Scholarly Advances Research Articles

Perspectives on the Editor’s Mentoring-for-Democracy Role in Publication

This article describes perspectives on the role and responsibility of editors in mentoring authors through the publishing process. Our perspectives as journal editors are framed by our experiences as university professors involved in editing numerous academic bodies of work within educational studies (e.g., performing functions as editors and editorial board members, peer-reviewing manuscripts). Our review essay is written with the goal of promoting large-scale positive change within the journal editorial culture and greater understanding on the part of editors and reviewers, as well as authors who submit their work for publication review. We provide data initiated in two American Educational Research Association sessions, in 2008 and 2010, framed by the ideals of democracy foundational a democracy-focused journal for augmenting our exploration. Also included are four vignettes from journal editors whose perspectives overlap and yet are idiosyncratic with regard their own reflections and lived experiences. This discussion disseminates new research and thought with the prospect of enhancing democratic opportunity through editorial mentoring. As context for self-investigation, editorial board representatives of several journals have reflected on the nature of disciplinary work that might otherwise not immediately reveal the nature of their underlying democratic pragmatism. For example, although public educational institutions rely heavily on democratic thought, other institutions whose policies have far-reaching implications for K-12 students (e.g., health, government policy) should be included in the research on democratic citizenship (Mullen, 2011). To garner such breadth and in recognition of multiple genres and the who might report these, here we discuss how those involved in disseminating new research and thought might enhance democratic opportunity through editorial mentoring. We build on what Mullen et al. (2008) shared as the rationale for a 2008 American Educational Research Association (AERA) editors' panel presentation: In part, editors can ensure a broad dialogue by publicly calling for sharing civic responsibility clearly explain their publication mission and purposeful advancement of scholars' work.... editors will discuss how the expansion of their mission has now impacted their response submitted manuscripts and the framework in which journal editors have traditionally worked, (p. 3) We also reflect on ideas from this panel for graduate students by re-entering a dialogue specific the journal Learning For Democracy (LFD) (e.g., the advancement of democratic thought as outcomes for teaching and learning) (Pryor& Brown, 2008). We begin this review essay by discussing the importance of ideas that Popper (1945) expressed that posit linkages between knowledge and a free society. Popper's ideas, foundational LFD, were explored only initially in a 2010 keynote address the AERA SIG Democratic Citizenship in Education. Certainly, the calls for social and personal independence-dependence proliferate as ecologies of thought and practice (e.g., the 2010 AERA conference theme) are considered central any discussion about democratic citizenship. The importance of Popper's philosophical ideas and the relationship of these a free and democratic society offer us additional insights. As a second step in framing this discussion, we pursue possibilities for applying democratic thought a practical venue--editorial scholarly service. Our primary goal is further opportunities for scholars engage in discussions central the publication and dissemination of their research. As a framework for this paper, we address the AERA Democratic Citizenship in Education Special Interest Group's (SIG) mission, which is to promote democratic citizenship-development research in K-12 classrooms and foster interdependence among citizenship-democratic researchers (News release, 2010). …

Contestable professional academic identity of those who teach research methodology

ABSTRACTA professional academic identity is important because it supports a sense of belonging and contributes to the scholarly advancement of a discipline. However, a professional academic identity for those involved in teaching research methodology is particularly complex and diverse. This research surveyed 144 academics from 139 universities in 9 countries, who are involved in teaching research methodology, and examined the extent to which participants construct their professional academic identity around research methodology. The study also sought to examine whether participants view research methodology as a distinct discipline. Findings show that academics teaching research methods inhabit multiple identities. Some identified as expert researchers, while others associated with particular research methods, along with a clear epistemic attachment, within a particular area of scholarly inquiry. Furthermore, few participants described themselves as research methodologists, and stressed the significance of teaching research methodology as a distinct discipline. Findings also revealed that the majority of the institutions involved in the study approach research methodology as ‘a service course’ and predominantly taught by volunteer academics. This study contributes to our understanding of how research methodology courses are organized, and the broader implications of the different approaches to the scholarly advancement of research methodology as a distinct subject.

