bluuebunny/crossref_metadata_2025 huggingface dataset:
Vault
Authors: Wendland David
Published: February 2020

Vaults are curved masonry surfaces for roofs and ceilings, able to give shelter and protection. Fireproof and very durable, they were the only massive constructions available for such purposes before modern reinforced concrete was invented. Vaulted ceilings have often been a major issue in the creation of architectural space—as dominating elements with sculptural quality, and as fascinating constructions, often elegant, sometimes astonishing or even daring, always artful, and requiring and demonstrating great expertise and skill in their design and building. In early stone architecture, vaults built with horizontal circular courses can already be characterized as spatial structures. Since the early Great Civilizations, vaults were constructed with blocks arranged in radial bed joints—they could be built with great economy, with complex shape and adapting to irregular plans, as they are still in modern vernacular architecture, such as in Central Asia or in northern Africa. In Late Antiquity, vaults made with dressed stone show great ability in the geometric design—this art was later resumed both in the Middle East and in European Renaissance architecture. In Imperial Rome, vaults made of concrete reached enormous spans, were robust enough to last many centuries, and could be built virtually in any shape. Vaults of brick or stone masonry or of dressed stonework are among the greatest masterpieces of architecture, including the marvelous vaults in Persian architecture, the high vaults of Gothic cathedrals perfectly balanced upon slender pillars, the magnificent spatial inventions of Baroque vaulting, the great domes, and finally the creation of modern shell structures. By principle, vaults are stable by their shape. Their equilibrium demands curvature, regularly resulting in shapes with complex geometry. Therefore, they are very demanding in design, planning, and construction. Systems of anchoring or abutment have to be devised to contain the lateral thrust, and a shape must be created that enables the stability by counterbalancing the heavy components within the vault. Moreover, the building of the curved shape requires form control during bricklaying, geometric design of the temporary support structure, and, in case of stone structures, the formulation of precise specification for producing the single building elements. Therefore, beyond symbolic values, ideas of space in architecture, and the expertise and virtuosity of planners and builders, vaulted ceilings also reflect the historical development of applied geometry and mechanics. Their study gives an insight to the knowledge society that created the buildings.
Aristotle's Categories
Authors: Castelli Laura M.
Published: February 2020

If there are one text and one doctrine which have been integral to Western philosophy almost without interruption, be it in the form of endorsement and defense or in the form of criticism, those are a short treatise, ascribed to Aristotle and usually known under the title Categories, and the doctrine of a primitive division of being into highest genera: the categories. Since the “rediscovery” of Aristotle’s writings and their organization in a corpus in the wave of enthusiasm for classical Greek philosophy in the 1st bce, all aspects of this work have been the object of debate. Controversies concern the very authenticity of the work, its title, its general philosophical scope, and all sorts of more specific issues emerging from the single chapters. It is difficult to tell what factors exactly determined the extraordinary historical and philosophical relevance of this short text over the centuries. One feature of it which certainly played some role is that the Categories looks like an introduction to philosophy, to the inquiry into what there is and to the reflection about the way in which we think and speak about reality—or, at least, this is the impression it gave to many generations of philosophers. In fact, the Categories came to occupy a particular place in the curriculum of philosophical studies not only for those interested in Aristotelian or Peripatetic philosophy, but, more generally, for all those interested in philosophy. This place within the history of philosophy explains the enormous amount of literature devoted to this work in the last two thousand years. This bibliography is meant to provide initial orientation with respect to the main issues raised by this relatively well known and at the same time puzzling and fascinating little text. The bibliography is divided into two main parts: the first part includes the references to general works (critical editions, translations, bibliographies, commentaries, and collections of essays), whereas the second part provides references to the literature on more specific topics (authenticity, title, early reception, and specific issues concerning the single chapters or groups of chapters). In compiling select bibliographies one must, by definition, make some choices. This bibliography aims at some balance between classic studies and more recent contributions, which also include bibliographical references to the earlier literature.
Populism
Authors: Bustikova Lenka , Guasti Petra
Published: February 2020

