bluuebunny/crossref_metadata_2025_split huggingface dataset:
One-Dimensional Man, One-Dimensional History: Re-reading Herbert Marcuse
Authors: Kleinberg Ethan 
Published: November 2021

Abstract
In this article I revisit Herbert Marcuse’s 1964 work One-Dimensional Man with the goal of reactivating Marcuse’s critique of one-dimensional society but in regard to the current practice and discipline of history. On my reading, it is in the field of history that the dangers of one-dimensionality are felt most acutely today. Especially in the ways that historians and philosophers of history continue to render history as a mausoleum to warehouse an entombed and inactive past. In what follows, I offer a willful and intentional reading of the role and place of philosophy of history in One-Dimensional Man in order to demonstrate the ways that history and historians have now become key proponents of one-dimensionality. I then marshal Marcuse’s analysis, though shorn of the speculative teleology that characterizes the two-dimensional history of Marcuse’s dialectic, in order to reactivate history as a multi-dimensional force to enact change in the future.
A ‘Melting Pot’ City: Migration and Municipality in the Reconstruction of Dortmund
Authors: Shaev Brian 
Published: November 2021

Abstract
This article explores how Dortmund’s municipal government propagated a concept of city-citizenship and belonging for new arrivals by mediating between expellee, refugee and migrant communities and ‘native’ civil society in the 1940s-1950s. The devastation of Dortmund during the Second World War, and the housing and energy shortages that followed, meant that the arrival of over a hundred thousand expellees and refugees in 1945–1960 placed severe strains on municipal resources while exacerbating conflicts between ‘native’ Dortmunders and new arrivals. The success of the Social Democratic Party (spd) in building a hegemonic position in postwar politics and administration by the late 1940s facilitated the coordination of municipal efforts to foster inter-community relations and introduce new populations to city life. Within the city council and government, in expellee meetings, and in municipal events we observe sustained municipal efforts to 1) exert social control over expellee/refugee arrivals to deflect anger at the poor conditions of the reconstruction period away from municipal officials and 2) inculcate taboos based on peace and democratic norms to delegitimise the politics of inter-community resentment. It concludes by tracing how official narratives and municipal practices constructed in the 1940s-50s were redeployed during the arrival of guest workers in the 1960s.
Patronage, Medicine, and Piety in Ayyubid Damascus
Authors: Sánchez Ignacio 
Published: November 2021

Abstract
This is the first of a two-part article that aims at discussing the creation of medical madrasas for Muslims in 7th/13th-century Damascus. This part briefly examines the relationship between medical practitioners and rulers, especially in the Ayyubid period, and studies a number of works written by religious scholars and physicians —often addressed to their patrons—, in which they tackled problems affecting the practice of medicine and its scientific status. I particularly focus on the polemics against pietistic groups who adhered to the doctrine of tawakkul (reliance on God), the emergence of the genre of “prophetic medicine”, and the denunciation of those physicians who impugned the universality of medical principles. This article will provide a wide contextualisation for the discussion of the phenomena that lead to the creation of medical madrasas, which will be analysed in detail in the second part.
A Linear Relationship between Vertical Velocity and Condensation Processes in Deep Convection
Authors: Grant Leah D. , van den Heever Susan C. , Haddad Ziad S. , Bukowski Jennie , Marinescu Peter J. , Storer Rachel L. , Posselt Derek J. , Stephens Graeme L. 
Published: November 2021

Abstract
Vertical velocities and microphysical processes within deep convection are intricately linked, having wide-ranging impacts on water and mass vertical transport, severe weather, extreme precipitation, and the global circulation. The goal of this research is to investigate the functional form of the relationship between vertical velocity (w) and microphysical processes that convert water vapor into condensed water (M) in deep convection. We examine an ensemble of high-resolution simulations spanning a range of tropical and midlatitude environments, a variety of convective organizational modes, and different model platforms and microphysics schemes. The results demonstrate that the relationship between w and M is robustly linear, with the slope of the linear fit being primarily a function of temperature and secondarily a function of supersaturation. The R2 of the linear fit is generally above 0.6 except near the freezing and homogeneous freezing levels. The linear fit is examined both as a function of local in-cloud temperature and environmental temperature. The results for in-cloud temperature are more consistent across the simulation suite, although environmental temperatures are more useful when considering potential observational applications. The linear relationship between w and M is substituted into the condensate tendency equation and rearranged to form a diagnostic equation for w. The performance of the diagnostic equation is tested in several simulations, and it is found to diagnose the storm-scale updraft speeds to within 1 m s−1 throughout the upper half of the clouds. Potential applications of the linear relationship between w and M and the diagnostic w equation are discussed.
Generation Mechanisms of Mesoscale Eddies in the Mauritanian Upwelling Region
Authors: Dilmahamod Ahmad Fehmi , Karstensen Johannes , Dietze Heiner , Löptien Ulrike , Fennel Katja 
Published: November 2021

