Relevant bibliographies by topics / Instrumental conducting

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Instrumental conducting'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Instrumental conducting"

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Silvey, Brian A., D. Gregory Springer, Christian M. Noon, Christopher M. Baumgartner, Alec D. Scherer, and Mark Montemayor. "Band Directors’ Perceptions of Instrumental Conducting Curricula." Journal of Music Teacher Education 30, no. 1 (June 18, 2020): 65–78. http://dx.doi.org/10.1177/1057083720933218.

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The purpose of this study was to examine inservice band directors’ perceptions of their undergraduate instrumental conducting curricula. Members ( N = 141) of the Facebook Band Directors Group who had completed undergraduate conducting and rehearsal techniques coursework responded to an online survey. Respondents felt more confident demonstrating technical conducting behaviors versus expressive ones, perceived their instruction in conducting skills superior to their rehearsal skill instruction, and desired additional conducting and rehearsal experiences that were more representative of what they encountered once they began teaching. Respondents’ most desired curricular change was for additional instruction in rehearsal planning, error detection and correction, and instrument-specific pedagogy. The three most frequently used score study behaviors were “initial, casual read-through of the score,” “define all unfamiliar terms,” and “marking important cues.” Based on our findings, we discuss ways in which music teacher educators can improve their instrumental conducting courses.
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Forrester, Sommer H. "Music Teacher Knowledge: An Examination of the Intersections Between Instrumental Music Teaching and Conducting." Journal of Research in Music Education 65, no. 4 (November 15, 2017): 461–82. http://dx.doi.org/10.1177/0022429417742124.

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The purpose of this study was to examine the complexities of instrumental music teacher knowledge as they relate to the intersection between instrumental music teaching and conducting, and to explore how participants describe and perceive these intersections. The key research question guiding this study was, How do high school instrumental music teachers describe the intersections between instrumental music teaching and conducting? This study focused on the participants’ ( N = 4) perceptions and descriptions of the intersections between instrumental music teaching and conducting. A multiple-case-study design was used. The central finding of this study suggests that the practice of instrumental music teaching demands a specialized form of knowledge that reflects the integration of, rather than the intersection between, both teaching and conducting. This specialized form of knowledge informs the participants’ in-the-moment decision making, judgments, decisions, and communication with students and the ensemble as a whole. The findings of this study suggest implications for music teacher education and conducting education, specifically in the areas of devising professional development opportunities that are systematic, multilevel, and multifaceted and that mirror the integrated nature of teaching and conducting that occurs in practice.
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Silvey, Brian A. "Undergraduate Music Majors’ Perceptions of Instrumental Conducting Curricula." Journal of Music Teacher Education 21, no. 1 (November 5, 2010): 27–38. http://dx.doi.org/10.1177/1057083710387521.

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Silvey, Brian A., Mark Montemayor, and Christopher M. Baumgartner. "An Observational Study of Score Study Practices Among Undergraduate Instrumental Music Education Majors." Journal of Research in Music Education 65, no. 1 (February 15, 2017): 52–71. http://dx.doi.org/10.1177/0022429416688700.

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The purpose of this study was to investigate undergraduate instrumental music education majors’ score study practices as they related to the effectiveness of their simulated conducting. Participants ( N = 30) were video recorded in two sessions in which they completed a 20-min score study session and a simulated conducting performance. In the first score study session, all 30 conductors studied Mini-Suite for Band, Movement 1. In Session 2, participants studied Portrait of a Clown but this time either with a model recording ( n = 15) or without one ( n = 15). We computed the overall duration of participants’ score study behaviors for both pieces. Additional data included graduate students’ evaluations of participants’ post–score study conducting performances and an inventory of participants’ score study markings. We found a significant difference in the proportion of time spent in score studying activities between the model and no-model condition conductors, with more time spent in gesturing when studying along with a model. Evaluations of participants’ conducting revealed no differences between those conductors who used a model and those who did not while studying Portrait of a Clown. Our analysis of conductors’ score markings revealed a small number of notable differences between stronger/weaker conductors and between model/no-model conditions. Implications for undergraduate conductor preparation programs are discussed.
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Nasrifan, Mohd Nizam. "The Effect of Instructor Feedback on Technique of Undergraduates Studying Instrumental Conducting." Procedia - Social and Behavioral Sciences 141 (August 2014): 571–76. http://dx.doi.org/10.1016/j.sbspro.2014.05.100.

