bluuebunny/crossref_metadata_2025_split huggingface dataset:
Causal Impact
Authors: Westreich Daniel 
Published: December 2019

Abstract
In Chapter 9, the author discusses the causal impact framework, an approach to epidemiologic methods that can be used to move from internally valid estimates to externally valid estimates to valid estimates of the effects of population interventions. Such work is essential if epidemiologists want the results of their experimental or observational studies to directly inform public health policy decisions. The bulk of this chapter outlines and describes an approach to epidemiologic methods relevant to implementation science. The author summarizes the entire book by briefly addressing the lessons of the previous chapters for the so-called hierarchy of evidence (hierarchy of study designs).
Introduction
Authors: Baker Jean H. 
Published: December 2019

Abstract
This introduction presents Benjamin Latrobe as a rebel who left the Moravian Church and remade himself as an architect and engineer in the United States. It emphasizes his rapid ascension as an architect and engineer in the new republic as well as his very American penchant for speculation. The themes in this short introduction are his constant moving, his chronic debt, and his commitment to buildings that expressed American exceptionalism and connected the United States to the admired republics of ancient Greece and Rome. The introduction also previews the themes of the book: his life spent in motion, his chronic debilitating headaches along with his optimism and resilience, and his family as a sanctuary. It establishes the six cities he lived in as important background for his struggles and discusses the monumental National Endowment for the Humanities project that published his letters and drawings.
Breaking Points
Authors: Baker Jean H. 
Published: December 2019

Abstract
Chapter 5 covers Latrobe’s efforts to make money after he lost his job as surveyor of public buildings in Washington. In order to do so, he moved to Pittsburgh and, financed by Robert Fulton, he intended to build a commercial boat powered by steam. But this relationship ended when Fulton cut off his credit. After his return to Washington, Latrobe began rebuilding the Capitol, which had been largely destroyed by the British during the War of 1812. Soon, however, with his expenditures for the building receiving harsh criticism, Latrobe quarrelled with the commissioner of public buildings, resigned, and without any salary was forced to declare bankruptcy.
Conclusion
Authors: Baker Jean H. 
Published: December 2019

Abstract
The conclusion covers the life of Latrobe’s widow and children after his death. On the advice of Latrobe’s friend Robert Harper the family settled in Baltimore, where Harper could serve as a surrogate father, giving advice and financial support. In this city, Latrobe’s sons John and Ben became civic leaders, while unmarried Julie stayed at home with her mother. Both sons worked in different capacities with the Baltimore & Ohio Railroad; both contributed to the community. The chapter ends with a brief summary of Latrobe’s contributions to the early republic. Benjamin Latrobe left professional legacies, principally his architecture such as the US Capitol, the Bank of Pennsylvania, the Baltimore Basilica, and the Merchants Exchange. His design for nearly seventy private homes established a more rational model for American domestic arrangements. He had adapted the classical style known in Europe to the climate, habits, and political ideals of his new homeland. Latrobe’s buildings and his engineering projects affected every aspect of life in the early republic—its worship, governance, communication, education, and domesticity.
The body in brief
Authors: Oksanish John 
Published: December 2019

AbstractThis chapter continues to develop a picture of Vitruvian expertise by interrogating the implications of Vitruvius’s repeated characterization of his text as a complete body marked by brevitas. The corpus hominis bene figurati in book 3 (so-called Vitruvian man) is reconsidered for its relevance to the corpus of De architectura as a text. The body and its parts remain powerful metaphors for composition: a body is complete and well ordered, and provides a “lifelike” mimesis of what it represents. Despite ancient and some modern claims to the contrary, textual bodies never embrace the comprehensive wholes with which they are associated and, in the Roman period, are rarely politically disinterested. Textual bodies are often emphatically reductive and, as such, mediate various wholes and universals through synopsis and other forms of “definition.” Such a bodily metaphor is especially appropriate for Vitruvius’s “expert” text. Examples from Plato, Aristotle, Cicero’s letters, and the so-called universal historians show that the textual “body” (also often described as “brief”) involved specific, ideological value before Vitruvius. His claims to have ordered the synoptic body of architecture properly suggest an analogous ideological function. Physical bodies are “compositions” of nature, so the author’s claims to have put a textual body in good order mimic nature’s sense of what is appropriate. This is another quality particular to experts. Such expertise has implications well beyond the proprietary fields on which they lay claim. By cordoning off the true totality of architecture from the reader, the guiding corpus metaphor of De architectura is basically restrictive.
Bodies as behavior
Authors: Oksanish John 
Published: December 2019