Populism is an anti-establishment, anti-elite ideology and political strategy. Populism as an ideology adopts a discursive approach and focuses on the tensions between the “pure people” and the “corrupt elite.” The “people” can be subsumed into three discursive frames: the nation, the (economic) underdog, and the ordinary people (Canovan 1981, cited under Theoretical Approaches). The narrative of the people as a “nation” is hostile to migrants and ethnic minorities. The populist rhetoric of the “underdog’’ expresses anxieties related to economic differences. Finally, the language of the “ordinary people” resonates with visions of a simple, everyday life. Populism viewed as a political strategy focuses on its agency, or the ability of populist movements to instrumentally appeal to followers, to maintain a direct relationship between the leader and the followers, and to exploit existing institutional weaknesses. Populists target the establishment and the elites selectively. Populists can become the elite. Yet populist politicians (re)elected to office continue to use anti-elite appeals to delegitimize opponents, even after they have come to represent the very establishment they had attacked in the past. Scholarship on populism has grown exponentially in recent years. In Europe, it is rooted in the study of the radical right, which emphasizes exclusionary identity-driven politics. The rise of populism is often viewed as a consequence of an economic crisis or socioeconomic changes in general. Populist critique also targets the institutional underpinnings of liberal democracy. Populists seek to strengthen majoritarian elements of democracy and undermine minority protections. Populist leaders seek power, and the presence of populist parties in the electoral arena, parliament, government, or presidency reshapes political agendas. Media is a crucial tool of communication used by populist leaders to gain power and to stay in power. Social media, in particular, allows populists to establish and maintain a direct communication channel to their supporters, and populists accuse traditional media of being “corrupt.” Populists are omnipresent. In the West, populism is mostly exclusionary. In the Global South, and especially in Latin America, it is often inclusionary, as it broadens the scope of the people to the previously politically excluded poor and indigenous communities (Mudde and Rovira Kaltwasser 2013, cited under General Overviews). Regionally, this bibliography focuses on populism in Europe and Latin America, but it also includes the United States and other countries (Stockemer 2019, under General Overviews).
Welfare, Race, and the American Imagination
Authors: Mazelis Joan Maya , Pimpare Stephen
Published: February 2020

This entry includes a variety of sources on American beliefs about welfare and race. There is a much larger literature on poverty and race not included here, including the important topics of residential segregation, employment inequality, mass incarceration, and housing discrimination. Welfare here is defined narrowly, mostly to include Mothers’ Pensions/Aid to Families with Dependent Children that welfare reform changed to Temporary Assistance for Needy Families. Perceptions of Blackness in particular shape welfare policy and opinion, so the focus on racism herein is on anti-Black racism, essential to making sense of the development of US social welfare policies and programs and how they function. Ideas of work, of the “proper” roles for women, and of opportunity all shape opinion and policy. Notions of the “Welfare Queen” still dominate American thinking. The first section focuses on the history of poverty and welfare and the second specifically focuses on the role of racism in welfare. The third section focuses on the use of the term ‘underclass’ and its racist undertones. In the fourth section the sources are the main texts by key authors who assert negative consequences for society of having welfare and who advocate reducing or eliminating benefits. These first four sections focus on welfare’s early days, including the earliest relevant history of the colonial period and the Revolutionary War but through the New Deal of the 1930s and the War on Poverty of the 1960s. In the fifth section the sources detail issues of public opinion and discourse regarding race, welfare, and the “American Dream.” The sixth section examines the Perspectives and Discourse among Poor People and Welfare Recipients, while the seventh section includes sources on the Experiences of Welfare Recipients before welfare reform. The eighth section is the first section in the article to engage with the topic of the 1996 welfare reform, the law which overhauled welfare and spelled its demise as an entitlement, transforming welfare for the decades that have followed. The ninth section focuses on Welfare Rights Activism, both before and after welfare reform. The tenth section’s sources examine the causes and consequences of welfare reform. Finally, the eleventh section contains sources that present information about the experiences of poor people in the years after welfare reform.
Race, Organizations, and Movements
Authors: Wooten Melissa E.
Published: February 2020

Although they developed distinct of one another, there is a growing trend to combine insights from the race, organizations, and movement literatures. In particular, scholars have called for a greater emphasis on incorporating race as a category of analysis within the organizations and movement literatures. Among those studying organizations, one of the earliest calls for this shift came from within the managerial literature. Those heeding this call have primarily investigated race as an individual level characteristic that structures people’s access to and opportunities within organizations. Still, others have sought to analyze how race as a social structural characteristic shapes organizational development and the distribution of resources available to organizations. Similar to organization studies, initially, scholarship on social movements lacked a clear emphasis on race. Although, the irony here is that many scholars derived theoretical innovations within the social movement literature by analyzing movements centering racial justice. Recent scholarship holds that in the absence of clear racial theory, whiteness shapes the discipline to its detriment. Despite the broader concerns about the literature’s state, work within this area consistently emphasizes how people use social movement tactics to advance racial projects from civil rights to white supremacy. Few studies tackle all three themes at once. More often scholars situate their analysis at the intersection of race and organizations or race and movements. At times, scholars situate their investigation squarely within one literature, leaving it to the reader to pull out the themes from the others. The bibliography reflects this reality and tension. There is no singular text or handbook that brings together research on race, organizations, and movements. Yet, the research included within this bibliography deepens our understanding of the role that organizations and movements play in reinforcing and creating racial hierarchy and how racial hierarchy, in turn, shapes these entities.
Transnational Adoption
Authors: Laybourn SunAh
Published: February 2020

