bluuebunny/crossref_metadata_2025_split huggingface dataset:
A large difference in the progenitor masses of active and passive galaxies in the EAGLE simulation
Authors: Clauwens Bart , Franx Marijn , Schaye Joop 
Published: July 2016

Abstract
Cumulative number density matching of galaxies is a method to observationally connect descendent galaxies to their typical main progenitors at higher redshifts and thereby to assess the evolution of galaxy properties. The accuracy of this method is limited due to galaxy merging and scatter in the stellar mass growth history of individual galaxies. Behroozi et al. have introduced a refinement of the method, based on abundance matching of observed galaxies to the Bolshoi dark matter-only simulation. The EAGLE cosmological hydrosimulation is well suited to test this method, because it reproduces the observed evolution of the galaxy stellar mass function and the passive fraction. We find agreement with the Behroozi et al. method for the complete sample of main progenitors of z = 0 galaxies, but we also find a strong dependence on the current star formation rate. Passive galaxies with a stellar mass up to 1010.75 M⊙ have a completely different median mass history than active galaxies of the same mass. This difference persists if we only select central galaxies. This means that the cumulative number density method should be applied separately to active and passive galaxies. Even then, the typical main progenitor of a z = 0 galaxy already spans two orders of magnitude in stellar mass at z = 2.
Informal Learning as a Catalyst for Social Justice in Music Education
Authors: Green Lucy , Narita Flavia 
Published: July 2016

Abstract
This chapter considers social justice in relation to the incorporation of a set of informal learning practices within the secondary school music classroom and teacher education. It interprets Nancy Fraser’s view of social justice as “parity of participation” in order to suggest that the dialogical approach of informal music learning practices can potentially promote such participatory parity. It then examines Paulo Freire’s concept of critical pedagogy, which emphasizes the need for teachers and students to participate together in the learning process so as to enhance critical consciousness. Through an application of Green’s theory of musical meaning, the authors suggest that critical consciousness in music can be aided through a deeper understanding of music’s sonic materials and their inter-relations. Informal learning in the music classroom may promote both parity of participation and critical consciousness, with the potential to lead to a liberating musical experience.
Music Teachers’ Repertoire Choices and the Quest for Solidarity
Authors: Westerlund Heidi , Karlsen Sidsel 
Published: July 2016

Abstract
This chapter argues that multicultural music education that focuses on preserving cultural roots and cultivating historically justified, authentic musical practices in the classroom is inadequate as the single guiding approach to teaching music. Since musical diversity is already self-evident for today’s students, teachers should consider opening spaces for students’ own, ongoing negotiations of musics in order to create new musical negotiations and multiple belongings as well as social bonding. Moving toward what is often viewed as intercultural education, the chapter extends some of the starting points found in multicultural music education literature by rereading them against research findings regarding immigrant students’ musical agency and Zygmunt Bauman’s sociological analysis of cultural diversity in contemporary society. It argues that developing learning communities in which epistemological horizons and musical repertoire are brought both from outside the classroom and from within its existences would simultaneously entail ethical choices and working toward solidarity and democracy.
Social Justice and Music Technology in Education
Authors: Louth Paul 
Published: July 2016

Abstract
This chapter argues that educators have an ethical responsibility to be aware of the mediating effects of technologies, and that although technology in music education may either further the cause of social justice or hinder it, the latter will more likely occur when these mediating effects are left unexamined or assumed nonexistent. Following a brief introduction outlining this idea, the discussion is divided into two parts illustrating different sets of possible outcomes of mediation. First, the conditions under which technological instruction might either lead to a sense of empowerment or inculcate students into a consumerist mentality are examined. Second, the issue of whether technological instruction may indirectly cause musical meaning(s) to either become better contextualized or de-politicized is addressed. The chapter concludes that de-skilling, de-contextualizing, and consumerism, as potential impediments to social justice, are best countered by examining and drawing students’ attention to the mediating effects of technology use.
Critical Reflection for Social Justice and Inclusion in Music Education
Authors: Cooke Carolyn 
Published: July 2016

Abstract
This chapter explores the potential of critical reflection as a tool for addressing issues of social justice and inclusion within the music classroom. It argues that critical reflection as an integral part of musical experiences can be utilized to develop awareness of injust and exclusionary practices in music, whether political, historical, or social. Drawing on the Social Justice Critical Reflection Model of Ingram and Walters, it offers a starting point for considering the conditions for learning and pedagogies in which critical reflection can provide teachers and students a vehicle for transforming their own musical understanding and learning within a more democratic and socially just framework.
What Did You Learn in School Today? Music Education, Democracy, and Social Justice
Authors: Westheimer Joel 
Published: July 2016

