bluuebunny/crossref_metadata_2025_split huggingface dataset:
Mobility Deviations in Adults With Human Immunodeficiency Virus: A Cross-Sectional Assessment Using Gait Analysis, Functional Performance, and Self-Report
Authors: Berner Karina , Gouelle Arnaud , Strijdom Hans , Essop M Faadiel , Webster Ingrid , Louw Quinette 
Published: August 2021

Abstract

Background
Little is known about how human immunodeficiency virus (HIV) affects walking biomechanics, or about associations between HIV-related gait deviations, functional performance, and self-reported outcomes. This paper reports on (1) gait biomechanics and variability in people with HIV (PWH) and (2) associations with clinical tests, self-reported function, and falls.

Methods
A cross-sectional study tested consecutively sampled PWH (n = 50) and HIV-seronegative participants ([SNP] n = 50). Participants underwent 3-dimensional gait analysis, performed clinical tests (short walk and single leg stance tests with and without dual tasking, chair-rise tests, and a physical performance battery), and completed questionnaires about function and falls. Between-group comparisons were done using analysis of covariance. Linear correlations between gait variability, clinical tests, and patient-reported outcomes were established.

Results
People with HIV and SNP had comparable median ages (PWH = 36.6, interquartile range [IQR] = 32.0–45.6]; SNP = 31.1, IQR = 23.2–45.1). Compared with SNP, PWH walked slower (adjusted mean difference [MD] = −0.2 meters per second [m/s], 95% confidence interval [CI] = −0.3 to −0.1) with greater variability (adjusted MD = 14.7 variability score points, 95% CI = 9.9–19.5). Moreover, PWH were slower in five-times sit-to-stand (5STS) performance (adjusted MD = 1.9 seconds, 95% CI = 1.00–2.9). Significant deviations in hip kinematics (increased flexion; adjusted MDs = 2.4°–2.8°, P = .012–.016) and knee kinematics (reduced flexion; adjusted MDs = 2.3°–3.7°, P = .007–.027) were found in PWH during dual-task (DT) walking. The PWH’s 5STS moderately correlated with larger gait variability (usual pace r = −0.5; dual task r = −0.6), poorer self-reported mobility (r = 0.4) and self-care function (r = 0.5), and fear of falling (P = .003).

Conclusions
People with HIV presented with biomechanical deviations suggestive of a slowed and variable gait, especially under cognitive challenges. Five-times STS may be useful to screen for gait deviations in PWH.
Introduction
Authors: Hillis Faith 
Published: August 2021

Abstract
This chapter introduces the major themes of the work and offers historiographical background on exile and the Russian revolutionary movement. It argues that the émigré colonies created by tsarist subjects in late nineteenth-century Europe should be viewed as utopian communities that prefigured the better world of the future of which the foreigners dreamed. It also examines how these communities transformed revolutionary thought and practice. The chapter introduces Ernst Bloch’s concept of concrete utopia, which treats utopia not as a quixotic goal but as a form of lived revolutionary praxis realized through quotidian activities. This is the central analytic apparatus that the author uses to analyze émigré politics.
Living the Revolution
Authors: Hillis Faith 
Published: August 2021

Abstract
This chapter reconstructs the culture of Europe’s Russian colonies in their golden age between the 1870s and 1890s. It argues that the everyday practices of émigré communities gave rise to new and concrete forms of lived utopia. The colonies became sites of intense revolutionary, feminist, and nationalist agitation. Even more significant for their utopian potential, residents’ lifestyles embodied the change that they wanted to see in the world. This chapter explores how the new solidarities and practices that formed in the colonies gave rise to novel forms of politics. It also analyzes how the emergence of émigré utopian politics challenged existing social and geopolitical borders.
Back to Noah Porter’s Yale
Authors: Marsden George M. 
Published: August 2021

Abstract
Yale under President Noah Porter in the post–Civil War decades illustrates the problems in trying to retain the old-time college ideal and a distinctly Christian viewpoint in the age of Darwinian science and the rise of the modern university. The most notorious challenge that Porter faced was that posed by a leading professor, William Graham Sumner. Sumner was an agnostic ex-clergyman, and a social Darwinist, and wanted to use Herbert Spencer’s The Study of Sociology as a textbook. Porter tried to disallow that text. At the time of the controversy, Porter specifically reiterated his the idea of a “Christian College” in a speech at Wellesley College. Wellesley had strong evangelical connections, and the new women’s colleges emphasized building Christian moral character. Porter hoped for the same for men’s colleges. But his arguments for Christian perspectives did not stand against more inclusive scientifically based university ideals. So the agnostic Sumner stayed at Yale.
The Trouble with the Old-Time Religion
Authors: Marsden George M. 
Published: August 2021

