bluuebunny/crossref_metadata_2025 huggingface dataset:
Teacher Education Reform in the Asia-Pacific Region
Authors: Cheng Yin Cheong
Published: July 2019

Among the numerous education reforms initiated in the Asia-Pacific Region (the “Region”) at the turn of the 21st century, there were teacher education reforms that aimed to equip teachers with new competence to help discharge their professional duties and expand their roles and responsibilities, and to implement new education initiatives as change agents. In such context, teacher education involves not only teachers’ pre-service training, but also all kinds of in-service or lifelong professional development and learning.

Since the early 2000s, the nine trends of education reform at the macro, meso, site and operational levels have raised various challenges for policy-makers, researchers, and educators who had to re-think the theories, practices, and policies of teacher education reform in their countries and within the Region. Many education systems in the Region have also experienced three waves of education reform that followed different paradigms and had strong implications for teacher education reform. But even though a lot of resources have been invested in these reforms, people in many countries are still disappointed with the quality and performance of their teaching profession and teacher education systems in view of the increasing challenges from globalization, economic transformation, and international competition.

Given the complexities of education reform and the serious concerns about teaching quality, an overview of the key reform issues is needed to draw insights for future development of research, policy analysis, and practice in teacher education reform in the Region and beyond. In particular, the issues related to and implications from the nine trends of education reforms, the paradigm shifts across the three waves, the changes in policy concerns, and the decline in education demands in the Region are analyzed.
School Ethnography
Authors: Bethune Jennifer , Gilbert Jen
Published: July 2019

School ethnography is a qualitative research method through which the researcher immerses herself in the life of the school, usually for an extended period, and through observation, interviews, and analyses of artifacts and documents explores questions about life in school. The school ethnographer gathers data in the form of fieldnotes, interviews, images of school life, and texts that are part of the school and continually analyses all of this data in order to discover or produce meaning from the patterns that emerge: the routines that shape school life, for instance, and the disturbances that upend these patterns. Finally, the researcher creates a written product. The school ethnography, as a product of research, often emulates the research process by immersing the reader in the life of the school and by making transparent the challenges and delights of the research.

By drawing on social theories that seek to understand systems of domination and oppression, school ethnographies can expose how inequalities circulate through the everyday life of schools, affecting students’ and teachers’ experiences and shaping policy and curriculum. Many school ethnographies highlight the positionality of the researcher as not-quite insider and not-quite outsider as a way to foreground the ways that power relations shape research in schools, influencing all stages of the research process, including the selection of a site, the researcher’s behavior in the field, the kinds of data that are recorded as fieldnotes, the approach to analysis, and the writerly decisions that shape the final product. Through this recursive and reflexive approach to research, school ethnographers lay the groundwork for social change that is grounded in a comprehensive, detailed, and complex portrait of life in the school.
Democracy and Education in Libya
Authors: Gadour Abdelbasit
Published: July 2019

Looking back at the so-called Arab Spring, one sees people across these countries where the uprisings took place (e.g., Libya) still enduring political repression and change, a growth in threats of terror, and conflicts between tribes and militias, all of which have led to constant violence and a struggle for power. Events in Libya in 2019 suggest that there is an urgent need for education about democracy—a culture of creating a positive environment among people, increasing their awareness of their community, and helping them make decisions and achieve their goals. The qualities a democratic education set out to develop such a positive environment, and undoubtedly schools should be the place where all of this should begin. However, the supreme leader of Libya (Al-Qaddafi) used education in mainstream schools as a propaganda tool for his dictatorship; perhaps this is why the role of schools in Libya has been far removed from cultivating the practices necessary to maintain democratic values. Hence, the idea of democracy was not fostered from within its mainstream school system. A strong need exists to move away from schools that reproduce authoritarianism and toward schools that consciously encourage the notions of democratic skills, values, and behaviors within the classroom and the school as a whole. At present, mainstream schools in Libya are still predominantly organized along authoritarian, hierarchical, and bureaucratic lines; consequently, they continue teaching obedience and submission rather than encouraging freedom of thought and responsibility. The traditional methods of teaching, which focus on rote learning to pass exams instead of fostering creative and independent thinking, are still heavily used. Thus, teachers have a moral responsibility to use education to advocate for democracy, empowering students to learn about democratic values and prepare them to participate in democracy and become better citizens.
An Exploration of Evolving Approaches to Teacher Identity Revealed in Literature on Teaching from 2010 to 2018
Authors: Beauchamp Catherine
Published: July 2019

