Critical examination Liszt’s transcription of second movement of Beethoven’s Eroica Symphony (3rd symphony)

Tracing the treatment of A♭ offers a productive avenue for understanding and interpreting the second movement of Beethoven’s “Eroica” Symphony (1803). This C-minor movement features A-flat at its most vulnerable, angry, surprising, darkly humorous, and touching moments. Digging deeper into the movement’s form and harmony reveals that A-flat also helps push this work toward its secondary keys of E-flat major and F minor, both of which define formal boundaries in the movement. Finally, telling the story of A-flat accesses many of the emotions one can imagine Beethoven feeling in 1802–1803, especially given the window into his state of mind provided by the 1802 Heiligenstadt Testament.

Franz Liszt (1811-1886), a well-known musician in the Romantic period of the 19th century, earned the great reputation with the dual position of distinguished performer and composer. He is also the significant representative having brilliant achievement and great influence in the field of piano transcription. Liszt is skilled in transcribing various types of music, and the major character of his creative style is displayed on the keyboard technique with innovative and challenge skills. The content of his research is to discuss the creative skill of Liszt's piano transcription ”Winterreise” mainly focused on the application and treatment of keyboard technique, which is the second part of author's article Liszt's Piano Transcription ”Winterreise” (Ⅱ-Ⅰ)-its Compositional Background and Creative Skill. The main point of this article demonstrates Liszt's conception with regard to the keyboard technique of his ”Winterreise,” which includes the category of piano technique, the mode of material and the disposition of pedal. With the complete discussion of the first and second parts, this research contributes a distinct style and feature for piano transcription ”Winterreise”; moreover, it also essentially achieves the purpose of expanding study and research in the field of piano transcription. Twelve poems of lieder ”Winterreise” in German language and their Chinese translations are provided in Appendix B at the end of article, which surely assist the researchers and the learners in understanding implying circumstance or subject matter behind the work.

Ludwig Van Beethoven was a famous German composer and pianist who was a major musical figure in the transition from the classical period to the Romantic period. His 32 piano sonatas, characterized by profound thought, significantly contributed to the sonata form's structural development. Among his masterpieces, the "Moonlight Sonata" stands out for its rich emotional depth, innovative musical arrangement, and powerful musical effect that captivates the listener. The Presto agitato of the third movement imparts a sense of tension and excitement, as if immersing oneself in a storm of emotions. This rapid pace evokes an ineffable passion and impulse, crafting a musical universe that is both dynamic and profoundly emotional. This paper analyzes the third movement of the "Moonlight Sonata " from the perspectives of its creative background, musical structure, and performance techniques.

Ludwig van Beethoven (1770-1827) was a representative composer in the European classical period. His Piano Sonata "Passion" (OP.57) and Piano Concerto NO.5 "Emperor" (OP.73) are masterpieces in Beethoven's piano music literature. This article will explore the commonness of these two works, which were created in Beethoven's mature period, in terms of creative techniques, musical style, historical status, etc., and strive to deepen the understanding of Beethoven's piano works in his mature period.

The article discusses the use of original compositional methods in the first movement of Ludwig van Beethoven’s Piano Sonata W. O. O. 47 No. 2 in F minor “Kurfürsten”, adopted to innovate the sonata on a structural level, but also to offer it a greater variety of characters. The alternation of slow sections with fast ones within the movement, the opening of the work with a slow introduction, repeated in the recapitulation, which was first used by the composer at the age of 13, as an absolute premiere in music history, gave rise, years later, to a masterpiece of the 18th century, the Sonata Op. 13 in C minor “Pathétique”, one of the best known, innovative and impressive works written by him, but also to another important and creative work from the beginning of the 19th century, the Sonata Op. 31 No. 2 in D minor “Tempest”.