AbstractThe physical processes driving the genesis of surface- and subsurface-intensified cyclonic and anticyclonic eddies originating from the coastal current system of the Mauritanian upwelling region are investigated using a high-resolution (∼1.5 km) configuration of GFDL’s Modular Ocean Model. Estimating an energy budget for the boundary current reveals a baroclinically unstable state during its intensification phase in boreal summer and which is driving eddy generation within the near-coastal region. The mean poleward coastal flow’s interaction with the sloping topography induces enhanced anticyclonic vorticity, with potential vorticity close to zero generated in the bottom boundary layer. Flow separation at sharp topographic bends intensifies the anticyclonic vorticity, and submesoscale structures of low PV coalesce to form anticyclonic vortices. A combination of offshore Ekman transport and horizontal advection determined the amount of South Atlantic Central Water (SACW) in an anticyclonic eddy. A vortex with a relatively dense and low PV core will form an anticyclonic mode water eddy, which will subduct along isopycnals while propagating offshore and hence be shielded from surface buoyancy forcing. Less contribution of dense SACW promotes the generation of surface anticyclonic eddies as the core is composed of a lighter water mass, which causes the eddy to stay closer to the surface and hence be exposed to surface buoyancy forcing. Simulated cyclonic eddies are formed between the rotational flow of an offshore anticyclonic vortex and a poleward flowing boundary current, with eddy potential energy being the dominant source of eddy kinetic energy. All three types of eddies play a key role in the exchange between the Mauritanian coastal currents system and the adjacent eastern boundary shadow zone region.
Location of Injury and Other Factors Associated With Increased Survival Among Severely Injured Geriatric Trauma Patients
Authors: Newman Paige C. , Vernon Tawnya M. , Bresz Kellie E. , Schwartz Jennifer A. T. 
Published: November 2021

Background Patients with a Trauma Injury Severity Score (TRISS) < .5 are termed “unexpected survivors.” There is scarce information published on this subset of geriatric patients whose survival is an anomaly. Methods This is a retrospective case-control study examining all geriatric patients (age ≥65) not expected to survive (TRISS<.5) in the Pennsylvania Trauma Outcome Study (PTOS) database from 2013 to 2017. Primary outcome was survival to discharge. We selected 10 clinically important variables for logistic regression analysis as possible factors that may improve survival. Results 1336 patients were included, 395 (29.6%) were unexpected survivors. Factors that improved survival odds are the following: Place of injury: street/highway (AOR:0.51; 95% CI: .36-.73, P < .001) and residential institution (AOR:0.46; 95% CI: .21-.98, P = .043); and presence of Benzodiazepines (AOR:0.49; 95% CI: .31-.77, P = .002) or ethanol (AOR:0.57; 95% CI: .34-.97, P = .040). Factors that decreased survival odds are the following: Hypotension (AOR: 8.59; 95% CI: 4.33-17.01, P < .001) and hypothermia (AOR: 1.58; 95% CI: 1.10-2.28, P = .014). Gender, race/ethnicity, blood transfusion in first 24 hours, shift of presentation to Emergency Department, place of injury (farm, industrial, recreational, or public building), use of Tetrahydrocannabinol, amphetamines or opioids, and level of trauma activation did not impact survival. Discussion Location of injury (street/highway and residential institution) and ethanol or benzodiazepine use led to a significant increased survival in severely injured geriatric patients. Hypotension and hypothermia led to decreased survival. Future studies should determine possible reasons these factors lead to survival (and identify additional factors) to focus efforts in these areas to improve outcomes in geriatric trauma.
On the Possible Forms a Relationship Might Take between the Moral Character of a Teacher and the Moral Development of a Student
Authors: Osguthorpe Richard D. 
Published: November 2021

