bluuebunny/crossref_metadata_2025 huggingface dataset:
Radiation
Authors: Wigle Donald T
Published: November 2023

The electromagnetic spectrum ranges from ionizing radiation through ultraviolet light, visible light, infrared light, microwaves, and radio waves (Figure 9–1). Ionizing radiation comprises very short wavelength/high frequency electromagnetic waves and particles with sufficient energy to remove electrons from atoms or molecules, thereby creating ions. At the other extreme, transmission and use of electricity that cycles 50 or 60 times per second (i.e., 50 or 60 Hz) produces distinct electric and magnetic waves in the extremely long wavelength/low frequency range of the electromagnetic spectrum.

The known and potential health effects of electromagnetic radiation vary markedly by wavelength/frequency. Prenatal and early childhood high-level ionizing radiation exposure can cause severe neurotoxicity and delayed effects including cancer; such effects arise from the ability of ionizing radiation to damage DNA. Intense childhood sun exposure, especially among genetically susceptible subgroups (e.g., fair-skinned Caucasians), is a major cause of malignant melanoma of skin; although UV light is less energetic than ionizing radiation, it causes photochemical and oxidative DNA damage. There is some evidence (albeit inconsistent) of an association between childhood exposure to relatively high-level powerfrequency magnetic fields and childhood acute lymphoblastic leukemia.
Conclusion
Authors: Wigle Donald T
Published: November 2023

This section describes the burden of child health conditions and summarizes their known and suspected environmental risk factors as discussed in previous chapters. The purpose is to provide an overview of progress to date in identifying environmental threats to the fetus and child and to highlight areas where research and monitoring on environmental exposures and child health outcomes are needed. The summary tables (Tables 13–1 to 13–5) have important limitations:

Behavioral (tobacco, alcohol), pharmaceutical, and microbial factors are important risk factors for some adverse developmental outcomes but the causes of these conditions remain poorly defined. Based on sheer numbers, fetal deaths, low birth weight, and birth defects are major child health burdens (Table 13–1). Although about 1 million recognized fetal deaths (excluding therapeutic abortions) occur annually in the United States, about the same number of fetal deaths occur very soon after conception but are not clinically recognized. There are few proven environmental causes of fetal death in humans, at least at widely prevalent exposure levels; there is limited evidence implicating prenatal parental (usually maternal) exposure to lead, PCBs/dioxin-like compounds, pesticides, ETS, ionizing radiation, and THMs and suggestive but inadequate evidence for ambient air pollutants. Suspected environmental causes of IUGR or preterm birth include prenatal maternal exposure to lead, ETS (independent of prenatal maternal smoking), ambient air pollution, and THMs.
Commitment to Music
Authors: Jensen Eric Frederick
Published: November 2023

This is ultimately what it is like to be alone: you spin yourself into the silk of your soul, you become a pupa and await the metamorphosis, which is certain to come. While waiting, you live on your past experiences and telepathically you live the lives of others. Death and resurrection; being reared and trained for something new and strange.
The Years in Dusseldorf
Authors: Jensen Eric Frederick
Published: November 2023

He Arrival Of The Schumanns In Dusseldorf On The evening of 2 September 1850 could not have been more auspicious. They were greeted by Ferdinand Hiller and a committee from the city, and escorted to the Hotel Breidenbach-the city’s finest hotel-where they found rooms awaiting them decorated with flowers. Later in the evening they were serenaded by Dusseldorf ’s Choralverein. It was the start of festivities in their honor. On the 7th, as he attended a concert consisting solely of his own works, Schumann was greeted by a flourish of trumpets when he entered the hall. Every effort was made not just to make the Schumanns feel welcome, but to make clear to them they were honored and distinguished guests.
Introduction
Authors: Shapiro Alan , Burian Peter
Published: November 2023

Aeschylus’ Oresteia, first performed in Athens in 458 b.c.e., is the sole surviving Greek tragic trilogy, and one of those peaks (like Dante’s Comedy, Michelangelo’s frescoes for the Sistine Chapel, or Bach’s St. Matthew Passion) that loom above the other mountains of Western culture as defining expressions of their age. The presentation by each tragic poet of three tragedies performed in a row was ordained by the rules of the competition at the Great Dionysia in Athens, but there was no requirement to offer three tragedies connected by subject. We know that Sophocles and Euripides did not usually do so. Indeed, Aeschylus may have been the only tragic playwright to use the trilogy on a regular basis as, in effect, a gigantic single drama in three parts. By a happy accident, the one Greek tragic trilogy that has survived the ravages of time nearly intact is exemplary in its structure: three plays, each a whole in its own right but each needing the others to complete the form and meaning of a far greater whole.
On The Translation
Authors: Shapiro Alan , Burian Peter
Published: November 2023

