As of 2012, approximately 10% of the population in Colombia has been displaced by violence. The main motivation of this paper is to estimate the effect of interregional migration on employment outcomes in the country between 1993 and 2005. Using violence as an instrument for migration, I analyzed the differential effects of migration on specific employment outcomes across gender and skill levels. I find that a one percentage point increase in net migration only increases the unemployment rates of female migrants by 0.656 percentage point. I also find that net migration rates do not affect the employment conditions of low-skilled natives, even in industries with high composition of migrant workers.

The study determines what factors and human input are placed into large instrumental music programs within New South Wales (Australia) public secondary schools and investigates the perceptions of instrumental directors as to what variables contribute to overall large instrumental music program success. Two survey instruments were developed with 73 directors of 142 schools secondary schools partaking in the study. The first survey instrument was designed to investigate directors’ perceptions of what variables are important to an overall successful large instrumental music program. (Success Survey Part A). The second survey sought to determine what factors and input make up the current programs (Factors and Input Survey Part B). The findings have implications for all large instrumental music program directors, students, those associated with both of these groups, such as administrators and volunteers, and also has implications for DET. The implications include a need for the NSW Department of Education and Training to acknowledge in an academic sense the input that students give to the instrumental programs, the time that teachers spend and accreditation for directors of the large instrumental programs. / Doctor of Philosophy (PhD)

As a social practice, being part of the school band stylizes our lives—individually and collectively. The pedagogical band world, a world made up primarily of school and university wind bands, is in many ways similar to the world of community/civic bands of the late nineteenth and early twentieth centuries. Based on an examination of professional discourses, however, I argue that processes of institutionalization have altered the nature of music making via band participation. The pedagogical band world, like other bounded worlds, operates according to what Michel Foucault calls “regimes of truth”—the regulative norms that delimit what can be said and done. The specific ways in which the subject is fashioned, in other words, are a function of the truths we endorse about ourselves and, in the present case, about music making. Studying the discourses in the disciplinary practice of large ensemble (band) music making is of paramount importance for music educators to better understand the effects of disciplinary practices. Employing a conceptual framework based on the work of Michel Foucault, the following question guided this inquiry: “What ‘regimes of truth’ are fashioned in school music (bands) discourse, how did they come to be, and what are their potential effects on the subject?” Methods from the field of corpus linguistics were used to concordance the journal of the Canadian Band Association, 1978-2008. Concordance lists were used to introspectively examine each occurrence (approximately 25,000 in total) of a downsampled set of words related to subject formation in order to generate statements making truth claims. While there is no mistaking that a primary goal in music education discourse is to foster a “love of music,” this investigation suggests the kind of musicality fashioned in today’s pedagogical discourse has become a relationship to music (based on the study of music; music as something to know) rather than the kind of relationship fashioned in band participation in the late nineteenth and early twentieth centuries, which I describe as a relationship with music (music as something to do).

As a social practice, being part of the school band stylizes our lives—individually and collectively. The pedagogical band world, a world made up primarily of school and university wind bands, is in many ways similar to the world of community/civic bands of the late nineteenth and early twentieth centuries. Based on an examination of professional discourses, however, I argue that processes of institutionalization have altered the nature of music making via band participation. The pedagogical band world, like other bounded worlds, operates according to what Michel Foucault calls “regimes of truth”—the regulative norms that delimit what can be said and done. The specific ways in which the subject is fashioned, in other words, are a function of the truths we endorse about ourselves and, in the present case, about music making. Studying the discourses in the disciplinary practice of large ensemble (band) music making is of paramount importance for music educators to better understand the effects of disciplinary practices. Employing a conceptual framework based on the work of Michel Foucault, the following question guided this inquiry: “What ‘regimes of truth’ are fashioned in school music (bands) discourse, how did they come to be, and what are their potential effects on the subject?” Methods from the field of corpus linguistics were used to concordance the journal of the Canadian Band Association, 1978-2008. Concordance lists were used to introspectively examine each occurrence (approximately 25,000 in total) of a downsampled set of words related to subject formation in order to generate statements making truth claims. While there is no mistaking that a primary goal in music education discourse is to foster a “love of music,” this investigation suggests the kind of musicality fashioned in today’s pedagogical discourse has become a relationship to music (based on the study of music; music as something to know) rather than the kind of relationship fashioned in band participation in the late nineteenth and early twentieth centuries, which I describe as a relationship with music (music as something to do).

<p>Pedagogiskt specialarbete 7,5 hp.</p>

Not available

<p>Software systems form an essential part of Western society,serving as tools to uphold institutions, processes andservices. It is understandable, therefore, that the mostfundamental aspects of programs are their function and utility.But they are not, however, the only things programmers areconcerned with when writing them.</p><p>On the contrary, programmers also discuss about many otheraspects of software, including the beauty of code. Theydistinguish between different programming styles and expresstheir personal preferences, often by way of admiring andvilifying other people's code. Programmers' identification withaesthetic preferences may give rise to vanity, to disagreementsso entrenched that they deserve the name of 'holy wars' and toother similar phenomena.</p><p>This thesis describes and analyses these phenomena, whichultimately originate in the human faculty to create andappreciate nuances, to become attached to them and to engage indisputes because of them - even infields as standardised ascomputer programming. Its aim is to expose the aesthetics ofcode, and in doing so, to discuss the symbolic aspects ofinstrumental action at large.</p><p><b>Keywords:</b>aesthetics, code, instrumental action,internet discussion fora, programming, symbolic action</p>

Thesis (D.M.A.)--Conservatory of Music and Dance. University of Missouri--Kansas City, 2009. / For two trumpets and chamber ensemble with electronic sounds. "A dissertation in music composition." Advisor: Paul Rudy. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Dec. 04, 2009. Includes performances notes. Online version of the print edition.

Thèse de doctorat : Sciences de l'éducation : Lyon 2 : 2001. / Titre provenant de l'écran-titre. Bibliogr.

The purpose of this ideology critical study is to investigate the hidden content in the reform Gy11 and compare it with the concept new public management. After the clarification of the hidden content, we compare the structure of the organization in Swedish high schools with the structure in public sector called new public management. The main questions of this study are the following: Is it possible to see the foundation of new public management in the Swedish high schools when it comes to the views of knowledge and the formation of goals? Which similarities can we find when we look at the organization new public management and the Swedish high school? The result showed many similarities, both regarding the views of knowledge and the formations of goals. The structure of new public management has been largely implemented in the Swedish high schools and the schools now focus more on instrumental knowledge rather than universal knowledge based on understanding. This is not surprising due to the social progress. In a society where instrumental knowledge is requested with the purpose of being sold on the market, schools are transforming the knowledge that is being taught as well. We have arrived in a society where individuals grow instead of the collective.