bluuebunny/crossref_metadata_2025_split huggingface dataset:
Staging Integration
Authors: Kowal Rebekah J. 
Published: December 2019

Abstract
Between 1943 and 1952, the American Museum of Natural History sponsored a dance program called Around the World with Dance and Song. Chapter 1 focuses on the history of this program as evidence of the museum’s efforts to stage globalism. Drawing on extensive archival materials, the chapter documents the role of director Hazel Lockwood Muller to develop the program as part of the museum’s larger educational outreach activities. The chapter details how over the course of its history the program met growing cultural expectations that public institutions such as museums serve the public good. Serving in this capacity, the museum become a de facto concert dance venue, elevating the profile of international dance performance in New York City and for the nation and heightening a globalist consciousness among its audiences. Even so, the museum’s performances and the challenges the museum faced in sustaining them manifested the difficulties of putting globalism into practice. While the program was successful in elevating values of ethnic self-definition in embodied dance practices, it promoted an ideology of cultural integrationism that maintained dominant universalist assumptions about Western cultural superiority.
A History of Social Comparison Theory
Authors: Wheeler Ladd , Suls Jerry 
Published: December 2019

Abstract
This chapter provides a history of social comparison theory starting in 1944 with the “Level of Aspiration” paper by Kurt Lewin and colleagues. From the work of Stan Schachter on affiliation in the 1950s, the chapter maintains a linear narrative, attempting to tell the story with numerous digressions into what and how particularly important events happened. The authors are uniquely suited to do this, as their professional lives and friendships have overlapped almost completely with the developments of social comparison theory. They then discuss several theories that are often confused as being based on social comparison theory but are not. They yield the razor with gusto! The chapter ends with a discussion of the neighboring fields and applications that are indeed on the reasons this book is being published.
Dimensional Comparison Theory
Authors: Helm Friederike , Marsh Herbert W. , Dicke Theresa , Möller Jens 
Published: December 2019

Abstract
This chapter introduces two extensions of the internal/external frame of reference (I/E) model. First, the authors discuss dimensional comparison theory (DCT) positing that in addition to social and temporal comparisons, self-evaluations are based on dimensional comparisons (e.g., “How my accomplishments in one domain compare with my accomplishments in another domain”). DCT consists of 10 related hypotheses regarding the causes, areas and effects of dimensional comparisons. It predicts strong contrast effects only for contrasting domains, but much weaker contrast, or even positive (assimilative), effects for complementary domains that are close to each other on the theoretical continuum. Second, the authors introduce the generalized I/E model, which describes the effects of dimensional and social comparisons not only within the academic domain but also in other areas. Generalized I/E also posits effects of social and dimensional comparison for other variables, such as motivational constructs, learning behaviors and personality characteristics. The authors describe new predictions, conceptual insights, and methodologies associated with the I/E model and its extensions into multiple academic domains (e.g., native language, foreign language, history) and nonacademic areas and motivational variables, in addition to self-concept.
Social Dominance Theory and Power Comparison
Authors: Bergh Robin , Davis Gregory K. , Hudson Sa-kiera T. J. , Sidanius Jim 
Published: December 2019

Abstract
This chapter extends classic social comparison research to explain how people think about group-based hierarchies and how they act within them. People spontaneously compare themselves to others in terms of relative status and power, not only as individuals but also as members of groups relative to other groups. Using a social dominance framework, the authors discuss the impact of such comparisons on socio-political attitudes and behavior. Social dominance theory describes how certain attitudes, values, and social practices enhance group hierarchies, whereas other attitudes, values, and social practices are hierarchy-attenuating. Power differentials within any type of group hierarchy are given by the balance between these forces that play out at three levels of analysis: in societal institutions (macro level), in intergroup relations (meso level), and among different individuals (micro level). The authors discuss not only how social comparisons shape hierarchy-enhancing and hierarchy-attenuating outcomes at each level but also how these outcomes, in turn, can mute the natural consequences of group-based power comparisons.
Myopia of the Masses
Authors: Pliskin Ruthie , Yudkin Daniel , Jost John T. , Trope Yaacov 
Published: December 2019

Abstract
Despite pervasive income inequality, protests demanding social change are relatively rare. This chapter proposes that comparative scope—the range of social comparison targets that an individual deems relevant—partially explains why people do or do not engage in social protest. Based on research on relative deprivation, social comparison, system justification, and construal level, the authors argue that the known tendency to draw myopic social comparisons may help explain why social protest is uncommon. When individuals engage in low construal-level comparisons with proximal others, they are likely to focus on concrete secondary features of their situation, promoting system justification. For inequality to produce system-level protest, disadvantaged individuals must expand their comparative scope through processes of critical awareness and consciousness-raising that promote high-level construals of the situation to consider abstract central features of the social system. Interventions designed to expand comparative scope may therefore assist practitioners in efforts to increase protest against inequality.
Introduction
Authors: Wolf Stacy 
Published: December 2019

