bluuebunny/crossref_metadata_2025_split huggingface dataset:
Constructing the national through sports news in Catalonia (2007–2009)
Authors: Juncà Pujol Albert , Inglés Yuba Eduard 
Published: November 2014

Abstract
The omnipresence of sport in the media and some of the characteristics associated with its presentation (constant presence, banality, emotional attachments … ) make it a prominent tool for the construction and reproduction of nationalism. In Catalonia, a territory in which two national identities coexist (Catalan and Spanish), sport plays a dominant role in the transmission of nationalizing messages. The present article analyses how the general press in Catalonia reproduce the nation through its treatment of sports information. We analyse the press coverage of sporting events in the period before the emergence of the recent pro-independence movement (2007–2009). The results reveal the presence of messages informed by the two nationalist persuasions (Catalan and Spanish), although with a clear prevalence of the latter in four of the six newspapers analysed.
Book Reports
Authors: Crane Diana 
Published: November 2014

Abstract
Fashion and Orientalism: Dress, Textiles and Culture from the 17th Century to the 21st Century, Adam Geczy (2013) London: Bloomsbury, (255 pp.) 978 1 84788 599 9 PB, $34.95
The Chinese Fashion Industry: An Ethnographic Approach, Jianhua Jhao (2013) London: Bloomsbury, (197 pp.) 9781 84788 935 5 (PB), $34.99
‘It’s kind of where the shoe gets you to I suppose’: Materializing identity with footwear
Authors: Sherlock Alexandra 
Published: November 2014

Abstract
Through their narrative incorporation in fairytales, song lyrics, in movies and on television shoes have become a ‘loaded device’ (Pine, 2006: 353) recycled as metonymy for the wearer or as metaphor for experience. Due to such extensive representation this article argues that they have become, in a sense, invisible. In existing academic literature we have tended to see the message rather than the shoe and we become blind to what Miller describes as the ‘humility’ of the shoe as a ‘thing’ (Miller 2005: 5). This neglect of the materiality of the shoe itself obscures the highly nuanced and subjective experiences of the wearer. As consumers/wearers, we might fully understand – even aspire to – the cultural connotations of a particular pair of shoes, yet this does not mean we will feel socially comfortable wearing them. Using empirical data gathered from wearers of the culturally significant Clarks Originals brand, this article reveals the co-constitutive relationship between the social identity of the wearer and that of the shoe. By focusing on the materiality of objects, bodies and environments we can overcome subject-object dualisms and really ‘see’ shoes in terms of the role they and their meanings play in a process of identification, transformation and cultural embodiment.
Materializing fashion: Designers, materials, ideas and the creation of designer shoes
Authors: Braithwaite Naomi 
Published: November 2014

Abstract
The article discusses the findings from an extensive ethnographic study of contemporary British women’s shoe designers that explored what creativity in shoe design entails. This study profiled 23 shoe designers who create shoes for the high fashion industry. The objective of the study was to tease out how these designers go about creating shoes while at the same time revealing how they perceive and experience their creativity in relation to the commercial world of fashion in which they are engaged. The designers presented in the article are celebrated by the fashion press and buyers internationally as creators of fashion. While the fashion industry enables these designers to create new collections each season, an acceptance that they were creating, or influenced by, fashion was absent from their narratives. Instead, for them, design was defined by creative freedom, expression and personal taste and through the materiality of their creations they were able to present their self-identities. This article presents shoe design as a creative process where materials are significant inspirational stimuli for each designer. Their selection of materials was often triggered by personal emotive reasons, as their sensory, tactile engagements with them would bring forth ideas for particular designs. They narrated creativity as a personal and emotional experience, distinct from fashion, yet each season their designs were commercialized as fashion and were proclaimed by fashion buyers, and other media agents, to be ‘on trend’ in terms of colours, materials and silhouettes. The article explores this paradox between the shoe designers’ desire to be creatively free and their necessary relationship to the commerciality of the fashion industry, examining how fashion works by drawing out the relationship between fashion’s different layers of design, materiality, creativity and commerciality.
Mongo: Refuse or resource? Residual narrations, an opportunity for the development of critical thinking and creative capacity
Authors: Zubiaga Augusto , Cilleruelo Lourdes 
Published: November 2014