Abstract
The first decades of the twentieth century saw considerable controversy over the role of more traditional Christianity at major universities. Some popular critics warned the public that universities were becoming hostile to old-time religion. Catholic universities, which were outside the mainstream, remained conservative and strengthened defenses against modern thought with neo-Thomist philosophy. The new Methodist universities had some of the most prominent controversies. Vanderbilt University was moving toward more progressive Christian views, but these were opposed by some archconservative Methodists. The Carnegie Foundation for the Advancement of Teaching put pressure on schools to be nonsectarian and to sever denominational ties if they were to participate in the attractive faculty retirement program. Syracuse University, a Methodist school under Chancellor James R. Day, is the most revealing case of resistance to this pressure.
The Elusive Ideal of Academic Freedom
Authors: Marsden George M. 
Published: August 2021

Abstract
Academic freedom arose as a prominent ideal at major American schools in the early twentieth century and with the founding of the American Association of University Professors (AAUP) in 1915. The concern was to exclude outside interests of business or religion from limiting academic freedom, as had sometimes happened. As John Dewey advocated, scientifically trained experts should be free to rule. Schools with religious heritage often had both proclaimed the freedom of professors and expected some religiously defined limits on their teaching. That was well illustrated in the controversy at Lafayette College when a conservative Presbyterian president fired a controversial professor. The ideal of academic freedom was elusive, however, because freedom always had limits as was illustrated by the controversies over national loyalty of professors during World War I. The AAUP eventually allowed religious limits on freedom if they were clearly stated in advance.
Liberal Protestantism without Protestantism
Authors: Marsden George M. 
Published: August 2021

Abstract
After World War II universities often added religious programs. But these seldom touched the heart of the enterprise. Mainstream American Protestants typically saw religion as an add-on, in contrast to John Henry Newman’s Catholic Idea of a University with theology and philosophy at the center. Nathan Pusey’s efforts to strengthen religion at Harvard illustrate the problem. Will Herberg and John Courtney Murray each pointed out the limits of generalized American religion. Religion departments acted as a palliative. But especially in the 1960s legitimate concerns for pluralism and diversity undermined specifically Protestant teachings in favor of a generalized ethic, as illustrated by Harvey Cox in The Secular City. Mainline Protestant campus ministries declined rapidly in the later 1960s. By the 1970s and 1980s ideals of inclusiveness displaced any specifically Protestant heritage. Some see a “cultural triumph of liberal Protestantism,” but the laudable inclusive ideals by themselves also bring cultural fragmentation.
The Republic of France
Authors: Calabresi Steven Gow 
Published: August 2021

Abstract
This chapter looks at French judicial review. From the French Revolution of 1789 up until the adoption in 1958 of the Constitution of the Fifth Republic, the Republic of France refused to tolerate any kind of judicial review of the constitutionality of legislation. The traditional French view was that judicial power is oligarchic, opposed to progressive causes, and should be contained as much as possible. The 1958 French Constitution provides an elaborate system of checks and balances with its bicameral legislature consisting of the National Assembly and the Senate; with its division of the executive power between the president and the prime minister (who can be from opposite political parties); and with its increasing focus on decentralization. As such, just as federalism umpiring helped to give rise to judicial review in the United States, Canada, Australia, Switzerland, and India, so too did separation of powers umpiring help to give rise to judicial review in France. Judicial review in France was hugely expanded in 1971, for rights from wrongs reasons; in 1974, for insurance and commitment reasons; and in 2008, for borrowing reasons.
The Republic of Korea
Authors: Calabresi Steven Gow 
Published: August 2021

Abstract
This chapter studies judicial review in South Korea. There are several explanations for the origins and growth of South Korean judicial review. First, judicial review emerged in South Korea for rights from wrongs reasons because of human rights abuses due to three hyper-presidentialist dictatorships. Second, judicial review emerged in South Korean because the separation of power between the unicameral legislature and the president required a judicial umpire. Third, judicial review emerged in South Korea because, according to Professor Tom Ginsburg, two relatively coequal political parties wanted it for reasons of insurance and commitment that fundamental rights would be protected when they were out of power. And, fourth, by the 1980s, the World Bank, the International Monetary Fund (IMF), and global trading partners had all come to associate regimes with judicial review of legislation as being less corrupt and more prone to observe the rule of law than were regimes without this institution. There has thus been a lot of borrowing of judicial review by various countries in modern times. As such, borrowing is also part of the explanation for the origins of judicial review of the constitutionality of legislation in South Korea.
Addressing Moral Confusion
Authors: Brennan Jason , English William , Hasnas John , Jaworski Peter 
Published: August 2021

