Abstract This research aims to study the current situation of the community pharmacists¡¦ services, such as the collaboration mode with hospitals and medical institutes corresponding to the ¡§Separation of Prescribing and Dispensing¡¨ (Separation of P&D) in Taiwan and prescription dispensing policies, the service orientation, and the operation results in Kaohsiung City, where the Separation of P&D was implemented as early as March 1997. Furthermore, this research also aims to understand the cognition of the community pharmacists upon Pharmaceutical Services and their service orientation. It was discovered from 67 effective samples that the amount of prescriptions dispensed to those registered National Health Insurance (NHI) pharmacies were still few, hence the current situation of Separation of P&D is not that satisfying. In addition, the amount of prescriptions dispensed to community pharmacies joining the NHI were significantly more than those who did not join. Moreover, as far as for those registered NHI pharmacies collaborating with hospitals and medical institutes are concerned, the opportunity for them to receive prescriptions is far from those registered NHI pharmacies that did not collaborate with hospitals and medical institutes. The amount of prescriptions dispensed has a significant and positive correlation to the increasing of pharmacy business. In light of this, it can be said that the collaboration mode between registered NHI pharmacies and hospitals and medical institutes helps with the implementation of the Separation of P&D. The cognition of pharmacist¡¦s practicing can be divided into five categories according to factor analysis, and they are; ¡§Health Maintaining¡¨, ¡§Health Enhancing¡¨, ¡§Pharmaceutical Professional Service¡¨, ¡§Pharmaceuticals Management ¡¨, and ¡§Specialists Consultation¡¨. This research discovered that when the practicing credential is a pharmacist instead of pharmaceutical student, the service cognition on health maintaining, health enhancing, pharmaceutical professional service, and specialist¡¦s consultation were significantly different. The cognition of a pharmacist upon health enhancing and pharmaceuticals control showed significant and positive correlation to his/her business volume. Although the Separation of P&D has been implemented for over six years, and most of the regions in this country have conformed to the P&D separation regulations and the business has been carried out, the outcomes have not met the expectation, and the medicine circle alone cannot solve such problem. It needs a comprehensive consideration and review to effectively implement the existing policies.

I detta självständiga arbete beskrivs och utforskas lärandet av ett solo av jazzbasisten Niels-Henning Ørsted Pedersen. Solot är på låten Stella by Starlight från Art of the Duo-skivan med Philip Catherine från 1993. Syftet med arbetet är att undersöka hur den egna lärprocessen designas vid instudering av detta solo. Studien baseras på observationer av mig själv i form av loggbok och videoinspelningar som gjordes under totalt 20 övningstillfällen under hösten 2014. Arbetet utgår ifrån ett multimodalt designteoretiskt perspektiv. I resultatet visas hur jag använder mig av olika semiotiska resurser i lärandet av solot: olika kroppsliga resurser i form av röst och rörelser, betänketid och nedbrytning, basens strängar, kombinationer av olika resurser, men även tekniska resurser i form av olika musik-appar. Slutligen diskuteras, i relation till det designteoretiska perspektivet och tidigare forskning, de förutsättningar som skapades för lärandet av solot samt de övningsstrategier som användes. / In this independent project my learning process of a solo by the jazz bass player Niels-Henning Ørsted Pedersen is described and explored. The solo is from the song Stella by Starlight from the Art of the Duo album with Philip Catherine from 1993. The purpose is to explore how my own learning process is designed when studying this solo. It is based on observations of myself in the form of a logbook and video recordings of 20 practicing sessions in the fall of 2014. The starting point is a multimodal and design theoretical perspective. The result show how I use different resources when learning this solo: Different bodily resources in terms of voice and movements, consideration and decomposition, the other strings of the bass, combinations of different resources, but also technical resources in terms of music apps. Finally I discuss, in relation to the design theoretical perspective and earlier research, the conditions for learning the solo, and the strategies of exercises.

In this essay, I will treat the view of learning and musicianship among educated and uneducated musicians in improvised music. The survey is based on six different interviews with musicians in improvised music. In my inquiry, I have found that there are some differences between the two groups in their view of the subject.