Teacher identity is conceived in complex ways, in part because of the attention that must be paid to both the personal and the professional dimensions of teaching experience. In addition, teacher identity as a concept is closely intertwined with the notion of teacher agency, as well as with the potential for a teacher to encounter ongoing challenges in the development and adjustment of identity in diverse educational contexts. Literature on teaching from a range of areas—teacher education, preservice teaching, in-service teaching in schools, and university or higher education teaching—reflects a variety of existing approaches to teacher identity. Despite the complexity of the concept, understanding teacher identity remains of critical importance to individual educators, to institutions and to society as a whole.
Postcolonial Theory and Teacher Education
Authors: Viruru Radhika , Persky Julia C.
Published: July 2019

Although there have been attempts to relate postcolonial theory to teacher education, those attempts have been somewhat limited. Analyses of the corpus of research on teacher education reveal a focus on defining how to become a teacher, how to judge whether what teachers are doing is effective, how to ensure that theories of learning guide what teachers do, and how to ensure that the teaching profession becomes more diverse and more like the population of children they teach. Although these areas are certainly important, what is striking are the losses they conceal and the absences that are revealed. Postcolonial theory has offered powerful commentaries on how most of the world has yet to engage with its colonial past and with endemic issues such as racism. Issues such as how the production of knowledge has been carefully restricted and defined to privilege Western ideologies, the creation of binaries that have systematically marginalized groups of people, the marriage of racist and colonial ideologies, and the creation of institutional structures such as schools that have imposed flawed knowledges on children have yet to be widely acknowledged in teacher education research.
Complexity Theory as a Guide to Qualitative Methodology in Teacher Education
Authors: Ell Fiona , Cochran-Smith Marilyn , Hill Mary , Haigh Mavis , Grudnoff Lexie , Ludlow Larry
Published: July 2019

Qualitative teacher education research is concerned with understanding the processes and outcomes of teacher preparation in ways that are useful for practitioners, policymakers, and the teaching profession. Complexity theory has its origin in the biological and physical sciences, where it applies to phenomena that are more than the sum of their parts—where the “higher order” form cannot be created by just putting together the pieces that it is made from. Complexity theory has moved to social science, and to education, because many social phenomena also seem to have this property. These phenomena are termed “complex systems.” Complexity theory is also a theory of learning and change, so it is concerned with how complex systems are learning and changing. This means that methods to investigate complex systems must be able to identify changes in the system, termed “emergence,” and must also account for change over time and the history of the complex system. Longitudinal designs that involve the collection of rich data from multiple sources can support understanding of how a complex system, such as teacher education, is learning and changing. Comparative analysis, narrative analysis, extended case studies, mapping of networks and interactions, and practitioner research studies have all been used to try to bring complexity theory to empirical work in teacher education. Adopting a complexity theory approach to research in teacher education is difficult because it calls into question many taken-for-granted assumptions about the nature of research and what is possible to find. Linear, process-product thinking cannot be sustained in a complexity framework, and ideas like “cause,” “outcome,” “change,” and “intervention” all have to be re-thought. A growing body of work uses complexity thinking to inform research in teacher education.
Actor–Network Theory
Authors: Kamp Annelies
Published: July 2019

Actor–network theory (ANT) is an approach to research that sits with a broader body of new materialism; a body of work that displaces humanism to consider dynamic assemblages of humans and nonhumans. Originally developed in the social studies of science and technology undertaken in the second half of the 20th century, ANT has increasingly been taken up in other arenas of social inquiry. Researchers working with ANT do not accept the unquestioned use of “social” explanations for educational phenomena. Rather, the social, like all other effects, is taken to be an enactment of heterogenous assemblages of human and nonhuman entities. The role of the educational researcher is to trace these processes of assemblage and reassemblage, foregrounding the ways in which certain entities establish sufficient allies to assume some degree of “realness” in the world.

Aligning most closely with ethnographic orientations, ANT does not outline a method. However, it could be argued that a number of propositions are shared in ANT-inspired approaches: first, that the world is made up of actors/actants, all of which are ontologically symmetrical. Humans are not privileged in ANT. Second, the principle of irreduction—there is no essence within or beyond any process of assemblage. Actors are concrete; there is no “potential” other than their actions in the moment. Entities are nothing more than an effect of assemblage. Third, the concept of translation and its processes of mediation that transform objects when they encounter one another. Finally, the principle of alliance. Actants gain strength only through their alliances. These propositions have specific implications for data generation, analysis, and reporting.
Reviews of Teachers’ Beliefs
Authors: Fives Helenrose , Barnes Nicole , Chiavola Candice , SaizdeLaMora Kit , Oliveros Erika , Mabrouk-Hattab Sirine
Published: July 2019