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Citation (2015), "Preface – A Deleuzian Journey", Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry (Advances in Research on Teaching, Vol. 26), Emerald Group Publishing Limited, Bingley, pp. ix-xxi. https://doi.org/10.1108/S1479-368720140000026032 Publisher: Emerald Group Publishing Limited Copyright © 2015 Emerald Group Publishing Limited The two of us wrote Anti-Oedipus together. Since each of us was several, there was already quite a crowd. Here we have made use of everything that came within range, what was closest as well as farthest away. We have assigned clever pseudonyms to prevent recognition. Why have we kept our own names? Out of habit, purely out of habit. To make ourselves unrecognizable in turn. To render imperceptible, not ourselves, but what makes us act, feel, and think. Also because it’s nice to talk like everybody else, to say the sun rises, when everybody knows it’s only a manner of speaking. To reach, not the point where one no longer says I, but the point where it is no longer of any importance whether one says I. We are no longer ourselves. Each will know his own. We have been aided, inspired, multiplied. (Deleuze & Guattari, 1987, p. 3) Although the text cited above – 1000 Plateaus – was not our first reading to encounter with Deleuze and Guattari, we found our imaginations ignited by these words and knew we needed to think alongside these philosophers to consider the words we know and have yet to discover. Theses scholars articulate and have helped us articulate challenges to the ways we and others see the world around them. Over the course of his lifetime, Deleuze authored far more than 50 texts (some translated into many languages), many as a single author(e.g. Deleuze, 1988, 1991, 1997), some with colleagues like Guattari (e.g. Deleuze and Guattari, 1983, 1987, 1994). A well-respected philosopher, who Foucault saw as a leading thinker of his day and who Derrida (1995) saw as leaving, “a profound mark on the philosophy of this century, the mark that will remain his own, incomparable” (p. 2). Deleuze sought to challenge and to awaken us to (what might be considered) the fictions we set in place that bind rather than open ways for us to consider our world. He often took different positions from one text to the next in the hope (we think) that his readers would come alongside or resist his ideas. Although certain concepts might carry through, there is little to suggest that Deleuze could be captured with one book or another. Rather he seems determined to confound our thinking with one text suggesting we look in one direction and in another text pointing us elsewhere. The two major texts written with Guattari are the texts most often cited – Anti-Oedipus and A Thousand Plateaus. Both texts offer new vocabulary and new ideas with most terms and concepts recognized by various authors (e.g., Buchanan, 2008; Colebrook, 2002, 2006, 2010; Colman, 2005, 2010; Khalfa, 2003; Parr, 2010a, 2010b, 2010c; Roffe 2010a, 2010b; Williams, 2010a, 2010b, 2010c) as the most provocative and/or important. In fact, at least one dictionary exists (Parr, 2010a) that attempts to define the Deleuzian concepts most often used. In fact, one of our first observations came in our noticing that when scholars address Deleuzian ideas or texts or concepts, they talk about them in laudatory terms like the most influential, the most important, and so on. If we are to judge from these comments, the Deleuzian compendium provides the best and most thought-provoking ideas of its kind in the 20th or any other century. Other texts provide glossaries or some definitional accounts to support readers. From our reading we recognize that scholars express Deleuzian concepts with a variety of depth and breadth. To assist in the clarity of the Deleuzian influence on our thinking, we select concepts to situate ourselves upon our map of destiny and locate our de-centered selves and the zone of inconclusivity along the Deleuzian plane. We begin with a look at possible definitions of these concepts through our understanding of Deleuze and the Deleuzian scholars who have wrestled with his work for years and address why these issues fit so well with the ideas we promote in our text. If you seek answers and certainty on a steady ground, stop reading here. Alternatively, if you seek to disrupt, entangle, and travel along shifting ground, please continue. Rather than undertake the futile endeavor of depicting our understandings of the entirety of the Deleuzian catalogue of ideas – with superficial brushes against ideas he would/would not link together, we highlight those aspects of the Deleuzian perspective that seem to us as most relevant to our text. We find that in educational research many times only the Deleuze and Guattari text – Anti-Oedipus (1983) or 1000 Plateaus (1987) – is cited although sometimes both are included. While intriguing and important texts, using them as the only source(s) limits our understandings and in some respects misses the point on developing and understanding these ideas – as defined by Deleuze, Deleuze and Guattari and those authors recognized as Deleuzian scholars. Throughout our work (Stefinee and ML) together we have been interested in the concept of “becoming” as teacher educators. We recognize the ongoing and developmental nature of this work that is always opening rather than reaching some attainable stasis or finished product. Rather, we live with this uncertainty and recognize that states of development are neither finite nor limiting. This principle of uncertainty exists on the terrain (Hamilton & Clandinin, 2011) of teacher education where questions, ideas, findings, and implications that may seem steady and easily understood in one context, can transmute quickly in another: the same, yet different. We came to the works of Deleuze and Deleuze and Guattari via Sarup’s (1993) introductory text on postmodern and post-structural