Relevant bibliographies by topics / Music in education – Lesotho

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

Academic literature on the topic 'Music in education – Lesotho'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Music in education – Lesotho"

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Sebatane, E. Molapi. "Educational Assessment in Lesotho." Assessment in Education: Principles, Policy & Practice 5, no. 2 (1998): 255–69. http://dx.doi.org/10.1080/0969594980050207.

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Chere-Masopha, Julia, Tebello Tlali, Tankie Khalanyane, and Edith Sebatane. "The Role of Teacher Educators in Curriculum Reforms in Lesotho Schools." International Journal of Learning, Teaching and Educational Research 20, no. 6 (2021): 386–402. http://dx.doi.org/10.26803/ijlter.20.6.20.

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To a certain extent, many curriculum reforms that have been introduced in Lesotho schools have been unsuccessful. Teachers’ preparedness to implement these reforms has been the major factor for the failures. Involving teacher education providers in the preparation of teacher preparedness could improve the success rate of these school reforms. Therefore, understanding how education educators prepare teachers for curriculum reforms could assist to understand why school teachers often appear to be ill-prepared for curriculum reforms. Accordingly, this paper investigated the views of six teacher e
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Masten, John T., and Donald W. Richard. "Adaptating American adult-education methods in lesotho." Journal of Technology Transfer 15, no. 3 (1990): 40–44. http://dx.doi.org/10.1007/bf02372413.

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Mateusi, C. M., J. T. Khoaeane, and M. N. Naong. "Challenges of Inclusive Education: Lesotho Case Study." International Journal of Educational Sciences 6, no. 2 (2014): 263–73. http://dx.doi.org/10.1080/09751122.2014.11890138.

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Phafoli, Lehlohonolo. "THE EVOLUTION OF SOTHO ACCORDION MUSIC IN LESOTHO: 1980–2005." African Music: Journal of the International Library of African Music 10, no. 4 (2018): 127–43. http://dx.doi.org/10.21504/amj.v10i4.2236.

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The article describes the origins, evolution and status of Sotho1 koriana accordion music from the 1920s through the 1960s and 70s when it was considered shebeen music, and from1980 to 2005, when there was a change of attitude towards it and only sporadic production. Two concerns are: the status of koriana music, and, its appreciation by Sotho people themselves. Data was collected through observations, interviews with artists and listeners, and from cassettes, radio and TV programmes. Aspects of the music are described and related to non-musical events of the period.
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Mojalefa, Mamoeletsi Limakatso. "Factors Contributing to Industrial Conflicts within Higher Education Institutions in Lesotho: A Case of the National University of Lesotho." Business and Economic Research 11, no. 2 (2021): 319. http://dx.doi.org/10.5296/ber.v11i2.18550.

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Incidences of industrial actions, which have frequently paralyzed learning at most of the educational institutions, are frequent in Lesotho. Despite the safeguards for collective bargaining in Lesotho, the incidences of industrial actions at higher institutions of learning in Lesotho are still common. The study was conducted to investigate the factors which contribute to industrial conflict at the National University of Lesotho. In order to gain a deeper understanding of the participants’ unionism experiences, semi-structured interviews were used to collect data. This study reveals that lack o
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Fru, Raymond N. "Pedagogic Dilemma for History Education: Voices of Student Teachers in Lesotho." World Journal of Educational Research 2, no. 2 (2015): 182. http://dx.doi.org/10.22158/wjer.v2n2p182.

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<p><em>It is no secret that history education in many parts of the world is</em><em> </em><em>facing immense challenges. This academic discipline has never been under more pressure to justify its place in the curriculum of many educational systems. While some systems such as South Africa have overtly downplayed the importance of the discipline through unfavorable curriculum implementations over the years since the dawn of democracy, other systems like Lesotho have adopted more covert strategies to systematically out-phasing history education in the secondary
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Nketekete, Malefetsane E., and Maletele B. Motebang. "Entrepreneurship education in Lesotho secondary schools: pedagogical challenges." Education, Knowledge and Economy 2, no. 2 (2008): 121–35. http://dx.doi.org/10.1080/17496890802221357.