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Danyliuk, Yana. "Art-Dominanta International Folk Instruments Performers Competition as a factor in maintaining the spiritual security of the Ukrainian society and promoting the traditions of folk instrumental art of Ukraine in the world." Culturology Ideas, no. 19 (1'2021) (2020): 174–87. http://dx.doi.org/10.37627/2311-9489-19-2021-1.174-187.

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The issue of preserving national culture in such traditional forms of musical art development as contests of folk instruments performers is an important research area considering the existing exacerbation of socio-economic and spiritual crisis of Ukrainian society against the background of the world processes of globalization and digitalization of cultural and educational space. Therefore, the study aims to comprehensively explore the experience of conducting the Art-Dominanta International Folk Instruments Performers Competition as an important promotion factor of folk instrumental art among young people, to highlight its importance for maintaining the spiritual security of society at the regional and country levels, to consider the contest as a significant stimulus for promoting the Ukrainian culture in the world. The author has proved that the musical performing contests are a significant factor in the development of folk instrumental art as a part of the national musical culture. It has been established that conducting the contest is an important cultural resource for strengthening the image of Kharkiv as a center for the development of folk and instrumental art, a source of cultural and creative growth for the city and its citizens. Many years of experience in conducting the contest creates fertile ground for the integration of its best achievements into the educational process of numerous regional educational institutions raising the cultural level of the city.
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Cavitt, Mary Ellen. "A Descriptive Analysis of Error Correction in Instrumental Music Rehearsals." Journal of Research in Music Education 51, no. 3 (October 2003): 218–30. http://dx.doi.org/10.2307/3345375.

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This study is a description of the error correction process in 40 instrumental music rehearsals taught by 10 teachers, each of whom was observed conducting 4 consecutive rehearsals. A total of 332 rehearsal frames were analyzed. Rather than summing the observation data across complete rehearsals, I analyzed the data using rehearsal frames as a unit of analysis. Perhaps the most important finding was that the error correction process, rate of teacher-student interaction, and pace varied systematically with the type of error addressed.
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Prokimnov, Nikolai N. "Issues of methodological and instrumental support of workshops on modeling and simulation." Journal Of Applied Informatics 15, no. 90 (December 28, 2020): 16–26. http://dx.doi.org/10.37791/2687-0649-2020-15-6-16-26.

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The effect of learning depends on many factors, among the most important of which are the suitability of a plan for conducting practical exercises and laboratory works that most accurately reflects the purposes and didactic units of the course being studied, and a sufficient level of provision of practical training with methodological guidelines and software tools. Decisions regarding the choice of all these elements depend on a number of conditions, such as the rules and standards in force of a particular educational environment, the format of training, the students’ stuff, and others. The paper proposes a framework generalized plan for conducting laboratory workshops on modeling and simulation courses, summarizing the author's methodological experience. The main prerequisites and principles underlying the composition of the workshops are presented. The set of tools used to perform practical tasks is characterized. Brief characteristics of the goals of each practical task of the generalized plan, the setting of tasks and the software tools used to solve them are given. The ideas and principles presented in the paper can be useful for teachers planning practical lessons on modeling and simulation as well as for developing their methodological and instrumental support.
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Durrant, Colin. "Towards a Model of Effective Communication: A Case for Structured Teaching of Conducting." British Journal of Music Education 11, no. 1 (March 1994): 57–76. http://dx.doi.org/10.1017/s0265051700002011.

