bluuebunny/crossref_metadata_2025_split huggingface dataset:
Joint Activities and Moral Obligation
Authors: Steinfath Holmer 
Published: July 2019

Abstract
This chapter explores the close connection between “dyadic” moral obligations and joint activities that are essential for the social life of human beings. Against Margaret Gilbert’s well-known claim, the chapter argues that joint activities are not inherently laden with obligations and entitlements. However, it shows that there is a smooth transition from joint activities to a form of morality. In this transition, reactive attitudes like resentment play an important role. Full-blown moral normativity presupposes a group of more than two people, but the normative structure of a moral community mirrors the way in which people relate to each other in typical joint activities.
Can There Be Linguistic Norms?
Authors: Reboul Anne 
Published: July 2019

Abstract
This chapter discusses the existence of linguistic norms (defined as socially determined and commonly shared criteria for correctness of action specific to language). It considers linguistic structure and semantic compositionality, lexical semantics, speech acts, and implicit communication and concludes that there are no linguistic norms stricto sensu at any of these levels. However, social norms constraining communication in the intimate societies in which language evolved have left traces in contemporary languages, notably in the universal existence of implicit communication. Key words: linguistic norm, linguistic structure, semantic compositionality, lexical semantics, speech act, implicit communication, Grice, principle of cooperation, society of intimates, evolution of language.
Introduction
Authors: Hobbs Renee , Deslauriers Liz , Steager Pam 
Published: July 2019

Abstract
How we use audiovisual media has changed dramatically in the past 10 years. What we watch and how we watch have both been transformed by the rise of the Internet and digital culture. Naturally, as a result of this reality, educators are changing how they teach with and about film and media. Today it’s important that film and media literacy education provides everyone everywhere with a fundamental set of competencies that enable them to both enjoy moving image media and learn from it. Film and audiovisual media are texts that have as much value as books and print media, and new forms of film distribution are creating opportunities to develop film collections that reach everyone around the globe. Often in partnership with community organizations or media makers, school, public, and academic librarians bring film and media education into and through their libraries. They are also well positioned to provide resources and trainings to help people of all ages critically analyze news and information in a posttruth era. This book was written for public, school, and academic librarians and others with an interest in utilizing the emotional power of film and the fascination with popular culture to inform and entertain their communities as well as to help create discriminating consumers and media makers. The five major practices and key themes of the book are introduced, as well as what to expect in the following chapters.
Creating
Authors: Hobbs Renee , Deslauriers Liz , Steager Pam 
Published: July 2019

Abstract
Authorship is a fundamental impulse that’s rooted in the value of “telling your own story.” When people engage in practices of creating media, they deepen their understanding of the constructed nature of all forms of media and can shift their identity in important ways. As people gain confidence in self-expression and recognize the value and power of using communication to address community and national social and cultural issues, they take on the role of active citizens in a democratic society. The library has always been a source of inspiration for people who want to make things as well as a community hub where people can come to learn, create, and explore possibilities. Makerspaces and media centers can support the mission of the library. Many academic librarians have made a deep commitment to supporting student media creation as a dimension of their academic work. And whether it’s to explain library services, document a community event or history, or market the library, when school librarians are themselves digital authors, they often have a broader, deeper appreciation of the creative process and recognize the potentially transformative impact that such learning experiences can have. Creating media can be important for advancing self-expression and learning, but it is also a time-honored way to deepen media analysis skills. Getting the balance between creative freedom and creative restraint in media production can be challenging, but from creating storyboards, book trailers, or parody music videos to documentary filmmaking, creating media in the library can reap multiple benefits and can prove that it’s through creating and collaborating that people of all ages learn best.
Learning
Authors: Hobbs Renee , Deslauriers Liz , Steager Pam 
Published: July 2019

Abstract
Efforts to integrate digital media and information literacy into education are expanding, and some schools have already adopted a whole-school integration approach. There are many pedagogical practices for using audiovisual media in ways that support learning. Media-based activities support literacy development when they strengthen the oral language, inference-making, and reasoning skills that are required for reading comprehension. To learn for a lifetime, the most practical competence is the ability to ask good questions and get answers in order to make wise decisions. The active process of learning to formulate good questions is an essential life skill that school, public, and academic librarians can help to develop in learners and patrons alike. Librarians in school and public libraries have done amazing work in paying attention to stereotypes that exist in children’s literature and books. They can also help students and parents unpack and reflect upon the stereotypes offered in children’s television shows, movies, and games. Close reading of media—the core pedagogy of media literacy—builds a habit of mind that promotes deep awareness of and sensitivity toward the rhetorical purposes of informing, entertaining, and persuading, whether it is print, video, or web-based content. There are challenges to using media effectively in some settings, including restrictive school policies for video use, how to assess credible sources, and choosing the most effective pedagogy for an audience.
Collecting
Authors: Hobbs Renee , Deslauriers Liz , Steager Pam 
Published: July 2019

