bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Century Blinded by Light,
Authors: McMahon Darrin M 
Published: November 2023

Abstract
On the night of the opening of Voltaire’s Irène, a small “cabal . . . excited principally by men dressed in the costumes of abbés” mingled with the enthusiastic onlookers who had come to pay tribute to the great philosophe. Little is known of these men, except that they were at odds with the majority of spectators. As a firsthand witness, Voltaire ‘s personal secretary, Wagnière, reports, they attempted to disrupt the performance in “violent” protest before its onset. Their voices, however, “were snuffed out by the general applause,” serving only to “enliven the room” before the raising of the curtain. Two weeks later, at the performance attended by Voltaire himself, the anti-philosophe contingent was even smaller. A single voice, that of the poet Nicolas- Joseph-Laurent Gilbert, cried out, “There is no more religion in France. All is lost!” He was forcibly subdued by the crowd1 (see Figure 2). The number of those opposed to Voltaire ‘s Parisian presence—and to what it seemed to stand for, the triumph of philosophie—was greater than this meager collection of abbés and the lone Gilbert would suggest. Nor was religion lost in France. The prophilosophe newsheet, the Mémoires secrets, was even ready to tip the balance in favor of Voltaire ‘s adversaries.
The Revolution as the Realization of Philosophy
Authors: McMahon Darrin M 
Published: November 2023

Abstract
In January 1789, as French men and women argued vociferously over the composition of the upcoming Estates General, the archbishop of Lyon, Yves-Alexandre de Marbeuf, issued a pastoral statement (mandement) interpreting the events that seemed to be overtaking his country. France, he noted, was experiencing a “universal restlessness” and a “formidable crisis.” “A spirit of vertigo had taken hold of men’s minds”; “new ideas were brusquely substituted for ancient maxims,” “sowing discord and defiance among our fellow citizens.” At a time when the country was undergoing the “worst winter on record,” a “general subversion threaten[ed] all political, civil, and religious institutions.”
Communal and National Identity in a Multiethnic State: A Comparison of Three Perspectives
Authors: Sidanius Jim , Petrocik John R 
Published: November 2023

Abstract
As recent episodes of “ethnic cleansing” in Rwanda, Bosnia, and Kosovo make painfully clear, some multiethnic states seem as inclined to interethnic violence at the dawn of the 21st century as they were at the start of the 20th. Indeed, the national mobilization of a 50-year-long cold war may have temporarily restrained hostilities that lost none of their underlying virulence. Grievances that were set aside by a need to face a common enemy have now become priority issues for organized interests, parties, and public policy. Furthermore, ethnic conflict is not peculiar to nation-states mobilized into the stand-off between the cold war alliances, but appears quite generalized across the globe (see Gurr & Harff, 1994).
Social and Role Identities and Political Violence: Identity as a Window on Violence in Northern Ireland
Authors: White Robert W 
Published: November 2023

Abstract
Much of the violence in the contemporary world appears, on the surface, to involve two groups of people engaged in “them versus us” behavior. From this view, group members develop a social (group) identity in comparison with members of some other group. This comparative self-definition leads to heightened differences across some social category, for example, across tribes or ethnic groups, and, ultimately, violence. Examples of intergroup violence based on social identity might include Tutsi versus Hutu, Arab ver­sus Israeli, and Serb versus Croat. I suspect, however, that much of this violence does not reduce to a straightforward “them versus us” situation.
Hormone Action on Receptors
Authors: Orchinik Miles , Propper Catherine 
Published: November 2023

Abstract
The physiological actions of hormones are mediated by receptors, but the specificity of receptors is rarely absolute. Hormone receptors may bind endogenous compounds other than their principal cognate ligands and may also bind exogenous compounds. Therefore, a fraction of exogenous pharmaceuticals, as well as agricultural or industrial chemicals released into the environment, may bind to hormone receptors. A major subset of environmental endocrine disrupting chemicals (EDCs) exert their actions by binding to hormone receptors.
The Thyroid Gland
Authors: Carr James A , Norris David O 
Published: November 2023

Abstract
All craniates produce iodine-containing hormones derived from the amino acid tyrosine. These hormones, collectively called thyroid hormones, have a constellation of direct and indirect actions on energy metabolism, reproduction, and development. Cells that accumulate inorganic iodide (I-) and synthesize thyroid hormones are arranged into follicles that, in tetrapods and some fishes, form a discrete endocrine organ, the thyroid gland.
Probabilistic Risk Assessment
Authors: Dixon Kenneth R , Martin Clyde F 
Published: November 2023

