#dialog constructiv

[crossbordercroniclesro]

„Așa e!” – Replica care ascunde rezistența la schimbare

Într-o conversație în care încerci să convingi pe cineva că acțiunile sau gândirea lor sunt greșite, te-ai lovit, probabil, de acea replică aparent resemnată: „Așa e!”. La prima vedere, pare un acord, o recunoaștere a greșelii. Dar, de fapt, această expresie este adesea un scut al celor care nu doresc să-și asume responsabilitatea sau să schimbe ceva. De ce spun oamenii „așa e” fără să…

[stiriarges]

Dialog constructiv

Dialog constructiv între Distribuție Oltenia și autoritățile județene: întâlnire la sediul Consiliului Județean Argeș Continue reading Dialog constructiv

[inprimalinie]

Rusia își suspendă participarea la Adunarea Parlamentară a OSCE

Rusia își suspendă participarea la Adunarea Parlamentară a OSCE și nu își mai plătește contribuțiile. Georgiana ArseneAceastă decizie a fost luată de Consiliul Federației. Lipsa oportunității de a continua un dialog constructiv în cadrul organizației se explică prin restricțiile care se aplică parlamentarilor ruși, transmite @lomovkaa. Alte articole: Ponderea BRICS în PIB-ul global atinge…

[rudyroth79]

Știri: Vizita secretarului de stat Veaceslav Șaramet în Republica Moldova

Știri: Vizita secretarului de stat Veaceslav Șaramet în Republica Moldova

Secretarul de stat Veaceslav Șaramet, din cadrul Ministerului pentru Românii de Pretutindeni (MRP) se află într-o vizită de lucru în Republica Moldova, în perioada 30 august–4 septembrie 2017. În acest context, demnitarul român conduce o delegație formată din experți MRP și reprezentanți ai Institutului ”Eudoxiu Hurmuzachi”, la inaugurarea celei de-a doua ediții a Salonului Internațional de carte…

[jurnaldeoltenia]

Ministrul Educaţiei, Sorin Cîmpeanu, anunţă "rezultate fără precedent" în istoria consultărilor cu studenţii referitor la proiectul Legii învăţământului superior.

Ministrul Educaţiei, Sorin Cîmpeanu, anunţă “rezultate fără precedent” în istoria consultărilor cu studenţii referitor la proiectul Legii învăţământului superior.

“Astăzi, 22 august 2022, alături de colegi din Ministerul Educației, am avut un dialog deschis și extrem de constructiv privind proiectului Legii învățământului superior cu reprezentanții federațiilor studenților: Uniunea Națională a Studenților din România (UNSR), Uniunea Studenților din România (USR), Alianța Națională a Organizațiilor Studențești din România (ANOSR), Federația Asociațiilor…

[dininimapentrumine]

Dumnezeu să se îndure de țara noastră și să ne dea binecuvântarea Lui!

Dumnezeu să se îndure de țara noastră și să ne dea binecuvântarea Lui!

România este din nou într-o criză politică. O ziaristă din Timișoara spunea azi că “parcă am fi blestemați”. Ce pot face bisericile și creștinii în astfel de momente? Cel mai bun lucru pe care îl pot face este să smerească înaintea lui Dumnezeu și să se roage pentru stabilitatea României și pentru dialog constructiv între președinte, guvern și parlament. Bisericile și creștinii pot face mai mult…

[garp20-aliciawidlof]

Constructivist Pedagogy

Constructivism is a learning theory the main issue people have with learning theories is difficulty in translating a theory of learning into a theory or practice in teaching. The general sense of constructivism is that it is a theory of learning or meaning making, that individuals create their own new understandings on the basis of an interaction between what they already know and believe and ideas and knowledge with which they come into contact. Constructivism is not a learning theory but a model of knowing. Represented constructivism as a construct and movement that has become massively complex, with different founders and advocates, schools, focii and disciplinary approaches. Not all agree that we are dealing with two separate and competing approaches, there is a difference in the lenses used to view constructivism the first being sociological, the second psychological. And it is these lenses that Philips focuses on:

 Social Constructivism or social constructionism. Human constructs, and that the form that knowledge has taken in these fields has been determined by such things as politics, ideologies, values, the exertion of power and the preservation of status, religious beliefs, economic and self-interest.

 Psychological Constructivism:  Learning theory that suggests that individual learners actively construct the meaning around phenomena. The development of meaning may take place within a social group.  The major difference between the two points is one of focus however social constructivism focuses on how the development of that formal knowledge has been created in which epistemological frameworks are embedded. Which meaning is created within the individual mind, how shared meaning is developed within a group process. An important contribution within this form, particularly for pedagogical processes, formal knowledge development within an expert community. The social aspect of psychological constructivism is not equivalent in focus, conception, or analytic level to social constructivism.

It represents a process, in the best of all possible worlds, that is dialogical and rational, and that creates a shared and warranted set of understandings. Ideology, politics, and power are usually not considered in the psychological approach to constructivism such as they are in social constructivism. Most of the work on constructivist pedagogy takes place within the second approach psychological. There are exceptions, but they are rare. Considerations of how individual students learn to ways of facilitating that learning, constructivist principles in various subject matter areas were launched at the national level.

 Made comparisons of constructivist with transmission model teachers to explicate differences in the two teaching approaches. Respect for students' background and developing understandings of beliefs about elements of the domain.

 Explore an element of the domain with the purpose of leading to the creation and shared understanding of a topic:

planned and unplanned introduction of formal domain knowledge into the conversation through direct instruction, reference to text, exploration of a web site, or some other means.

Opportunities for students to determine, challenge, change or add to existing beliefs and understandings through engagement in tasks.

Development of student's metawareness of their own understandings and learning processes.

The elements of constructivist pedagogy are imperatives, approaches to teaching toward which one initially aspires. These elements play out quite differently depending on content domain, age level of the students, students' experiences as learners prior to coming into the specific classroom, school context, teaching style. Pedagogy is thought of as the creation of classroom environments. To date, the five elements listed previously appear to contribute to the creation of such a classroom.

