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While it was Cage who foregrounded the significance of silence as an act in his ground-breaking composition 4'33", it was Miles Davis who made the performative value of the silent space or absence of sound even more explicit when he drew attention to the notes one does not play. This article examines the significance and role of silence in music. However, a number of questions remain about how musicians use, perform and understand silence in relation to sound and how silence potentially plays a role in the listener's perception of the player's authorial or expressive voice. The aims of the study reported in the article were threefold: (i) to identify how silence is manifest in performance practice; (ii) to identify whether silence in a musical excerpt can affect the listener's perception; and (iii) to further our understanding of the role of silence as a parameter of performance creativity. We explored the ways in which two musicians perform silence in relation to sound, Miles Davis in Round Midnight and Glenn Gould in the Aria from Bach's Goldberg Variations. We made qualitative analyses of transcriptions of their recordings and conducted an online survey of listeners' perceptions of the difference between two recordings of the same piece played by the same performers. Converging evidence from an interdisciplinary literature review and the empirical studies identifying new parameters informing the relationship between silence and sound in diverse musical performance practices and perceptions will be discussed along with implications for new conceptualisations about how silence acts relationally to sound in performance practice.

A key aspect of realizing the global vision outlined in Education 2030 is the encouragement of equal access to affordable and quality education and subsequently to allow greater numbers to progress into higher education. Many Latin American countries experience an unequal distribution of opportunities to access higher education and this is\ud particularly evident in Colombia where 90% of families exist on low or medium incomes. Dual-enrollment strategies, based on interventions when pupils are still in secondary school, encourage young people from low-income families to apply to university and support them when they are there. This chapter offers a study of an innovative dual-enrollment project in Bogotá-Colombia. A case study methodology was used to articulate the effectiveness of this intervention and the impact that it had on students and the wider community. Semi-structured interviews were undertaken with a range of stakeholders: students involved in the dual enrollment scheme, graduates, parents, a teacher and the director of the project (n=10). The research found that the students responded positively to having a closer engagement with universities and that this project had a wider impact on the wider community of families and schools. The implications of these findings are related to current debates on widening participation and suggest that notice is given to the broader impact of these interventions. Such projects offer a practical realization of the aspirations of\ud Education 2030 by ensuring that more men and women, regardless of their social status, have the opportunity to progress on to higher education.

This paper is based on a profile of Initial Teacher Training (ITT) provision in England, which was developed as\ud part of a wider research programme on Diversity in Teacher Education (DiTE) based at Bath Spa University\ud (Whiting et al, 2016). It provides a new topography of routes to qualified teacher status (QTS) in England for\ud the academic year 2015-16, along similar lines to an exercise undertaken for an earlier research programme, the\ud ESRC funded Modes of Teacher Education (MOTE) projects conducted in the 1990s (Barrett et al, 1992;\ud Whiting et al, 1996; Furlong et al, 2000). The allocations and census data published by the National College for\ud Teaching and Leadership (NCTL) provide the basis for this new topography, with additional material from a\ud range of sources, mostly online. Reflections on further changes in policy discourse since the year of analysis\ud hint at an acknowledgement of the role of Higher Education (HE) and a reduced emphasis on the much vaunted\ud focus on ‘school-led’ routes. However, there is little to reassure either ITT providers, or potential candidates, of\ud a long term plan aimed at halting the trajectory towards over-complexity and incoherence. The analysis raises\ud important questions about the quality of such diverse teacher education provision, the nature of partnership\ud between higher education institutions and schools, and the impact of reform on the identities of those training to\ud teach.

