bluuebunny/crossref_metadata_2025_split huggingface dataset:
Insights from the Outback: Geneva Conventions in the Australian Bush
Authors: Fry Douglas P 
Published: November 2023

Abstract
The island continent of Australia is immense-about as large as the contiguous forty-eight United States-and before the arrival of the Europeans, Australia supported an Aboriginal population up to 750,000 people, speaking well over two hundred distinct languages.1 In an area this large, it is not surprising that numerous ecological zones exist, from tropical to temperate forests and from prairies to deserts. Nonetheless, there was great similarity in the cultures of the native Australians.2 Of central importance, Australian Aborigines shared the same basic economic strategy: hunting and gathering. Of course, local variations existed in the types of food eaten and the specific techniques used to obtain their meals, but all of Australia's hunter-gatherers lived in bands and shared food.3 Australian Aborigines believed that they should follow a system of rules, "the Law," that originated from the parthuman, part-animal spiritual beings active during a Dreamtime period of creation.
“What Have I Done Wrong?”
Authors: Symonds Craig L 
Published: November 2023

Abstract
In The Tension-Filled Weeks leading up to his inauguration, Abraham Lincoln probably spent little time thinking about the U.S. Navy. After all, the handful of vessels showing the flag on widely scattered overseas stations was an unlikely instrument in the secession crisis, which was grounded in a sectional dispute about the expansion of slavery into the western territories. Lincoln had been president for barely twenty-four hours, however, when he read a report from Major Robert Anderson, commander of beleaguered Fort Sumter in the middle of Charleston Harbor.
The Foundations of Rock
Authors: Everett Walter 
Published: November 2023

Abstract
A comprehensive introduction to the inner workings of rock music, The Foundations of Rock goes back to the heart of the music itself from the time of its birth through the end of classic rock. Walter Everett expertly takes readers through all aspects of the music and its lyrics, leading fans and listeners to new insights and new ways to develop their own interpretations of the aural landscapes of their lives. Written with style, Everett does not depend on musical notation nor professional jargon, but rather combines text with nearly 300 newly written audio examples (performed on the companion website) and more than 100 expertly chosen photographs, to offer a rich text-and-web experience that brings new meanings to songs that have dominated music for a half-century. Through careful illustration, frequently citing the most familiar and pertinent examples from throughout the 1955-1970 period, The Foundations of Rock covers the nature and use of all musical instruments and vocal qualities; reveals the many different ways that phrases and sections of songs can be combined; discusses the materials and patterns in melodic, harmonic, and rhythmic invention; explains the many important ways that producers and engineers add to the artistry; and finally suggests paths for combining an understanding of all of these elements with interpretations of a song's lyrics. This is all done in thorough detail, and always with an ear towards the possible meanings such techniques convey in a music that has had a profound impact upon our world. In doing so, Everett helps readers create new depths of understanding and appreciation. Hundreds of memorable hit songs are referred to in order to illustrate every individual point, while twenty-five diverse classics of the period have been chosen for very close hearing from multiple perspectives. The reader will come away with a much deeper appreciation of the music of the Beatles and the Stones, the Supremes and the Temptations, the Dead and Janis, Elvis and Buddy Holly, the Beach Boys and the Rascals.
Drums, Other Percussion, and a Bit about Rhythm
Authors: Everett Walter 
Published: November 2023

Abstract
Trained musicians who are so inclined love to talk about melody, harmony, and intricate rhythmic and formal patterns. In some cases where I’ve discussed such matters with general audiences that are not so trained, I’m told that it’s the basic “sound,” more than these more advanced properties, that makes rock music meaningful to them. Their point is well taken. The sound of the sound, its color—the characteristics that enable us to tell one instrument from another or one singer from another or one guitar effect from another—are a very sensible place to begin to point the ear in order to focus on the aural experience. In our first five chapters, we’ll cover every single device used to produce the sounds that create the pop music of the 1950s and ‘60s. First, in chapters 1 through 3, we’ll examine the instruments of the rock band from its foundation, drums and bass, through its different kinds of guitars and keyboards. This will be followed in chapter 4 by a look at how every single orchestral, wind-band, and other instrument originally created for preceding styles has been borrowed in our pop-rock repertoire. In chapter 5, we’ll consider the ins and outs of vocal sonorities. For each instrument and voice type, we’ll discuss pertinent concepts of tone production, the ways in which those sounds function on their own, and the ways in which they combine with other sonic forces to create full textures. Along the way, we’ll introduce some important concepts of rhythm and pitch that will prepare us for later chapters on rhythm, melody, and harmony. Our survey begins with the keeping of the beat . . .
The Cities
Authors: Rushton Julian 
Published: November 2023

