bluuebunny/crossref_metadata_2025_split huggingface dataset:
Instructing Women’s Voices in Conduct Literature
Authors: Kennerley David 
Published: June 2020

Abstract
This chapter explores the guidance regarding the use of the female voice that was a common feature of conduct literature in circulation in Britain between 1780 and 1850. Such works place a heavy emphasis on the restraint of the female voice, seeing it as an aural sign of a young woman’s modesty, diffidence, and chastity. Concomitantly, they characterised the technique, power, and skill displayed by many contemporary female singers’ voices (especially, but not exclusively, the professional singers of Italian opera) as signs of moral corruption and/or the neglect of feminine domestic and religious duties. However, this chapter stresses that this conduct literature was primarily written for a middle-class, evangelical readership. Consequently, it represents a particular perspective on the female voice, one that was certainly gathering steam in these years, but which was by no means universally dominant.
Epilogue
Authors: Kennerley David 
Published: June 2020

Abstract
The book concludes with an account of Clara Novello’s performance at the opening of the Crystal Palace at its new site at Sydenham in June 1854. A major media event, the opening ceremony climaxed with Novello singing the national anthem to great acclaim both from the listening crowds and from the national press, who praised the power, technical skill, and emotionally expressive force of her rendition. This moment, when the voice of the British female artist seemed so central to the national consciousness, forms a point from which to review the book’s major themes. Ultimately it concludes that, although there were powerful forces at work seeking to constrict women’s voices, in this period and far beyond, Novello’s performance signals the emergence by mid-century of a new, more empowering way of voicing femininity that began, gradually, to contest the most fundamental assumptions of modern patriarchy.
Neuropsychological Contributions to the Diagnosis of Mild Cognitive Impairment Associated With Alzheimer’s Disease
Authors: Eppig Joel , Werhane Madeleine , Edmonds Emily C. , Wood Lisa-Delano , Bangen Katherine J. , Jak Amy , Thomas Kelsey R. , Wong Christina , Weigand Alexandra , Bondi Mark W. 
Published: June 2020

Abstract
Mild cognitive impairment (MCI) has long been conceptualized as a transitional stage between normal aging and Alzheimer’s disease (AD) and other dementia subtypes, thus providing a potential window for early intervention in at-risk older adults. Nonetheless, effective intervention requires accurate identification of prodromal dementia, and the criteria for MCI have undergone significant evolution over the last 30 years to improve diagnostic sensitivity and specificity. There is increasing recognition of heterogeneous neuropsychological presentations in MCI. When traditional diagnostic criteria for the diagnosis of MCI have been applied a body of research employing statistical algorithms consistently demonstrated the existences of 3 to 4 unique MCI subtypes. Importantly, one subgroup that has emerged across studies involves a sizeable minority of participants that are cognitively normal on comprehensive neuropsychological assessment. These false-positives have highlighted the susceptibility of traditional Petersen/Winblad MCI criteria to diagnostic errors and demonstrated the need for developing of neuropsychological paradigms for MCI classification, and a new set of comprehensive MCI criteria using actuarial methods has been proposed. Accumulating evidence indicates that these comprehensive criteria pose an advantage over conventional criteria in the accurate identification of prodromal dementia and capture the neuropsychological and biological heterogeneity of MCI. Future research should expand on early work examining the association between empirical MCI subtypes and biological, neuroimaging, and genetic markers of AD.
Poincaré and the Prehistory of Mathematical Structuralism
Authors: Folina Janet 
Published: June 2020

Abstract
The view that mathematics is about abstract structure is quite deeply rooted in mathematical practice, with further philosophical views about the nature of structures emerging more recently. This essay argues, first, that Poincaré’s views about structure are properly philosophical, since they go beyond basic claims about the general subject matter of mathematics. Second, it proposes that these further views align Poincaré with a strong version of structuralism—one typically associated with realism. This raises a question since he is a constructivist about mathematics, supporting a broadly Kantian conception of mathematical knowledge and existence. There is thus an apparent tension in Poincaré’s philosophy of mathematics, and a third goal is to resolve this tension.
Origins of Gravitational Waves and Detectors
Authors: Moffat John W. 
Published: June 2020

Abstract
Civita criticized Einstein’s papers on gravitational waves: their energy momentum is frame dependent and therefore does not fit the covariance of Einstein’s gravity theory. Infeld and Rosen did not believe gravitational waves existed, and Einstein changed his mind on their existence repeatedly. Others did believe in them, such as Fock and Feynman. Weber constructed his “Weber bar” to detect gravitational waves, but when he claimed success, he was criticized. He then proposed using a Michelson-Morley type of interferometer with lasers to detect gravitational waves, as did Weiss. Merging black holes and neutron stars were proposed as detectable sources of gravitational waves. Taylor and Hulse, using the large Arecibo radio telescope, indirectly detected gravitational waves from inspiraling neutron stars. Primordial gravitational waves, still emanating from the Big Bang, were claimed to have been detected by BICEP2, but the waves were eventually shown to be a result of foreground dust.
Diversity and Ethnic Conflicts
Authors: Weissmark Mona Sue 
Published: June 2020

