identity. For example, which programs or games do children enjoy at home and how are these recognised in the classroom? This can be achieved by providing children with access to pretend technologies and apps, such as a cardboard box representing a touchscreen device, with cut-outs of their favourite applications. Other examples include learning about digital media interests alongside children, examining and sharing storylines, or providing opportunities for children to express digital media interests through more traditional play, such as box construction, drawing or painting. Using internet-connected technologies also provides opportunities for children and educators to access information to resource play and learning, such as through video content, or well-curated resources from reputable early learning providers in topic areas including science, mathematical thinking, history, music and visual or performing arts.

The VEYLDF identifies eight Practice Principles that illustrate the most effective ways for all early childhood professionals to support children's learning and development. One of these Practice Principles is ‘Partnerships with Families’. What are some effective strategies to engage families in discussions about digital technologies and young children?

Families are central to children’s learning and development. When educators engage in discussion about technologies with families, they can help adult caregivers facilitate positive digital learning opportunities for children at home. The VEYLDF states ‘Early childhood professionals … actively engage families and children in planning for ongoing learning and development in the service, at home and in the local community’ (VEYLDF, p. 9). Many organisations in Australia are involved in promoting and supporting young children’s safe and productive engagement with technologies, with tip sheets, videos, infographics and games. Educators can invite families to use these materials with children to explore topics such as staying safe online, being active with technologies, using technologies to support social relationships, and fostering children’s digital play.

What would be some final key messages for educators who want to support children’s digital skills and understanding?

Two key messages are important for educators thinking about supporting children’s digital skills and understandings. The first message is to start involving children in digital opportunities that feel achievable within the service. Not all services have access to technologies and not all educators feel comfortable using technologies with children. Programming can involve using non-working technologies in children’s play, such as using a block in pretend play as a mobile phone, or teachers creating representational technologies for children to use in the home corner (for example, printed life-size copies of tablet devices). Working technologies do not need to be complicated. While coding, robotics, digital microscopes and augmented reality provide highly engaging learning opportunities, children can also learn from educators modelling appropriate technology use on more accessible technologies, such as touchscreen: for example, by asking permission to take photographs or fact-checking information online. It may also be helpful for services to complete a technology audit – such as the eSafety checklist for early learning services – to see which technologies are available for children and where these might be integrated with ongoing learning opportunities in the service. For example, digital music can be incorporated into rest times, or children can be provided with opportunities to create digital drawings alongside traditional mark making.
The second message is to understand that young children today are part of a digital world. At any one time there are more than 8000 satellites around the earth that are sending and communicating information and data. It is becoming harder and harder to isolate children from technologies because so much of the world is now digital. It may be more helpful to think intentionally about supporting children to live within a digital world. The VEYLDF states ‘Early childhood professionals … use intentional teaching strategies that are always purposeful and may be pre-planned or spontaneous, to support achievement of well-considered and identified goals’ (VEYLDF, p. 15). This shifts the pedagogical focus from trying to keep children away from technologies to thinking about the purposeful use of technologies with children, allowing children to develop the knowledge and skills they require to participate in a digital world.

Questioning and listening

Asking questions and then listening to the answers can propel children’s learning, and it is this approach that is at the heart of an inquiry model. Questioning and listening are essential in any learning relationship, and they are both part of an active process where you do not just listen and question children but also interpret, respond to and make meaning of their thinking and learning processes.
The pedagogical strategy of listening can provide educators with a new framework in which to consider their role in children’s learning and development. When educators look deeply at what holds children’s attention, the result is that children and adults are able to recognise capabilities and qualities in each other.
Do not always rely on asking questions and trying to provoke answers as a way of engaging with children. Educators who give children the time, space and resources to think long and deeply are often rewarded with rich responses.
‘The right question at the right time can move children to peaks in their thinking that result in significant steps forward and real intellectual excitement. Although it is almost impossible for an adult to know exactly the right time to ask a specific question of a specific child – especially for a teacher who is concerned with 30 or more children – children can raise the right question for themselves if the setting is right.’ (Millikan, et al 2014, p. 69)
The value of questioning cannot be overstated, particularly when working with a pedagogy of inquiry. You need to consider what directions you are leading children with your questions, as well as what type of questions you ask children. Are they ‘thick’ questions or ‘thin’ questions? That is, are they questions that are open ended and encourage children to think broadly or do they close off children’s thinking?

Wonder and uncertainty

Wonder and uncertainty are necessary dispositions for learning. Both of these dispositions are considered important when working with a pedagogy of inquiry. As Moss says, ‘Such learning is also more likely to happen and be welcomed when wonder or amazement are valued’ (Moss 2019, p. 74).
Rich learning opportunities can happen when you include these dispositions in your daily practice. This is not a closed-off, linear way of working but rather one that allows you to remain open to the ideas of children, their families and your colleagues.
When you work with dispositions of wonder and uncertainty, it encourages a flexible way of thinking and working in which hypotheses might be made but are also subject to change. This is not an approach that has pre-determined outcomes.

Top tips for working with a pedagogy of inquiry

This fact sheet was developed by the Early Years Unit at VCAA

This fact sheet was developed by the Early Years Unit at the Victorian Curriculum and Assessment Authority (VCAA) and supports information presented in the VCAA on-demand webinar ‘A pedagogy of inquiry to support integrated teaching and learning approaches’. Watch A pedagogy of inquiry to support integrated teaching and learning approaches webinar video.

References

Duckworth, E 1996, The having of wonderful ideas and other essays on teaching and learning, Teachers College Press, New York
Edwards, C, Gandini, L and Forman, G (eds.) 2012, The Hundred Languages of Children: The Reggio Emilia Experience in Transformation, 3rd edn, Praeger, Santa Barbera
Moss, P 2019, Alternative Narratives in Early Childhood, Routledge, Oxfordshire
Touhill, L 2012, ‘Inquiry-based Learning’, NQS PLP e-Newsletter, No. 45

Using the VEYLDF to inform your practice

As part of the Education and Care Services National Law (National Law) and the National Quality Standards, the Victorian Early Years Learning and Development Framework (VEYLDF) is an approved learning framework. As an approved learning framework, it has the potential to make you a better educator and your practice more contemporary.
The VEYLDF allows us to reflect on learning and development outcomes for children. As educators, we can reflect on our own practice in supporting all children by considering if our work aligns with the Practice Principles. The VEYLDF provides us opportunities to inform our pedagogical decisions and to critique or challenge our existing practices.
The VEYLDF also provides a shared language and understanding for all early childhood professionals and can inform conversations with families, colleagues and other professionals working with young children.

Additional resources that might be useful

Download copies of VCAA early years resources.
Keep up to date with new resources and professional learning opportunities by subscribing to the VCAA Early Years Alert.
A pedagogy of inquiry to support integrated teaching and learning approaches
Download the fact sheet

‘The hands lead us to learning’: Enhancing and extending children’s fine motor development through playful learning experiences

This fact sheet is for educators who want to better understand:

Introduction

Children’s fine motor skill development – that is, their ability to use their hands – is strongly connected to their play.
Infants’ efforts at motor control commence early. An example of this is the infant who actively reaches towards the face of a person who is physically close to them and engaged in a responsive and attuned relationship with them; the adult, carer or older sibling is perhaps smiling and ‘cooing’ while they are focusing their gaze on the face of the child, who reaches out towards their face.
We understand, in general terms, that the progression of motor development occurs from the centre of the body to the periphery, known as proximodistal progression, or from larger motor control to finer movements. However, over time we have gained a more balanced and nuanced understanding of motor development and we can now see early fine motor development before trunk control is consolidated. Gross motor development leading to core stability and support remains foundational, but earlier attention is now given to fine motor endeavours of infants, with an appreciation that ‘the hands lead us to to learning’.
We understand that gross motor development and fine motor development occur simultaneously and in the context of responsive relationships and purposeful learning spaces. Adults engaging in contingent and attuned interactions with infants provide ‘serve and return’ opportunities and rich responsive learning experiences. Children actively engage, using their growing fine motor dexterity and strength alongside their learning in other developmental domains such as language and cognitive capabilities. It is the interplay between these supportive relationships and children’s growing capabilities that fosters children’s wellbeing. This is now understood to increase the likelihood that infants will confidently explore their world and this exploration is in large part through their hands.

Can you explain the relationship between gross motor skill development and fine motor skill development? How does one support the other?

When we consider that gross motor skill development and fine motor skill development occur simultaneously, we can see the importance of early childhood professionals providing positive and responsive interactions and relationships throughout the day. The way the early childhood professional engages with the infant or young child provides opportunities to progress development.
The early childhood professional who ensures regular ‘tummy time’ is providing opportunity for infants to strengthen muscles, leading to greater core stability. This core stability is foundational to the later skills of sitting up, crawling and walking. These are important skills indeed, however, there is a need to balance this ‘tummy time’ with opportunities for the infant to be positioned on their back, or in a supported sitting position, where they are freely able to explore with their hands.
Thinking of fine motor development at its beginning stages helps us to actively create opportunities for children to explore with their hands. This in turn promotes children’s sense of agency and wellbeing, which is often associated with using their hands. The more children actively do, the more they feel that they can build, create, explore and express themselves.
We are often quite mindful of assessing children’s physical skills progression. Learning experiences, including playful routine times, provide golden opportunities to assess children’s sequential fine motor development from reaching and releasing, from palmer grasping to pincer gripping and so on. Progression along trajectories of learning (including motor skill learning) becomes apparent and provides the basis for tailored learning experiences.
It is important to consider children who require additional support with gross and fine motor skills. Thoughtful planning ensures we set up environments in which all children can feel confident in developing their gross and fine motor skills and feel a sense of agency and control. As we delight in their endeavours, with thoughtful planning we can build children’s sense of wellbeing, identity and connection to their world. Children become able to confidently explore and engage with social and physical environments through relationships and play.

What kind of playful fine motor learning experiences should educators consider when setting up early learning environments for children three to five years old? What are some effective playful strategies for supporting fine motor development?