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Recent teaching with PGCE secondary music students has revealed that conducting ensembles is a musical activity in which they have variable knowledge, skills and experience. It is a general expectation, nevertheless, that music teachers still conduct choral and instrumental ensembles as part of their job in schools, and some may also undertake such roles in the wider community. This paper seeks to identify from research literature aspects of effective conducting that warrant greater attention. This forms part of a research project which is exploring definitions of effective conducting and making an analysis and case for more structured teaching in this area within higher education.
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Waldron, Janice. "A Discussion of Gunther Schuller's Approach to Conducting: Implications for the Instrumental Music Classroom." Philosophy of Music Education Review 16, no. 1 (April 2008): 97–108. http://dx.doi.org/10.2979/pme.2008.16.1.97.

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Dissertations / Theses on the topic "Instrumental conducting"

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Sousa, Gary Donn. "Musical conducting emblems : an investigation of the use of specific conducting gestures by instrumental conductors and their interpretation by instrumental performers." Connect to resource, 1988. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1217257892.

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Moss, Bruce Burbank. "Differential approaches to rehearsing and conducting an instrumental ensemble." Connect to resource, 1989. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1225994055.

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Fashun, Christopher Herbert. "Developing musicianship from the podium : adapting the Theory of multiple intelligences to the instrumental rehearsal." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3291.

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The purpose of this study is to collect a variety of conducting texts and resources and assess which texts, if any, suggested pedagogical techniques that make appropriations for various learning styles of individuals in the ensemble. The term learning styles is derived from Howard Gardner's Theory of Multiple Intelligences wherein he makes the assertion that every person possesses the nine intelligences and that each person has a natural disposition to at least one intelligence (or learning style). After having evaluated numerous conducting texts and resources, there exists a lack of assessing and teaching to learning styles. Most conducting curricula do not give attention to the idea that the musicians and students represent many learning styles and need to be provided with a variety of examples to enhance their understanding of the music. Consequently, enhancing understanding raises the level of their musicianship and elevates the overall quality of the ensemble and music program. The most significant contributor in music education to integrating pedagogical techniques that address a broad range of learning styles is Edward S. Lisk. A former band director and now an internationally renown clinician and conductor, Mr. Lisk has written several books on alternative rehearsal strategies. His most recent book, The Creative Director: Conductor, Teacher, Leader, briefly explains how the Theory of Multiple Intelligences is uniquely suited for both the conductor and the students. Mr. Lisk's claims regarding the benefits of teaching to multiple learning styles focus on individual enhancement and understanding of playing a instrument and to provide compelling evidence to administrators, parents, and the community to show the inherent value of a music program. This study acknowledges and supports Lisk's observations and claims, but sets out to enhance musical understanding and performance levels through rehearsal techniques that address multiple learning styles. Before providing a model for incorporating pedagogical techniques that address multiple learning styles, assessment methods of student's MI (multiple intelligences) will assist the conductor in determining what types of intelligences the students possess. When this information is gathered, a conductor/music educator can begin to infuse examples into the rehearsal. The final goal of this study is to present several rehearsal strategies categorized by each MI as a model as to how conductor/educators can incorporate pedagogical strategies into their rehearsals to draw each student into a deeper understanding of the music, raise the level of musicianship, which promotes more expressive music-making. These rehearsal strategies can be utilized with technical or expressive issues. For example, a director is teaching the string section the difference between playing accompanimental motor rhythms in Mozart to those of Beethoven. For the visual-spatial learner, drawing a diagram on the board showing the trajectory shape of the bow across the string can assist the student by seeing what each bow stroke looks like. For a bodily-kinesthetic learner, showing what each bow stroke looks like, allowing the student to try it, and solidifying understanding with feeling the difference of each stroke and recognizing how each sounds. As an additional strategy to the former, the director could have each section demonstrate each bow stroke and ask the other students for feedback that incorporates a technique for the interpersonal learning style. Further examples with suggestions for expressive aspects of music for various learning styles are also included.
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O'Connor, Alexander J. "A Comparative Analysis of Rehearsal Techniques for Instrumental Ensembles During Group Playing." Wittenberg University Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1617960102315298.