ideas. When we read his introduction to their ideas stating that there, “is not separation between the personal and the social, the individual and the collective (p. 93),” we knew we wanted to read more. Although we could not detail why this seemed important to us, we felt a resonance with ideas found in this introduction. Intrigued, we took our time reading and recognizing the ways our thinking fit well with the ideas addressed by Deleuze and his writing partner, Guattari. In many ways, we have been looking for Gilles Deleuze all of our academic lives. Although we have thought our own thoughts about research on thinking and teaching and more, his vocabulary (with and without Guattari) and his ability to bring ideas together when challenging the ideas we hold dear unsettled us in ways that deepened our thinking. His ideas are comical, deep, and true (for us). Over his writing life (alone or with writing partner Guattari), he attempted to bedevil thinkers with his vocabulary from so many vantages including science, art, and sociology. He bedeviled us as he added, subtracted, infused, erupted, and enthralled our thinking. We read indictments of his/their works and ideas along with those scholars who have grounded their new ideas on their works. While Deleuze offers no assent or acknowledgment, we find encouragement in his works and in the works of others to think outside the imposed boxes, provoked by the blind adoption of science and imposed theories of understanding. Standpoints To follow a small pathway on our map using the openings and invitations of Deleuze, we want to examine again – the understandings we have about aspects of teaching, teacher education, identity, and inquiry. We hope to disrupt and entangle the ways we have seen teaching and research defined and to think again, to see if we might bring fluidity to ways of thinking about these issues to bring possibility to teacher educators and to renew education. Before we turn to our discussion of Deleuze, we want to acknowledge our standpoints, the ways we look at the world around us. We have worked together as a collaboratory for more than 25 years; some of that time has been as Arizona Group members but most recently (perhaps 10 years) we have worked in collaboration. Raised up in the academy as qualitative researchers (although Stefinee also has a strong quantitative background) we brought a critical, questioning stance to our work as researchers in teacher education. Most notably we observed that scholars in the academy dismissed the research that could inform teacher education and teaching. Early into our work we could see the need to question the tacit assumptions about research, teaching, and knowledge about teaching and teacher education. What/who was valued and what/who advanced ideas that raised questions for us. We knew then (as we continue to know now) that a focus on the particular reveals much in the study of teaching and teacher education. We also questioned the ways that the use of certain methodologies distanced educational researchers from the teachers with whom they worked and we noticed that a level of disrespect seemed to exist that questioned the knowledge that teachers had/used in their teaching. We could see that we valued the process and experience more than claims to know and took an ontological stance toward our research before that became a popular turn. We also recognized that we had a constructivist eye for our work tinted by our ideals of justice. To honor teachers and explore critical moments of teaching, we began to study our own practice (with inspiration from others) with attention to ways that knowledge and teaching and students intersected pathways. From this standpoint, we look across our map to see entanglements, disconnects, and more as we attempt to create openings in the understandings of practice and the ways we might talk about educational issues that (we hope) make a difference. We must note that Deleuze talks about the, “indignity of speaking for others” (Deleuze, 1995, p. 87) and warns against making universal statements. With respect for and attention to these points in this text, we address our own understandings of the works and words of Deleuze and utilize citations to connect our ideas to his words and/or the perspectives offered in the views of scholars who study these works. In the next few pages we present our perspectives on Deleuze’s concepts and how we thread these ideas into our text and why. Our Perceptions of the Deleuzian World Deleuze is a philosopher who takes seriously his task of challenging the system/s around him. He came onto the writing/thinking landscape after World War II poking and prodding and ideas and ideals held sacred when scientists seemed to live under the leftover illusion of moral and ethical rightness and surety. He never seemed to waver only to develop and expand as a thinker – from the 1960s when he met Guattari, into the 1980s with the two seminal texts written with Guattari until his too-early passing. While Foucault noted – joke or not – that the 20th century would be called the Deleuzian age, it seems like he might have been too hasty as, at least in education, the Deleuzo-Guattarian tools to foster deeper thinking and questioning have not reached the writings of many educational researchers beyond an occasional mention. Of course, there are those who have taken up and taken on these issues wholeheartedly (Semetsky, 2003, 2005, 2008; St. Pierre, 2000), most often in methodological writings (Leach & Boler, 1998; St. Pierre, 2013; Jackson & Mazzei, 2012) but we can see that some distance along the map of destiny must be traveled before their ideas reach commonplace. Situating Our Understandings in the Present Moment In each present moment Deleuze questions the view of history (and life?) as linear, suggesting that events occur and then coexist in that present (Davies et al., 2013, p. 682). Does this raise an eyebrow for you as you read it? Good. We