Beliefs refer to propositions that are considered to be true. Teachers’ beliefs refer largely to the beliefs teachers hold that are relevant to their teaching practice. Teachers hold beliefs about a myriad of things, as do all humans. However, specific beliefs about teaching, learning, and students seem to play a particular role in teachers’ practices and willingness to engage in professional learning opportunities. Teachers’ beliefs are relevant for issues in teacher education such as motivation for teaching, instructional practices, classroom management, and assessment activities. Beliefs that preservice and practicing teachers bring to professional learning experiences influence how and what is learned in those experiences and ultimately what is put into practice. To understand what is meant by the construct of teachers’ beliefs, one must consider the variation in definitions and the need for construct clarification. Any investigation into teachers’ beliefs must account for two fundamental aspects of this construct: the nature of belief as a construct and the content of belief under construction. By nature of belief, we refer to how the construct of belief is defined and understood, in particular the stance that researchers take with regard to the relationship between knowledge and beliefs. Belief content refers to what the belief is specifically about, such as general beliefs about teaching, learning, students, or more specific beliefs about an instructional practice (e.g., cooperative learning), classroom assessment, and diverse student groups. Without a clear conceptual understanding of the beliefs investigated, understanding empirical findings and drawing implications for practice may be misguided.

Four themes frame the scholarship on teachers’ beliefs: (1) conceptualizing teachers’ beliefs, (2) teachers’ beliefs and teachers’ practice, (3) development of teachers’ beliefs, and (4) changing teachers’ beliefs. Teacher educators should consider the importance of teacher beliefs on teacher learning when designing and implementing learning experiences for preservice and in-service teachers. Specifically, teacher educators need to provide opportunities for teachers to reveal their beliefs, attend to identity and emotion with beliefs, and support belief enactment. A key finding across the field is the need to consider the whole teacher when examining teachers’ beliefs and facilitating change or development in them; that is, teachers’ emotions, identity, career stage, life stages, and the myriad of beliefs they hold about a variety of topics all influence how beliefs are aligned and enacted (or not) in practice.
Asma’u, Nana
Authors: Hutson Alaine
Published: July 2019

Asma’u bint Shehu Usman dan Fodio (1793–1865) was an Islamic scholar, poet, and educational leader in what is now Northern Nigeria. She is best known as Nana Asma’u. A daughter of Shehu Usman dan Fodio, the founder of the Sokoto Caliphate and sister to one of the Shehu’s successors, Muhammad Bello, Nana Asma’u used her writings to help the Shehu in his quest to break the syncretistic practice of Islam in Hausaland, convert more people to Islam, and help the newly reformed community of faithful Muslims maintain their orthodox religious practice. As one of the longest surviving members of Shehu’s family and of the Degel community, her prolific literary output and enduring presence helped shape the reputation of the Shehu, Muhammad Bello, and early 21st-century scholarship of the Sokoto Caliphate.

As a member of a Fulani scholarly family of long standing, Nana Asma’u benefitted from an early childhood education taught by the scholarly Fulani women of her family. She also transformed that tradition of women as the first teachers of Islamic religious knowledge. Nana Asma’u educated not only children but men and women and established the yan-taru (the associates or disciples), a school of women teachers who traveled to rural areas to improve Hausa women’s education. She was a prolific writer of poems in three languages. Her writings continue to be read, memorized, and recited: the yan-taru concept of making education accessible, especially to women, continues into the 21st century and has expanded into the United States.
Women in Guinea-Bissau
Authors: Davidson Joanna
Published: July 2019

Guinea-Bissau, a small West African country, is home to a multiplicity of ethnic and religious groups with complicated historical entanglements along the Upper Guinea Coast and across European and Afro-Atlantic orbits. Generalizations about women’s lives, given both the longue durée of its precolonial, colonial, and postcolonial history and the diversity of its social systems, are quite easily countered by contradictory—or at least more nuanced—renderings. Nonetheless, it is possible to discern some broad commonalities and continuities, especially in market-related roles and activities. Guinean women have been enterprising traders—sometimes gaining economic and political prominence—since precolonial times and throughout the prolonged Portuguese colonial presence in the region. In particular, Luso-African women, known as nharas, revolutionized and dominated trade in coastal settlements from the 17th to the 19th centuries, but their political and economic autonomy was ultimately curtailed by increasingly repressive colonial policies.