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Chapman, Christopher Carl. "An investigation of current instruction practices for the undergraduate instrumental conducting student concerning left hand technique and facial gestures /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/11302.

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Hamilton, Craig V. "A Recommended Curriculum for Teaching Score Study in the Undergraduate Instrumental Conducting Class." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279291/.

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The purpose of this study was to create and gain consensus of an essential curriculum for teaching score study in the undergraduate instrumental conducting class. Questions to be answered by this study were what methods, materials, and evaluations should be used to teach score study to undergraduate instrumental conducting students? Resolving the questions required the collection of information on the methods, materials, and evaluations used in teaching score preparation in the undergraduate instrumental conducting class and the opinions of conductors and teachers of conducting about those methods, materials, and evaluations.
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Locy, Raymond S. "The effect of instrumental timbre preference and instrumental timbre on the pitch error detection skills of university conducting students." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/39543.

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The purpose of this study was to determine the effect of instrumental timbre preference and instrumental timbre on the error detection skills of undergraduate conducting students. The study sought to answer two specific questions: Is timbre preference, as determined by Gordon's (1984) Instrumental Timbre Preference Test (ITPT), a factor in the ability of undergraduate conducting students to detect errors in pitch in short melodies while viewing the score? Is the ability of undergraduate conducting students to detect pitch errors in melodic passages influenced by the instrumental timbres of the band ensemble? To answer these two questions, Gordon's ITPT and the researcher developed Test of Timbre Effect (TTE) were administered to 147 undergraduate conducting students in 11 colleges and universities in Virginia, North Carolina, and Tennessee. The TTE was designed to consist of seven different subtests, each intended to be administered to a different sample of homogeneous undergraduate conducting students. Each subtest consisted of 14 randomized test items, including two melodies designated as "target melodies" that differed only in timbre across the subtests. The effect of timbre preference, timbre, and the interaction of the two independent variables was determined by a 2 x 7 analysis of covariance (ANCOVA) of each target melody. Further analysis was conducted using a two-way multivariate analysis of covariance (MANCOVA). Results indicated that timbre preference, timbre, and the interaction of timbre preference and timbre did not have an effect on the ability of undergraduate conducting students to detect pitch errors in short melodic passages.
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Crowe, Don Raymond. "Error detection abilities of conducting students under four modes of instrumental score study." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186656.

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This study investigated the effect of four score study styles--no score study, study with score alone, study with score and a correct aural example, and score study at the electronic keyboard--on the pitch and rhythm error detection abilities of beginning conducting students. Subjects were 30 members of undergraduate beginning conducting classes at three midwestern universities. Four tests were developed, each having 31 four- to six-measure excerpts from band literature. Each excerpt contained only one error. Excerpts were grouped according to difficulty and assigned to tests in a modified random manner to facilitate equality of difficulty between sets. Within each test, excerpts were arranged in order of increasing difficulty and rescored to contain from one to eight parts. A counterbalanced design was utilized featuring a Latin Square into which the four score study styles were entered. Over the course of four sessions subjects received all four styles and all four tests. The orders in which subjects received score study styles were assigned on a rotational basis. Each subject within a university received the tests in the same order, but this order varied between universities. Six Hypercard © (Atkinson, 1987-90) stacks were developed on a Macintosh LC computer for presentation of the tests, management of the study, and data collection. Excerpts were played through MIDI keyboards using sampled wind instrument sounds. Study with the score and a correct aural example was found to be significantly more effective than either study with the score alone or no study. No significant difference was found between score study at the keyboard and any other score study style. There were significant differences in test scores attributable to the number of parts in examples. Generally, error detection became more difficult as the number of parts in examples increased. There were no significant differences in test scores attributable to the order of presentation of score study styles, individual example sets, or groups/order of presentation of example sets. There were significant differences in means score study time per session attributable to score study style, and in mean total time per session attributable to session number.
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Mayne, Richard Gary. "An investigation of the use of facial expression in conjunction with musical conducting gestures and their interpretation by instrumental performers." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248972542.