Abstract
This chapter evaluates the cultural, psychological, and moral issues surrounding revenge, justice, and forgiveness. Revenge is conceptualized as symbolic behavior showing wrongdoers that insults will be met with reprisal. Viewed through Fritz Heider’s lens, revenge is also an effort to change the underlying belief-attitude of the wrongdoer, often through aggressive retribution predicated on indignation and sometimes hatred. The legal system has sought to efficiently preempt, neutralize, and dilute these emotions by permitting victims a measure of legitimate revenge under the aegis of public order. However, as ethnic conflicts show, the legal system cannot abolish the zeal for revenge. In ethnic strife, each side perceives itself as the legitimate victim, removing claims for justice out of the realm of right or wrong and framing them mainly as issues of ethnic identification. A case in point is the author’s 1992–1993 study of the children of Nazis and the children of Holocaust survivors. The conference findings showed that the views and feelings the participants inherited from their parents created a barrier to establishing equal moral relations. One potential antidote to this conundrum resides in Immanuel Kant’s mandate: sapere aude, dare to know. One specific method for persuading individuals to pursue this mandate and eliminate belief perseverance is through an exercise in hypothetical reasoning, which trains people to live with ambiguity and multiple truths, and to develop flexibility in their belief systems. Ultimately, however, the finest balm for suffering and injustice is compassion.
Concluding Remarks
Authors: Weissmark Mona Sue 
Published: June 2020

Abstract
This concluding chapter highlights how diversity is a central feature of all social systems. Differences exist whether one is discussing individuals, groups, or nations. The chapter then looks at several statements by the United Nations Educational, Science and Cultural Organization (UNESCO) regarding human differences that proved to be controversial. The final UNESCO document declares that all peoples of the world possess equal faculties and any differences are due to historical, political, economic, social, and cultural factors, not biological factors. It also stresses that the solution to the problems between different races of people rests on the shoulders of the individual. The individual is responsible for creating a culture of peace, respect, and tolerance. Education, according to UNESCO, can transform minds and lives, and drives the development of an individual. Indeed, people’s ability to learn from mistakes confirms that human beings possess the flexibility required for development. The flexibility to change is important because environments can change and unexpected outcomes can occur. The chapter then looks at two types of education that are needed for the study of the science of diversity: the “banking method” of education and “problem-solving” education.
The Ammonites
Authors: Doak Brian R. 
Published: June 2020

Abstract
Cast as the incestuous ancestors of Lot and his daughters in Genesis 19, the Ammonites figure in moments of gritty intrigue at many points in the biblical narratives. Unlike some other groups whose identity the Bible presents in terms of “familial” relationship with Israel, the Ammonites appear only as political and religious enemies. The Ammonites occupied a small and delimited territory, and the pinnacle of their existence as “Ammonites” by name seems to have occurred between the eighth and sixth centuries bce. Excavation at some key sites of Ammonite occupation gives us more data than might be expected on Ammonite language, religion, and culture. Scholars debate the extent to which the Ammonites of the Bible correspond to real historical figures, and the biblical portrayal of Ammonite religion in a negative manner raises questions about the way assumptions about religion in the region have been colored by the biblical narrators.
Conclusion
Authors: Doak Brian R. 
Published: June 2020

Abstract
Ultimately, those who study the past are thrown back upon the problem of history, memory, and interpretation raised in the first chapter of this book: Are interpreters bound to see Israel’s neighbors as Israel saw them—filtered through the Hebrew Bible—or should they use the Bible as but one (flawed) source among many others available to reconstruct the reality of these other nations “as they really were,” giving them their rightful place in history as independent entities who wanted the same things ancient Israelites wanted (safety, autonomy, success, fertility, etc.)? Has the Bible been more of a hindrance than a help for reconstructing the region’s history? Or does the Bible show readers what they truly need to see on some other level, transcending history, in the realms of religion or spirituality? Whatever the case, readers should exercise caution in the face of making simplistic judgments about complex issues of the history, archaeology, language, and geography of the neighbors covered in this book, as well as Israel. There is so much that we do not know—so much left to learn.
To Set to Work Even with a Broken Heart
Authors: Jolaosho Omotayo 
Published: June 2020

