bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Normative Architecture of Progressive Democracy
Authors: Emerson Blake 
Published: March 2019

Abstract
This chapter develops a normative model of Progressive democracy on the basis of the intellectual and institutional history presented in the previous chapters. The Progressive theory remedies deficiencies in existing arguments for administrative legitimacy—those based on efficiency, constitutional values, or republican political theory. Unlike these theories, Progressivism draws an intrinsic connection between the purpose and the structure of regulatory law. Its purpose is to promote individual freedom through law. The structure of regulatory law ensures that such norms arise from the people’s own self-understandings. Progressivism aligns with deliberative democratic theory, but focuses on ex post deliberation about the consequences of policies, rather than solely on ex ante justification. This democratic theory requires an iterative process where abstract norms are expressed in law and then specified in a participatory and rational administrative process. The United States has a thin version of such a process in the Administrative Procedure Act’s “notice-and-comment” rule-making provisions. But today this process is too technocratic and distorted in favor of well organized and powerful interests. Opportunities for inclusive and egalitarian participation must therefore be deepened. At the same time, administrators must understand that they have an official duty to further the equal freedom of the persons their decisions affect. Judicial review of administrative action impedes such a self-understanding because it focuses on technocratic and instrumental reasoning. At the same time, the increasing investment of power in the president threatens to undermine deliberation with arbitrary assertions of personal will.
The “Crucifixion” of “Anyone’s Gay Son”: Matthew Shepard
Authors: Krutzsch Brett 
Published: March 2019

Abstract
Chapter 2 investigates why Matthew Shepard’s death evoked outrage throughout the United States, especially from heterosexuals who had been unmoved by the vast number of gay and bisexual AIDS deaths. In particular, chapter 2 illuminates several ways that secular gay activists used Christian rhetoric to promote social acceptance. Gay activists commonly presented Shepard as a practicing Protestant who lived, suffered, and died in ways analogous to Jesus. In so doing, gay activists exalted Shepard as a more legitimate Christian than those in the Christian right. Ultimately, the chapter makes evident how Christian ideals shaped secular gay activists’ strategies for assimilation at the end of the twentieth and start of the twenty-first centuries.
“The Place Where Two Discriminations Meet”: Race, Gender, and the Threat of Violence
Authors: Krutzsch Brett 
Published: March 2019

Abstract
Chapter 4 highlights how transgender women and queer people of color have been more frequent victims of violence than white gay men even though their murders have received less attention. The chapter turns to three films that address what most news outlets overlooked. In particular, Chapter 4 explores the 1999 film Boys Don’t Cry about the murder of transgender man Brandon Teena, the 2009 film Two Spirits about the murder of gender-variant Native American F. C. Martinez, and the 2014 film Out in the Night about an attack on seven African American lesbians in 2006. The chapter further demonstrates how much of the activism surrounding Harvey Milk, Matthew Shepard, and Tyler Clementi, as well as the It Gets Better Project, ignored issues of race, class, gender presentation, and religion that many LGBT people have endured despite proclamations that acceptance comes with the march of time.
Innocence and Plea Bargaining
Authors: Wilford Miko M. , Khairalla Annmarie 
Published: March 2019

Abstract
The year 2016 produced a record number of exoneration cases involving guilty pleas (National Registry of Exonerations, 2017). Nonetheless, guilty pleas account for a minority of overall exonerations in the National Registry. This chapter provides a broad overview of false guilty pleas, including what they are and why they can be so difficult to document. Also reviewed is current research examining factors that have increased the likelihood of false guilty pleas both in the real world and in the lab. The chapter continues by describing the shadow-of-the-trial model, followed by a discussion of its potential limitations, especially its omission of guilt status as a predictor of plea outcomes. Finally, the chapter concludes with proposed reforms for reducing false guilty pleas as well as with areas of need for future research.
Theorizing Dramatization as Research
Authors: Kamler Erin M. 
Published: March 2019

Abstract
This chapter explores the range of scholarly and practical approaches that situate Dramatization as Research (DAR) at the nexus of intersecting fields within the social sciences and the arts. I first introduce the concept of social catastrophe—the inability of the community to respond to its own trauma— which suggests a need for new types of creative interventions that prompt a change in awareness among those who are implicated in any given human rights abuse. After exploring some of the arts-based interventions that have been used by others, I then turn to discussion of feminist theory (DAR’s primary epistemological lens); Participatory Action Research (PAR) and Practice-Based Research (PBR) (which guide the DAR methodology); and liberation psychology (which forms its primary ontological foundation). Following a brief overview of my research design, I conclude by setting up the chapters to follow.
Restorative Justice and Reconciliation
Authors: Kamler Erin M. 
Published: March 2019