The Prospect of Elsewhere: Engaging the Future through Aspirations in Asia

There has been a recent surge of interest in “the future” as a subject and object of analysis in human geography, mostly centered on uncertainty and threats posed by terrorism, transspecies epidemics, and climate change. In contrast, relatively little attention has been given to that ways in which humans engage futurity in their everyday lives and geographies. Although acknowledging some important exceptions, in this article we seek to build specifically on anthropologist Arjun Appadurai's call for a more people-centered and “democratic” consideration of future making. What Appadurai terms an “ethics of possibility” is about rescuing the future from the “avalanche of numbers” associated with expert calculation in the realms of science and technology, security and geopolitics, and health and insurance. We argue that human geographers are among the “culturally oriented social scientists” who are equipped for scholarly advancement of an ethics of possibility. Our own geographic contribution emerges from field-based qualitative material collected as part of a wider collaborative research project on aspirations in urban Asia. In the accounts that we present from cities in China, Indonesia, and Vietnam, it is the prospect of elsewhere—and of being elsewhere—that nurtures imaginings of aspirational futures and spurs efforts to realize them. In addition to drawing empirical attention to people, places, and regions that do not often feature in Anglophone human geography, our article contributes to geographic conceptualization of how futures are being prospected in cultural imaginaries and through an array of spatial practices.

Exploring the Impact of Airlines Service Quality on Customer Loyalty: Evidence from Taiwan

The purpose of this paper tries to explore what are the key factors to influence customers to choose an airline. The research assesses the service quality, brand image, perceived value and customer loyalty on Taiwan-based airlines. The study analyzes the data by applying structure equation modeling (SEM) from valid 560 questionnaires surveyed in the airports. To validate the measurement model, this study checks scale reliability, overall model fit, and validity using the CFA technology. Moreover, the two major indicators including convergence validity and discriminate validity were employed to assess scale validity. Many prior studies had proved that brand image has a positive influence on perceived value, this study had validated that perceived value has also a positive influence on brand image. The brand image assists in the relation between service quality and loyalty, and perceived value strengthens their relationship. Furthermore, brand image and perceived value mediate the effect of service quality on customer loyalty to display a distal effect. The strategic implications for the effects of service quality lead to repurchase intention and loyalty inclination, which are contributed to both scholarly advancement of knowledge and the state of managerial practice.

A Theology of Grace in Six Controversies by Edward T. Oakes, S.J.

Reviewed by: A Theology of Grace in Six Controversies by Edward T. Oakes, S.J. Christopher J. Malloy A Theology of Grace in Six Controversies. By Edward T. Oakes, S.J. Grand Rapids, Mich.: Eerdmans, 2016. Pp. xxii + 248. $28.00 (paper). ISBN: 978-0-8028-7320-0. In each of these six essays, Edward Oakes nobly endeavors to resolve a seemingly intractable dispute. He contends that “antinomies” beset each side of each dispute and then strives towards a higher viewpoint that integrates the truths of competing theses without correlative drawbacks. Methodologically, Oakes offers a well-rounded approach, employing a wide variety of resources. He grounds his claims in Scripture in light of recent scholarly advances and canvasses various theological and secular usages of salient words (“grace,” “sin,” “justification,” “righteousness,” etc.). He traces key, sometimes rival, theological traditions. He employs literature, history, widely acknowledged scientific findings, and words of saints. In each essay, he develops his thesis systematically upon these foundations, following such luminaries as John Henry Newman, Matthias Scheeben, Karl Barth, and Hans Urs von Balthasar. Of course, it is common to seek the middle between extremes. Success requires accurate identification of “thesis” and “antithesis.” Precision and wisdom must work hand in hand for this task and for the construction of viable alternative syntheses. To evaluate Oakes’s achievement, I highlight two chapters and touch on others, noting features running through the essays. Chapter 1, “Nature and Grace,” constitutes a remarkable effort to achieve balance between the concerns in a significant dispute. Henri de Lubac claimed that there is an innate desire for the beatific vision, while certain twentieth-century Thomists claimed that the innate desire is for a naturally attainable happiness. Lawrence Feingold’s noteworthy dissertation/book (The Natural Desire to See God according to St. Thomas Aquinas and His Interpreters [2001, 2010]) rekindled this discussion. Oakes recognizes that the slogans “extrinsicist” and “intrinsicist” are clumsy: no extrinsicist severs creation from [End Page 609] Christ, and no intrinsicist makes eternal life something God “owes” (7). Still, Oakes indicates, one can “veer” toward views that the slogans indicate, some stressing the continuity of nature and grace in the one will of God to deify and others stressing the discontinuity between man’s sinful state and God’s saving initiative (12). Oakes appreciates the extrinsicist desire to preserve the gratuity of grace and the loftiness of our calling. Still, he submits, the denial of a natural desire for grace, if it “becomes too one-sided,” cannot cope with Paul’s teaching that creation “does indeed ‘groan’” (23). Oakes briefly conducts the reader through “two sets” of texts in Aquinas’s corpus, each supportive of either extreme. As Oakes makes clear, at stake is not simply Aquinas’s text but the truth of things. Following Andrew Swafford’s lead, Oakes alights on Scheeben as providing principles for a resolution. The move is surprising: of all people, Scheeben starkly distinguished nature and grace. Notwithstanding, Scheeben agreed with de Lubac that people are moved not by arguments from natural reason but by the manifestation of faith’s supernatural beauty. More, Scheeben proposed that grace and nature enjoy a “nuptial union,” an image more intimate than that of a second story topping off a perfectly good first story. Scheeben grounded this marital imagery in the effect of the Incarnation, whereby the human race is caught up in the hypostatic prerogatives of Christ. Accordingly, just as it is right that “this man, who is the Son,” receives an abundance of grace, so it is right that those who through baptism are stamped with Christ’s character and brought into his sonship receive sanctifying graces. Distinction is in service of union. This sketch should indicate the valiant nature of Oakes’s undertaking. Perhaps the project succeeds; it does have weaknesses. First, Oakes presents the “extrinsicist” tradition as regarding the relationship between sinful man and grace. This description fails to identify the issue; primordially at stake is the relationship of man qua man, considered as such and apart from sin, to grace. This slip and others signal imprecision in Oakes’s account. There is a delightful character to his broad brushstrokes, but this breadth is...

