bluuebunny/crossref_metadata_2025_split huggingface dataset:
Shinto Economic Ethics
Authors: Iwasawa Tomoko 
Published: January 2024

Abstract
This chapter discusses the relation of Japanese religious tradition to the rise of modern Japan by focusing on the religious thought and moral teaching of Ishida Baigan, the founder of Shingaku, who is regarded as one of the most influential thinkers on the economic morality in the pre-modern Edo Period. It opens with a discussion of Japanese religious tradition that has been developed as a complex syncretization of Shinto, Daoism, Buddhism, and Confucianism, and examines the world view established through this syncretization. Next, it analyses Baigan’s thought and moral teaching, which emphasizes the ethics of honesty and frugality, as a typical example of such syncretization, the foundation of which, he maintains, consists in the worship of Japanese kami. Taking his moral teaching as a signpost, the chapter finally explores how the world view of Shinto, as a deep substratum of Japanese society, contributed to establishing the central value system underlying the development of Japanese economic ethics.
Jewish Economic Ethics
Authors: Meir Asher 
Published: January 2024

Abstract
In Jewish tradition the attitude towards ethics in general, and economic ethics in particular, is based on the paradigm of covenant, of formal mutual agreement. Covenants between God and man, particularly biblical-mentioned covenants between God and the father of the human race Noah, between God and the patriarch Abraham, and between God and the entire people of Israel, invoke particular ethical norms but equally invoke the centrality of covenants within human commonwealths to create consensual and fair norms of individual and collective use of property. Among the specific norms advanced in Jewish economic ethics, this chapter emphasizes: the need for a strong barrier between economic power and social power; the complete disconnect between individual economic success and religious worth; the importance of helping the needy through genuine identification and empathy; and ethics as a continual developmental process rather than any particular set of static norms. The Torah is foundational for Jewish economic ethics.
Religion and Socio-Economic Injustice
Authors: Ciftci Mehmet 
Published: January 2024

Abstract
This chapter analyses the two ways by which some Christians and Muslims have faced socio-economic injustice. First, it compares Ali Shariati and Latin American liberation theologians. Both responded to injustice by distancing themselves from the received understandings of their traditions. They were innovative in appealing directly to foundational texts and figures (e.g. Jesus and the early Christians as described in the New Testament, Muhammad and his companions according to the Quran), circumventing more traditional interpretations and finding warrant in these texts and figures to ally themselves with contemporary political movements for solidarity, liberation, and social justice. Their complicated engagement with Marxism is then discussed. The second part of the chapter compares Umar Chapra, Muhammad Siddiqi, and Catholic social teaching as examples of how other Muslims and Christians have sought to recover from more ‘orthodox’ conceptions of their traditions the resources to respond to socio-economic injustice, such as usury, without becoming co-opted by the assumptions and concepts of Marxism or secular liberalism.
Listening to Compose, Composing to Listen
Authors: Kerchner Jody L. 
Published: January 2024

Abstract
Music listening is foundational to every generative musical behavior—composing, improvising, and performing. The context in which people listen to music, the role of listening to music in their lives, the focus of attention they bring to the act of listening, their perceptual abilities and sensitivity to expressive musical characteristics, and memory of prior music (listening) experiences define the meaning they assign to what they hear and feel during the listening experience. Music listening can also serve as a springboard for explorations of other music-making experiences, such as composition. In this chapter, we will situate music listening as creative thinking and examine the roles of music listening in students composing, such that their compositional skills benefit from the composer’s active music listening acuity and sensitivity and vice versa. We will consider music listening as the determinant of compositional possibilities, serving as model and inspiration for organizing musical sounds and creating expressive intent. Additionally, deep listening to one’s own musical product is part of compositional revision, reflective and critical thinking, and metacognition processes, needed to determine if what the composer intended is conveyed musically. This also leads into thinking critically about how to guide others into listening to their musical product according to the composer’s intent. Specifically, we will explore formulating questions that lead to higher-order thinking skill, critical and creative thinking, and reflective thinking skill development. The chapter concludes with sample student-centered music listening experiences that prompt musical arrangements, vocal-body-instrumental compositions, and song “cover” experiences.
How Transdisciplinary and Improvisational Creativities Can Nurture Young Composers and Teachers as Confident “Makers”
Authors: Burnard Pamela , Cooke Carolyn 
Published: January 2024

