bluuebunny/crossref_metadata_2025_split huggingface dataset:
Erotic Writing in Manuscript Culture
Authors: Moulton Ian Frederick 
Published: November 2023

Abstract
Erotic writing pervaded early modern English literary culture. It circulated in coterie manuscripts; it was bought and sold in printed books; it was declaimed on the public stage and embodied in private entertainments. A great deal of scholarly attention has been paid to certain manifestations of erotic writing, especially the eroticism of the public theater-an area this study addresses in later chapters. And there is no denying the eroticism of the great genres of Renaissance poetry-the Ovidian, the Petrarchan, the metaphysical.1 Although studies of Renaissance drama have not only examined the playtexts themselves but also recognized the importance of the theater as a social space, much analysis of poetic texts has paid insufficient attention to the social place of poetry in early modern culture. If one wishes to explore the nature of erotic poetry one must focus not only on texts but on the ways they circulated. Most erotic poetry in early modern England-including such now canonical texts as Donne’s elegies or Shakespeare’s sonnets-circulated primarily in manuscript, not print. Such texts were thus the product of a specific literary and cultural environment that remains unfamiliar to many modern readers who encounter these poems in anthologies of canonical texts or in carefully assembled editions of a given author’s oeuvre. An examination of surviving manuscript collections quickly reveals that in range of tone and subject matter erotic writing goes far beyond the Petrarchan discourses of Sidney’s Astrophil and Stella and the metaphysical wit of Donne’s “The Ecstasy.” As I will show, manuscript collections are enormously varied in their content, and their promiscuous mixing of texts creates fascinating juxtapositions-of tone, of genre, of subject matter, of poetic sophistication. An examination of the place of erotic poetry in manuscript culture not only clarifies the fundamental differences between early modern erotic writing and later forms but also leads to a better understanding of the larger social functions of erotic poetry in the early modern period. Two aspects of manuscript culture are particularly important in this context: the communal nature of manuscript production, and the role of literate women in manuscript circulation.
The Meaning of American National Identity: Patterns of Ethnic Conflict and Consensus
Authors: Citrin Jack , Wong Cara , Duff Brian 
Published: November 2023

Abstract
National identity is one among many often co-existing and overlapping social identities, including territorial, racial, religious, linguistic, and gender identities. The psychological task for individuals is to order and integrate their different collective “selves” (Ashmore & Jussim, 1997). The political task for government is to balance the need for national unity with the competing claims of other group identities. In modern society, emphasizing loyalty to the “nation” and making this the essence of the individual’s political self-definition emerged as the dominant way to boost social solidarity (Greenfield & Chirot, 1994). As an immigrant nation, the United States has always faced the problem of coping with ethnic diversity; the motto e pluribus unum expresses the desire for a strong sense of common American identity without indicating the proper balance between the national “one” and the ethnic “many.”
Heroic Historiography Simonides and Herodotus on Plataea
Authors: Boedeker Deborah 
Published: November 2023

Abstract
POxy 3965 offers a tantalizing glimpse of a kind of poetry virtually unknown to us before: encomiastic narrative elegy that celebrates contemporary historical events. In revealing this genre, Simonides’ “Plataea elegy” raises new questions about the relationships among epic, elegy, and historiography in the fifth century. In this poem, the heroic, epic past-including the death of Achilles and sack of Troy-evidently provides a paradigm for recent events.1 So, too, the poet who conferred undying kleos upon the Greeks at Troy serves as a model (or rival) for the present poet, who aspires to glorify the participants in the battle just fought (fr. 11.15-28). Full of surprises as it is, Simonides’ elegy has close connections to several familiar genres. Epic poetry obviously provides an important point of reference, helping to define both what the poem is and what it is not (cf. West 1993a; Clay, Aloni, and Stehle in this volume). So too does hymnic poetry (Obbink, this volume), epinician with its analogies between the contemporary athlete and heroic predecessors (cf. Harrison, this volume, and Aloni at n. 32), and earlier historical elegies. Texts such as the Plataea poem belong to those crowd-pleasing accounts of the past—including epic poetry, public funeral speeches, and Herodotus’ Histories— that Thucydides rejects in favor of a non-mythodic KTfjpta e$ aiei (1.21-22).2
The Poet Unleaved Simonides and Callimachus
Authors: Hunter Richard 
Published: November 2023