Crafting Usable Knowledge for Sustainable Development

This paper distills core lessons about how researchers (scientists, engineers, planners, etc.) interested in promoting sustainable development can increase the likelihood of producing usable knowledge. We draw the lessons from both practical experience in diverse contexts around the world, and from scholarly advances in understanding the relationships between science and society. Many of these lessons will be familiar to those with experience in crafting knowledge to support action for sustainable development. But few are included in the formal training of researchers. As a result, when scientists and engineers first venture out of the lab or library with the goal of linking their knowledge to action, the outcome has often been ineffectiveness and disillusionment. We therefore articulate here a core set of lessons that we believe should become part of the basic training for researchers interested in crafting usable knowledge for sustainable development. These lessons entail at least four things researchers should know, and four things they should do. The “knowing” lessons involve understanding the coproduction relationships through which knowledge making and decision making shape one another in social-environmental systems. We highlight the lessons that emerge from examining those coproduction relationships through the ‘ICAP’ lens, viewing them from the perspectives of Innovation systems, Complex systems, Adaptive systems, and Political systems. The “doing” lessons involve improving the capacity of the research community to put its understanding of such systems into practice. We highlight steps though which researchers can help build capacities for stakeholder collaboration, social learning, knowledge governance, and researcher training.

Envisioning Freedom: Cinema and the Building of Modern Black Life by Cara Caddoo

Envisioning Freedom: Cinema and the Building of Modern Black Life, by Cara Caddoo. Cambridge & London, Harvard University Press, 2014. 294 pp. $35.00 US (cloth). Both Film Studies and African American Studies are relatively new interdisciplinary fields, and scholarly advances are especially valuable as these areas of inquiry consolidate their stature within the academy and elsewhere. Cara Caddoo's new book on cinema and the building of modern Black life, Envisioning Freedom, is a major contribution to both fields. It adds powerfully to our understanding of both US and African American film history, and it expands our vision of the civil rights movement and the long struggle of people of African descent to control their own imagery in the media and popular culture. A key feature of the book reveals the crucial role of the Black church in generating audiences for the emerging Black film productions. This was part of the long process of how people of African origin, only recently liberated from enslavement, determining their identities as free people. African American clergymen, fully understanding the attraction of early motion pictures, began incorporating film viewing into their efforts to help their congregations move toward the goal of racial progress and uplift. Not coincidentally, this attractive feature of Black church life also increased church attendance and fundraising. Ministers realized that young people especially would often rather spend their Sundays in movie theaters rather than in churches. Understanding the tension between spiritual and secular pursuits gave them additional reason to promote Black films within churches themselves. The films promoted positive Black images and became an integral feature of the self-help and self-respect movement that pervaded much of late nineteenth- and early twentieth-century African American life. It likewise served as an early foundation for the pivotal role of the Black church in encouraging Black filmmaking and exhibition as part of a greater development of Black enterprise generally. The most compelling parts of Envisioning Freedom involve conflicts over Black representation in film. A key struggle occurred when Black prizefighter Jack Johnson defeated the Great White Hope Jim Jeffries in 1910. Johnson, a bold, defiant Black man, evoked powerful fears in white America--the same apprehension that has existed against strong Black males from slave days that resulted in the persecution of leaders like Paul Robeson. Rob Williams, Stokely Carmichael, Malcolm X, and many others in later decades. Jack Johnson became the first Black heavyweight champion and the first inadvertent Black film star when films of that fight were made and distributed throughout the United States. …