Abstract
In ‘mongo, refuse or resource?’ we investigate the opportunities offered by the utilization of waste/retrieved products as a teaching resource for the development of critical thinking and creative capacity. Focussing on this uncertain and fluctuating transactional sphere allows us to access new dimensions when we undertake an intellectual dynamic of our sociocultural surroundings and when we accept and understand our values and how they can fluctuate. Entering the mongo dimension entails a shift of perspective when we attempt to tell ourselves stories in a creative way, because it allows us to speculate directly about the value of our objects, which leads us ineluctably to a constant rereading of our own identity, starting from that which we strive to conserve, as well as what we would like to dispose of – at least until others show that they would like to possess it.
En ‘mongo, ¿residuos o recursos?’ investigamos acerca de las oportunidades que ofrece la utilización de lo desechado/recuperado como recurso didáctico para el desarrollo del pensamiento crítico y la capacidad creativa. Poner el foco en ese ámbito transaccional incierto y cambiante, permite acceder a nuevas dimensiones a la hora de abordar una intelección dinámica de nuestro entorno sociocultural, asumir y entender nuestros valores y su fluctuación. Entrar en la dimensión mongo implica un cambio de perspectiva a la hora de abordar el intento de narrarnos a nosotros mismos de forma creativa, porque nos permite especular directamente acerca de lo que valen nuestros objetos, y nos aboca irremisiblemente a una relectura constante de nuestra propia identidad, a partir de aquello que nos empeñamos en atesorar, y de aquello que nos gustaría hacer desaparecer..., por lo menos hasta que ciertos otros demuestren querer poseerlo.
‘Green Boots’ Cave’
Authors: Hinks Jim 
Published: November 2014

Abstract
The short story ‘Green Boots’ Cave’ introduces an inexplicable phenomenon – that one might experience the events of an entire lifetime within a few moments – and plays this idea against recognizable, ‘real’ historical events. It follows Todorov’s notion of the process of reader adaptation to the inexplicable (as opposed to hesitation), described in The Fantastic: A Structural Approach to a Literary Genre.
Proud woman, pearl necklace, twenty years
Authors: Rose C. D. 
Published: November 2014

Abstract
This story-article takes its title from three key elements in Maupassant’s canonical story ‘The Necklace’. A teacher invites a class to put the story together, having given them only these clues, and then eventually tells the story. As this process unfolds, he appropriates the story and its telling in a self-reflexive attempt to investigate narrativity and the mechanics of the short story, reflecting on Maupassant’s life and career and on the reception of the story by its varied listeners.
Review
Authors: Baldwin Dean 
Published: November 2014

Abstract
Three short story collections from America
Come by Here: A Novella and Stories, Tom Noyes (2014) Pittsburgh, PA: Autumn House Press, 159 pp., ISBN: 7981932870930, p/bk, US$17.95
The Man who Noticed Everything, Adrian Van Young (2013) Pittsburgh, PA: Black Lawrence Press, 179 pp., ISBN: 7981937854263, p/bk, US$16.00
Starting Over: Stories, Elizabeth Spencer (2014) New York: Liveright, 202 pp., ISBN: 9780871406811, h/bk, US$24.95
‘Sometimes Two People like Each Other Who Shouldn’t’: Díaz, Schickler and Bradbury stories that defamiliarize the teacher–student relationship
Authors: Ellerhoff Steve Gronert 
Published: November 2014