In The Journal of Cardan, a meditation on (among other things) the inescapable role of impersonal conventions in the expression of personal experience, J. V. Cunningham makes several comments that illuminate for me the experience of translating the Oresteia. In a long passage about the tension in any good work of art between convention, or norms of expectation, and subjective experience, he says, “To be successful in this [artistic] enterprise is to integrate the subjectively primary, the immediate, with the objectively communicable, the mediate, to the alteration of both by their conformation to each other.” There’s more than one way to apply these remarks to the act of translation. The translator could be thought of as the subjectively primary, the irreducibly unique, the immediate, and the text as the objectively communicable. By passing, so to speak, the original text through his or her very nervous system, the translator is “objectifying” his or her subjectivity even as the text itself, the objective, is colored and modified by the translator’s own irreducibly unique relation to it. In a way the text is translating the translator at the same time as the translator is translating the text.
Four
Authors: Cameron Oliver G
Published: November 2023

Chapter 3 ended with the topic of arousal. Arousal was described as the concept that one important aspect of the control of behavior is a nonspecific activating factor, a motivator to behave, to act, to move. The question of whether there is a prompt to behavior that is truly nonspecific is not fully resolved. Little doubt exists, however, that behavior includes an aspect of prompting. In other words, for example, concerning learned or conditioned behaviors, these behaviors are not performed continuously. They are performed only when some prompting circumstance or situation is present. The topic of motivation addresses the question of what those circumstances or situations are.
The Terror and the International Construction of the Enlightenment
Authors: McMahon Darrin M
Published: November 2023

With the storming of the Tuileries palace on August 10, 1792, what remained of the tattered French monarchy was destroyed. Shortly thereafter, in early September, as Prussian and Austrian troops marching in step with French émigrés bore down on the nation’s capital, Parisian sans-culottes invaded the city’s prisons, massacring upward of eleven hundred suspected opponents of the Revolution, including over two hundred priests. Pleased with this purging—for which they were publicly congratulated by the directing municipal authority, the Paris commune—many of these same men then rushed to the aid of the struggling French army, which made its famous stand at Valmy on September 20, halting the counterrevolutionary armies to the cry of Vive la Nation. Consecrated in blood, the newly elected National Convention voted on the very next day to establish a republic, the first in a series of genuinely revolutionary decrees that broke definitively with France’s past. In November, it vowed fraternal assistance to all peoples seeking to recover their liberty, and in the following months it gave alarming credence to these words by declaring war on Great Britain, the Dutch Republic, and Spain. Fighting for “freedom” without, the National Convention battled “tyranny” within, decreeing the guilt of Louis XVI in early January and sending him to the guillotine shortly thereafter.
Erotic Writing in Manuscript Culture
Authors: Moulton Ian Frederick
Published: November 2023

Erotic writing pervaded early modern English literary culture. It circulated in coterie manuscripts; it was bought and sold in printed books; it was declaimed on the public stage and embodied in private entertainments. A great deal of scholarly attention has been paid to certain manifestations of erotic writing, especially the eroticism of the public theater-an area this study addresses in later chapters. And there is no denying the eroticism of the great genres of Renaissance poetry-the Ovidian, the Petrarchan, the metaphysical.1 Although studies of Renaissance drama have not only examined the playtexts themselves but also recognized the importance of the theater as a social space, much analysis of poetic texts has paid insufficient attention to the social place of poetry in early modern culture. If one wishes to explore the nature of erotic poetry one must focus not only on texts but on the ways they circulated. Most erotic poetry in early modern England-including such now canonical texts as Donne’s elegies or Shakespeare’s sonnets-circulated primarily in manuscript, not print. Such texts were thus the product of a specific literary and cultural environment that remains unfamiliar to many modern readers who encounter these poems in anthologies of canonical texts or in carefully assembled editions of a given author’s oeuvre. An examination of surviving manuscript collections quickly reveals that in range of tone and subject matter erotic writing goes far beyond the Petrarchan discourses of Sidney’s Astrophil and Stella and the metaphysical wit of Donne’s “The Ecstasy.” As I will show, manuscript collections are enormously varied in their content, and their promiscuous mixing of texts creates fascinating juxtapositions-of tone, of genre, of subject matter, of poetic sophistication. An examination of the place of erotic poetry in manuscript culture not only clarifies the fundamental differences between early modern erotic writing and later forms but also leads to a better understanding of the larger social functions of erotic poetry in the early modern period. Two aspects of manuscript culture are particularly important in this context: the communal nature of manuscript production, and the role of literate women in manuscript circulation.
The Meaning of American National Identity: Patterns of Ethnic Conflict and Consensus
Authors: Citrin Jack , Wong Cara , Duff Brian
Published: November 2023