Abstract
Several studies on composition pedagogy in music education research suggest teachers are insufficiently knowledgeable about and lack confidence in composing. There is also overwhelming evidence of a lack of professional development in this area, suggesting the problem may be more deep-rooted. Perceiving how teachers act, understand, enact, and nurture young composers helps to fill the gap in the current literature. In this chapter we (a) challenge a monodisciplinary perspective on composing, (b) dismantle the myth that composing is a solitary act, and (c) make explicit how teachers and student teachers can become confident music composition pedagogues. We explore transdisciplinary and improvisational creativities that challenge individualistic views of composing. We present a way to re-see young composers and teachers as entangled in material and embodied processes where they are makers with each other and the world. We expand the concept of improvisational creativity from the usual understanding within the music discipline to a transdisciplinary creativity—that is, humans and non-humans pushing outward generatively to create different relationships between child, teacher, materials, and environments. We reconceptualize transdisciplinary creativity as that which seeks to de-couple the specific language of a discipline—in this case music composition—from its original context, in order to open up new possibilities for making and becoming makers/composers.
Preparing Young Composers for Collegiate Study
Authors: Van Maanen Cynthia 
Published: January 2024

Abstract
This chapter focuses on the many skills students need to develop that will prepare them for collegiate study in music composition. Topics will include an exploration of what gets in the way of skill growth, how to develop the daily discipline required to practice the compositional craft, how score study can contribute to the evolution of stronger artists, and the challenges young composers face along with the strengths they already possess. The topic of college/conservatory applications will be considered as a lens for developing creative musical artists who are knowledgeable, passionate, and articulate about their work. Examples drawn from twenty-one years of pursuing this work at the Interlochen Arts Academy will offer insight into what works—and what really does not work—in composition curriculum and pedagogy.
Composition in Early Childhood
Authors: Bucura Elizabeth 
Published: January 2024

Abstract
Composition is unique from other kinds of music learning (Hogenes, 2014) and can provide a context for learning. Young children compose music from their earliest ages. Authors have suggested curricular approaches (e.g., Hickey, 2012; Kaschub & Smith, 2013 & 2009), yet teachers may remain uncertain how to lead composition, and composition in even elementary music remains lacking (Mills, 2009). Literature involves child development (Piaget, 1970/2008) and creativity (Csikszentmihalyi, 1996), as well as composition processes (e.g., Collins, 2016; Kratus, 1989), pedagogical approaches (e.g., Hickey, 2012; Kaschub & Smith, 2013), and feedback (e.g., Webster, 2012). Scholars emphasize the importance of playful engagement and collaboration for young children (e.g., Campbell, 2010), including in the home environment (Koops, 2020). The chapter explains pedagogical approaches, considerations for teachers and parents, and assessments toward generating and refining children’s own music. Through playful musical experiences, processes of brainstorming and exploration, and crafting compositional skills, children will grow in their abilities to express themselves musically.
Music Composition in Music Education
Authors: Kigozi Benon 
Published: January 2024

Abstract
Music composition from an African point of view calls for attention to music as both an academic skill and a cultural practice. A music composition portrays the full intention and contextual significance of the community and in many, if not all cases, the composer is also the performer. Music composition is therefore embedded within the oral tradition and reflective of the African philosophy of direct experience within music-making as opposed to the Western perspective where music composition is acquired as an academic skill and intellectual ability. In Uganda, music creativity is mostly practiced by community musicians who have no experience with the theoretical knowledge and notational skills favored in the West. Attempts are being made to formalize the teaching and learning of music based on African philosophical approaches, yet the current formal music education program has not done enough to promote music composition as an academic aspect of music education across a wider part of the country. The main objective of this chapter is to evaluate music composition within various spaces. Discussion focuses on compositional techniques and creative resources as a means of evaluating the creative processes engaged in the education system. The chapter highlights the ‘African perspective’, which refers to philosophical models that are based on African concepts and aesthetics other than those that are practiced in the West. The African perspective addresses the holistic, integrated arts and cultural approach of musical arts education, addressing the oral, informal, formal and non-formal acquisition of musical arts education, Where “listening and observation remain the key elements of acquiring the basic skills . . . ’ (Flolu in Herbst, 2005:109). The African perspective is very much felt in terms of reality and attitude, of music composition pedagogy centered around the practical means of creating, assessing, appreciating, approving or otherwise of music, composition which applies to all other creative arts disciplines such as drama, poetry, and plastic art (Onyeji 2019:263), and which “entails creating and manipulating intangible realities that imperceptibly influence attitudinal dispositions and relational habits (Nzewi, 2013)”. Recommendations are made based educational perspective both for the teaching of Uganda music composition.
Future Forward
Authors: Kaschub Michele 
Published: January 2024

