bluuebunny/crossref_metadata_2025_split huggingface dataset:
Aligning the Advocates, Traditionalists, and Questioners
Authors: Orlando Jeffrey W. 
Published: March 2020

Abstract
This chapter explores Deloitte’s journey to transform performance management (PM). This effort—spanning 70 months of testing, piloting, and deployment—has resulted in a lean, rapid, and research-backed approach that fits the Deloitte environment of today. Against the backdrop of a successful and multifaceted global business, this case confronts some of the major questions around performance and development. It explores what really creates higher individual and team performance, how a “reinvented” model can be used to drive key talent processes like compensation and promotion, how an agile approach really works when driving change, where technology platforms are a help and where they are a hindrance, and the degree of data transparency that is needed to satiate employee demands in balance with organizational needs? The case details these questions in concept form and lists the actionable steps the firm took to drive successful adoption and positive outcomes.
Implementing the PID Scheme in HM Courts and Tribunals Service
Authors: Dietmann Antonia , Milton Emma , Moore Phillip 
Published: March 2020

Abstract
Her Majesty’s Courts and Tribunals Service (HMCTS) is responsible for the administration of the criminal, civil, and family courts and tribunals in England and Wales and nondevolved tribunals in Scotland and Northern Ireland. In 2016, HMCTS began a 6-year, £1.2 billion transformational reform program to modernize and upgrade the courts and tribunals system. A need was identified to change the HMCTS performance management (PM) process; the personal impact and development (PID) scheme was developed in response. The PID scheme includes regular conversations with direct reports to discuss performance, strengths, aspirations, and potential. It moves the HMCTS away from a past-focused, manager-driven PM system to a joint manager–colleague approach; employees are supported to achieve their goals and reach their potential. To achieve this, the objective setting was replaced with high-level outcomes and in-year monetary reward. Feedback about the PID scheme has been positive. People like the development focus, and line managers generally enjoy the flexibility they have. It takes fewer resources to operate—principally achieved through removing the moderation process—even when accounting for the higher frequency of performance conversations. Nearly three quarters of respondents to the annual staff survey said they had regular PID chats with their line manager. Of those who said yes, 67% agreed that the PID scheme had made them feel more supported by their line manager, and 69% agreed that their line manager had the skills needed to have a meaningful chat. HMCTS is heartened by early evidence, including feedback and internal audit results.
Optimizing Performance Through Alignment With Mission and Purpose in a Global Nonprofit Organization
Authors: Ginsberg Harris R. , Habbas So’ud 
Published: March 2020

Abstract
PYXERA Global facilitates partnerships between public, private, and social sectors worldwide to create social impact projects that enrich lives and livelihoods, inclusively and sustainably. A nonprofit based in Washington, D.C., PYXERA Global has worked in over 90 countries—navigating economic, geographic, and political realities to find common ground between corporations, development agencies, governments, and nongovernmental organizations. In 2017, PYXERA Global opted to revitalize performance management (PM) practices. Previously “one size fits all,” goals were organized around operational efficiency, which ensured that staff followed consistent rules of engagement in getting the work done. Missing in the process were the organization’s three Strategic Pillars—Smart Growth, Impact, and Influence—which aligned daily work with the organization’s mission. By explicitly incorporating the pillars (the “what”) with mission- and client-centered imperatives, senior leaders shifted the paradigm. Similarly, replacing conventional competencies with Organizational Imperatives focused on the “how” to achieve goals. After 1 year of the new practice, staff reported deeper and more personal connections to what work gets done and how. Often cited is the Organizational Imperative, “No money, no mission,” a well-described imperative for employees that was disconnected from day-to-day activity. That imperative became an umbrella for financial responsibility at all levels; employees are clearer how budgeting is core to impactful engagements for clients, that attending to cost requirements and expense overruns reflects the staff’s commitment to the financial well-being of the organization. In addition, staff report having regular conversations about performance, solving problems, and removing obstacles and giving and receiving feedback more often.
Transforming Performance at Patagonia
Authors: Mason Chris 
Published: March 2020

Abstract
In the summer of 2015, Patagonia began a transformation to an entirely new approach to employee performance, one that would reinforce the company culture and empower employees to drive their performance continuously throughout the year and more directly connect their work to the company mission. The new approach drew on the latest research and emerging practices in performance management (PM) and was built on more frequent goal setting and performance conversations, supplemented by continuous crowdsourced feedback. At the heart of the approach is the belief that employees need to be the best drivers of their own performance, leading to an employee-centric design for each action or tool that enables the new approach. This case shares Patagonia’s journey to transformation from a traditional PM system to a more dynamic and employee-centric approach to performance.
Climate for Feedback
Authors: Schneider Benjamin , Ledford Jr. Gerald E. 
Published: March 2020