Abstract
In this chapter, I interrogate the narratives of NGO employees who attended performances of “Land of Smiles” to understand their liberatory outcomes. Focusing on five criteria from liberation psychology, I suggest that in order to have a liberatory effect, a project must be: Proactive (i.e., engaging ways of building shared understanding of history and social context in a community environment that will witness past events in order to prevent future violence and exclusion); Rupturing (i.e., disrupting dominant, hegemonic narratives); Dialogical (i.e., inspiring communication between individuals or groups); Consciousness-raising (i.e., generating new insights about one’s personal and social role in society); and Performative (i.e., communicating through a performance medium such a theater, dance, music, film, etc). Based on this criteria, I analyze the NGO narratives to understand how, after viewing the performances, these participants began to move from being passive bystanders to active witnesses.
Introduction
Authors: Watson Kevin M. 
Published: March 2019

Abstract
This chapter introduces Matthew Simpson and B.T. Roberts as representative figures of an initial theological fragmentation in American Methodist theology. Previous historiography of American Methodism as a theological tradition is summarized, noting the tendency to emphasize a big-tent vision for American Methodist theology. It is argued that the big-tent vision for American Methodist theology is the result of the shifts that happened in the 1850s and 1860s and represents one part of the fragmentation within American Methodism. It is argued that holiness and entire sanctification, or Christian perfection, were particular points of emphasis in American Methodist theology, even across its initial divisions. Simpson and Roberts represent a textured case study of a crucial moment of fragmentation in American Methodism.
An Unwilling Founder
Authors: Watson Kevin M. 
Published: March 2019

Abstract
This chapter summarizes the Benjamin Titus (B.T.) Roberts’s early life and ministry. The chapter gives particular focus to Roberts’s radical abolitionist commitments, which preceded his Christian conversion, and discusses his initial success as a pastor in the Genesee Conference of the Methodist Episcopal Church. Roberts became convinced in the mid-1850s that a “New School” in the Genesee Conference was compromising with the world in order to gain the favor of the rich and influential. Meanwhile, Matthew Simpson began to critique the leadership of the Genesee Conference in print, particularly focusing his concerns on the pew rental system and how it was contrary to Methodist discipline. Roberts eventually wrote an essay entitled “New School Methodism,” And as a result of this essay was twice tried and convicted of “unchristian and immoral conduct.” After the second conviction, he was expelled from the Methodist Episcopal Church.
Mashriq and Mahjar
Authors: Fahrenthold Stacy D. 
Published: March 2019

Abstract
This chapter tracks the migration of a half million Arab migrants from the Ottoman Empire to the Americas between 1880 and 1914. Syrians and Mount Lebanese departed the Ottoman Middle East to plug themselves into the expanding capitalist economies of the post-abolition Atlantic world. Through labor migration, Syrians developed a transnational remittance economy that successfully confronted the peripheralization of the Arab eastern Mediterranean. Steamship, telegraph, and printing technologies facilitated the establishment of Syrian “colonies” (jalliyyat) in Argentina, Brazil, and the United States. Once abroad, Syrian migrants built social institutions that connected the Arab Atlantic across continents and linked the diaspora to its homeland. Fraternal societies, philanthropic clubs, mutual aid societies, and the Syrian diasporic press each contributed to this new public sphere, abetting Syrian commercial success and grabbing the attentions of the Ottoman state by the 1908 Young Turk Revolution.
A New Type of Mathematical Modeling
Authors: Lenhard Johannes 
Published: March 2019

Abstract
This chapter synthesizes the findings of chapters 1 through 4. The phenomena investigated there correlate positively; that is, they interact in such a way that one strengthens the other. As a result, they converge to form a new type of mathematical modeling. Simulation modeling is distinguished by its exploratory and iterative mode that presents a multidimensional picture. The properties spanning the dimensions can occur to different degrees; that is, to what extent the characteristic properties are realized depends on the particular classes of simulation strategies and the concrete applications. From a systematic perspective, it is argued, simulation synthesizes theoretical and technological elements. Hence, simulation-based sciences are application oriented and show a greater proximity to engineering.
Creating Trauma-Informed Schools
Authors: Dombo Eileen A. , Anlauf Sabatino Christine 
Published: March 2019