Non-Suicidal Self-Injury in Our Schools: A Review and Research-Informed Guidelines for School Mental Health Professionals

Non-suicidal self-injury (NSSI), the immediate and deliberate destruction of one’s own body tissue, without suicidal intent, and not for purposes that are socially accepted, is a critical concern for youth in schools. Despite significant scholarly advances and increasing clinical awareness of NSSI, many school mental health professionals (MHPs) continue to report feeling ill equipped to support students who self-injure, and emphasize a need for formal education about NSSI and its management in schools. Thus, the first part of this article summarizes current NSSI research on prevalence, age of onset, gender differences, functions, risk factors, and associations with suicide. Emerging from this review, the second part offers research-informed recommendations for MHPs managing NSSI in schools, including guidelines for (a) identifying students at elevated risk of self-injury, (b) developing a protocol for school personnel’s initial response to student self-injury, (c) first-level assessment of NSSI, and (d) managing critical issues related to NSSI contagion and online activity.

Crafting usable knowledge for sustainable development.

This paper distills core lessons about how researchers (scientists, engineers, planners, etc.) interested in promoting sustainable development can increase the likelihood of producing usable knowledge. We draw the lessons from both practical experience in diverse contexts around the world and from scholarly advances in understanding the relationships between science and society. Many of these lessons will be familiar to those with experience in crafting knowledge to support action for sustainable development. However, few are included in the formal training of researchers. As a result, when scientists and engineers first venture out of the laboratory or library with the goal of linking their knowledge with action, the outcome has often been ineffectiveness and disillusionment. We therefore articulate here a core set of lessons that we believe should become part of the basic training for researchers interested in crafting usable knowledge for sustainable development. These lessons entail at least four things researchers should know, and four things they should do. The knowing lessons involve understanding the coproduction relationships through which knowledge making and decision making shape one another in social-environmental systems. We highlight the lessons that emerge from examining those coproduction relationships through the ICAP lens, viewing them from the perspectives of Innovation systems, Complex systems, Adaptive systems, and Political systems. The doing lessons involve improving the capacity of the research community to put its understanding of coproduction into practice. We highlight steps through which researchers can help build capacities for stakeholder collaboration, social learning, knowledge governance, and researcher training.