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Waggoner, Dori T. Sims Wendy L. "The effects of listening conditions, error types, and ensemble textures on the error detection skills of undergraduate instrumental music education majors." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7022.

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Title from PDF of title page (University of Missouri--Columbia, viewed on March 1, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Wendy Sims. Vita. Includes bibliographical references.
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Books on the topic "Instrumental conducting"

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L, Kuehn David, ed. A guide to successful instrumental conducting. Dubuque, IA: WCB Brown & Benchmark, 1992.

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Stauffer, Donald W. Mind, muscle & motion: Studies of instrumental performing & conducting. [Birmingham, AL]: Stauffer Press, 1988.

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Waybright, David A. Basic conducting: An integrated approach to building conducting technique and enhancing musicianship for beginning choral and instrumental conducting students. Gainesville, Fla: Turtle Press, 2006.

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Hayslett, Dennis J. The effect of directed focus on the peripheral hearing of undergraduate instrumental music majors. [Kent. Ohio: s.n.], 1991.

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Score & rehearsal preparation: A realistic approach for instrumental conductors. Galesville, MD: Meredith Music, 2011.

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Dills, David. Technical guide: Conducting effective medical device validations. Royal Palm Beach, FL: Institute of Validation Technology, 1999.

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Dills, David. Technical guide: Conducting effective medical device validations. Royal Palm Beach, FL: Institute of Validation Technology, 1999.

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Zarzycki, Jan Miłosz. Smyczkowanie jako jeden ze środków realizacji koncepcji interpretacyjnej dyrygenta. Warszawa: Akademia Muzyczna im. Fryderyka Chopina, 2004.

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Basovskiy, Leonid, and Viktor Protasyev. Quality management. ru: INFRA-M Academic Publishing LLC., 2016. http://dx.doi.org/10.12737/18003.

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The book represents a modern professional course of quality management. Contains a statement of teoretiko-methodological fundamentals of science about quality management. Covers all complex of problems, methods and instruments of quality management of goods, services and works, processes and control systems. Conforms to requirements of the Federal state educational standard of the higher education of the last generation for the Management direction 38.03.02 and the requirements which have developed at the universities conducting in world educational space. For students, graduate students, teachers of the economic, administrative and engineering directions of higher education institutions, students of business schools and practical workers.
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Drum circle spirit: Facilitating human potential through rhythm. Tempe, Ariz: White Cliffs Media, 1998.

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Book chapters on the topic "Instrumental conducting"

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Labuta, Joseph A., and Wendy K. Matthews. "The Instrumental Rehearsal." In Basic Conducting Techniques, 86–93. Seventh edition. | New York ; London : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315621593-14.

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Feldman, Evan, and Ari Contzius. "On Conducting Technique." In Instrumental Music Education, 190–99. Third edition. | New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429028700-13.

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Schwiebert, Jerald, and Dustin Barr. "The Body Is Your Instrument." In Expressive Conducting, 70–98. New York ; London : Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315205885-6.

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Willimack, Diane K. "Methods for the Development, Testing, and Evaluation of Data Collection Instruments." In Designing and Conducting Business Surveys, 253–301. Hoboken, New Jersey: John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9781118447895.ch07.

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Fulton, J. P., B. Wincheski, S. Nath, J. Reilly, and M. Namkung. "A New Electromagnetic Instrument for Thickness Gauging of Conductive Materials." In Review of Progress in Quantitative Nondestructive Evaluation, 2317–24. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4615-1987-4_296.