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Ntabeni, Mary N. "History education in the primary schools of Lesotho." Education 3-13 38, no. 3 (2010): 225–32. http://dx.doi.org/10.1080/03004279.2010.497269.

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Veidis, A., E. Nkabane-Nkholongo, M. Mohlerepe, B. Jack, and K. Shaw. "Competency-based continuing education for nurses in lesotho." Annals of Global Health 81, no. 1 (2015): 56. http://dx.doi.org/10.1016/j.aogh.2015.02.636.

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Dissertations / Theses on the topic "Music in education – Lesotho"

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Van, Zyl Madeleine. "Die dokumentasie en danskundige ontleding van bepaalde Suid-Sotho-danse met verwysing na die liggaamlike opvoedingprogram / Madeleine van Zyl." Thesis, Potchefstroom University for Christian Higher Education, 1985. http://hdl.handle.net/10394/9573.

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Traditional dances of the South Sotho of Qwaqwa were studied as a product of culture. The two major objectives were: to document, and analyse specific South Sotho dances and relate them holistically to the culture; and to determine which dances of the girls and the women would be suitable for inclusion in the Syllabus for Physical Education for Girls in the Republic of South Africa according to certain educational criteria. The aspects investigated in the study included the following: 1. An ethnographic image of the South Sotho relating to ancestry, way of life and culture; 2. Dance as a cultu
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Malataliana, Phaello. "The link between intercultural diferences and an optmal teaching and learning environment in a Maseru school." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020113.

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Whenever two or more people from different cultures interact in an educational environment learning and teaching can be affected either positively or negatively. The study sought to establish the link between intercultural differences and optimal teaching and learning environments. The aim of the study was therefore to enhance teaching and learning environments through improved intercultural understanding. The research was based on the qualitative approach. The research design that was used in the execution of the study was a case study. The data collection methods that were used were focus gr
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Kalake, Matsitso. "Factors enabling and constraining ICT implementation in schools: a multiple case study of three secondary schools in Lesotho." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1004539.

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This study focused on the implementation of ICTs in secondary schools in Lesotho. The main question addressed was: What are the enabling and constraining factors in the implementation of ICTs in schools? The work was undertaken in recognition of the fact that schools in the country were autonomously acquiring computers and using a variety of curricula without much coordination and policies from the government. There were factors encouraging schools to delve into this educational change: and challenges were already evident. This required further investigation. The research approach commenced wi
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Potjiri, Elizabeth Tello. "Free and compulsory primary education in Lesotho : democratic or not?" Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49968.

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Thesis (MEd)--University of Stellenbosch, 2004<br>ENGLISH ABSTRACT: The central question of this thesis is whether free and compulsory primary education in primary government schools of Lesotho has the potential to be thickly democratic. I hold that the Free and Compulsory Primary Education (2000) policy is a less democratic project because it is characterised by principles of thin democracy. My claim is that free and compulsory primary education in Lesotho can be more democratic if there is balance in the demand for equity of access in the FPE (2000) project. I hold that in order to
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Monaheng, Nkaiseng ̕Mamotšelisi. "Implementation tensions and challenges in donor funded curriculum projects: a case analysis of environmental and population education projects in Lesotho." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003450.

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This study aims to capture the challenges and tensions that arise in donor funded curriculum projects in Lesotho. Through an interpretive case study research design I investigated these challenges and tensions in two projects relevant to Education for Sustainable Development, namely the Lesotho Environmental Support Project (LEESP) and the Population/Family Education (POP/FLE) projects which are donor funded curriculum projects funded by DANIDA and UNFPA respectively. A review of donor funded curriculum projects in the field of environmental education/Education for Sustainable Development was
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Penduka, Mamthembu Mamachele. "Differentiation in higher education : a case study of Lesotho." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20628.