 Teacher education also began to explore the meaning and practice of constructivist teacher education. Researchers considered what it means to prepare teachers to teach constructively. Initially, the work focused primarily on preparing teachers to teach in a constructivist manner in the classroom. Instructing teacher education students to use explicit step-by-step models of constructivist teaching. The method of teaching constructivism contradicted the learning paradigm. It became clear quite quickly that the teacher education classes, themselves, should probably be conducted in a constructivist manner for ethical reasons, to help students develop deep understandings of the teaching process and habits of mind that would aid in their continuing learning.

 The typical teacher education classroom began to move from a lecture format to one in which the teacher educator acts as a facilitator in the development of individual and group meaning around classroom teaching. A goal of leading students toward teaching constructively in their own classrooms and using constructivist approaches in teacher education instruction. The five elements described above constructivist pedagogy also characterize the sense of constructivist teacher education.  

 Meaning-making theory suggests that students also make meaning from activities encountered in a transmission model of teaching such as lectures or direct instruction and lectures may still be a part of a constructivist classroom. What, then, does constructivist teaching do for students that is different from their learning within a traditional transmission model? I always thought that a constructivist classroom provides students with opportunities to develop understandings of the material. Develop complex cognitive maps that connect together bodies of knowledge and understandings. To understand more about student learning within a constructivist classroom, we need to conduct more empirical inquires on the topic.

  Constructivist pedagogy focuses on a specific domain or discipline with a goal of developing in students the ability to think mathematically, historically, literarily, musically, and so on. Two templates: one is brought forward from the domain of mathematics - the ways mathematical knowledge is constructed through reasoning and developing proofs, or, as the authors describe. To treat the discipline of mathematics with integrity; to give serious respect to children's mathematical ideas; and to see mathematics as a collective intellectual endeavour located within a community. It is important to note that an empirical focus on relationship between teaching and student learning does no necessarily require an experimental study that compares constructivist and traditional instruction.

 The type of deep understanding of mathematical reasoning and proof described in the ball and bass article is not what is being assessed on these state-level or national standardized tests. Constructivism is a theory of learning and not a theory of teaching, the elements of effective constructivist teaching are not known.

Is it possible to move beyond the individual teacher, context and group of students to be suggestive of practices that are instructive to others? Within the constructivist paradigm, good teaching is constructivist teaching. If a teacher considers herself to be constructivist (or one who teaches for understanding), but is not particularly good, it is suggested that this is probably because the teacher, at root, holds transmission beliefs. Effective constructivist teaching is due, in part, to the lack of constructivist teaching theory. Thus constructivist teaching theory consisted of a foundation of constructivist learning theory and a set of prescriptions about what actions should not be adopted from the transmission model.

Whole language teaching relies on the teachers commitment to whole language as a language development theory, certain skills of determining where individual children are in their development. Particularly the laissez-faire approach, and has led, in some cases, to attempts to replace all such language instruction with back-to-basics approaches.

 I do not need to know any science in order to teach it. I will simply allow my students to figure things out for themselves, for I know there is no right answer. Prospective English teacher viewed constructivist pedagogies as ends in themselves, and lost sight of the content and purpose of the particular teaching activities. These two metaphors may represent mutually exclusive theories of learning and are then often translated into teaching in an exclusionary way: That is, a particular pedagogical approach is either based on acquisition or participation. However theories of teaching are being developed within subject-matter areas. Theory building within individual subject matter domains, provide teachers and teach educators with a sense of more and less effective approaches to constructivist teaching. Subject matter domains has led to some quite realistic expectations concerning teachers' subject matter knowledge.

 Teachers' Subject Matter Knowledge

Wineburg and Wilson suggest that the representation of a subject matter domain within a classroom is affected by the teacher's own understanding of the subject matter in combination within his or her understanding of how students are taking it up. Deep and strong subject matter knowledge in a constructivist classroom. Such knowledge helps teachers in the interpretation of how students are understanding the material, in developing activities that support students in exploring concepts, hypotheses and beliefs, in guiding a discussion toward a shared understanding, providing guidance on sources for additional formal knowledge, and at times correcting misconceptions. The depth of subject matter knowledge necessary to provide these experiences for students may be found in secondary teachers who major in a particular content. That constructivist teaching requires a deep understanding of disciplines, the teaching practices specific to that discipline on the part of the teacher. Insure that elementary teachers have the requisite level of knowledge in all the disciplines they are expected to teach? It is the case that research on the transfer across subject matter areas and contexts has been disappointing if not misguided. Habits of mind that may transfer across subject matter and that may be of interest and importance within the learning of different subject matters? While her study indicates the depth of subject matter knowledge required to produce good explanations in two different subject matters, it also provides a general view of the phenomenon.

 Cultural differences

This section is meant to be cautionary, not definitive, and places this discussion of constructivist pedagogy within a social constructivist frame - what Gergen calls the scholarship of dislodgment it involves looking at constructivism, itself, as a concept that is constructed and practiced within out current cultural, political and economic constraints and ideologies. It connects with a small literature that expresses concerns about the use of constructivist pedagogy with minority students. In Detroit schools, there was little constructivist pedagogy seen of the psychological variety in these classrooms. When looking into Michigan schools there was found a considerable emphasis on constructivist pedagogy. Perhaps the teachers in the two settings experience very different teacher education. Perhaps the school board requirements in the urban area are responding to the low test scores through a basic skills approach. Psychological constructivism's roots are western, liberal, and individualistic (Eurocentric) and much of the current approach to constructivist pedagogy, at least in the US, was developed within privileged classes. It is not clear to me that the less privileged and minority cultures are interested in the strong individualistic approach suggested in current constructivist pedagogical approaches. At the Afrocentric school, the teachers engaged in teacher-centered instruction, improvement of the community both within and outside the school. These community goals, expressed within the African-centered philosophy as Maat and Naguzu Saba were clear to all teachers, students and parents. Inside and outside the school meant that values and expectations related to a communal world view were clear, and it was expected that students would obey them. Teachers' interactions with students were public - in interviews, it was explained by the teachers that other students learn from a teacher's interaction with one student. Expectations for students to success in their academic subjects so that they could do well in high school and beyond and come back to help the community. Teachers worked with individual students, often privately; and while the life skills goals that included such viruses as honesty and creativity were clearly set out for the students, there was an understanding on the part of the teachers that individual students would approach these goals differently. While there was a strong sense of community, it was a community created by the students and teachers. For example within this school, the virtue of respecting others was a paramount moral goal. The community was there to help the individual students create a dialogical social group in order for students to develop a deep understanding of the material and to share the developed knowledge with other individuals in the class. Teachers believe that students will develop a unique set of understandings around the particular subject that is being explored. Among these teachers, this view also pertained to the development of moral values and moral infractions such as lying and bullying.