The first transnational adoptions to the United States or “intercountry” as they were originally called, began in the wake of World War II, but it was not until after the Korean War that international adoption to the United States became institutionalized. Transnational adoption changed ideas around family and kinship as children were not only being adopted cross-nationally but also cross-racially. Because transnational adoption quickly began to transgress the race-matching procedures that guided initial intercountry and domestic adoptions, this new form of family making drew both public attention and research interests. This article primarily focuses on transnational adoption to the United States and the controversies, politics, and outcomes surrounding it. Initial research studies in the 1960s and 1970s in social work and psychology began with a focus largely on children’s psychological and social adjustment into their adoptive families before continuing across disciplines such as law; gender and family studies; cultural studies; and sociology. As research continued, attention reflected disciplinary foci expanding from outcome studies to examinations of the effect of policies, politics (domestic and geopolitical), and race, class, and gender. Given the growth of transnational adoption globally, in 1995 the Hague Convention on Protection of Children and Co-Operation in Respect of Intercountry Adoption entered into force with the goal of securing the “best interests of the child” and preventing child trafficking and other abuses. In recent decades, new sending countries have open and closed relatively quickly, though China remains a major sending country to the United States for the past two decades, while longer-standing sending countries such as Korea have changed their policies, resulting in decreased adoptions to the United States. These changes, along with a growing awareness of the inequalities inherent in transnational adoption and increased consideration for first families, raise new research questions around the future of adoption.
Race and Youth
Authors: Hagerman Margaret A. , Heath Courtney
Published: February 2020

Though the study of race and youth is an interdisciplinary endeavor, this article is centered on research on this topic from a sociological perspective. Contributions from the field include theoretical frameworks to address how children and youth learn about race and racism, form racial identities and racial attitudes, and understand themselves and others as racial subjects. Additionally, sociological research offers a wealth of empirical evidence concerning how children and youth experience, navigate, reinforce, and/or challenge racial inequality, racism, and racial discrimination in their everyday lives. This work examines the role that social structures, systems, and institutions—such as families, schools, the state, health-care systems, the economic system, and the media—play in shaping young people’s lived experiences, opportunities, and outcomes. Sociological research also explores the process of the racialization of youth, the consequences of these racialized understandings, and how this leads to the continued dehumanization of children of color. Scholarship additionally examines the agency of young people and how they engage as political participants in the racialized society in which they live as well as how youth participate in consumer culture in ways that connect to their own racial and ethnic identities. Sociologists in the current moment tend to pay particular attention to the establishment of child-centered methodologies and strategies for equitable and ethical approaches to the study of youth and race. As such, many of these citations highlight scholarly efforts to dismantle long-standing racist stereotypes and assumptions about young people of color and demonstrate the complex nature of race, racism, and racialization with respect to youth.
Collective Efficacy
Authors: Richardson Lucy , Wickes Rebecca
Published: February 2020

Collective efficacy is an important concept in the study of collective behaviors and outcomes. Emerging from psychology, collective efficacy has been studied in diverse applications. The following sections outline key resources relating to the evolution of collective efficacy research (from psychology to the broader social sciences); current theoretical and methodological debates (discriminant validity and measurement); neighborhood- and community-level application areas (criminology, health, mental health, disaster recovery, activism and policy engagement); group and team level applications (family, sport, education and employment contexts). The section concludes with a focus on collective efficacy scholarship in non-Western contexts.
Organizing Schools for the Inclusion of Students with Disabilities
Authors: Bray Laura E. , Stelitano Laura E.
Published: February 2020