Rengiant būsimuosius mokytojus labai svarbų vaidmenį atlieka studentų pedagoginė praktika. Pedagoginės praktikos metu siekiama studentus supažindinti su ne tik teorinėmis žiniomis, kurias jie įgyjo mokydamiesi aukštojoje mokykloje, bet ir tuo pačiu supažindinti su mokyklos gyvenimu iš vidaus. Studentams per paskaitas pateikiamos įvairios teorinės mokymo ir mokymosi formos taip pat edukologijos mokslo koncepcijos. Pedagoginės praktikos metu, būsimieji mokytojai turi nuostabią galimybę išbandyti save mokytojo vaidmenyje, pritaikant išmoktas (kolkas tik) teorines mokymo žinias. Per studentų pedagoginę praktiką, atsiskleidžia jų kaip mokytojo vaidmuo, kuris nėra tik naujos informacijos tiekėjas, klasės vadovas, padėjėjas ar patarėjas. Tyrimo objektas. Pedagogines studijas pasirinkusių studentų vadybiniai gebėjimai per pedagoginę praktiką mokykloje. Atlikta empirinė pedagoginės praktikos analizė atskleidžia pradedančiojo mokytojo praktinių, organizacinių gebėjimų ypatumus: mokymosi aplinkų kūrimą, vertinimo ir įsivertinimo svarbą. Tyrimu pagrindu suformuotos išvados ir rekomendacijos yra svarbios pedagogus rengiantiems dėstytojams, mentoriams, pedagoginę praktiką atliekantiems studentams. Tyrimas reikšmingas ugdymo proceso oraganizavimo tobulinimui. / For prepairing good future teachers practical training plays a very important role. While practicing students accept not only theoretical knowledge which they have got during their university studies, but same time they adopting to school life from inner side. On lectures students are introduced to various teaching and learning technics and concepts of education science. When doing practical training they have a wonderful possibility to use theoretical information but most importantly to reveal themselves as teacher who is not just an information supplier, but head of the class, helper, advisor. Research object: management skills of the students while doing practical training in schools. Empyrical analysis of pedagogical practice reveals beginners practical and organizing abilities: learning atmosphere creating, valuing students. Opinions and recomendations formed on a research basis are very useful for mentors, lecturers also for practicing students. Research is very meaningful for educational process organising improvement.

Syftet med studien är att utforska hur några utvalda tillvägagångssätt för lärande, förmedlade av ledande slagverkare och slagverkslärare, används av och fungerar för en lärarstudents instudering av ett musikverk. Dessa tre tillvägagångssätt användes för att studera in Concerto for marimba and strings av Emanuel Sejourné.  Ljudinspelningar och loggbok låg till grund för analysen om vad som fungerade bra för mig i min egen övning och hur jag upplevde de olika metoderna under pågående övning. I resultatet framkommer att framförallt trivselfaktorn är en bidragande orsak till ett lyckat övande. Andra viktiga faktorer som redovisas är vikten av att ha kontroll på musiken innan jag som musikutövare börjar öva samt vikten av att öva som en konsert i förebyggande syfte. Avslutningsvis diskuteras arbetets resultat i relation till den presenterade litteraturen och tidigare forskningen inom området. / The aim of this study is to explore how some selected approaches of learning, mediated by leading percussionist and percussion teachers, is used by and works for one students rehearsal of a musical work. These three approaches were used when practicing the Concerto for Marimba and Strings of Emanuel Sejourné. Audio recordings and log book was the basis for the analysis of what worked well for me in my own practice and how I experienced the different methods during exercise. The result shows that above all enjoyment factor is a contributor to a successful practicing. Other important factors reported are the importance of knowledge and the music before you start to practice and the importance of preventively practicing as a real concert. At the end, the results of the study is discussed in relation to the presented literature and previous research in the subject.