Abstract
The principal cities in which Mozart lived and worked as a composer of opera, or one intent on composing opera, naturally start with his birth-place, Salzburg, where some of his work can be related to long-standing local traditions. He was clearly influenced by his visit to London, and by both his visits to Paris. By the time of his second visit to the French capital he was already a seasoned opera composer and complained that he was taken for a beginner (letter of 31 July 1778); his only theatre music was part of a ballet score whose name (Les petits riens—the little nothings) speaks volumes. Another city whose music influenced him profoundly but for which he composed no operas was Mannheim, visited on the journey to and from Paris (1777–79). In Italy, only Milan, under Austrian rule, com-missioned operas from him, the latest performed at the end of 1772 when he was not quite 17.
Clausulae
Authors: Gjerdingen Robert O 
Published: November 2023

Abstract
the Latin term chosen by medieval l writers to describe the perceived sense of closure and finality brought about by certain melodic figures was clausal (pl. clausulae; a close, conclusion, or end).1 In time, this sense was transferred to formulae involving two contrapuntal voices, and then much later to formulaic successions of multivehicle chords. The example below shows a four-voice formula that Johann Gottfried Walther (1684–1748), organist at Weimar, maestro to the young Prince Johann Ernst, and friend of J. S. Bach, described in 1708 as a clausula formalis perfectissima2—what is commonly described today as a “perfect authentic cadence.” Perfectissima invites translation as “most perfect,” but the intended meaning was nearer to “most complete,” referring to the degree of closure. Hence the title of the example could be rendered as “a close in the most complete form.”
A Model Allegro by Francesco Galeazzi
Authors: Gjerdingen Robert O 
Published: November 2023

Abstract
Francesco Galleass (1758 – 1819 ) was born in Turin. There the tradition of violin playing at the court of Savoy was perhaps the finest in Europe. Its great maestro G. B. Somas had studied with Corelli. Somas in turn trained first Éclair and later Paganini, who in turn trained Vote. Galleass grew up in that tradition, studying violin in the 1770s surrounded by many of these great musicians. He would, however, be almost completely unknown today had not Bahia Chagrin, in an often-cited article from 1968,1 drawn attention to a small section of a large treatise that Galleass published in 1796.
Epigenetics
Authors: Smith Moyra 
Published: November 2023

Abstract
Epigenetics may be defined as the study of changes in gene expression that are stable and potentially transmitted and do not entail a change in DNA sequence. The term epigenetics is sometimes used to refer to chromatin modifications and their consequent effects on the readout of genetic information. Epigenetic mechanisms include DNA methylation, covalent modification of histones (the histone code), and binding of proteins involved in chromatin remodeling. Chromatin remodeling plays a key role in gene expression since it determines accessibility of DNA to transcription factors (Jenuwein and Allis 2001).
Cold War Contradictions: Toward an International History of the Second Indochina War, 1969–1973
Authors: Nguyen Lien-Hang T 
Published: November 2023

Abstract
Although the latter half of the Second Indochina War has begun to attract more attention from scholars, compared with the prodigious literature on the first half of the war, the studies concentrating on the period of negotiations from 1969 to 1973 appear relatively meager. The main reason for the imbalance is the dearth of primary sources available on the latter half of the war as opposed to the plethora of documentation on the early period. For historians of American decision making, there are no Pentagon Papers; the Foreign Relations of the United States volumes on this period have only begun to appear; and until recently, Richard M. Nixon’s presidential materials have been tied up in litigation. For scholars interested in the foreign policy of the Democratic Republic of Vietnam (DRV) or North Vietnam, particularly regarding its relations with the Soviet Union and China, the latter half of the war will remain shrouded in mystery so long as Hanoi’s present-day relations with the two countries remain ambiguous. Finally, for the small academic community focused on the Republic of Vietnam (RVN) or South Vietnam, not only is there less interest, but the entire period of direct American military involvement has also been conveniently ignored.
Waging War on All Fronts: Nixon, Kissinger, and the Vietnam War, 1969–1972
Authors: Nguyen Lien-Hang T 
Published: November 2023

Abstract
Although Richard Nixon and Henry Kissinger inherited the Vietnam War when they assumed office in 1969, they made the war their own. Elected on the premise of extricating the United States from Vietnam, Nixon proceeded to spend his first term waging war on all fronts. While fighting the Democratic Republic of Vietnam (DRV) and the National Liberation Front (NLF)—America’s enemies since large-scale U.S. intervention in 1965— Nixon and Kissinger also adopted a combative approach toward international allies as well as domestic opponents. The two men were initially confident that they could end the war in short order by neutralizing internal and external threats to their control over Vietnam policy.
The End of the Vietnam War, 1973–1976
Authors: Schulzinger Robert D 
Published: November 2023