Abstract
An ecological risk assessment evaluates the potential adverse effects that human activities have on ecosystems. The risk assessment process provides a way to collect, analyze, and present scientific information so that it can be used for making environmental decisions. When conducted for an endocrine disrupting chemical (EDC), ecological risk assessment can be used to identify sensitive species, analyze the effect of the EDC on those species, and analyze the resulting impact on populations and ecosystems. The ecological risk assessment process has been described by the U.S. EPA in a basic framework (U.S. EPA, 1992) and in a set of guidelines (U.S. EPA, 1998).
The Proem of Simonides’ Plataea Elegy and the Circumstances of Its Performance
Authors: Aloni Antonio 
Published: November 2023

Abstract
This chapter offers a literary-historical rather than a philological interpretation of the proem of the new Simonidean elegy on the battle of Plataea (n W2), the longest and best-preserved part of the poem.1 The text is a largely hypothetical text, the fruit of the editors’ interpretation of the material available to them and of stopgaps proposed exempli gratia by West and by Parsons. However, while it appears impossible to reconstruct Simonides’ actual words with any degree of certainty, one can outline the contents of the piece with some confidence (and, even more important, outline the structure of the elegy as a whole). So, while any aesthetic evaluation of the work is out of the question (apart, that is, from an appreciation of the high quality of the proem), one can discuss the reasons behind the composition, the way in which-and the audience for which the elegy was composed. I offer some comments on a number of passages in fr. 11.2
Paths to Heroization at Plataea
Authors: Boedeker Deborah 
Published: November 2023

Abstract
In a speech written a century after the event, Isocrates extravagantly suggests of the Athenians who fought in the Persian War: Not only Isocrates’ gods but the Greeks themselves kept alive the memory of those who fought the Persians—and not only by remembering their deeds. Regular offerings and perhaps even a festival suggest that those who fell at Plataea were honored with a kind of “hero cult” already by their contemporaries.2 This is remarkable, since before the Persian War era, contemporary Greek war dead did not collectively receive cultic honors.3 The Athenian tyrannicides Harmodios and Aristogeiton, to be sure, were honored with statues in the Athenian Agora as well as graves and sacrifices in the Kerameikos, but the tributes paid these far-from-anonymous saviors are quite different from offerings to the collective war dead.4 Herodotus’ Solon could tell Croesus that what Tellos of Athens achieved—prosperity, surviving descendants, death on the battlefield, and public burial—constitute the greatest human happiness; his list, however, is silent about heroic honors (Hdt. 1.30).
The Changing Health-Care Information Infrastructure in the United States: Opportunities for a New Approach to Public Health Surveillance
Authors: Koo Denise , Parrish II R Gibson 
Published: November 2023

Abstract
The medical system in the United States has changed considerably over the last 10 to 15 years, primarily because of the growth of organized health-care delivery systems, including health-maintenance organizations. By 1997, nearly 70 million Americans were enrolled in health maintenance organizations, a ten-fold increase from 1978 (]). These figures include mounting numbers of Medicare and Medicaid beneficiaries who have moved or been shifted into managed care to control costs and improve access to care.
Public Health Surveillance in Low-and Middle-Income Countries
Authors: White Mark E , Mcdonnell Sharon M 
Published: November 2023

Abstract
This chapter deals with public health surveillance in settings of limited resources (J). Other chapters have discussed surveillance system design and implementation largely from the perspective of developed countries or settings of relatively abundant resources. The steps of system design and the underlying principles of collecting information for action do not vary because of the amount of available resources; however, in situations with limited (or absent) resources, there are both unique needs and unique opportunities for innovation. We address both the similarities and differences in the design and implementation of surveillance systems in low-and middle-income settings and provide examples of how some of the problems have been overcome or mitigated.
Using Surveillance Information in Communications, Marketing, and Advocacy
Authors: Churchill R Elliott 
Published: November 2023

Abstract
Information is the primary tool of public health practice.* Surveillance is the primary means of obtaining the data that are analyzed and translated into information. In moving one step further into the realm of influencing policy and decisions made by governments or by individuals, information is translated into messages units of communications science that tell their audiences how to respond to particular pieces of information.
Rethinking Risk Assessment
Authors: Monahan John , Steadman Henry J , Appelbaum Eric Silver Paul S , Robbins Pamela Clark , Mulvey Edward P , Roth Loren H , Grisso Thomas , Banks Steven 
Published: November 2023