Practicing is an ineluctable component in the pursuit of achieving musical goals. This is particularly true in the Western model of music education that is, for the most part, characterized by private lessons or ensemble rehearsals that typically occur only once each week. How dependent is the motivation to learn music on effective practicing? Novices often abandon music education simply because “it’s too hard.” Is the frustration the result of a lack of success due to ineffective practicing? Effective practicing evolves naturally with increased musical knowledge and expertise. Overall, a musician’s development towards effective practicing may be described as the acquisition of a metacognitive awareness of one’s own learning and hence a more active participation in that learning that is characterized by self-regulatory behaviours. This research asks if guided practice at an early age might prove a catalyst in the development of effective practicing which naturally occurs with musical expertise. Over the course of an academic school year, 13 novice musicians engaged in guided practice sessions with the researcher. The participants were private piano students and young band members. Data gathered through interviews, questionnaires and video recordings of lessons and practice sessions at the musicians’ homes were analyzed within the theoretical framework of self-regulation. Data were also analyzed according to a self-system theoretical framework of expectancy-value theory, self-determination theory, attribution theory, and goal orientation. Evidence from the data suggests an increase in cognitive and metacognitive processes that characterize self-regulated learning. Musicians also indicate an increase in motivation to engage in practicing as well as greater self-efficacy in addressing musical challenges. Effective pedagogical approaches for guided practice are discussed as are implications for music education. Suggestions are made for further research.

Esta tese tem como objetivo estudar as práticas de formação docente, no período compreendido entre 1944 -1964, em duas instituições situadas na cidade de Ribeirão Preto- SP: a \"Escola Normal Livre Nossa Senhora Auxiliadora\", instalada em 1944, pela Congregação das Filhas de Maria Auxiliadora, ala feminina da Ordem Salesiana e a \"Escola Normal Oficial\", criada em 1946, pelo governo do estado de São Paulo. O ano de 1944, marca a data do surgimento da Instituição de ensino Salesiana e a introdução do Pré-Normal no curso de formação de professores primários com o Decreto-Lei estadual paulista, nº. 14.002, de 25 de maio de 1944. E, o ano de 1964, sinaliza o início de mudanças na organização do ensino normal com a implantação no estado de São Paulo das normas constantes da Lei de Diretrizes e Bases da Educação Nacional, a de nº. 4.024/61. As comparações consideraram o corpo discente; o quadro dos docentes quanto à formação religiosa e profissional, bem como as construções de gênero; a grade curricular e os conteúdos empregados no currículo formal, para tentar identificar em que proporção eles foram ou não efetivamente aplicados nestas duas Instituições; além de uma análise dos manuais didáticos usados nas disciplinas pedagógicas. Por último, foram recuperados os percursos dos egressos enquanto profissionais do magistério e de outras carreiras que exigiram, ou não, o prosseguimento dos estudos. Os referenciais que deram sustentação teórica a esta tese procederam de estudos de Roger Chartier e Lynn Hunt sobre História Cultural; Vinão Frago e Dominique Julia a respeito de cultura escolar; Vinão Frago e Augustín Escolano sobre tempo e espaço escolares; Michel Young e Ivor Goodson acerca do currículo; Joan Scott e Guacira Louro a respeito de gênero; e Norberto Bobbio e Esther Buffa acerca do público e do privado. A investigação realizada, de caráter históricodocumental, valeu-se de leis, planos, programas de ensino e, principalmente de documentos encontrados nos arquivos e nas bibliotecas do \"Colégio Nossa Senhora Auxiliadora\" e da \"Escola Otoniel Mota\" de Ribeirão Preto-SP. Contou, ainda, com depoimentos de ex-alunos e antigos professores. A abertura das duas escolas pesquisadas ampliou oportunidades de prosseguimento dos estudos para os concluintes do Curso Ginasial com perspectivas de ingresso no magistério primário e de aprimoramento cultural, sobretudo para as mulheres pertencentes às classes médias. Os programas de ensino deixaram entrever o interesse por uma diretriz pedagógica moderna de formação docente, com raízes no ideário escolanovista. A uniformização do ensino normal não impediu o desenvolvimento de práticas formativas na configuração de perfis distintos, marcados, sobretudo, por finalidades próprias de cada instituição. Enquanto a escola pública visava à profissionalização em um sentido laico, a Salesiana privilegiava a formação docente católica. Em sua grande maioria mulheres, os egressos das escolas normais investigadas converteram o capital cultural adquirido durante o Curso Normal em ocupações dentro e fora do magistério primário. Por suas peculiaridades metodológicas e resultados alcançados, este trabalho contribui para a história das práticas de formação docente, bem como para a história das instituições escolares. / This thesis has the purpose to study the practices of the docent formation, in the period comprehended between 1944-1964, in two institutions situated at the city of Ribeirão Preto- SP: The \"Escola Normal Livre Nossa Senhora Auxiliadora\", installed in 1944 by the Congregação das Filhas de Maria Auxiliadora, feminine line of the Salesian Order and the \"Escola Normal Oficial\" created in 1946, by the government of the state of São Paulo. The year of 1944, marks the date of the appearance of the Salesian teaching institution and introduction of the Pre- Normal in the formation course of primary professors with the paulista state Ordinance- Law n°. 14.002, from the 25th of May 1944. And, the year of 1964, signalizes the beginning of the changes at the organization of the normal teaching with the implementation in the state of São Paulo of the constant norms of the Law of Guidelines and Bases of the National Education, the one of n° 4.024/61. The comparisons consider the student body; the docent group, with relation to the religious and professional formation, as well as the gender constructions; the curricular grading and the contents used in the formal curriculum, to try to identify in what proportion they were or not indeed applied in these two institutions; besides an analysis of the didactic manuals used in the pedagogic disciplines. Finally, were recovered the egressed courses while the teaching professionals and the ones from other carriers demanded, or not, the pursuit of the studies. The references that gave theoretical sustainability to this thesis came from studies of Roger Chartier and Lynn Hunt about the Culture History, Vinão Frago and Dominique Julia around the school culture, Vinão Frango and Augustín Escolano about the schools time and space, Michel Young and Ivor Goodson about the curriculum, Joan Scott and Guacira Louro about gender and Norberto Bobbio and Esther Buffa about the public and private. The accomplished investigation, of historical-documental character, used laws, plans, teaching programs and, mainly of documents found in the files and libraries of the \"Colégio Nossa Senhora Auxiliadora\" and of the \"Escola Otoniel Mota\" in Ribeirão Preto-SP. It counted as well, with the deposition of ex-students and former teachers. The opening of the two researched schools enlarged opportunities of pursuit of the studies for the persons who were concluding the Gymnasium Course with the perspective to enter the primary teaching and of cultural improvement, especially for women that belonged to the middle class. The teaching programs let to glimpse the interest for a modern pedagogic guideline of docent formation, with roots in the new school ideology.The standardization of the normal teaching didn\'t impede the development of formative practices in the configuration of different profiles, marked, above all, for own purposes of each institution. While the public school sought to the professionalization in a laic sense, the Salesian privileged the Catholic docent formation. In the majority women, the egressed from the normal schools investigated converted the cultural capital acquired during the Normal Course in occupations inside and outside the primary teaching. Because of its methodological peculiarities and reached results, this work contributes to the history of the docent formation practices, as well as for the history of the educational institutions.