AbstractThe Dinocrates-Alexander episode of book 2 supplies the reader with a complex heuristic for differentiating good architects from bad. Vitruvius claims to rely on his knowledge and writing in anticipation of his own success, whereas he attributes Dinocrates’ renown to an attractive bodily appearance. A close intertextual reading of the passage threaded through Livy 1 suggests that Alexander and Dinocrates violate the ideal architect–autocrat relationship. The manner in which one interprets the episode indicates whether one can distinguish altruism from ambitio and the like. Alexander’s appetitious reaction to Dinocrates and his body is further problematized by the latter’s nudity and evocation of Hercules and athletic victors. Discussions in the rhetorical handbooks indicate that arguments concerning a plaintiff’s or defendant’s bodily state can support arguments about his character. The handbooks seem to presume a widespread valorization of what the Greeks would call καλοκἀγαθία, but there is an implicit acknowledgment that beauty dissimulates vice. The athletic and/or gladiatorial body is therefore a particular locus of contestation and controversy, as Cicero’s (and Sallust’s) depictions of Catiline show. On the Greek side, writers as early as Tyrtaeus and Xenophanes had suggested that wisdom is better than strength. Isocrates frames the issue politically, and Vitruvius takes it one step further. Following the Roman handbooks that viewed the cultivation of bodily attributes (vs. the fortuitous possession of those attributes) as the primary signifier of character, Vitruvius suggests that athletes are ethically and politically bankrupt, while writers deserve triumphs and apotheosis. Archimedes, Socrates, and even Vitruvius himself provide counterexamples.
Big-Picture Planning and Backward Mapping
Authors: Hansen Bethanie L. 
Published: December 2019

Abstract
In the second section, Planning the Course, readers who need to develop online courses will find sequential guidance and sample planning documents to aid in large-scale thinking, curriculum selection, and general course development. This section includes chapters that guide readers on writing course objectives and learning outcomes, backward mapping, determining how to narrow down what will be taught, writing or choosing curriculum, navigating textbooks and open educational resources (OERs), and considering online methods and strategies. Each chapter in this section targets course development and design to support online music appreciation instructors as they create, transfer, or refresh online music appreciation courses.
Methods and Strategies
Authors: Hansen Bethanie L. 
Published: December 2019

Abstract
This chapter presents methods and strategies that can be considered when developing an online music appreciation class. When compared to a live, face-to-face course, online classes have more structure and must be fully developed prior to the first day of class. For these reasons, some methods and strategies are specific elements of the course design rather than educator skill sets used only when teaching the course. Readers will find several strategies introduced that can be considered early for course design elements, such as asynchronous discussions and group work. A variety of formative and summative learning activities are conceptually introduced to facilitate planning and development. The chapter ends with a brief summary of important points and an infographic designed to visually highlight five types of methods and strategies that can be included when designing an online music appreciation course.
Forum Discussions
Authors: Hansen Bethanie L. 
Published: December 2019

Abstract
In the third section, Specifics of Course Components and Samples, course components other than text are introduced. These include multimedia assets—effective tools to deliver content, engage learners, and promote creativity—as well as discussion forums, assignments, announcements, and other tools, illustrated by examples. This section is organized topically and serves as a resource for both novice and veteran online educators. For each area, tips are provided to ensure that these aspects of the online course are successfully developed and presented to students. Specific examples are provided that can be used in any online course without additional permission.
Assignments
Authors: Hansen Bethanie L. 
Published: December 2019

Abstract
The chapter presents alternative assessment methods that could be used as assignments in online music appreciation classes. Alternative assessments, often called applied learning activities, give students a means through which they can extend or document their learning and express what they’ve learned in their own “voice.” Guidelines for effective online assignments and essential elements for clear assignment descriptions are included. Readers will come away with plagiarism guidance and example assignments that can be immediately used. The chapter ends with a brief summary of important points and an infographic designed to visually highlight guidelines and essential elements of effective online music appreciation assignments, with four powerful questions to help instructors determine whether the assignment description is sufficiently clear and detailed.
Rubrics and Evaluation Tools
Authors: Hansen Bethanie L. 
Published: December 2019

Abstract
This chapter explores evaluation tools to provide feedback throughout an online music appreciation course. Students can learn better when they receive supported feedback evaluating their work, and students’ complaints in online education often stem from a lack of such feedback, minimal grading comments, or scores that seem arbitrarily derived. Readers will find example rubrics, checklists, and evaluative tools, together with examples of feedback, to guide them in evaluating students’ submitted work and further guide students’ academic growth. The chapter ends with a brief summary of important points and an infographic designed to visually highlight four common types of evaluation tools and their qualities for online music appreciation classes.
Teaching the Course
Authors: Hansen Bethanie L. 
Published: December 2019