think that Deleuze wants to push our thinking beyond those solidified notions of what is, has been, and will be. From our own work we see that ideas of the present moment fit with our own discussions of the “now” when we address Stern’s work (2004) as well as Bakhtin’s (1981) zone of inconclusivity where nothing is fixed. Another perspective with which we resonate is the assertion that we are always in the midst or in the middle of BECOMING. Along with these philosophers we see and have written elsewhere (Pinnegar & Hamilton, 2009) about the BECOMING of teacher educators and teachers – never closing, always opening the space between ideas and practices that we study. Deleuze and Guattari (1987) suggest that in BECOMING we reach a plateau of many plateaus that is, “always in the middle, not at the beginning or the end” (p. 21). In contrast with the liveliness and fluidity of BECOMING, Deleuze sees identity as a fixed state and points out that habitual thinking can thwart creative thinking. With attention to disrupting our habits related to identity, he sees BECOMING as, “critical, for if the primacy of identity is what defines a world of re-presentation (presenting the same world once again), then BECOMING (by which Deleuze means ‘becoming different’) defines a world of presentation anew” (Stagoll, 2010a, p. 26). Too often, in our present moments we trap ourselves in our habitual notions. Challenging that tradition, Deleuze sees our BECOMING as a transforming, changing assemblage of forces (of many kinds) that we engage to interact in our world (Livesey, 2010). For them “being” is flat and muddy and a habit (St. Pierre, 2004). We suggest that you return to the quote at the beginning of this section and read again the last line regarding “I.” About this BECOMING-to-know process Deleuze and Guattari write: You are longitude and latitude, a set of speeds and slownesses between unformed particles, a set of nonsubjectified affects. You have the individuality of a a a a life or at least you can have you can reach it not be thought that a of a or a that is the assemblage in its that is a (Deleuze & Guattari, 1987, p. In BECOMING Deleuze and Guattari see not as much as they see our and our individuality as related to events (St. Pierre, 2004). Deleuze beyond those of or the of a time of of a a a or a of an it’s a to in the of or (p. again, he takes a to our thinking or at least to He on to say that the A Thousand to that or (Deleuze, p. 26). to Deleuze that we our habits of “I.” In Deleuzian is not an only a what is addressed by the to that particular within that particular state of p. Too many times it seems that continue to ourselves as a on the of which not to our (Deleuze & Guattari, 1987, p. Deleuze and Guattari readers to the us that there may be but they are and not always We are that also and the and the ways this is and can be understood as who recognized the important of and from habitual thinking that the with the world around them. into and the Deleuze of forces to a to a deeper and are in time and only to the that the have first their of in depth and that in which they one through the world of (Deleuze, p. To challenge us, we see that Deleuze and Guattari us that we can habits at of our and that these habits can (Deleuze & Guattari, seem to suggest that our thoughts and our of are always in To that they BECOMING as in the midst – of ideas, – as we our thinking and our world. as he is not about individuality but the process of and in the process of can be understood than a of a (Semetsky, seems that Deleuze sees between and BECOMING and it and focus upon and (Stagoll, 2010a, p. He the focus on like are by the through which they are recognized and made (Davies et al., 2013, p. and toward ways where this moment or an place he seems to see In his writings Deleuze attempts to push readers to and from that may creative about and how they come to He of beyond the In fact, Deleuze seems to suggest that we are and single and same for the a single and same for all the a single of for all on that each each and each has reached the state of in other the which and them in upon its them to (Deleuze, in this return we look again at this world we thought we In the text and Deleuze from toward that creative ideas come from and the ways that us toward new ideas. Deleuze and from a view of to BECOMING (Davies et al., et note that Deleuze’s as to as (p. readers the to explore issues While we find many definitions for assemblage – one of those concepts by many as critical to the Deleuzian – we think that a of and (Livesey, p. that can be and with various at different times will for our work in this text. defines assemblage in this life is a process of and or is the of a process of A is an assemblage of ideas, of and a to other p. from the of into a that can be at least and often as the ability to provide an (p. The at the between particular of forces and a or to Deleuze, it can be seen as a of (Deleuze, 1988, p. that the of the by the a new making often (Deleuze, 1988, p. that when we in on the focus of to by which the (p. For it seems that this could be of the and of to as there is identity, be as a as a a it so that it can only define (p. We could think of it as a map of between a map of of (Deleuze, 1988, p. that offers a for the it assemblage can a new through various and sometimes (Livesey, and through its it “is by and on a (p. of we can place We can see from Deleuze’s writings that he rather than can be as a view of that it in the that at a is a or of (p. can be seen as a of ideas or related to some but not of a concept or 2010a, p. a has no one identity or points to the of and that Deleuze that the only to of between and so on that together make up a points out that there are fixed or particular so much as a of and (p. and address and the possibility of BECOMING. the with and 2010). For are thought of as that in but that and a Deleuze and Guattari (1987) use to research that is and that and