Inclusion is a societal ideology and commitment to involving, empowering, and respecting the inherent worth and dignity of all people. This commitment to inclusion has been embraced and promoted by educational policies, institutions, and organizations. In terms of the educational inclusion of students with disabilities, the field commonly defines it as the instruction and provision of educational supports and services to students with disabilities in general education classrooms. While numerous studies have examined inclusive practices and instruction, the field has not coalesced around how to organize for inclusion. As such, there is not a consensus regarding the arrangement of and expectations placed upon resources (i.e., time, space, students, and personnel), as well as how these resources should interact, to facilitate the education of students with disabilities in general education settings. Examples of this include the placement and composition of students in inclusive classrooms; the allocation of resources to support inclusion; the structures and practices to support where, how, and how often special and general educators work together; and the assignment and roles of educators and support staff. With this being said, the literature base is filled with research that has touched upon and illuminated critical components of organizing for inclusion. For instance, the importance of school-wide reform models (e.g., multitiered system of supports/response to intervention) that provide a framework for the identification and delivery of educational resources to students with disabilities, the need for school leadership to foster environments and expectations that promote inclusive reform, and the necessity of collaboration between general and special educators in the provision of educational services and support. This article separates this literature into different “lenses” of analysis. In other words, it identifies different perspectives or points of view used when studying or discussing inclusive reform. These lenses include school-wide reform and frameworks, program delivery models, school leadership, and educators’ roles and working conditions. Within each of these lenses, we include both highly cited and more recent articles that provide insights on key elements of organizing for the inclusion of students with disabilities.
Continuous Improvement and "High Leverage" Educational Problems
Authors: Closson-Pitts Brittany , Gilliam Elizabeth , Rutledge Stacey , Cannata Marisa
Published: February 2020

Efforts to achieve integrity in the implementation of educational reforms and policies has long been considered a challenge in large part due to a failure to account for local context. In their efforts to achieve fidelity with policy and program goals, policymakers and implementers often neglect to account for the particularities of their organization and environment. A current approach, aimed at adaptation to local context in implementation, comes from improvement science and its practice of continuous improvement. Continuous improvement is a reform strategy in which implementers engage in an intentional and deliberate process of goal setting, enactment, and analysis that, in turn, informs the next cycle of implementation and improvement. Through this structured adaptation, implementers tailor policy and program goals with local conditions and constraints. Furthermore, while educational practitioners have been at the forefront of continuous improvement efforts and its emergence within the field for some time, only recently have researchers begun turning to the approach to implement high-leverage educational problems. “High leverage” refers to educational approaches that have been found in the field to have an impact on student academic, social-emotional, and behavioral outcomes or teacher activities. These are approaches in which there is broad consensus that, if implemented with integrity, there is a high likelihood that they will lead to high-quality, positive change. This article reviews empirical research that studied the implementation of high-leverage practices using continuous improvement strategies and identified seven high-leverage strategies on which there are studies of their implementation using a continuous improvement approach. Each section provides research that establishes the high-leverage practice, as well as improvement research on the high-leverage practice. The six topics are instructional leadership and collaboration, school turnaround, social-emotional learning, professional development, and use of data.
School District Budgeting and Financial Management in the United States
Authors: Reitano Vincent
Published: February 2020

In the United States, school districts operate as a type of special purpose local government. Similar to general purpose governments, school districts are funded by own-source and intergovernmental revenues, although there is considerable variation in their revenue mix, contingent in part upon state-funding formulas. Unlike general purpose governments, school districts focus on the provision of public education to facilitate student learning, and therefore, expenditures are primarily relegated to teacher, support staff, and administrator salaries and benefits. Ensuring the provision of public education begins in part with the budget process. The school district budget process can assume different forms from incremental to rational and may involve a range of stakeholders, including elected officials and members of the public. Incremental budgeting begins with the prior-year budget and small upward increments, while alternatives can be based on rational decision-making theories, such as performance budgeting or zero-based budgeting. Despite these different potential budgeting methods, systematic evidence of their implantation in school districts is generally unavailable. As a complement to the budget process, school districts are also involved in financial management, which involves the strategic analysis of financial condition in the pursuit of financial resiliency and sustainability. In particular, school district budgeting and financial management involves strategically planning for and responding to internal and external trends to ensure continued public service provision in the form of public education. As a growing area of research, school district budgeting and financial management encompasses topics such as budget forecasting, financial condition analysis, optimization of fiscal reserves over the business cycle, and debt management, among other topics.
Traditions of Quality Improvement in Education
Authors: LeMahieu Paul G. , Cooper Cierra S.
Published: February 2020