Abstract
In the four years from the signing of the Paris Peace Accords on Vietnam in January 1973 until the end of the administration of President Gerald Ford in January 1977, the Vietnam War ended and reflections on its meaning began. In early 1973, hopes were high that the cease-fire signed at Paris would lead to a genuine peace. Yet fighting among the forces of the government of the Republic of (South) Vietnam (RVN), the Democratic Republic of (North) Vietnam (DRV) and the National Liberation Front (NLF) never stopped. In 1975 the war in Vietnam ended in total defeat for America’s ally, South Vietnam.
Women in Colonial and Revolutionary America
Authors: Berkin Carol 
Published: November 2023

Abstract
The modern field of women’s history did not grow in a linear fashion. The first area of interest for the women scholars who turned to study their own lost past was not colonial society but the era of industrialization. These scholars, often motivated by their own participation in the radical politics or reform movements of the 1960s, were sharp critics of a modern America that they believed had its roots in the isms and izations of the nineteenth century. Social relations had gone terribly wrong, they argued, when capitalism took productive labor out of the household, defined “paid” labor as the only legitimate labor, and sharpened the separation between women’s confined sphere and men’s broader domain. They began a close examination of these developments—and produced, in the process, many insightful and analytically powerful studies. Meanwhile, modern study of the colonial and early national eras and the twentieth century lagged behind; nineteenth-century women’s history was like an alpine peak, its two sloping sides of past and future buried in shadow.
Women in Nineteenth-Century America
Authors: Lobel Cindy R 
Published: November 2023

Abstract
The early historians of colonial era women thought that they had discovered a golden age for women, one in which women’s productive contributions to the family created a “rough equality” between husband and wife. This model lost its potency as scholars learned more about the ideological, legal, and customary patterns that ensured women’s subordinate status. Early studies of women in the nineteenth century relied on a different paradigm or model— “separate spheres”—and it, too, has lost its interpretive power as new research has followed.
Teaching Women’s History with Visual Images
Authors: Weis Tracey 
Published: November 2023

Abstract
I subscribe to the adage “Never walk into a classroom without a picture.”1 Bringing pictures into the classroom allows me to address several significant and pressing problems that my students and I face when we study women’s history. First, using visual evidence offers a window into student thinking. Using images to identify and discuss the knowledge, beliefs, and emotions that students bring into the classroom is particularly useful when women, gender, and power are concerned. Second, looking at drawings, prints, portraits, paintings, and cartoons enables students to “see” complicated historical processes and developments in ways that reading other texts might not. Third, today’s students have grown up with visual images and may be more comfortable with them than with printed texts. Fourth, the increasing abundance and availability of visual images in digital archives make this approach particularly attractive but “do not guarantee historical understanding.”2 I see my job as teaching students how to analyze and deconstruct these images so that they are not passive consumers of this fare. Like many other thinking skills, however, visual literacy—and, in particular, the specific skill of reading images—needs to be taught across different disciplines and throughout a student’s academic career.
Who is Teaching Women’s History? “Insight,” “Objectivity,” and Identity
Authors: Syrett Nicholas L 
Published: November 2023

Abstract
I teach U.S. women’s history. As an undergraduate, I majored in women’s and gender studies and was often asked, particularly by those outside academia, why on earth I had chosen my major. I felt quite sure that my friends majoring in architecture and biology were not asked the same question. The question seemed to arise from a notion that only women ought to be interested in women’s history or gender studies. Men remained genderless in this analysis, in the same way that white people often remain “raceless.” Some people assumed that I had chosen my major because I was interested in gay and lesbian studies, since women’s studies was the academic home for most of the courses offered in that area at my college. While I am gay and did take one class in queer theory, this was not actually the case.
What Educational Research Says about Teaching and Learning Women’s History
Authors: Levstik Linda 
Published: November 2023

Abstract
No one is ever satisfied with history education. In 1898, the authors of the American Historical Association’s (AHA) The Study of History in Schools complained that there was no “recognized consensus of opinion in the country at large, not one generally accepted judgment, not even one well-known point of agreement, which would serve as a beginning for a consideration of the place of history in the high-school curriculum.” Although opinions about the goals and standards for history education probably vary at least as much now as they did at the turn of the twentieth century, history educators today have an important advantage over their predecessors: a substantial body of empirical research concerning children’s and adolescents ‘ historical thinking.
The Spanish Atlantic System
Authors: Andrien Kenneth J 
Published: November 2023