Abstract
Sometimes voluntary agreements that are beneficial to all parties can still be unethical. This occurs when the benefits of the agreement are unfairly divided among the parties. The benefits of a mutually beneficial transaction might be exploitative, meaning that one party unconscionably takes advantage of the vulnerability of another party. World poverty, globalization, and environmental disasters present a special challenges where exploitation could occur, but also where people’s good intentions might cause them to refuse to make trades that are beneficial for fear of being exploitative.
Mindful Technology
Authors: Martin Mike W. 
Published: August 2021

Abstract
Mindfulness is frequently invoked as a virtue in discussions of technology, whether in using specific technologies such as cellphones, in creating technologies as new and valuable devices and knowledge, in responsibly developing technologies as “social experiments,” or in participating responsibly as citizens in technological societies. In each of these contexts, mindfulness can have myriad meanings that reflect moral ideals or popular psychological concepts. To explore these meanings, I develop a working definition of mindfulness as paying attention to what matters, in light of relevant values. When those values are sound and applied with good judgment, mindfulness is a virtue.
Virtuous Engineers
Authors: Alan Schmidt Jon 
Published: August 2021

Abstract
Modern approaches to engineering ethics typically involve the systematic application of universal abstract principles, reflecting the culturally dominant paradigm of technical rationality. By contrast, virtue ethics recognizes that sensitivity to context and practical judgment are indispensable in particular concrete situations, and therefore focuses on the person who acts, rather than the action itself. Moral and intellectual virtues are identified within a specific social practice in accordance with its proper purpose, its societal role and associated responsibilities, and the internal goods that are unique to it. As a result, ethics is recognized as something integral to engineering, rather than supplemental to it. This is necessary and appropriate, since engineers are often the decision-makers in contexts where the potential beneficiaries and harm-bearers are not the same, such that even their routine technical choices have ethical ramifications.
Virtues in Scientific Practice*
Authors: Tulodziecki Dana 
Published: August 2021

Abstract
This chapter relocates the debate about the theoretical virtues to the empirical level and argues that the question of whether the virtues (and what virtues, if any) have epistemic import is best answered empirically, through an examination of actual scientific theories and hypotheses in the history of science. As a concrete example of this approach, the chapter discusses a case study from the mid-nineteenth-century debate about the transmissibility of puerperal fever. It argues that this case shows that the virtues are at least sometimes epistemic, but also that neither scientific realists nor anti-realists get it quite right: the virtues, even if epistemic, are not necessarily truth-conducive, but neither are they merely pragmatic. It also argues that the discussion of puerperal fever shows that the virtue question, as it is currently featured in the scientific realism debate, ought to be reformulated. We should examine not just whether a given scientific theory has virtues or not, but rather how debates among competing theories, all of which have some virtues, get resolved.
Virtue Ethics and the Social Responsibilities of Researchers*
Authors: Bourgeois Mark 
Published: August 2021

Abstract
Traditional ethics training for scientists and engineers stresses the basic ethical obligations of conducting research with honesty and integrity. But as the products of science and engineering research impact society in increasingly profound ways, major ethical issues closely connected to science and technology research are not captured, or even approached, by such training. As the powers conferred on us by science and technology research grow, and their impacts on society become increasingly conspicuous, it is past time that ethics training for scientists and engineers evolve to embrace the social responsibilities related to research. Following on experiences developing and deploying an advanced social-responsibilities-of-research program for doctoral STEM students at the University of Notre Dame, this chapter argues that the virtue ethics tradition provides essential conceptual resources both to frame and then to provide training in the social responsibilities of research.
Dynamic Boundaries
Authors: Bezuidenhout Louise , Beeler Dori 
Published: August 2021

Abstract
Historically, ethics discourse has reinforced the “othering” of the scientist as an individual who is different, held separate from society and other forms of knowledge production. This othering results in boundary creation that is contingent on where the lines are drawn and by whom. This presents an interesting challenge to current ethics discourse, necessitating flexibility and contextuality. In this challenge, virtue ethics can make a significant contribution. By focusing on boundary ethics, the infinitely variable social practice of science is presented as a negotiation of ever-changing boundaries. Subsequently, the scientist is understood as a morally robust individual who can flexibly deal with the fluctuating spaces created by boundaries without changing their ethical integrity. As such, understanding the role of boundaries affords a very different interpretation of what science is.
The Neuroscience of Learning Agility
Authors: Ruyle Kim E. 
Published: August 2021

Abstract
“The Neuroscience of Learning Agility” explores the relationship between neurobiology and learning agility. It provides an overview of the organization of the brain, focusing on the roles of the limbic system and the prefrontal cortex and how these particular brain regions relate to personality, executive function, and the metacompetencies of emotional intelligence and learning agility. The neuroscience of learning is discussed, including the brain’s attention networks, neuroplasticity, and biological underpinnings of memory. An argument is posited that the brain’s perceptions of threats directly impacts one’s personality and, by extension, influences one’s level of learning agility. The chapter concludes by providing neuroscience-based suggestions for developing learning agility.
Cultivating Learning Agility Through Mindfulness
Authors: Lee R. Andrew 
Published: August 2021