Abstract
Perceptions of the effectiveness of performance appraisal and feedback techniques are frequently neutral to negative. This chapter proposes that a focus on techniques for doing appraisal and feedback has been shortsighted and argues that the creation and maintenance of a context delivering honest and effective feedback—here called a feedback climate—is the best way to improve the effectiveness of the feedback process. The feedback climate is defined as the bundle of practices organizations implement to ensure that performance feedback to members of the organization is honest and effective. The strategic climate literature supports the conclusion that the degree to which organizations focus bundles of practices on important processes (e.g. fairness and ethics) leads directly to important outcomes (e.g. safety and customer service). Using a sample of 234 companies, a new measure of feedback climate is developed, and support for it is found as a correlate of positive perceptions of (1) individual employee feedback effectiveness (e.g. developing employee skills and abilities and motivating employees) and (2) organizational feedback effectiveness (e.g. increasing organizational performance and supporting business strategy). In addition, it is indicated that feedback climate is more central to such perceptions of effectiveness than are the usual appraisal/feedback techniques studied by researchers and used by practitioners (including type of ratings used, ratingless reviews, developmental vs. evaluative feedback, crowdsourced feedback, and so forth). Based on results obtained with this new cross-organization diagnostic feedback climate measure, several implications for research and especially for practice are presented.
Teaching Music in Higher Education
Authors: Conway Colleen M. 
Published: March 2020

Abstract
This book is designed for faculty and graduate assistants working with undergraduate music majors as well as non-majors in colleges and universities in the United States. It includes suggestions for designing and organizing music courses (applied music as well as academic classes) and strategies for meeting the developmental needs of the undergraduate student. It addresses concerns about undergraduate curricula that meet National Association of School of Music requirements as well as teacher education requirements for music education majors in most states. A common theme throughout the book is a focus on learner-centered pedagogy or trying to meet students where they are and base instruction on their individual needs. The text also maintains a constant focus on the relationship between teaching and learning and encourages innovative ways for instructors to assess student learning in music courses. Teaching is connected throughout the book to student learning and the lecture model of teaching as transmission is discouraged. Activities throughout the book ask instructors to focus on what it means to be an effective teacher for music courses. As there is limited research on teaching music in higher education, the book relies on comprehensive texts from the general education field to help provide the research base for our definition of effective teaching.
Designing an Undergraduate Music Course
Authors: Conway Colleen M. 
Published: March 2020

Abstract
Chapter 1 includes information regarding designing curriculum for undergraduate classes including consideration of objectives, repertoire, knowledge, and skills. The chapter includes a focus on learner-centered pedagogy and avoiding the transmission model of teaching. Readers are encouraged to consider pedagogical content knowledge and courses within the curriculum at large. Attention to policy stakeholders such as certification bodies is discussed and an undergraduate student vignette is at the center of the chapter. Much of the chapter provides information regarding understanding the various cultures at different music schools. Sample degree outlines for music degrees are included, as is a checklist for early course decisions.
Understanding the Learners
Authors: Conway Colleen M. 
Published: March 2020

Abstract
Chapter 4 examines the sequencing of undergraduate instruction in relation to student musical growth. Sample purposes and goals for undergraduate music education and typical degree outlines are provided from the National Association of Schools of Music. Vignettes written by music students are provided for each level of undergraduate student—freshman, sophomore, junior, and senior, which highlight student musical needs at various stages of development. The chapter encourages readers to reflect back on their own musical growth as undergraduate students, and provides instructors with suggestions for differentiating musical instruction.
Understanding the Learners
Authors: Conway Colleen M. 
Published: March 2020

Abstract
Chapter 5 begins with a discussion of the notion of emerging adulthood and provides examples of ways that music students display this development including through identity exploration, instability, being self-focused, feeling “in between” and finally the “age of possibilities.” The chapter then examines techniques for facilitating inclusive classrooms including attention to terminology, gender, ethnicity and race, sexuality, language learning, and disabilities. Stories from music students and professors are provided throughout. The chapter concludes with discussion of music schools as spaces for the development of allyhood.
Creating a Culture for Learning
Authors: Conway Colleen M. 
Published: March 2020

Abstract
Chapter 7 provides suggestions for creating a positive learner-centered classroom. It begins with consideration of teaching personality, reflection, and professor identity. The middle section of the chapter gets at the “nitty gritty” of preparing for the first day of class; assessing prior knowledge, experience, and interest; weekly class planning; interaction with readings and materials; and student assignments. The final section of the chapter focuses on communication with students and dealing with difficult situations. Outlines are provided for the first day of class and weekly planning and preparation. Various scenarios are provided and discussed in relation to communication with students, attendance, cheating, and plagiarism, and other potentially difficult situations.
Strategies for Active Learning in Music Classrooms
Authors: Conway Colleen M. 
Published: March 2020