points to and (p. When we think of we think of and the of the called and We see the by or thread or as a of and its Deleuze, along with Guattari, no universal In fact, they suggest that if you know the answers in p. you can already the From their they suggest to experience and (Deleuze, From our of these ideas that the view and the re-presentation of the view not support or or BECOMING. points out to identity in an illusion that us to of at work in our own (p. Deleuze attempts to open up ideas about our not them and sees notions related to our understanding of who we are as (Leach & Boler, and suggest that for Deleuze opening of for our own work as well as for our the at work in education is in by practices and may be far beyond our (p. this and point out that the of BECOMING us to see – in terms of what might rather than as they is by its ability to engage with of that open up new of life both for and for (p. In their writings Deleuze and Guattari develop vocabulary to how connect rather than how they and that could in creative rather than a that is an of the 2010a, p. of would be the vocabulary and offers a of as we our around and through and of are those ideas or or – – that but not always or our course in thought and/or could be a at a or much more for Deleuze and Guattari them as of already of and offer as a to or of not through the Deleuze and Guattari wrote their book as a to rather than from their readers. 2010a, p. on their new may along of (Deleuze, 2004). We see that this offers openings in the ways we our world with no or our map we may reach a but the ability to turn around and consider our direction In education and teaching we see that some researchers want and as a to education. the Deleuzian we can see that that us to in a where the has our St. that Deleuzo-Guattarian concept with it their of a different of and a and (p. Deleuze and Guattari us at turn to their work into our work to our thinking. are with our are to other with of ideas that come together or we through our present moments we are to think of and the that exist and thwart our St. p. have our work out for us as we to set a of an of that is so we can into it with a to We also find that Deleuzo-Guattarian views of science and research with our own assemblage as those views between certain from and of any that may be made of it in a or (Deleuze & Guattari, 1987, pp. When we read their is no longer a between a of and a of and a of Rather, an assemblage between certain from each of these so that a book has no nor the world as its nor one or authors as its In we think that one in the of an The outside has no no no The book as assemblage with the against the book as of the world. (Deleuze & Guattari, 1987, pp. St. that if we the Deleuzian of the in our present and that can bring about deeper understanding and the encouragement to new ideas, we find the Deleuzian challenges to science as and (p. If we in our present moment looking and we see a turn toward science as a to certain points of St. that in the resist knowledge and make the knowledge and of the the and the and in the of (p. brought those with a look toward particular and those with and came on the of the that saw the to which knowledge and science could our world (St. Pierre, We are not when we read Deleuze’s of education to In you always all again (as you from to from to in you never is by education and by the of education into a (Deleuze, 1995, p. While we hope for teacher and others seem in the habits of how education has always been (St. Pierre, 2004). We can look to see it means to talk of the introduction of a new of (p. and resonate with the Deleuzian talk about the hold that have on the for and of educational research (St. Pierre, We we offer a to the that many educational researchers hold is our to disrupt of and ways to education and educational important than recognizing that teacher education may different in different of the world is the that sometimes we ourselves with tacit rather than Deleuze seems to that we disrupt our thinking and understandings to that exist in the present moment of our world. means that the of some in can be set in of experience of this and (p. Doing this the reading of the and that the of (Semetsky, p. educational researchers on teacher identity is a We about the identity, the development of that identity, and how we might foster that Deleuze challenges that understanding of identity – where you look for rather than difference. This is not an than it is an of and how the of who you are that you begin again to BECOMING, the of the new and the (Parr, p. For Deleuze, identity is and is, the of where an is held in stasis and without critical 2010a, p. A identity little space to consider difference. If we think about this in to the in teaching and teacher education we see that we have in the identity of ideas and without critical develop the discussion of these points in more detail in Hamilton, & by and Deleuze the of between individual and collective and us that of and by and along those who travel to other than different this is from with its of identity, of the p. For us these ideas connect to the ideas of world by (1987) where we travel across and ideas to seems that at the we might find ways to that seem about and more about to through (Deleuze, p. Deleuze sees no and readers to find (Deleuze, p. in a that life and thinking, and 2002, our in this us questioning and the world around us. When reading his that we not and ideas but entangle them. we explore these ideas we see it as an attempt to find seek new To Deleuze we must beyond the his terms can be if you in the Deleuze has so much to offer thinkers in education. We recognize that our understandings of Deleuze and Deleuze and Guattari are BECOMING deeper and that in any present moment a line of could us to a different as we develop our of teacher education, for identity, of and more. We think when we see that more than any other thinker of this Deleuze’s work is not so much a of as it is the of a new of thinking and writing For this there is an to Deleuze’s once you one you can them but you also seem to need to all the terms to begin to this text you see our attempts to with issues that we think to understandings of teaching and teacher education. Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry in Research on Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry Copyright – A Deleuzian to the – of and as a Teacher between and Intimate – in a the of and of Teacher Intimate – Intimate The of the as a for the Intimate between and – in of Teacher Research Inquiry – Inquiry through Inquiry into Inquiry to the of Inquiry in Intimate Inquiry between and – and in Research of About the