Abstract
Simonides 22 W2 intrigues and tantalizes. Peter Parsons, to whom we owe this combination of POxy 2327 and 3965, 1 tentatively interpreted both the journey described in the wretched tatters of the first verses and the “party“ that occupies the main bulk of the fragment as a fantasy, perhaps of rejuvenation in the next life: “The extreme view would be this: The aged Simonides longs to escape (now, or after death), carrying his poetry, across the sea to the place of many trees, the Island of the Blest (Elysium), there to meet again the dead Echecratidas in all his desirable youth; they will join in the symposium; the wrinkled Simonides too will recover his youth.“2 In a full and careful discussion of the fragment, Sarah Mace argues that the journey was not a post-mortem fantasy, but a utopian one-the aging poet desires to consort with a handsome boy on a make-believe island from where, as in all utopias, old age is banished.3 On her view, the poem is an encomium of a young patron, or a patron’s son, and the utopian eroticism makes it clear that in the real world the poet is not in fact a potential suitor (he is far too old); for such erotic encomium Mace helpfully compares Pindar’s famous verses on the melting beauty of Theoxenos (fr. 123 Maehler). More recently, Dimitrios Yatromanolakis has seen in the fragments a female lament for Echecratidas or his son.4
Customizing 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
In the two previous chapters, we examined a wide range of risk factors for violent behavior in order to give the reader a broad sense of the personal, clinical, historical, and contextual variables that help to explain-or, in the case of delusions, fail to explain-the conditions under which violence in the community is more or less likely to occur. In emphasizing each risk factor one at a time, the chapters mirror the way in which research in this field often is conducted; that is, researchers tend to focus on a particular risk factor for violence without considering how each risk factor relates to others in influencing violence.
Violence And The Clinician: Assessing And Managing Risk
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
In the previous chapters of this book, we have described the goals, methods and findings of the MacArthur Violence Risk Assessment Study. In this final chapter, we describe what we see as the implications of our findings forth clinical assessment and management of violence risk. We conclude wit some general observations on the relationships between violence and menta disorder.
MENC: A Case m Point
Authors: Mahlmann John J 
Published: November 2023

Abstract
Samuel Hope’s essay elsewhere in this Handbook (chap. 1) provides a useful map of the territory that organizations generally refer to as “policy.” In it, Hope explores a variety of contexts, frameworks, and variables that define the systems of decision making operating in our society impinging on education. Along the way, he points to a number of values, belief systems, interests, and operational structures that shape policy perspectives and are thus influential in shaping policy at “street level.” This chapter takes up the discussion where Hope leaves off. I am interested here in tightening his focus, in narrowing the broad perspective he has outlined, by looking at four core points of the policy process that are essential to association life, and to one association in particular: MENC-The National Association for Music Education. Along the way, I want to give special attention to two factors: (1) the research dimension that informs each of the four policy areas; and (2) how policy making in a particular organization is established, influenced, and evaluated. Overall, the thread tying these elements together is the importance of research to the policy process.
Toward an Understanding of the “Aims” of Music Education
Authors: Westbury Ian 
Published: November 2023

Abstract
Although the chapters that make up this section of the Handbook are concerned centrally with the curriculum of music education, several of these chapters also look outward to the idea of education, to the larger context of the curriculum, and to the field of curriculum studies. In doing so they bring into the already complex discussions of the curriculum of music education the additional complexities that surround all discussions around the ideas of education, schooling, and curricula, and the contemporary “curriculum field.” My goal in this introduction is to provide a map that can offer, hopefully, a way of navigating such discussions of the curriculum as they bear both on music education and the larger curriculum field. I also will be seeking to extend the range of conventional discussion by introducing two perspectives from outside conventional curriculum theorizing that would seem to have a special applicability to music education. But let me begin close to the beginning. In her masterful chapter in the first Handbook, Wing (1992) observes that the curriculum is the point of mediation between an idea of education and practice and, as such, “provide[s] a central point of departure for considering, first, what schools are intentionally about and, second, how these intents are realized” (p. 196). Wing’s observation is a telling one, highlighting as it does the central link between ideas of intentionality and the curriculum. The curriculum is the inevitable focus of all efforts to “improve” schooling. It is a central issue for those who want to see a different culture and society represented in the school. It is, necessarily, a fundamental issue in the education of teachers as the focus of their induction into the traditions of education and to the alternative possibilities around teaching that inhere in that tradition. But how we think about the curriculum in the light of these purposes has become quite complicated.
Contemporary Curriculum Practices and Their Theoretical Bases
Authors: Hanley Betty , Montgomery Janet 
Published: November 2023