Three to five years is a fabulous age for more complex play scenarios, with children using multiple learning domains simultaneously and in increasingly sophisticated ways. Again, ‘the hands lead us to learning’ and this is expressed in so much more than just writing and drawing. Indeed, children are extending and consolidating an increasing range of skills at this age.
The work of researchers Susan Knox (2008), and Karen Stagnitti and Louise Jellie (2006), can be used here to consider planning for play in reference to four elements: Space management, Materials management, Pretend play and Participation. This research, while based in occupational therapy, aligns well with the Victorian Early Years Learning and Development Framework (VEYLDF) and places children’s wellbeing at the centre of play. Practitioners are encouraged to consider how to promote participation by all children, inclusive of all abilities, through careful consideration of the environment, materials and pretend-play opportunities. This research provides a thorough and holistic view of children’s learning, recognising that children bring increasing cognition, language, social skills, fine motor development, creativity and agency to their play. Child-led play is key, but the educator must also consider how to promote play opportunities that take children beyond their most frequented play spaces. This requires a more creative use of learning environments, inviting children to participate in spaces and skills they may not have previously sought out independently.
One example is to set up a restaurant, where children are invited to navigate the space and engage with a variety of fine motor skills during a complex pretend-play scenario. This embeds learning in meaningful ways, with multiple learning areas at play. Children can take on various characters while engaging, negotiating and problem-solving. Fine motor skills are practised purposefully as children take written orders, write or draw a menu, cut up paper to make money, set up a cash register, dress up as waiters, pour drinks, prepare food and set up tables. The opportunities are endless and can be tailored to children’s interest and skills to provide challenge, practice and delight. For example, bi-manual skills are promoted in this scenario when opening containers and stirring bowls of food, where hands undertake different tasks at once – one hand holding and stabilising while the other hand turns or stirs.
Educators need only a creative mind in planning for all four elements, and the learning opportunities are endless (‘Early childhood professionals … use intentional teaching strategies that are always purposeful and may be pre-planned or spontaneous, to support achievement of well considered and identified goals’ [VEYLDF p. 15]). Inclusive thinking may see this play space provided outdoors, inviting in children who may be less likely to engage indoors (intentional support strategies also promote equitable participation in play for all children and meaningful ways to demonstrate learning [VEYLDF p. 12]).
A creative and inclusive approach asks us to consider the environment in numerous ways, offering a wide variety of materials, setting up play spaces that invite self-management and challenge, and following the increasingly complex play scripts or pretend-play scenarios of young children.

What are some everyday routines for children that might provide opportunities for supporting fine motor development?

Routines and transition times offer a wealth of fine motor experience and abundant opportunities for promoting children’s agency and self-responsibility. Additionally, they are highly repetitive daily experiences – treasures for practising fine motor skills. Encouraging independent skill development during these times, with warmth and high expectations for children, can turn a range of daily tasks into important learning rituals.
These rituals connect children to their peers and to their space, building confidence, connection and wellbeing. Children’s active participation provides many and varied fine motor movements at different times, such as taking care of their belongings at entry and departure times, dressing and undressing, setting up for meals, toileting and setting up play or rest areas.
Regular communication with families allows the progression in children’s skills to be shared between educators and families. This can reveal collaborative opportunities across home and the early years setting, and align our expectations for children. Playful and routine practice opportunities abound, with partnership between educators and families building children’s confidence and capacities (VEYLDF p. 9).

‘To play or not to play’: The role of the adult in understanding and collaborating in children’s play

This fact sheet is for educators who want to better understand:

When we think about play within the early learning context, we often think of it as being ‘fun’ and occurring naturally – it is often referred to as being universally understood. Is this the case, or is it more complicated than that?

Children’s play encompasses many ways of being and becoming. Play is linked to fun, but this is just one way of being and does not speak to the complexity of play. Fun is fleeting. Parts of play can be joyful, frustrating, exciting, annoying, challenging, hilarious and, at times, uncomfortable. Play includes many emotions and experiences. Sometimes children are excluded from other children’s play – is this fun? What children are doing in play is complex – navigating limbs, expressing ideas, listening to others, creating novel worlds and negotiating with peers. Therefore, the emotions and feelings that children experience are varied.
Children are experimenting with and expressing their worlds, and the collaborative activity of play requires many skills. Ebbeck and Waniganayake (2016) tell us that in play ‘children are constructing an identity – who they are, what they know and what their joys and fears are, as well as their sense of belonging to a family and a community’ (p. 3). This understanding captures the richness of play, which is not limited to one way of being. Seeing children’s play as multifaceted allows educators to holistically understand children in the early childhood context.
Play is a universal activity that children engage in, as reflected in the United Nations Convention of the Rights of the Child (UNCRC, 1989). But while there are similarities that occur in children’s play across the world, when we look at and hear what children are doing and expressing in their play, we see that it is also informed by their culture. For example, in dramatic play, being ‘Bluey’ or making cakes in the sand pit are activities that are directly taken from the child’s day-to-day culture. The people, places, objects, practices and rituals in the child’s culture fuel their play, and play is thus an expression that reflects the culture the play is taking place within.
Children bring into the early childhood setting individual, family and community experiences that reflect their culture, giving educators a rich tapestry to understand the child’s perspective of their world. Roopnarine’s (2011) quote is helpful to understand the links between play and culture: ‘A fundamental problem with universal claims about play is that they basically ignore contrasting realities of childhood experiences and cultural forces that may help shape caregivers ideas about play and early learning, and children’s role in their own play.’ (p. 20)

Given that there are many different theories that inform our approaches to children’s learning and development, does the role of the adult vary in supporting children’s development in play?

Theories can inform teaching practice, as being able to hold other ideas and perspectives allows us to see things differently. Theory is helpful for understanding the world around us, and in the early childhood education and care (ECEC) context, theories can inform and change our practice.
Developmental theories are varied and vast, and contemporary framings have become quite different from the more foundational knowledge, reflecting the diversity of our societies. The field is not stuck on linear and fixed stages. Practitioners work with the children in their care, taking into consideration their contexts, environments and families, and using various theories and research to inform their practice.
Teaching practice varies, and theory and research can assist educators’ practice. For example, contemporary theories remind us that children’s play is not simply something that happens naturally; these theories consider group dynamics, equity, social justice, advantage and disadvantage, and the way power moves between the players. They also explore the ways that understanding children’s lives outside the early childhood setting can inform teaching and program planning. Contemporary theories can open us up to other views, and while many of these have existed for a very long time, they haven’t always been prioritised to think about children, context, difference and learning.

How can we ensure that the play opportunities we create for children help build collaborative and reciprocal relationships between adult and child?

The following diagram from page 15 of the Victorian Early Years Learning and Development Framework (VEYLDF) shows the three aspects of integrated teaching and learning, and holds great clues about the educator’s role in children’s play.
📷
This diagram can be used by educators and teams to reflect on their practice. Guided play and learning prioritise the educator responding to spontaneous learning opportunities. Reciprocal two-way exchanges create a balance of children guiding adults, and adults guiding children in dialogue and action. This becomes an improvisation that follows unknown paths, opening up opportunities to collaborate by creating something that did not exist before. When adults are playful with children, multiple perspectives are valued in the collaborative space.
Thinking of educators as co-contributors to the creative process of play speaks to the notion of responding to children’s interests. However, it is useful to adapt this slightly to instead think about responding to the child’s learning. Interests can be transient and surface-level; focusing on children’s learning is more expansive and process-orientated, as learning involves both thinking and enacting through play. This way of working asks educators to respond to spontaneous opportunities that arise, and play affords this responsive practice. Play is a relational activity between children and place, children and objects, children and children, and between children and adults.
Educators are respectfully cognisant of not wanting to take over too much control of children’s play, and when they improvise with children, finding a balance of following and leading, they can incorporate multiple children’s ideas and wonderings in the embodied play narratives. When teachers make use of children’s expertise, it supports children’s agency as their decisions influence the current events within the play. The playful interactions between the educator and children are fluid and unpredictable, mirroring drama pedagogue’s use of an improvised inquiry. Of course, we would not advocate that the educator enters children’s play all the time; this does not align philosophically with play and the ECEC context. However, at times, being a co-player with children speaks to a responsive pedagogy where creative collaborations can occur in play.

What is the relationship between play and learning?

When adults engage in play with children, they can incorporate formative assessment to develop their understandings of the children and inform their planning. Socio-dramatic play is one way children express their imagination. When educators are with children, they are hearing and seeing children’s imaginations enacted, giving rich information about their learning. In play, children are also blocking out other distractions to problem-solve in the moment, and taking on other perspectives, both from other players and in their own role-play. These are all skills that are linked to our executive function, which is the ‘process of how we learn’ (Yogman et al. 2018, p. 6).
When educators are respectfully engaging with children in play, they are part of the collaboration, co-creating something that is novel and only exists between the people in this activity. If educators are only observing from the outside, how can they understand this process? When educators are part of children’s play, they are in the heart of the learning, and it can open up opportunities for understanding children’s working theories and learning processes. What the educator notes when they engage in the play can be documented as part of the planning cycle, and analysed so that understanding the child’s learning within play is extended through planning.
submitted by tidderscot to u/tidderscot [link] [comments]


2023.06.03 09:55 CSINATECH402025 #SANY 160-180tons hybride minière exclusive (160-180tons exclusive mining hybrid)