Abstract
Creating Trauma-Informed Schools: A Guide for School Social Workers and Educators provides concrete skills and current knowledge about trauma-informed services in school settings. Children at all educational levels, from Early Head Start settings through high school, are vulnerable to abuse, neglect, bullying, violence in their homes and neighborhoods, and other traumatic experiences. Research shows that upward of 70% of children in schools report experiencing at least one traumatic event before age 16. The correlation between high rates of trauma exposure and poor academic performance has been established in the scholarly literature, as has the need for trauma-informed schools and communities. School social workers are on the front lines of service delivery through their work with children who face social and emotional struggles in the pursuit of education. They are in a prime position for preventing and addressing trauma, but there are scant resources for social workers to assist in the creation of trauma-informed schools. This book will provide an overview of the impact of trauma on children and adolescents, as well as interventions for direct practice and collaboration with teachers, families, and communities. Readers of this book will discover valuable resources and distinct examples of how to implement the ten principles of trauma-informed services in their schools to provide trauma-informed care to students grounded in the principles of safety, connection, and emotional regulation. They will also gain beneficial skills for self-care in their work.
Trauma and Its Sequelae in Children and Adolescents
Authors: Dombo Eileen A. , Sabatino Christine Anlauf 
Published: March 2019

Abstract
The most current research on trauma and child development demonstrates that there are significant risk factors for school success. At the same time, resilience and protective factors help other children overcome these obstacles. Chapter 2 explores the effects of trauma on children and adolescents. Data from the Adverse Childhood Experiences Study, as well as other academic and epidemiological studies, are used to address the negative impact of traumatic experiences on child development. The neurobiology of trauma is explored along with other bio-psycho-social-spiritual effects of abuse, neglect, and other adverse experiences affecting children in the United States. Internalizing and externalizing disorders present in children who experience abuse are also addressed.
The Ten Principles of Trauma-Informed Services and Application to School Environments
Authors: Dombo Eileen A. , Sabatino Christine Anlauf 
Published: March 2019

Abstract
For a school to be considered trauma-informed, the services and care must be provided in the context of an organization-wide approach grounded in an understanding of trauma and its consequences, with a focus on strengths, healing, and resilience. This requires a shift in the questions that are asked about children who have trouble learning or who interrupt the learning of others. Instead of asking a child, “what’s wrong with you?” the question becomes, “what happened to you?” Chapter 5 addresses the ten principles of trauma-informed services and delves into ways school social workers can create trauma-informed environments in educational settings to prevent children from being triggered and experiencing trauma in schools. Information and resources on self-care and vicarious trauma for school personnel are provided. The connection between culture and trauma is also explored.
Never Again?
Authors: FitzGerald David Scott 
Published: March 2019

Abstract
The first major system of remote control specifically targeting refugees was aimed at keeping out European Jews fleeing the Nazis. The United States and Cuba used their maritime forces to keep refugees from landing on their shores. Many countries throughout the Americas openly or secretly used their visa policies to keep out Jewish refugees. The British toolbox to keep Jews from reaching Palestine included naval interceptions, visa restrictions, diplomatic pressure on buffer countries, stationing immigration liaison officers abroad, carrier sanctions, publicity campaigns, sabotaging vessels in countries of transit, crackdowns on people smugglers, and offshore island detention centers. After the war, a new asylum regime aimed at avoiding a repeat of the Holocaust and embarrassing communist countries during the Cold War made non-refoulement a centerpiece of international treaties and domestic laws. Several major rich countries lagged in joining the global regime, including the United States, Canada, Japan, and South Korea.
The Euro-Moat
Authors: FitzGerald David Scott 
Published: March 2019

Abstract
European governments acting alone and collectively through Frontex and NATO are intercepting asylum seekers and other migrants far from their shores. Patrolling the moat is tightly linked to buffering. In lieu of offshore processing, European governments collaborate with coastal states in North Africa, Albania, and Turkey to prevent departures and accept readmission of people intercepted at sea. The weakness of coastal states’ control capacity has then led European governments to drive further inland and build expanding rings of land buffers around the moat. The modest constraints on Europe’s moat strategy are the supranational judiciary and monitoring of conditions at sea and in coastal buffer states by NGOs, investigative journalists, and the UNHCR.
Talking Like Children
Authors: Berman Elise 
Published: March 2019

AbstractPresented as a series of captivating stories from a village in Oceania, Talking Like Children is an intimate analysis of interaction that shows how age comes to be. Children in the Marshall Islands do many things that adults do not: they walk around half naked, display food in public, and explicitly refuse to give. Although many see these behaviors as natural results of children’s immaturity, the author shows that children are socialized to be different from adults—to be rude and immature. She analyzes a variety of interactions all broadly based around exchange: adoption negotiations, efforts to ask for or avoid giving food, debates about supposed child abuse. In these dramas both large and small, age differences emerge through the decisions people make, the emotions they feel, and the asymmetries they produce. Age and the life course often appear less interesting, less important, or more biologically determined than gender, race, or class. But Berman shows that, like gender and race, age differences are culturally produced and socially influential. Age differences give Marshallese children and adults “aged agency,” or the ability to manipulate social life in distinct but complementary ways. These differences are also a central mechanism of language socialization. Talking Like Children reestablishes age as a foundational concern of anthropological and linguistic research and as a variable that transforms our views of socialization, cultural reproduction, agency, giving, and culture.
What Is Age and Where Does It Come From?
Authors: Berman Elise 
Published: March 2019