Guinea-Bissau’s unique struggle for independence—spearheaded by the revolutionary leader Amílcar Cabral and achieved through an 11-year military struggle against the Portuguese—opened up opportunities for women’s liberation from both Portuguese colonialism and customary patriarchal strictures. Although Guinean women participated in the Luta da Libertação in unprecedented ways, they struggled to maintain an active role in nation-building after formal independence in 1974. The Partido Africano da Independência da Guiné e Cabo Verde’s (PAIGC) rhetorical commitment to gender equality remains an unfulfilled promise in the postcolonial period, as chronic political instability, deleterious economic policies, and largely unfavorable structural adjustment programs have tended to worsen women’s overall conditions. Women have continued to carve out creative roles in an expanding neoliberal marketplace, often becoming intrepid—although always precarious—players in the informal sector. Although women have gained several protective legislative rights since independence—such as the prohibition of forced and child marriage, and easier access to divorce—these have been implemented unevenly. Guinea-Bissau’s human development indicators are among the lowest in the world, especially for women: life expectancy for women is 59 years, childbirth is the leading cause of women’s mortality, and literacy among women is at 44 percent. The failure of the postcolonial state to fulfill Cabral’s egalitarian vision has not only marginalized women’s political and economic status within the country, it may have contributed to the overall weakening of key state institutions, ultimately enticing international narco-traffickers to its shores in the early 21st century and entrenching a drug economy amidst the ruins of the country’s capital city. The gendered roots of Guinea-Bissau’s present woes cannot be ignored.
Women in Modern Egypt
Authors: Elsadda Hoda
Published: July 2019

Women in Egypt have always played key roles in society in different historical eras. In the modern period, women were at the forefront of the modernization project that gained momentum at the end of the 19th century and the first decades of the 20th century. “The woman question” occupied center stage in debates about the new modern nation in the making and against the background of colonial domination as Egypt became a British protectorate in 1882.

The period from the 1920s to the early 1950s is noted as a period that was particularly vibrant in the history of the women’s movement and witnessed rapid developments in women’s participation in the public sphere. Women founded magazines, established civil society organizations in all fields, joined the national movement for independence, and contributed to key ongoing debates on the modernization project.

In 1952, the Free Officers Revolution resulted in a radical shift in the political sphere: the end of British colonialism, the transformation of Egypt from a monarchy to a socialist republic, and the start of a new era. The new order promoted women’s education and access to the labor market but restricted political rights and freedoms in general, a new reality that inevitably impacted the development of an independent women’s movement.

In the 1970s, women’s rights assumed center stage in international politics, a development that had an impact on women in general and Egyptian women in particular. Egyptian women entered the diplomatic corps and participated in drafting international conventions, in representing their country in international forums, and in joining international civil society campaigns for women’s rights. They also established a new generation of civil society organizations that advocated for women’s rights both locally and on the international stage.

The year 2011 marks an important moment in the history of Egypt. The wave of revolutions that swept the Arab world resulted in the opening of the political sphere in an unprecedented manner. Women’s rights activists rose to the challenge, and more and more women were active participants in the movement for change. Women joined new political parties that were established in the aftermath of revolutions; they were active participants in numerous political and social initiatives and movements; and they played a prominent role in marches for political and social freedoms.

In sum, women in modern Egypt have played key roles in the making of modern Egypt. The story of their contributions and achievements is the story of a movement for change toward a better future.
Corruption and Development: A Reappraisal
Authors: Mungiu-Pippidi Alina , Hartmann Till
Published: July 2019

Corruption and development are two mutually related concepts equally shifting in meaning across time. The predominant 21st-century view of government that regards corruption as inacceptable has its theoretical roots in ancient Western thought, as well as Eastern thought. This condemning view of corruption coexisted at all times with a more morally indifferent or neutral approach that found its expression most notably in development scholars of the 1960s and 1970s who viewed corruption as an enabler of development rather than an obstacle. Research on the nexus between corruption and development has identified mechanisms that enable corruption and offered theories of change, which have informed practical development policies. Interventions adopting a principal agent approach fit better the advanced economies, where corruption is an exception, rather than the emerging economies, where the opposite of corruption, the norm of ethical universalism, has yet to be built. In such contexts corruption is better approached from a collective action perspective. Reviewing cross-national data for the period 1996–2017, it becomes apparent that the control of corruption stagnated in most countries and only a few exceptions exist. For a lasting improvement of the control of corruption, societies need to reduce the resources for corruption while simultaneously increasing constraints. The evolution of a governance regime requires a multiple stakeholder endeavor reaching beyond the sphere of government involving the press, business, and a strong and activist civil society.
Trade Agreements: Theoretical Foundations
Authors: Beshkar Mostafa , Bond Eric
Published: July 2019

International trade agreements have played a significant role in the reduction of trade barriers that has taken place since the end of World War II. One objective of the theoretical literature on trade agreements is to address the question of why bilateral and multilateral trade agreements, rather than simple unilateral actions by individual countries, have been required to reduce trade barriers. The predominant explanation has been the terms of trade theory, which argues that unilateral tariff policies lead to a prisoner’s dilemma due to the negative effect of a country’s tariffs on its trading partners. Reciprocal tariff reductions through a trade agreement are required to obtain tariff reductions that improve on the noncooperative equilibrium. An alternative explanation, the commitment theory of trade agreements, focuses on the use of external enforcement under a trade agreement to discipline domestic politics.