Abstract
Charles E. May’s assertion that Junot Díaz’s ‘Miss Lora’, 2013 winner of The Sunday Times EFG Private Bank Short Story Award, is not outstanding is challenged. The current discourse on teacher–student sex scandals is used to inform a reading of Díaz’s story that reveals its success under critical scrutiny. Sheila L. Cavanagh’s sociological work on the sex scandals surrounding white female teachers is incorporated alongside James Knoll’s work as a psychologist on profiling sexually predatory female teachers. ‘The Smoker’ by David Schickler and ‘These Things Happen’ by Ray Bradbury are also analysed as fitting into the trope of students and teachers developing relationships that fall outside the bounds of the white heteronormative master narrative. May’s claim that short stories succeed in ‘defamiliarizing’ our everyday constructs of reality is shown to occur in each story in relation to our expectations of the sexual boundaries between teachers and students.
Navigating the research/practice divide
Authors: White John Howell 
Published: November 2014

Abstract
This article provides an introduction to the development of the 2012 NAEA Research Commission and its mandate to bridge the divide between art education research and practice. Art education and its most significant generator of professional identity, the National Art Education Association (NAEA), contain an extensive range of practices played out in a wide range of sites. Art educators include PK-12 classroom teachers, community organizers, museum educators and curators, pre-service instructors, researchers, research professors, instructional materials manufacturers and arts administrators. In 2012 the Board of the NAEA reestablished an NAEA Research Commission with the expressed goal of attending to relationships between research and practice in art education. The initiative, emerging out of this member-driven association populated primarily by PK-12 practitioners, required a shift in orientation to adequately address the needs of that audience. This article provides insight into the documents, policies and discussions that have lead to the crafting of the Commissions’ existing form and to the changing orientations towards leadership that occurred as a result of the mandate of the commission. The article will propose that an attention to aesthetic leadership provided a useful sensibility for navigating complex conditions with multiple variables. Aesthetic leadership draws upon disciplinary and personal habits that inform awareness and action. Aesthetic leadership also emerges out of improvisational responses to unanticipated phenomena. Leadership can be a latent capacity underdetermined or overdetermined by groups, fields or individuals. Invested participants subsequently come to speak differently about their interrelationships as a consequence of emerging conditions. This way of speaking about leadership is conducted in relation to a field’s ability to reconstruct a research/practice model that is shaped by both present conditions and theories.
Extending Thurber’s and Zimmerman’s models for developing feminist leadership in art education through collaboration, community building, and creativity
Authors: Zimmerman Enid 
Published: November 2014

Abstract
In this article, I describe how Frances Thurber (1946–2012) and I began in the early 1990s to conduct research concerning empowerment and leadership themes in art teacher education. Over the next decade, we were involved in researching leadership issues in art teacher education and conducted a series of studies that focused on both theory and practice related to developing voice, collaboration, and social action as components of feminist leadership in art education. Our goal was to educate in-service art teachers to become empowered and take leadership roles in programmes in Nebraska and Indiana. By 2002, we had constructed several pedagogical models as a result of our studies of various components of leadership and empowerment. I describe how I then used these models from 2003 to 2012 to study three different populations of undergraduate and graduate students in the United States. Finally, I make a case for extending the leadership models to include creativity as a new component for considering leadership and art education. Rethinking my past decade of work about building leadership models for art education, from a more extended lens than the one through which the two leadership models were originally constructed, provides an avenue for new collaboration, community building, and consideration of the role of creativity in empowerment and leadership in art education and considers a variety of populations and organizations that can be enriched by using these extended leadership models in the future.
Leading through giving and collaborating: Considerations for socially engaged arts-based practice and collaborative leadership
Authors: Carpenter, II B. Stephen 
Published: November 2014

