IMSLP does not assume any sort of legal responsibility or liability for the consequences of downloading files that are not in the public domain in. FOR THE DAY'S WORK. -. -. -. -. " Twelve Fundamental Exercises. For the Left Hand and the Bow. By. PROF. D. C. DOUNIS. Op. PRICE $ IN U.S. A. D.C. Dounis - The Artist s Technique of Violin Playing - Op. 12 - Download as PDF File .pdf), Text File .txt) or read online.
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Dounis - Download as PDF File .pdf) or read online. Dounis. Stewart_Emily_ pdf (Mb) Download to EndNote/RefMan (RIS) Demetrios Constantine Dounis was a concert violinist, mandolinist, conductor, and. Demetrius Constantine Dounis: The Dounis Collection, Eleven Books of Studies for the Violin, Opp. 12, 15 (Two Books), 16 (Two Books), 18,
Furthermore, interprofessional learning experiences, when repeated at various levels, were thought to overcome cultural barriers and to cultivate the next generation of interprofessional health care faculty and practitioners. To sustain collaborative practice health care system requires promotion of interprofessional learning environments that include trained faculty.
A federally funded geriatric faculty training program was developed to encourage and support integrated management of chronic disease in older adults. The objective of the interprofessional faculty training program was to design and promote the interprofessional team approach to management of the oral—systemic health care needs of older adults with chronic diseases, using contemporary educational methods.
The purpose of this specific investigation was to conduct pre-assessment and post-assessment on health care faculty interprofessional knowledge, attitudes, and perceptions associated with a training intervention targeting the interprofessional team approaches included in this program.
Materials and methods A one-day interprofessional training program was developed and offered to statewide diverse health care faculty. The innovative use of standardized patients as well as high-fidelity manikins at the Las Vegas Clinical Simulation Center was essential to implementation of the program.
The Canadian Interprofessional Health Collaborative and the Olenick concept model were used to define and design the interprofessional training program framework and concept. Overview of program development and implementation Type 2 diabetes was selected as the chronic condition for the training program because of the multifactorial nature of the disease, requiring the skills and talents of multiple health care providers and because of its prevalence among older adults. Both are chronic inflammatory diseases with bidirectional relationships.
The training objectives were to identify, recognize, and incorporate the oral—systemic manifestations of type 2 diabetes into physical assessment of standardized patients and simulation manikins presenting with the disease.
Both self and peer assessment, as well as development of team building skills, were explored in these discussions.
Sequenced program activities A statewide announcement that included a program description and registration form was sent to faculty from multiple health professional academic institutions in Nevada. This was a convenience sample that evolved from word-of-mouth and the act of nominating health professional colleagues.
The disciplines targeted to participate include medicine, dentistry, allied health, nursing, pharmacy, psychology, and social services. Health care faculty representing the disciplines of medicine, dentistry, nursing, pharmacy, allied health, social services, and psychology registered for the training program. Prior to attending the program, registered health care faculty received background information on oral—systemic manifestations of type 2 diabetes and on interprofessional team development.
Teams were allotted 15 minutes to introduce themselves, identify their discipline, and interview and examine the patient simulation and standardized in accordance with the guidelines and standards of their specific discipline. Role of team observers While health care faculty participants were engaged in the face-to-face patient encounter, a second team of interprofessional health care faculty observed the encounter via hidden monitors.
They observed and noted the interactions of each health care faculty participant with the patient as well as the interactions with other members of the team. Program participants identified preconceptions, opportunities to bridge interprofessional teaching concepts and knowledge, and opportunities to coordinate care. Program instructors encouraged each health care faculty to self-assess, participate in peer discussion, reflect, process the encounter, participate in formulation of an interprofessional treatment plan, and develop team building skills.
Members of the team recognized their role as an expert in their discipline as well as their role as a member of the team to coordinate the oral—systemic health care needs of older adults with type 2 diabetes.
The total debriefing encounter time was 30 minutes. Simple systems such as video cameras and microphones were used along with sophisticated high definition real-time video equipment with live stream, multiformat, multistandard editing, and live production to meet the highest broadcast specifications.
Video recording the encounters enabled instant replay, discussion, and feedback to the faculty trainees, actors, and program instructors, and provided an opportunity for reflection.
Simulation High-fidelity clinical simulation is a technologically contemporary controlled environment using sophisticated high-tech software, animated manikins, digital audiovisual recording media, actual medical equipment, and personnel that improvise and customize scenarios to meet the needs of trainees who access this environment. This accelerated both experiential and interactive learning in this program.
A seamless recreation of a real clinical presentation provided health care faculty trainees with the experience of real-time clinical encounters. Standardized patient Role-playing standardized patient was facilitated by trained patient actors, who rehearsed and followed case scripts addressing oral—systemic manifestations of type 2 diabetes.
Assessment All health care faculty completed a demographic profile form. There wa s arumor that Heifetz used them but I neve rheard itsubtantiated by himself,. Anne sophy mutters study with sevick tudies auber scales systems and the old method. She is a well trained violinist.
Just paid attenion when she plays, Her finger and bow action and conination is well outgoing focus playing. GO ann Sophie mutter bibliography. I studied with each of them for several years. They never recommended any of the Dounis exercises. In fact, they were both opposed to exercises, etudes, and scales. I don't think they would be of any use, unless you study with a Dounis product. And if you do study with one, you won't need the exercises. He gives a superb account of violin playing, recommends the Dounis exercises, and even shows you how to use them.
I find the "Six lessons with Yehudi Menuhin" very interesting concerning Menuhin's approach to Left Hand Technique and that he tries to base everything on a vibrato-like waving motion..
He could actually do the exercises for the absolute independence of the fingers. Boy, and did it sound weird to hear sliding, trilling, left hand pizz. However, he never recommended working on them and said that a lot of Dounis' ideas were misunderstood, especially by mainstream violin teachers.
He is i think one of the greatest teachers that ever existed! Perhaps it will work when it's a clickable link? Select "save target as" to save the file. Edit: no, it doesn't work that way. May others have better luck. There is a copy on imslp that seems to end at page This work is in the public domain in the US.