To most people, zydeco appears as quintessentially Louisiana as gumbo. Certainly, the music originated among black Creoles of southwest Louisiana. But the swamps of southwest Louisiana spill across the Sabine River into southeast Texas, and the music originally known as "la-la" quickly trickled west, too. There it fused with blues to create a new sound that came to be known, spelled, and recorded as "zydeco." Black Creoles from Louisiana began moving into southeast Texas in search of better jobs during the first half of the twentieth century. As they resettled, so did their music. Texas Zydeco describes how many of the most formative players and moments in modern zydeco history developed in Texas, especially Houston. As the new players traveled back and forth between Houston and Lafayette, Louisiana, they spread the new sound along a "zydeco corridor" that is the musical axis around which zydeco revolves to this day. Roger Wood and James Fraher spent years traveling this corridor, interviewing and photographing hundreds of authentic musicians, dancers, club owners, and fans. As their words and images make clear, zydeco, both historically and today, belongs not to a state but to all the people of the upper Gulf Coast.

Texas Zydeco (Brad and Michele Moore Roots Music Series)

Arts & Photography

Roger Wood

Music

University of Texas Press

Winner, Best Book by a Local Author, Best of Houston Awards, Houston Press, 2003 Rounce &amp; Coffin Club Western Books Exhibition, 2004
In the clubs, ballrooms, and barbecue joints of neighborhoods such as Third Ward, Frenchtown, Sunnyside, and Double Bayou, Houston's African American community birthed a vibrant and unique slice of the blues. Ranging from the down-home sounds of Lightnin' Hopkins to the more refined orchestrations of the Duke-Peacock recording empire and beyond, Houston blues was and is the voice of a working-class community, an ongoing conversation about good times and hard times, smokin' Saturday nights and Blue Mondays. Since 1995, Roger Wood and James Fraher have been gathering the story of the blues in Houston. In this book, they draw on dozens of interviews with blues musicians, club owners, audience members, and music producers, as well as dramatic black-and-white photographs of performers and venues, to present a lovingly detailed portrait of the Houston blues scene, past and present. Going back to the early days with Lightnin' Hopkins, they follow the blues from the streets of Houston's Third and Fifth Wards to its impact on the wider American blues scene. Along the way, they remember the vigorous blues community that sprang up after World War II, mourn its decline in the Civil Rights era, and celebrate the lively, if sometimes overlooked, blues culture that still calls Houston home. Wood and Fraher conclude the book with an unforgettable reunion of Houston blues legends that they held on January 3, 1998.

Down in Houston: Bayou City Blues (Jack and Doris Smothers Series in Texas History, Life, and Culture, No. 8)

James Fraher

The Ring: Anatomy of an opera

Stephen Fay

Martin Secker and Warburg Ltd

British Rail Loco Shed ( Locoshed ) Book Summer 1985

Ian Allan

A. B. C. British Rail Multiple Units 1988

Ian Allan, Ltd

This book presents a potential hierarchy between the three basic psychological needs central to Self-Determination Theory (SDT). Findings from the authors research suggest that the motivation to exercise autonomy is an outcome that is cumulatively influenced by the perceived quality of the teacher-student relationship and students perceived competence within specific learning contexts and with a specific teacher. These findings are the basis for three hypotheses regarding students motivation to engage with learning activities. The first is that perceived competence is informed by and reciprocally informs the quality of the teacher-student relationship. The second is that students perceived competence and the quality of the teacher-student relationship have a combined impact upon students autonomous motivation. The final posit is that a teacher can be autonomy supportive both prior to and during activities where students have opportunities to exercise their autonomy. Such autonomy support includes the influence of teacher feedback upon students perceived competence and their subsequent motivation to autonomously engage with learning activities. This research begins to unravel such motivational interplay through an SDT-informed model, which is used as the basis for discussing the specific influence of teacher feedback and autonomy support upon students engagement with learning activities in formal learning settings. The findings and model are worthy of further testing and development, as part of the wider agenda of student engagement, wellbeing and positive psychology prevalent in educational research, education psychology, and the philosophy of social motivation.

The Influence of Teacher-Student Relationships and Feedback on Students' Engagement with Learning

Education & Teaching

Schools & Teaching

Cambridge Scholars Publishing

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Books by Roger Wood