A second objective of the theoretical literature has been to understand the design of trade agreements. Insights from contract theory are used to study various flexibility mechanisms that are embodied in trade agreements. These mechanisms include contingent protection measures such as safeguards and antidumping, and unilateral flexibility through tariff overhang. The literature also addresses the enforcement of agreements in the absence of an external enforcement mechanism. The theories of the dispute settlement process of the WTO portray it as an institution with an informational role that facilitates the coordination among parties with incomplete information about the states of the world and the nature of the actions taken by each signatory. Finally, the literature examines whether the ability to form preferential trade agreements serves as a stumbling block or a building block to multilateral liberalization.
Changes in Hospital Financing and Organization and Their Impact on Hospital Performance
Authors: Schreyögg Jonas
Published: July 2019

Since the 1980s policymakers have identified a wide range of policy interventions to improve hospital performance. Some of these have been initiated at the level of government, whereas others have taken the form of decisions made by individual hospitals but have been guided by regulatory or financial incentives. Studies investigating the impact that some of the most important of these interventions have had on hospital performance can be grouped into four different research streams. Among the research streams, the strongest evidence exists for the effects of privatization. Studies on this topic use longitudinal designs with control groups and have found robust increases in efficiency and financial performance. Evidence on the entry of hospitals into health systems and the effects of this on efficiency is similarly strong. Although the other three streams of research also contain well-conducted studies with valuable findings, they are predominantly cross-sectional in design and therefore cannot establish causation. While the effects of introducing DRG-based hospital payments and of specialization are largely unclear, vertical and horizontal cooperation probably have a positive effect on efficiency and financial performance. Lastly, the drivers of improved efficiency or financial performance are very different depending on the reform or intervention being investigated; however, reductions in the number of staff and improved bargaining power in purchasing stand out as being of particular importance.

Several promising avenues for future investigation are identified. One of these is situated within a new area of research examining the link between changes in the prices of treatments and hospitals’ responses. As there is evidence of unintended effects, future studies should attempt to distinguish between changes in hospitals’ responses at the intensive margin (e.g., upcoding) versus the extensive margin (e.g., increase in admissions). When looking at the effects of entering into a health system and of privatizations, there is still considerable need for research. With privatizations, in particular, the underlying processes are not yet fully understood, and the potential trade-offs between increases in performance and changes in the quality of care have not been sufficiently examined. Lastly, there is substantial need for further papers in the areas of multi-institutional arrangements and cooperation, as well as specialization. In both research streams, natural experiments carried out using program evaluation design are lacking. One of the main challenges here, however, is that cooperation and specialization cannot be directly observed but rather must be constructed based on survey or administrative data.
Statistical Significance and the Replication Crisis in the Social Sciences
Authors: Dreber Anna , Johannesson Magnus
Published: July 2019

The recent “replication crisis” in the social sciences has led to increased attention on what statistically significant results entail. There are many reasons for why false positive results may be published in the scientific literature, such as low statistical power and “researcher degrees of freedom” in the analysis (where researchers when testing a hypothesis more or less actively seek to get results with p < .05). The results from three large replication projects in psychology, experimental economics, and the social sciences are discussed, with most of the focus on the last project where the statistical power in the replications was substantially higher than in the other projects. The results suggest that there is a substantial share of published results in top journals that do not replicate. While several replication indicators have been proposed, the main indicator for whether a results replicates or not is whether the replication study using the same statistical test finds a statistically significant effect (p < .05 in a two-sided test). For the project with very high statistical power the various replication indicators agree to a larger extent than for the other replication projects, and this is most likely due to the higher statistical power. While the replications discussed mainly are experiments, there are no reasons to believe that the replicability would be higher in other parts of economics and finance, if anything the opposite due to more researcher degrees of freedom. There is also a discussion of solutions to the often-observed low replicability, including lowering the p value threshold to .005 for statistical significance and increasing the use of preanalysis plans and registered reports for new studies as well as replications, followed by a discussion of measures of peer beliefs. Recent attempts to understand to what extent the academic community is aware of the limited reproducibility and can predict replication outcomes using prediction markets and surveys suggest that peer beliefs may be viewed as an additional reproducibility indicator.
St. Barthélemy and the Atlantic World
Authors: Pålsson Ale
Published: July 2019

