bluuebunny/crossref_metadata_2025_split huggingface dataset:
Postlude
Authors: Carter Marva Griffin 
Published: January 2010

Abstract
This chapter discusses the final rites for Will Cook. It explains that his final rites were simple for Will himself requested it. The chapter also talks about how Will was admired by many of whose careers he advanced for he served as father, mentor, teacher, and tutor to black and white artists alike. It describes Will as someone who did not maintain a traditional family lifestyle, but someone who was a surrogate father to his orchestral members and close friends. It characterizes Cook as someone who had a knack for recognizing talent and providing the appropriate channel for its development. It notes that Will Cook tried to foster and implement racial consciousness and pride through agitation. It underlines his memoirs, revealing his ultimate challenge to destroy wrongs, and at the same time write beautiful music.
The Lost Eden: Noli me Tangere
Authors: Goldoftas Barbara 
Published: January 2010

Abstract
This chapter describes the ecological costs of over-logging, particularly the rapid clearing of the once-vast Dipterocarp lowland forests, and distinguishes between unregulated commercial logging and small-scale illegal logging. It features two case studies that contributed to a rise in the Philippine environmental movement. In San Fernando, Bukidnon, Mindanao, in the 1980s, in response to growing ecological decline that followed large-scale commercial logging, the community held protests until the logging permits were suspended. The chapter also describes the background and aftermath of a devastating mudslide in Ormoc, Leyte, which has become a symbol of the unnatural disasters and destruction that deforestation can bring.
To Get a Feeling for a Place: Naninibago
Authors: Goldoftas Barbara 
Published: January 2010

Abstract
This chapter profiles the political and economic contexts that fostered the expansion of the commercial logging industry and logging concessions in the Philippines in the 20th century. It addresses the role played by the American colonial government, including the involvement of Dean Worcester and Gifford Pinchot, and draws parallels between the US conservation movement and the Philippine environmental movement. It also tells the story of Nerilito Satur, one of dozens of forest guards deputized by the Department of Environment and Natural Resources to safeguard local forests, and who were murdered for their work.
“No Need Cement”
Authors: Goldoftas Barbara 
Published: January 2010

Abstract
In the mid-1990s, a proposal by the Pangasinan Cement Corporation to build a cement plant and sprawling industrial center in Bolinao, Pangasinan, split the fishing town, which is the home of the University of the Philippines Marine Science Institute. The undersecretary responsible for the case at the Department of Environment and Natural Resources, Antonio La Vina, focused the decision about the necessary Environmental Compliance Certificate on the principal of social acceptability: whether or not the rapid industrialization would be acceptable to the community. This case study provides an important example of how difficult decisions about sustainable development can be made at the local level, how they can be made with transparency and community involvement, and how a community may respond to the potential changes brought about by rapid industrialization.
Nameless Solidarity: Quedan Kaisahan
Authors: Goldoftas Barbara 
Published: January 2010

Abstract
This chapter analyzes the broad repercussions of the concentration of land ownership in the Philippines: on the path that development has taken, on the misuse of natural resources, and on the social and political unrest. It relates the case of a single land-tenure conflict on the island of Negros Occidental, where vast sugar plantations have, over generations, enriched the sugar growers while most of the population remained landless and impoverished. Under the Comprehensive Agrarian Reform Program, enacted under Corazon Aquino, the Department of Agrarian Reform was not able to accomplish broad land redistribution, and the program motivated some landowners to stop investing in their land. The chapter also illustrates the difficulty of life in a poor province like Negros, and the complexity of the land-reform process.
Japan: Mobilizing the Nation, Sanitizing Aggression
Authors: Yoshida Takashi 
Published: January 2010

Abstract
This chapter traces the history and memory of the Nanjing Massacre in Japan from 1937 to 1945. Although accounts that escaped censorship did record and condemn the random killings, looting, and rape in Nanjing, at the height of hostilities with China, such brutalities seemed almost indistinct from the rest of the fabric of enmity, nationalism, and war. In the immediate aftermath of the outrages at Nanjing, only the most attentive observers in Japan were aware that they had even happened.
China: Intolerable Atrocities
Authors: Yoshida Takashi 
Published: January 2010

Abstract
This chapter examines the history and memory of the Nanjing Massacre in China from 1937 to 1945. During this period, the atrocities in Nanjing were by no means the main symbol of Japanese aggression. The Nanjing atrocities were most prominent in local rather than national awareness. The Guomindang government focused more intensively on indiscriminate bombings and chemical warfare rather than on the Nanjing Massacre.
United States: The “Rape of Nanking”
Authors: Yoshida Takashi 
Published: January 2010