Abstract
Part I investigates the tensions inherent to projects designed to demonstrate. “Demonstrate” has three apparently separate meanings: to present evidence, to explicate a process or task, or to participate in public protest. In fact, each of these definitions is a distinct facet of the task of “showing” or “calling attention” to an issue or act. The term “demonstrate” itself demonstrates the persistent and inescapable interweaving of these diverse objectives. In every case, demonstrations are representational, in that they aim to reveal particular truths through evidence; they are pedagogical, in that they aim to transmit knowledge and procedures; and they are revolutionary, in that they aspire to transform individual acts and social relations. The prioritization, negotiation, and synthesis of these three objectives inherently generate aesthetic and political complications that emerge in the chapters in this section.
Combat at Sea
Authors: Plank Geoffrey 
Published: June 2020

Abstract
Chapter 3 examines combat at sea. Boarding a ship on open water was difficult, and so naval planners and officers experimented to find other means of combat. They developed a variety of incendiary weapons and introduced battle lines and signaling devices to coordinate artillery fire. Beginning in the early sixteenth century, after guns were mounted on the decks of sailing ships, ship captains strove to evade hostile fire and direct the destruction of opposing vessels from a distance. Boarding declined in the sixteenth century, but seamen continued to fight on deck to defend their ships because ships under sail could still be seized from the inside by people already on board, including crew members, captives, and guests. Throughout the early modern era, piracy, mutinies, and insurrections on slaving vessels continued to challenge the authority and interests of ship captains and the evolving norms of naval combat.
Ocean-Spanning Wars, 1688–1776
Authors: Plank Geoffrey 
Published: June 2020

Abstract
Chapter 10 examines the pattern of transatlantic warfare that overtook much of the Atlantic world between 1688 and 1776. During these years the scale, extent, and duration of conflicts grew, and a repetitious sequence of imperial wars fostered a sense within many communities that war and peace were experiences shared on both sides of the ocean, binding people together across great distances, bridging economic, religious, and cultural divides. The Atlantic became a single political arena, with distinct eras defined by the rhythm of warfare. Eventually a desire to break free from the cycle of imperial struggle animated reformers and revolutionaries on nearly every shore of the Atlantic.
Revolution
Authors: Plank Geoffrey 
Published: June 2020

Abstract
Chapter 11 traces the common origins and consequences of revolutions in various regions of the Atlantic world. In Europe and much of the Americas, a new military ethic developed, promoting patriotic and loyal service and condemning mercenaries and foreign interventionists. Campaigners against the transatlantic slave trade sought to dissociate Europeans and Americans from African violence. In the Americas, revolutionary conflict fuelled racial and communal animosity. Revolutionaries and counterrevolutionaries sensed their own moral superiority and showed contempt for their opponents. Anger, fear, and the desire for vengeance fed on each other, in some places leading to genocidal violence. In the early nineteenth century the United States condemned British aid to indigenous American warriors and expressed general opposition to European military intervention in the newly independent American republics. National and imperial policies adopted in the revolutionary era broke the early modern pattern of transatlantic war.
Conclusion
Authors: Plank Geoffrey 
Published: June 2020

Abstract
The conclusion contrasts Atlantic warfare in the early modern era with the pattern that developed over the course of the nineteenth century. In the nineteenth century Europeans and their descendants continued to dominate the ocean and, in the Americas, they increasingly achieved supremacy on land. Improved transportation, mass migration from Europe, and economic growth facilitated this change, along with a tacit agreement among national states and empires that they would not ally themselves with indigenous peoples, slaves, or maroons outside their own internationally recognized territorial boundaries. Africans relied on European firearms and became vulnerable when weapon technologies changed in the second half of the century. The violence of the early modern era laid the foundations for the racial hierarchy that was erected in the nineteenth century, but in the earlier period warfare had not divided the peoples of the Atlantic world so simply.
The Classroom Environment
Authors: Snodgrass Jennifer 
Published: June 2020

Abstract
The classroom environment is more than just the way the desks are arranged and includes the conditions and circumstances that we bring, both as students and as educators. The effective classroom environment is a safe space that welcomes discussion, curiosity, dialogue, and discovery. The effective classroom is also not the setting for a power struggle between instructor and students as learning is shared in the positive classroom space. Several key elements help to create this safe environment, including respect and rapport, discussion and effective questioning, effective and meaningful collaboration, and appropriate technology. The effective classroom environment is established as soon as the first day of class, and how an instructor handles the first day is crucial for setting up a positive classroom experience.
Teaching Theory on the High School Level
Authors: Snodgrass Jennifer 
Published: June 2020

Abstract
Only 90 days separate a high school senior from a college freshman sitting in an 8:00 a.m. music theory course. However, in most cases, there is very little interaction between high school teachers and college-level music theory and aural skills instructors. High school music teachers are reaching hundreds of students each day in ensembles and classes and may be one of the greatest resources in better understanding freshmen music majors. These outstanding high school teachers are also extremely effective educators who place emphasis on material that goes well beyond music making and performance, instead focusing on literacy and listening and teaching to the masses. There is much to be learned from their time management skills, emphasis on aural skills and listening, methods of assessment, and integration of ensemble literature that can immediately be transferred to the undergraduate music core.
Pedagogy of Fundamentals and Diatonic Harmony
Authors: Snodgrass Jennifer 
Published: June 2020