 This community represents one way in which psychological constructivism has gone social. The psychological constructivist approach may be particularly possible within a dominant culture; although there are still concerns about it within the conservative elements of the dominant culture. Both schools presented excellent learning opportunities for their students. And yet they were very different, and one did not conform to the constructivist instructional approach advocated. What was viewed in the Afrocentric school was not constructivist pedagogy. This is certainly the case, but there is more to it than that. In our enthusiasm for constructivist pedagogy and our advocacy of this particular vision of instruction as represented in national and state standards, we may be imposing a dominant model of pedagogy on those who wish - and may have good reason to operate differently.

 Developing an understanding of constructivist pedagogy based on constructivist learning theory. Approached with constant attention paid to the possibility of ideological bias. Constructivist pedagogy at this point is determining ways of relating teacher actions in a constructivist classroom to student learning. The term "action" includes both intentions and behaviours. Thus, the study of the relationship would include obtaining both a sense of the teacher's beliefs and values concerning broad and narrow learning goals for students. Theories of constructivist teaching will provide us with ways of identifying more and less effective teaching practices for use in teacher education and professional development. It may be that theory building at both levels is required: at the subject - matter level as well as at a more general level. The teachers in the Afrocentric school were clear about their goals for their students and employed pedagogical techniques, strategies, and manner that conveyed their expectations to the students and helped them achieve the goals. Assigning to individual students the responsibility for learning. Examining the goals for students both intellectual and moral in very different cultural contexts, we should remain semi-sceptical about our sense of constructivist pedagogy. If we accept constructivist learning theory as a way of describing how students learn, we must also acknowledge that students will learn from many different forms of instruction. A theory of teaching could, in fact, encompass a constructivist theory of learning and look very different that the constructivist pedagogical approach described. It would be well worth re-examining or sense of constructivist pedagogy and, with the help of more empirical research that focuses on student learning and a sense of cultural responsiveness.

[edufinonline]

Ministrul Anatol Usatîi către Ambasadorul Republicii Armenia: „Mă bucur că prima reuniune a Comisiei mixte moldo-armene va avea loc la Chișinău. Mizăm pe un dialog deschis și constructiv între țările noastre” Ministrul Economiei și Infrastructurii, Anatol Usatîi, a avut astăzi o întrevedere cu Ambasadorul Extraordinar și Plenipotențiar al Republicii Armenia în țara noastră, Jivan Movsisyan.

[smartseo4you]

New Post has been published on Ziarul tau online

Platforma România 100 se opune mișcărilor legislative care slăbesc Justiția

Proiectul de modificare a legilor Justiţiei, anunţat de ministrul Tudorel Toader şi publicat pe site-ul Ministerului Justiţiei, este un atac direct asupra statului de drept, subordonează Justiţia intereselor politice şi condamnă România la periferia Uniunii Europene, susţin reprezentanţii Platformei România 100, într-o postare pe Facebook. În opinia acestora, proiectul de lege "distruge echilibrul între puterile statului, afectează grav independenţa Justiţiei şi sporeşte nemăsurat şi nejustificat puterea ministrului Justiţiei". Reprezentanţii Platformei România 100 arată că, prin noile modificări, ministrul Justiţiei va putea face practic numirile în funcţiile de conducere din Parchetul de pe lângă Înalta Curte de Casaţie şi Justiţie, Direcţia Naţională Anticorupţie şi Direcţia de Investigare a Infracţiunilor de Criminalitate Organizată şi Terorism, până la nivelul ierarhic al şefilor de birou inclusiv – Consiliul Superior al Magistraturii neavând posibilitatea de a respinge decât o singură dată propunerile avansate de ministrul numit politic. De asemenea, susţin reprezentanţii organizaţiei, "ministrul îşi va putea exercita autoritatea asupra procurorilor la nivel operaţional, în sfera funcţiilor şi atribuţiilor acestora, dincolo de autoritatea generală cu care este învestit prin art. 132 (1) din Constituţia României cu privire la statutul procurorilor; va putea exercita presiuni şi influenţe de natură politică prin extinderea posibilităţii de control pe cale ierarhică a soluţiilor adoptate de procurorul de caz; va controla în totalitate Inspecţia Judiciară – de la normele pentru efectuarea inspecţiei – stabilite prin ordin de ministru până la buget şi numirea şefului Inspecţiei Judiciare, putând totodată să ceară refacerea rapoartelor IJ. Trecerea Inspecţiei Judiciare de la Consiliul Superior al Magistraturii la Ministerul Justiţiei este de natură să afecteze grav independenţa justiţiei ca putere separată în stat; va putea exercita o presiune suplimentară asupra judecătorilor şi procurorilor prin intermediul Inspecţiei Judiciare şi prin modificările propuse în domeniul răspunderii materiale a magistraţilor". Potrivit reprezentanţilor Platformei România 100, crearea în cadrul Parchetului de pe lângă Înalta Curte de Casaţie şi Justiţie a unei direcţii dedicate combaterii infracţionalităţii în rândul magistraţilor, "pe lângă faptul că generează o inutilă fragmentare instituţională, se constituie într-un factor suplimentar de presiune asupra corpului profesional al magistraţilor, eliminarea preşedintelui României din procedurile de numire a funcţiilor de conducere la vârful sistemului judiciar este de natură să afecteze grav sistemul de echilibru şi control reciproc al puterilor în stat, esenţial pentru arhitectura constituţională a României". "Platforma România 100 se opune ferm oricărei modificări legislative care slăbeşte justiţia şi lupta împotriva corupţiei în România şi se alătură organizaţiilor civice şi cetăţenilor care protestează paşnic împotriva propunerilor legislative publicate de Ministerul Justiţiei, cere retragerea imediată a proiectelor de legi şi angajarea într-un dialog transparent, constructiv şi inclusiv cu preşedintele României, Consiliul Superior al Magistraturii, Ministerul Public, organizaţiile reprezentative ale magistraţilor, organizaţiile societăţii civile, care să conducă la rescrierea pachetului legislativ în acord cu principiile statului de drept şi solicită coaliţiei de guvernare PSD – ALDE asumarea explicită a paternităţii acestui pachet legislativ şi demiterea imediată a Ministrului Justiţiei", arată reprezentanţii Platformei România 100. Reprezentanţii organizaţiei subliniază că drumul democratic şi european al României este nenegociabil şi ireversibil. "Orice încercare de modificare a legilor justiţiei trebuie făcută numai pentru întărirea statului de drept şi a luptei împotriva corupţiei în România, pentru protejarea cetăţenilor oneşti, care respectă legile, pentru consolidarea unei societăţi democratice, bazată pe morală şi valori. Orice modificare a legilor justiţiei trebuie însoţită de argumente clare, de un proces decizional transparent şi participativ, izvorât din dezbateri publice reale. Tema justiţiei este una centrală în tranziţia românească şi în statutul european al României. De aceea, Platforma România 100 cere coaliţiei PSD – ALDE şi partidelor parlamentare să trateze această temă cu maximă transparenţă şi responsabilitate", se mai arată în postare.