Abstract
This chapter provides a framework and guides for teaching the online music appreciation class in ways that suit the online modality and a variety of learners. Because it is much more challenging to build community and connect with others in an online classroom when compared to face-to-face learning, and community is essential to learning, a framework for teaching online that includes aspects most likely to promote community among learners and between students and their instructor is needed. Readers will find helpful guidance to develop a robust community of inquiry within the online music appreciation classroom, along with communication strategies and routines typical of online teaching. The chapter ends with a brief summary of important points and an infographic designed to visually highlight essential elements for teaching online music appreciation, including teaching, social, and cognitive presence; guidelines for online communication while teaching a class; time management tips; and weekly routine suggestions.
Assisting Students
Authors: Hansen Bethanie L. 
Published: December 2019

Abstract
This chapter presents many of the common challenges that online students face and provides instructors with effective strategies through which to address related students’ needs. Instructors who teach online will encounter adult learners with particular learning and communication needs, students who experience time and task management challenges, students with disabilities, nonmusicians who do not understand, students with poor communication or writing skills, students with life events that interrupt their progress or cause them to disappear during a course, and challenging students who question or provoke their instructor and classmates. Readers will find within this chapter supportive strategies to guide them through such circumstances, with outreach and communication scripts that are intended to further support their teaching. The chapter ends with a brief summary of important points and an infographic designed to visually highlight means by which instructors can support and assist students with special needs or challenges in online music appreciation classes.
Disability, Stigma, and Children's Developing Selves
Authors: Kayama Misa , Haight Wendy , Ku May-Lee , Cho Minhae , Lee Hee Yun 
Published: December 2019

Abstract
Stigmatization is part of the everyday lives of children with disabilities, their families, and their friends. Negative social encounters, even with perfect strangers, can dampen joyful occasions, add stress to challenging situations, and lead to social isolation. This book describes a program of research spanning a decade that seeks to understand disabilities in their developmental and cultural contexts. The authors are especially interested in understanding adults’ socialization practices that promise to reduce stigmatization in the next generation. Guided by developmental cultural psychology, including the concept of “universalism without uniformity,” the authors focus on the understandings and responses to disability and associated stigmatization of elementary-school educators practicing in Japan, South Korea, Taiwan, and the U.S. Educators from all four cultural groups expressed strikingly similar concerns about the impact of stigmatization on the emerging cultural self, both of children with disabilities and their typically developing peers. Educators also described culturally nuanced socialization goals and practices pertaining to inclusive education. In Japan, for instance, educators emphasized the importance of peer group belonging and strategies to support the participation of children with disabilities. In the U.S., educators placed relatively more emphasis on individual development and discussed strategies for the equitable treatment of children with disabilities. Educators in South Korea and Taiwan emphasized the cultivation of compassion in typically developing children. The understanding gained through examination of how diverse individuals address common challenges using cultural resources available in their everyday lives provides important lessons for strengthening theory, policy, and programs.
Cultural Historical Contexts
Authors: Kayama Misa , Haight Wendy L. , Ku May-Lee , Cho Minhae , Lee Hee Yun 
Published: December 2019

Abstract
This chapter introduces some of the cultural-historical background necessary to understanding the perspectives of educators in Japan, Taiwan, South Korea, and the U.S. While recognizing the complex, evolving nature of culture, it provides an overview of some broadly shared, culturally embedded ideas about disability, stigmatization, and the self that are prevalent in East Asia and the U.S. In East Asian contexts, these include culturally specific folk beliefs, Confucianism, Buddhism, internationalism, and Westernization; as well as important historical events shaping modern educational systems put in place after World War II. In the multicultural U.S. context, common ideas and educational practices relevant to disability are shaped by ideas pertaining to individuality, independence, achievement, and internationalism, as well as important historical events such as the civil rights movement.
Children’s Development as Context
Authors: Kayama Misa , Haight Wendy L. , Ku May-Lee , Cho Minhae , Lee Hee Yun 
Published: December 2019

Abstract
Chapter 4 considers how educators’ perspectives and practices may be affected by the broad developmental changes experienced by the children they educate. Over the past few years, there has been an increasing interest in the importance of understanding the experiences of children with disabilities. This chapter summarizes available literature, conducted almost exclusively in Western cultural contexts, on the experiences of children with disabilities and their typically developing siblings and peers focusing on disability, stigmatization, and the cultural self. Then it considers related socialization practices by adults in East Asian countries and the U.S.
Disability and Stigmatization as Threats to Children’s Cultural Self
Authors: Kayama Misa , Haight Wendy L. , Ku May-Lee , Cho Minhae , Lee Hee Yun 
Published: December 2019