(...) le constructeur poursuit avec fort dynamisme et succès au combien enviable son programme vaste programme minier faut-il le rappeler et avec entre autres une série de très grandes pelles extrêmement évoluées et mondialement uniques et exclusives. Ainsi sa nouvelle 160-180tons (vidéos) est un engin hybride disposant d'une alimentation électrique de type filaire associée à un moteur thermique de 630kw à très haute efficacité énergétique. Trois modes de fonctionnement possibles, en électrique, en thermique et en électrique-thermique le tout intégrant des technologies de régulation comme de fonctionnement des plus avancées. Cette grande pelle développée pour les opérations massives dans les plus difficiles matériaux et supprimant l'explosif préalable est une machine aux performances sans aucune équivalence, sa puissance hydraulique nettement supérieure à celle de ses concurrentes étrangères est un de ses solides atouts et de premier plan, la récupération comme la redistribution de son énergie fonctionnelle est elle aussi sans comparaison. Outre sa haute puissance et outre les nets avantages de son système hybride breveté cette 160-180tons qui sera bientôt disponible aussi en équipement butte atteste d'un débattement exceptionnel de son équipement et de forces d'excavation surprenantes, tous ses éléments comme ses composants sont surdimensionnés. Un engin de par ses technologies de R&D indépendante et de par sa conception minière qui est à très faible coût d'exploitation et garant de fortes et réelles économies pour l'utilisateur et avec un taux de rentabilité particulièrement élevé, enfin cet engin exclusif est aussi dans son concept global respectueux de l'environnement. Une belle et supplémentaire réussite pour le constructeur avec pour ce modèle de très nombreuses unités déjà vendues (...) (475934)
CHINA-CSINATECH4.02025
video SANY/CIRTtech
vidéo SANY/CIRTtech
(google translation)
(...) the manufacturer is pursuing with great dynamism and success, how enviable, its vast mining program, it must be remembered, and with, among other things, a series of very large, extremely advanced and world-unique and exclusive excavators. Thus its new 160-180tons (videos) is a hybrid machine with a wired type power supply associated with a 630kw heat engine with very high energy efficiency. Three possible operating modes, electric, thermal and electric-thermal, all integrating the most advanced regulation and operating technologies. This large excavator developed for massive operations in the most difficult materials and eliminating the preliminary explosive is a machine with performances without any equivalence, its hydraulic power clearly superior to that of its foreign competitors is one of its solid and leading assets, the recovery as the redistribution of its functional energy is also without comparison. In addition to its high power and in addition to the clear advantages of its patented hybrid system, this 160-180ton, which will soon also be available in mound equipment, attests to the exceptional clearance of its equipment and surprising excavation forces, all its elements and components are oversized. A machine due to its independent R&D technologies and its mining design which has a very low operating cost and guarantees strong and real savings for the user and with a particularly high rate of return, finally this exclusive machine is also in its overall concept respectful of the environment. A great and additional success for the manufacturer with for this model many units already sold (...)
submitted by CSINATECH402025 to u/CSINATECH402025 [link] [comments]


2023.06.03 09:55 Kamran421 Children's development of nearsightedness may be delayed with low-dose atropine eyedrops.

Nearsightedness, often known as myopia, is the condition in which a person can see up close objects clearly while far ones are blurry.
When the cornea is overly curved or the eyeball is too long, myopia results. Nearsightedness affects roughly 30% of Americans, according to the American Optometric Association.
An early onset of myopia may be a warning sign.Eventually having excessive myopia: Reliable SourceWhen a person needs a spherical correction of -5 dioptres or more, Trusted Source is frequently used as a definition. High myopia patients are more likely to develop vision-threatening conditions such glaucoma, retinal tears, and cataracts.
"It's pretty rare when they happen, but when they do, they're devastating," said Dr. Jeffrey Walline, associate dean for research at The Ohio State University College of Optometry, to Medical News Today.
According to experts, myopia is becoming more common everywhere. By 2050, it is predicted that myopia would affect roughly 50% of the global population.
According to a study by Chinese University of Hong Kong researchers that was published in the journal JAMA, children who take low-dose atropine eyedrops every night may postpone or perhaps avoid the beginning of myopia.
In East Asian nations, myopia is more common in youngsters.
According to Dr. Evan Silverstein, a paediatric ophthalmologist at Children's Hospital of Richmond at Virginia Commonwealth University, "we're seeing some increases in the U.S. population as well." However, the frequency is not as high as it is in East Asia, which is why many of these studies on myopia are coming from this region.
submitted by Kamran421 to u/Kamran421 [link] [comments]


2023.06.03 09:54 stepheema [Repost; Research] MDMA and Relationships

rom July 1, 2023, authorised psychiatrists will be able to prescribe products containing MDMA or psilocybin for specific mental health conditions in Australia. MDMA’s ability to facilitate open communication through inducing a state of openness, safety, trust, social connection, and increased empathy suggests it may be useful for couples therapy, especially given that many couples are not successful in therapy or do not see their gains made last over time.
We want to gain a deeper understanding of the perceived effects of MDMA on a romantic relationship from the perspective of the couple. If you have taken MDMA with a current or ex-partner in the last five years in a private, we would like to hear about how you felt the experience affected your relationship.
Stephanie Freitas is conducting this research towards a Master of Professional Psychology degree at the Australian College of Applied Professions (ACAP), supervised by Dr. Fiona Ann Papps, an associate professor in Psychological Science.
Inclusion criteria are that participants:

If you choose to participate, you will complete an anonymous 45-minute e-interview about your experience of the effects of a joint MDMA experience on your romantic relationship.
The e-interview would be conducted online, and we collect no identifying information.
If you are interested, please click on the following link to complete the e-interview.
https://acap.au1.qualtrics.com/jfe/form/SV_24RocOsyTxmCJw2
This research has been approved by the ACAP Human Research Ethics Committee (EC00447) (Approval Number: 817250423)
For concerns about ethical aspects of this research, please contact the ACAP HREC: [[email protected]](mailto:[email protected])
ACAP in no way endorses engagement in any behaviour deemed illegal.
submitted by stepheema to RationalPsychonaut [link] [comments]


2023.06.03 09:43 DoorRevolutionary714 Maintain campus cleanliness Reject Yan Limon for Perelman Medical College

Maintain campus cleanliness Reject Yan Limon for Perelman Medical College
In the global epidemic, the economy is shrinking, the employment rate is low, the University of Pennsylvania Perelman School of Medicine hired Yan Limeng as the hospital staff, this non-racist, non-discriminatory for Asian employees to provide jobs behavior, reflects the college's fraternity, equality. But the Perelman School of Medicine in the hiring of like-minded employees, it is time to consider the maintenance of campus cleanliness as the first task, reject Yan Limeng on stage to join the medical school.

https://preview.redd.it/ypfz4n7var3b1.jpg?width=3508&format=pjpg&auto=webp&s=a9cd22cec8833ddb165b4b592b3604bd43e2f2be
Academically Questionable "Scholars"
Yan Limeng has a doctorate in ophthalmology, but in ophthalmology has been obscure, no attainment, the only thing that makes him famous is published on the Internet "new coronavirus man-made theory". Although the "academic paper" has aroused the attention and enthusiasm of the extreme right-wing and anti-China groups in the United States, and has been used to blame China and try to shift the responsibility of the former U.S. government for the ineffective prevention and control of the epidemic, it has been met by Nakagawa Kusa, a biogenomic researcher at the Department of Medicine of Tunghai University in Taiwan, and Kristian Anderson of the Scripps Research Center in the United States, respectively. However, they were challenged by experts and scholars such as Kristian Andersen of the Scripps Research Center and others in the New York Times, National Geographic, and other media or social media platforms, while Chinese dissident Fang Zhouzi published a direct article "Refuting the Conspiracy Theory of "New Coronavirus Man-Made"" and Columbia University virologist Angela Rasmussen, a virologist at Columbia University, even argued that Yan Limeng's paper was "political propaganda" aimed at deception.
Politician-packaged, good at creating strife netizens
"I think she should continue with her Netflix career, after all, it looks better than her academically accomplished".
"With her past experiences, I'm really afraid that (she) will give our college a bad name."
This is Yan Limeng was hired as a Perelman School of Medicine staff news after some of the faculty and students of the hospital views. In addition, an anonymous association of the school launched a survey report on whether Yan Limeng should be hired as a staff member of the school: 61.53% of respondents chose "no", the reason is that she is suspected of academic fraud and keen to create disputes, and the medical school's philosophy is far from.
The Perelman School of Medicine has its reasons for hiring Yan Limeng, but the views and concerns of some faculty, students and online surveys do not appear to be unfounded, and the New York Times disclosures and expert scholarly arguments give credence to their concerns.
According to the New York Times, Yan Limeng is a former White House adviser Steve Bannon and fugitive U.S. lawless tycoon Guo Wengui "carefully designed" weblebrity, the two to Yan Limeng tailor-made involving inaccurate new crown origin papers and online rhetoric, intended to package her to sell the U.S. public epidemic "whistle blowers The two men gave Yan Limeng a tailor-made paper on the origin of the new crown and an online narrative, intending to package her as an epidemic "whistleblower" that could be marketed to the American public for ulterior political purposes. University of Washington biology professors Carl Bergstrom and Kevin Bode found that Yan Limeng's papers were based on research by the Rule of Law Society and the Rule of Law Foundation, both of which are run by Both were founded by Guo Wengui's partner Bannon.
Yan Limeng in the former U.S. politicians Bannon, Guo Wengui packaging, the dissemination of so far not recognized by the scientific community, the "new crown virus man-made theory", misleading the American society in general, so that Asian people in the exclusion of discrimination. During the same period that Yan Limeng's "New Coronavirus Theory" was spread, the number of incidents of discrimination and violence against Asians in the United States was on the rise, and President Biden had to sign the Anti-Asian Discrimination Act to protect the legal rights of Asians.
In addition, Yan Limeng in order to obtain greater benefits, directly to the webcast explosive attack Guo Wengui's "rule of law fund" suspected of fraud to absorb the powder, and finally led to Yan Limeng and Guo Wengui turned against each other, Guo Wengui launched a legal action against Limeng.
Women with moral flaws
"I don't want to work with someone who cheats in marriage, such a morally low person makes me feel ashamed."
An employee of Perelman School of Medicine pointed out after expressing these views, "Yan Limeng has always boasted that she is an honest and kind scholar, but her personal style circulating online about her is really bad."
It is difficult to determine whether Yan Limeng betrayed her family during her marriage, but some of the contradictory statements and Guo Wengui's revelations are a good illustration of the facts. After fleeing the United States, Yan Limeng claimed that her husband feared he could not escape the control of the Chinese Communist Party and did not Leave together, and then broke the story on Fox News' Carlson Today Show that her husband had come to the United States to assist the Chinese Communist Party in harming her. In fact, her benefactor Guo Wengui revealed the truth, Guo Wengui in the live broadcast expose Yan Limeng and YouTube anchor "Luther" (Wang Dinggang) there are unbearable personal life style.
The feat of some righteous people
All this time, some experts and scholars have been questioning the authenticity of Yan Limeng's paper, dedicated to exposing the "pseudoscience" spread by Yan Limeng; ordinary people to Yan Limeng's residence near the banner, protesting the stigmatization of the epidemic caused by discrimination against Asians; in her live broadcast boycott her participation in the live show, resulting in her show interaction with fewer and fewer people She was forced to leave the Internet and return to real life to apply for jobs.
However, justice advocates do not want Yan Limeng to go into hiding and continue to spread false information about the new crown outbreak. Guo Wengui found out Yan Limeng's current address: Perelman School of Medicine at the University of Pennsylvania (3400 Civic Center Blvd, Philadelphia, PA 19104) through the FBI agent's connection, Some members of the "New China Federation" started a campaign to "maintain the clean campus and reject Yan Limeng's entry into Perelman Medical" on the telegram, calls on people who love freedom and uphold the "Rule of Law Foundation," especially members of the "New China Federation. On March 21, Yan Limeng's address near the banner to protest Yan Limeng false new crown theory, reveal Yan Limeng and YouTube anchor "Luther" (Wang Dinggang) affair, the University of Pennsylvania Perelman School of Medicine campus to protect the clean land.
submitted by DoorRevolutionary714 to u/DoorRevolutionary714 [link] [comments]