AGERPRES

Sursa articol jurnalul.ro

, sursa articol https://blogville.ro/platforma-romania-100-se-opune-miscarilor-legislative-care-slabesc-justitia/

[borisharea]

FMI va evalua vulnerabilitățile guvernanței

Prim-ministrul Ion Chicu a avut o întrevedere cu echipa de experți ai Fondului Monetar Internațional (FMI), condusă de Ruben Atoyan. În cadrul ședinței online, au fost definitivate ultimele detalii privind noul program financiar de țară. După două săptămâni de dialog constructiv și de negocieri, părțile au ajuns la un acord comun privind acțiunile prevăzute în program.

Valoarea noului program…

[rudyroth79]

Știri: Programul ”Manifest pentru dialog” (16 februarie – 8 martie 2020, Târgu Jiu, București, Brăila, Galați, Târgu Mureș, Cluj-Napoca, Sibiu) Programul ”Manifest pentru dialog”, susținut de BRD Groupe Société Générale și realizat de Teatrul Național ”Radu Stanca” Sibiu în parteneriat cu Festivalul Internațional de Teatru de la Sibiu și Departamentul de Artă Teatrală din cadrul Universității ”Lucian Blaga” din Sibiu a debutat acum patru ani, ca program social, cultural și educațional și a devenit încă de la prima ediție o platformă de dialog între publicul spectator și artiști, reușind nu doar să aducă în atenția publicului subiecte de actualitate, de interes pentru societatea românească, cât mai ales să incite și să pună bazele unui dialog constructiv.

[madisonmakingfutures]

Week 1 Independent study

Option 2. Expressions of ‘hope’ or ‘anxiety’ are dialogues that arise in response to new kinds of social, political, economic or technological change. Select one or two cases studies, investigate the dialogues and draw on some key points made to develop your discussion

Some examples in which utopian and dystopian debates occur include –immigration to new lands; the rise of a new technologies such television or new media technologies, AI, surveillance, a drug, etc.; local or global politics; in the aftermath of disaster or warfare; a global crisis such as a pandemic or an economic recession; designing for new cities or worlds, or organising systems; the forming of a cult community; rights and equity issues- human, animal, flora and fauna;  sustainability discourses.

Some historical movements in which these occur include western epochs such modernism, futurism, constructivism, postmodernism, or a historical phenomenon like Colonisation, the Anthropocene and maybe even Decolonisation.

A balanced discussion will draw attention to various points of view and different sides of the debate.

Hostile architecture

My topic of choice is on hostile architecture. Hostile architecture is an urban-design strategy that uses elements of the built environment to purposefully guide or restrict behaviour in order to prevent crime and maintain order. It often targets people who use or rely on public space more than others, such as youth and the homeless, by restricting the physical behaviours in which they can engage.  Also known as defensive architecture, hostile design, unpleasant design, exclusionary design, and defensive urban design, the term hostile architecture is often associated with "anti-homeless spikes" – studs embedded in flat surfaces to make sleeping on them uncomfortable and impractical.Other measures include sloped window sills to stop people sitting; benches with armrests positioned to stop people lying on them, and water sprinklers that "intermittently come on but aren't really watering anything."Hostile architecture is also employed to deter skateboarding, littering, loitering, and public urination.

Reflect on what interests you about this option. Where do you imagine you could go with it.

Option 2 interests me as the dialogues of hope and anxiety arent often associated with the idea of hostile architecture. I personally have never looked into the “hopes”, and “anxieties” people may have about introducing these design techniques into our cities. Within my degree of spatial i have briefly researched what hostile architecture is and the diffrent types, and designs that are used. From what I have learnt I find extremely interesting, how Hostile architecture makes you uncomfortable without realising,  that unpleasant design is put in place to make spaces mentally more enjoyable for you and i.  I choose option 2 as it allows me to have a deeper understanding of the different perspectives people may have on the topic, peoples hopes for this design, people's anxieties and  also how it ties into mana taonga. All important perspectives which will be valuable within my degree to better interpret and understand.

What are your learning goals – ie what do you want to find out more about? (write or brainstorm)

I would like to deepen my understanding of what anxieties and hope mean for people. Understanding that everyone has different perspectives on what these two dialogs mean. And how we can incorporate hostile architecture into our communities in the most ethical, reasonable and moral way - If there is any.

I'm interested in learning different types of hostile architecture, different ways of using lighting, seating designs, visual designs. How these different use of design techniques are used to manipulate how people are feeling within the space. What is the psychology behind this method, where did it come from?