Abstract
Local musical theatre from high schools to community theatres, from summer camps to dinner theatres, is a thriving art form in the United States. Musical theatre provides a creative outlet, a way to make friends and build community, and a route to identity formation. Local musical theatre is a folk practice that is handed down from one generation to the next. The context of this book is the 2010s, a decade when musical theatre came into new visibility in the United States, building on the success of the television series Glee, reality performance competition shows, live televised musicals, and successful film musicals. Though Broadway is a global brand, musical theatre is a local phenomenon, embedded in its community and in conversation with local issues. Technology enables musical theatre through the proliferation of YouTube clips and online sites but is also anathema to it, as musical theatre is a face-to-face, live practice for both creators and audiences. Local musical theatre production both depends on and feeds the global licensing industry. Local musical theatre blurs the line between amateur and professional, as many people do musicals solely for fun and yet take their activity as seriously as work. The book relies on a feminist, empathetic ethnographic method, which incorporates participant-observation and interviews as well as an open exchange about how subjects are represented. The structure of the book is a journey across America to visit many sites and types of musical theatre production.
High School Musicals and Into the Woods
Authors: Wolf Stacy 
Published: December 2019

Abstract
Virtually every high school in the country—more than 26,000—hosts a theatre program and produces at least one play and/or musical a year. The Educational Theatre Association’s annual survey found that more than 37,000 high school productions took place in 2017–2018, with more than 46 million people in the audience. The chapter surveys the issues relevant to high school musicals and teachers’ engagement with the local community. Beauty and the Beast, The Addams Family, and The Little Mermaid were the most frequently produced high school musicals that year, but another, very different kind of show ranked fourth: Stephen Sondheim and James Lapine’s Into the Woods. In part because its ensemble cast offers excellent performance opportunities for girls, this musically challenging and emotionally complex show sees thousands of high school productions each year. This chapter visits three public high schools in the Midwest—one small school in rural southwestern Minnesota, one tiny school in rural southern Ohio, and one medium-sized school close to Ann Arbor, Michigan—each with different racial and socioeconomic demographics and community issues. The chapter describes their dress rehearsals and performances and focuses on nine students—three at each school—who have different relationships to musical theatre onstage or backstage. The chapter documents why the students wanted to participate in the musical, what they experienced, and how their school and their community were changed because of it.
Community Theatre
Authors: Wolf Stacy 
Published: December 2019

Abstract
2Many people who do high school musicals return to theatre as adults, maybe after college or settling into working life, in community theatre. Community theatres started in the United States in the early twentieth century to engage citizens in their towns, promote patriotism, and instill a sense of civic pride through performance. The label now applies to the thousands of amateur groups across the country that are typically run by a few paid staff but mostly operate on volunteer labor, including a twelve-group consortium, the Kelsey Theatre in New Jersey. These well-established companies cast intergenerationally, sometimes with six-year-old children and seventy-year-old adults in the same show. They proudly take on the label “community theatre,” and renew themselves through families and through webs of connections that spread to local high schools, community colleges, summer day camps, and other community theatres in the region. This chapter follows a year in the life of this community theatre, focusing on the activities of the three directors with different working styles. It describes auditions, rehearsals, and performances, and includes many voices of people who elect to spend their time after school and after work making musical theatre, which some have been doing their whole lives. The chapter discusses the themes of community, professionalism versus the amateur, and leisure in the context of community theatre.
Observational Cohort Studies
Authors: Westreich Daniel 
Published: December 2019

Abstract
In contrast to a randomized trial, an observational cohort study is one in which the investigator observes a group of participants with varying levels of an exposure and then follows-up those participants for a period of time to examine the incidence of one or more specified outcomes. This chapter addresses observational cohort studies in much the same way as the previous chapter addressed randomized trials: discussed are the types of cohort studies, the steps in conducting such a study, and the ways in which such studies meet or do not meet causal identification conditions. Also presented is a brief introduction to analysis. The author expands his discussion of interaction and effect measure modification, as well as generalizability, in this setting.
Other Study Designs
Authors: Westreich Daniel 
Published: December 2019

