01861nam 2200541 450 99632072320331620220818050634.00-8218-3381-2(CKB)1000000000523289(EBL)3112918(SSID)ssj0000629370(PQKBManifestationID)11439204(PQKBTitleCode)TC0000629370(PQKBWorkID)10718800(PQKB)11053732(MiAaPQ)EBC3112918(RPAM)1354989(PPN)197103197(EXLCZ)99100000000052328919800911h19801980 uy| 0engur|n|---|||||txtccrMarkov random fields and their applications /Ross Kindermann, J. Laurie SnellProvidence, Rhode Island :American Mathematical Society,[1980]©19801 online resource (156 p.)Contemporary mathematics,10271-4132Description based upon print version of record.0-8218-5001-6 Bibliography: pages 133-142.Contents -- Preface -- I. The Ising Model -- Ii. Markov Fields On Graphs -- Iii. Finite Lattices -- Iv. Dynamic Models -- V. The Tree Model -- Vi. Additional Applications -- Appendix 1 -- References.Contemporary mathematics,1.0271-4132Markov random fieldsMarkov random fields.519.2Kindermann Ross1950-57798Snell J. Laurie(James Laurie),1925-2011,American Mathematical Society,MiAaPQMiAaPQMiAaPQBOOK996320723203316Markov Random Fields and their Applications381001UNISA04410nam 2200649Ia 450 991078381330332120230207225132.01-134-98046-91-138-13685-91-280-05762-90-203-40289-8(CKB)1000000000252086(EBL)3060426(SSID)ssj0000282139(PQKBManifestationID)11219469(PQKBTitleCode)TC0000282139(PQKBWorkID)10316719(PQKB)11221812(MiAaPQ)EBC3060426(Au-PeEL)EBL3060426(CaPaEBR)ebr10101114(CaONFJC)MIL5762(OCoLC)922957163(EXLCZ)99100000000025208619880531d1988 uy 0engur|n|---|||||txtccrMusic, mind, and education[electronic resource] /Keith SwanwickLondon ;New York Routledge19881 online resource (184 p.)Description based upon print version of record.0-203-32990-2 0-415-01479-4 Includes bibliographical references and index.""Book Cover""; ""Title""; ""Copyright""; ""Dedication""; ""Contents""; ""Figures""; ""Acknowledgements""; ""Introduction""; ""The thesis""; ""1 In praise of theoryâ€?does it matter what we think?""; ""Theories of music education""; ""Traditional values""; ""Focus on children""; ""Respecting alternative traditions""; ""It does matter what we think""; ""2 What makes music musical?""; ""Sound and music""; ""Responding to expression""; ""Musical structure""; ""3 The arts, mind, and education""; ""The value of the arts""; ""The arts as â€?differentâ€?""; ""The arts as dreaming""""The arts as play""""Mastery, imitation and imaginative play""; ""Mastery""; ""Imitation""; ""Imaginative play""; ""The arts and the intellect""; ""The ultimate value of the arts""; ""4 Musical development: the early years""; ""The concept of development""; ""The theoretical basis""; ""Childrenâ€?s compositions""; ""A first analysis""; ""Towards a model of musical development""; ""Mastery: sensory response and manipulation""; ""Imitation: personal expression and the vernacular""; ""5 Musical development beyond infancy""; ""Imaginative play: speculation and the idiomatic""""Meta-cognition: symbolic valuing and systematic engagement""""Eight developmental modes""; ""Sensory""; ""Manipulative""; ""Personal expressiveness""; ""The vernacular""; ""The speculative""; ""The idiomatic""; ""The symbolic""; ""The systematic""; ""Musical development and musical encounter""; ""The evolving theory""; ""Musical development and music education""; ""Interlude: from theory to practice""; ""6 The cultural exclusiveness of music""; ""Valuing and labelling""; ""Prejudice and valuing""; ""Musical boundaries""; ""The impediment of new sounds""""The impediment of alien expressive character""""The impediment of difficult structure""; ""Removing the labels""; ""7 Music education in a pluralist society""; ""Transcending cultures""; ""Transformation and reinterpretation""; ""An inter-cultural attitude""; ""The aim of inter-cultural music education""; ""Beyond the classroom""; ""8 Instruction and encounter""; ""Classification and framing""; ""Musical instruction""; ""Musical encounters""; ""Encounter and the curriculum""; ""Tacit knowing""; ""Two examples from music education""; ""Two descriptions of encounter""""9 Generating a curriculum and assessing students""""In summary""; ""Pupils evaluate the music curriculum""; ""The problem of progression""; ""Concepts or features?""; ""Assessment in the arts""; ""Developing musical criteria""; ""Outside of the timetable""; ""References""; ""Index""MusicInstruction and studyMusicPsychological aspectsMusicSocial aspectsMusicInstruction and study.MusicPsychological aspects.MusicSocial aspects.780/.7Swanwick Keith914713MiAaPQMiAaPQMiAaPQBOOK9910783813303321Music, mind, and education3857465UNINA