National identity is one among many often co-existing and overlapping social identities, including territorial, racial, religious, linguistic, and gender identities. The psychological task for individuals is to order and integrate their different collective “selves” (Ashmore & Jussim, 1997). The political task for government is to balance the need for national unity with the competing claims of other group identities. In modern society, emphasizing loyalty to the “nation” and making this the essence of the individual’s political self-definition emerged as the dominant way to boost social solidarity (Greenfield & Chirot, 1994). As an immigrant nation, the United States has always faced the problem of coping with ethnic diversity; the motto e pluribus unum expresses the desire for a strong sense of common American identity without indicating the proper balance between the national “one” and the ethnic “many.”
Heroic Historiography Simonides and Herodotus on Plataea
Authors: Boedeker Deborah
Published: November 2023

POxy 3965 offers a tantalizing glimpse of a kind of poetry virtually unknown to us before: encomiastic narrative elegy that celebrates contemporary historical events. In revealing this genre, Simonides’ “Plataea elegy” raises new questions about the relationships among epic, elegy, and historiography in the fifth century. In this poem, the heroic, epic past-including the death of Achilles and sack of Troy-evidently provides a paradigm for recent events.1 So, too, the poet who conferred undying kleos upon the Greeks at Troy serves as a model (or rival) for the present poet, who aspires to glorify the participants in the battle just fought (fr. 11.15-28). Full of surprises as it is, Simonides’ elegy has close connections to several familiar genres. Epic poetry obviously provides an important point of reference, helping to define both what the poem is and what it is not (cf. West 1993a; Clay, Aloni, and Stehle in this volume). So too does hymnic poetry (Obbink, this volume), epinician with its analogies between the contemporary athlete and heroic predecessors (cf. Harrison, this volume, and Aloni at n. 32), and earlier historical elegies. Texts such as the Plataea poem belong to those crowd-pleasing accounts of the past—including epic poetry, public funeral speeches, and Herodotus’ Histories— that Thucydides rejects in favor of a non-mythodic KTfjpta e$ aiei (1.21-22).2
The Poet Unleaved Simonides and Callimachus
Authors: Hunter Richard
Published: November 2023

Simonides 22 W2 intrigues and tantalizes. Peter Parsons, to whom we owe this combination of POxy 2327 and 3965, 1 tentatively interpreted both the journey described in the wretched tatters of the first verses and the “party“ that occupies the main bulk of the fragment as a fantasy, perhaps of rejuvenation in the next life: “The extreme view would be this: The aged Simonides longs to escape (now, or after death), carrying his poetry, across the sea to the place of many trees, the Island of the Blest (Elysium), there to meet again the dead Echecratidas in all his desirable youth; they will join in the symposium; the wrinkled Simonides too will recover his youth.“2 In a full and careful discussion of the fragment, Sarah Mace argues that the journey was not a post-mortem fantasy, but a utopian one-the aging poet desires to consort with a handsome boy on a make-believe island from where, as in all utopias, old age is banished.3 On her view, the poem is an encomium of a young patron, or a patron’s son, and the utopian eroticism makes it clear that in the real world the poet is not in fact a potential suitor (he is far too old); for such erotic encomium Mace helpfully compares Pindar’s famous verses on the melting beauty of Theoxenos (fr. 123 Maehler). More recently, Dimitrios Yatromanolakis has seen in the fragments a female lament for Echecratidas or his son.4
Customizing Risk Assessment
Authors: Monahan John , Steadman Henry J , Appelbaum Eric Silver Paul S , Robbins Pamela Clark , Mulvey Edward P , Roth Loren H , Grisso Thomas , Banks Steven
Published: November 2023

In the two previous chapters, we examined a wide range of risk factors for violent behavior in order to give the reader a broad sense of the personal, clinical, historical, and contextual variables that help to explain-or, in the case of delusions, fail to explain-the conditions under which violence in the community is more or less likely to occur. In emphasizing each risk factor one at a time, the chapters mirror the way in which research in this field often is conducted; that is, researchers tend to focus on a particular risk factor for violence without considering how each risk factor relates to others in influencing violence.
Violence And The Clinician: Assessing And Managing Risk
Authors: Monahan John , Steadman Henry J , Appelbaum Eric Silver Paul S , Robbins Pamela Clark , Mulvey Edward P , Roth Loren H , Grisso Thomas , Banks Steven
Published: November 2023

In the previous chapters of this book, we have described the goals, methods and findings of the MacArthur Violence Risk Assessment Study. In this final chapter, we describe what we see as the implications of our findings forth clinical assessment and management of violence risk. We conclude wit some general observations on the relationships between violence and menta disorder.
MENC: A Case m Point
Authors: Mahlmann John J
Published: November 2023