dominant thesis of musical historiography during the second half of the nineteenth century was that two camps existed. One court in Weimar-and later Bayreuth-led by the imperial personalities of Franz Liszt and Richard Wagner, the other in Vienna led by the polemical university professor and critic Eduard Hanslick together with his close friends Johannes Brahms and the surgeon Dr. Theodor Billroth.1 aesthetic of the Weimar camp was based in a general sense on the extramusical implications and programmatic capabilities of music, while the latter, without denying its expressive capabilities, held the absolute music of the Viennese Classical masters-Haydn, Mozart, and Beethoven-in highest esteem. Thus, the Gesamtkunstwerk in its broadest definition was opposed by autonomous music; the lines of battle were drawn and a polarity established. But apart from the abstract arguments one can marshall in the favor of either side, is this polaric distinction supportable? If the absolute musical specimen ever existed among the works of the Viennese Classical masters, there certainly is much evidence to the contrary. First, there are the characteristic and dramatic symphonies of Haydn (6,7,8 Morning, Noon, and Night; 31 The Horn Signal; 45 The Farewell; 60 II Distratto; 73 La Chasse; and 100 The Military). One commentator, Jerome-Joseph de Momigny (1762-1842), even went so far as to attach a program to the first movement of Symphony 103, The Drum Roll.2 As for Beethoven, there are titled piano sonatas (e.g., The Tempest), the designation for Symphony No. 6 (Pastoral: Sinfonia caracteristica), and the strong extramusical associations of Symphony No. 3 (funeral march, scherzo with hunting scene, and Prometheus variations) among others. Perhaps Mozart's instrumental music comes closest-for want of a better term-to being absolute, although Momigny found something extra in the D Minor Quartet K. 421 of the Haydn series.3 Nevertheless, in the scheme of traditional musical history, Brahms has been viewed as the progeny of this absolute line. To take an expression from one of today's most widely read textbooks on the nineteenth century,

The Importance of Natural Experiments in Diabetes Prevention and Control and the Need for Better Health Policy Research

Wound care is a complex and evolving practice. Despite a growing body of evidence on wound healing processes and wound infection management, misconceptions about wound care remain entrenched in nursing practice. These misconceptions can result in suboptimal patient outcomes and increase the economic burden on healthcare services. This article critically examines five common wound care myths - regarding moisture balance, wound sterility, wound swabbing, slough and dressing products - and provides guidance for nurses to support them to provide evidence-based wound care aligned with contemporary scientific understanding and principles of best practice.

The authors of this paper start from the position that horizontal learning implies a reflective dialogue among participants in the learning process within the professional development of teachers and preschool teachers, critical examination, observation, and understanding of theory and practice from different perspectives, building common knowledge, skills, and values based on which the necessary changes in practice can be planned and implemented. The findings of several types of research indicate that horizontal learning, despite the recognized benefit by the participants of the process, is still poorly represented in practice. The research aims to examine the factors that, according to school teachers and educators, negatively affect their motivation to participate in horizontal learning and at the analysis of their proposals on how to overcome the existing problems and difficulties in the current practice of horizontal learning in the Republic of Serbia. The combined method was applied in the research. The research sample included preschool teachers, subject and classroom teachers employed in institutions from several cities in the Republic of Serbia. For the quantitative part of the research, a questionnaire was constructed (N=330), while the qualitative part of the research was carried out through a semi-structured interview (N=30). Based on the obtained research findings, we can conclude that an unfavorable social environment for learning is the dominant factor that determines the motivation of teachers and educators to participate in horizontal learning activities. In this regard, the research findings indicate that with a higher level of support for horizontal learning in the institutions where the respondents are employed, their motivation to participate in horizontal learning activities also increases. Teachers and preschool teachers recognize the director of the institution as a leader of changes and development of the institution, but also as a manager who provides conditions for the realization of horizontal learning. Research findings and concluding considerations contribute to mapping current practice and a more complete understanding of the process of horizontal learning, providing a basis for creating future policies for the professional development of employees in education.