Abstract
Although the practical issues that surround the teaching of music have always been important, the field of curriculum study has not historically received a high priority in North American music education. For example, Wing’s (1992) review of curriculum conversations in the Journal of Research in Music Education and the Bulletin of the Council for Research in Music Education from 1953 to 1988 revealed only 88 articles related to curriculum, 61 % of which were dissertations. Applying Wing’s criteria to the same sources between 1989 and 2000, we found 44 articles, 77% of which were dissertations. It seems that music educators are demonstrating some sign of increased interest in curriculum studies. This chapter provides an account of this interest. Context of Curriculum Issues After establishing a context for the discussion of curriculum issues, we begin the chapter with an overview of curriculum theory from Tyler (1949) to the present. We then examine the research related to contemporary music education curriculum from two perspectives: (1) curriculum research in the positivistic mode and (2) reconceptualized curriculum work. We conclude by revisiting some of the questions raised throughout the chapter and looking to the future.
Introduction: Looking Multiple Ways in Research
Authors: Shuter-Dyson Rosamund 
Published: November 2023

Abstract
The essence of the psychology of music has always been related to the development and acquisition of competencies in music. Much of this research has been focused on individuals who were special in some respect. To learn about musical memory was to think about and study those who had phenomenal musical memories like Mozart and Liszt. Revesz (1933) identified a musical prodigy and documented his progress from his fifth to his thirteenth year. Our knowledge of music and the blind and deaf was initiated through research on individuals who just happened to possess the characteristics of interest to the researcher. This qualitative research, advocated by Carl Seashore in his Psychology of Music in 1938, continued through much of the 20th century with Donald Pond’s observation of the creative activities of young children, the identification of vocal ranges, and Seashore’s research on vibrato, trills, and tone quality of outstanding artists. The seminal research of Marilyn Zimmerman, Jeanne Bamberger, and Mary Louise Serafine was with individuals of specified ages or with those who had been individually observed but could be classified into descriptive groups. The most influential behavioral-oriented research was completed by these musician-scholars, who would not think of themselves as behaviorists.
Learning Theories as Roots of Current Musical Practice and Research
Authors: Taetle Laurie , Cutietta Robert 
Published: November 2023

Abstract
Numerous theories ground research and practice in the broad domain of music. Theories of psychoacoustics guide the construction of a concert hall, theories of information and expectancy suggest to composers a listener’s capacity for music appreciation, theories of musical preference affect a concert programmer’s decision making, and theories of measurement influence the construction of a musical aptitude test. In music education, theories of learning have contributed to an understanding of how the learner processes information and, through corresponding instructional theories, have caused change in instructional practice. Theories of motivation and recent theories of intelligence (Dweck, 1997) assist teachers in eliciting student productivity. Theories of child development govern the construction of age-appropriate subject matter. As both instructional and motivation theories are addressed elsewhere in this part of the Handbook, they have been excluded from the discussion in this chapter. Learning theories, the topic this chapter is concerned with, have contributed to advances in thinking about educating and teaching the child in settings of formal schooling. Some of these theories have found acceptance and application in research on music learning as well, and they have impacted music educators’ thought on how to sequence instruction in the classroom. Some learning theories also have guided sequencing in computer-assisted music instruction. However, depending on the philosophical perspective underlying any particular theory, different degrees of emphasis on behavioral, cognitive, or constructivist thinking have shaped the models used to explain how a child learns and hence to sequencing the instructional steps deemed necessary for effectively teaching a child.
Systematic Instruction
Authors: Rosenshine Barak , Froehlich Hildegard , Fakhouri Inshad 
Published: November 2023

Abstract
The past 40 years have witnessed a great deal of research on “effective teaching.” A number of observational, correlational, and experimental studies were conducted in order to, first, identify those teachers whose classes made larger-than-expected test score gains and, then, identify the instructional procedures that were used more often by those same teachers. This research, mostly based on observations in the teaching of reading or mathematics, has revealed a pattern that might be called a systematic method of teaching. The pattern includes presenting material in small steps, pausing to check for student understanding, and requiring active and successful participation from all students. Although initially derived from research in reading and mathematics instruction in elementary and middle schools, the results also are applicable to any other systematic or “well-structured” (Simon, 1973) subject matter in which the objectives are to teach skilled performance and the mastery of a body of knowledge. Clearly, and as shown in this chapter, music has such a body of knowledge with a definable content and explicit skills, and music education has an equally compelling body of research to support systematic instruction as a viable teaching model.
Transforming Research in Music Education History
Authors: Cox Gordon 
Published: November 2023

Abstract
The question “What is history?” is the subject of fierce debate: History is a science that discovers; it is an art that creates; historical narratives are constructions governed by the same rules and constraints as literature; “history with purpose” can realize some grand metaphysical theme; history has ended. Historians today are being forced to rethink, in the light of postmodernist criticism, the categories and assumptions that have underpinned their work (see Evans, 1997; Munslow, 2000).
Maintaining Quality in Research and Reporting
Authors: Heller Jack J , O’Connor Edward J P 
Published: November 2023