Abstract
Librarians and archivists have long understood the professional practice of curation, which includes the practices of collecting, cataloguing, arranging, and assembling for exhibition and display. One of the most important things that libraries do involves developing collections that meet the needs of the people they serve. Professional curation requires a high level of metacognition, because in making selections of what to include and what to omit, a keen awareness of one’s own bias is needed. Public and academic libraries often collect a mix of Hollywood, global, and independent films. But today’s librarians can’t just be good collectors. They must also help learners and patrons develop the curation skills needed to select media for themselves. Effective curation depends on access to reviews and reviewers, and viewers themselves can be empowered to read and provide reviews. Media ratings systems can be both helpful and controversial. Online streaming has changed the way many people use film and video in the home, but there seems to be no established norms for how users access film and media content via library websites. Despite challenges involved in media curation and lingering questions about the impact of streaming collections, librarians can create media collections and services that meet their patrons needs even as the media landscape changes around them.
Past
Authors: Hobbs Renee , Deslauriers Liz , Steager Pam 
Published: July 2019

Abstract
The use of film in public libraries has a long history nearly as old as the medium itself—a past we must consider in order to help us better imagine the future of film and media in school, public, and academic libraries. Libraries constantly reinvent themselves to align with the times. Amid ever-rapid changes in media and technology, looking to the past offers steadying perspective. During the 20th century, as television and film rose in popularity and significance, librarians and educators gradually adapted to society’s shift from a print to a visual culture and recognized that audiovisual media, including radio, film, and television, could promote learning. In the early 1900s, film programs were already being used to promote the library as well as generate interest in books. Public libraries were also experiencing reform as they shifted from primarily serving academics to catering to the needs and interests of the general public. During the same time, debate over the positive and negative influence of the moving image and effects of screens was already underway. Gradually over decades, movies have found their place in library collections, from the documentary-style educational film to blockbusters on VHS tape. And as the popular format for film and media shifts to digital, librarians are faced with the tasks of preservation and digitization of physical collections.
Present
Authors: Hobbs Renee , Deslauriers Liz , Steager Pam 
Published: July 2019

Abstract
Librarians and educators are lifelong learners, connecting people, spaces, and film and media resources in ways that delight, engage, and transform. Because film and video are so much a part of our culture, access to film and digital resources in libraries is critical. Film and digital collections do not always receive the same level of love and appreciation that librarians hold for books, but they deserve equal footing. Librarians are increasing community engagement through the use of film screening and discussion sessions. But librarians may not uniformly have the skills in place to create robust post-viewing discussion experiences, according to research conducted in hundreds of public libraries. Some educators are exploring the value of online dialogues through synchronous and asynchronous video create robust opportunities for interpreting, discussing and sharing ideas about film and media. Teachers have different motivations that underlie their interest in digital media and learning, and professional development programs can be designed in ways that are sensitive to differing motivations and areas of interest. For their own professional learning, librarians rely on email listservs, which democratically enable any member to bring forward a question or solicit the experiences and opinions of the professional community. Globally, the concept of media and information literacy (MIL) is on the rise as librarians and educators link the information and learning process and the decision-making process in using appropriate resources and technology for critical thinking. Information literacy is a key pathway to promote the competencies required to use film and media for learning purposes.
Future
Authors: Hobbs Renee , Deslauriers Liz , Steager Pam 
Published: July 2019

Abstract
Media programs in libraries can help promote lifelong learning with film and video resources. Libraries are central to empowering their patrons to use media in meaningful ways. Film and media education must grow and evolve in order to become a more important part of the future of librarianship. We see libraries as venues for the process of civic agency and social change, which can be supported by the practice of critical analysis and creation of media in the library space. Libraries that cultivate community film viewing and media making embody the practice of community building, and community spaces for gatherings and discussions are increasingly recognized as key features for libraries. Resources and programs that support patrons as media makers, not just as media consumers, are a vital part of the future of libraries. Film and media education activities provide many opportunities for partnering with the community.
Criticisms of Buddhism, Daoism, and the Learning of the Heart-Mind
Authors: Neskar Ellen , Borrell Ari 
Published: July 2019