This paper presents final results from the EU project AVATAR in which aerodynamic models are improved and validated for wind turbines on a scale of 10 MW and more. Special attention is paid to the improvement of low fidelity engineering (BEM based) models with higher fidelity (CFD) models but also with intermediate fidelity free vortex wake (FVW) models. The latter methods were found to be a good basis for improvement of induction modelling in engineering methods amongst others for the prediction of yawed cases, which in AVATAR was found to be one of the most challenging subjects to model. FVW methods also helped to improve the prediction of tip losses. Aero-elastic calculations with BEM based and FVW based models showed that fatigue loads for normal production cases were over predicted with approximately 15% or even more. It should then be realised that the outcome of BEM based models does not only depend on the choice of engineering add-ons (as is often assumed) but it is also heavily dependent on the way the induced velocities are solved. To this end an annulus and element approach are discussed which are assessed with the aid of FVW methods. For the prediction of fatigue loads the so-called element approach is recommended but the derived yaw models rely on an annulus approach which pleads for a generalised solution method for the induced velocities.

This thesis reports on an enquiry into the nature of teacher expertise which pays particular attention to its improvisatory nature. The study draws on three main areas of literature and theory: critical studies in improvisation; expertise and expert practice and organisation theory. These are used to present a model of teacher expertise that is derived from grounded theory.\ud The data is taken from a series of comparative case studies of seven experienced teachers working in secondary schools in the South West of England and who have been identified as\ud being expert within their school setting. Constant comparative methods of analysis have been used to draw out themes from the data. This has contributed to a grounded theory that identifies the nature of teacher expertise.\ud The findings that arise from the data are that teachers' expertise is best expressed as continually evolving practice, a process as opposed to an end state. Advanced professional practice is best described as a 'teacher with expertises' and this is preferable to the term 'expert teacher'. \ud The data shows that teacher expertise is fundamentally improvisatory and that this has a positive impact on the quality of teaching. The improvisation nature of teacher expertise is derived from four processes: the expression of tacit knowledge, relational and interactional practice, personalisation of the learning environment and self reflection leading to the continual adaptation of pedagogy.\ud The resulting model of teacher expertise casts new light on how we understand advanced professional practice and this has implications for school leaders, teachers, researchers and those with responsibility for the initial training and the continuing professional development of teachers.

This paper reports on the findings of a PhD research project into the improvisatory nature of teacher expertise. The data is taken from a series of comparative case studies (Thomas, 2011) of seven experienced teachers working in secondary schools in the South West of England and who have been identified as being expert within their school setting. Constant comparative methods of analysis have been used to draw out themes from the data. This has contributed to a grounded theory (Charmaz, 2006) that identifies the nature of teacher expertise.\ud The findings that arise from the data are that teacher’s expertise is best expressed as continually evolving practice, a process as opposed to an end state, that reflects a prototype model (Sternberg and Horvath, 1995). Advanced professional practice is best described as a ‘teacher with expertises’ and this is preferable to the term ‘expert teacher’. The data shows that teacher expertise is fundamentally improvisatory through being socially constructed (Burr, 2003; Shotter, 2008; Gergen, 2009) and that this has a positive impact on the quality of teaching. The improvisational nature of teacher expertise is derived from four processes: the expression of tacit knowledge, relational and interactional practice, personalisation of the learning environment and self-reflection leading to the continual adaptation of pedagogy.\ud The resulting model of teacher expertise casts new light on how we understand advanced professional practice and this paper explores the implications of this contribution to knowledge for school leaders, teachers, researchers and those with responsibility for the initial training and the continuing professional development of teachers.

Net blotch-infested seeds can be as important as initial inoculum source for net blotch epidemics as other inoculum sources such as infected straw. Our results underline the importance of varietal resistance for seed health. Employing resistant varieties results in low net blotch severity levels in the field which in turn reduces the risk of seed infestation. The results give reason to assume that the present threshold recommendations for seed born barley net blotch could be raised for normal growing conditions and/or for varieties having a reasonable level of net blotch resistance. Supplemental results are expected from ongoing field trials and more detailed analyses will follow to improve our understanding of quantitative relationships among epidemiological key variables to develop decision support tools for handling net blotch infestations in organic barley seed production.