This thesis will present a course of study for prospective personnel managers as recommended by practicing personnel executives of selected industries in Dallas, Texas.

No description available.

The study investigated the relative effectiveness of different proportions of time spent on physical and mental practice, in the context of a music performance of a tonal pattern over harmonic progressions of two difficulty levels. Using a sampling without replacement procedure, sixty undergraduate students were assigned to four practice groups partially blocked for musical instrument. The groups included a physical practice group, a mental practice group and two combined mental and physical practice groups in the proportions of (a) 66% physical and 33% mental, and (b) 33% physical and 66% mental. Each subject performed a pretest, a 3 minute practice session, and a posttest on both harmonic progressions. Presentation of the harmonic progressions were counterbalanced to control for practice effects All pre- and posttests were recorded and scored according to number of note errors. An ANCOVA procedure using pretest scores as covariates revealed that: (a) there were no differences between the different practice groups on the measure of note errors, (b) there was a significant difference between the two harmonic progressions on the measure of note errors, such that performance on the easy progression was significantly better than performance on the hard progression, and (c) there was a significant interaction between harmonic difficulty level and the practice groups. Post hoc comparisons between the adjusted means of the practice groups on the two tasks revealed that for the mental and the 33:66 combined practice groups, groups consisting of a higher percentage of mental practice, performance on the easy harmonic progression was significantly better than on the hard harmonic progression. However for the physical and the 66:33 combined practice groups, groups consisting of a higher percentage of physical practice, performance on both harmonic progressions was not significantly different and was as good as the performance of all practice groups on the easy task.