Abstract
Chapter 9 provides a focus on learner-centered pedagogy and a move away from the transmission model of teaching leads to active learning. I open this chapter with an extended discussion of some of the various types of group work including cooperative as well as collaborative learning groups. Cooperative groups work together on a task that is most often presented or designed by the instructor whereas collaborative groups are often involved in task generation as well as completion. Strategies for grouping students as well as room set-up, planning for group work, and assessment of group activities are addressed. The second part of the chapter provides suggestions for specific types of problem-based learning including case-based teaching, games, and simulations.
Teaching Applied Music
Authors: Conway Colleen M. 
Published: March 2020

Abstract
Chapter 11 provides suggestions for recruiting students into a college or university applied studio. A portion of the chapter is devoted to planning and delivering master classes and planning visits to middle and high schools in the effort to recruit. Stories from applied faculty and students provide materials for discussion of the culture of a studio, dealing with competition in the studio. Studio activities such as studio class, technique class, repertoire class, and excerpt class are described. Policies and ideas for recital attendance, studies and professor visibility, and travel are discussed. Questions for discussion encourage the reader to consider various teaching contexts for the implementation of these ideas.
Reflection and Improvement of Teaching
Authors: Conway Colleen M. 
Published: March 2020

Abstract
Chapter 13 examines ways in which the new professor can collect information on teaching in the effort to continue to improve. A key tenant in learner-centered teaching is professor critical reflection. The chapter suggests videorecording teaching, peer observation as well as teaching journals as strategies for reflection. A sample observation for music classroom is provided as are several sample forms for reflection. Collecting and interpreting feedback from students through midterm and final course evaluations is also considered. The chapter concludes with a focus on the types of resources typically provided by institutions to assist faculty in the improvement of teaching.
Navigating a Music Career in Higher Education
Authors: Conway Colleen M. 
Published: March 2020

Abstract
This final chapter examines the tenure and promotion process and provides sample paperwork from the School of Music, Theatre & Dance at the University of Michigan with details regarding rank and eligibility, promotion guides for teaching, promotion guidelines for scholarship, research and creative activity, and promotion guidelines for local, state, regional, national, and international service. Rules for deliberation and voting are shared including details about internal and external reviews and student evaluations. Instructions for the submission of paperwork including CVs, statements of teaching, research, and service and summaries of student evaluations are provided. Questions for discussion and final activities assist readers in considering the University of Michigan documents in relation to their home institution.
Prologue
Authors: McAdams Dan P. 
Published: March 2020

Abstract
The prologue introduces this psychological interpretation of Donald Trump’s life through the lens of Robert Louis Stevenson’s 19th-century novel, The Strange Case of Dr. Jekyll and Mr. Hyde. Whereas Stevenson’s story famously illustrated the split duality of human personality, the strange case of Donald Trump suggests a startling reversal: There is no duality: Trump is all Hyde, and no Jekyll. In the strange case of Donald Trump, there is no artifice, no hidden inner self behind the public persona. Trump is completely present in the moment, which is the psychological key to understanding his overwhelming strangeness. He is a man without an inner story, a primal force that moves from one discrete moment in life to the next, with no narrative build-up, no story arc. The prologue introduces the book as an evidence-based and objective analysis of Trump’s life and his personality, drawing extensively upon contemporary research and theory in personality, developmental, and social psychology.
Me
Authors: McAdams Dan P. 
Published: March 2020

Abstract
The chapter, “Me,” examines in detail Donald Trump’s love of himself—that is, his narcissism. Tracing the concept back to the ancient Greek myth of Narcissus, the chapter explores different theories of and empirical research on narcissism, and considers how they may apply to Trump. The chapter dismisses common clinical speculations regarding the origins of Trump’s narcissism in the alleged early failings of the mother–infant bond. The chapter traces Trump’s long career in narcissism, from school experiences through the presidency. Trump never tires of glorifying the self. As the episodic man, each new moment is a completely refreshed opportunity to gaze anew at the beautiful and powerful me. If too many moments go by without the fix, Trump feels an aching longing for me, a desire to gaze upon the me, like Narcissus gazing into his reflection in the pool, as if he were addicted to the me—the me as an object, not a person, but a beautiful and mesmerizing thing.
Goldwater
Authors: McAdams Dan P. 
Published: March 2020