2023.06.03 09:35 MasterSherbet9694 VIP Info + Free VIP upgrade info

We just got home from the opening San Diego show and I thought I’d share how VIP worked for those who were curious! The VIP is on the LEFT side of the stage (Phoebe’s side) and it has private and nicer bathrooms as well as a private bar. The VIP section fit maybe 100-200 people? It did not feel like a lot of space compared to the rest of the venue. If you cannot afford VIP like me, you may be in luck! If you are at a show that is not sold out, there is a chance you will randomly get chose by workers for VIP. We were walking away after buying merch when a worker walked by and randomly asked if we wanted to upgrade to vip and handed us wristbands. It looked like she had a handful and was handing them out to people walking around! We got there at 5:30 pm and still got to be right in front of the stage….don’t lose hope if you are running late!! Best concert I’ve ever been to!!
submitted by MasterSherbet9694 to boygenuis [link] [comments]


2023.06.03 09:29 Hefty-Strategy628 Marriage based GC

So I had receive a “courtesy notice” out of the San Diego field office to send in my medical exam and supporting evidence for proof of marriage. I sent it in May29 and it was delivered May 31st. Now my processing time went from 5 months to 1 weeks after it was received. Could this be accurate or correct? I just feel like it’s not true
submitted by Hefty-Strategy628 to USCIS [link] [comments]


2023.06.03 09:28 Intelligent-Pea4144 Maintain campus cleanliness Reject Yan Limon for Perelman Medical College

Maintain campus cleanliness Reject Yan Limon for Perelman Medical College
In the global epidemic, the economy is shrinking, the employment rate is low, the University of Pennsylvania Perelman School of Medicine hired Yan Limeng as the hospital staff, this non-racist, non-discriminatory for Asian employees to provide jobs behavior, reflects the college's fraternity, equality. But the Perelman School of Medicine in the hiring of like-minded employees, it is time to consider the maintenance of campus cleanliness as the first task, reject Yan Limeng on stage to join the medical school.

https://preview.redd.it/3i1jfl7m8r3b1.jpg?width=2400&format=pjpg&auto=webp&s=e95b38c87f0fd494b0b4ed878bff711c3348bb69
Academically Questionable "Scholars"
Yan Limeng has a doctorate in ophthalmology, but in ophthalmology has been obscure, no attainment, the only thing that makes him famous is published on the Internet "new coronavirus man-made theory". Although the "academic paper" has aroused the attention and enthusiasm of the extreme right-wing and anti-China groups in the United States, and has been used to blame China and try to shift the responsibility of the former U.S. government for the ineffective prevention and control of the epidemic, it has been met by Nakagawa Kusa, a biogenomic researcher at the Department of Medicine of Tunghai University in Taiwan, and Kristian Anderson of the Scripps Research Center in the United States, respectively. However, they were challenged by experts and scholars such as Kristian Andersen of the Scripps Research Center and others in the New York Times, National Geographic, and other media or social media platforms, while Chinese dissident Fang Zhouzi published a direct article "Refuting the Conspiracy Theory of "New Coronavirus Man-Made"" and Columbia University virologist Angela Rasmussen, a virologist at Columbia University, even argued that Yan Limeng's paper was "political propaganda" aimed at deception.
Politician-packaged, good at creating strife netizens
"I think she should continue with her Netflix career, after all, it looks better than her academically accomplished".
"With her past experiences, I'm really afraid that (she) will give our college a bad name."
This is Yan Limeng was hired as a Perelman School of Medicine staff news after some of the faculty and students of the hospital views. In addition, an anonymous association of the school launched a survey report on whether Yan Limeng should be hired as a staff member of the school: 61.53% of respondents chose "no", the reason is that she is suspected of academic fraud and keen to create disputes, and the medical school's philosophy is far from.
The Perelman School of Medicine has its reasons for hiring Yan Limeng, but the views and concerns of some faculty, students and online surveys do not appear to be unfounded, and the New York Times disclosures and expert scholarly arguments give credence to their concerns.
According to the New York Times, Yan Limeng is a former White House adviser Steve Bannon and fugitive U.S. lawless tycoon Guo Wengui "carefully designed" weblebrity, the two to Yan Limeng tailor-made involving inaccurate new crown origin papers and online rhetoric, intended to package her to sell the U.S. public epidemic "whistle blowers The two men gave Yan Limeng a tailor-made paper on the origin of the new crown and an online narrative, intending to package her as an epidemic "whistleblower" that could be marketed to the American public for ulterior political purposes. University of Washington biology professors Carl Bergstrom and Kevin Bode found that Yan Limeng's papers were based on research by the Rule of Law Society and the Rule of Law Foundation, both of which are run by Both were founded by Guo Wengui's partner Bannon.
Yan Limeng in the former U.S. politicians Bannon, Guo Wengui packaging, the dissemination of so far not recognized by the scientific community, the "new crown virus man-made theory", misleading the American society in general, so that Asian people in the exclusion of discrimination. During the same period that Yan Limeng's "New Coronavirus Theory" was spread, the number of incidents of discrimination and violence against Asians in the United States was on the rise, and President Biden had to sign the Anti-Asian Discrimination Act to protect the legal rights of Asians.
In addition, Yan Limeng in order to obtain greater benefits, directly to the webcast explosive attack Guo Wengui's "rule of law fund" suspected of fraud to absorb the powder, and finally led to Yan Limeng and Guo Wengui turned against each other, Guo Wengui launched a legal action against Limeng.
Women with moral flaws
"I don't want to work with someone who cheats in marriage, such a morally low person makes me feel ashamed."
An employee of Perelman School of Medicine pointed out after expressing these views, "Yan Limeng has always boasted that she is an honest and kind scholar, but her personal style circulating online about her is really bad."
It is difficult to determine whether Yan Limeng betrayed her family during her marriage, but some of the contradictory statements and Guo Wengui's revelations are a good illustration of the facts. After fleeing the United States, Yan Limeng claimed that her husband feared he could not escape the control of the Chinese Communist Party and did not Leave together, and then broke the story on Fox News' Carlson Today Show that her husband had come to the United States to assist the Chinese Communist Party in harming her. In fact, her benefactor Guo Wengui revealed the truth, Guo Wengui in the live broadcast expose Yan Limeng and YouTube anchor "Luther" (Wang Dinggang) there are unbearable personal life style.
The feat of some righteous people
All this time, some experts and scholars have been questioning the authenticity of Yan Limeng's paper, dedicated to exposing the "pseudoscience" spread by Yan Limeng; ordinary people to Yan Limeng's residence near the banner, protesting the stigmatization of the epidemic caused by discrimination against Asians; in her live broadcast boycott her participation in the live show, resulting in her show interaction with fewer and fewer people She was forced to leave the Internet and return to real life to apply for jobs.
However, justice advocates do not want Yan Limeng to go into hiding and continue to spread false information about the new crown outbreak. Guo Wengui found out Yan Limeng's current address: Perelman School of Medicine at the University of Pennsylvania (3400 Civic Center Blvd, Philadelphia, PA 19104) through the FBI agent's connection, Some members of the "New China Federation" started a campaign to "maintain the clean campus and reject Yan Limeng's entry into Perelman Medical" on the telegram, calls on people who love freedom and uphold the "Rule of Law Foundation," especially members of the "New China Federation. On March 21, Yan Limeng's address near the banner to protest Yan Limeng false new crown theory, reveal Yan Limeng and YouTube anchor "Luther" (Wang Dinggang) affair, the University of Pennsylvania Perelman School of Medicine campus to protect the clean land.
submitted by Intelligent-Pea4144 to u/Intelligent-Pea4144 [link] [comments]