The past twenty years have seen increasing interest in the tools, processes, and methodologies of improvement research in education. Variously termed continuous improvement, quality improvement, and the like, these approaches to systematically improving practice comprise (in their best instantiations) a science of educational improvement. Collectively, these approaches put good ideas into practice effectively (producing positive impact as improvements against persistent problems of practice), reliably (providing improvements from all practitioners and for all students), and at scale (realizing improvement across widespread and diverse contexts). To the framers of these approaches to improvement, it is important that they realize the stature of a scientific enterprise. This is because of the rigor and consistency that a scientific approach can impart but also because it produces knowledge about the improvement of practice that will have impact and benefit at scale and provides knowledge that is held in high regard beyond the boundaries of just those who produced it. This requires adherence to the essential elements of a bona fide scientific endeavor: shared definitions and understandings of foundational concepts and the relationships amongst them; epistemic practices for inquiry that are public, transparent, and open to widespread inspection and understanding; and communal curation of the scientific knowledge thusly produced. For the purpose of this article, we apply the definition of improvement science offered in Learning to Improve: How America’s Schools Can Get Better at Getting Better by Bryk, et al. The defining characteristics include: (1) make the work problem focused and user centered—focus on understanding the problem to be solved and its root causes: (2) variation in performance is the problem to solve—identify and work to eliminate unwanted variation in processes and outcomes; (3) see the system to improve it—see how local conditions shape work processes to define (and tolerate) the problem, understand the system within which improvements must succeed; (4) you cannot improve at scale what you cannot measure—collect common measures of outcomes, processes, and secondary consequences to see if changes are improvements, track progress toward aim; (5) accelerate improvement by embracing rigorous inquiry—engage in rapid cycles of inquiry to learn fast and improve quickly; and 6) accelerate learning by tapping the power of networks—use the wisdom of the collective to learn, accomplish, and spread improvements. In this article, the authors have identified six major traditions of IS that have garnered considerable interest and application in education. These include: networked improvement; design-based implementation research; Implementation Science; Lean for education; Six Sigma; and Positive Deviance. For each of these traditions, we offer a brief description of the approach followed by annotated bibliographic references that include germinal writings and at least one case example of its use in education.
Methodological Approaches for Impact Evaluation in Educational Settings
Authors: Anglin Kylie L. , Krishnamachari Anandita , Wong Vivian C.
Published: February 2020

Since the start of the War on Poverty in the 1960s, social scientists have developed and refined experimental and quasi-experimental methods for evaluating and understanding the ways in which public policies, programs, and interventions affect people’s lives. The overarching mission of many social scientists is to understand “what works” in education and social policy. These are causal questions about whether an intervention, practice, program, or policy affects some outcome of interest. Although causal questions are not the only relevant questions in program evaluation, they are assumed by many in the fields of public health, economics, social policy, and now education to be the scientific foundation for evidence-based decision making. Fortunately, over the last half-century, two methodological advances have improved the rigor of social science approaches for making causal inferences. The first was acknowledging the primacy of research designs over statistical adjustment procedures. Donald Campbell and colleagues showed how research designs could be used to address many plausible threats to validity. The second methodological advancement was the use of potential outcomes to specify exact causal quantities of interest. This allowed researchers to think systematically about research design assumptions and to develop diagnostic measures for assessing when these assumptions are met. This article reviews important statistical methods for estimating the impact of interventions on outcomes in education settings, particularly programs that are implemented in field, rather than laboratory, settings. We begin by describing the causal inference challenge for evaluating program effects. Then four research designs are discussed that may be used for estimating program impacts. The article highlights what the Campbell tradition identifies as the strongest causal research designs: the randomized experiment and the regression-discontinuity designs. These approaches have the advantage of transparent assumptions for yielding causal effects. The article then discusses weaker but more commonly used approaches estimating effects, including the interrupted time series and the non-equivalent comparison group designs. For the interrupted time series design, differences-in-differences are discussed as a more generalized approach to time series methods; for non-equivalent comparison group designs, the article highlights propensity score matching as a method for creating statistically equivalent groups on the basis of observed covariates. For each research design, references are included that discuss the underlying theory and logic of the method, exemplars of the approach in field settings, and recent methodological extensions to the design. The article concludes with a discussion of practical considerations for evaluating interventions in field settings, including the external validity of estimated effects from impact studies.
Student Learning, Development, Engagement, and Motivation in Higher Education
Authors: Fryer Luke K. , Lee Soyoung , Shum Alex
Published: February 2020