The Swedish colony of Saint Barthélemy was not large enough to be able to support a plantation economy but managed to gain significant income through neutral trade during the turn of the 19th century. As merchants and mariners migrated to the island from across the Atlantic World and slaves were brought to the colony to work as manual laborers and household servants, Sweden introduced legal and political concepts from other European empires to manage their new colonial venture. The nationality of naturalized Swedish merchants was questioned, especially by the British, who frequently captured ships from St. Barthélemy. Still, St. Barthélemy periodically saw immense amounts of trade, especially in the period following the War of 1812. Yet as war between major Atlantic powers ceased after 1815, the economy of the island dwindled and it was returned to France in 1878. Research on this aspect of Swedish colonialism has been infrequent, yet new access to French colonial archives breathes new life into this seldom-discussed part of Caribbean history.
Digital Resource: Conflict Textiles
Authors: Doolan Elsie
Published: July 2019

The Conflict Textiles website is a digital resource that allows users to learn more about how individuals who have experienced or been impacted by political violence have used textiles to respond to and recount their experiences. Some of the textiles on the website were made in response to the wars and conflicts in South America in the 1970s and 1980s (including the Dirty War in Argentina, the Pinochet regime in Chile, and the conflict in Peru between the government and the Shining Path), while others have emerged as a response to the Troubles in Northern Ireland. The majority of the textiles were created by women, though in some instances, men have also contributed to their creation. Conflict Textiles is the name of both the digital resource and a physical collection of textiles. Originating from the Art of Survival International and Irish Quilts in 2009 in Derry, Northern Ireland, this collection and online repository highlights the prolific use of textiles as a medium through which individuals are able to express themselves and the overarching nature of this medium as a form of expression. These two entities, the website and the physical collection, coexist, with the Conflict Textiles website documenting the textiles present in the physical collection and events that occur, or have occurred, in association with the collection. In this way, the Conflict Textiles website serves as an online repository of the physical Conflict Textiles collection and allows users internationally to learn more about a collection that includes textiles from dozens of different countries including, but not limited to, Chile, Northern Ireland, and Argentina.
Argument Structure and Morphology
Authors: Wood Jim , Myler Neil
Published: July 2019

The topic “argument structure and morphology” refers to the interaction between the number and nature of the arguments taken by a given predicate on the one hand, and the morphological makeup of that predicate on the other. This domain turns out to be crucial to the study of a number of theoretical issues, including the nature of thematic representations, the proper treatment of irregularity (both morphophonological and morphosemantic), and the very place of morphology in the architecture of the grammar. A recurring question within all existing theoretical approaches is whether word formation should be conceived of as split across two “places” in the grammar, or as taking place in only one.
“I believe”
Authors: Siecienski A. Edward
Published: July 2019

The Nicene-Constantinopolitan Creed begins with the affirmation “I believe in one God.” There is also the belief that this one God is incorporeal, outside both time and space, and beyond our comprehension. Yet at the same time, this unknowable God has revealed himself to us in many ways. Orthodoxy, like other faiths, struggled to reconcile these two seemingly contradictory beliefs. ‘“I believe”’ explains that what makes Christianity distinct from the other Abrahamic faiths is the belief that the one God exists as a Trinity of persons—the Father, Son, and Holy Spirit. It also describes the concept of theosis (or deification) that is central to Orthodox thinking about the human person and his/her destiny.
“Pray unceasingly”
Authors: Siecienski A. Edward
Published: July 2019

Orthodox spirituality begins with the presupposition that humanity was created to be in communion with God and that this state is not just something achieved after death, but also something one can attain in this life. Although, Orthodoxy recognizes that this is not easy. ‘“Pray unceasingly”’ explains that the goal of the spiritual life is to move closer to God in communion and strive to do his will in all things. This occurs when the Christian comes to possess three virtues: love, self-mastery, and prayer. Prayer is at the very center of Orthodox life. Various spiritual works that have helped shape the Orthodox tradition, as well as the role of monasticism, are discussed.
“One, holy, catholic, and apostolic Church”
Authors: Siecienski A. Edward
Published: July 2019

Since its beginning, Christianity has affirmed that believing in Christ necessarily meant belonging to a community of believers. For the Orthodox, the church is the assembly gathered together by Christ himself in order to be his ongoing presence in the world. ‘One, holy, Catholic, and Apostolic church’ describes how the model of collective leadership and decision-taking shown by the apostles became the norm for the Orthodox and explains the importance in Orthodoxy of the synodal principle. It also outlines the structure of the Orthodox church—fifteen self-governing churches, each ruled by a patriarch or metropolitan bishop—and describes its relations with other Christian groups, including the Roman Catholic church.
Hitler myths
Authors: Caplan Jane
Published: July 2019