Abstract
This chapter discusses the history and memory of the Nanjing Massacre in the United States from 1937 to 1945. After the bombing of Pearl Harbor, the brutalities in Nanjing symbolized for Americans the cruelty and barbarism not just of the Japanese military, but of the Japanese people as a whole.
United States: Rebuilding Japan
Authors: Yoshida Takashi 
Published: January 2010

Abstract
This chapter examines the history and memory of the Nanjing Massacre in the United States from 1945 to 1971. Because new foreign enemies of the United States emerged after Japan's defeat, the Nanjing Massacre received scant attention from the American public in the aftermath of the war. The previously monolithic image of the fanatical Japanese began to acquire more diverse and human faces.
Japan: From “Victim Consciousness” to “Victimizer Consciousness”
Authors: Yoshida Takashi 
Published: January 2010

Abstract
This chapter discusses the history and memory of the Nanjing Massacre in Japan from 1971 to 1989. International media coverage of the Vietnam War and domestic attempts by the Japanese government to influence the official public understanding and teaching of the Nanjing Massacre gave rise to significant turning points in the literature of Nanjing.
China: Nationalizing Memory of the Nanjing Massacre
Authors: Yoshida Takashi 
Published: January 2010

Abstract
This chapter analyzes the history and memory of the Nanjing Massacre in China from 1971 to 1989. The year 1982 was a turning point in the history and memory of the Nanjing Massacre in China. Fears of so-called spiritual pollution by Western influences prompted the government to stress the teaching of the history of the Anti-Japanese War.
United States: Rediscovery of the Nanjing Massacre
Authors: Yoshida Takashi 
Published: January 2010

Abstract
This chapter analyzes the history and memory of the Nanjing Massacre in the United States from 1989 to the present. Publicity regarding the atrocities was fanned by a combination of events and anniversaries. An unprecedented number of individuals in the United States began to take interest in Japan's wartime atrocities in China.
Entering the World of U.S. Law
Authors: Mertz Elizabeth 
Published: January 2010

AbstractThis chapter takes the reader into the law school classroom, stepping into the shoes of law students who are beginning to learn legal language and are initiated into a new way of thinking and talking about the conflicts with which they will be asked to deal as attorneys. Much has been written about the first year of law school. There have also been many attempts to define core aspects of U.S. legal reasoning. This book considers these two issues together, using a study of the initial law school experience to shed light on legal worldviews and understandings. One focus of this research is the content of U.S. legal epistemology (that is, distinctively legal ways of approaching knowledge), as revealed in the training of initiates into the world of law. The study uses close analysis of classroom language to examine the limits that legal epistemology may place on law's democratic aspirations. It also asks whether legal training itself may impact the democratization of the legal profession.
Law, Language, and the Law School Classroom
Authors: Mertz Elizabeth 
Published: January 2010

AbstractThis chapter provides a brief overview of scholarship that has examined the role of language in society and culture, in socialization practices, and in education. It concludes with a discussion of the role of language in law, legal reasoning, and legal education. The resulting synthesis of insights from multiple disciplines provides the foundation for the model of language in social context used in this study. It is through language that social problems are translated into legal issues. At the broadest level, this study brings together two related inquiries. First, whether there is a distinctive approach to translation embodied in the canonical legal language taught to law students. If so, how people learn to use that distinctive language as they become legal professionals—in their first months of training to be the lawyers and judges whose voices and writings perform the act of legal translation. To address these questions, work in linguistics, anthropology, legal theory, social theory, educational research, and psychology is considered.
Study Design, Methodology, and Profile
Authors: Mertz Elizabeth 
Published: January 2010

AbstractThis chapter outlines the particular synthesis of methodological approaches used in the study of language used in law schools. In addition, it describes the site selection process and the trajectory of the research as it developed. Finally, it outlines some of the complexities involved in coding turn-taking in law school classes. Anthropologists pioneered the use of participant observation, a method that relies on researchers to immerse themselves as much as possible in the setting they wish to understand. The kind of study that is produced by this intensive and systematic observation over an extended period of time is called an ethnography, also developed primarily out of the discipline of anthropology, which has used this approach to study and understand cultures. In sum, this study combines multiple methods in assessing the first-year law school classroom experience. The set of classrooms studied contains more diversity in race and gender of law professors than is found in the average first-year law school classroom and spans the range of law school status rankings.
Learning to Read Like a Lawyer: Text, Context, and Linguistic Ideology
Authors: Mertz Elizabeth 
Published: January 2010