Abstract
Scholarly Inquiry and a Research Perspective What Is Research? In order to evaluate competence in research, the evaluator must first have a clear conception of what constitutes research as opposed to other scholarly activities. There are many scholarly pursuits that may in a broad sense fall under the category “research.” The word research (from the French rechercher, which means to travel through or survey) implies a going back to search for something. With respect to research in music education, however, that concept is too broad. We are concerned primarily with the systematic search for solutions to problems based on empirical observation. This is not meant to disparage scholarly endeavors that fall outside our more restricted definition. Of course, research searches for something. But that something should be very specific and it should be stated at the outset of any research report. The researcher must have a very clear idea of what the question is that will be investigated. The techniques and methodology used to search for an answer to a question should be appropriate to the question posed. Good research is that which provides as unbiased an answer as possible to a question supported by empirical evidence. “Empirical” here is meant to be viewed as “observations.”
Trends in Data Acquisition and Knowledge Development
Authors: Bartel Lee R , Radocy Rudolf E 
Published: November 2023

Abstract
Research is “a systematic process by which investigators gather information, organize it in a meaningful way, and analyze and interpret it” (Asmus & Radocy, 1992, p. 141). While this definition does not indicate why investigators gather and work with information, a clue is in “a meaningful way”-the research process should be meaningful. Organizing, analyzing, and interpreting is a process of developing knowledge. Another way to express this is to say that research is a systematic process of data acquisition and knowledge development. The terms “data acquisition” and “knowledge development” resonate clearly with the current computer lexicon (Knowledge Discovery in Databases or KDD). This is intentional because technology is one of the most influential forces affecting research in the past 30 years. We have selected these terms to serve as “lenses” with which to examine trends in research.
Assessment’s Potential in Music Education
Authors: Colwell Richard 
Published: November 2023

Abstract
An entire section of the first Handbook of Research on Music Teaching and Learning was devoted to assessment. Those authors successfully summarized the history of assessment in music with chapters on assessment in five areas: teaching, creativity, program, general, and attitude. This chapter is an update on a few of the issues raised in the first Handbook. In the 1990s, assessment is one of the more important issues in education. The priority of education in the United States has risen, and now education outweighs almost all other social issues-immigration, the homeless, welfare, national defense, and even foreign policy. Evaluation’s importance is portrayed by its use in the struggle for power over the curriculum. Arts advocates welcome positive assessments, some of which are relatively marginal in value. The high public interest and greatly expanded funding for education, preschool through college, has brought to the playing field two assessment issues, standards and accountability. The definition of a standard is a description of how well or at what level a student is expected to perform, and accountability is the avenue for ascertaining that value for resources expended is attained. A few individuals have questioned whether assessment as the single means of establishing value is appropriate (Broadfoot, 2000). Highstakes evaluation has become the subject of educational and political debates, often so emotional as to complicate the resolution of the accompanying assessment issues.
Contemporary Issues in Qualitative Research and Music Education
Authors: Flinders David J , Richardson Carol P 
Published: November 2023

Abstract
In the first edition of the Handbook of Research on Music Teaching and Learning, Donald Casey (1992) used the broad term “descriptive research” to include common forms of qualitative inquiry. In the introduction to his chapter, Casey said: “Despite some speculation to the contrary, descriptive research should by no means be conceived as any less vigorous, worthwhile, or useful than other research modes” (p. 115). Although battles over legitimacy continue, qualitative researchers today face less “speculation to the contrary.” Funding agencies, leading journals, and book publishers give qualitative studies an increasingly high profile. Professional organizations, such as the American Educational Research Association, have institutionalized qualitative approaches as a viable alternative to large-sample, statistical studies, and research universities now provide expanded training in qualitative methods. Together with these opportunities, the number of qualitative researchers has multiplied. Their ranks have grown so quickly over the past decade that it is difficult to find a more prominent trend in the field of educational research. Who and what have contributed to this trend are among the questions raised in this chapter.
The Northwest Coast
Authors: Pritzker Barry M 
Published: November 2023

Abstract
For the purposes of this book, the Northwest Coast geographic region extends from just north of Yakutat Bay in southwest Alaska more or less to the California-Oregon border, including lands west of the Coast and Cascade Mountains. Its length is roughly 1,500 miles, but its width averages less than 100 miles. It is a territory dominated and defined by water. Especially in the north, great sounds, inlets, and fjords bring the maritime world to people well away from the coast and islands, and numerous rivers further contextualize their liquid world. Depending on elevation and precise distance from the coast, it is an area of seemingly endless fog and rain, fierce winter storms, dense forest, and giant trees. The climate is generally moderate.