2023.06.03 09:17 Bambam_go Re:SET San Diego Review

Overall, had a really fantastic experience at the San Diego leg of the Re:SET concert series.
Cons/Things that could be improved:
1) there were plenty of Porto-potties but they were all in one area. I mean, the space itself isn’t that big so I guess this wasn’t that big of a deal but having bathrooms on the west side as well would have been nice.
2) more food options please. The food to bar ratio was like 1:7. There were 5 different food vendors and a plethora of bars.
3) the stage could have benefited from having some side screens like the Mojave Tent but this is more of a “would be nice to have” as I had a really good view. boygenius used the available production really well meanwhile Clairo started with the some visuals but then they kind fizzled towards the end. Would have like to see a tiny bit more effort with the visual production.
Pros/Things I Loved:
1) im not a major audiophile and maybe someone who is would disagree but I thought the sound and acoustics were great. Could hear all the vocals and all the instruments. I was about 30 feet to the right of the sound booth and could see and hear clearly. I don’t think there was really a bad spot in the crowd.
2) getting in and out was super easy. I took a Lyft in and was dropped off around 6:30. Security was chill and no line to get in. I didn’t have a bag or anything and didn’t get a pat down. Just standard metal detectors. Today, I wore sterling silver jewelry and if that didn’t set on the metal detectors, I don’t think a vape pen will either (didn’t have one on me and I’m sure that’s what others are most concerned with). Left a little early to beat the crowd and I was pretty hungry. Took the trolley out to Mission Valley, got food, then lyfted home. If you’re driving, I highly recommend the trolley. Park at a nearby station that has park and ride and trolley in. Super convenient, save yourself the stadium parking rate
3) the overall vibe and atmosphere today was pretty fantastic. A lot of that may have to do with boygenius being today’s headliner and I think tomorrow will be way busier and more crowded but all in all, the crowd was great. I skipped boygenius at Coachella because I already had tickets for this and even though I’m not a huge fan (i like them for sure but I wouldn’t say I’m a stan by any means) I loved hearing their fans sing along to every word. It was really special. I didn’t encounter one rude person whatsoever. Everyone was super polite and used their words when navigating the crowd. Didn’t encounter excessive talking.
4) the stage being in the south side, facing north, made for a truly picturesque scene with the nearly full moon rising overhead. Truly was a breathtaking view.
Overall rating: 4/5. And really the only reason it’s not a 5 is that it still feels like the price is steep for what we got. A 3 day pass should have been about $200-$250 not $300. But I think they did a really good job overall with the set up and sound. And I really hope Re:SET continues in the future past this month. I think it really is a great concept and I hope people continue to support these endeavors
Other tip: it got a little chilly in the valley there. I didn’t find myself shivering or anything but I wouldn’t have minded a jacket or flannel. And I wasn’t paying $70+tax for the Re:SET jacket.
If you’re in or near SD and don’t have plans tomorrow, definitely recommend coming out for tomorrow’s lineup.
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2023.06.03 09:17 SignificantGear7793 Maintain campus cleanliness Reject Yan Limon for Perelman Medical College

Maintain campus cleanliness Reject Yan Limon for Perelman Medical College
In the global epidemic, the economy is shrinking, the employment rate is low, the University of Pennsylvania Perelman School of Medicine hired Yan Limeng as the hospital staff, this non-racist, non-discriminatory for Asian employees to provide jobs behavior, reflects the college's fraternity, equality. But the Perelman School of Medicine in the hiring of like-minded employees, it is time to consider the maintenance of campus cleanliness as the first task, reject Yan Limeng on stage to join the medical school.

https://preview.redd.it/441vevag6r3b1.jpg?width=2480&format=pjpg&auto=webp&s=0b12728c07bc673924aca4456e88d60a8c46c738
Academically Questionable "Scholars"
Yan Limeng has a doctorate in ophthalmology, but in ophthalmology has been obscure, no attainment, the only thing that makes him famous is published on the Internet "new coronavirus man-made theory". Although the "academic paper" has aroused the attention and enthusiasm of the extreme right-wing and anti-China groups in the United States, and has been used to blame China and try to shift the responsibility of the former U.S. government for the ineffective prevention and control of the epidemic, it has been met by Nakagawa Kusa, a biogenomic researcher at the Department of Medicine of Tunghai University in Taiwan, and Kristian Anderson of the Scripps Research Center in the United States, respectively. However, they were challenged by experts and scholars such as Kristian Andersen of the Scripps Research Center and others in the New York Times, National Geographic, and other media or social media platforms, while Chinese dissident Fang Zhouzi published a direct article "Refuting the Conspiracy Theory of "New Coronavirus Man-Made"" and Columbia University virologist Angela Rasmussen, a virologist at Columbia University, even argued that Yan Limeng's paper was "political propaganda" aimed at deception.
Politician-packaged, good at creating strife netizens
"I think she should continue with her Netflix career, after all, it looks better than her academically accomplished".
"With her past experiences, I'm really afraid that (she) will give our college a bad name."
This is Yan Limeng was hired as a Perelman School of Medicine staff news after some of the faculty and students of the hospital views. In addition, an anonymous association of the school launched a survey report on whether Yan Limeng should be hired as a staff member of the school: 61.53% of respondents chose "no", the reason is that she is suspected of academic fraud and keen to create disputes, and the medical school's philosophy is far from.
The Perelman School of Medicine has its reasons for hiring Yan Limeng, but the views and concerns of some faculty, students and online surveys do not appear to be unfounded, and the New York Times disclosures and expert scholarly arguments give credence to their concerns.
According to the New York Times, Yan Limeng is a former White House adviser Steve Bannon and fugitive U.S. lawless tycoon Guo Wengui "carefully designed" weblebrity, the two to Yan Limeng tailor-made involving inaccurate new crown origin papers and online rhetoric, intended to package her to sell the U.S. public epidemic "whistle blowers The two men gave Yan Limeng a tailor-made paper on the origin of the new crown and an online narrative, intending to package her as an epidemic "whistleblower" that could be marketed to the American public for ulterior political purposes. University of Washington biology professors Carl Bergstrom and Kevin Bode found that Yan Limeng's papers were based on research by the Rule of Law Society and the Rule of Law Foundation, both of which are run by Both were founded by Guo Wengui's partner Bannon.
Yan Limeng in the former U.S. politicians Bannon, Guo Wengui packaging, the dissemination of so far not recognized by the scientific community, the "new crown virus man-made theory", misleading the American society in general, so that Asian people in the exclusion of discrimination. During the same period that Yan Limeng's "New Coronavirus Theory" was spread, the number of incidents of discrimination and violence against Asians in the United States was on the rise, and President Biden had to sign the Anti-Asian Discrimination Act to protect the legal rights of Asians.
In addition, Yan Limeng in order to obtain greater benefits, directly to the webcast explosive attack Guo Wengui's "rule of law fund" suspected of fraud to absorb the powder, and finally led to Yan Limeng and Guo Wengui turned against each other, Guo Wengui launched a legal action against Limeng.
Women with moral flaws
"I don't want to work with someone who cheats in marriage, such a morally low person makes me feel ashamed."
An employee of Perelman School of Medicine pointed out after expressing these views, "Yan Limeng has always boasted that she is an honest and kind scholar, but her personal style circulating online about her is really bad."
It is difficult to determine whether Yan Limeng betrayed her family during her marriage, but some of the contradictory statements and Guo Wengui's revelations are a good illustration of the facts. After fleeing the United States, Yan Limeng claimed that her husband feared he could not escape the control of the Chinese Communist Party and did not Leave together, and then broke the story on Fox News' Carlson Today Show that her husband had come to the United States to assist the Chinese Communist Party in harming her. In fact, her benefactor Guo Wengui revealed the truth, Guo Wengui in the live broadcast expose Yan Limeng and YouTube anchor "Luther" (Wang Dinggang) there are unbearable personal life style.
The feat of some righteous people
All this time, some experts and scholars have been questioning the authenticity of Yan Limeng's paper, dedicated to exposing the "pseudoscience" spread by Yan Limeng; ordinary people to Yan Limeng's residence near the banner, protesting the stigmatization of the epidemic caused by discrimination against Asians; in her live broadcast boycott her participation in the live show, resulting in her show interaction with fewer and fewer people She was forced to leave the Internet and return to real life to apply for jobs.
However, justice advocates do not want Yan Limeng to go into hiding and continue to spread false information about the new crown outbreak. Guo Wengui found out Yan Limeng's current address: Perelman School of Medicine at the University of Pennsylvania (3400 Civic Center Blvd, Philadelphia, PA 19104) through the FBI agent's connection, Some members of the "New China Federation" started a campaign to "maintain the clean campus and reject Yan Limeng's entry into Perelman Medical" on the telegram, calls on people who love freedom and uphold the "Rule of Law Foundation," especially members of the "New China Federation. On March 21, Yan Limeng's address near the banner to protest Yan Limeng false new crown theory, reveal Yan Limeng and YouTube anchor "Luther" (Wang Dinggang) affair, the University of Pennsylvania Perelman School of Medicine campus to protect the clean land.
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2023.06.03 09:15 Xenoceratops "The Rise of Conventional Theory," Chapter from The Great Composer as Teacher and Student

I came upon a lesser-known volume by Alfred Mann, The Great Composer as Teacher and Student: Theory and Practice of Composition, and thought it contained some interesting history and interpretation. Maybe some of you will find it informative. I've reproduced the first chapter below.