AbstractThis chapter examines the shared underlying approach to reading that is conveyed in first-year law school training across otherwise diverse classrooms. The discussion begins with a close study of the discourse for which law school is famous: classic Socratic method of teaching. This analysis reveals some core metalinguistic traits of legal epistemology, traits that are encoded in Socratic pedagogy. In the second half of this chapter, these features are examined as they emerge in the universally shared “internal” categories of a legal reading: the labels that natives to the system themselves use in describing the genre, such as “facts”, “law”, and “policy arguments”. This chapter argues that learning to think like a lawyer is in large part a function of learning to read, talk, and write like a lawyer; all this involves a distinctive approach to written texts and textual interpretation.
Professorial Style in Context
Authors: Mertz Elizabeth 
Published: January 2010

AbstractThis chapter examines the context underlying the different teaching styles of professors in law schools. One of the most fascinating aspects of law school classroom discourse uncovered by this study is the combination of underlying structural similarities with, on the surface, a remarkable array of diverse teaching styles. At one end of the spectrum, one can find the most highly stylized classroom that uses the Socratic method dominated by heavily structured dialogue. More common are mixed formats of various kinds, such as a combination of dialogue, lecture, and conversation. For example, in modified Socratic classrooms, professors loosen the ongoing questioning, provide some answers, and do some lecturing. There are also a number of classrooms in which an almost conversational give-and-take is occasionally allowed, although question- answer sequences controlled by the professor nonetheless provide a strong structural backbone even in these settings.
Student Participation and Social Difference: Race, Gender, Status, and Context in Law School Classes
Authors: Mertz Elizabeth 
Published: January 2010

AbstractThis chapter discusses student participation in the law school classroom, with particular attention to race and gender as well as status and context. The implications for our understandings of diversity, both in the law school classroom and beyond it, are examined. A threshold question is that of the effect or importance of student participation profiles in terms of students' overall experience. In other words, what difference does student participation make? On the one hand, the typical first-year law school class is graded almost entirely on the basis of written work; it is unusual to find class participation playing much of a role in professors' grading schemes. On the other hand, researchers in other educational settings have found a link between class participation and students' sense of self-esteem, their overall performance, and their sense of inclusion in the wider communities and professions into which they are supposedly being socialized.
Mind the Gap
Authors: Haynes Bruce 
Published: January 2010

Abstract
Two styles of performing music are Period style and Modern style. The other one, Romantic style, was in full sway at the beginning of the 20th century but is heard now only on recordings. Romantic style began to mutate after World War I toward the accuracy and precision of Modern style, to a degree that eventually changed its identity. Modern style is thus the direct descendent of Romantic style; being the product of its time, it shows the typical attributes of Modernism, following written scores quite literally and being tight-fisted with personal expression. The Modernist spirit had been a disastrous blight on the music of the latter part of the 20th century. Within these three general types, there are many variants. Aside from the three musical styles, this chapter discusses authenticity in music, the adoption of Period instruments, and musical rhetoric.
Changing Meanings, Permanent Symbols
Authors: Haynes Bruce 
Published: January 2010

Abstract
Most music in the world is communicated orally from musician to musician (that is, by ear). Western concert music is exceptional in depending on writing for transmission. If most classical musicians cannot play by ear and need a written page in front of them, the page itself takes on importance. Thus the way music is written down and the way we understand the writing have an important effect on the music that results. The issues of what was intended by the writing and what should be read back out of it become central to our musicking. Over time, however, the meaning of written musical symbols has gradually shifted. This chapter examines how the writing and reading of music has changed in fundamental ways, especially around 1800. It discusses descriptive notation and prescriptive notation, the incomplete musical score, written music's oral element, the essential in rhetorical music, implicit notation, Strait style and the neutral “run-through” style of music versus interpretation, and composer-intention before the Romantic period.
Ways of Copying the Past
Authors: Haynes Bruce 
Published: January 2010

Abstract
The Renaissance principle of imitation was two separate concepts. One was the imitation of Nature (Mimesis), the other involved imitating earlier works. The second type is generally known nowadays as “the imitation of art.” When a Renaissance artist or writer copied an already-existing work, they might do it in different ways. The most common were: translatio, absolute copying or replication; imitatio, or eclectic borrowing; and emulatio or emulation, copying with improvement or enhancement. This chapter discusses emulation and replication, imitation in the canonic system, style-copying and work-copying, the shelf life of historical evidence regarding music of the past, and anachronisms.
Conceptions of Children’s Musical Play
Authors: Marsh Kathryn 
Published: January 2010