Student learning and development in higher education is a broad topic. While learning and development are certainly related components of the university experience, researchers have generally focused on one or the other, thus creating two research streams that rarely converge. In student development, there are at least three long-established bodies of American research with origins in addressing university student attrition, development of epistemological beliefs, and personal development. Astin and Tinto’s ideas, while recently less often researched as distinct models, have been integrated into widely adopted concepts of engagement in higher education. American conceptions of engagement in higher education resulted in a national approach to quality assurance that has spread to Australia, China, and the United Kingdom. In student learning, there are at least three distinct models building, in part, on seminal cognitive processing and meta-cognitive processing research. One of these is an early cognitive processing–oriented model developed with adult learners, which came to be referred to as approaches to learning, its corollary learning environment research and related learning patterns research. Growing in salience during the same period and enclosed within the expanding area of meta-cognitive research, is the broad body of self-regulation research. In North America, this research grew from socio-cognitive theory or from learning strategies research. In Europe a wealth of starting points and models emerged. The final, and most recent model, building on twin platforms of motivational and cognitive processing research, is the Model of Domain Learning (MDL). Unlike the student development (North America–centered) research, the three models for understanding student learning during higher education have seen scant integration and only recent initial efforts at comparison and contrast. As a result, we presently have three distinct camps of research each examining the higher education experience from slightly different angles, each thereby yielding three perspectives that have yet to meaningfully learn from each other. Integration and cross-examination of these theories would help strengthen overall understanding of student learning and development. This article begins by presenting important academic journals and organizations that have emerged since the 1970s within the fields of student learning and development. The essential models addressing development and learning in higher education are each reviewed briefly, presenting and discussing the research that has shaped them. Motivation and beliefs for learning during higher education are included as a supplement for these models and important future directions for research.
Instrumentation and Orchestration
Authors: Mathews Paul
Published: February 2020

Instrumentation and orchestration refer to the body of technical knowledge required to arrange musical content for instrumental forces as well as the creative act of applying that knowledge with compositional intent. The usage of the words instrumentation and orchestration has not been consistent over time or between the European languages. For the purposes of this article, instrumentation refers to the body of knowledge about instruments: the mechanics of sound production and the techniques of performers. Orchestration refers to the use of technical knowledge to assign musical content to instruments in an ensemble to achieve a sonorous effect. Early writing on instrumentation is commingled with the related topics of organology, composition, and the professional duties of a Kapellmeister. By the early 19th century, ensembles coalesced into the familiar combination of manufactured instruments. The contemporaneous proliferation of conservatories created a market for useful handbooks written by composer-practitioners for a musically literate readership. As the title suggests, Hector Berlioz’s Grand traité d’instrumentation et d’orchestration modernes combined both instrumentation and orchestration in a single publication that has remained arguably the most influential text of its kind, especially following the later revision by Richard Strauss. Conversely, Nikolay Rimsky-Korsakov’s Principles of Orchestration with Musical Examples Drawn from his Own Works presumes prior study in instrumentation to focus entirely on orchestration. In the 20th century, textbooks authored by specialists and educators with a firm grounding in pedagogical methods supplanted treatises by independent composers. More recent titles include style-based studies of repertoires broadened with techniques from historiography and research in music cognition.
The United States Marine Corps
Authors: Folse Mark R.
Published: February 2020

The United States Marine Corps is an expeditionary and amphibious force in readiness with a history that spans almost the entire course of US history. The first American marines served under either continental or state employ during the War for American Independence. Although the Marine Corps celebrates 10 November 1775 as its official birthday, it was not until 11 July 1798 that the Marine Corps became a permanent military branch. Marines are an interesting amalgam of military and naval. Like their British Royal Marine ancestors, U.S. Marines serve with the navy afloat but they are not sailors. They have military features and organization but are not just soldiers either. Conceptually speaking, they are best thought of as naval infantry: soldiers who serve on ships at sea, not sailors who fight ashore. During the Barbary Wars (1801–1815), the War of 1812, and the American Civil War, detachments of Marines served aboard most naval vessels as the nucleus of landing parties, and safeguards against potentially mutinous crews. After the Spanish American War (1898–1899), the navy tasked the Marines with studying advanced base seizure and defense which would eventually lead to the Marine Corps adopting amphibious landings as one of their primary missions. The Marines, along with the navy, grew in size and function as the United States increased its sphere of influence around the globe and became a great maritime power just before the Great War. From World War I to the present day, the US Marine Corps has accrued a rich history of counterinsurgency and conventional campaigns. World War II is to this date still the Corps’ largest war which saw it expand to 485,000 Marines. Since the 1952 Douglas-Mansfield Act the Corps has hovered between 170,000 and 200,000 annually. Their present Marine Air Ground Task Force organization has allowed them to remain flexible and reliable to help the navy protect American interests and serve US policy and strategic objectives abroad. Significant participation in the Korean War, Vietnam War, Gulf War, and the more recent wars in Iraq and Afghanistan are examples of this. Having fought in every major American war, and most of its smaller ones, the US Marine Corps has attracted a robust amount of scholarly attention. What follows is a selected collection of some of the most notable and useful works. It is by no means exhaustive but should serve as a starting point for researchers.
British Army in World War II
Authors: Fennell Jonathan
Published: February 2020

