The listserv is open to members and non- members alike. This resource will be moderated and can be used for announcements of calls for papers, employment opportunities, scholarly publications and other information that might be of interest to ethnomusicologists in Ireland and elsewhere. In the following month. We also include and for the listserv, and performances and details on our forthcoming conferences, a other contributions by current and former review of the most recent ICTM Ireland committee members.
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- Ollscoil na Banríona, Béal Feirste;
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- Summary of Steven Weinbergs The First Three Minutes of the Universe;
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- 2014 and 2015 2014 agus 2015 - National University of Ireland?
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The release was titled Fieldwork has the potential to showcase the diversity of Vol. In work undertaken by our membership to the the few short years since then, the Internet widest possible audience. Her research focuses on the violin educator from county Clare. As a performer and the ways in which it is used across the Jack has travelled extensively and has world. For her doctoral thesis, she is contributed to over 50 albums to date as a investigating the violin in Karnatak music, musician, producer, composer, arranger, and Norwegian folk music, and heavy metal.
She engineer. Jack founded the traditional music has worked as a tutor and occasional lecturer label Raelach Records in He has in UCD, teaching about music theory, music released three albums with the award- in Ireland, and musics of the world. Before this she Orchestra. Moore and published by Oxford University Press. He has lectured in musicology at University College Dublin and St. As a musician, John is a member of the National Concert Hall Gamelan, as well as being active in the country music scene in Dublin.
As you conversation with Jack Talty. Coinciding when you get into the summer months, and with the 70th anniversary of the founding of the regular students are gone. The facilities the ICTM organisation, this international are second to none. For the conference visits Ireland for the first time this Ethnomusicology, the Traditional Music and year. The amalgamation, Mossbawn, of Anahorish, and all of that area interaction, and dialogue between the local near to Lough Neagh, and his realisation that knowledge of Irish traditional music studies the more global and the more famous he and the international discipline of became, the more important that return to ethnomusicology was really ripe for his roots were.
And he talks a lot in some of development. This conference in a way validates realising that this local man from Monaghan that whole journey because what we have could actually be true to the agriculture of are specialists in Irish traditional music his culture, or the culture of his agriculture, operating very often through an the ground in a way, and yet at the same ethnomusicological perspective. Every time time say something that was releasing that happens our understanding of Irish something into a more global context.
So in that sense contexts, is enhanced. The accent we use; you sense of something in the Academy, a lot of know, have you a Tipperary accent, a Clare it coming from that particular redress of a accent, a Cork accent? Does that have to be music that is so near to our hearts, and left behind to be erudite, and artistic or does indeed our bodies, that we just know at a it have to be glorified and not allow anything level beyond articulation, that the inclusion else in? The oral tradition manifestation of Irish culture in Among the diverse range of papers music has completely overcome [other to be presented at the ICTM World musics], which have suddenly gone way back Conference are a number of significant in the situation.
All of that has got to be studies on the traditional arts in Ireland. Are the traditional arts in than one kind of imbalance. A number of African musicians who were doing prolific composer and recording artist, his their PhDs with him. And of course what work in Irish higher education has were they doing their PhDs on? African contributed significantly to making third- music. So here was I, an Irish person in an level music education accessible to ethnomusicological context studying Irish traditional arts performers.
We understand this as traditional musicians, of course, in Ireland. This brought a hands-on somatic knowledge of the music that we were talking about, which in many ways placed us far ahead of colleagues who were almost sticking a pin in a map to see what they would do their PhDs in. What I see now is a continuation of the ethnomusicologists at home, with a very well stamped passport. She also discusses some of her plans for the traditional music curriculum in UCC, including new Irish medium music modules, the importance of singing in lectures, bringing the dance back into dance music, song and the history of ideas, and the richness of studying Irish traditional music in a multidisciplinary department.
She also discusses some of her current research projects and current and future performance plans. Streit Papers focusing on cultural sustainability included a presentation by Jamie Corbett on As graduate students of cultural and environmental sustainability, ethnomusicology at University College Cork, while Sabrina Maria Salis explored the we came to the ICTM conference to learn resilience-based approach of UNESCO in about some of the current research being Jordan.
- Cormac Deane | Irish Screen Studies.
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Owing to the high the experience of Woodstock by Cormac number of papers featured, parallel Sheehan. Before lunch all conference presentations took place in two rooms attendees convened to view a film by Jyosna simultaneously. La Trobe, on singing in an Indian village. The film successfully provided a tangible and Sessions 1A and 1B began at relatable perspective on this particular study am, after a short welcoming address of singing in India. Each contributor shared their twenty-first century, and how this may perspectives on Irish traditional music, and benefit research approaches and revival, through the lens of experiencing perspectives.
It included perspectives contemporary music. Both sessions focused on song, uilleann piping traditions, sessions, on how authenticity, collaborations, and the the harp, and the successes of the Irish technology available to us in the twenty-first Traditional Music Archive.