‘Hitler myths’ introduces the history of National Socialism through three myths or images encapsulating different dimensions of the power attached to Hitler and his regime: the claims that Hitler had survived long after 1945; the image of a monolithic, all-powerful totalitarian regime commanding mass obedience; and the power of Germans’ belief in ‘the Führer’ to reconcile them to Nazi dictatorship. Each offers a key to the history of Nazi Germany: the nature of power and leadership; the relationship between ideology, consent, and terror; and the climax of war and genocide.
Power
Authors: Caplan Jane
Published: July 2019

The Nazi leadership was ill-prepared for the exercise of state power. Before 1933 the Nazi Party had been dedicated to gaining power through mass mobilization and the disruption of democratic government, and its leadership was held together by personal loyalty to their Führer rather than a shared programme. These qualities were unpropitious for the tasks of government. ‘Power’ explains the hybrid dictatorship that ensued, mingling three competitive sources of power: the inherited state system; the extra-legal terror of police, SS (Schutzstaffel), and concentration camps; and the personal status of the Führer.
Volksgemeinschaft
Authors: Caplan Jane
Published: July 2019

‘Volksgemeinschaft: Community and exclusion’ considers how the Nazi leadership attempted to create an integral national racial community, or Volksgemeinschaft. The foundation of this community was the violent exclusion of all those deemed unfit for membership according to biological, eugenic, or racial criteria. Radical new policies aimed to force the complex mosaic of German society into a weapon for demographic growth, racial struggle, and territorial expansion. At its apex was the systematic discrimination and violent persecution of Germany’s Jewish citizens.
Volksgemeinschaft
Authors: Caplan Jane
Published: July 2019

‘Volksgemeinschaft: Control and belonging’ describes ordinary life under Nazi power, and suggests that a binary model of support versus opposition does not do justice to the range of experiences and attitudes. Germans who were neither forcibly excluded from the community nor enthusiastic supporters of Nazism faced often mundane decisions about their conduct. While many had to suspend or disguise old habits and daily behaviours, the claims of Volksgemeinschaft ran far beyond their realization. Class distinctions did not vanish, a ‘traditional’ gender order was not re-established, Germans did not all become Nazis.
War
Authors: Caplan Jane
Published: July 2019

‘War’ focuses on German political and military strategies after the invasion of the Soviet Union in 1941, when Hitler could see the prize of unassailable continental dominance within reach. With Nazi power at its greatest extent in 1942, the chapter discusses the markedly different Nazi occupation regimes in the west and the east, and the turn towards defeat in 1943. Hitler’s insistence on unremitting resistance caused massive loss of life on the military and home fronts, brought to an end only with his suicide and with Germany’s official capitulation on 8 May.
Epilogue
Authors: Caplan Jane
Published: July 2019

The Epilogue considers the core questions raised in earlier chapters: the place of National Socialism in German history and what it meant to be ‘German’ after the defeat of Nazism. Trials of leading figures in the regime in 1945–9 were a first step, but addressing responsibility for Nazi crimes was a prolonged and uneven process. How Germans confronted the Nazi past was affected by the establishment of two separate German states in 1949, the Cold War, the unification of Germany in 1990, and the eventual development of an international culture of Holocaust.
5. Identities
Authors: Dodds Klaus
Published: July 2019

‘Identities’ discusses identity politics, because geopolitics is at its heart about imagining and articulating differences between selves and others. What binds the two together is emotion and affect: the powerful forces of feeling that shape how we feel about others. Emotion and affect can also be manipulated; media reporting can inflame, political leaders can and do distort and exaggerate, and publics may be eager to engage with emotions such as fear, dread, hope, and peace. Identity narratives are not restricted to the level of the nation state, but can and do operate at a variety of geographical scales, from the individual and subnational to the pan-regional and finally to the global.
4. The historian of Florence
Authors: Skinner Quentin
Published: July 2019

‘The historian of Florence’ deals with the employment of Machiavelli's later years. In 1520, Machiavelli finally gained patronage at the Medici court and was commissioned to write the history of Florence. He took care to follow the humanist prescriptions for presenting moral lessons with maximum force. However, rather than following the humanist approach of recalling the great deeds of the past to encourage emulation, he instead recounted a narrative of corruption, decline, and fall. Blaming factions for corruption and condemning Florence for veering between tyranny and licentiousness, he hoped to inspire others to avoid the corruption of the past. In the last books, his aversion to the Medici is clear.
1. The elements
Authors: Scerri Eric R.
Published: July 2019

‘The elements’ outlines the history of the study of elements. Ancient Greeks had just four elements—earth, water, air, and fire—which they believed possessed the shape of the platonic solids. They also believed that the four elements each possessed abstract qualities, a belief which later evolved into the concept of periodicity. Some elements have been known for millennia. Others have required technological advancements in order to be isolated. Elements have been named by a variety of means, which has caused controversy among discoverers. Alchemists applied symbols to elements based on associated planets and celestial bodies. This was replaced by the lettered system we use today.
5. The Russian genius
Authors: Scerri Eric R.
Published: July 2019