There is a very extensive volume of literature on the British army and World War II. This is not solely down to the iconic status of the war in British memory, or its role in shaping British identity. The debates surrounding the causes of great victories and defeats still fire the imagination. The role of the army in the collapse of the British Empire provokes controversy, as indeed does the part played by citizen soldiers on the “road to 1945”—Labour’s unexpected landslide election victory at the conclusion of hostilities. The great generals—Montgomery, Slim, Auchinleck, and others—were remarkable characters, who closely guarded their reputations; their interventions in the decades following the Axis defeat provoked much rancor. A pervasive desire to understand “what it was like” has led to an upsurge of personal memoirs and “experience” books and analyses of how the war, and the institution of the army, impacted individuals in terms of their mental and physical health, their politics and identity. And still there is a debate about whether the army was any good. Did the country mobilize effectively for war? Did wartime leaders get strategy right, in terms of the lead up to and conduct of the war? Did senior officers devise an effective doctrinal and conceptual solution to the challenges of 20th-century industrial warfare? The answers to many of these questions can be found in the sample of literature below. A careful examination of these works will also, undoubtedly, lead to more questions and hopefully spark new histories and perspectives on Britain’s army in World War II.
The Art of Southern Italy and Sicily under Angevin and Catalan–Aragonese Rule
Authors: Barral i Altet Xavier , Lucherini Vinni
Published: February 2020

With the expression “southern Italy and Sicily under Angevin and Catalan–Aragonese rule,” we refer to the period when the Kingdom of Sicily (Regnum Siciliæ) came under control of the Angevin (1266–1442) and the Catalan–Aragonese kings (1442–1501). The Angevin royal house began to rule this kingdom with King Charles I of Anjou, who was chosen by popes Urban IV and Clement IV against the claims of Manfred, son of the emperor Frederick II of Hohenstaufen. Count of Anjou and Maine, count of Provence and Forcalquier, Charles I was consecrated in Rome at St. Peter’s basilica on January 6, 1266; his son, Charles II, was consecrated on May 29, 1289 in the cathedral of Rieti; and the Charles II’s successor, his third son, Robert, was consecrated in Avignon on August 3, 1309. The tragic events that occurred under the government of Queen Joanna I (1343–1382), granddaughter of Robert, brought to the throne of Naples another branch of the Angevin dynasty, called the Anjou–Durazzo, with Kings Charles III (1382–1386), his son Ladislaus I (1386–1414), and his daughter Joanna II (1419–1435). After the extinction of the Anjou royal house and a long period of wars, Alfonso V of Aragon, III of Valencia, II of Majorca, Sardinia and Corsica, I of Naples, and IV as count of Barcelona, formerly adopted by Joanna II as her son in 1421, became king of Naples in 1442 and reigned until his death in 1458. His son Ferrante I ruled from 1458 to 1494, his grandchild Alfonso II from 1494 to 1495, and his successors until 1501. For most part of the Angevin period, Sicily was separated from the peninsular territories and remained a distinct geopolitical entity. After the revolt against the Angevins in 1282 (the Sicilian Vespers) and following the Peace of Caltabellota in 1302, the Regnum Siciliæ citra Pharum, generally known as the Kingdom of Naples, was governed in fact by the Angevin kings, whereas the Regnum Siciliæ ultra Pharum, corresponding to the Sicilian island, was governed by the Catalan–Aragonese kings as an independent state until it passed under the dominion of the Crown of Aragon in 1409. Under Alfonso the Magnanimous the two kingdoms of Naples and of Sicily were finally reunited. In the last few decades, scholarship investigated the history of the kingdom of Sicily with a modern interdisciplinary approach, where art, literature, and culture were examined as expressions of society, power, and political practice. This kind of approach was favored by a new generation of southern Italian scholars and allowed, for example, to recognize in Catalan–Aragonese Naples the rise of a monarchical Humanism, which was different from the civic Humanism of Florence but not less complex and intellectually grounded.
Orbitozygomatic Approach Clipping of an Anterior Communicating Artery Aneurysm: 2-Dimensional Operative Video
Authors: Hendricks Benjamin K , Spetzler Robert F
Published: February 2020

Anterior communicating artery (ACoA) aneurysms can orient rostrally into the interhemispheric fissure or caudally into the optic chiasm. The majority of these aneurysms project into the interhemispheric fissure. This patient had an ACoA aneurysm with a multilobulated appearance, and the primary lobe projected into the interhemispheric fissure. The cisterns were opened sharply via an orbitozygomatic approach to permit proximal, distal, and neck control. A permanent clip was applied across the aneurysm neck and on a small contralateral aneurysm. Postoperative imaging confirmed complete aneurysm occlusion. The patient gave informed consent for surgery and video recording. Institutional review board approval was deemed unnecessary. Used with permission from Barrow Neurological Institute, Phoenix, Arizona.
Millennial researchers in a metric-driven scholarly world: An international study
Authors: Nicholas David , Herman Eti , Jamali Hamid R , Abrizah Abdullah , Boukacem-Zeghmouri Cherifa , Xu Jie , Rodríguez-Bravo Blanca , Watkinson Anthony , Polezhaeva Tatiana , Świgon Marzena
Published: February 2020