Abstract
The presumed link between mental disorder and violence has been the driving force behind mental health law and policy for centuries. Legislatures, courts, and the public have come to expect that mental health professionals will protect them from violent acts by persons with mental disorders. Yet for three decades research has shown that clinicians’ unaided assessments of “dangerousness” are barely better than chance. Rethinking Risk Assessment: The MacArthur Study of Mental Disorder and Violence tells the story of a pioneering investigation that challenges preconceptions about the frequency and nature of violence among persons with mental disorders, and suggests an innovative approach to predicting its occurrence. The authors of this massive project—the largest ever undertaken on the topic—demonstrate how clinicians can use a “decision tree” to identify groups of patients at very low and very high risk for violence. This dramatic new finding, and its implications for the every day clinical practice of risk assessment and risk management, is thoroughly described in this remarkable and long-anticipated volume. Taken to heart, its message will change the way clinicians, judges, and others who must deal with persons who are mentally ill and may be violent will do their work.
Educating Musically
Authors: Bowman Wayne 
Published: November 2023

Abstract
“The most crucial clarification about teaching occurs at the level at which we decide what kind of interaction it is,” writes Joseph Dunne (1997, p. 367). “A decision at this level has the heaviest consequences not only for how we understand but also how we go about doing it.” Dunne is right, of course. What kind of endeavor we understand music education to be-and more specifically, of what kind of interactions it should consist-has profound importance for the way music educators teach. It is also crucial to how we structure curriculum, to the kinds of experiences in which we expect students to engage, to the ways we evaluate student progress, and to how we orient and conduct our professional research. At first gloss, there is nothing particularly noteworthy or controversial about this. The “interactions” in which music educators are engaged are straightforwardly concerned with teaching their subject, music. Music education is, self-evidently, the business of helping students develop musically: to understand, appreciate, respond to, create, and to engage meaningfully in music. The concerns of music education are coextensive with the concerns of musical instruction, and musical instruction consists of the techniques and methods for developing things like musicianship, literacy, or appreciation. In short, music education is the means to ends that are specifically musical. That being the case, the most important guidance as to the nature of the discipline and its instructional concerns flows from a proper understanding of music’s intrinsic nature and value.
Critical Thinking
Authors: Younker Betty Anne 
Published: November 2023

Abstract
In the previous Handbook of Research on Music Teaching and Learning, Richardson and Whitaker (1992) concluded their chapter on critical thinking in music education by stating that there is a need to explore the musical implementation of a single theoretical base (p. 556). The authors suggest that to clarify meanings, refine conceptions, and make clear connections between critical thinking and musical thinking we must investigate philosophical studies. It would seem logical to use these directives as organizers for this chapter to provide continuity of thought between past and present and provide direction for further implications. Another means of continuity is provided by presenting brief summaries of those areas in Richardson and Whitaker’s chapter that are relevant to the sections in this chapter, specifically definitions of critical thinking and the issue of generalizability as related to critical thinking. This chapter begins with definitions of critical thinking, first presenting a summary of Richardson and Whitaker’s descriptions and critiques of definitions of critical thinking as offered by John Dewey, John McPeck, Robert Ennis, and Richard Paul. I will then examine more recent thoughts offered by Paul and examine views on critical thinking as offered by Harvey Siegel and Stephen Norris, philosophers whose views are representative of contemporary thought on critical thinking in education. After comparing the various definitions, I will identify similarities and frame two broad components of critical thinking that may be applicable to music education.
Adult Education
Authors: Coffman Don D 
Published: November 2023

Abstract
American adults now outnumber those younger than 18 for the first time ever. They report having accumulated more years of education and are more culturally and ethnically diverse (U.S. Census Bureau, 2000). The demands of a global economy and the shift to an information society have established a need for continuous learning and updating. These forces have contributed to an increased awareness of the need to view learning as lifelong. What is an adult? What are the characteristics of adulthood? Based on age-related issues of physical maturation, our society has established legal definitions for certain adult privileges and responsibilities. However, adults also undergo psychological and social maturation and do not necessarily progress at the same rate. This suggests that adults who are at different levels of cognitive or emotional maturity may learn differently. Furthermore, specialists in adult development and education are aware that descriptions of physical, cognitive, and emotional maturity do not completely account for what it means to be considered an adult. Sociocultural roles are influential because adults deal with issues of earning a living, sexual partnership, parenting, citizenship, and retirement. Thus it appears that there are at least two broad perspectives of adulthood, one emphasizing biological and psychological development and the other focusing on particular functions within a culture.
Systematic Research in Studio Instruction in Music
Authors: Kennell Richard 
Published: November 2023

Abstract
In his 1985 study Developing Talent in Young People, Benjamin Bloom identified one-on-one instruction as a particularly effective instructional context that is found across several disciplines. Results from his study suggested that the private music studio might be a fascinating laboratory for the study of teaching and learning. The importance of this study was that educational researchers began to take notice of this special context, which previously had been considered a deviant educational tradition (Schon, 1983) and outside the bounds of traditional educational research. There is a growing professional interest in applying the tools of systematic research to the context of studio instruction in music education research. Madsen (1985) and Yarbrough (1996) identified the potential of this research area. A special issue of the Quarterly Journal of Music Teaching and Learning, edited by Manny Brand (1992), was dedicated to studio instruction. The report of research that follows represents the work of a growing number of individuals who have found studio instruction a compelling area of investigation even though it presents a special research challenge: Within this simple expert-novice dyad is a complex world of human cultural evolution, including the use of language, symbol systems, tools, and many aspects of human psychology.
Distance Learning and Collaboration in Music Education
Authors: Rees Fred J 
Published: November 2023