Abstract
As a short digression into the world of psychiatric diagnosis, the chapter “Goldwater” discusses the controversy over whether or not mental health professionals should diagnose President Trump with a mental illness, such as narcissistic personality disorder (NPD). The chapter’s title recalls the 1964 U.S. presidential election wherein the results of a survey of psychiatrists were published in an American magazine, concluding that the Republican candidate Barry Goldwater was mentally unfit to hold office. Goldwater later sued the magazine, and the case led to what has become known as the Goldwater Rule, prohibiting psychiatrists from diagnosing public officials from afar. The chapter makes a clear distinction between psychiatric diagnosis, which adopts the language of medicine and illness, on the one hand, and psychological commentary on the other. The latter conception better characterizes what the current book aims to accomplish. Psychological commentary draws from psychological science to develop a personality portrait of a person, without diagnosis and without judgment regarding mental health and illness. Moreover, Donald Trump is much stranger than any psychiatric label can convey.
Kant's Transcendental Deduction
Authors: Laywine Alison 
Published: March 2020

Abstract
The Transcendental Deduction in Kant’s Critique of Pure Reason tries to show that all human thought and knowledge depend on the categories of the understanding and that these categories can apply only to appearances. If it works as an argument, it implies that metaphysics as a science of non-sensible things is impossible. The author of this book argues, however, that the Transcendental Deduction reflects Kant’s long engagement with the branch of special metaphysics called ‘general cosmology’: the doctrine of a world as such. General cosmology was supposed to be a science of non-sensible things. That is how Kant treated it in his early metaphysical writings. But the author argues that Kant later adapted it for the purposes of the Transcendental Deduction. He extracted from it a purely formal characterization of a world, stripped of any commitment to non-sensible things, and repurposed it as a characterization of experience. The author argues that Kant’s formal cosmology of experience is at the heart of the Transcendental Deduction: it informs the aim of the Deduction and the details of its argument—even those that appear remote from anything cosmological.
The Stigmata in Medieval and Early Modern Europe
Authors: Muessig Carolyn 
Published: March 2020

Abstract
Francis of Assisi’s reported reception of the stigmata on Mount La Verna in 1224 is often considered to be the first account of an individual receiving the five wounds of Christ. The thirteenth-century appearance of this miracle, however, is not as unexpected as it first seems. Interpretations of Galatians 6:17—I bear the stigmata of the Lord Jesus Christ in my body—had been circulating in biblical commentaries since late antiquity. These works explained stigmata as wounds that martyrs received, like the apostle Paul, in their attempt to spread Christianity in the face of resistance. By the seventh century, stigmata were described as marks of Christ that priests received invisibly at their ordination. In the eleventh century, monks and nuns were perceived as bearing the stigmata in so far as they lived a life of renunciation out of love for Christ. By the later Middle Ages holy women like Catherine of Siena (d. 1380) were more frequently described as having stigmata than their male counterparts. With the religious upheavals of the sixteenth century, the way stigmata were defined reflected the diverse perceptions of Christianity held by Catholics and Protestants. This study traces the birth and evolution of religious stigmata as expressed in theological discussions and devotional practices in Western Europe from the early Middle Ages to the early seventeenth century. It also contains an introductory overview of the historiography of religious stigmata beginning in the second half of the seventeenth century to its treatment and assessment in the twenty-first century.
Introduction
Authors: Hanna Erika 
Published: March 2020

Abstract
The introduction sets up the story which will be told in the following five substantive chapters. It provides an introduction to the history of Irish photography in the twentieth century and explores how it has been understood by historians. It then goes on to lay out the argument which will be developed throughout the rest of the book. That is, over the course of the twentieth century, photography allowed ordinary Irish people to create spaces of self-expression and contest authority in ways which would have a fundamental impact on the nature of Irish society, and that reading photographic sources can provide us with a new way in to stories of social and cultural change from the perspectives of those on the margins of power.
Beaches and Sunlight
Authors: Hanna Erika 
Published: March 2020

Abstract
Chapter 1 explores the practices and semiotics of photograph albums. Across the twentieth century, making photograph albums moved from an elite to a popular form, and was especially popular among single young people. Familial and personal histories were curated through selecting photographs, arranging them on the page, and fixing their meaning through captioning. In order to unpack these themes in detail, the chapter focuses on photograph albums depicting three ‘ordinary’ Irish lives. These photograph collections can provide us with a host of information about Ireland in the early years of the twentieth century: about how people used a visual language to narrate their lives; received, assimilated, or resisted social and political discourses; and revealed or concealed family secrets. Each of the subjects made particular choices about the stories they told in their albums, drawing on photographic modes drawn from Kodak convention and the visual rhetoric of Ireland.