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Public Relations For Schools
This handbook is for practitioners who lead public and private elementary schools, middle schools or high schools. While most school leaders are basically adept at public relations, this book serves as a reminder of the importance of good public relations and provides ready access to tools necessary to hone and refine public relations skills. In addition to important information about public relations, this handbook is replete with examples of good public relations practices.
A Music Primer For Schools
An excerpt from the INTRODUCTION.
1. Sound is the effect on the ear of a wavelike (undulatory) motion of an elastic medium, caused by the vibrations of an elastic body.
2. When the vibrations occur at regular intervals, and the waves are therefore of equal length, amusical sound is produced.
3. Musical sounds differ from each other (independently of their duration) inintensity, character and pitch, - determined respectively by theextent, form, and frequency of the vibrations.
4. Intensity, which depends on the extent of the vibrations, regulates the loudness or softness of a sound.
5. Character, which is also called quality or complexion (Frenchtimbre, 'stamp'; German klangfarbe, 'sound-tint'), has already been said to depend on the form of the vibrations. Difference in character enables us to distinguish between voices and instruments, different kinds of voices, and different kinds of instruments.
6. The human voice may be divided into two classes, each of which may again be subdivided, as follows:-
1. Female or high voices (including those of children of both sexes):-
Soprano or Treble, the highest; Mezzo-soprano, the intermediate;Contralto, the lowest.
2. Male or low voices:- Alto or Countertenor, an exceptionallyhigh voice; Tenor, the highest ordinary voice; Barytone, the intermediate; Bass, the lowest. The terms 'contralto,' 'alto,' and 'countertenor,' are used somewhat vaguely, all three being applied to voices of the same range. 'Contralto' is generally used of a female voice, 'countertenor' of a male, 'alto' being sometimes inaccurately applied to either.
The names of the voices are thus derived:-
1. Bass, Low Latin bassus, 'broad.'
2. Barytone, 'heavy,' 'deep,' 'a tone.'
3. Tenor, Latin teneo, 'I hold': so called because it formerly held the principal melody when sung by men. This was calledcantus, or canto, when sung by boys or women.
4. Countertenor, Latin contra tenorem, answering to the tenor.
5. Alto, Latin altus, ' high.'
6. Contralto, Latin contra altum, answering to the alto.
7. Mezzo-soprano, Latin medius, 'middle,' and Low Latin superanus, 'high.'
8. Soprano, Low Latin superanus, 'high.'
9. Treble, Latin triplex, 'triple': so called, either as applied to the third (i. e.the highest) octave of the vocal register, or as being formerly the third (i. e.the highest) part in part-singing.
Successful Middle Leadership In Secondary Schools
With so much now expected of middle leaders in schools this book aims to help those in middle leadership positions to become more confident and effective in their roles. It systematically considers every aspect of the role including team building, raising standards, holding others to account and managing change.
With a wealth of practical guidance, the book covers the essential skills needed by middle leaders such as managing meetings, conducting difficult conversations and development planning while also offering insights into why some middle leaders are so much more effective than others. Covering all aspects of middle leadership, features include:
- an analysis of different leadership styles
- case studies written by current middle leaders in schools
- reflection and action points throughout
This book is essential reading for secondary school teachers who are about to become middle leaders and need guidance on how to get to grips with the role. It will also be of value to existing middle leaders who want to improve their performance and effectiveness.
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