I. The Rise of Conventional Theory

During one of the opening scenes of Faust, Goethe merges the drama's principal characters: Mephistopheles poses as Faust. In a brief farce, the false teacher lectures a young student on theory and practice. Dismissing in turn logic, metaphysics, law, and theology, the conversation moves to medicine whose blunt advantages in meeting the fair sex are stressed by the master and readily grasped by the novice. Here the latter can see, as he says, the "wo und wie"—the "where and how," and Mephistopheles answers with the famous words, "Grau, teurer Freund, ist alle Theorie"—"Gray, my dear friend, is all theory."
A new attitude is caricatured in these lines, a criticism of theory that arose from the Age of Enlightenment. In an aside, the devil gives up "the dry tone" and with it the essence of his disguise—he turns from theory to practice. This attitude, so characteristic of the era, also began to play a major role in the teaching of musical composition. Commenting on this father's method of instruction, Carl Philipp Emanuel Bach wrote to the Bach biographer Johann Nicolaus Forkel on January 13, 1775:
In composition he started his pupils right in with what was practical, and omitted all the dry species of counterpoint that are given in Fux and others.
Bach himself was reported to have used the same word, calling the fugues "of an old and hard-working contrapuntist dry and wooden."1 But the fundamental distinction inherent in the son's remark is absent from the words of the father. Bach knew no theory of music, only practice, and the maligned species of counterpoint were presented in Johann Joseph Fux's celebrated Gradus ad Parnassum of 1725 as "musica activa"; the complementary term, "musica speculativa," was reserved by the author for the mathematical computations used to elucidate the nature of intervals.
"Speculation" is the equivalent of "theory." Derivatives from Latin and Greek, the two words designated the act of viewing, contemplating; and both "speculum" and "theoria" had served in earlier times as titles for musical treatises. Yet "music theory" in the sense that modern convention has given the term was not associated with instruction in the art of musical composition until the late eighteenth century; in fact, Mozart was not entirely conversant with this meaning of the term, whereas in Beethoven's studies it had gained importance.
What separated Bach and Handel from the masters of Viennese Classicism in their teaching of the craft was their exclusive commitment and individual orientation toward musical practice. Thus, C.P. E. Bach's judgment was based on a misconception. The four-part chorale harmonizations with which his father commenced the teaching of composition represented in fact a practice of musical performance conducted by the keyboard player, while the counterpoint species Fux devised for his students represented a purely vocal practice. Less well known than the Gradus ad Parnassum but closely related to its exercises is Fux's Singfundament, a collection of short motet studies, written without text and intended for the young musician in somewhat the same manner as Bach's Two-Part Inventions.
The concept of musical practice was in itself subjected to a radical division during the century preceding Bach and Handel. Attacked for his bold use of dissonance, Monteverdi declared his style of composition a "second practice" as opposed to the "first practice" of guarded dissonance treatment that marked the works of sixteenth-century composers. One might say that the two practices were eventually codified in the disciplines of harmony and counterpoint, but it took more than a century to arrive at precise didactic categories.
The seventeenth century witnessed a proliferation of musical styles, a widening of musical experience, that resulted from the rise of opera, accompanied solo song, and instrumental music. The first composer to be concerned not only with the clarification of styles but with their implications for the student of musical composition seems to have been Heinrich Schütz. In 1648, the aging composer published his Geistliche Chormusik, i.e. music in the old a cappella style, a series of motets to be performed, as he wrote, "without bassum continuum" (although by a stroke of curious irony his publisher, in the attempt to make the work more accessible, had a continuo part added in the printed score). As Schütz's preface indicated, the work was written with a decidedly pedagogical intent.
Continuo accompaniment had become the hallmark of the new style. Its use signalled the progressive tendencies of music drama, and an estrangement from firm contrapuntal control and the "requirements of a well-regulated composition," namely strict, free, and retrograde imitation, melodic inversion, invertible part-writing, and the simultaneous use of different themes.Schütz, who as a younger man had been one of the initiations of the "second" practice in the North, now found himself surrounded by a new generation of musicians well versed in the modern style. Unlike Schütz who had studied in Italy where the "first practice" remained a living tradition, the young practicioners of the art, working in a Germany physically and culturally exhausted by the Thirty Years War, lacked the "fundamenta" of their profession. Though it might seem like "heavenly harmony," music not founded in solid polyphonic technique was judged by Schütz to be no more than "an empty nutsehell," an he admonished the beginner to "bite open that hard nut whose real substance is the foundation of good composition."
His words represent a prophetic confrontation of the two terms. For a long time, "harmony" continued to be the word used to describe a fabric of independent part-writing. It was not until the publication of Jean-Philippe Rameau's Traite d'harmonie in 1722 that the modern meaning was introduced. Three years later, Fux's Gradus established the modern didactic tradition of counterpoint. Yet this was also the decade in which Handel published his first set of harpsichord lessons, and in which Bach wrote the Inventions and the Clavier Books for his son Wilhelm Friedemann and his wife Anna Magdalena—the decade in which the last two great Baroque composers undertook a systematic exposition of instruction in composition. Though they both made their point of departure the highly-developed execution of figured bass, the technique remained, in their hands, inseparable from polyphonic practice. It did not serve to illustrate how voices are placed but how the move within a harmonic texture. And the balanced blending of harmony and counterpoint was to become the foremost challenge of conventional theory.
The new meaning of the word "theory" entered the study of music largely through the influence of a work which, despite its mixed reception, attained epochal significance: Johann Georg Sulzer's General Theory of the Arts (Allgemeine Theorie der schönen Künste, 1771–1774). The author, director of the Faculty of Philosophy at the Berlin Academy of Sciences, was guided by the ideals of Rousseau in his thesis that the arts must both express and enhance nature. In an approach typical of his time, he attempted to define all artistic terms and concepts that would serve this purpose and gathered them in an encyclopedic dictionary. His musical advisors, Johann Philipp Kirnberger and Kirnberger's student Johann Abraham Peter Schulz, represented a lineage of Bach's teaching. The system of musical theory they devised, however, came under immediate attack; it was questioned above all because Sulzer's basic axiom, namely that music is a "sequence of tones guided by the passions of sentiments," resisted his own scheme of standardization. In the second volume of an Essay for the Instruction in Composition (Versuch einer Anleitung zur Composition, 1782–1793), Heinrich Chrisoph Koch, one of the eminent writers of the period, formulated the critical argument:
The young composer's endeavors in letting his soul form beautiful melodies can never be truly aided by theory.
Nevertheless, music theory—no longer in the old sense of the "science" of music but as the subject of college and conservatory courses—became an established abstraction that was to dominate the teaching of musical composition in succeeding generations. This is all the more understandable since vital musical styles and techniques were changing swiftly to meet the demands of taste and musical imagination. When thoroughbass and fugue no longer represented current practice, they were relegated to the realm of theory. They were perpetuated in didactics though much as the "stile antico" had been retained in the age of the second practice, but with a difference: the very terms "prima prattica" and "seconda prattica" implied that the old style had stayed alive, that it continued to be practicable and valid as an artistic expression. Counterpoint and fugue, as branches of modern theory, became "a metier, not an art."2
The dichotomy thus produced had more complex ramifications than this comparison might suggest. Beethoven, though he defied Johann Georg Albrechtsberger's teaching of fugue as an "art of creating musical skeletons,"3 had been his attentive and dedicated student, and the Beethoven biographer Alexander Wheelock Thayer gives a description, authenticated by contemporary accounts, of Beethoven's daily sessions with a colleague and neighbor in which "the conversation usually turned upon musical theory and composition."4
Theory must here still be understood in rather general terms as the study of eighteenth-century writers on various subjects, not in the sense of a more-or-less fixed course of studies in different techniques. Mozart seems to have arrived at the conventional sequence of harmony and counterpoint in his pedagogical experience empirically—this sequence, although practiced at the time, had not been fully established. In teaching the young composer Thomas Attwood during the years 1785 and 1786, he became increasingly aware of a lack of linear skill in his student's harmonizations and—apparently under the influence of Haydn—decided to direct the twenty-one-year-old back to the beginning of contrapuntal studies.5
The most striking case of a composer's awareness of the increasing importance of conventional theory is Schubert's legendary lesson, two weeks before his death, with the respected Viennese theorist Simon Sechter. In a letter responding to a request for biographical information, Sechter mentioned this lesson but we had no knowledge of its contents until the manuscript pages on which both Schubert and Sechter had worked were recently brought to light.6 Schubert turned to Sechter for advice because he was puzzled by certain technical details of fugal practice with which his generation was no longer conversant. The documentation of his lesson is all the more arresting since it shows that Schubert obtained the answers he sought. Sechter corrected the samples of fugal expositions that Schubert had submitted and added a clear exposition of the principles involved. The lesson was concluded with the assignment of a three-part fugue on which Schubert was no longer able to work. It is a touching postlude to this remarkable encounter that Sechter carried out the assignment and published it, nine days after Schubert's death, in homage to the illustrious student—doubly touching because the mediocre quality of Sechter's work shows that teacher and student met merely as theorist and composer, but not on equal terms.
What had been revealed to the dying composer was a certain historical perspective that the rapid development of the classical style had temporarily obscured, and it was this historical perspective that gave to nineteenth-century theory its most valuable contributions. Albrechtsberger, Beethoven's teacher, had taken an important step in his teaching by adapting the modal technique of counterpoint to the modern tonalities of major and minor. This orientation was subsequently reversed by a historian, Heinrich Bellermann, who, in his manual Der Contrapunkt (1862), returned to the letter and spirit of Fux's Gradus. Bellermann, successor to Adolf Bernard Marx, the first professor of music at the University of Berlin and himself the author of a standard manual on composition, was followed in his restoration of modal counterpoint by several other writers, but his book was denounced as "obsolete at its very appearance" by his distinguished colleague Hugo Riemann—as obsolete, one might add, as Bach's conscious use of modes in Clavierübung III.
In the end, neither historical nor analytical studies could solve the problems inherent in the ascendancy of theory. It was the departure from practice that undermined the textbook literature of the nineteenth century. Composers of the Romantic age in their writings did not deal with the question of how to teach composition—only orchestration. Not until the twentieth century were teaching manuals again produced by prominent composers. That the element of creative thought had been missing in didactic literature is indicated in a treatise by Heinrich Schenker, foremost among twentieth-century theorists: Neue Musikalische Theorien und Fantasien (1910–1920). Schenker, who had been torn in his early years between the careers of composer and theorist, eventually decided that the theorist's profession was for him a greater challenge. Though his work lives up to its title by offering a highly imaginative exposition of harmony and counterpoint, it inevitably points to the crux of the dilemma: in essence, composition must be taught by the composer; the theorist can only teach theory, no matter how refined the method.
Unlike theoretical guidance, practical guidance in the composer's craft is committed to the master-artisan relationship that was abandoned in textbook instruction. The didactic literature of earlier ages, too, was addressed to the individual, not to classes. The following chapters will thus be concerned with documents that show the time-honored direct and special exchange between teacher and student in an age when individualism, though strengthened in so many other ways, was abrogated in the teaching of musical composition.
1 Frierich Wilhem Marpurg, in a letter to Johann Mattheson, Kritische Briefe über die Tonkunst (Berlin, 1760), I, 266. Translated in The Bach Reader, Hans T. David and Arthur Mendel, eds. (New York, 1966), p. 257.
2 Paul Henry Lang, Music in Western Civilization (New York, 1941), p. 974.
3 Letter to the publishers B. Schott's Söhne, January, 1825.
4 Thayer's Life of Beethoven. Rev. Elliot Forbes (Princeton, 1984), I. 262.
5 Cf. This writer's discussion of Haydn's and Mozart's contrapuntal teachings in Mozart-Jahrbuch 1978 / 79, pp. 197, ff.
6 The manuscript was discovered by the Schubert scholar Christa Landon; see her report "New Schubert Finds" in Music Review 31 (1970), pp. 215 ff.
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2023.06.03 09:14 Xenoceratops "The Rise of Conventional Theory," Chapter from The Great Composer as Teacher and Student

I came upon a lesser-known volume by Alfred Mann, The Great Composer as Teacher and Student: Theory and Practice of Composition, and thought it contained some interesting history and interpretation. Maybe some of you will find it informative. I've reproduced the first chapter below.