Abstract
In Chapter 8, the author discusses several other key study designs, including some of the more “traditional” epidemiologic designs, among them case reports and series, case-crossover studies, and cross-sectional studies, as well as several “hybrid” designs that combine aspects of randomized trials with aspects of observational studies—including systematic reviews and meta-analyses, which are observational studies of study results, often including randomized trial results. Also discussed are quasi-experiments, which are themselves a sort of hybrid in which observational data yields conditions close to what we might see in a randomized experiment. The author’s goal for the chapter is to familiarize the reader with general concepts to form a basis for deciding whether such designs may be worth more of study later.
Capital Projects
Authors: Baker Jean H. 
Published: December 2019

Abstract
Chapter 3 covers Latrobe in early Washington, DC, his appointment as surveyor of public buildings, his relationship with Thomas Jefferson, and most importantly, his work on the US Capitol. Latrobe agreed to take over the poorly designed and unfinished Capitol building. During this time, President Jefferson’s practical requirements and artistic preferences collided with Latrobe’s sometimes excessive, expensive perfectionism and his commitment to Greek, not Roman, precedents. These differences in outlook tested but never destroyed their mutual respect because both men agreed on the larger enterprise of creating a heroic structure that would be a focal point of the nation. Throughout, there were constant battles with the budget and Congress. Later, Latrobe’s plans for a Washington Canal and better roads to connect the nation were admired—but never funded—by a fiscally reluctant Congress.
Beloved Mary and the Little Folks
Authors: Baker Jean H. 
Published: December 2019

Abstract
Chapter 4 covers Latrobe’s home life with his wife and five children; for Latrobe, children removed “the mortification of selflove” and provided solace and recreation from a turbulent professional world. The chapter also explores his interest and ideas about education including that of his own children. He thought that a newly ordered political society without a king or established hierarchy demanded a curriculum with emphasis placed on practical studies in the areas of mathematics, physics, writing, science, and even modern languages. Such schooling should prepare students for the financial arrangements of professions, as he believed his Moravian education had not. Additionally, the chapter discusses his daughter Lydia’s marriage, his chronic “hemicranias,” his growing debt, and his son Henry’s placage arrangement in New Orleans with a mixed-race woman.
Orientation to Online Education
Authors: Hansen Bethanie L. 
Published: December 2019

Abstract
The first section, Mindset and Philosophy, is organized into two chapters orienting readers on aspects of online education, philosophy, and mindset. The first of these chapters is a discussion of online education and its similarities and differences when compared to traditional face-to-face courses. An overview of various degrees of partially and fully online course modalities is presented alongside a tour of common learning spaces within online learning management systems. Methods for transferring live, face-to-face music appreciation classes into online courses are included. Because the population of online undergraduate students typically includes many adult learners ages 25 and older, a foundational introduction to andragogy is provided. The second chapter in this section introduces teaching philosophy and ways in which music appreciation instructors might develop a philosophy for teaching the course online that can withstand various inherent challenges. Both chapters provide a broad view that can be helpful to those new to online education or who seek clarity about the purposes and goals of teaching music appreciation.
Teaching Multiple Courses or at Multiple Institutions
Authors: Hansen Bethanie L. 
Published: December 2019

Abstract
This chapter speaks to faculty who teach multiple courses or at multiple institutions to address workload and time management challenges. When time demands escalate or expectations differ, instructors face the serious need for efficiency strategies in order to teach effectively and prevent online teaching demands from expanding without boundaries. Readers will explore way in which time commitments can be projected, grading tools can be implemented, and new tools can be integrated conscientiously. This chapter ends with a brief summary of important points and an infographic designed to visually highlight specific strategies to effectively manage time, online teaching routines, differences between learning management systems, and teaching at institutions with differing instructor expectations.
The Voices of Children
Authors: Kayama Misa , Haight Wendy L. , Ku May-Lee , Cho Minhae , Lee Hee Yun 
Published: December 2019

Abstract
Interlude 1 highlights the voices of children as they grapple with the issue of disability in middle childhood. As part of her ethnographic work in a Japanese elementary school, Dr. Kayama, who uses a wheelchair, worked as a teaching assistant for children with disabilities. She was invited to discuss disabilities as a guest teacher in grades 1 to 6. Educators viewed Dr. Kayama’s experiences as important opportunities for children to learn about disabilities and social justice from “real life.” This interlude presents children’s responses to Dr. Kayama’s narratives here as a glimpse of a child’s-eye view of disability and stigmatization. It also discusses how Dr. Kayama developed trusting relationships with adults and engaged children in discussions of disability, a highly sensitive topic in Japan.
The Voices of Parents
Authors: Kayama Misa , Haight Wendy L. , Ku May-Lee , Cho Minhae , Lee Hee Yun 
Published: December 2019

