bluuebunny/crossref_metadata_2025_split huggingface dataset:
Widening the Scope of Rehabilitation and Research
Authors: Harding Courtenay M. 
Published: June 2024

Abstract
This chapter continues describing the inventive aspects of Brook’s strategy. It details how patients and staff worked together to conduct participatory action research that few psychiatrists would think about today. The evolving program also included six more components that the clinical staff felt were important to the process. At its heart, the Vermont program focused on treating people as people. Following the dictum of Switzerland’s Manfred Bleuler, this included “clear and steady personal relations; activity in accordance with one’s talents, interests, and strengths; confrontations with responsibilities and even dangers; and, at the right time and in the right rhythm, rest and relaxation.” Unfortunately, the current general rehab approach, with exceptions listed in the last two chapters, still focuses on doing things “for and to” patients, maintaining an abiding, albeit denied, attitude that considers these patients as only being able to achieve marginal levels of functioning or pursue a downward course.
How We Measured a Life Lived
Authors: Harding Courtenay M. 
Published: June 2024

Abstract
The author describes her 18 months in a “university-without-walls.” With input from at least 16 major figures in the fields of psychiatry, psychology, and statistics, she crafted a full grant application for the National Institute of Mental Health (NIMH). Her application received a nearly perfect score, presenting the toughest methodology and design of 11 very-long-term studies. This chapter shows how the decisions were made and why. The author presents helpful advice to researchers considering mounting a longitudinal study, also detailing the strategic and tactical decisions that were made and why. The second NIMH site visit was a typical one of nitpicking and assumptions that “once a chronic patient, always a chronic patient.” Jerry Hogarty, a well-known investigator in the field, was the outside reviewer and suggested that the author should get her PhD at the same time that the study was funded.
Surprise Discoveries Out in the Field
Authors: Harding Courtenay M. 
Published: June 2024

Abstract
This chapter begins Part Three, which focuses on the study’s surprise findings. With 97% of original participants found and accounted for, the chapter reveals the remarkable stories of people who had reclaimed their lives: one person was a well-paid plumber, another was assistant manager of a ski inn, another person who was thought to be mute wasn’t; researchers found niche people and self-regulators, as well as those who didn’t recover. The author describes a series of patient photographs taken since the late 1800s. She details how many of those with lower incomes augmented their lifestyle through bartering. The researchers found high functioning people in board-and-care homes running the place, and they found others in independent housing who were not doing well at all.
The Role of Rehabilitation, Neural Plasticity, and Public Policy in Long-Term Outcome
Authors: Harding Courtenay M. 
Published: June 2024

Abstract
The second study was a matched comparison between the specific Vermont patients under study with those from Augusta State Hospital in Maine. Eight thousand Maine records were scanned to match age, sex, length of hospitalization, and diagnosis to each Vermont subject, with more than 1,900 possible matches. Maine had minimal rehabilitation, with placements for housing and jobs only for acute not chronic patients. Using the same protocol, the Maine and Vermont teams conducted interstate and intraproject reliability studies. Findings indicated that 49% of the Mainers did improve, which led to speculation about neural plasticity and the possibility that psychotherapy, rehabilitation, and self-help were as helpful as drugs in treatment. A life chart analysis of both states tracked the changes in programs and policies since 1940 onward. Maine, which is much larger than Vermont, ended up being more unwieldly and slower in mounting change.
Northern New England
Authors: Harding Courtenay M. 
Published: June 2024

Abstract
The environment—time, place, and local culture—always has an effect on research. It shapes decisions made, opportunities and resources available, the type of questions posed, the availability of study participants, and the spirit of inquiry. Since researchers rarely look at the differences in the environments in which their studies occur, the author presents this chapter as a brief history of both states, including size and census data, economics, landscapes, and idiosyncrasies plus the major contributions to the nation made by their respective citizens. The chapter also explains why northern New England is such a great place to conduct longitudinal studies.
Arlen, Ira Gershwin, and A Star Is Born
Authors: Frisch Walter 
Published: June 2024

