The speaker made the point that Mahler gives the second violins their own voice, rather than merely having them give depth or support to the first violins. Because of this, he said the conductor (Herbert Blomstedt) had decided to use a placement of the performers that was becoming common in Europe for the Ninth. Instead of having all the violins on the left of the conductor, with the 1st violins on the outside and the 2nd violins on the inside, he was placing the 1st violins in their usual position, but the second violins would be on the right side of the conductor. This would have the effect of separating the voices so they could be more easily heard.

Snap is also confident that it can reach a high amount of new voters: 80 percent of its users are over 18, so this campaign won't just fall on well-meaning (but still too young) thumbs.

And what of that?–you may reply–the thing is done every day. Granted, my dear sir. But would you think of it quite as lightly as you do, if the thing was done (let us say) with your own sister?

—Miranda Dean, undergraduate student, In ‘What an Open Pedagogy Course Taught Me About Myself

could both study and create “non-print,” “electronic,” and “visual” texts

Modernist ethnographers and sociological participant observers attempted rigorous qualitative studies of important social processes, including deviance and social control in the classroom and society. This was a moment of creative ferment.A new generation of graduate students across the human disciplines encountered new interpretive theories (e.g., ethnomethodology, phenomenology, critical [Page 314]theory, feminism). They were drawn to qualitative research practices that would let them give a voice to society's underclass.

I ~hould have preferred to be enveloped by speech, and carried away well beyond all possible beginnings, rather than have to begin it myself. I should have preferred to be-come aware that a nameless voice was already speaking long before me, so that I should only have needed to join in

Various meanings and definitions of voice had been advanced in the literature. Dundon et al. (2004: 1153) noted that the ‘precise meaning of the term “employee voice” ’ was open to question, though there were some commonalities. Voice mechanisms were generally seen as a way to provide employees with the ability to articulate concerns and to influence the actions of management. Employee voice had commonly been defined as a two-way process of communication, which is characterised by an exchange of information (Marchington et al., 2001; see also Wilkinson et al., 2004). Employee voice could therefore be seen in terms of three dimensions: the provision of information by management to employees, the willingness of management to listen to employees and management's preparedness to discuss work-related problems and issues (see Van Dyne et al., 2003; Marchington, 2006; Bryson and Freeman, 2007; Cannell, 2008).

Yes, the women could speak-but only if it was obvious that the Holy Spirit was providing their words.

OER Stories

The “can you hear me” con is actually a variation on earlier scams aimed at getting the victim to say the word “yes” in a phone conversation. That affirmative response is recorded by the fraudster and used to authorize unwanted charges on a phone or utility bill or on a purloined credit card.

So, open is not good for everyone, and tends to bias those in already privileged positions — race, class, gender. The hype around open, while well-intentioned, is also unintentionally putting many people in harm’s way and they in turn end up having to endure so much. The people calling for open are often in positions of privilege, or have reaped the benefits of being open early on — when the platform wasn’t as easily used for abuse, and when we were privileged to create the kinds of networks that included others like us.

It would provide opportunity for free expression: literate and illiterate alike could record, preserve, disseminate, and repeat their opinions. The present investment in TV, instead, provides bureaucrats, whether politicians or educators, with the power to sprinkle the continent with institutionally produced programs which they-or their sponsors--decide are good for or in demand by the people.

Take out your microphone, make some noise, and give your writing a voice.

Students can develop a voice, or their expressive self by being allowed to explore their interests and learning what they need as they need it. I

The only way to find your voice is to write. Your voice isn’t something you can pin down with any certainty. You can’t force it. The more you think about it the more your ‘voice’ is suppressed.

That is not to say your voice isn’t going to be colored by your life and experiences, it will be. When not thinking consciously about what to write, how to write it, how it will be perceived, everything that reeks of trying too hard, your writing will become more lucid. It will flow from you with much less effort–like a relaxed fart. See–that’s voice. Well, it’s mine anyway.

the voice of the rest of the world

When students see adults actually listening to them with respect, that is when they begin to realize they have a voice and can make a difference in their world.

how a transcript of a talk given extemporaneously does not read well on the printed page

In sounds also occur those faults of utterance and pronunciation, of which specimens cannot be given in writing;

It is, essentially, a matter of the right management of the voice to express the various emotions -- of speaking loudly, softly, or between the two; of high, low, or intermediate pitch; of the various rhythms that suit various subjects.