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Differentiation has become a crucial policy driver in higher education systems that attempts to respond to global pressures for a highly skilled labour force, employ new technologies and adapt to unpredictable or volatile global product markets and rapid technological change. In order to be globally competitive, nations have to place knowledge production, accumulation, transfer and application at the centre of their national development strategies. This study investigates the case of Lesotho, a relatively small African country with a colonial past that has left a lasting imprint, both enabling
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Moshoeshoe, Ramaele Elias. "Essays in economics of education: free primary education, birth order and human capital development in Lesotho." Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/16598.

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Includes bibliographical references<br>Given the low levels of educational standards in the developing world, the World Education Forum adopted the Dakar Framework for Action (DFA) in 2000, calling for quality 'Education for All' children of school-going age. Heeding to this call, many sub-Saharan African countries instituted Free Primary Education (FPE) policies. Lesotho instituted the FPE programme in 2000 on a grade-by-grade basis; first abolishing school fees in grade one, and then in successive higher grades each following year. This thesis consists of a short introductory chapter, three
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Garvey, T. "Intercultural education : the case of Ireland and Lesotho Primary Teacher Education Support Project." Thesis, Queen's University Belfast, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403478.

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Raselimo, Mohaeka Gabriel. "Curriculum reform in Lesotho: exploring the interface between environmental education and geography in selected schools." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003369.

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This study sought to explore the interface between environmental education (EE) and school geography with a view to understanding a process of curriculum reform in the context of Lesotho. The research was based on the curriculum reform process that was initiated by a Danish donor-funded project, known as the Lesotho Environmental Education Support Project (LEESP), which operated from 2001 to 2004. Driven by a sustainable development imperative, the project was intended to assist Lesotho in the implementation of local action for Agenda 21 by introducing environmental education into the formal e
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Molete, Bakae. "Perceptions of the gap between theory and practice in the preparation of English language teachers at the Lesotho College of Education." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1007682.

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The distinction between theory and practice can be traced back to Aristotle (384-322 B.C). Theory has been seen as the preserve of the academician who, through research, produces knowledge for the practitioner to use in his/her practice. This research sets out to investigate perceptions of the respondents with regard to the extent to which theory is applicable in practice. It does this in the context of teacher training at the Lesotho College of Education, (LCE), a teacher training college in Lesotho. In this research project; a case study of 5 students from the LCE who had been on teaching pr
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Books on the topic "Music in education – Lesotho"

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Qobo, C. M. Education in Lesotho: A bibliography. The Association., 1991.

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Thelejani, T. Sohl. Implementing educational policies in Lesotho. World Bank, 1990.

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Female education and child survival in Lesotho. Demography Unit, Dept. of Statistics, National University of Lesotho, 1996.

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Yoder, P. Stanley. HEALTHCOM in Lesotho: Final evaluation report. Center for International, Health & Development Communication, University of Pennsylvania, 1990.

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Kumar, Naresh. Music education. Adroit Publishers, 2004.

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Environmental Education Workshop (1994 Morija, Lesotho). Report on the Environmental Education Workshop. LANFE, 1994.

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Lesotho, National University of. National University of Lesotho: Strategic plan. National University of Lesotho, 2002.

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The history of education in Lesotho: Six brief subsectoral studies. House 9 Publications, National University of Lesotho, 2007.

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Sebatane, E. Molapi. Review of education sector analysis in Lesotho, 1978-1999. Working Group on Education Sector Analysis, UNESCO, 2000.

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Youmans, David Vance. Extension education impacts of farming systems research in Lesotho. Research Institute for Education Planning, University of the Orange Free State, 1986.

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Book chapters on the topic "Music in education – Lesotho"

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Preece, Julia, and David Croome. "Lesotho." In International Perspectives on Older Adult Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_21.