Abstract
The musical play of school children encompasses many different forms that are owned, spontaneously performed, and orally transmitted by children and usually involve text, movement, and rhythmic elements. These forms may be associated with an ongoing oral tradition or derive from performance styles experienced by children within their current environment, as with the sporting cheers and dance routines that accompany popular music, in addition to more impulsive and unstructured musical utterances. In this introductory chapter, the rationale for the study of children's musical play as a phenomenon is explained. It discusses the relationship of children's playground singing games to current music education practices and reviews studies of children's playlore as they relate to educational and ethnomusicological thought. The chapter thus considers adult views of children's musical play and the historical and philosophical influences on their formation.
Children’s Musical Creativity and Oral Transmission
Authors: Marsh Kathryn 
Published: January 2010

Abstract
This chapter investigates the largely pedagogical literature on children's musical creativity as a precursor to developing an understanding of creativity in children's musical play in school playgrounds. Theories of oral transmission and their relationship to children's creativity are also explored, along with factors influencing creativity such as intentionality, social interactions, and social situatedness. Some of the most influential studies of children's musical creativity have endeavored to provide models that predominantly focus on children's composition or improvisation. The models they present are seen to apply to all forms of children's composition or improvisation, in much the same way as early ethnomusicological studies of children's music propounded the idea that general structural elements underlie all children's songs, and studies of children's playlore focused on universal characteristics.
The Playing Fields
Authors: Marsh Kathryn 
Published: January 2010

Abstract
This chapter examines the socio-cultural contexts of children's playground singing games in Australia, Norway, England, Korea, and the United States. School organization and characteristics of the school community, particularly in regard to ethnicity, are outlined. In Australian schools, social conditions such as attendance, nutrition, and the development of English literacy skills have a significant effect on children's behavior in the playground. In Australia as well as in England, Norway, and the United States, play clearly formed an essential part of school life, and musical play was a conspicuous component of playground activity among children.
Teaching and Learning in the Playground
Authors: Marsh Kathryn 
Published: January 2010

Abstract
One aspect of children's traditional forms of play that has most intrigued adults is the way in which a game is passed on from one child or group of children to another. In school playgrounds, children teach and learn games prolifically, so that games may be passed through a large population at quite remarkable speed. This chapter looks at conversations and experiences that give insight into the mechanisms of oral transmission and discusses examples of the transmission of playground games and other forms of musical play as observed in different schools. Perhaps the most illustrative metaphor used by children to describe the process of transmission is that of “catching” the games. The metaphor of catching the games pervades many of the children's descriptions of the way they teach and learn the games.
Changing the Tradition
Authors: Marsh Kathryn 
Published: January 2010

Abstract
This chapter examines the ways in which the tradition of singing games in a range of school playgrounds is changed through the influences of interethnic transmission, audiovisual and written media, classroom transmission, and material from other sources external to the school. Conditions that affect these processes of transmission are also discussed. One of the most important changes in performance practice that occurs during the transmission of games from one ethnic group to another in the playground is in the use of language. In one example, the freedom to perform games in unfamiliar languages may be attributable to the “psychological safety” provided by friendship groups. It is possible that children who are becoming bilingual may develop highly sophisticated listening skills that enable a more accurate oral transmission of text. What is clear is that transmission and variability are inseparably linked in musical play performed by children in the playground.
Conclusions and Pedagogical Implications
Authors: Marsh Kathryn 
Published: January 2010

Abstract
This chapter compares the repertoire, compositional strategies, modes of teaching and learning, and social grouping found in playground practice and classroom practice with respect to children's musical play. Both pedagogical and ethnomusicological implications are drawn from the results of investigations of various school playgrounds. International observations of children's musical play in many school playgrounds over fifteen years support the view that performance practices and processes of oral transmission and generation used by children in their play demonstrate a complexity that is often discounted in educational settings. The analysis of playground singing games collected worldwide rejects the assumptions associated with the “playlike” features attributed to children's musical play that include spontaneous movement as an embodiment of enjoyment, and simplicity of form, rhythm, and melody. In pedagogical terms, “playlikeness” incorporates movement to assist in the development of musical understanding.