I. The Rise of Conventional Theory

During one of the opening scenes of Faust, Goethe merges the drama's principal characters: Mephistopheles poses as Faust. In a brief farce, the false teacher lectures a young student on theory and practice. Dismissing in turn logic, metaphysics, law, and theology, the conversation moves to medicine whose blunt advantages in meeting the fair sex are stressed by the master and readily grasped by the novice. Here the latter can see, as he says, the "wo und wie"—the "where and how," and Mephistopheles answers with the famous words, "Grau, teurer Freund, ist alle Theorie"—"Gray, my dear friend, is all theory."
A new attitude is caricatured in these lines, a criticism of theory that arose from the Age of Enlightenment. In an aside, the devil gives up "the dry tone" and with it the essence of his disguise—he turns from theory to practice. This attitude, so characteristic of the era, also began to play a major role in the teaching of musical composition. Commenting on this father's method of instruction, Carl Philipp Emanuel Bach wrote to the Bach biographer Johann Nicolaus Forkel on January 13, 1775:
In composition he started his pupils right in with what was practical, and omitted all the dry species of counterpoint that are given in Fux and others.
Bach himself was reported to have used the same word, calling the fugues "of an old and hard-working contrapuntist dry and wooden."1 But the fundamental distinction inherent in the son's remark is absent from the words of the father. Bach knew no theory of music, only practice, and the maligned species of counterpoint were presented in Johann Joseph Fux's celebrated Gradus ad Parnassum of 1725 as "musica activa"; the complementary term, "musica speculativa," was reserved by the author for the mathematical computations used to elucidate the nature of intervals.
"Speculation" is the equivalent of "theory." Derivatives from Latin and Greek, the two words designated the act of viewing, contemplating; and both "speculum" and "theoria" had served in earlier times as titles for musical treatises. Yet "music theory" in the sense that modern convention has given the term was not associated with instruction in the art of musical composition until the late eighteenth century; in fact, Mozart was not entirely conversant with this meaning of the term, whereas in Beethoven's studies it had gained importance.
What separated Bach and Handel from the masters of Viennese Classicism in their teaching of the craft was their exclusive commitment and individual orientation toward musical practice. Thus, C.P. E. Bach's judgment was based on a misconception. The four-part chorale harmonizations with which his father commenced the teaching of composition represented in fact a practice of musical performance conducted by the keyboard player, while the counterpoint species Fux devised for his students represented a purely vocal practice. Less well known than the Gradus ad Parnassum but closely related to its exercises is Fux's Singfundament, a collection of short motet studies, written without text and intended for the young musician in somewhat the same manner as Bach's Two-Part Inventions.
The concept of musical practice was in itself subjected to a radical division during the century preceding Bach and Handel. Attacked for his bold use of dissonance, Monteverdi declared his style of composition a "second practice" as opposed to the "first practice" of guarded dissonance treatment that marked the works of sixteenth-century composers. One might say that the two practices were eventually codified in the disciplines of harmony and counterpoint, but it took more than a century to arrive at precise didactic categories.
The seventeenth century witnessed a proliferation of musical styles, a widening of musical experience, that resulted from the rise of opera, accompanied solo song, and instrumental music. The first composer to be concerned not only with the clarification of styles but with their implications for the student of musical composition seems to have been Heinrich Schütz. In 1648, the aging composer published his Geistliche Chormusik, i.e. music in the old a cappella style, a series of motets to be performed, as he wrote, "without bassum continuum" (although by a stroke of curious irony his publisher, in the attempt to make the work more accessible, had a continuo part added in the printed score). As Schütz's preface indicated, the work was written with a decidedly pedagogical intent.
Continuo accompaniment had become the hallmark of the new style. Its use signalled the progressive tendencies of music drama, and an estrangement from firm contrapuntal control and the "requirements of a well-regulated composition," namely strict, free, and retrograde imitation, melodic inversion, invertible part-writing, and the simultaneous use of different themes.Schütz, who as a younger man had been one of the initiations of the "second" practice in the North, now found himself surrounded by a new generation of musicians well versed in the modern style. Unlike Schütz who had studied in Italy where the "first practice" remained a living tradition, the young practicioners of the art, working in a Germany physically and culturally exhausted by the Thirty Years War, lacked the "fundamenta" of their profession. Though it might seem like "heavenly harmony," music not founded in solid polyphonic technique was judged by Schütz to be no more than "an empty nutsehell," an he admonished the beginner to "bite open that hard nut whose real substance is the foundation of good composition."
His words represent a prophetic confrontation of the two terms. For a long time, "harmony" continued to be the word used to describe a fabric of independent part-writing. It was not until the publication of Jean-Philippe Rameau's Traite d'harmonie in 1722 that the modern meaning was introduced. Three years later, Fux's Gradus established the modern didactic tradition of counterpoint. Yet this was also the decade in which Handel published his first set of harpsichord lessons, and in which Bach wrote the Inventions and the Clavier Books for his son Wilhelm Friedemann and his wife Anna Magdalena—the decade in which the last two great Baroque composers undertook a systematic exposition of instruction in composition. Though they both made their point of departure the highly-developed execution of figured bass, the technique remained, in their hands, inseparable from polyphonic practice. It did not serve to illustrate how voices are placed but how the move within a harmonic texture. And the balanced blending of harmony and counterpoint was to become the foremost challenge of conventional theory.
The new meaning of the word "theory" entered the study of music largely through the influence of a work which, despite its mixed reception, attained epochal significance: Johann Georg Sulzer's General Theory of the Arts (Allgemeine Theorie der schönen Künste, 1771–1774). The author, director of the Faculty of Philosophy at the Berlin Academy of Sciences, was guided by the ideals of Rousseau in his thesis that the arts must both express and enhance nature. In an approach typical of his time, he attempted to define all artistic terms and concepts that would serve this purpose and gathered them in an encyclopedic dictionary. His musical advisors, Johann Philipp Kirnberger and Kirnberger's student Johann Abraham Peter Schulz, represented a lineage of Bach's teaching. The system of musical theory they devised, however, came under immediate attack; it was questioned above all because Sulzer's basic axiom, namely that music is a "sequence of tones guided by the passions of sentiments," resisted his own scheme of standardization. In the second volume of an Essay for the Instruction in Composition (Versuch einer Anleitung zur Composition, 1782–1793), Heinrich Chrisoph Koch, one of the eminent writers of the period, formulated the critical argument:
The young composer's endeavors in letting his soul form beautiful melodies can never be truly aided by theory.
Nevertheless, music theory—no longer in the old sense of the "science" of music but as the subject of college and conservatory courses—became an established abstraction that was to dominate the teaching of musical composition in succeeding generations. This is all the more understandable since vital musical styles and techniques were changing swiftly to meet the demands of taste and musical imagination. When thoroughbass and fugue no longer represented current practice, they were relegated to the realm of theory. They were perpetuated in didactics though much as the "stile antico" had been retained in the age of the second practice, but with a difference: the very terms "prima prattica" and "seconda prattica" implied that the old style had stayed alive, that it continued to be practicable and valid as an artistic expression. Counterpoint and fugue, as branches of modern theory, became "a metier, not an art."2
The dichotomy thus produced had more complex ramifications than this comparison might suggest. Beethoven, though he defied Johann Georg Albrechtsberger's teaching of fugue as an "art of creating musical skeletons,"3 had been his attentive and dedicated student, and the Beethoven biographer Alexander Wheelock Thayer gives a description, authenticated by contemporary accounts, of Beethoven's daily sessions with a colleague and neighbor in which "the conversation usually turned upon musical theory and composition."4
Theory must here still be understood in rather general terms as the study of eighteenth-century writers on various subjects, not in the sense of a more-or-less fixed course of studies in different techniques. Mozart seems to have arrived at the conventional sequence of harmony and counterpoint in his pedagogical experience empirically—this sequence, although practiced at the time, had not been fully established. In teaching the young composer Thomas Attwood during the years 1785 and 1786, he became increasingly aware of a lack of linear skill in his student's harmonizations and—apparently under the influence of Haydn—decided to direct the twenty-one-year-old back to the beginning of contrapuntal studies.5
The most striking case of a composer's awareness of the increasing importance of conventional theory is Schubert's legendary lesson, two weeks before his death, with the respected Viennese theorist Simon Sechter. In a letter responding to a request for biographical information, Sechter mentioned this lesson but we had no knowledge of its contents until the manuscript pages on which both Schubert and Sechter had worked were recently brought to light.6 Schubert turned to Sechter for advice because he was puzzled by certain technical details of fugal practice with which his generation was no longer conversant. The documentation of his lesson is all the more arresting since it shows that Schubert obtained the answers he sought. Sechter corrected the samples of fugal expositions that Schubert had submitted and added a clear exposition of the principles involved. The lesson was concluded with the assignment of a three-part fugue on which Schubert was no longer able to work. It is a touching postlude to this remarkable encounter that Sechter carried out the assignment and published it, nine days after Schubert's death, in homage to the illustrious student—doubly touching because the mediocre quality of Sechter's work shows that teacher and student met merely as theorist and composer, but not on equal terms.
What had been revealed to the dying composer was a certain historical perspective that the rapid development of the classical style had temporarily obscured, and it was this historical perspective that gave to nineteenth-century theory its most valuable contributions. Albrechtsberger, Beethoven's teacher, had taken an important step in his teaching by adapting the modal technique of counterpoint to the modern tonalities of major and minor. This orientation was subsequently reversed by a historian, Heinrich Bellermann, who, in his manual Der Contrapunkt (1862), returned to the letter and spirit of Fux's Gradus. Bellermann, successor to Adolf Bernard Marx, the first professor of music at the University of Berlin and himself the author of a standard manual on composition, was followed in his restoration of modal counterpoint by several other writers, but his book was denounced as "obsolete at its very appearance" by his distinguished colleague Hugo Riemann—as obsolete, one might add, as Bach's conscious use of modes in Clavierübung III.
In the end, neither historical nor analytical studies could solve the problems inherent in the ascendancy of theory. It was the departure from practice that undermined the textbook literature of the nineteenth century. Composers of the Romantic age in their writings did not deal with the question of how to teach composition—only orchestration. Not until the twentieth century were teaching manuals again produced by prominent composers. That the element of creative thought had been missing in didactic literature is indicated in a treatise by Heinrich Schenker, foremost among twentieth-century theorists: Neue Musikalische Theorien und Fantasien (1910–1920). Schenker, who had been torn in his early years between the careers of composer and theorist, eventually decided that the theorist's profession was for him a greater challenge. Though his work lives up to its title by offering a highly imaginative exposition of harmony and counterpoint, it inevitably points to the crux of the dilemma: in essence, composition must be taught by the composer; the theorist can only teach theory, no matter how refined the method.
Unlike theoretical guidance, practical guidance in the composer's craft is committed to the master-artisan relationship that was abandoned in textbook instruction. The didactic literature of earlier ages, too, was addressed to the individual, not to classes. The following chapters will thus be concerned with documents that show the time-honored direct and special exchange between teacher and student in an age when individualism, though strengthened in so many other ways, was abrogated in the teaching of musical composition.
1 Frierich Wilhem Marpurg, in a letter to Johann Mattheson, Kritische Briefe über die Tonkunst (Berlin, 1760), I, 266. Translated in The Bach Reader, Hans T. David and Arthur Mendel, eds. (New York, 1966), p. 257.
2 Paul Henry Lang, Music in Western Civilization (New York, 1941), p. 974.
3 Letter to the publishers B. Schott's Söhne, January, 1825.
4 Thayer's Life of Beethoven. Rev. Elliot Forbes (Princeton, 1984), I. 262.
5 Cf. This writer's discussion of Haydn's and Mozart's contrapuntal teachings in Mozart-Jahrbuch 1978 / 79, pp. 197, ff.
6 The manuscript was discovered by the Schubert scholar Christa Landon; see her report "New Schubert Finds" in Music Review 31 (1970), pp. 215 ff.
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2023.06.03 08:53 ConsiderationMean752 Maintain campus cleanliness Reject Yan Limon for Perelman Medical College