Abstract
As music teacher-educators contemplate the curricular modifications necessary to address composition within existing programs, many questions arise concerning why such change is needed and what specific changes should be made. These questions should not be taken lightly. Curricular change is a reflection of philosophical evolution met by the boundaries of institutional contexts. The realities of practice—costs, credit hour limitations, efficiency of content delivery, faculty-student ratios, schedules, and a multitude of other institutionally nuanced factors—impact change. A strong philosophical stance and substantive rationale for change is imperative if such challenges to practice are to be overcome. This chapter seeks to step beyond philosophy and rationale to present definitive strategies for positioning composition in music teacher education in variety of ways. It is hoped that music teacher-educators will be able to draw on these ideas and tailor adaptations to fit the unique contexts framing their programs.
Becoming a Composition Teacher
Authors: Koops Alexander 
Published: January 2024

Abstract
While music composition and improvisation have been included in the National Arts Standards of many countries as well as promoted through conference presentations, journal articles, and books, many music teachers have not experienced music composition in their own upbringing, training, or adult experiences and therefore struggle with the ideas of including composition and creativity in their own classroom teaching. Thankfully, there are many ways that music teachers who lack background in music composition can still add skills to make creativity a regular part of their music classes. Many paths can be taken to reach the heaven of a creative classroom such as the use of improvised call-and-response rhythms, composition as assessment, songwriting, notation training, and music technology. The key is to try out one composition activity, and then purposefully schedule more composition activities so they become a “normal” part of your lesson planning.
CCTV Video Surveillance and Crime Control
Authors: Piza Eric L. 
Published: January 2024

Abstract
Closed-circuit television (CCTV) video surveillance cameras have become a popular crime control tool around the world. While the diffusion of CCTV initially occurred absent a scientific knowledge base, the technology has since become well researched. A body of literature comprising mostly quasi-experimental evaluation studies has evolved to the point that three systematic reviews and meta-analyses have been conducted since the early 2000s. Overall findings from the research literature are highly nuanced. This chapter provides a primer on the current state of CCTV research. It discusses key considerations pertaining to CCTV research methodology and the scientific evidence on CCTV’s crime control capacity. It concludes with a discussion of important knowledge gaps and key takeaways for practitioners and policymakers.
Evidence-Based Policy for Diverse Criminal Justice Populations
Authors: Sanders Kaelyn , Cobbina-Dungy Jennifer , McCoy Henrika 
Published: January 2024

Abstract
The US criminal legal system is vast and far-reaching, with more than six million people under some form of correctional supervision. Minoritized individuals are consistently overrepresented in the correctional system and often have unique experiences unlike their White counterparts. Likewise, the population of incarcerated women has increased over the past few decades, which presents interesting implications for criminal justice policy. One other diverse group in the criminal legal system is justice-involved youth. Although they make up a small percentage of the overall population, their age and other characteristics have important implications for criminal justice policy. This chapter presents a review of the literature on each of the previously mentioned populations followed by evidence-based policy recommendations tailored to these diverse populations.
Evidence-Based Intervention Programs Targeting Antisocial Children and Youth in Norway
Authors: Ogden Terje , Askeland Elisabeth , Amlund-Hagen Kristine 
Published: January 2024

Abstract
The Oregon model of Parent Management Training, also known as PMTO, has proved to be a robust intervention model producing significant positive outcomes in randomized controlled trials conducted in real-world practice across all regions of Norway. Participants have been children aged 3 to 12 years and their parents. The immediate changes in parenting and child externalizing behavior have persisted over time and the results were as good for girls as for boys and for minority mothers and their children as for majority families. PMTO has been tested with positive outcomes in both individual and group formats and with high and low treatment dosages. Parent assessments have mostly ranged from small to moderate, but the lack of improvements in child problem behavior reported by teachers in most of the studies remains a challenge. The measurement of fidelity scores across seven generations of therapists (trained from 1999 to 2014) showed no drop in the mean average ratings of fidelity, with an overall mean score of 6.8 (on a scale from 1 to 9; range 6.34–6.94). In the future, a priority should be given to studies with a larger proportion of girls and fathers, and studies in which children participate in more sessions. Moreover, the long-term sustainability of treatment outcomes should be investigated, and the collaboration with preschools, schools, and teachers should be strengthened.
Applying What We Know and Building an Evidence Base
Authors: Zane Steven N. 
Published: January 2024

Abstract
Disproportionate minority contact (DMC) in the juvenile justice system is a well-studied phenomenon, yet questions remain about the root causes of DMC and the best efforts to reduce it. In the spirit of evidence-based crime and justice policy, the present chapter is guided by an evaluation framework for thinking about persistent racial disproportionalities in juvenile justice in terms of needs, theory, and promising avenues for impact. Notably, this involves establishing an evidentiary basis about the scope of the DMC problem, the potential theoretical grounds for interventions to reduce DMC, and whether extant interventions have reduced DMC. The chapter concludes that building an evidentiary base for reducing DMC will require better data, better methods, and a more concerted focus on the front end of the system, especially police contact with youth. It also suggests that general juvenile justice reforms aimed at reducing harm can benefit overrepresented minority youth, but that such reforms may have limited impact on the problem of DMC without wide-scale social change.
Advancing the Evidence-Based Era
Authors: Drake Elizabeth K. , Knoth-Peterson Lauren 
Published: January 2024