Abstract
The overseas enterprises of Spain expanded dramatically following the first voyage of Christopher Columbus in 1492. Even before this historic Atlantic crossing, Spaniards had begun the conquest of the Canary Islands (between 1478 and 1493), which served as a base and proving ground for the invasion and conquest of Spanish America, known as the Indies. After 1492 Spain’s possessions spread from a few isolated Caribbean outposts to include Mexico, as the army of Fernando Cortés and his Amerindian allies overthrew the Aztec (Mexica) Empire and later moved southward to annex the Maya domains in southern Mexico and Central America. Within a decade the equally spectacular victories of Francisco Pizarro and Diego de Almagro brought down the Inca Empire (Tawantinsuyu), giving the Spaniards control over extensive human and mineral resources in South America. Over the course of the sixteenth century the conquistadors, followed by Crown bureaucrats and Catholic clergymen, slowly but firmly consolidated control over the central regions of Mexico and Peru. These possessions collectively served as the foundation of the Spanish Atlantic system. By 1600 the Spaniards claimed control over a vast region extending from the current southwest of the United States to the southern tip of South America. It was a massive domain that brought unimaginable wealth to the kingdoms of Spain for over 300 years.
Europe And The Atlantic
Authors: Phillips Carla Rahn 
Published: November 2023

Abstract
Much of the work published by scholars of the Atlantic world has focused on the impact of European expansion—including exploration, colonization, and trade—on the other areas bordering the Atlantic Ocean. Nonetheless, the experience of that expansion also affected Europe and European peoples in profound as well as mundane ways. Examining that experience reveals numerous links between events and developments in the Atlantic world and events and developments in Europe. The problem then becomes how best to examine those links. One useful approach might begin with important aspects of European history and then move to their relationship with the Atlantic world. This approach would focus the analysis and allow for depth as well as breadth, whether dealing with one or more European countries or with Europe as a whole. There are many aspects of European history that might lend themselves to such an approach. For example, the social and cultural structures that evolved in ancient and medieval Europe helped to shape the later experiences of Europeans overseas. At the same time, the encounter with new peoples, cultures, and ecological systems overseas profoundly affected European thought and life, as did the new geographic and anthropological knowledge gained from those encounters. Experiences across the Atlantic—even if they came as hearsay rather than personal histories— inspired Europeans of all social levels to reimagine their own political and social possibilities. Many of them acted on that inspiration to emigrate to the New World, and the subsequent flows of people back and forth across the Atlantic also affected Europeans’ perceptions of themselves and others.
Hemispheric History And Atlantic History
Authors: Greene Jack P 
Published: November 2023

Abstract
Historians of the early modern Americas have always been open to the broader approach. Already by the closing decades of the nineteenth century, they had recognized and sought to subvert the tendency of emerging national histories to reduce the colonial past to little more than the pre- history of the independent nations that formed in the Americas after the mid-1770s. By insisting that colonial histories be contextualized, both as parts of the empires to which they belonged and as subsets of the greater process of European expansion, they called attention to the larger worlds in which early modern colonies took shape and to which they were intimately and immediately attached. Considering themselves what we might now call cosmopolitan contextualists, colonialists regarded those who tried to shoe- horn colonial histories into the mold of the new states that were consequent to decolonization as parochial anachronists.
Introduction and Background Information
Authors: Burton Belinda Ramos Geraldine , Hoagwood Kimberly Eaton , Jensen Peter 
Published: November 2023

Abstract
This guide is intended to provide parent advisors with a comprehensive tool for improving their professional effectiveness. It is a resource for parents in helping and empowering other parents to learn how to get their children’s mental health needs met. There are many different terms used to describe parent-to-parent support. These include parent or family advocate, advisor, coordinator, support specialist, liaison, mentor, and coach, among others. In this book, we will use the term “parent advisor,” but we recognize that there are many different functions and roles that describe the work of families who help other families. It is also recognized that individuals (other than biological parents) may assume the responsibilities for the care of children. Throughout this guide, the term “parent” is broadly used to describe any caregiver who takes on the role of parenting children. Ideally, this guide provides parent advisors essential background and knowledge for use within a face-to-face, sustained training program. However, it has also been designed as a stand-alone reference for circumstances in which formal hands-on training is not available.
Overview and Assessment
Authors: Rodriguez James , Ramos Belinda , Olin Serene , Burton Geraldine 
Published: November 2023

Abstract
This chapter provides a brief overview of the skills and knowledge covered throughout the book. It includes a self-assessment so that you can evaluate your current skill set and knowledge base. This evaluation will help you identify the parts of the book that may be most useful to you. We hope you will take an active approach to reading this book. To assist you in your self-study, the end of each chapter includes questions for review and reflection.
Overview of Federal Education Laws
Authors: Watkins RueZalia 
Published: November 2023

Abstract
All the services provided in a school come from state government or through the states from the federal government. A child’s right to a sound, basic education is not a right or entitlement supported by the U.S. Constitution. However, there have been and currently are many federal laws that support education and instruction for many different kinds of students. Further, education and a child’s right to it are part of every state’s constitution. Whether an art class, physics class, guidance counseling, instruction, books, or lunch, all education services in the public schools come from state law and are supported by state and/or federal funds. Education as we know it is the responsibilities of states and local municipalities. That is why it is important as a parent advisor to use state resources, identify state processes, and communicate with state offices. State resources are also very helpful in keeping up with federal laws.