Abstract
In 1953 Arlen and Ira Gershwin teamed up to create the score for Judy Garland’s comeback vehicle, the Warner Bros. film A Star Is Born (1954), with a screenplay by Moss Hart. In a process still unusual for Hollywood musicals, the songs were carefully woven into Hart’s scenario to reflect the complex, evolving relationship between Esther Blodgett (Garland) and Norman Maine (James Mason). Arlen and Gershwin wrote eleven numbers for A Star Is Born, some remaining unused, others cut before the premiere. “The Man That Got Away,” a torch song sung near the beginning of the film, became one of Garland’s signature numbers in her later career.
Singing the Arlen Songbook
Authors: Frisch Walter 
Published: June 2024

Abstract
For almost a century Arlen’s songs have been favorites of top vocalists, many of whom had long personal and professional associations with the composer. This chapter discusses selected great recordings, extending from “Stormy Weather” by Ethel Waters in 1933 to “Ain’t It de Truth” by Audra McDonald in 2002. Some songs were written for specific singers (Judy Garland and Lena Horne) to perform in film or onstage. Others were featured in iconic versions by Frank Sinatra, Ella Fitzgerald, and Barbra Streisand. Two fine crossover artists from the world of opera, Eileen Farrell and Sylvia McNair, also made distinguished albums of Arlen songs.
One School’s Journey through the Post–Civil Rights Era
Authors: Flores Nelson 
Published: June 2024

Abstract
This chapter uses Potter-Thomas Elementary School in Philadelphia as a case study for examining how the institutionalization of bilingual education was part of a broader reconfiguration of race that rose to ascendency in the post–Civil Rights era. It first examines the emergence of bilingual education within a broader move toward compensatory education in the 1960s. It then examines how educators at Potter-Thomas sought to challenge this compensatory approach through efforts at maintaining, rather than remediating, Puerto Rican culture at Potter-Thomas. It argues that while this was framed as oppositional to compensatory education, it relied on the same underlying logic that framed language as the primary challenge confronting the Puerto Rican community in ways that obscured broader structural barriers. Finally, it examines the ways that Potter-Thomas was a pioneer in what would become the modern accountability movement and the ways that this led the demise of its bilingual education program.
Producing Deficiency and Erasing Colonialism in the Bilingual Education Act
Authors: Flores Nelson 
Published: June 2024

Abstract
This chapter situates the emergence of bilingual education as a viable policy option within culture of poverty discourses. At the core of these debates was the contention that their unique colonial history had produced cultural and linguistic deficiencies within Latinx communities that bilingual education was particularly well-positioned to remediate. This connected to a more general discourse associated with the culture of poverty that had been taken up in the United States with a primary focus on the African American community. As a result, bilingual education activists, in the process of being politically incorporated into the system, were accepting a Faustian bargain that bestowed on them individual proximity to whiteness in exchange for accepting that Latinx and other racialized communities were fundamentally broken and needed to be fixed.
Silent Film and the Formations of U.S. Literary Culture
Authors: Gleeson-White Sarah 
Published: June 2024

Abstract
Silent Film and the Formations of US Literary Culture: Literature in Motion argues that the emergence and development of motion pictures across the silent-film era constituted a defining moment in US literary history, one that would alter literature’s institutions and practices in fundamental and far-reaching ways. As literary historians have ably demonstrated, late nineteenth-century advances in transport, communications, and printing technologies combined to alter radically literary culture, not least of all in terms of its massification; as Henry James declared in 1899, “The book . . . is almost everywhere.” However, less is known about the considerable role in these transformations in literary culture played by motion pictures—literature’s rival and exemplar in their claim to narrative realism and enthrallment. Silent Film and the Formations of US Literary Culture tells the story of what quickly became the inextricable entanglement of the literary and motion-picture industries. It asks, how exactly did literary culture respond to the emergence and development of narrative cinema? What were the material effects of motion pictures on it: its authors, publishers, readers, and manner of circulation? To answer these questions, it draws on extensive archival film and literary materials and unearths a range of collaborative, cross-media expressive and industrial practices to reveal the manifold ways in which early twentieth-century literary culture sought both to harness and to temper the reach of motion pictures.
Starring the Author: Literary Celebrity and Popular Authorship
Authors: Gleeson-White Sarah 
Published: June 2024