Background/Context The claim of a relationship between a teacher's moral character and a student's moral development has its roots in a rich philosophical tradition. It is a tradition that maintains that the young acquire virtue by associating with virtuous people in a virtuous community. In this way, it is assumed virtue is acquired by example and imitation. Recently, this relationship has received increased attention from philosophers of education, who emphasize the importance of the moral character of the teacher in bringing about the proper moral development of the student. Purpose/Objective This article is an examination of the various forms that a relationship might take between the moral character of a teacher and the moral development of a student. It brings important distinctions to bear on the assumed relationship and sheds new light on the complexities of the relationship and its possible permutations. The purpose of this article is to better understand these complexities and suggest alternative conceptions of the relationship in question. Research Design The methods employed in this article are primarily philosophical and follow the analytic tradition. Analytic philosophy is primarily concerned with the analysis of meaning, and its primary roots are found in the works of Frege, Wittgenstein, Carnap, Russell, and Moore. The success of this type of philosophical inquiry rests on an ability to better understand the use of language. This article draws on the method of ordinary language and concept analysis, relying on the process of making distinctions and suggesting inconsistencies in the language used to describe the relationship in question. Conclusions/Recommendations The analysis shows that each of the forms a relationship might take is seemingly quite reasonable and sensible. However, it also concludes that none of these forms provides a definitive claim that a relationship does or does not obtain between the moral character of a teacher and the moral development of a student. The applications for research suggest that scholars pay closer attention to (a) the agency of students in this relationship, (b) the relative influence of a teacher's unintentional moral expressions, and (c) the role of modeling in moral education. These applications also point to an important possible shift in the conceptualization of moral education: toward morally good teaching (for its own sake) and away from teaching students to be morally good.
“Small” Stories and Meganarratives: Accountability in Balance
Authors: Olson Margaret R. , Craig Cheryl J. 
Published: November 2021

Background/Context Meganarratives, or “grand stories,” are composed of loosely held ideas about standardization, the rhetoric of education for all, the focus on individual success, and the appearance of representative diversity that rarely take into account human diversity embedded in deeply rooted value systems and authentically present in “the realm of face-to-face relationships.” Purpose/Objective/Research/Question/Focus of Study In this article, we offer atypical, noncanonical “small” stories as accounts of ways in which teachers and students live in small moments of diversity unseen and unheard within prevailing meganarratives of accountability. Setting This research took place in the mid-southern United States and eastern Canada. Population/Participants/Subjects Research participants included a preservice teacher candidate in Canada and an in-service teacher in the United States. Research Design Through using narrative inquiry as a human research method, we feature small storied nuggets of teachers and students breaking through “surface equilibriums and uniformities” to challenge educational orthodoxies that cast long shadows on their work and their relationships and add to the complexities of their lives. Conclusions/Recommendations In the final analysis, we argue for fluid back-and-forth movement between small stories and meganarratives in order to nurture dialectical relationships between and among theory, practice, and policy. Such an approach would create spaces for experiences of accountability to be lived and told, and relived and retold, in more balanced ways.
A New Conceptual Model for Principal Involvement and Professional Collaboration in Teacher Education
Authors: Varrati Anita M. , Lavine Mary E. , Turner Steven L. 
Published: November 2021

Background/Context Beginning teachers often identify the school principal as a key figure for support and guidance. Few teacher education conceptual models exist that significantly integrate the building principal into the clinical experiences of teacher candidates. The rationale behind initiating discourse on principal involvement grows out of current policy and reform initiatives that require increased accountability for improved student performance. The call for more deliberate principal involvement in preservice also arises in regard to teacher attrition and retention concerns. Having the principal engage in active mentoring during preservice may positively address these issues by providing a more complete socialization and enculturation process into today's context of schooling. Purpose/Objective/Research Question/Focus of Study The major research questions for this study were: (1) What are the level and types of support that building principals provide for the preparation of new teachers? (2)What are the obstacles that may be preventing principals from becoming more involved with teacher preparation? (3) What are the types of activities that make sense for principal involvement with field experience and student teaching? (4) What are suggestions for more meaningful collaboration between schools and teacher/administrator preparation programs? Research Design The study was designed as an interpretive qualitative research project that attempted a measure of self-reporting through in-depth interviews. Conclusions/Recommendations M3—A new conceptual model of collaboration (three supports for preservice teacher: mentor, university supervisor, and principal) was presented to include the principal with the preservice teacher, university supervisor, and cooperating teacher in a community of practice for teacher preparation. To build on this research and continue the discourse about the principal's role, several implications and areas for future study are presented: (1) investigation of teacher preparation programs more in depth to get further information about how principals are involved in teacher education, (2) implementation of the M3 conceptual model in a pilot capacity during field and student teaching experiences to gather more data about collaboration, especially the role of the principal, (3) the collaboration of principal preparation and teacher education programs to address this aspect of supervision in course content and internships, (4) the difference in perceptions of prospective and practicing principals regarding their role with teacher candidates during preser-vice, and (5) study of professional development schools to see how the principal is involved in a supervisory and instructional leadership capacity with preservice teachers.
Researching Race in Mathematics Education
Authors: Martin Danny Bernard 
Published: November 2021