Samuel Hope’s essay elsewhere in this Handbook (chap. 1) provides a useful map of the territory that organizations generally refer to as “policy.” In it, Hope explores a variety of contexts, frameworks, and variables that define the systems of decision making operating in our society impinging on education. Along the way, he points to a number of values, belief systems, interests, and operational structures that shape policy perspectives and are thus influential in shaping policy at “street level.” This chapter takes up the discussion where Hope leaves off. I am interested here in tightening his focus, in narrowing the broad perspective he has outlined, by looking at four core points of the policy process that are essential to association life, and to one association in particular: MENC-The National Association for Music Education. Along the way, I want to give special attention to two factors: (1) the research dimension that informs each of the four policy areas; and (2) how policy making in a particular organization is established, influenced, and evaluated. Overall, the thread tying these elements together is the importance of research to the policy process.
Toward an Understanding of the “Aims” of Music Education
Authors: Westbury Ian
Published: November 2023

Although the chapters that make up this section of the Handbook are concerned centrally with the curriculum of music education, several of these chapters also look outward to the idea of education, to the larger context of the curriculum, and to the field of curriculum studies. In doing so they bring into the already complex discussions of the curriculum of music education the additional complexities that surround all discussions around the ideas of education, schooling, and curricula, and the contemporary “curriculum field.” My goal in this introduction is to provide a map that can offer, hopefully, a way of navigating such discussions of the curriculum as they bear both on music education and the larger curriculum field. I also will be seeking to extend the range of conventional discussion by introducing two perspectives from outside conventional curriculum theorizing that would seem to have a special applicability to music education. But let me begin close to the beginning. In her masterful chapter in the first Handbook, Wing (1992) observes that the curriculum is the point of mediation between an idea of education and practice and, as such, “provide[s] a central point of departure for considering, first, what schools are intentionally about and, second, how these intents are realized” (p. 196). Wing’s observation is a telling one, highlighting as it does the central link between ideas of intentionality and the curriculum. The curriculum is the inevitable focus of all efforts to “improve” schooling. It is a central issue for those who want to see a different culture and society represented in the school. It is, necessarily, a fundamental issue in the education of teachers as the focus of their induction into the traditions of education and to the alternative possibilities around teaching that inhere in that tradition. But how we think about the curriculum in the light of these purposes has become quite complicated.
Contemporary Curriculum Practices and Their Theoretical Bases
Authors: Hanley Betty , Montgomery Janet
Published: November 2023

Although the practical issues that surround the teaching of music have always been important, the field of curriculum study has not historically received a high priority in North American music education. For example, Wing’s (1992) review of curriculum conversations in the Journal of Research in Music Education and the Bulletin of the Council for Research in Music Education from 1953 to 1988 revealed only 88 articles related to curriculum, 61 % of which were dissertations. Applying Wing’s criteria to the same sources between 1989 and 2000, we found 44 articles, 77% of which were dissertations. It seems that music educators are demonstrating some sign of increased interest in curriculum studies. This chapter provides an account of this interest. Context of Curriculum Issues After establishing a context for the discussion of curriculum issues, we begin the chapter with an overview of curriculum theory from Tyler (1949) to the present. We then examine the research related to contemporary music education curriculum from two perspectives: (1) curriculum research in the positivistic mode and (2) reconceptualized curriculum work. We conclude by revisiting some of the questions raised throughout the chapter and looking to the future.
Introduction: Looking Multiple Ways in Research
Authors: Shuter-Dyson Rosamund
Published: November 2023

The essence of the psychology of music has always been related to the development and acquisition of competencies in music. Much of this research has been focused on individuals who were special in some respect. To learn about musical memory was to think about and study those who had phenomenal musical memories like Mozart and Liszt. Revesz (1933) identified a musical prodigy and documented his progress from his fifth to his thirteenth year. Our knowledge of music and the blind and deaf was initiated through research on individuals who just happened to possess the characteristics of interest to the researcher. This qualitative research, advocated by Carl Seashore in his Psychology of Music in 1938, continued through much of the 20th century with Donald Pond’s observation of the creative activities of young children, the identification of vocal ranges, and Seashore’s research on vibrato, trills, and tone quality of outstanding artists. The seminal research of Marilyn Zimmerman, Jeanne Bamberger, and Mary Louise Serafine was with individuals of specified ages or with those who had been individually observed but could be classified into descriptive groups. The most influential behavioral-oriented research was completed by these musician-scholars, who would not think of themselves as behaviorists.
Learning Theories as Roots of Current Musical Practice and Research
Authors: Taetle Laurie , Cutietta Robert
Published: November 2023

Numerous theories ground research and practice in the broad domain of music. Theories of psychoacoustics guide the construction of a concert hall, theories of information and expectancy suggest to composers a listener’s capacity for music appreciation, theories of musical preference affect a concert programmer’s decision making, and theories of measurement influence the construction of a musical aptitude test. In music education, theories of learning have contributed to an understanding of how the learner processes information and, through corresponding instructional theories, have caused change in instructional practice. Theories of motivation and recent theories of intelligence (Dweck, 1997) assist teachers in eliciting student productivity. Theories of child development govern the construction of age-appropriate subject matter. As both instructional and motivation theories are addressed elsewhere in this part of the Handbook, they have been excluded from the discussion in this chapter. Learning theories, the topic this chapter is concerned with, have contributed to advances in thinking about educating and teaching the child in settings of formal schooling. Some of these theories have found acceptance and application in research on music learning as well, and they have impacted music educators’ thought on how to sequence instruction in the classroom. Some learning theories also have guided sequencing in computer-assisted music instruction. However, depending on the philosophical perspective underlying any particular theory, different degrees of emphasis on behavioral, cognitive, or constructivist thinking have shaped the models used to explain how a child learns and hence to sequencing the instructional steps deemed necessary for effectively teaching a child.
Systematic Instruction
Authors: Rosenshine Barak , Froehlich Hildegard , Fakhouri Inshad
Published: November 2023