Abstract
Electronic information technology is altering the ways that teaching and research are being undertaken in education.1 Computer-based multimedia resources, course management systems, videoconferencing, and web-based instruction are providing opportunities and challenges for the educator who seeks additional or alternative means to facilitate music learning. Increased emphasis by the educational community on student-centered learning and access to education for everyone has given rise to investigating new ways in which teaching and learning can occur. In order to address these issues, accommodating diverse learning styles and personal schedules of students have become priorities. Traditional classroom teaching, with its tendency to treat students as a homogenous body of learners that meet at set times, cannot easily meet individual needs. However, the growing availability of internet-based resources that facilitate student acquisition of knowledge using different learning modes has precipitated ways of learning that are no longer restricted by time and place. Technology is also enabling people to work cooperatively on initiatives that transcend hour and location. Teachers, researchers, and students can form cohorts that instantaneously transmit information, share expertise, and focus on problems or projects of mutual interest at any moment, from anywhere in the world. These seemingly divergent directions, in which individual and group interests may be served through technology, suggest new opportunities for learning and scholarship that were not previously available. In recent years, two processes have been used by professionals to exploit technology in these ways that are attracting a lot of attention in education: distance learning and collaboration.
Behavioral Research on Direct Music Instruction
Authors: Sink Patricia E 
Published: November 2023

Abstract
Behavioral research in music education has taken an instructivist rather than a constructivist approach. While the former stresses a teacher-centered instructional model and purposeful change of behavior, the latter emphasizes problem solving, holistic activities, visual formats, cooperative and collaborative learning, exploratory and discovery learning, and “authentic” assessment (von Glaserfeld, 1995). In instructivist models, the teacher leads and directs students to acquire and generate specific, clearly defined knowledge in the form of concepts (i.e., knowledge of), propositions (i.e., why), strategies (i.e., how), and operations (i.e., how to). Instructional processes that involve carefully constructed sequences to achieve explicit learning outcomes have been subsumed under the term direct instruction (Becker & Carnine, 1981; Becker, Engelman, & Thomas, 1971; Bereiter & Englemann, 1966; Rosenshine, 1976). During the past 30 years, numerous studies have contributed to understanding the applications of the principles of behavioral psychology to music education. Most of these studies provide evidence of the efficacy of direct instruction in music. Many of these studies have been designed to systematically observe identifiable components of music instruction, control specific teaching behaviors, and determine effects of teacher behaviors on student attentiveness, attitudes, and at times, achievements.
The Development of Musical Abilities
Authors: Gembris Heiner 
Published: November 2023

Abstract
A considerable amount of research on musical development has been published in recent years. This particular survey addresses the following questions: Which results of developmental psychology should parents and teachers be aware of? What should they know about the development of musical abilities? There are obviously no simple answers to these questions since they depend on individual interests of the reader. However, there are a lot of general aspects of musical development that can be of general interest to parents and educators. A central aspect of this chapter will be the description of typical age-related characteristics and the different influencing factors of development. In addition, we will establish connections to developmental theories, to pedagogical considerations, and to the state of research in relevant areas. A detailed outline of developmental theories is not intended since it can be found in other chapters of this book. Since research in the area of development and cognition is often incomplete and controversial, our account will inevitably resemble a puzzle with some pieces missing rather than a painting with straight lines. Areas of Research The current developmental psychology of musical abilities may be in one of its most productive stages in history. We can distinguish at least five areas of research that have opened up new perspectives on musical abilities of humans in the last 10 to 15 years: the examination of fetal learning before and infant learning after birth, neurobiological research, expertise research, life-span development of musical abilities, and the emergence of developmental theories. Brief characterizations of these key aspects are presented in the following sections.
Feminism, Feminist Research, and Gender Research in Music Education A Selective Review
Authors: Lamb Roberta , Dolloff Lori-Anne , Howe Sondra Wieland 
Published: November 2023

Abstract
Music studies on the whole and music education in particular are behind other disciplines in taking advantage of the theories and approaches to research that have been established by feminism, feminist research, and gender research. This disadvantages the profession because there is now so much to come to terms with. Yet at the same time it is advantageous in that it enables us to make use of important groundwork laid in other disciplines. This chapter marks an important first step for music education.