The study Investigates the attitudes and practices of early career researchers (ECRs) in regard to citation-based metrics and altmetrics, providing the findings in the light of what might be expected of the millennial generation and in the context of what we already know about researchers in today’s ‘culture of counting’ governed scholarly world. The data were gathered by means of an international survey, informed by a preceding, 3-year qualitative study of 120 ECRs from 7 countries, which obtained 1,600 responses. The main conclusions are: 1, citation indicators play a central and multi-purpose role in scholarly communications; 2, altmetrics are not so popular or widely used, but ECRs are waking up to some of their merits, most notably, discovering the extent to which their papers obtain traction and monitoring impact; 3, there is a strong likelihood that ECRs are going to have to grapple with both citation-based metrics and altmetrics, mainly in order to demonstrate research impact; 4, the Chinese are the most metric using nation, largely because of governmental regulations.
Portfolio Pumping and Managerial Structure
Authors: Patel Saurin , Sarkissian Sergei
Published: February 2020

Using U.S. equity mutual fund data, we show that portfolio pumping—an illegal trading activity that artificially inflates year- and quarter-end portfolio returns—is more pronounced among single-managed funds compared with team-managed ones. The return inflation by team-managed funds is 45% lower than by single-managed funds at year-ends. Also, portfolio pumping decreases as team size increases. These results are driven by peer effects among teams and, sometimes, amplified by less convex flow-performance relation in team-managed funds. Our findings are robust to differences in fund governance, manager career concerns, local networks, fund family policies, and changes in the SEC’s enforcement policies.
A REPORT OF RADIATION RISKS DURING AND AFTER PROCESSING MINERAL PLACER FROM SOUTHEAST AFRICA
Authors: Fu Kan , Zou Wei , Liu Zhenzhou , He Haiming
Published: February 2020

Recently, high levels of radioactivity were found in products from Chinese mineral processing industries that handle mineral placer from Southeast Africa. The findings led to public panic. The aim of this work is to provide radiological data for the government, workers and the public. In this work, activity concentrations of 238U,232Th,226Ra and40 K in raw ore from Southeast Africa were analysed in the laboratory. Products like monazite and building material were analysed. High concentrations of 238U,232 Th and 226Ra in products were found to be at a level of 104  Bq/kg. Around the South China Mineral Processing Industry, radioactivity in soil and groundwater was analysed. Absorbed dose rates in air and indoor radon concentrations at workplaces were monitored. Annual effective dose to workers and the public was calculated and found to exceed Chinese dose criterion. This report might be an alert for mining and mineral processing in Southeast Africa.
Dispersal versus vicariance in the Aegean: combining molecular and morphological phylogenies of eastern MediterraneanDendarus(Coleoptera: Tenebrionidae) sheds new light on the phylogeography of the Aegean area
Authors: Trichas Apostolos , Smirli Maria , Papadopoulou Anna , Anastasiou Ioannis , Keskin Bekir , Poulakakis Nikos
Published: February 2020

The Aegean archipelago, as an ‘evolutionary laboratory of nature’, is an ideal model for research in phylogeography. In this area, the darkling beetles of the genus Dendarus (distributed from Morocco to the Caucasus) exhibit a high level of diversity with 36 species, 27 of which are island endemics. However, their taxonomy is complex and unstable, having undergone continuous revision to address extensive morphological and ecological plasticity. Here, we examine the phylogenetic relationships of 23 species from Greece and Turkey, using mitochondrial and nuclear DNA sequences and 61 morphological characters, to unveil their phylogeny in the Aegean. This helps to clarify phylogeographic scenarios and historical processes that shaped the observed patterns. The analyses reveal 13 distinct lineages with several para- and polyphyletic cases that correspond to three major phylogroups [south/south-east Aegean (D. foraminosus complex, D. rhodius, D. sporadicus, D. wettsteini); central to north Aegean, Turkey and mainland Greece (D. crenulatus, D. moesiacus group, D. sinuatus complex, D. stygius) and mainland Greece (D. messenius, D. paganettii)], indicating the need for further taxonomic re-evaluation. Lineage topology and phylogeography suggest a spatial and temporal sequence of geographic isolation, following either a vicariant or a dispersal model coincident with major palaeogeographic separations in the Aegean.