The past 40 years have witnessed a great deal of research on “effective teaching.” A number of observational, correlational, and experimental studies were conducted in order to, first, identify those teachers whose classes made larger-than-expected test score gains and, then, identify the instructional procedures that were used more often by those same teachers. This research, mostly based on observations in the teaching of reading or mathematics, has revealed a pattern that might be called a systematic method of teaching. The pattern includes presenting material in small steps, pausing to check for student understanding, and requiring active and successful participation from all students. Although initially derived from research in reading and mathematics instruction in elementary and middle schools, the results also are applicable to any other systematic or “well-structured” (Simon, 1973) subject matter in which the objectives are to teach skilled performance and the mastery of a body of knowledge. Clearly, and as shown in this chapter, music has such a body of knowledge with a definable content and explicit skills, and music education has an equally compelling body of research to support systematic instruction as a viable teaching model.
Transforming Research in Music Education History
Authors: Cox Gordon
Published: November 2023

The question “What is history?” is the subject of fierce debate: History is a science that discovers; it is an art that creates; historical narratives are constructions governed by the same rules and constraints as literature; “history with purpose” can realize some grand metaphysical theme; history has ended. Historians today are being forced to rethink, in the light of postmodernist criticism, the categories and assumptions that have underpinned their work (see Evans, 1997; Munslow, 2000).
Maintaining Quality in Research and Reporting
Authors: Heller Jack J , O’Connor Edward J P
Published: November 2023

Scholarly Inquiry and a Research Perspective What Is Research? In order to evaluate competence in research, the evaluator must first have a clear conception of what constitutes research as opposed to other scholarly activities. There are many scholarly pursuits that may in a broad sense fall under the category “research.” The word research (from the French rechercher, which means to travel through or survey) implies a going back to search for something. With respect to research in music education, however, that concept is too broad. We are concerned primarily with the systematic search for solutions to problems based on empirical observation. This is not meant to disparage scholarly endeavors that fall outside our more restricted definition. Of course, research searches for something. But that something should be very specific and it should be stated at the outset of any research report. The researcher must have a very clear idea of what the question is that will be investigated. The techniques and methodology used to search for an answer to a question should be appropriate to the question posed. Good research is that which provides as unbiased an answer as possible to a question supported by empirical evidence. “Empirical” here is meant to be viewed as “observations.”
Trends in Data Acquisition and Knowledge Development
Authors: Bartel Lee R , Radocy Rudolf E
Published: November 2023

Research is “a systematic process by which investigators gather information, organize it in a meaningful way, and analyze and interpret it” (Asmus & Radocy, 1992, p. 141). While this definition does not indicate why investigators gather and work with information, a clue is in “a meaningful way”-the research process should be meaningful. Organizing, analyzing, and interpreting is a process of developing knowledge. Another way to express this is to say that research is a systematic process of data acquisition and knowledge development. The terms “data acquisition” and “knowledge development” resonate clearly with the current computer lexicon (Knowledge Discovery in Databases or KDD). This is intentional because technology is one of the most influential forces affecting research in the past 30 years. We have selected these terms to serve as “lenses” with which to examine trends in research.
Assessment’s Potential in Music Education
Authors: Colwell Richard
Published: November 2023

An entire section of the first Handbook of Research on Music Teaching and Learning was devoted to assessment. Those authors successfully summarized the history of assessment in music with chapters on assessment in five areas: teaching, creativity, program, general, and attitude. This chapter is an update on a few of the issues raised in the first Handbook. In the 1990s, assessment is one of the more important issues in education. The priority of education in the United States has risen, and now education outweighs almost all other social issues-immigration, the homeless, welfare, national defense, and even foreign policy. Evaluation’s importance is portrayed by its use in the struggle for power over the curriculum. Arts advocates welcome positive assessments, some of which are relatively marginal in value. The high public interest and greatly expanded funding for education, preschool through college, has brought to the playing field two assessment issues, standards and accountability. The definition of a standard is a description of how well or at what level a student is expected to perform, and accountability is the avenue for ascertaining that value for resources expended is attained. A few individuals have questioned whether assessment as the single means of establishing value is appropriate (Broadfoot, 2000). Highstakes evaluation has become the subject of educational and political debates, often so emotional as to complicate the resolution of the accompanying assessment issues.
Contemporary Issues in Qualitative Research and Music Education
Authors: Flinders David J , Richardson Carol P
Published: November 2023