Abstract
This article considers how arts-based and other practices inform creative leadership capacities. This consideration is grounded primarily in a reflection on previous work of artists and their colleagues on the production, advocacy and education of colloidal silver-enhanced ceramic water filters as a response to the global water crisis. Central to this reflection is consideration of how this work informs creative leadership capacities through theoretical lenses of collaborative leadership, socially engaged practice and art practice as giving. Ultimately, the intention is to suggest that creative leadership as praxis takes form through cultural production beyond object-making, favouring the facilitation of meaningful relationships among people, ideas and contexts, as they arise from collaboration and social engagement.
Leading from behind to see ahead: The poverty and promise of institutional change
Authors: Sullivan Graeme 
Published: November 2014

Abstract
This article explores how those involved in leadership roles in institutional settings can make effective use of strategies, methods and processes common to visual arts practice and arts-based research as a means to participate in an authentic way in a culture of change. It is argued that, to claim institutional agency leaders of academic arts units need to create an alternative discourse to counter the fatigue of business rhetoric. This can be accomplished using a participatory approach that makes use of tactical action and the open-ended search structures of artistic enquiry. To move beyond the business of education, three notions of leadership are proposed that involve creating fluid working structures, participating so as to gain institutional agency, and putting initiatives into practice that enable others to thrive.
Transforming education through art-centred integrated learning
Authors: Marshall Julia 
Published: November 2014

Abstract
Art-centred integrated learning is a version of art integration that uses art enquiry processes to promote deep and holistic understanding of concepts and ideas that matter to our students while fostering their abilities to handle complexity and think flexibly, capacities they will need in order to prosper in a complex and uncertain world and become leaders in shaping that world. To meet these needs of their students, the Alameda County Office of Education in Northern California has adopted Integrated Learning, an approach to education that promotes integrative thinking and integrated knowledge through art-centred learning. Because Integrated Learning presents solutions for education across the board, it provides a model that leaders in general education could consider when formulating pedagogy. And since this model draws from contemporary art practices, it provides both education in the arts and a strong rationale that art education leaders can use to argue for a robust presence of the arts in education. Moreover, the Integrated Learning approach delineates a set of principles and practices that are germane to creative leadership and could be integrated into leadership education.
The best of intentions: Leading us beyond the unfulfilled promises of arts integration
Authors: Thompson Christine Marmé 
Published: November 2014

Abstract
The concept of integrating the visual arts with other school subjects resurfaces periodically in educational discourse, but the classroom practices that follow are often disappointing, as implementations dilute the rich possibilities envisioned by theoreticians. Leadership is needed in order to clarify the nature of truly integrated pedagogies, and to prepare teachers to collaborate with specialists in other disciplines to initiate projects that call upon multiple languages to accomplish and document learning. Structural changes in the nature of teachers’ work and the structure of the school day are needed if truly integrated project-based learning is to occur. Leadership is required, in schools and teacher preparation programmes, to accomplish these ends.
Wake Up call: Advocacy in the arts education ecosystem
Authors: Reeder Laura K. 
Published: November 2014

Abstract
This manuscript appeals to arts education leaders to consider how their current advocacy messages may be missing an emphasis on learners who are excluded from access to any artistic learning in public education. I make a personal call for more critical and human-centered messages by drawing on exchanges among artists, learners and teachers. Maxine Greene’s theory of wide-awakeness is animated as an accessible advocacy theme in the form of four letters: one to the editors of this journal, one to a school board commissioner in a struggling urban district, one to a national arts advocacy leader and one to Maxine Greene. Issues of messaging are examined as part of a dynamic ecosystem among academic, policy and practice-based perspectives.
Level-set image processing methods in medical image segmentation
Authors: Maciejewski Marcin , Surtel Wojciech , Maciejewska Barbara , Małecka-Massalska Teresa 
Published: November 2014

Abstract
In this paper, two image processing methods for use in medical image processing based on the level set method are described. The theoretical bases are described and the methods are applied to a set of sample computed tomography images. The results are then compared. The results indicate that the Chan-Vese method is more useful for image segmentation in medicine than the distance-regulated method owing to both the significant differences in calculation time and the quality of results obtained for noisy images.
Minnesang diesseits des Frauendienstes und der Kanzonenstrophe
Authors: Benz Maximilian 
Published: November 2014