Abstract
Chapter 1 considers the role of authors in silent-era motion-picture production. It traces the transformations in authorship effected by such encounters and as it shifted out of the study, into the studio, and onto the screen. It argues that it was less the author’s craft that came so to appeal to the studios than their reputation and the cultural capital that accrued to literary authorship, something the studios sought to exploit. To that end, they began to market authors in the same way they came to market their stars. This chapter traces these transformations via a consideration of the careers of Jack London and Gertrude Atherton, among other popular authors, as well as Samuel Goldwyn’s Eminent Authors Inc.
George Washington
Authors: Leuchtenburg William E. 
Published: June 2024

Abstract
Chapter 2 focuses on the presidency of George Washington who adopted a formal mode of communication while seeking to make himself accessible. Moreover, Washington understood that he was to govern, but he also recognized that the American president is simultaneously the head of state and the chief executive. The chapter elaborates on the series of decisions Washington made during his tenure before detailing his stepping down as the nation's president, demonstrating that he did not wish to reign as a monarch. It also considers the emergence of political parties, the Republican and the Federalist, despite widespread hostility to factions.
John Adams
Authors: Leuchtenburg William E. 
Published: June 2024

Abstract
Chapter 3 discusses the presidency of John Adams who succeeded in preserving the republic in wartime. Adams labored strenuously to make the transition from the George Washington presidency seamless, though doing so put him at the mercy of subordinates who felt beholden not to him but to his rival, Hamilton. At times during his presidency, Adams quickened war frenzy, so Congress had to restrain him. Though Adams had to cope with war hysteria, he won the hearts of peace-loving Americans by opposing the efforts of Federalists in Congress to create a provisional army. The chapter then elaborates on the last moments of Adams’s regime, when he reflected that neither he nor the commonwealth had a party, unlike Thomas Jefferson and Alexander Hamilton.
A Dialogic Theory of Educational Technology
Authors: Wegerif Rupert , Major Louis 
Published: June 2024

Abstract
Education draws students into participation in ongoing cultural dialogues. These dialogues are mediated by communications technology in various forms from words, through books, to the internet and increasingly AI language assistants. Technology is therefore at the heart of education. However, the distinctive role and impact of technology has not always been reflected in theories of education. In this chapter, we put forward a dialogic theory of educational technology intended to serve as a foundation for design. The kind of designs this theory grounds are combined pedagogical and technical designs to facilitate the dynamic interweaving of educational dialogues at different spatio-temporal scales, linking short-term face-to-face dialogues to long-term and more global dialogues. Dialogic education with technology is, we argue, an essential response to two of the biggest challenges of our time—the challenge of the Anthropocene and the challenge of the Digital Age.
Intersubjectivity and Dialogue in Video Games
Authors: Saviano Declan 
Published: June 2024

Abstract
In his classic formulation of intersubjectivity, Ragnar Rommetveit focused on how meaning is negotiated in face-to-face interactions. Much dialogue now occurs online, however, raising questions about the applicability of his ideas to this new medium. This chapter uses ethnographic examples of text-based dialogue from the team-based competitive online video game League of Legends termed “toxicity” to argue that Rommetveit’s ideas are applicable to online dialogue and indeed reveal that online and offline dialogue are more similar than they appear. Toxicity, any in-game communicative behavior that is negative, mean-spirited, or hurtful (and often shockingly so), is an unusual dialogic phenomenon because it represents the simultaneous termination of an existing state of weak intersubjectivity and the reformation of a new, antagonistic form of intersubjectivity around existing social and cultural norms. These norms are governed as much by player culture as by the restrictions imposed on communication by the game itself.
Dialogue, Polarization, and Change: Reflections
Authors: Lemke Jay 
Published: June 2024