In the first edition of the Handbook of Research on Music Teaching and Learning, Donald Casey (1992) used the broad term “descriptive research” to include common forms of qualitative inquiry. In the introduction to his chapter, Casey said: “Despite some speculation to the contrary, descriptive research should by no means be conceived as any less vigorous, worthwhile, or useful than other research modes” (p. 115). Although battles over legitimacy continue, qualitative researchers today face less “speculation to the contrary.” Funding agencies, leading journals, and book publishers give qualitative studies an increasingly high profile. Professional organizations, such as the American Educational Research Association, have institutionalized qualitative approaches as a viable alternative to large-sample, statistical studies, and research universities now provide expanded training in qualitative methods. Together with these opportunities, the number of qualitative researchers has multiplied. Their ranks have grown so quickly over the past decade that it is difficult to find a more prominent trend in the field of educational research. Who and what have contributed to this trend are among the questions raised in this chapter.
The Northwest Coast
Authors: Pritzker Barry M
Published: November 2023

For the purposes of this book, the Northwest Coast geographic region extends from just north of Yakutat Bay in southwest Alaska more or less to the California-Oregon border, including lands west of the Coast and Cascade Mountains. Its length is roughly 1,500 miles, but its width averages less than 100 miles. It is a territory dominated and defined by water. Especially in the north, great sounds, inlets, and fjords bring the maritime world to people well away from the coast and islands, and numerous rivers further contextualize their liquid world. Depending on elevation and precise distance from the coast, it is an area of seemingly endless fog and rain, fierce winter storms, dense forest, and giant trees. The climate is generally moderate.
Thomas East And The Sphere Of Public Affairs In The Twilight Years Of The Elizabethan Era
Authors: Smith Jeremy L
Published: November 2023

Through his music printing and publishing activity, East became entangled in two major elements of late sixteenth-century politics: the so-called Catholic question and the Essex Revolt. Two aspects of the first issue are relevant here: (1) Robert Per sons’s project to shape English Catholic views on the succession at the turn of the seventeenth century and (2) the distribution of music for illegal Catholic Masses by William Byrd. Persons was the leading English Jesuit exile and the most important English Catholic educator and controversialist of his time, second only to Cardinal William Allen. Byrd’s Masses number among his most important musical contributions, and their publication history has intrigued scholars for several generations.
Introuduction: CanCognitive scienceLocate and Provide a Correct Account of the Mind’s Center? Progress Toward the Literal
Authors: Johnson David Martel
Published: November 2023

People everywhere enjoy believing things that they know are not true. It spares them the ordeal of thinking for themselves and taking responsibility for what they know.What holds together the various fields that-considered together-constitute the intellectual discipline called cognitive science? Practitioners of this relatively new discipline claim it is just a more or less ordinary branch of modem, empirical science (see, e.g., Chomsky, 1997). At least some of those same individuals also say that what all its subfields share is a fairly specific common focus, concern, or subject matter-which each of these fields then goes on to consider from its own viewpoint, and to which it applies its distinctive methodologies.
Introduction
Authors: Johnson David Martel
Published: November 2023

Let us tentatively assume that the human mind both can be and is a legitimate object of scientific investigation. Even when that point is granted, one still is not entitled to suppose that the mind is such an object, in exactly the same way and sense that applies to other, more standard cases —entities like neutrons, electromagnetic fields, viruses, species of African antelopes, volcanoes, periods of geological history, galaxies, and so forth. Accordingly, everyone who thinks of him- or herself as a cognitive scientist needs to consider the following questions: (1) What constitutes the (scientific) distinctiveness of the human mind? (2) For example, is its distinctiveness just a matter of degree, or of kind? (3) Still more narrowly, what types of scientific research are capable of throwing light on mind’s nature and properties?(4)What makes these particular disciplines, methods, and conceptions both suited and able to perform that role? The authors represented in this second part of the book propose answers to these and related problems from the perspective of the knowledge, experience, values, and priorities that each of them brings to the task.
Epistemic Dualism
Authors: Stent Gunther S
Published: November 2023

Kant’s epigram epitomizes the thesis that to be human means to live in two metaphysically distinct domains of the world. One of them is the natural domain of things that are governed by physical laws. That natural domain includes not only the starry heavens above Kant but also the species of animals of which he happened to be a member. The other is the supernaturalistic domain of persons who, like Kant, are governed by the moral law within them. It is in this sense of mankind coexisting in natural and supernaturalistic domains of the world that the dualism of mind and body, which most contemporary biologists and philosophers regard as a long-defunct doctrine, is not dead at all. On the contrary, dualism is likely to persist for as long as there are people who live as social beings.
Mind, Brain, and Culture
Authors: Olson David R
Published: November 2023