In this analysis, I review two of the most significant contributions of Antonio Gramsci to the sociological analysis of schooling. On the one hand, a great part of his work suggests reformulation of critical educational theory. On the other hand, Gramsci's contributions allow for a thorough rethinking of traditional ways of conceptualizing the schooling system and the curriculum. In this article, I contend that many works about Gramsci's theoretical contributions in education have not had a critical examination, and I hope that my suggestions for a re-reading of his works will not fail in the same way. Moreover, I want to contribute to the further understanding of Gramsci's influence in education in two specific ways: firstly, by using Gramsci's frameworks for the understanding of the social practices that shape the school as a modern institution; secondly, in conceptualizing these social practices which define the cultural and formative experiences at school. To do so, I propose that it will be necessary not to deify Gramsci´s thought but to develop it from a holistic perspective in order to visualize the implications of his concepts and categories.

The detailed mechanisms underlying oxidative stress that leads to neuroinflammation and neurodegeneration in retinal vascular conditions, including diabetic retinopathy, retinopathy of prematurity etc., remain largely unexplored mainly due to a lack of suitable disease models that can simulate the inherent neuron–glia interactions in human retina. Specifically, establishment of a mixed retinal culture (MRC) containing both neuron and glial cell types remains a challenge due to different conditions required for their optimal growth and differentiation. Here, we establish a novel primary MRC model system containing neurons, astrocytes, Müller glia, and microglia from human donor retina that can be used to study the neuromodulatory effects of glial cells under the stress. The cell characterization based on immunostaining with individual cell type–specific markers and their presence in close vicinity to each other further underscores their utility for studying their cross talk. To the best of our knowledge, this is the first instance of an in vitro model obtained from human donor retina containing four major cell types. Next, we induce hypoxic stress to MRC to investigate if hypoxia activated neuroglia modulates altered gene expression for inflammatory, apoptotic, and angiogenic markers and Ca2+ transients by live cell imaging. Further, we performed k-means clustering of the Ca2+ responses to identify the modification of clustering pattern in stressed condition. Finally, we provide the evidence that the altered Ca2+ transient correlates to differential expression of genes shown to be involved in neuroinflammation, angiogenesis, and neurodegeneration under the hypoxic conditions as seen earlier in human cell lines and animal models of diabetic retinopathy. The major features of the hypoxic conditions in the proposed human MRC model included: increase in microglia activity, chemokine and cytokine expression, and percentage of cells having higher amplitude and frequency of Ca2+ transients. Thus, the proposed experimental system can potentially serve as an ideal in vitro model for studying the neuroinflammatory and neurodegenerative changes in the retina and identifying newer drug targets.

For decades, researchers in anthropology and archaeology have used teeth, including exfoliated primary teeth, as fossil records of people's physical life experiences. Recently, researchers in psychiatry, epidemiology, environmental health and other fields have recognized the potential for teeth to serve as biomarkers of other early-life experiences, including trauma exposure and other types of psychosocial stress, which are potent determinants of later mental and physical health problems. Despite the emerging appreciation and value of teeth as biospecimens, little is understood about cultural beliefs and practices surrounding exfoliated teeth. If known, such insights could inform culturally appropriate practices for paediatric dental care and improve protocols for the ethical acquisition of teeth as biospecimens in research studies. To address this gap, a qualitative systematic review was performed to summarize the variety of traditions performed worldwide for disposing of primary exfoliated teeth. PubMed, Google Scholar, AnthroSource, Anthropological Literature, EHRAF World Cultures and Anthropology Plus were searched with a systematic search strategy to identify articles published from inception through December 2, 2021. Citations of relevant papers were also forward and backward searched. There were 3289 articles that met the initial inclusion criteria, of which 37 were included after individual screening and applying exclusion criteria. Thematic analysis was used to identify 74 distinct traditions related to the disposal of exfoliated teeth, which were organized into seven general themes: (1) giving teeth to a tooth fairy, (2) giving teeth to mouse figures, (3) throwing teeth, (4) hiding/keeping teeth, (5) burying teeth, (6) giving teeth to animals and (7) eating the tooth. The results of this study elucidate the diversity within-yet universality of-exfoliated tooth disposal traditions and underscore the importance of tooth exfoliation as a major milestone during child development. Special attention must be paid to these traditions and related ethical concerns when designing research protocols related to their collection. With a greater understanding of beliefs and practices related to exfoliated teeth, researchers will be better equipped to engage children and families in studies that include analyses of exfoliated teeth, collect teeth as biospecimens, and broaden the use of teeth in research.