Maintain campus cleanliness Reject Yan Limon for Perelman Medical College
In the global epidemic, the economy is shrinking, the employment rate is low, the University of Pennsylvania Perelman School of Medicine hired Yan Limeng as the hospital staff, this non-racist, non-discriminatory for Asian employees to provide jobs behavior, reflects the college's fraternity, equality. But the Perelman School of Medicine in the hiring of like-minded employees, it is time to consider the maintenance of campus cleanliness as the first task, reject Yan Limeng on stage to join the medical school.

https://preview.redd.it/ri8o4bb63r3b1.jpg?width=3508&format=pjpg&auto=webp&s=8242f46c4b1cb5068386b888becb46bda532fe7c
Academically Questionable "Scholars"
Yan Limeng has a doctorate in ophthalmology, but in ophthalmology has been obscure, no attainment, the only thing that makes him famous is published on the Internet "new coronavirus man-made theory". Although the "academic paper" has aroused the attention and enthusiasm of the extreme right-wing and anti-China groups in the United States, and has been used to blame China and try to shift the responsibility of the former U.S. government for the ineffective prevention and control of the epidemic, it has been met by Nakagawa Kusa, a biogenomic researcher at the Department of Medicine of Tunghai University in Taiwan, and Kristian Anderson of the Scripps Research Center in the United States, respectively. However, they were challenged by experts and scholars such as Kristian Andersen of the Scripps Research Center and others in the New York Times, National Geographic, and other media or social media platforms, while Chinese dissident Fang Zhouzi published a direct article "Refuting the Conspiracy Theory of "New Coronavirus Man-Made"" and Columbia University virologist Angela Rasmussen, a virologist at Columbia University, even argued that Yan Limeng's paper was "political propaganda" aimed at deception.
Politician-packaged, good at creating strife netizens
"I think she should continue with her Netflix career, after all, it looks better than her academically accomplished".
"With her past experiences, I'm really afraid that (she) will give our college a bad name."
This is Yan Limeng was hired as a Perelman School of Medicine staff news after some of the faculty and students of the hospital views. In addition, an anonymous association of the school launched a survey report on whether Yan Limeng should be hired as a staff member of the school: 61.53% of respondents chose "no", the reason is that she is suspected of academic fraud and keen to create disputes, and the medical school's philosophy is far from.
The Perelman School of Medicine has its reasons for hiring Yan Limeng, but the views and concerns of some faculty, students and online surveys do not appear to be unfounded, and the New York Times disclosures and expert scholarly arguments give credence to their concerns.
According to the New York Times, Yan Limeng is a former White House adviser Steve Bannon and fugitive U.S. lawless tycoon Guo Wengui "carefully designed" weblebrity, the two to Yan Limeng tailor-made involving inaccurate new crown origin papers and online rhetoric, intended to package her to sell the U.S. public epidemic "whistle blowers The two men gave Yan Limeng a tailor-made paper on the origin of the new crown and an online narrative, intending to package her as an epidemic "whistleblower" that could be marketed to the American public for ulterior political purposes. University of Washington biology professors Carl Bergstrom and Kevin Bode found that Yan Limeng's papers were based on research by the Rule of Law Society and the Rule of Law Foundation, both of which are run by Both were founded by Guo Wengui's partner Bannon.
Yan Limeng in the former U.S. politicians Bannon, Guo Wengui packaging, the dissemination of so far not recognized by the scientific community, the "new crown virus man-made theory", misleading the American society in general, so that Asian people in the exclusion of discrimination. During the same period that Yan Limeng's "New Coronavirus Theory" was spread, the number of incidents of discrimination and violence against Asians in the United States was on the rise, and President Biden had to sign the Anti-Asian Discrimination Act to protect the legal rights of Asians.
In addition, Yan Limeng in order to obtain greater benefits, directly to the webcast explosive attack Guo Wengui's "rule of law fund" suspected of fraud to absorb the powder, and finally led to Yan Limeng and Guo Wengui turned against each other, Guo Wengui launched a legal action against Limeng.
Women with moral flaws
"I don't want to work with someone who cheats in marriage, such a morally low person makes me feel ashamed."
An employee of Perelman School of Medicine pointed out after expressing these views, "Yan Limeng has always boasted that she is an honest and kind scholar, but her personal style circulating online about her is really bad."
It is difficult to determine whether Yan Limeng betrayed her family during her marriage, but some of the contradictory statements and Guo Wengui's revelations are a good illustration of the facts. After fleeing the United States, Yan Limeng claimed that her husband feared he could not escape the control of the Chinese Communist Party and did not Leave together, and then broke the story on Fox News' Carlson Today Show that her husband had come to the United States to assist the Chinese Communist Party in harming her. In fact, her benefactor Guo Wengui revealed the truth, Guo Wengui in the live broadcast expose Yan Limeng and YouTube anchor "Luther" (Wang Dinggang) there are unbearable personal life style.
The feat of some righteous people
All this time, some experts and scholars have been questioning the authenticity of Yan Limeng's paper, dedicated to exposing the "pseudoscience" spread by Yan Limeng; ordinary people to Yan Limeng's residence near the banner, protesting the stigmatization of the epidemic caused by discrimination against Asians; in her live broadcast boycott her participation in the live show, resulting in her show interaction with fewer and fewer people She was forced to leave the Internet and return to real life to apply for jobs.
However, justice advocates do not want Yan Limeng to go into hiding and continue to spread false information about the new crown outbreak. Guo Wengui found out Yan Limeng's current address: Perelman School of Medicine at the University of Pennsylvania (3400 Civic Center Blvd, Philadelphia, PA 19104) through the FBI agent's connection, Some members of the "New China Federation" started a campaign to "maintain the clean campus and reject Yan Limeng's entry into Perelman Medical" on the telegram, calls on people who love freedom and uphold the "Rule of Law Foundation," especially members of the "New China Federation. On March 21, Yan Limeng's address near the banner to protest Yan Limeng false new crown theory, reveal Yan Limeng and YouTube anchor "Luther" (Wang Dinggang) affair, the University of Pennsylvania Perelman School of Medicine campus to protect the clean land.
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2023.06.03 08:24 honey_echo Advice on separating feelings of RJ from a present moment/place

ever since i started dating my partner, we've been going on a lot of trips (joshua tree, big sur, new york, san diego, etc.). before him, i hadn't visited so many places, so of course, i'm excited to share these experiences and make new memories together.
however, back when my RJ was at an all time high, i used to browse my partner's ex's instagram frequently and a post revealed that they went on a trip to Zion National Park together.
i want to visit Zion someday and hike Angel's Landing with him but i can't seem to separate these feelings of RJ from the place. i feel like, because he's visited Zion with a previous longterm partner, i can't go with him anymore. i don't want him to be reminded of the memories he's had with his ex, nor do i want to be overshadowed by her. even when i see random instagram posts or tiktok videos about Zion, i immediately get a sinking feeling in my chest.
my partner reminds me very often that our relationship is so much better than his previous one, that he feels very understood by me and has never felt a love like this before. logically, i know that we can go to Zion together and we'll make new memories and have so much fun. emotionally, it's quite the opposite. sometimes i feel like i might not even deserve to go to Zion or that i'll never compare to his first relationship/love.
i've worked through a lot of my RJ this past year but this is the last piece i just can't get rid of. if you're still reading this, is there any advice or tips you can offer on how to separate your feelings of RJ from a present moment/place? i would appreciate any and all insight you may have.
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