Ever since Descartes advanced his argument that the mind (what today we would call mental structures) is to be clearly distinguished from body (what today we would call neurological structures)-the famous doctrine of dualism-philosophers and psychologists have attempted to state just how mind and body are related (Cummins, 2000, p. 128). Some, the materialists, deny the literal existence of mind, claiming it to be epiphenomena!; others, phenomenologists, deny body, claiming that we live in a world as experienced. Still others deny that there is a problem, since mind is just one aspect of bodily function. Yet others claim that dualism is correct, if not exactly as Descartes set it out. Gunther Stent is in the last group.
What Does It Take to Be a True Believer? Against the Opulent Ideology of Eliminative Materialism
Authors: Henderson David , Horgan Terry
Published: November 2023

Eliminative materialism, as William Lycan tells us in this volume, tells us is materialism plus the claim that no creature has ever had a belief, desire, intention, hope, wish, or other “folk psychological” state. Some contemporary philosophers claim that eliminative materialism is very likely true. They sketch certain potential scenarios for the way theory might develop in cognitive science and neuroscience that they claim are fairly likely, and they maintain that if such scenarios turned out to be the truth about humans, then eliminative materialism would be true.
The Cognitive Neuroscience Laboratory:A Framework for the Science of Mind
Authors: Dror Itiel E , Thomas Robin D
Published: November 2023

Researching the mind as a scientific object raises two momentous questions: first, whether the mind exists as a scientific object to begin with; and second, whether, even if the mind is a scientific object, it can be studied scientifically, and if so, how. In this chapter we attempt to answer both these questions. Before we embark on each question separately, we want to consider their interrelations and dependencies.
Introduction
Authors: Erneling Christina E
Published: November 2023

The philosopher Rene Descartes claimed that human cognition was different from animal cognition because humans, but not animals, possessed thought (see Thomas Leahey s chapter in part I). Specific features of human experiences and behavior and the fact that humans were able to use language were the basis for this bifurcation between animals and humans. Descartes never denied that animals were aware of their surroundings, and that they had experiences, but he argued that they lacked reflective, thoughtful awareness of their own awareness. Furthermore, in his opinion human behavior was more flexible and creative than animal behavior. Descartes saw animals as machines that responded to their environment with reflexes. Humans, on the other hand, were able to respond creatively to novel situations by thinking about them.
Introduction
Authors: Johnson David Martel
Published: November 2023

All three of the chapters in this part take the form of commentaries on the work of other authors. Jerome Brunefs chapter comments on the French philosopher Ignace Meyerson. David Bakhursfs chapter criticizes certain ideas proposed by Bruner himself and then —in an attempt to “straighten the teeth” of Brunefs position —compares these ideas with corresponding themes in the work of the Russian thinker Evald Ilyenkov. Finally, the chapter by Jens Brockmeier is a series of observations about still another Russian, the linguist, semiotician, and literary and cultural scholar Mikhail Bakhtin. One reason these chapters take the form they do is that their authors share a certain conviction, that the founders of present- day cognitive science conceived of this field (one that grew out of nineteenthcentury German roots and is now largely centered in Anglo-Saxon countries) in such a narrow and prejudiced way as to make it difficult for their intellectual descendants to make realistic sense of human mentality.
Strong Culturalism
Authors: Bakhurst David
Published: November 2023

It is a familiar complaint that the models of the mind that predominate in psychology, philosophy of mind, and cognitive science typically pay insufficient attention to the fact that human beings are social animals, and that human psychological functioning occurs in a cultural setting (e.g., Shatter, 1975, esp. p. 136, Harre and Gillett, 1994). The protest is sometimes designed to undermine the supposed objectivity of psychological research that ignores the sociopolitical context in which it is conducted (e.g., Sarason, 1981). But more often, and more radically, the complaint is made in the course of arguing that to disregard the social or cultural context of our mental lives is to misrepresent the very nature of the mind itself, for mind is an essentially social phenomenon.
Beyond the Mind-Body Problem
Authors: Gelder Timothy van
Published: November 2023

Wilfrid Sellars once famously described philosophy as aiming to understand how things, in the broadest possible sense of the term hang together in the broadest possible sense of the term (Sellars, 1962, p. 37). In the spirit of that suggestion, we can think of philosophy of mind as the attempt to say how minds hang together- how things fit to form minds, and how minds fit with other things. It can hardly be disputed that there are these kinds of fit; in that respect, at least, the world is a coherent place. The philosophical challenge is to understand and elucidate the nature of the fit, such as it is.
Is Cognitive Development Equivalent to Scientific Development?
Authors: Emeling Christina E
Published: November 2023