Abstract
Part of this chapter deals with Zhu Xi’s critique of Buddhism and Daoism: his distinction of the neo-Confucian concept of pattern-principle and virtuous governance from seemingly similar Buddhist and Daoist ideas, his concern with what he saw as both schools’ lack of social and political engagement and their rejection of ethical norms, and the practice of Buddhist meditation and Daoist quietism. Zhu had a certain respect for Zhuangzi, and believed Laozi and the later Daoists were “better than” Buddhists. He reserved a special disdain for the Song dynasty version of Chan and, in particular, for its interpretation of the heart-mind and practice of sudden enlightenment. Significantly, a large portion of his attacks against Chan focus on what he saw as its pernicious influence on scholars in the Learning of the Way and Learning of the Heart-Mind movements. These attacks are taken up in part two of the translation.
Zhu Xi’s Commentarial Work
Authors: Gardner Daniel K. 
Published: July 2019

Abstract
This chapter presents a translation of chapters 1–11 of Abiding in the Mean and the Constant (sometimes translated as the Doctrine of the Mean), one of the Four Books, along with Zhu Xi’s commentary. For Zhu Xi all thirteen classics were precious, but he developed a graded curriculum. At the top he placed the Four Books: the Great Learning (Daxue 大學), Analects (Lunyu 論語), Mengzi (孟子), and Abiding in the Mean and the Constant (Zhongyong 中庸). Their appeal, he wrote, was their “ease, immediacy, and brevity.” Pattern-principle could be more readily investigated and accessed in these four works than in any other text, or in any other thing. Only when they had fully mastered these four texts would Zhu encourage students to turn to the previously authoritative Five Classics (the Classic of Changes, Odes, Book of Documents, Book of Rites, and Spring and Autumn Annals).
The Sixth Month
Authors: LoBue Vanessa 
Published: July 2019

Abstract
This chapter describes the development of the fetus in the sixth month of pregnancy. As the third and final trimester approaches, the author is distinctly aware of her pregnancy with her growing size and the fetus’s forceful and distinct movements. She describes the fetus’s kicking behavior and a variety of reflexes that are fully developed in the fetus by the sixth month of pregnancy, including rooting, sucking, and grasping. She goes on to discuss the appearance of newborn reflexes at birth and why these reflexes disappear in the first few months of life, using detailed research on the stepping reflex as an example. She concludes by discussing other important newborn screening tests, including the APGAR and PKU testing.
The Eighth Month
Authors: LoBue Vanessa 
Published: July 2019

Abstract
This chapter describes the development of the fetus in the eighth month of pregnancy. This month, as the author’s family plans a baby shower for her, she contemplates what a newborn might need. This is a difficult task, she finds, as newborns have unique personalities right from the beginning of life, with different styles of reacting to the environment and different needs. The chapter is devoted to discussing infant temperament and how individual differences in temperament shape a baby’s personality from birth into the preschool years, predicting whether the infant is likely to be shy or socially outgoing as a child. The chapter concludes with a discussion of how different parenting styles might fit best with different infant temperaments and what a parent might do to help a potentially difficult newborn.
The First Month
Authors: LoBue Vanessa 
Published: July 2019

Abstract
This chapter describes the development of the infant in the first month of life. The chapter is centered on the difficulties of the newborn period, focusing on postpartum depression, crying, colic, and the science behind the benefits of breastfeeding. As the author faces her own difficulties with each of these issues, she offers practical recommendations for how a new mother might cope with the difficulties of the newborn period. The importance of asking for and accepting help and support from family and friends is emphasized, as is the need for self-care.
The Second Month
Authors: LoBue Vanessa 
Published: July 2019

Abstract
This chapter describes the development of the infant in the second month of life. As LoBue continues to struggle through her son’s colic, she describes important strategies that parents might take to soothe their babies. She focuses on the importance of touch, including strategies like carrying and swaddling. She goes on to discuss the perceptual development of the infant, what newborns see, and their early developing attraction to human faces. She concludes with a discussion of the warning signs of autism spectrum disorder (ASD) as it relates to perceptual development and the controversial issue of vaccinating.
The Fifth Month
Authors: LoBue Vanessa 
Published: July 2019

Abstract
This chapter describes the development of the infant in the fifth month of life. When weaning leads to frustration (for both the author and her infant), she begins to notice the colorful array of emotional responses in her infant son. She goes on to describe the development of infants’ emotions and the important role that cognition plays in emotional expression. She discusses what emotions are, whether infants have emotions, and when babies first show signs of happiness, anger, sadness, fear, disgust, and the self-conscious emotions. She goes on to discuss emotion regulation—infants’ ability to control their emotions and self-soothe—and what it means for parents early in development.
The Seventh Month
Authors: LoBue Vanessa 
Published: July 2019