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Møller, Hans Henrik. "Effect-Based Thinking in NATO, Utilizing All Instruments of Power while Planning for and Conducting Operations." In Strategy in NATO, 173–89. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137382054_12.

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Spillane, James P., and Anita Zuberi. "Designing and Piloting a Leadership Daily Practice Log: Using Logs to Study the Practice of Leadership." In Accountability and Educational Improvement, 155–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_9.

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AbstractThis article aims to validate the Leadership Daily Practice (LDP) log, an instrument for conducting research on leadership in schools. Using a combination of data sources—namely, a daily practice log, observations, and open-ended cognitive interviews—the authors evaluate the validity of the LDP log. Formal and informal leaders were asked to complete the LDP log for 2 weeks; observers shadowed a subsample of leaders in each school, 1 day per week. Using the three sources of data, the authors analyzed interview responses (specifically, the participants’ interpretations of the log); they matched log entries with observer recordings; and they compared (a) the characteristics of the social interactions that were entered into the log with (b) the overall sample of interactions that occurred while observers shadowed participants. The study shows that LDP log entries capture school leadership interactions as recorded by independent observers; it also demonstrates that study participants, with some exceptions, were not biased toward reporting certain types of interactions over others. Still, some log terminologies were problematic for participants, as was the limited sampling period of 2 weeks. The authors propose ways to (a) change the LDP log to reflect the concerns raised by participants in the cognitive interviews and (b) alter the sampling scheme to capture leadership around the school year. The LDP log is less costly and time-consuming than in-depth ethnographic studies, and it is an important tool for researchers who aim to collect data in schools, one that reaches beyond surveys.
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"THE INSTRUMENTAL REHEARSAL,." In Basic Conducting Techniques, 104–11. Routledge, 2015. http://dx.doi.org/10.4324/9781315664743-20.

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"Principles of Instrumental Analysis." In Laboratory Guide for Conducting Soil Tests and Plant Analysis, 275–300. CRC Press, 2001. http://dx.doi.org/10.1201/9781420025293-8.

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"Principles of Instrumental Analysis." In Laboratory Guide for Conducting Soil Tests and Plant Analysis, 259–84. CRC Press, 2001. http://dx.doi.org/10.1201/9781420025293.ch5.

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Conference papers on the topic "Instrumental conducting"

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Lee, Kyungho, Michael J. Junokas, Mohammad Amanzadeh, and Guy E. Garnett. "An analysis of basic expressive qualities in instrumental conducting." In MOCO '15: Intersecting Art, Meaning, Cognition, Technology. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2790994.2791005.

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Steuben, John, Ken Andersen, Chris Ostrum, and Cameron J. Turner. "Design of an Instrumented Lathe Tool Post for Vibration Monitoring Studies." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28255.

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The research presented here details the development of an instrumented lathe tool post which has potential use in conducting a wide range of vibration monitoring studies, including condition-based maintenance or prognostic health management. The system developed allows for the modular mounting of instruments in differing configurations on an industry-standard tool post, which was developed in collaboration with a first-year graduate class in sensors and signals at the Colorado School of Mines. Data acquisition and the development of an interactive data analysis tool used for post-processing is discussed using results from a case study obtained by turning 304 stainless steel on a shop lathe. It is shown that chatter can be detected using a novel bi-level FFT approach at low computational cost. Potential future applications for the developed system are introduced, including real-time tool condition analysis and the development of a fully instrumented machine shop.
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Jun, Gu, Yin Wuliang, Wang Chao, and Wang Huaxiang. "Modeling of the conductive ring electrical impedance tomography sensor." In Instruments (ICEMI). IEEE, 2009. http://dx.doi.org/10.1109/icemi.2009.5274820.

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Taha-Tijerina, Jaime, T. N. Narayanan, Soorya Avali, and P. M. Ajayan. "2D Structures-Based Energy Management Nanofluids." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-87890.