Abstract
The Commentary discusses the importance of recognizing that dialogue, both interpersonal and intersocial, can lead to increased polarization as well as to constructive transformation and reconciliation. Dialogue by itself does not guarantee movement toward reconciliation. The genesis of true intersubjectivity requires not only that we understand the viewpoint of the Other but that we come down from the Ideal (or rise to the concrete) and engage with real persons, messy situations, ambiguous narratives, and fuzzy norms. If there is an escape from the ultimately destructive downside of dialogue, it must lie in a return to the lifeworld, to real lives and real people, to the concrete consequences of group histories and material conditions in the beings of persons and the feelings we can have for another. Not as a reductionist neo-individualism but in our focus on specificity. The specificity of the here-and-now dialogue—not just in terms of persons but of circumstances and conditions-interpersonal networks and histories, the unique but never unprecedented.
“You Just Got to Own It”
Authors: Smith Fern , Grice Jade Le 
Published: June 2024

Abstract
Exploring sexuality can be full of possibility and pleasure. Sexuality, however, can also be a site where gendered and racialized discourses coalesce in nuanced and complex ways, informed by unique sociocultural contexts. This chapter explores how Māori (Indigenous) girls in rural northland of Aotearoa (New Zealand), develop their sexual subjectivities in sociocultural context. Using a kaupapa Māori methodology led by Māori researchers with connections to these communities, thirty young people (twelve boys and eighteen girls) were interviewed. The results outline contextual tensions evident in Māori girl’s narratives, informed by a settler-colonial context that has marginalized Māori culture. Māori girls articulated a range of social pressures intersected by racism, (hetero)sexuality, misogyny, and religious conservatism. Some Māori girls sought ways to resist this constitutive sociocultural context by drawing on Māori ways of knowing and being to seek out opportunities for social and interpersonal redress and healing, for themselves and their communities.
Predators and Perpetrators
Authors: Day Madi , Carlson Bronwyn 
Published: June 2024

Abstract
White settlers across the continent now known as Australia have violently imposed on Aboriginal and Torres Strait Islander lives since first contact and continue to do so through digital communication technologies. This chapter examines how a culture of white violence toward Aboriginal and Torres Strait Islander peoples occurs both offline and online, applying Indigenous queer and feminist analysis to situate this violence within broader settings of settler colonialism and colonial heteropatriarchy. The chapter analyzes online discourse and predatory behavior from white settlers within larger systems of violence that service settler colonial societies. It troubles the distinction between offline and online violence and considers how hierarchies of desirability are reproduced in each. Finally, it argues that while there is significant attention to those targeted by white settlers, there is need for greater attention paid to the predators and perpetrators who enact violence in online and offline spaces.
Getting Started
Authors: McNeil John , Nielsen Ryan 
Published: June 2024

Abstract
Chapter 1 presents the neurological and psychological foundations for their approach to teaching jazz improvisation. Everyone is wired to improvise. Exposure and repetition as the foundation of learning. The role of the subconscious in improvising. The limits of teaching by rote memory. Introducing choice into the classroom. Suggested uses of the book are followed by a recommended listening list. A few tips are provided for working together in a classroom setting. The centrality of the blues in jazz. Why they have chosen to begin their sequence somewhere other than the blues. The driving question behind the book: “What did the artists we admire practice?”
Basic Concepts
Authors: McNeil John , Nielsen Ryan 
Published: June 2024

Abstract
Chapter 2 begins with a review of basic jazz chord symbols and sets out the conventions used in the book. Lesson Plans 1 and 2 demonstrate how to get students designing melodies based on the pitches in the root triad. Basic rhythms are introduced. Materials are provided on how to get rhythm section instruments (piano, guitar, bass, drums) started. These include basic voicings for chord instruments, designing bass lines, and tips for more effective drumming.
Adding the 2nd (1-2-3-5)
Authors: McNeil John , Nielsen Ryan 
Published: June 2024