‘The Russian genius: Mendeleev’ covers the life and work of Dmitri Mendeleev, who not only discovered the periodic system, but also recognized that it pointed to the periodic law. Mendeleev was rejected by Moscow University on race grounds, so studied at St Petersburg before moving to Germany. Mendeleev differed from rival chemists in that he rejected the notion of the unity of matter, Prout’s hypothesis, and the notion of triads. In a single day in 1869, he sketched out an entire periodic table. This table made many accurate predictions, but also made some mistakes. Inert gases, when first isolated in 1894, struggled to fit into Mendeleev’s periodic table, but in 1900 they were successfully accommodated.
CoBAMP: a Python framework for metabolic pathway analysis in constraint-based models
Authors: Vieira Vítor , Rocha Miguel
Published: July 2019

CoBAMP is a modular framework for the enumeration of pathway analysis concepts, such as elementary flux modes (EFM) and minimal cut sets in genome-scale constraint-based models (CBMs) of metabolism. It currently includes the K-shortest EFM algorithm and facilitates integration with other frameworks involving reading, manipulation and analysis of CBMs.

Availability and implementation

The software is implemented in Python 3, supported on most operating systems and requires a mixed-integer linear programming optimizer supported by the optlang framework. Source-code is available at https://github.com/BioSystemsUM/cobamp.
Characterization of Diagnosabilities on the Bounded PMC Model
Authors: Lian Guanqin , Zhou Shuming , Hsieh Sun-Yuan , Chen Gaolin , Liu Jiafei , Gu Zhendong
Published: July 2019

In this paper, we propose a new digragh model for system level fault diagnosis, which is called the $(f_1,f_{2})$-bounded Preparata–Metze–Chien (PMC) model (shortly, $(f_1,f_{2})$-BPMC). The $(f_1,f_{2})$-BPMC model projects a system such that the number of faulty processors that test faulty processors with the test results $0$ does not exceed $f_{2}$$(f_2\leq f_{1})$ provided that the upper bound on the number of faulty processors is $f_{1}$. This novel testing model compromisingly generalizes PMC model (Preparata, F.P., Metze, G. and Chien R.T. (1967) On the connection assignment problem of diagnosable systems. IEEE Tran. Electron. Comput.,EC-16, 848–854) and Barsi–Grandoni–Maestrini model (Barsi, F., Grandoni, F. and Maestrini, P. (1976) A theory of diagnosability of digital systems. IEEE Trans. Comput.C-25, 585–593). Then we present some characterizations for one-step diagnosibility under the $(f_1,f_{2})$-bounded PMC model, and determine the diagnosabilities of some special regular networks. Meanwhile, we establish the characterizations of $f_1/(n-1)$-diagnosability and three configurations of $f_1/(n-1)$-diagnosable system under the $(f_1,f_{2})$-BPMC model.
Note on Applications of Linearly Many Faults
Authors: Gu Mei-Mei , Hao Rong-Xia , Cheng Eddie
Published: July 2019

Most graphs have this property: after removing a linear number of vertices from a graph, the surviving graph is either connected or consists of a large connected component and small components containing a small number of vertices. This property can be applied to derive fault-tolerance related network parameters: extra edge connectivity and component edge connectivity. Using this general property, we obtained the $h$-extra edge connectivity and $(h+2)$-component edge connectivity of augmented cubes, Cayley graphs generated by transposition trees, complete cubic networks (including hierarchical cubic networks), generalized exchanged hypercubes (including exchanged hypercubes) and dual-cube-like graphs (including dual cubes).
Piracy studies coming of age: a window on the making of maritime intervention actors
Authors: Jacobsen Katja Lindskov , Larsen Jessica
Published: July 2019

How, as a sub-set of maritime security, can piracy studies contribute with conceptual insights of relevance to the field of international security governance and international politics more broadly? To answer this question the article examines, with reference to critical intervention studies, how responses to Somali piracy have had constitutive effects, notably ‘back onto’ the intervening actors themselves. More specifically, three themes are examined: regulation (law), structures (institutions) and practices (actors), each of which highlights a distinct sense of contingency, which both characterizes contemporary security governance at sea and makes ‘the maritime’ an interesting domain for the study of constitutive effects related to the making of intervention actors. In light of this, the article argues that studying ‘the maritime’ can offer conceptual insights to the constitutive effects of counter-piracy interventions that may prove relevant to broader debates about governance and security in a changing world order.