AbstractIn this paper, the author contests Helmut de Boor’s widespread labelling of the early Minnesang verses as the ›Danubian tradition‹ by revealing his unfortunate blending of topographical, textual, formal and genre-related aspects. The argument is based on a selection of early stanzas that have not absorbed Franco-Provençal influences such as the strophic form of the canzone or the idea of love service. In the manuscript tradition, some of these in the first place anonymous verses have been attributed to
Introduction to the Special Section
Authors: Pearson Charls 
Published: November 2014

Abstract
These pages introduce the three papers on the works of Charles Peirce and their authors. The authors and their papers are: Eliseo Fernández, “Semiosis between Action and Passion”; Charls Pearson, “Paradigm Inversion: An Important Principle of Experimental Semiotics”; and Xu Peng, “Application of the Pragmatic Maxim to Mathematical Concepts”.
How To Make Pure Mathematical Ideas Clear
Authors: Xu Peng 
Published: November 2014

Abstract
Peirce expressed his pragmatic maxim in the 1870s. If, as Peirce maintained, this original definition is a maxim of logic, it is mainly a maxim of the logic of science, as the title “Illustrations of the Logic of Science” indicates. Pure mathematical conceptions, and the logic of mathematics, if not totally excluded, have at least not been emphasized. During his years at Johns Hopkins University, pure mathematics became his subject of most concern, while logic was also conceived as semiotics during this time. So around the turn of the century, when the popular movement of pragmatism began with James’ “Berkeley Address”, Peirce found that the main difficulty with his original definition of the pragmatic maxim was how to make pure mathematical conceptions clear. He mentioned this problem repeatedly but only gave a tentative solution admitting that, at least according to his original definition, some meanings of pure mathematical conceptions cannot be clarified. This, I believe, is the most important reason for Peirce’s renaming and redefining the pragmatic maxim in semiotic terms. If other pragmatists, and scholars of pragmatism, had noticed this, then most criticisms of pragmatism could have been avoided and the history of pragmatism may have taken a different direction.
On the fraction of matrices with maximal additive complexity
Authors: Malyshev Fedor M. 
Published: November 2014

AbstractThe additive complexity of a nondegenerate matrix of size n is the minimum number of additions in a chain of elementary transformations over rows required to reduce the matrix to the identity one. It is shown that if the order of the field tends to infinity, then almost all matrices are of maximum possible additive complexity (n−1)n. The matrices of additive complexity (n − 1)n are shown to be MDS-matrices.
On the maximum size of a tree in the Galton–Watson forest with a bounded number of vertices
Authors: Pavlov Yuriy L. , Hvorostyanskaya Elena V. 
Published: November 2014

AbstractThis work is concerned with the random forest formed by the trajectories of a homogeneous Galton- Watson branching process with the Poisson distribution of the number of offsprings that begins with N particles. For the subset of trajectories containing at most non-root n nodes, the limit distributions of the maximum size of a tree as N, n → ∞ are obtained for various types of the behaviour of the offsprings distribution parameter.
Not und die Grenzen der Moral
Authors: Derpmann Simon 
Published: November 2014

Abstract
A philosophical inquiry into the ethics or the morals of distress has to address a distinction regarding its very own scope. On the one hand, situations of distress can be understood to involve particular moral considerations. On the other hand, distress can be understood as the presence of specific characteristics that may allow for a divergence from what is obliged from the moral point of view. The article reflects on the idea of distress as setting limits to moral reflection and obligation, considering particular examples that illustrate the meaning of integrity and personal ties and their practical relevance in situations of distress. In the light of these reflections it seems inadequate to claim that distress exempts one from relying on moral reasoning altogether, but rather that situations of distress engender specific moral considerations.