How this could affect people's mana taonga, who its effects, who is excluded.

Hostile architecture as a whole, who designed it, why it was designed, when, how it has evolved. 

[news24hrou]

Oprişan, după rezultatul slab al PSD la europarlamentare: Dragnea trebuie să plece!

Vicepreşedinte al PSD, Marian Oprişan îi cere demisia lui Liviu Dragnea de la conducerea partidului ca urmare a rezultatului obținut în europarlamentare.

În opinia liderului organizației de Vrancea, actualul președinte a reuşit să compromită încrederea acordată de electorat în 2016.

“Liviu Dragnea sa demisioneze! Prieteni, noi, cei din PSD, am înţeles că încrederea covârşitoare cu care am fost investiţi în 2016 este o responsabilitate imensă. Am pus suflet, am muncit ca nouă, tuturor românilor să ne fie mai bine! Ca om politic, care am fondat PSD, nu am putut însă să ignor faptul că nişte calcule meschine şi o politică de resurse umane complet neinspirată şi total autistă la vocea societăţii civile şi a membrilor PSD au făcut ca munca şi performanţele din ultimii doi ani de zile să compromită încrederea covârşitoare care ne-a fost acordată de poporul român”, scrie Marian Oprişan, pe Facebook.

“Cifrele de la ieşirea din secţiile de vot, dar şi sentimentul general al electoratului ne dau măsura eşecului conducerii Partidului Social Democrat în frunte cu Liviu Dragnea. Trebuie să ne asumăm realitatea: în numele interesului personal şi a unor calcule meschine, Dragnea a reuşit să compromită încrederea covârşitoare care ne-a fost acordată de poporul român în 2016. De la 45% dintre voturi am ajuns, din cauza egoismului şi incompetenţei servile, pe poziţia a doua sau chiar a treia în unele oraşe. Concluzia este una singură, în inima oricărui PSD-ist adevărat, precum şi în majoritatea secţiilor de votare: Dragnea trebuie să plece! Nu mâine, nu după vreo negociere de culise, ci acum!”, adaugă Marian Oprişan.

“Social democraţia are nevoie de suflet, de conectare la nevoile oamenilor, dar şi de curajul de a spune lucrurilor pe nume şi de mintea de a face ce trebuie. În acest moment trebuie să începem reforma PSD. Cu limpezime şi curaj. Avem nevoie urgentă să ne reapropiem de alegătorii noştri, de România adevărată care ne susţine şi pe care o susţinem. Pe lângă despărţirea de Dragnea şi echipa sa, propun trei direcţii de acţiune imediată: promovarea liderilor care au demonstrat cu rezultate, un dialog constructiv cu familia social democraţilor europeni din care Dragnea ne-a exclus, revalidarea programului de guvernare după consultări deschise cu autorităţile locale şi cu populaţia”, mai notează Marian Oprișan.

“Trebuie să ne dovedim a fi aceeaşi forţă care a dus România în NATO şi în Uniunea Europeană, cu toată încrederea partenerilor internaţionali de partea noastră. Avem obligaţia să fim principalul sprijin şi apărător al românilor de peste graniţe, să lucrăm alături de şi pentru diaspora. Doar aşa vom putea fi mişcarea politică pe care România o cere. Este momentul zero pentru PSD! Lansez invitatia tuturor celor care credem în social-democraţie, inclusiv cei care au părăsit partidul din cauza lui Liviu Dragnea, să punem umărul la recâştigarea respectului şi a demnităţii!”. încheie șeful PSD Vrancea,

“Nu sunt nişte rezultate care să bucure PSD-ul, trebuie făcute analize foarte rapid şi foarte serios în partid şi am înţeles că un coleg de-al meu a avut o propunere. (…) Eu, în viaţă, mi-am asumat şi ce am făcut şi ce nu am făcut, şi la fel  voi face acuma, împreună cu colegii mei, dar eu nu-mi asum astfel de lucruri nici pe Facebook şi nici ascuns pe undeva în vreo ţară apropiată, ci într-o discuţie serioasă a Comitetului Executiv Naţional”, a spus Liviu Dragnea, duminică seara, după apariția primelor estimări electorale.

http://bit.ly/2SdJXOi http://bit.ly/2EAIwFt

[politicaastazi]

Premierii Pavel Filip şi Volodimir Groisman consideră relaţiile bilaterale excelente

În cadrul conferinței de presă comună, Premierii Pavel Filip şi Volodimir Groisman au apreciat caracterul deschis şi constructiv al relaţiilor bilaterale, fapt confirmat şi de întrevederile la nivel înalt, din ultimul timp. „Republica Moldova și Ucraina au relații excelente. De fapt aceste relații și sunt firești pentru două țări vecine, pentru două state care se respectă reciproc și care se confruntă cu o serie de probleme similare”, a menționat Prim-ministrul Pavel Filip.

  De asemenea, Premierul Republicii Moldova a evidențiat caracterul ascendent al relațiilor economice bilaterale, inclusiv relansarea activității Comisiei interguvernamentale moldo-ucrainene privind colaborarea comercial-economică. În acest sens, Pavel Filip a spus că au fost atinse mai multe obiective din Foaia de parcurs semnată între părţi. Referindu-se la prioritățile moldo-ucrainene pentru perioada următoare, Prim-ministrul Republicii Moldova a vorbit despre finalizarea procedurii de demarcare a frontierei de stat, asigurarea procesului de funcționare a complexului hidroenergetic Novodnestrovsk, dar și despre soluționarea problemelor cu care se confruntă transportatorii auto.

  „Desigur că am acordat o atenție deosebită și la tot ce vizează ecosistemul râului Nistru. Am convenit că vom avea o comisie mixtă care va avea grijă de tot ce se întâmplă în ecosistemul râului Nistru  și va monitoriza acest lucru. Am convenit că ne vom adresa de comun acord către Comisia Europeană să ne ofere expertiză în acest sens”, a conchis Pavel Filip.