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Lissard, Katt. "Venus in Lesotho." In Feminist Popular Education in Transnational Debates. Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137014597_6.

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Lines, David. "Praxial Music Education." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-287-532-7_682-1.

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Hughes, Diane, Mark Evans, Guy Morrow, and Sarah Keith. "Popular Music Education." In The New Music Industries. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40364-9_6.

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Aróstegui, José Luis. "Music vs. Education." In Educating Music Teachers for the 21st Century. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-503-1_8.

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Lines, David. "Praxial Music Education." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-287-532-7_682-1.

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Feldman, Evan, and Ari Contzius. "The Music Budget." In Instrumental Music Education. Routledge, 2020. http://dx.doi.org/10.4324/9780429028700-26.

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Cavicchi, Daniel. "My Music, Their Music, and the Irrelevance of Music Education." In Music Education for Changing Times. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2700-9_8.

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Wilber, Bob. "Jazz education." In Music was not Enough. Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-09603-9_14.

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"Lesotho." In Guide to Higher Education in Africa. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1007/978-1-349-59632-4_26.

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Conference papers on the topic "Music in education – Lesotho"

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Lethole, Lieketseng, June Palmer, and Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.

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Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEM
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Hlojeng, Mampaqa Anna, and June Palmer. "MITIGATING ACADEMIC UNDERACHIEVEMENT OF VULNERABLE LEARNERS IN LESOTHO HIGH SCHOOLS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0158.

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Tóth-Bakos, Anita. "MUSIC EDUCATION AND MUSIC THERAPY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0135.

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Zhang, Hao. "Aesthetic Education of Vocal Music Teaching in Music Education." In 2018 8th International Conference on Social science and Education Research (SSER 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/sser-18.2018.4.

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Tóth-Bakos, Anita, and Agáta Csehiová. "MUSIC AND BRAIN – MUSIC TRAINING TRANSFER." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0136.

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Horsley, Stephanie, and Janice Waldron. "Challenging Music Education." In the 8th International Conference. ACM Press, 2017. http://dx.doi.org/10.1145/3097286.3097329.

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Zengeya, Theressa Madzingesu, Gregory Alexander, and Desiree Pearl Larey. "CONSIDERATIONS OF TALENT MANAGEMENT IN RETENTION OF ACADEMICS IN THE NATIONAL UNIVERSITY OF LESOTHO." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end127.

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The aim of the study was to examine the contribution of talent management practices at the National University of Lesotho in the retention of talented academics. The university has immense competition within the local, regional and international labour market. It isthreatened by high mobility and low retention of highly qualified staff, which has affected the quality of learning, especially postgraduate programmes. The study employed Bourdieu’s social theory and Adam’s theory of equity as a theoretical lens to understand talent management practices to retain talented academics. Bourdieu’s theo
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Zhou, Xiaomei. "Music Education and Music Inheritance in Multicultural Context." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.401.

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"Music Education in College Quality Education." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.112.

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Kováříčková, Marie. "Application Of Current Trends In Finnish Music Education Within Czech Music Education." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.70.

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Reports on the topic "Music in education – Lesotho"

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Yates, Chris. Keeping children in school : a review of open education policies in Lesotho and Malawi. Institute of Education, University of London, 2008. http://dx.doi.org/10.35648/20.500.12413/11781/ii084.

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Loveless, Jerry. The Use of Music as a Pedagogical Tool in Higher Education Sociology Courses: Faculty Member Perspectives and Potential Barriers. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1100.

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Nyabanyaba, Thabiso. The use of open, distance and flexible learning (ODFL) initiatives to open up access to education in the context of high HIV and AIDS prevalence rates : the case of Lesotho. Institute of Education, University of London, 2008. http://dx.doi.org/10.35648/20.500.12413/11781/ii081.

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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of ce
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. Th
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&amp;D), academies of science, ministries of science and technology, policies, rec
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