Abstract
Chapter 6 describes educators’ common concern that as children with disabilities and their typically developing peers become increasingly aware of the differences between them and the negative meanings of those differences, their cultural selves are challenged. Children with disabilities may begin to feel less than and separate from their typically developing peers and fail to experience the self as a competent, socially valued, contributing member of the class. Special education services that can improve children’s academic and social functioning also may highlight their differences from peers and further contribute to labelling and stigmatization. Educators also expressed concern that typically developing children’s cultural selves may be challenged to meet expectations that they accept, respect, include, or feel empathy toward peers with disabilities. The chapter also describes educators’ culturally nuanced understanding and concerns.
Lessons Learned and Ways Forward
Authors: Kayama Misa , Haight Wendy L. , Ku May-Lee , Cho Minhae , Lee Hee Yun 
Published: December 2019

Abstract
Chapter 9 summarizes findings from a decade-long program of cross-cultural research on disability, stigmatization, and children’s developing cultural selves in Japan, South Korea, Taiwan, and the U.S. It articulates implications for a developmental cultural model of disability, methodological approaches, practice, policy, and future research. It also discusses challenges of cross-cultural research including working within international research teams.
Neurointerventions and Penal Reductions
Authors: Ryberg Jesper 
Published: December 2019

Abstract
This chapter considers the possibility of offering reduced prison terms to offenders who accept undergoing some sort of neurointervention. The standard objection has been that such treatment is basically coercive. This objection is discussed. Furthermore, the chapter examines other potential objections; to wit, that treatment-conditioned penal reductions constitute either exploitation of the offender or a sort of morally inappropriate offer. The final part of the chapter deals with an aspect of the discussion which has been almost entirely absent in the controversy on ‘coercive’ treatment, namely, the way in which the ethical assessment of such treatment is contingent on penal theoretical considerations.
Compulsory Neurointerventions on Offenders
Authors: Ryberg Jesper 
Published: December 2019

Abstract
This chapter concerns the controversial question whether compulsory use of neurointerventions in the treatment of offenders can ever be morally justified. That there are strong reasons against such use is hard to reject. But does this imply that such treatment is wrong everything considered? And if so, why is this the case? A number of objections are discussed concerning respectively, the lack of a proper moral yardstick, the freedom of the offender, and the personal identify of the offender. Subsequently, it is considered whether—as several theorists have suggested—it is plausible to hold that compulsory use of neurointerventions violates an offender’s moral right to either physical integrity or mental self-determination.
Neurointerventions and Physician Participation
Authors: Ryberg Jesper 
Published: December 2019

Abstract
This chapter takes up an issue that more narrowly relates to the question who should administer the use of neurointerventions if such treatment were to be put into practice. That such treatment would usually require at least some degree of involvement by personnel with medical skills is beyond doubt. However, this raises the question whether physicians should be involved in the treatment of offenders. The purpose of this chapter is to consider whether the combination of the fact that the treatment presupposes medical involvement, and the view that physicians should not be involved in such treatment, is sufficient to block the whole discussion of the morally legitimate use of neurointerventions in crime prevention. It is examined whether any of the arguments that have been advanced in the discussion of physician involvement in the use of lethal injection in relation to capital punishment manage to establish that physicians have a moral duty to abstain from criminal justice use of treatment by neurointerventions.
Neurointerventions and Criminal Justice Practice
Authors: Ryberg Jesper 
Published: December 2019

Abstract
This chapter takes the step from traditional abstract ethical considerations to the more practical question as to what should be expected if one imagines that treatment in the form of neurointerventions is further developed and were to be implemented within a framework such as the one we know from current criminal justice practice. The discussion in the chapter is based on the widely accepted view among penal theorists, namely, that current penal practice in the United States, and also in many other Western countries, deviates significantly from what is ideally desirable. But if this is the case, what does it mean for the idea of applying neurointerventions within such a practice? This question is examined by reconsidering many of the conclusions that have been drawn in preceding chapters in the light of non-ideal real-life penal practice.
The Persistence of [a] Vision: The Electronically Mediated Corporation
Authors: Hughes Kit 
Published: December 2019

Abstract
Forgoing an examination of the media industries, Chapter 1 focuses instead on the rise of what one might call the mediated industries. A prehistory of television at work, this chapter traces an intensifying relationship between electronic media and the workplace that follows the development and industrial application of telegraphy, telephony, recorded sound, wireless, applied radio, Muzak, faxing, and nontheatrical film. Situating this discussion in the context of scholars’ treatment of communication and empire, it argues that television occupies a key transitional position for the mediated corporation in which electronic communication’s dual uses as a logistical tool and as a conduit for cultural production converge. These processes illustrate the development of an alternative media sector and the symbiotic relationship between the “knowledge industries” and corporate expansion, as well as the specificities of how media infrastructures are created at scale.