  Un alt subiect discutat de Premierii Pavel Filip și Volodimir Groisman a fost controlul în comun la frontierele de stat. În acest sens, oficialii au declarat că urmează să fie deschise noi puncte de trecere comună, spre beneficiul cetățenilor și a mediului de afaceri. „Noi dăm un semnal foarte clar că în timp ce unele țări construiesc granițe și bariere, Republica Moldova și Ucraina construiesc poduri și încearcă să comunice mai bine”, a mai spus Pavel Filip.

  La rândul său, Premierul Ucrainei a vorbit despre importanța aprofundării parteneriatului bilateral și oferirea suportului reciproc, inclusiv în parcursul european ales de statele noastre. De asemenea, șeful Cabinetului de miniștri de la Kiev a spus că Ucraina este deschisă pentru un dialog bilateral constructiv și susține Republica Moldova în promovarea măsurilor de modernizare a țării.

   „Acordăm o atenție deosebită dezvoltării relațiilor noastre bilaterale și putem astăzi să constatăm că pe parcursul ultimului an am reușit să soluționăm o serie de probleme concrete, care aproprie țările noastre și elimină barierele existente. Datorită eforturilor noastre volumul comerțului bilateral a crescut cu mai mult de 30 %. Suntem prieteni, vecini, avem frontieră comună și trebuie să facem totul pentru ca mereu colaborarea bilaterală să aducă succes statelor noastre”, a declarat Volodimir Groisman.

  Oficialii s-au mai referit la procesul de reglementare a diferendului transnistrean, precum și la importanța respectării drepturilor minorităților naționale și protejarea intereselor acestora.

    vezi sursa: http://ift.tt/2xnOOBX from Blogger http://ift.tt/2y5XIaK via IFTTT Like: My Library Like: Facebook

[music-research-strategies]

Marshall Trammell on Music Research Strategies

http://soundamerican.org/sa_archive/sa15/sa15-marshall-trammell.html

Originally published in Nate Wooley’s Sound American “Propaganda Issue” April, 2016

Photo Credit: Agatha Urbaniak (Brighton, UK)

PART 1

Bradford, Roper, and Wong perform on a loom of interpersonal rituals and dialogic relationships at San Francisco State University in March of 2016. This band, Purple Gums, is a marked territory. The brassy trio (cornet, tuba, and saxophone, respectively) performed for a master class in the Creative Arts building for about 25folks in a medium-sized band room. For this performance, percussionist Vijay Anderson played with the usually drummerless trio. Minutes into the in-class performance, [William] Roper authoritatively erupts a spoken phrase through his mini-tuba: “Assume the position!” A bolt shivers our bones. He continues, invoking an aspect of life in this country. Purple Gums knows what this means. It’s imprinted upon the psyche of generations. Purple Gums refers to themselves as representative of a circular history: a story that’s not yet past. [Cornetist Bobby] Bradford tells us the excess of melanin in the skin causes relative coloration in the gums, and of the racial slurs attributed to it within and outside of the black community. He gives a sermon on the usage and appropriate inflection of the term motherfucker.

The band has had a 14-year interval between hits.

Why did they choose that moment to reconvene?

Purple Gums expresses an oppositional consciousness. Direct transmission of strategic methodology of pissedness and resistance technologies volley across the bandstand; seeing signs in culture (semiotics), analyzing these signs (deconstruction), synthesizing related forms (meta-ideologizing), erecting new principles of action (differential movement), and deploying egalitarian practices (democratics). Chela Sandoval’s seminal work Methodologies of the Oppressed exists for the purpose of generating dissidence and “revealing the rhetorical structure by which the languages of supremacy are uttered, rationalized—and ruptured.”

I entered the room with these lenses on. Gums speaks for themselves:

Purple Gums views music as narrative. A tune starts, by the time it ends, territory has been crossed, a story has been told. Most of the time the band lays down a backdrop for the audience to spin out their own creations within their heads. But on occasion, any one of the band's members will step to the mic and spin a yarn for you. Like the music, these stories are created extemporaneously—knowing the carnival ride you've stepped onto doesn't guarantee that you'll recognize the ride you step off of.

The nature of the signified totality of the presence of this group is that of their agency to produce musical sounds reflective of location/dislocation, dialogic inferences, traditions in/out of music, cultural signifiers, arbitrariness, and any, every part of their engagement.

This and related events were part of ImprovisAsians!, an annual performing arts and community-building event sponsored by Asian Improv aRts (AIR). The goals since 1987:

          1) To make it possible for artists to create innovative works rooted in the diasporic experiences of Asian and Pacific Islander heritage.

          2) To engage a next generation of community members in the arts through arts education.

          3) To enable sustainability for artists and arts organizations in a challenging economic environment.

          4) To facilitate creative collaborations that bring together major institutions, artists, and multigenerational audiences and participants.

The introduction—this introduction—into the subject matter of messages or propaganda or poetics of politics in art/music production is a reflexive process.

When I came to San Francisco 25 years ago as a student/street activist, I literally tripped over people like [saxophonist] Francis Wong, whose worldview and political consciousness shifted in response to the beating death of Vincent Chin near Detroit, Michigan, in June of 1982. Chrysler autoworkers—incensed about recent layoffs attributed to the boom in the Japanese car market—beat Chin to death with baseball bats outside of a bar at his bachelor party. The murderers received lenient fines and three years’ probation, and the state was satisfied. Asian Improv aRts was founded five years later by Wong and others. A bell can’t be unrung.

On the ride home from the class and performance, Vijay Anderson, an AIM devotee, shakes his head remembering how melodic Francis and Bobby are together. I think that overall harmony of difficult material is a binding substance for examination here.

Listen to Black Spirituals

PART 2

“the streets our brushes, the squares our palettes”

Constructivist motto

Russia, 1917

La Paz Middle School is located in Salinas, California, a historic town in Monterey County near the Central Coast of California named for its salty marshes and fertile agriculture. Reflective of the population of the town, La Paz has a high Latino concentration, presumably descendants of generations of farm laborers.  Just weeks before I delivered a two-day arts practicum on the visual culture of the Underground Railroad, a 16=year-old was murdered by the police fairly close to the school. The history curriculum is a complement to instructor Jason Flores’s constructivist education framework (ultimately based on the work of Jean Piaget). The classroom centers on meaning-making by exposing the tenets, on which the social construction of everything in the classroom is based. As a facilitator, Flores serves to remove obstacles to learning by cultivating cognitive development through a series of observable, didactic activities. Students, as makers-of-meaning themselves, engage in the democratic learning environment as they construct representations of history individually and collectively.