Abstract
“Cultivating Learning Agility Through Mindfulness Training: A Framework and Recommendations” reviews the research related to the role of mindfulness in enhancing learning agility and presents a model to guide future research and applications. It begins by presenting a definition of mindfulness as characterized by three qualities: a focus on present moment experience, an attitude of receptiveness and curiosity, and an emergent capacity for metacognition. It then outlines a process model for learning agility; the model consists of five factors: mindset, awareness, action, integration, and application. This model is then used as a framework to summarize the research linking mindfulness and learning agility. Finally, recommendations are presented for implementing mindfulness training to enhance learning agility.
Stepping to the Edge of One’s Comfort Zone
Authors: McCauley Cynthia D. , Yost Paul R. 
Published: August 2021

Abstract
“Stepping to the Edge of One’s Comfort Zone” focuses on the role that learning from stretch experiences plays in the development of leaders. The chapter highlights how organizations can encourage and support leaders to regularly learn at the edge of their comfort zone by making stretch experiences more visible and valued, getting leaders into the right stretch experiences, and equipping them for continuous learning. Theory and research that support an understanding of learning agility as an antecedent, moderator, and outcome of stretch experiences are summarized. The chapter features and illustrates talent management and leadership development practices that encourage learning agility as well as everyday learning practices that all employees can adopt.
Seek and Ye Shall Learn
Authors: Adler Seymour , Neiman Rachel F. 
Published: August 2021

Abstract
“Seek and Ye Shall Learn: Exploring the Multiple Links of Learning Agility and Feedback Seeking” describes multiple pathways through which learning agility and feedback relate. Every feedback event is seen as providing an opportunity for experienced-based learning to occur. The chapter reviews research demonstrating that those with strong learning agility are more likely to actively seek feedback—and in particular the most useful types of feedback—and are more likely to incorporate the lessons of the feedback received in order to improve their performance. It also suggests ways that organizations can leverage feedback to nurture stronger learning agility in their leaders. The chapter identifies areas for further research and implications for fostering a stronger feedback culture.
Reflection
Authors: Anseel Frederik , Ong Madeline 
Published: August 2021

Abstract
Engaging in and benefiting from systematic reflection may be one of the most effective strategies for leaders to foster and develop learning agility. “Reflection: Behavioral Strategies to Structure and Accelerate Learning From Experience” addresses the question, What do we know? by reviewing the existing empirical research on reflection processes and their outcomes. By reviewing reflecting strategies in practice, the chapter distinguishes between targeted reflection interventions, often taking the form of after-event reviews or daily reflection practices, and day-to-day naturally occurring reflection processes. The chapter also addresses the question, What don’t we know? by describing areas where existing knowledge about reflection is limited. Finally, it also explores situations where reflection may interfere with learning and might be disadvantageous for development.
Learning Agility and Whole Leader Development
Authors: McKenna Robert B. , Minaker Emily 
Published: August 2021

Abstract
“Learning Agility and Whole Leader Development” considers learning agility as one variable in the context of many others impacting the experience of a leader and focuses on a leader’s unique motivation to learn that plays a fundamental role in the leader’s capacity to learn well. To that end, the chapter explores unique inspirations to learn and to grow, for the leader and those in their influence. The two-fold point is that learning agility is both generalizable and necessarily customizable to a person, and that leaders must continually ask themselves the question, Learning agility for the sake of what or whom? The hope is that as leaders step to the edge of the most transformational and difficult experiences ahead of them, they will see pathways to their unique inspirations to learn and, possibly more important, the impact of their learning on others.
Learning Agility
Authors: Harvey Veronica Schmidt , De Meuse Kenneth P. 
Published: August 2021

Abstract
The evolution of learning agility is at a critical point, creating an opportunity to move forward the science and practice of this psychological construct. “What We Know, What We Need to Know, and Where Do We Go From Here?” summarizes the emerging understanding of learning agility and how to apply the lessons learned thus far. Change is very likely to accelerate in the future, and leaders will need to be more adept at agile learning than previously. While learning agility is a complex, multidimensional construct defined in a variety of ways, there is also a high level of agreement on its foundational elements that are highlighted in the chapter. In addition, the chapter describes how a learning mindset, cognitive control and flexibility, emotional regulation, and behavioral flexibility may be central mechanisms. Key implications for organizational culture, talent management practices, managers, and leadership coaches are identified. Finally, a nomonological net of learning agility is presented along with several research questions that should be addressed by future scholars.