Background Within mathematics education research, policy, and practice, race remains undertheorized in relation to mathematics learning and participation. Although race is characterized in the sociological and critical theory literatures as socially and politically constructed with structural expressions, most studies of differential outcomes in mathematics education begin and end their analyses of race with static racial categories and group labels used for the sole purpose of disaggregating data. This inadequate framing is, itself, reflective of a racialization process that continues to legitimize the social devaluing and stigmatization of many students of color. I draw from my own research with African American adults and adolescents, as well as recent research on the mathematical experiences of African American students conducted by other scholars. I also draw from the sociological and critical theory literatures to examine the ways that race and racism are conceptualized in the larger social context and in ways that are informative for mathematics education researchers, policy makers, and practitioners. Purpose To review and critically analyze how the construct of race has been conceptualized in mathematics education research, policy, and practice. Research Design Narrative synthesis. Conclusion Future research and policy efforts in mathematics education should examine racialized inequalities by considering the socially constructed nature of race.
Rethinking the Effects of Classroom Activity Structure on the Engagement of Low- Achieving Students
Authors: Kelly Sean , Turner Julianne 
Published: November 2021

Background/Context A common perspective found in the literature on classroom activity structures hypothesizes that a whole-class mode of instruction is linked with increased problems of achievement motivation for low-achieving students. If whole-class methods of instruction (e.g., recitation-style question-and-answer sessions) are rich in evaluation and foster social comparisons among students, low-achieving students may become disengaged in an effort to avoid negative evaluations. It is important to consider the evidence on activity structures and engagement carefully because this perspective represents a sweeping critique, concluding essentially that the predominant mode of instruction in American schools is detrimental to achieving widespread educational success. Purpose/Objective/Research Question/Focus of Study Are whole-class modes of instruction linked with increased problems of achievement motivation and disengagement for low-achieving students? Research Design This study is a review of research on the association between student engagement and activity structure. We review both quantitative and qualitative studies investigating the link between activity structure and student engagement, with an emphasis on studies that identify an interaction between students’ level of achievement, activity structure, and engagement. In interpreting the evidence, we focus on studies of classroom discourse—particularly studies of dialogic and scaffolding instruction, which illustrate variability in the effects of whole-class instruction on student engagement. Conclusions/Recommendations Although many relationships between motivational climates and levels of engagement have been clearly documented, we find no conclusive evidence of a link between whole-class instruction and disengagement among low-achieving students. Research on classroom discourse illustrates that the activities that constitute whole-class instruction are not inherently problematic for low-achieving students and can, in fact, promote engagement.
Becoming a Thinking Thinker: Metacognition, Self-Reflection, and Classroom Practice
Authors: Desautel Daric 
Published: November 2021

Background/Context Metacognition has been a subject of study for cognitive theorists, behaviorists, educators, and others. The term metacognition has traditionally and simply been defined as “thinking about thinking,” yet it describes a complex process that can result in a nuanced understanding of oneself as a thinker and a learner. Metacognition (as a process) and metacognitive knowledge (as a product) are seen as important components of cognitive development and signs of intellectual maturity. The development of metacognitive knowledge is not, however, reserved for adult learners. Robust metacognitive knowledge can help young students consciously apply learning strategies, develop effective work habits, and assess their own performance. Objective The purpose of this study was to explore what practices lead to successful self-reflection and promote metacognitive development in young learners. The author believes that elementary students who are aware of their tasks and have knowledge of themselves as learners will more effectively apply learning strategies, develop effective work habits, and generally enjoy a richer learning experience. In the interest of best classroom practices, the author has selected activities and routines that complement the existing curriculum and instructional program. Setting This study was conducted in an urban elementary school. Participants This study was conducted by a classroom teacher with his second-grade students. These students include English language learners of a range of ethnicities, students who receive special education services, and general education students. Research Design This action research study was designed as a qualitative case study. After assessing student metacognitive knowledge with a survey of reading strategies, the author began a course of instruction in skills and habits that he believed might promote self-reflection and metacognition. These skills and habits included directed goal-setting, the use of language prompts to articulate mental events, posttask written self-reflections, and posttask oral conversations. Data collected following this instruction consisted of observations of student interactions, written records of students’ conferences along with the academic goals they set on a weekly basis, and the written products of reflective journal writing and posttask self-reflections.