I taught four classes of La Paz Panthers waist-high in the stories of Frederick Douglass, Civil War battles, and coded Black Spirituals. I engaged these young investigators to synthesize their own expertise and acquired knowledge through a socio-historical, tactical arts practicum centered on the intervention of the Underground Railroad quilt codes. “Re-Imagining UGRR Quilt Codes” illustrates connections and dynamics between the Civil War–era Underground Railroad to currently existing underground railroad dynamics and the relevance in their lives today. A conductor is clearly more understood as a coyote in the parlance of La Paz students; a station is a safe house.

Using the tools of perception, production, and reflection, these students demonstrated they had shared an interpersonal relationship with history beyond that of a solely fact-based curriculum.

         1) Perception: students study works of tactical media in historic relevance to emancipatory practices

         2) Production: students use basic skills and principles of the art form and put their ideas into visual form

         3) Reflection: students assess their work according to personal goals and standards of excellence in the field

In art, Constructivism has origins in the 1917 Russian Revolution, where artists built meaningful objects reflective of the resources used for construction. It was an art form rich with materials for producing a new culture through assigning art to a practical, socially useful role in everyday life. For good or bad, they rejected “autonomous art” and the idea of the individual artist in favor of collective movements, like Bauhaus or De Stijl. As a theory of knowledge in education, Constructivism demonstrates an interaction between experiences and idea development. In classrooms, the convergence of social and practical elements in learning advances discourse and an interpersonal, cultural connection to the learning experience.

The improvisational nature of the Underground Railroad is aligned with the collective and individual experiences of slaves and fugitives. “The struggles waged against domination and enslavement in everyday life took a varied of forms,” according to Saidiya V. Hartman. She continues:

Exploiting the limits of the permissible, creating transient zones of freedom, and re-elaborating innocent amusements were central features of everyday practice. Practice is, to use Michel de Certeau’s phrase, ‘a way of operating’ defined by the ‘the non-autonomy of its field of action, internal manipulation of the established order, and ephemeral victories.’

The dual invocation of the slave as property and person was an effort [that] wed reciprocity and submission, intimacy and domination, and the legitimacy of violence and the necessity of protection. By the same token, the law’s selective recognition of slave humanity nullified the captive’s ability to give consent or act as agent, and, at the same time, acknowledge the intentionality and agency of the slave but only as it assumes the form of criminality.

These nuances did not go unnoticed at La Paz. The young Panthers constructed reimagined coded quilt blocks, both mimicking the old ones and simultaneously inventing new ones. The students demonstrated their understanding of the need for safe houses, for a code, for a conductor, or coyote, to weave a network of mutual aid synthesizing technologies of the methodologies of oppressed persons. They taught me codes for safety in their everyday lives. Students exhibited a strong motivation to learn and a confidence in their potential for completing the project. We created nearly 100 new quilt blocks reflecting on both history and personal experiences and knowledge. These reflections of competence and belief in one’s potential to solve new problems are derived from first-hand experience of mastering problems in the past, and are much more powerful than any external acknowledgment and motivation.

PART 3

"A book neither begins nor ends; at most it merely feigns doing so."

-Le Livre, Mallarme

Above is a graphic from my 2006 graduate thesis (RPI) mimicking Jean-Jacques Nattiez’ semiological, symbolic mapping of Wagner’s controversial Bayreuth Festival production of The Ring (1976).

Simultaneously inspired by [Gilles] Deleuze’s analyses of Leibniz and the Baroque, the map fails to address the Improviser’s choice to approach their instruments, not as jazz machines or rock ’n’ roll machines, but as improvising-machines. An appropriate correction might be to adjust #13 to read simply: Performance. However, I still find comfort in my bold appropriation. The waveform is code emblematic of the persistence of cognition. It represents a translation across media and lineage. It represents a path of identity formation as a significant, recognizable, and navigable event.

Referring to Kantian aesthetics of beauty in his book Economimesis, [Jacques] Derrida writes, "One must not imitate nature; but nature, assigning its rules to genius, folds itself, returns to itself, reflects itself through art.” “Kant,” he continues, “specifies that the only thing one ought to call art is the production of freedom by means of freedom [Hervorbringung durch Freiheit].” Pretty righteous words; to be clear, neither author is speaking of freedom from chains. They speak of an absolute freedom of expression: an art signifying pure ideas. Mimesis can roughly be defined as a representation of reality transmitted through empathetic means; economimesis is regarded, quite simply, as a process that exemplifies that appropriation.

It was Jacques Lacan who taught us that humans acquire identity through the acquisition of language process. Ideologies ingrained in that exchange are likewise absorbed. And it is his student, Slavoj Zižek who emphasizes that the effects of ideology are pervasive, powerful, and a nearly inescapable aspect of our world. Zižek further emphasizes a “creative refusal” of ideology sparked by a profound political change in the S/self, such as the 1917 Russian revolt against capitalism. We can say that oppositional consciousness, a term from Third World feminist praxis, was acquired through discursive processes.

Listen to Marshall Trammell

PART 4

"His was an historical music. He began himself before he played with Fletcher Henderson, playing alternate piano in the orchestra when Fletcher conducted. In recent years he even brought Fletcher and Duke back with a sweetness and contemporary restatement that was thrilling.

Ra was so far out because he had the true self-consciousness of the Afro American intellectual artist revolutionary. He knows our historic ideology and socio-political consciousness was freedom. It is an aesthetic and social dynamic. We think it is good and beautiful!"