Abstract
Since the 1990s, the Washington State Legislature has made significant investments to develop an “evidence-based” juvenile justice system, and research evidence has been central to this effort. Through collaboration between the research community, policymakers, and practitioners, Washington State has experienced significant shifts in its juvenile justice population. The Washington State Institute for Public Policy (WSIPP) has produced numerous nonpartisan reports for the legislature on the juvenile justice system over the past several decades. This chapter provides an overview of the evolution of juvenile justice policies, populations, and related WSIPP research. It examines the successes, challenges, and lessons learned in Washington and concludes by offering pathways forward for the broader research community. Recent findings in Washington suggest that a new era of juvenile justice research is needed to identify how changes in justice-involved populations and court practices may affect the long-term effectiveness of evidence-based programs.
Psychopathology as a Cause or Consequence of Youth Gang Involvement
Authors: Kerig Patricia K. , Mendez Lucybel , Alexander Ava R. , Chen Susan 
Published: January 2024

Abstract
This chapter presents a developmental psychopathology framework as an integrative approach to understanding the intertwined connections over time among mental health (MH) problems and youth gang involvement. First, the chapter identifies growing cross-sectional and prospective evidence that provides support for the role of internalizing and externalizing MH problems as both precipitants and consequences of gang membership. The chapter then turns to discussing transdiagnostic perspectives on psychopathology that may provide innovative ways to understand MH problems among gang-involved youth, including potential transdiagnostic facets underlying multiple psychopathologies and transdiagnostic risk factors implicated in the emergence of MH problems and gang involvement, such as trauma exposure. It then introduces novel ideas for future research regarding purported underlying developmental mechanisms that may explain the links between MH and gang involvement. Finally, the chapter discusses implications for fine-tuning MH interventions that will be more effective and accessible for disadvantaged youth at risk for psychopathology and gang involvement.
Comparative Approaches to the Study of Prison Gangs and Prison Order
Authors: Skarbek David , Woltz Kaitlyn 
Published: January 2024

Abstract
This chapter surveys the literature on prison gangs, with a focus on the governance theory of prison gangs. Prison gangs are corporate entities that exist in perpetuity and whose membership is restrictive, mutually exclusive, and permanent. Gangs perform several functions, including participating in and regulating the underground economy, using and threatening violence, offering protection, and providing camaraderie. Prison gangs do not exist in all prisons. In fact, there is substantial variation in prison gang presence and influence across time and place. This chapter briefly surveys a number of existing theories of prison gang activity. It then discusses prison gangs and prison governance in other countries. In the conclusion, it discusses various fruitful ways forward in this research area.
What Is Gang Culture?
Authors: Moore Caylin Louis , Stuart Forrest 
Published: January 2024

Abstract
Over the last century of gang scholarship, it is difficult to find a more ubiquitous yet underdefined term than “gang culture.” What, precisely, have researchers meant when they deployed this term, and how might contemporary studies reconcile these past conceptions to productive effect? Toward improving the theoretical, analytical, and methodological precision of ongoing gang scholarship, the chapter contends that researchers have historically adopted three primary conceptualizations of gang culture: (1) culture-as-values, (2) culture-as-toolkit, and (3) culture-as-products. Each conception generates divergent frameworks for understanding what gang culture “is,” as well as its causal influence on the attitudes, behaviors, and social organization of gangs and gang-associated individuals. As this chapter argues, these divergent conceptualizations carry implications not just for scholarship, but also for policy and community interventions. By embracing the latter two conceptions, researchers can move toward asset-based approaches that reduce the harms of overly punitive responses to gangs.
The History and Evolution of Gang Scholarship
Authors: Gravel Jason 
Published: January 2024

Abstract
This chapter examines turning points in the history of gang research published between 1834 and 2021. Using this database, trends in publication are examined using change point detection analysis to identify turning points in the productivity of gang scholars. Natural language processing (NLP) methods, topic modeling techniques, and scientometrics are used to explore the origin of these turning points and the evolution of subareas of interest in gang research. Gang scholarship evolved rapidly starting in the late 1980s, fostered by policy interests of the US federal government, exploded in the 1990s and 2000s with the availability of longitudinal data and the internationalization of gang research, and since the 2010s has continued to grow and to exhibit impressive diversity and increasing sophistication.