Despite the century may affect and influence research. Jeff Todd Titon via Skype.
langdata_lstm/irivimafov.tkst at master · tesseract-ocr/langdata_lstm · GitHub
Sessions 7A and 7B stimulating insights into concepts of explored cultural sustainability and included Sustainability and Revival, highlighting an presentations on the sustainability of Sufi effective comparison of sound cultures to music in Morocco and the UK, by Tony complex whole eco-systems, along with Langlois, and on traditional Irish pub taking associated economic development sessions outside of Ireland, by Rina Schiller.
Once again, all knowledge. The film, created by Michael Lydon, Titon. The use of adaptive management in retaining Elizabeth K. Neale, Garry Tregidga, traditions of various musics also arose.
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The and Lea Hagmann each presented papers on keynote address truly shaped and added different aspects of Cornish traditional vocal dimension to the themes of the conference and instrumental music performance. It provided an invaluable opportunity to learn new tunes, play familiar tunes, and to become more acquainted with fellow researchers and their research on a more personal and intimate level. Several noteworthy common subjects covered included cultural preservation and endurance, the influences of modernity and innovation on traditional music practices, and the impacts of music revivals.
Each paper addressed this overarching framework through discussing individualised case study perspectives, which provided a well-rounded and connected insight into the discourses surrounding music sustainability. One of the many benefits of attending the conference was the way in which it facilitated direct interaction between researchers, peers and students, connecting scholarly conversations in a social environment that is sometimes absent when undertaking desk research. Performance thus has a strong element of animation.
Note: While NUI will accept applications for exemptions at any time, applicants are advised to make early application. Students should be aware that where they apply for exemptions after 31 July in any year, this may be too late to qualify them for a CAO offer in that year. A numerical scale of 1 — 10 is used, 10 highest, with 5 being the minimum pass mark. Students with an average score of 5. Varies but they specialise in two subjects marked profile on the transcript ten-twelve seems ususal. The final school-leaving examination is the Matura. Marking is on the scale , with 2 as the minimum pass-mark and 5 as the maximum mark.
For programmes with LC points requirement of and over, applicants will be required to present with a minimum of five subjects. A numerical scale is used, 2 is the minimum pass mark, 12 is the maximum; 0 and -3 fail grades. NB not all numbers are used. Prior to a scale of was used, with 6 being the minimum pass mark.
Minimum Matriculation Two subjects with grade 7 and four subjects with grade 2 to include English see below for level required plus specific subject requirements for programme applied for. Prior to two subjects with grade 9 and four subjects grade 6 to include English see below for level required and another language plus specific subject requirements for programme applied for.
Minimum three subjects must be examined at state level. Pass in six subjects including minimum three at State level and all with minimum six courses, to include English and specific programme requirements. The remaining subjects can be taken from Leaving Cert or Matriculation. Subjects must include English and specific programme requirements. For programmes with Leaving Certificate points requirement of and over, applicants will be required to present with a minimum five matriculation subjects. Subject choice and weighting vary according to the option, with certain compulsory subjects in all options.
Where there is a specific subject mark requirement, that subject must have a coefficient of at least 3 in the particular option taken.
Staidéar Scáileáin Éireann
Overall 10, with English, plus specific programme requirements. This examination may be acceptable to some institutions for Science or Technology programmes — please check with institution. Each subject is marked out of 15, and when weighting is applied an overall Durchschnittsnote of 1 to 6 is reached. Nine subjects are assessed externally nationally and five are assessed internally, over the last two years at school. Fourteen A scale of is used. The student must achieve at least 10 in order to progress to the next class. It is still possible to proceed to the next class with a mark of less than 10 in up to four subjects , but only if the overall average is 13 or above.
Two levels, Intermediate and Advanced. Marks are awarded on a scale of 1 to 5 below. Gymnasium courses are generally four years in length. This is set by individual schools as there are no nationally co-ordinated examinations at this level. Additionally, there are courses in fine arts music, for example and technical courses, leading to matriculation. Successful completion of this examination entitles the holder to enter university in Iceland. Standard of English must meet requirements below. The examinations consist of three written examinations and an oral.
The second written examination is related to one of the disciplinary subjects characterising the upper secondary study course concerned. The third written examination assesses all the subjects of the last study year normally the fifth including a foreign language. Between ten and twelve. For school work, marking was on a scale of with 6 as the minimum pass mark. Atestats par visparejo videjo izglitibu Certificate of General Secondary Education Students follow one of four programmes, general, natural sciences, humanities and vocational, of which five subjects are compulsory for all students and others are compulsory depending on the programme studied.
Two different levels — basic pamatkurss and advanced profilkurss — are offered in each subject. To be awarded an Atestats par visparejo videjo izglitibu Certificate of General Secondary Education students must meet the school graduation requirements which are: Five examinations four out of five should be taken centrally and one can be taken at school, Latvian and Mathematics are compulsory. The examination taken at school is assessed using grading scale. The current marking system is based on a 6 point scale, which has replaced a point system, in this in turn replaced the traditional 5-grade system : New scale Previous scale A 10 B C D E 3 F The Certificate of General Secondary Education is accompanied by a list of marks given to twelve subjects, including five compulsory and seven elective.