—Amiri Baraka, foreword

This Planet is Doomed: The Science Fiction Poetry of Sun Ra

In 1999, the “Improvising Across Borders” symposium at the University of California at San Diego introduced me to the subject. Pianist Dana Reason had organized the conference at which George Lewis, Pauline Oliveros, Douglas Ewart, Eddie Prévost, LaDonna Smith, JD Parran, Hafez Modirzadeh, and many more were present. I recently found a quote from LaDonna Smith on her experience:

One purpose of the Symposium was to explore one of the most previously slighted, but critically important fundamentals in music creativity and its true role in the shaping of musical traditions, styles, and current direction.

Pauline Oliveros gave a talk on Quantum Improvisation:

Quantum computing is a revolutionary method of computing based on quantum physics that uses the abilities of particles such as electrons to exist in more than one state at the same time. Quantum computation can operate simultaneously on a combination of seemingly incompatible inputs. By analogy or metaphor quantum Improvisation could mean a leap into new and ambiguous consciousness opening a new variety of choices.

At the same symposium, pianist and composer Vijay Iyer gave a memorable presentation on “African American Improvised Music and Embodied Cognition,” in which he analyzed Thelonious Monk’s music with the help of a multimedia display complete with transcriptions and minute details that delight me to this day. This moment greatly informed my thinking on analyzing music, as well as elucidated a process that I had unwittingly undertaken. Iyer’s presentation described and analyzed the way Monk’s fingers moved upon the keyboard with precision: the matrix of complexities pouring through expressive nodes in the body.  As citizen-subjects, we often find ourselves to be subject to dominant ideological elements similarly quilted into our identities and woven into our imaginations. Robin D.G. Kelly’s book on Monk gives us a wealth of insight into the total social fact (Mauss) of the man, entreating us, as fans of his magic, to peer into this “bond between giver and gift.”  We cannot ignore the conditions of cruelty and subjugation to admire the diamonds that such pressure creates. Iyer’s analysis of Monk’s embodied expression demands that Monk’s emulators reach beyond the sounds that come through one’s home speakers.

George Lewis’s essay “Improvised Music after 1950: Afrological and Eurological Perspectives” was weighed on my mind during this period in my development. I remember that John Cage’s body of work is known and accepted for his innovations and privilege, and Charlie Parker’s body of work is known and accepted for his innovations and remarkable lack of, and struggle for, privilege. Generations emulated Parker’s research and sound, along with other black musicians of that era; compelled by the representation of those artists’ lives in their music. I’ve wondered if their interest is in the actual conditions of their lives, or so it seems to me, the forces-in-motion that perpetuate those conditions. The oft quoted social theorist bell hooks writes, “Throughout African American history, performance has been crucial in the struggle for liberation.” She refers, of course, to minstrelsy. Moreover, Saidiya V. Hartman talks explicitly in her book about the auction block as a site of forced enjoyment, where slaves were made to dance and whoop it up at the crack of the whip

Locating:

I still see/practice “free music” and “creative music” as resistance music. I trace my interest in participating in music back to an exposure to Bob Marley, Parliament, and Earth, Wind & Fire as a youth. However, I am an Improviser. “Improvising Across Borders” addressed borders real and imagined, and made them all permeable. I was certainly in the right place at the right time! I had involved myself with this music as an extension of my political education, practices, and deep curiosity about how this form of resistance would change my sense of self, self-consciousness, and actions. I remember daring to raise my hand at that symposium saying that I thought there was going to be some kind discussion about the actual border: you know, the one between us and Mexico. There wasn’t meant to be one, although there is room enough for that to be my work.

Eleven years ago, the Clandestine Revolutionary Indigenous Committee-General Command of the Zapatista Army of National Liberation (EZLN) launched La Sexta from Laconcondon Jungle. This was the Sixth Declaration from the Zapatistas deep in the jungles of their autonomous zones surrounded by Southern Mexico, and the largest listening party the world has ever seen. Masked Zapatistas collected stories, complaints, recollections, evidence, and other data from the machinations of capitalism and status quo politics throughout the length and breadth of the country. The kick off in San Cristobal began with a peaceful occupation of the zocalo, or town square, by thousands of Zapatista and hundreds of press. Three musical acts took the stage, setting the tone. They played songs people knew. I imagined a performance by the World Saxophone Quartet in the zocalo in San Cristobal de las Casasin the State of Chiapas that New Year's Eve in 2005. What a gig?!? That stage was built with much more that wood and nails. I imagined WSQ, with all its members over time, ascending to the stage miraculously playing “The Hard Blues” together as the system of music to jump off such a project in the States, and I knew I had to be in a band worthy of that stage.

About the Artist:

Marshall Trammell is an African American percussionist born July 21, 1972 in Oceanside, CA and raised in Kaneohe, Oahu, Hawaii. Upon exposure to the Glenn Spearman Double Trio and ROVA's conduction systems, he has been a contributing member of the Bay Area Creative Music scene his arrival in San Francisco in 1993. Influences include Donald Robinson, Eddie Blackwell, Louis Moholo, Milford Graves & Papa Joe Jones are present in his performance on the drum set, while a deep exposure to Cuban, Haitian and West African linear drum systems shift his focus away from conventions in Jazz and Free Jazz.

Mr Trammell is a Soloist, Curator and Chief Investigator at Music Research Strategies. He curates "Decolonizing the Imagination: Arts Practicum & Democratics" and conducts "Black Fighting Formations," a conduction system based visual culture and cooperative economics of the Underground Railroad. Mr. Trammell has performed with such luminaries as Roscoe Mitchell, India Cooke, John Tchicai,  Dylan Carlson & Saul Williams. He is a recoding artist as a member of the electro-acoustic duo Black Spirituals (SIGE Records) which performs internationally with Zachary James Watkins.

[edufinonline]

PRBAR – implicare activa in dialogul cu decidentii. Radiografia pietei europene de intermediere Patronatul Roman al Brokerilor de Asigurare - Reasigurare (PRBAR) din Romania si-a declarat disponibilitatea de a participa activ la un dialog constructiv privind procesul de modificare a Legii asigurarii obligatorii de raspundere civila auto - RCA (Legea 132/2017), cu factorii decidenti cat si cu reprezentantii asociatiilor profesionale.