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Designing of compact electronic and electrical instruments needs the development of high efficient thermal and electrical management fluids. Recent advances in layered materials enable large scale synthesis of diverse two-dimensional (2D) structures. Some of these 2D materials are good choices as nanofillers in heat/electrical energy transfer fluids; mainly due to their high surface area available for energy conduction. Among various 2D nanostructures, hexagonal boron nitride (h-BN) or graphene (G) exhibit versatile properties such as outstanding thermal conductivity (TC), excellent mechanical stability, and remarkable chemical inertness. These 2D nanostructures have been used to create composite fluids for diverse thermal management applications, such as microelectronics, high voltage power transmission systems, automobiles, solar cells, biopharmaceuticals, medical therapy/diagnosis, and nuclear cooling, among others. The ever increasing thermal loads in applications now require advanced operational fluids, like high TC dielectric insulating fluids for electrical transformers. These fluids require superb filler dispersion, high thermal conduction, as well as electrical insulation. Such thermal oils that conform to this thermal/electrical requirement, and yet remain in highly suspended stable state, have not yet been synthesized. We discuss the synthesis and characterization of stable high TC and electrically conducting and non-conducting Newtonian nanofluids using liquid exfoliated layers of h-BN and G in dielectric mineral oil.
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Maurice, S., B. Faure, M. Saccoccio, E. Durand, and C. Derycke. "Conduction cooled compact laser for chemcam instrument." In International Conference on Space Optics 2008, edited by Josiane Costeraste, Errico Armandillo, and Nikos Karafolas. SPIE, 2017. http://dx.doi.org/10.1117/12.2308262.

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Faure, B., M. Saccoccio, S. Maurice, E. Durand, C. Derycke, JL Willeman, and S. Raby. "Conduction Cooled Compact Laser for Chemcam Instrument." In 2007 European Conference on Lasers and Electro-Optics and the International Quantum Electronics Conference. IEEE, 2007. http://dx.doi.org/10.1109/cleoe-iqec.2007.4385864.

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Durand, E., D. Decaux, F. Falcoz, M. Sylvestre, and M. Saccoccio. "Conduction cooled compact laser for the MALIS instrument." In International Conference on Space Optics 2004, edited by Josiane Costeraste and Errico Armandillo. SPIE, 2017. http://dx.doi.org/10.1117/12.2308015.

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Durand, E., C. Derycke, C. Simon-Boisson, S. Muller, B. Faure, M. Saccoccio, and M. Maurice. "Conduction cooled compact laser for the chemcam instrument." In International Conference on Space Optics 2006, edited by Errico Armandillo, Josiane Costeraste, and Nikos Karafolas. SPIE, 2017. http://dx.doi.org/10.1117/12.2308147.

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Durand, E., C. Derycke, A. Soujaeff, L. Boudjemaa, C. Simon-Boisson, L. Roucayrol, M. Boutillier, B. Faure, and S. Maurice. "Improved conduction cooled compact laser for LIBS: Raman instruments." In International Conference on Space Optics - ICSO 2018, edited by Nikos Karafolas, Zoran Sodnik, and Bruno Cugny. SPIE, 2019. http://dx.doi.org/10.1117/12.2536013.

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Derycke, C., C. Simon-Boisson, L. Roucayrol, S. Maurice, Eric Durand, L. Boudjemaa, R. Perez, and B. Faure. "Conduction cooled compact laser for the supercam Libsraman instrument." In International Conference on Space Optics 2016, edited by Nikos Karafolas, Bruno Cugny, and Zoran Sodnik. SPIE, 2017. http://dx.doi.org/10.1117/12.2296037.

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Reports on the topic "Instrumental conducting"

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Sizyuk, V., A. Hassanein, V. Morozov, and T. Sizyuk. Heights integrated model as instrument for simulation of hydrodynamic, radiation transport, and heat conduction phenomena of laser-produced plasma in EUV applications. Office of Scientific and Technical Information (OSTI), January 2007. http://dx.doi.org/10.2172/932939.

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