CONDUCTORS Hans von Bulow: A Life for Music. By Kenneth Birkin. Cambridge: Cambridge University Press, 2011. [xviii, 715 p. ISBN 9781107005860. $150.] Illustrations, appendix, bibliography, index. It is probably safe to say that no musician of nineteenth century had a more decisive on direction of German music than Hans von Bulow. As a teenager and law student, he crossed paths with Robert and Clara Schumann, came to know and quickly idolize Richard Wagner during turbulent late 1840s, became Franz Liszt's star pupil and outspoken defender of Zukunftsmusik, promoted orchestral works of Johannes Brahms and Richard Strauss, and furthered Gustav Mahler's conducting and-by extension-composing careers a decisive moment in young musician's artistic development. In doing so, he revolutionized concert-going experience as conductor and pianist. Yet, scholarship on Bulow has been overwhelmingly underwhelming. Indeed, only in last decade have his life and works been examined with necessary critical care: first by Frithjof Haas, Hans von Bulow: Leben und Wirken (Wilhelmshaven: F. Noetzel, 2002); and more recently by Alan Walker in Hans von Bulow: A Life and Times (Oxford: Ox - ford University Press, 2010; reviewed by James L. Zychowicz in Notes 67, no. 2 [December 2010]: 333-35). These two authors sought to present Bulow as a creative musician who composed, arranged, performed, taught, and criticized-in other words, as someone no different than, say, Liszt or Camille Saint-Saens. While acknowledging various aspects of Bulow's artistry, Kenneth Birkin argues in his Hans von Bulow: A Life for Music that it is as a self-styled 'reproductive' artist that he made his greatest impact (p. ix). This position significantly colors Birkin's presentation. The first two chapters, which cover Bulow's upbringing and first years in law school, lead inexorably to chapter 3, Decision Time: Weimar, Zurich (1850- 1851) and chapter 4, Weimar Apprentice - ship (1851-1853), in which twentyyear- old takes oaths of servitude to Wagner and Liszt. On latter, Birkin wryly notes that the emotional bond formed in those months in Switzerland was, in fullness of time, to prove hostage to fortune (p. 45). Indeed, in following five chapters, which cover next decade of Bulow's career in Austria-Hungary, Chocieszewice, and Berlin, Bulow repeatedly manages to change his fortunes for better, only to undermine them next turn. To be sure, Bulow's commitment to (good) music above all is commendable, but one cannot help but wonder whether he could have achieved his artistic aims earlier in his career had he but been a better team player. Coming in middle of Birkin's narrative, chapter 10 chronicles Bulow's tenure in Munich from 1864 to 1869, a period made famous by his conducting premieres of Tristan und Isolde and Die Meister - singer von Nurnberg, and made infamous thanks to his wife-Liszt's daughter- Cosima. Birkin devotes most of chapter to Bulow's extraordinarily productive concert activities: more than 230 appearances that include music by usual suspects ( J. S. Bach, Ludwig van Beethoven, Liszt, and Wagner), but also by Charles-Valentin Alkan, Josef Rheinberger, and Anton Rubinstein, to name but a few. While Birkin dutifully covers Cosima's affair, he spends little time rationalizing it. But Bulow's chief reason for denying liaison may rest in his success Munich. As he informed Karl Bechstein, I am musical overlord of a city which will soon, artistically, eclipse Berlin, Vienna and Leipzig! Yes, indeed-that's exactly goal I'm aiming at (p. 171). This and similar statements amply justify Birkin's subtitle. The remaining chapters follow Munich model: promise followed by failure. Birkin notes a recklessness which became more pronounced as Bulow rose, during 1880s and 1890s, to veritable guru status on German musical scene (p. …