Abstract
This chapter describes the development of the infant in the seventh month of life. Now that her son is beginning to sit up on his own, he has begun to notice and watch screens whenever they are in use around him. Revisiting her initial promise to herself to keep her child away from screens for the first 2 years of life, the author reviews research on whether it is harmful for babies to look at screens and whether infants and young children can learn from these media. She concludes with some practical recommendations based on the research she reviews for deciding how much screen time is too much.
Introduction
Authors: Nelson William E. 
Published: July 2019

Abstract
The introduction argues that colonial political history has not been written because national history has been the paradigm for writing any narrative of political history, and the nation did not yet exist. What this book does is focus on the creation between 1607 and 1776 of a national political order, the foundation of which is the common law. After noting that the book will study the reception of the common law, the introduction emphasizes the centrality of local power to common law constitutionalism and then turns to the role of lawyers in the last forty years before independence in transforming the common law into a force for colonial liberty.
The Chesapeake
Authors: Nelson William E. 
Published: July 2019

Abstract
This chapter examines the early years of Virginia and Maryland. At its outset, Virginia was constituted as a trading company governed by military law. But when the trading company went bankrupt, Virginians needed English investment. Virginia then adopted the common law to assure Englishmen that their investments would be safe and thereby to encourage them to invest. By the 1630s, the common law had been received in Virginia. Maryland, in contrast, adopted the common law in the earliest years of its settlement. Lord Baltimore, who founded Maryland as a haven for Roman Catholics, appears to have understood that the common law provided the best possible protection of property rights and that protecting the property rights of Catholic settlers would ensure their ability over time to practice their faith.
New Netherland
Authors: Nelson William E. 
Published: July 2019

Abstract
This chapter examines the Dutch mercantile colony located on Manhattan Island and in the Hudson Valley up to Albany, English settlements on Long Island, and a small initially Swedish colony along the lower Delaware River. Its main focus is on the legal system created by the Dutch. It was a sophisticated, centralized, civil law system that reposed ultimate decisional power in the hands of a director-general directing the government from Manhattan Island and in the hands of his superiors in the Netherlands. The English settlements on Long Island, on the other hand, copied the localized power structures of New England, although the Long Islanders operated more informally and less learnedly. Dispute resolution in the tiny colony along the Delaware was unlearned and totally informal.
Exemplars of Kingship and the Art of Memory
Authors: Eppihimer Melissa 
Published: July 2019

Abstract
This chapter offers a history of the Akkadian kings and a survey of the cultural memory traditions that sustained their memory in Mesopotamia, including textual, material, and visual evidence. Without posthumous images of the Akkadians, one must look for visual allusions to the Akkadian past in post-Akkadian images. A theoretical and methodological framework for the study of the visual legacy of Akkadian kingship emerges from considerations of Oppenheim’s “stream of tradition,” the mechanics of visual traditions, interpictoriality and intervisuality, and the temporality of images (with reference to Nagel and Wood’s substitutional images and Warburg’s visual formulas). The Sun-God Tablet of Nabu-apla-iddina and representations of Neo-Assyrian kings illustrate the connections between visual traditions, authority, and time in Mesopotamia.
Royal Bodies and the Legacy of Akkadian Statues
Authors: Eppihimer Melissa 
Published: July 2019

Abstract
Although modern scholarship has been slow to recognize it because of the fragmentary condition of Akkadian royal statues, post-Akkadian rulers responded to the votive statues of the Akkadian kings in a variety of ways. The statues of Gudea of Lagash, the kings of the Third Dynasty of Ur, and rulers of Mari and Eshnunna from the late third and early second millennia BCE replicate specific Akkadian sculptural features in order to emulate, critique, or affiliate with the dynasty. Other statues, such as a statue from Ashur possibly connected to a Kassite king and statues associated with Puzur-Inshushinak of Susa, resemble the Akkadian models so closely that it cannot be determined if they are appropriated Akkadian statues or newly produced imitations. This chapter explores the circumstances that would have led the rulers to usurp or closely imitate an Akkadian royal statue.
What Injuries Can Intimate Deceivers Inflict?
Authors: Hasday Jill Elaine 
Published: July 2019

Abstract
This chapter draws on lawsuits, first-person accounts, and social science research in exploring the damage that intimate deceivers can inflict on the intimates they target as well as on third parties and even society at large. At the start, it is important to recognize that intimate deception can cause financial and bodily injuries—the sorts of harms that the law is usually most eager to redress. Intimate deception can also create unexpected vulnerability to criminal prosecution and other legal harms. Deceit frequently costs deceived intimates wasted time and lost opportunities. And of course, people often suffer psychologically and emotionally when their intimates deceive them. Indeed, some deceived intimates report that what hurt most was that their trust had been betrayed. Others emphasize that the most damaging aspect of being duped was that the experience undermined their confidence in their ability to judge people.