Abstract
Social justice is a contested term in education. It is an old concept under renewed attack in many sectors of society, and schools have not been spared. Music education has been subject to the same repercussions of a broader shift in education reform that wants to see teaching and learning as a technocratic means to increasingly myopic education reform goals. At the same time, growing opposition to these trends can draw particular inspiration from the arts. Music education, therefore, is, perhaps, as threatening as some neoliberal reformers perceive it to be. Indeed, music education holds the possibility for a powerful partnership with all those educators who view education as a profoundly human and liberatory endeavor.
A Jazz Funeral in Music Education
Authors: Gould Elizabeth 
Published: July 2016

Abstract
This chapter presents a jazz funeral in music education. Placed in the historical context of New Orleans brass bands and contemporary second line parades, the chapter stands as critique of so-called social justice practices in music education that would threaten to swamp the profession with the impersonal voice of scholarly reason expressed in terms of disregard disguised as benevolence. The author-who-is-not-one (here) attempts an experiment deploying the literary “apostrophe” to subvert the gravity of scholarly discourse in an effort to do something in response to unreasonable worlds of social injustice that define the very profession. Its potentialities of success to actualize difference in ways that might materially do something are both contingent and precarious, inasmuch as they are solely a function of reading and answering.
Ableism and Social Justice
Authors: Darrow Alice-Ann 
Published: July 2016

Abstract
Many of the societal injustices historically perpetrated against persons with disabilities are well known: educational segregation, inaccessible public buildings and programs, and lack of employment opportunities. Less obvious and rarely acknowledged are issues related to the social integration of persons with disabilities and the resulting educational implications. Students with disabilities who are socially accepted and well assimilated into their school and are more likely to graduate and to secure employment. Indicators of social inequities are often subtle and overlooked, thus making teachers powerless to facilitate classroom interactions that contribute to the well-being and educational success of students with disabilities. The ability to embrace diversity in all its facets and to advance social justice requires that educators (1) understand disability culture and its place within the majority culture, (2) recognize stereotypic and stigmatizing views of persons with disability, and (3) create socially and musically inclusive environments for students with disabilities.
Behind Different Walls
Authors: Cohen Mary L. , Duncan Stuart Paul 
Published: July 2016

Abstract
Over the past few years, restorative justice and transformative justice have taken on greater research importance in the scholarly community. These two forms of social justice offer ways of dealing with harms that result from conflict. The claim of this chapter is that these two types of justice can be used to structure and shape pedagogy in music education. Research suggests that choral singing within a prison context and the particular pedagogies employed therein can be shaped positively through restorative and transformative justice. Prison choir performances humanize prisoners and bring greater public awareness to their lives. If one accepts the premise that the use of restorative and transformative justice in musical teaching and learning enacts forms of healing, then their application has great potential to create encouraging learning environments and provide tools for music teachers to support the social needs of their learning communities.
Relationship, Rescue, and Culture
Authors: Shieh Eric 
Published: July 2016

Abstract
In recent years, Venezuela’s anti-poverty El Sistema program (officially named the Fundación Musical Simón Bolívar) has roared onto the international music scene, offering a rare, large-scale example of the participation of music education in social policy. Yet El Sistema’s socioeconomic effects are neither assured nor fully understood, much less easily adaptable abroad. Reading El Sistema’s complex engagements with an eye to how it works as a social program, the author examines in particular its decentralization and capacity to function as a space of care, its discourse and structures around creating a space of “rescue” for youth, and its curricular focus of Western classical music. While these areas raise several cautions, including charges of deficit thinking and cultural colonialism, the program’s own tensions and negotiations also suggest paths for strategic implementation. In this, El Sistema offers music educators and policymakers some possibilities for entering critically into oftentimes familiar practices.
New Faces in Old Spaces
Authors: Soto Amanda C. 
Published: July 2016

Abstract
Conjunto is a traditional folk music originating in the borderlands of South Texas with roots from Mexico. This music is a symbol of pride and is woven into the cultural fabric of Mexican American children and youth across the United States, with many of them singing along, dancing to, and performing this music. Despite the use of Spanish-language songs and attention to the mariachi genre in US music education programs, conjunto music is often ignored. In order to provide equal educational rights to all students regardless of native tongue, a socially just music education curriculum needs to include Mexican Americans’ language, culture, and musical practices so that they are held in the same regard as other musics. This chapter examines the role of conjunto as a vital part of Mexican American students’ musical and cultural identities and offers suggestions for its inclusion in the music curriculum.
The Intersection of Music Teacher Education and Social Justice
Authors: Ballantyne Julie , Mills Carmen 
Published: July 2016