From these subjects at least two must be marked as profilkurss advanced. Grade D or 4. Grade C in two subjects at Advanced level and remainder at least grade D, plus English and specific programme requirements. Standard of English must meet requirements below and all programme subject requirements must be met. NB: State system only in place from onwards.
Minimum of ten subjects, though not all are examined. Many subjects can be taken at two levels, School level and State level. Subjects presented must include a minimum of three examined at State level. Students will take subjects based on the programme type they are following. Subjects with a coefficient of 3 can be considered Higher Level and subjects with a coefficient of 2 can be considered as Ordinary Level. From seven to ten. Years 10, 11, and Marking goes from 1 to 6 highest. Grade Interpretation Interpretation Norwegian English 6 saerdeles tilfredsstillende Excellent 5 meget tilfredsstillende Very good 4 Tilfredsstillende Good 3 noenlunde tilfredsstillende Fair 2 Matelig Poor 1 ikke tilfredsstillende Fail 0 ikke tilfredsstillende Fail Subjects which are taken as options but which are not graded are indicated on the certificate with the word Deltatt has followed the teaching.
Students must take at least one additional subject and can take up to three. All subjects can be taken at basic or advanced level — basic is taken first and advanced is a follow-on. Three compulsory at either basic or advanced level: Polish language and a foreign language both oral and written plus one more written exam from: Biology, Chemistry, Physics with Astronomy, Geography, History, History of Music, History of Arts, Mathematics, Knowledge of Dance, Knowledge of Society and, as of , Philosophy and Latin with ancient culture.
One to three more subjects which will be examined in writing at both basic and advanced levels from the list above, plus Computer Technology, Greek language, Latin language, Foreign Modern language Grading System 6 Excellent 5 Very Good 4 Good 3 Satisfactory 2 Mediocre 1 Unsatisfactory Subject pass mark for 2 University purposes Minimum Matriculation A total of six distinct subjects between school and Matura of which three must be at Matura including two at Grade 4 or better.
Take best six in final year. A numerical scale of is used, with 10 as the minimum pass mark. Grading is made on a scale of 1 to 10, with 5 as the minimum pass mark. Each exam Proba is marked from 1 to 10 with 10 being the best, using two decimals for written exams e. Total of five passes including two at 8. Minimum average of 6. Programmes over points will require Advanced Higher Level subjects. The Maturita exam consists of two parts — external and internal.
The external part of Maturita exam includes tests prepared and evaluated externally. Furthermore, there are special adapted tests for students with special needs prepared. Pre There were three different types of exam: A type can score up to B type can score up to C type not accepted Four subjects to include Slovak language and literature, one modern language or mathematics and two optional subjects. Post 3 in English B2.
The two optional subjects are chosen from four different subject areas. A numerical scale of 1 — 5 maximum is used, with 2 being the minimum pass mark as follows: 5. Excellent 2. Pass 4. Very good 1. Fail 3. Satisfactory 2 Two subjects grade 3 minimum and three subjects grade 2 minimum to include English plus specific programme requirements. PE, Philosophy, History, Spanish and a foreign language are common core subjects. Additional subjects will be added for each type of Bachillerato.
Applicants may also present the university entrance examination, called the PAU, Prueba de Acceso Universidad although it is often referred to under its previous name of Selectividad, in order to gain admittance to University. Students take one of five options related to their previous Bachillerato studies and two compulsory options.
The final grade for university admission Calificacion Definitiva combines the Bachillerato with the entrance examination. A numerical scale of is used, with 5 being the minimum pass mark. Students generally take at least five subjects at B and two or three at C or higher. E is not available in all subjects. Swedish universities appear to look for relevant subjects at level B or better. However it is possible for a student who is entered one of the more vocational routes e. Eight core plus optional subjects depending on programme.
Subjects can have 50, or point courses. Minimum 2, points required to pass the exam. Generally Natural Sciences or Arts programmes only will be considered. Standard of English must meet requirements and all programme subject requirements must be met. VG or equivalent English Language Competence.
Does not automatically satisfy the general entrance requirements of British higher education institutions; students may be considered on an individual basis. The framework of subjects devised in focuses on four broad areas of education, languages first, second, third or classical , humanities, science and mathematics,arts and physical education.
Additionally, there are broad courses combining specific basic subjects with options. The award of the maturity certificate is based on a combination of final written and oral examinations combined with continual assessment. The examination must be taken in five subjects, which include first language, second national language, mathematics, a specific option and another subject approved under cantonal regulations. Various marking schemes are used depending on the canton. The most common are as follows: A scale of maximum with a minimum pass-mark of 4.
Individual subjects are marked using the scale of Of the 11 subjects taken for the Maturity certificate, four carry double marks. These subjects are underlined on the certificate. Subject pass mark for Pass on appropriate scale.