Abstract
Interlude 2 briefly illustrates the perspectives of Japanese and South Korean parents who have children with disabilities. It also describes strategies used for approaching parents on this highly sensitive topic. Japanese parents discussed their children’s challenges, the benefits they perceived of disability services, and their preferences for how their children should be supported at school. South Korean parents described their children’s challenges including stigmatization, the impact on typically developing siblings, and the importance of the support they received from other parents raising children with disabilities. Understanding parents’ perspectives on their children’s disabilities and associated stigmatization can facilitate collaborative parent–educator relationships necessary to supporting the school functioning of children with disabilities.
Introduction
Authors: Parreñas Shimizu Celine 
Published: December 2019

Abstract
Different proximities to social life—viability (regard and recognition) and death (disregard and abuse) can measure inequality between intimately enmeshed subjects. In our witnessing of on-screen relations featuring the denigration endured by the abjected, we as the audience are exposed as both conceptualized and located in our difference. In our encounter with films from countries and regions touched by colonial relations, our spectatorship is implicated by the film. From the perches we occupy, we watch these films from positions of distance—whether geographic or social—even as audiences in the West are diasporic subjects from the East. These films may lead us to feelings of empathy or, hopefully, an awareness of our power to name and define whom we see: as subject, other, object or abject—in how we accept the ability of film to show us ourselves and our limits in recognizing and feeling for others.
(Rich) White Women, (Poor) Brown Men, and Sexual Settings
Authors: Parreñas Shimizu Celine 
Published: December 2019

Abstract
This chapter addresses recent representations of Western white women (with money) from the United States, Canada, France, and the United Kingdom and their relationships with African and Asian men (without money) against several backdrops: sex tourism in the Caribbean, the low-wage labor market for undocumented immigrants in the United States, and the US fertility industry. Interrogating the interlocking relationship between political and libidinal economies, the chapter explores how these films frame differing freedoms and choices across gender, race, and class in scenes of sexual intimacy facilitated by a monetary transaction. In the process, it formulates the term “sexual setting” to identify how social, historical, and other contexts never subside but inform the erotics and pleasures of intimate bodily entanglements in the movies. In illustrating how the structural inequality of race, socioeconomics, and globalization infuse sexual scenes, the chapter shows how to assess the ethics of sexual entanglements.
The Compassion of Shared Spectatorship
Authors: Parreñas Shimizu Celine 
Published: December 2019

Abstract
Through his filming of bodies in poverty and squalor, Brillante Mendoza prevents the traditional consumption of the third world as enjoyable, entertaining, and educational, and instead enables a multisensorial immersion in a bewildering pandemonium that remains tense and uncomfortable. In this, the filmmaker questions the basis of identification: they suffer like me is replaced by they suffer unlike me. Yet the films demand a feeling, what I call shared spectatorship, for it is a mode of identification predicated not on pleasure but on difference as the necessary condition for us to mark our own positions outside that suffering. We are not inside the shoes or the soul of the other, rather the movie shows us our distance through representations of proximity that emphasize difference. His films butcher the spectator because people are rampantly butchered in the Philippines—as a fact and not a fantasy that his films concoct.
Musical Homes and Musical Families
Authors: Koops Lisa Huisman 
Published: December 2019

Abstract
This chapter returns to the frameworks of parenting musically~musical parenting and practical~relational musicking, synthesizing the findings from this study in these areas. In contrast to the parenting musically~musical parenting construct, which tended to shift as children grew older, this chapter notes a balance of practical musicking and relational musicking across age groups and families. It suggests implications for families, teachers, administrators, community members, and researchers interested in enriching family musical life at home, in schools/lessons, and in the community. The chapter argues that a posture of inclusion and a message of multiple ways to build a “musical home” and be musical are necessary to support family musical life.
Justice, Migration, and Mercy
Authors: Blake Michael 
Published: December 2019

Abstract
Public political debate about migration has become increasingly important and increasingly heated; substantive engagement with the morality of migration, however, is more uncommon. This book defends a moderate account of the right to exclude, on which the state may exclude some unwanted would-be migrants—but on which there are significant constraints on how and when that right can be exercised. The book grounds this in a particular vision of how exclusion might be justified, on which states are possessed of a presumptive right to avoid unwanted forms of political relationship. This account of the right to exclude is then applied in more specific questions of justice in migration, such as the permissibility of travel bans and carrier sanctions. The book also offers a particular vision about how to go beyond questions of right and liberal justice, toward a declaration of the sort of community we wish to be. The book identifies the moral notion of mercy as a central one for the moral analysis of migration; we ought to show mercy and justice in the construction of migration policy, and each of these moral norms has a role to play in public discourse.