Abstract
Research in the area of music teacher education and social justice often remains a theoretical discussion of possibilities and suggestions for future practice. In the interests of uncovering empirical research that can illuminate evidence of practice and for practice in the future, this chapter provides a thorough and systematic review of previous empirical work in the field. It provides evidence of what research has been accomplished, and where the field has yet to go, in addressing the concerns of social justice and diversity in music teacher education. The chapter reveals how previous work conceptualizes and enacts the development of socially just approaches in music teacher education and concludes by arguing for the importance of further empirical research at the intersection of these areas.
The History of Clinical Neuropsychology in Israel
Authors: Vakil Eli , Hoofien Dan 
Published: July 2016

Abstract
The history of clinical neuropsychology in Israel has been affected by both the worldwide development of the field of neuropsychology, which began in the 1970s and provided the conceptual and theoretical frameworks of clinical neuropsychology, and by the social implication of the unique geopolitical situation of the state of Israel. These circumstances led to a great need for neuropsychological rehabilitation services initially for veterans and later for civilians. While European and American influences are evident in the scientific knowledge of neuropsychology and neuropsychological assessment, Israel has been pioneering, creative, and original in neuropsychological rehabilitation. Israel’s contributions are reflected in the research conducted on various aspects of rehabilitation that has exploited an advantage that exists in Israel—the long-term follow-up of individuals after traumatic brain injury (TBI). This research has, in turn, encouraged the formation of graduate programs and training facilities for clinical neuropsychology at most of the universities in Israel.
The History of Behavioral Neurology
Authors: Filley Christopher M. 
Published: July 2016

Abstract
Behavioral neurology is the neurologic subspecialty devoted to the study of brain-behavior relationships. Whereas systematic thinking about the brain as the organ of the mind began in antiquity, modern investigation began in the early 19th century as cerebral localization of function became securely appreciated. Clinical-pathological correlation using the lesion method yielded many important insights, and, in the mid-20th century, Norman Geschwind defined behavioral neurology as it exists today. The scope of the field soon expanded to include focal and diffuse disorders across the lifespan, and powerful neuroimaging technologies then led to increasingly sophisticated understanding of the representation of cognition and emotion in the brain. While the term behavioral neurology refers mainly to subspecialty neurologists working in North America and Britain, the interests of behavioral neurologists are virtually identical to those of neuropsychologists, neuropsychiatrists, and many others around the world attracted to the neurology of behavior.
Timbre, Pitch, and Music
Authors: McLachlan Neil M. 
Published: July 2016

Abstract
The perception of a sound’s timbre and pitch may be related to the more basic auditory function of sound recognition. Timbre may be related to the sensory experience (or memory) by which we recognize the source or meaning of a sound, while pitch may involve the recognition and mapping of timbres along a cognitive spatial dimension. Musical dissonance may then result from failure of sound recognition mechanisms, resulting in poor integration of pitch information and heightened arousal in musicians. Neurobiological models of auditory processing that include cortico-ponto-cerebellar and limbic pathways provide an account of the neural plasticity that underpins sound recognition and more complex human musical behaviors.
Torture
Authors: Kamm F.M. 
Published: July 2016

Abstract
This chapter examines torture in relation to rescue, prevention, and punishment, beginning with a discussion of what torture is and the differences among various legal and philosophical conceptions of torture. It analyses the legal definitions of torture proposed by the UN Convention Against Torture, and Other Cruel, Inhumane or Degrading Treatment or Punishment; the US Torture Statute; Henry Shue; and David Sussman. These conceptions of torture focus on the type of pain and suffering being inflicted as well as their purposes and by whom and when they are inflicted. The chapter considers hypothetical cases that address whether torture is permissible and involve officials who know the perpetrator and expect what he would do. It also explores other categories of people whom it might be useful to torture aside from a perpetrator whose being tortured will save only his own victim from the harm he would cause.
Surgical Management of Progressive Thoracolumbar Kyphosis in Mucopolysaccharidosis: Is a Posterior-only Approach Safe and Effective?
Authors: Bekmez Senol , Demirkiran Halil G. , Dede Ozgur , Ismayilov Vusal , Yazici Muharrem 
Published: July 2016

Background:
According to the current literature, the recommended surgical treatment is circumferential spinal fusion, including both anterior and posterior procedures, for progressive thoracolumbar kyphosis in mucopolysaccharidosis (MPS). The purpose of this study was to report our experience with the posterior-only approach and instrumented fusion for MPS kyphosis.

Methods:
Six consecutive patients with MPS and thoracolumbar junctional kyphosis managed with the posterior-only approach were included. Demographic data, the type of MPS, medical comorbidities, and accompanying clinical manifestations were recorded. Measurements recorded on radiographs for the study included the presence of any coronal-plane deformity, fusion levels, changes in the local kyphosis angle (LKA), proximal and distal junctional kyphosis angles, and the apical vertebral wedge angle.