Abstract
The earliest levels of the undergraduate music theory core might be some of the more challenging courses to teach. Because students enter the undergraduate theory core with a variety of backgrounds, experiences, and knowledge, instructors face the challenge of inspiring some students with new material while keeping the more experienced students involved. How can educators make this material both relevant and engaging for all students? Teaching the lower levels of written theory is more than just memorization of patterns and rules; it is an opportunity to engage students in creative music making from the very first day with an introduction that helps them understand why a certain element of music works. By participating in engaging and creative methods of learning scales, key signatures, intervals, triads, harmonic function, and voice leading, students are immersed in a music experience that is more than just printed notes on the page.
Pedagogy of Aural Skills
Authors: Snodgrass Jennifer 
Published: June 2020

Abstract
There is no academic class where the students and faculty can participate in an active musical experience like the traditional aural skills course. There is a new trend in aural skills pedagogy in that effective teachers are moving away from the focus on just sight singing and dictation to a focus on musical literacy. Topics such as improvisation and error detection are now being taught in the traditional aural skills core, and students are asked to engage with music through contextual listening and creative music making. Traditional methods of solmization and rhythmic reading are still considered to be effective in the aural skills classroom; however, instructors are using these systems in new ways, along with audiation, to create a musical experience that encourages sound before sight.
Expanding the Canvas
Authors: Friedwald Will 
Published: June 2020

Abstract
Throughout his career Nat Cole was always eager to try new things; even when he had perfected the King Cole Trio into one of the greatest jazz ensembles of all time, he was never content to let anything become formulaic. He got an indication of where his future would lie with his enormous unprecedented success with two new ballads, “For Sentimental Reasons” and “The Christmas Song.” He also made his formal concert hall debut at this time, in theaters and also classical music venues, including Carnegie Hall. By the end of 1947, changes in both his professional and personal lives meant that his first wife, Nadine Robinson, and his musical partner, Oscar Moore, were out of his life.
The Ends of the Earth
Authors: Friedwald Will 
Published: June 2020

Abstract
The 1960s began well. In 1961, Cole’s wife Maria gave birth to twin girls, and Cole sang at the Inaugural Gala for President John F. Kennedy (who later in the year made a surprise appearance at the debutante ball for Nat and Maria’s oldest child, Carole). Nat started the decade with his first concert album, Live at the Sands, and his most ambitious concept album, Wild Is Love, followed by an hour-long special for Canadian TV. In the early 1960s, he also recorded some of his most breathtakingly beautiful albums with a new collaborator, the young Ralph Carmichael, who joined him on The Magic of Christmas, the beautiful Touch of Your Lips, and Nat King Cole Sings/George Shearing Plays, which amounted to a three-way collaboration with the great British pianist, Carmichael, and Cole.
Requiem for a King
Authors: Friedwald Will 
Published: June 2020

Abstract
In 1962, Cole recorded the blockbuster hit “Ramblin’ Rose” and three full-length albums as well as his successful “singalong” album, Those Lazy-Hazy-Crazy Days of Summer. However, there was also trouble. His new management led him into a disastrous deal that was financially devastating, and his intimate relationship with a young singer in his touring backup group threatened his marriage. Artistically, he recorded two well-received albums, Where Did Everyone Go? and Nat King Cole Sings My Fair Lady. By summer 1964, Nat knew he was sick; he made his final film appearance, in Cat Ballou; completed his last album, L-O-V-E; and fulfilled an important engagement in San Francisco. In December, he received his diagnosis and checked into St. John’s Hospital in Los Angeles.
Nothing Is Forever
Authors: Bommarito Nicolas 
Published: June 2020

Abstract
This chapter describes how Buddhists often talk about impermanence, an idea that covers a range of meanings. They all, however, highlight aspects of reality that an individual must face in order to solve the problem at hand. The composite nature of things entails some harsh truths: Things that are put together eventually come apart. When something is made up of pieces, it is only a matter of time before those pieces go their own way. Part of understanding the composite nature of things means seeing their fragility, their temporary nature. A particularly stark reminder of impermanence is death. Contact with death often prompts revaluation; being reminded that one's time is limited can make one rethink how an individual is spending it. Indeed, impermanence means that death is inevitable. Thus, many Buddhist texts warn against thinking of this life, this body, and this world as a home. It is not just that things will end eventually, someday. Even when they seem to remain, they are in a constant state of flux. One way to understand this type of impermanence is to think about what it means for something to persist through time, to continue, to endure.