Abstract
Chapter 3 looks at ways to add the 2nd degree of the scale to the root triad in order to start to design melodies. It continues the work begun in chapter 1 on the foundations of jazz rhythms. Consideration is given to both holding more than one rhythm in mind at a time and building longer 8th-note melodic lines. Diatonic 3rds are introduced into the daily routine. The teacher’s notes offer suggestions for visualizing shapes coming out of the scale, moving from chord to chord, using the metronome in rehearsal, and introducing more advanced rhythms (implying 3/4 in 4/4). The rhythm section notes discuss adding the 2nd degree of the scale to bass lines.
Improvising on the Entire Chord/Scale (Part 1)
Authors: McNeil John , Nielsen Ryan 
Published: June 2024

Abstract
Utilizing the four basic shapes with diatonic 3rds that have been covered in chapters 2–7, chapter introduces students to improvising on the entire chord or scale. Basic rhythms for this improvisation are introduced. The teacher’s notes include notes on singing tetrachords, adding syncopation, and the importance of descending lines. The rhythm section notes cover the use of diatonic 3rds in bass lines and the use of diatonic 3rds in comping for piano or guitar.
II–7 | V7 | I (Part Two)
Authors: McNeil John , Nielsen Ryan 
Published: June 2024

Abstract
Chapter 13 continues the focus on the II–7 V7 IΔ7 progression. It looks at ways to combine the 3-5-7-9 arpeggio with 7 to 3 voice leading to improvise on II–7 V7 IΔ7. Students are introduced to the sound of altered 9ths. Foundational melodies for the dominant cycle are introduced. The chapter concludes with a look at ways to anticipate and delay a change of chord by adding and dropping beats.
Playing the Blues (Part 1)
Authors: McNeil John , Nielsen Ryan 
Published: June 2024

Abstract
This chapter is the first of two to focus on the blues. It begins with a short introduction to the origin and meanings of the blues, discussing its relationship to colonial American democracy and its roots in the practice of chattel slavery. The chapter suggests that the creators of jazz music understood that the art form had universal roots. Students are introduced to the harmonic form of the blues and a simplified respelling of the blues, and are shown how to use approach tones to hear the harmonic form of the blues.
Searching for Sources Part 2
Authors: Rogers Victoria 
Published: June 2024

Abstract
Chapter 3 addresses the “how” of searching for sources, focusing in particular upon electronic databases—for most sources of information are located through a database of some kind. The first part of the chapter sets out different ways of searching databases, documenting why and how particular search functions are used. Six database functions are discussed: (1) basic and advanced searches, and the use of filters; (2) search fields, and the concept of uniform titles; (3) Boolean operators and nesting terms; (4) truncation; (5) wildcard symbols; and (6) proximity operators. The second part of the chapter provides guidelines for planning a search, drawing together the information and strategies documented in chapters 2 and 3. The guidelines are divided into six sections: (1) which sources will be accessed? (2) which search terms will be used? (3) which search strategies will be used? (4) how will the search results be saved? (5) searching for sources as an ongoing process; and (6) managing anxiety and other emotions. Chapter 3 includes a series of exercises that are designed to cultivate familiarity with the resources and strategies discussed in chapters 2 and 3.
Writing a Thesis Part 1
Authors: Rogers Victoria 
Published: June 2024

Abstract
Chapter 6 is the first of four chapters that discuss what is involved in writing a thesis. The first part of the chapter is concerned with content, organization, and presentation. It considers, in turn, the three overarching segments of a thesis: (1) front matter (title page, declaration of originality, copyright page, dedication, abstract, table of contents, illustrations, definitions, abbreviations, symbols, preface, acknowledgements); (2) chapters, or main text (introduction, organization and presentation of the research findings, conclusion); and (3) back matter (bibliography/reference list, appendices). Part 2 of the chapter provides guidelines for formatting a thesis. There are two exercises in this chapter. Exercise 1 entails the critical evaluation of an existing thesis. Exercise 2 involves the formulation of a table of contents.