Results:
The average age at the time of surgery was 6.6 (range, 4 to 12) years. The average follow-up duration was 52.6 (range, 44 to 64) months. The mean preoperative LKA of 63.1±15.8 (range, 48 to 92) degrees decreased to a mean of 16.6±8.4 (range, 5 to 30) degrees immediately after surgery. At the latest follow-up, the mean LKA was 19.6±8.8 (range, 8 to 34) degrees. Apical vertebral listhesis was reduced in all patients with surgical correction. The average apical vertebral wedge angle of 15 (range, 11 to 19) degrees at the early postoperative period decreased to 4.6 (range, 2 to 7) degrees at the latest follow-up. Adjacent-segment problems occurred in 2 patients. There were no neurological complications or implant failures in any of the patients.

Conclusions:
Posterior-only corrective techniques and instrumented fusion with pedicle screws for progressive thoracolumbar junctional kyphosis in MPS patients are safe and effective methods. Its results are comparable to those achieved with conventional circumferential fusion. However, patients should be monitored closely for adjacent-segment problems.

Level of Evidence:
Level IV—retrospective case series.
Efficacy of Monsel Solution After Cervical Biopsy: A Randomized Trial
Authors: Hilal Ziad , Rezniczek Günther A. , Tettenborn Zena , Hefler Lukas A. , Tempfer Clemens B. 
Published: July 2016

Objectives
To estimate the efficacy and side effects of Monsel solution for hemostasis after cervical punch biopsy.

Methods
In a prospective, randomized trial, we compared application of Monsel solution versus a “wait and see” approach in women undergoing cervical punch biopsies in a 1:1 ratio. The primary end point was vaginal bleeding (VB) after 15 minutes measured by scoring a sanitary pad with a 5-level pictogram. Secondary end points were VB after 3, 6, and 24 hours (5-level pictogram), subjective estimation of overall VB during 24 hours, pain after 15 minutes and subjective estimation of overall pain after 24 hours, and overall satisfaction after 24 hours (11-level visual analogue scale).

Results
One hundred forty-five women were randomized between July 2015 and January 2016. Mean objective VB scores after 15 minutes in 75 women with Monsel solution were 1.2 ± 0.6 compared with 1.8 ± 1.0 in 70 women without Monsel solution (P < 0.001). The secondary end points VB after 3 and 6 hours, but not after 24 hours, were also in favor of Monsel solution (2.1 ± 1.1 vs 2.9 ± 1.2; P < 0.001; 1.6 ± 0.7 vs 2.2 ± 1.0; P < 0.001; 1.6 ± 0.9 vs 1.7 ± 0.9; P = 0.4, respectively). Subjective estimation of overall VB during 24 hours was lower for Monsel solution (23.2 ± 15.8 vs 35.9 ± 19.5; P < 0.001), but pain after 15 minutes, overall pain, and overall satisfaction were not significantly different between groups (19.2 ± 14.4 vs 17.9 ± 16.2; P = 0.3; 20.7 ± 15.8 vs 20.1 ± 18.0; P = 0.5; and 44.1 ± 21.5 vs 43.6 ± 23.2; P = 0.9, respectively).

Conclusions
Application of Monsel solution significantly reduces bleeding for 6 hours after cervical biopsy but does not affect overall pain or overall satisfaction.
The role of elastography in thyroid ultrasonography
Authors: Magri Flavia , Chytiris Spyridon , Chiovato Luca 
Published: July 2016

Purpose of review
Elastography is a novel noninvasive diagnostic tool that is helpful in the evaluation of thyroid nodules. The purpose of this review is to provide a comprehensive summary of the use of elastography in the clinical thyroid setting.

Recent findings
Initial and subsequent studies show that elastography has both a sensitivity and specificity that approaches 100% for the determination of thyroid cancer within a thyroid nodule. In addition, the technique also has a very high negative predictive value and thus, may also be helpful in identification of thyroid nodules that do not need further diagnostic evaluation, including fine-needle aspiration biopsy. These characteristics also apply to both strain and shear wave elastography. However, as both the extent of tissue compression and the operator's classification of a nodule using a qualitative color code are subjective, intra and interobserver variability is an important reason for some conflicting findings.

Summary
Elasticity within a thyroid nodule, as evaluated by elastography, offers diagnostic results that are equal to or sometimes even greater than that of conventional ultrasonography for the determination of thyroid malignancy. The integration of both techniques in the clinical work-up of thyroid nodules can thus significantly improve the accuracy of the diagnosis of thyroid nodules.