One of Jean Piaget’s strongest motivations, if not the strongest, for studying intellectual development in children was to get a better grasp of scientific reasoning (see, for example, Piaget, 1970, p. 1). In their book Words, Thoughts, and Theories (1997) Alison Gopnik and Andrew N. Meltzoff take the opposite approach and argue that scientific reasoning provides a model that helps us understand infants’ and young children’s reasoning and cognitive development. According to these authors, the child is not only actively and intelligently exploring its world, as Piaget claimed, but is thinking and acting just like a scientist. The child, like the scientist, creates, tests, and revises theories. In fact, the child in this respect surpasses the normal adult, who is portrayed as a much duller creature.
Afterword: Between Brain and Culture -The Diversity of Mind
Authors: Emeling Christina E
Published: November 2023

Throughout the history of psychology and, more recently, in cognitive science (e.g., as represented by the chapters in Johnson and Erneling, 1997, and in this book), the fifth and last of these meanings, exclusive choice, has been at the center of the debate about the scientific study of the mind. Several of the authors in this volume (e.g., Rom Harre, Jerome Bruner) point to the more than hundred-yearold opposition between Naturwissenschaften and Geisteswissenschaften and to Wundt’s division between experimental and folk psychology and then claim that we still ought to be basing our understanding of mind on some such proposed division. They, like Jans Brockmeier and David Bakhurst (part VI), support some sort of cultural psychology. By contrast, others discuss the possible reduction of all supposed aspects of cultural or folk psychology either to neurophysiology or to cognitive psychology (especially parts III and V). Still other authors propose to accept various different kinds of dualism (part II). Yet neither the approaches and theories that take their starting points from the cultural sciences nor the ones that are linked to the brain and cognitive sciences have successfully made the case that they really are capable of providing even tentative answers to all the central questions that concern the mind and its activities.
All Shook Up
Authors: Altschuler Glenn C
Published: November 2023

The birth of rock ’n roll ignited a firestorm of controversy—one critic called it “musical riots put to a switchblade beat”—but if it generated much sound and fury, what, if anything, did it signify? As Glenn Altschuler reveals in All Shook Up, the rise of rock ’n roll—and the outraged reception to it—in fact can tell us a lot about the values of the United States in the 1950s, a decade that saw a great struggle for the control of popular culture. Altschuler shows, in particular, how rock’s “switchblade beat” opened up wide fissures in American society along the fault-lines of family, sexuality, and race. For instance, the birth of rock coincided with the Civil Rights movement and brought “race music” into many white homes for the first time. Elvis freely credited blacks with originating the music he sang and some of the great early rockers were African American, most notably, Little Richard and Chuck Berry. In addition, rock celebrated romance and sex, rattled the reticent by pushing sexuality into the public arena, and mocked deferred gratification and the obsession with work of men in gray flannel suits. And it delighted in the separate world of the teenager and deepened the divide between the generations, helping teenagers differentiate themselves from others. Altschuler includes vivid biographical sketches of the great rock ’n rollers, including Elvis Presley, Fats Domino, Chuck Berry, Little Richard, Jerry Lee Lewis, and Buddy Holly—plus their white-bread doppelgangers such as Pat Boone. Rock ’n roll seemed to be everywhere during the decade, exhilarating, influential, and an outrage to those Americans intent on wishing away all forms of dissent and conflict. As vibrant as the music itself, All Shook Up reveals how rock ‘n roll challenged and changed American culture and laid the foundation for the social upheaval of the sixties.
The Age of Rodgers and Hart
Authors: Block Geoffrey
Published: November 2023

Within a few months of their initial meeting Rodgers and Hart managed to get one of their songs interpolated into a professional show, “Any Old Place with You” (A Lonely Romeo, 1919). The following year they discovered on opening night that their first Broadway score, Poor Little Ritz Girl, had been reduced to about a half dozen songs (the rest, by the well-established Sigmund Romberg, had been inserted surreptitiously). For the next five years Rodgers and Hart endured a discouraging apprentice period in which they composed twelve amateur shows, most of which disappeared after a single viewing. On the brink of quitting, they scored a surprise success with the Theatre Guild’s fund-raiser revue, The Garrick Gaieties (1925), a show that also introduced their first hit song, “Manhattan: originally composed for the unproduced Winkle Town in 1922. For the next three years Rodgers and Hart surpassed all other teams in productivity and popular runs. The prolific and insightful Broadway historian Ethan Mordden sets the stage for the present collection with a survey of Rodgers and Hart’s principal shows among the fourteen that appeared in the last half of the 1920s, the first decade of what Mordden designates “the golden age” of the American musical (1920-1970). Mordden waxes enthusiastically about Rodgers and Hart’s first book show, the Revolutionary War costume drama, Dearest Enemy (1925), “a comedy of contemporary manners burlesquing a comedy of bygone manners,” the strikingly original Peggy-Ann (1926), which “typifies the musical’s unending quest for new forms: and Heads Up! (1929), where “the inventions simply tumble over themselves: He also perceives dramatic infelicities in shows that offered fine scores, for example The Girl Friend (1926) and A Connecticut Yankee (1927).