AbstractThis chapter reviews the research on age and the life course. It argues that age differences are cultural and produced through interaction. The chapter defines “age” and “immaturity” and then discusses how ideologies of age and experiences of the life course differ across cultures and contexts. It compares three different types of life course variation: cohort differences, differences between children in different contexts (including gender differences), and age differences. Investigating age differences requires building upon theoretical developments in the study of gender and race to explicitly focus on how age itself is socialized. The chapter argues for a new view of language socialization not as an interaction between novices and experts but as the constant and continuous production of differences, often age differences. This new model provides insight not only into socialization but also into cultural and linguistic practices more broadly.
Socializing Age Differences
Authors: Berman Elise 
Published: March 2019

AbstractThis chapter analyzes how interactions socialize people into age-specific linguistic practices, social behaviors, and subjective reactions. The chapter follows the story of Jackie. Too ashamed to run an errand, she tries to pass the errand off to her younger kin, Sisina. The chapter compares Jackie with Sisina, focusing specifically on their speech, emotions, and actions. It then analyzes the linguistic and social pressures that led Jackie and Sisina to feel, speak, and act differently, examining first the influences that produced Jackie as mature and ashamed and then the influences that produced Sisina as immature and lacking shame. The chapter expands on the idea of dual indexicality to argue for a view of language socialization as the continuous production of differences and a view of immaturity as a social production.
Contemporary Practices in Deaf Education in Nigeria
Authors: Ademokoya Julius Abiola 
Published: March 2019

Abstract
This chapter chronicles the history of deaf education in Nigeria from its 1950s, its challenges over the years, and its current practices, and offers some recipes for improvement. Deaf education was pioneered by missionaries and philanthropists who opened deaf schools in specific locations of the country, from which deaf education spread to the rest of the country. When states and federal governments eventually became involved, their major concern was taking over most of the schools (although they also established some new ones) and providing policy, administrative, and funding assistance. Deaf education in Nigeria has encountered a number of challenges, such as hostile cultural beliefs and practices about deafness and deaf persons, ignorance of the benefits deaf persons can derive from schooling, a dearth of high-quality and committed teachers, and poor funding. Despite these challenges, deaf education seems to be making moderate progress in the country, as illustrated by the increasing number of schools, teachers, sign language interpreters, and other support services providers. There remains much more to be done to standardize deaf education practices in the country, and the author offers some recommendations that would reposition deaf education to achieve for more meaningful objectives and results.
“Free But Not Fair”: A Critical Review of Access to Equal Education for Deaf Children in Sri Lanka
Authors: Hettiarachchi Shyamani , de Silva M. Dumini K. , Wijesinghe Thilanka , Susantha Brayan , Amila Geshani , Sarani Pubhodha , Rasak Mohamed 
Published: March 2019

Abstract
The first special school for children with disabilities in Sri Lanka opened over 100 years ago, in 1912. Over the years, a number of students with disabilities have gone on to tertiary education. However, deaf sign language users appear to have been left behind: To date, no deaf learner accessing education exclusively through Sri Lankan Sign Language has entered a local university. This chapter begins with a critical review of the trajectory of educational provision for deaf children followed by an appraisal of the contributions made by the Sri Lankan deaf associations toward increasing education access for deaf children. This leads to an analysis of the audiological and speech-language therapy services available within the school context and an evaluation of the limited but growing local “insider” research on deaf education. The chapter ends with reflections and recommendations for ensuring full and equal access to education for deaf children by 2030.
Deaf Education in India
Authors: Mandke Kalyani , Chandekar Prerna 
Published: March 2019

Abstract
Given that India is a multicultural and multilingual country, there have always been challenges in educating the deaf. After independence, many legislative policies were put forth for the rights of the disabled, but the country’s fast-growing population made it difficult to cope with the demand. In the current scenario, the government of India and many nongovernmental organizations have partnered to overcome this challenge. There is more research being done in the field, and many methods of communication and educational approaches that were previously suppressed, like sign language and bilingualism, have been brought forth. Further developments in this arena are being made. This chapter throws light on the past, present, and future of education of the deaf and hard of hearing in India, the challenges that remain, and the prospects that we envisage.