On Beyond Fifty

This issue marks the happy completion of fifty years of The Chaucer Review: A Journal of Medieval Studies and Literary Criticism. As we mark this milestone, the journal is now poised for its next half-century by changing over to a new schedule for each volume's quarterly issues. beginning with Volume 51, a year's worth of The Chaucer Review will be issued in January, April, July, and October (the calendar year), instead of in July, October, January, and April (the academic year). To allow this change to begin, Volume 50 has been produced in two double issues, 50.1/2 (July 2015) and the present one, 50.3/4 (October 2015). The next issue, Volume 51, Issue 1, will be out in January 2016.The first issue of The Chaucer Review appeared in Summer 1966 and was edited by Robert Worth Frank Jr. and Edmund Reiss. Bob Frank continued as its indefatigable editor until 2002 (issue 36.4), and during his thirty-six-year tenure the journal acquired its well-earned status as a premier journal of medieval studies. As editors since 2002, we have striven to maintain the journal's traditions and special place of service as a spur to scholarly advancement in the Chaucerian community.We've taken care, when it has fallen to us, to steer The Chaucer Review through major milestones, namely its fortieth anniversary in 2006 and, now, its fiftieth. To commemorate the forty-year mark, an edited collection was published separately, Chaucer: Contemporary Approaches (Penn State UP, 2009), with new essays by John M. Bowers, Glenn Burger, Ardis Butterfield, Robert R. Edwards, Simon Horobin, Steven Justice, Laura Kendrick, Kathy Lavezzo, Seth Lerer, A. C. Spearing, and Karla Taylor. With unflagging support from Penn State University Press, the journal's publisher since its inception, we anticipate another volume of essays to be released at the fifty-year mark in 2016: Chaucer: Visual Approaches, with contributions by Jessica Brantley, Joyce Coleman, Carolyn P. Collette, Alexandra Cook, Maidie Hilmo, Laura Kendrick, Ashby Kinch, Martha Rust, Sarah Stanbury, Kathryn R. Vulić, and ourselves.Meanwhile, special sessions have been planned to mark the milestone at the International Congress of Medieval Studies, Kalamazoo, in May 2016, and at the New Chaucer Society Meeting, Queen Mary University, London, in July 2016. We warmly invite you to join us at these sessions.And with Chaucer Review 51.1 and onward, readers can expect to see the continuance of a tradition we've begun as editors: a now-and-again issue organized upon a special topic. Since 2005, the journal has released six special issues: (1) Chaucer and Aesthetics, 39.3 (Jan. 2005); (2) The Legacy of New Criticism: Revisiting the Work of E. Talbot Donaldson, 41.3 (Jan. 2007), edited with Bonnie Wheeler and Carolynn Van Dyke; (3) Time, Measure, and Value in Chaucer's Art and Chaucer's World, 43.4 (Apr. 2009), edited with Carolyn P. Collette and Nancy Mason Bradbury; (4) Studies in Middle English Poetry in Honor of C. David Benson, 46.1/2 (Apr. 2011), edited with Daniel Donoghue, James Simpson, and Nicholas Watson; (5) Medieval English Manuscripts: Form, Aesthetics, and the Literary Text, 47.4 (Apr. 2013), edited with Arthur Bahr and Alexandra Gillespie; and (6) Thinking Historically after Historicism: Essays in Memory of Lee Patterson, 48.4 (Apr. 2014), edited with Emily Steiner and Candace Barrington.Another special issue will appear in The Chaucer Review 51.1 (Jan. 2016), addressing the topic of Women's Literary Culture and Late Medieval English Writing. With guest editors Liz Herbert McAvoy and Diane Watt, it will include the following essays and authors: “Affective Reading: Chaucer, Women, and Romance” (Corinne Saunders); “Small Consolation? Goscelin of St. Bertin's Liber confortatorius and the Middle English Pearl” (Diane Watt); “The Sea Ground and the London Street: The Ascetic Self in Julian of Norwich and Thomas Hoccleve” (Amy Appleford); “‘O der lady, be my help’: Women's Visionary Writing and the Devotional Literary Canon” (Liz Herbert McAvoy); “Chaucer, the Chaucerian Tradition, and Female Monastic Readers” (Nancy Bradley Warren); and “‘The details of life and the pulsings of affect’: Virginia Woolf's Middle English Texts” (Marea Mitchell). Planned for the following year will be another, much-anticipated special issue on Chaucer's Legend of Good Women.We thank the Penn State University Press for its remarkable level of loyal support for the journal, lasting now for fifty years. We gratefully acknowledge Editor Kendra Boileau, editorial assistant hannah hebert, the wonderful staff of the Journals Department—Diana Pesek, Julie Lambert, Rachel Ginder, Heather Smith, and Astrid Meyer—and Sales and Exhibit Manager Kathleen Scholz-Jaffe. We thank our academic institutions, Kent State University and Eastern Illinois University, for the kinds of basic support that make our editing work possible and enjoyable. And most of all we thank the contributors, reviewers, readers, and subscribing libraries who keep this journal a vibrant and viable voice for the community of medievalists.

Three Decades of Engendering History: Selected Works of Antonia I. Castañeda ed. by Linda Heidenreich and Antonia I. Castañeda (review)

Reviewed by: Three Decades of Engendering History: Selected Works of Antonia I. Castañeda ed. by Linda Heidenreich and Antonia I. Castañeda Karla A. Lira Three Decades of Engendering History: Selected Works of Antonia I. Castañeda. Edited by Linda Heidenreich and Antonia I. Castañeda. ( Denton: University of North Texas Press, 2014. Pp. 400. Photographs, map, notes, bibliography, index.) Linda Heidenreich compiles leading Chicana historian Antonia I. Castañeda’s essays into one book featuring four thematic segments, each closed by a platica or discussion by Luz María Gordillo, in an effort to pass Chicana history and literature from one generation of scholars to the next. At the start of each section, Heidenreich includes an introduction that explains why she grouped certain essays together. The first pairs Castañeda’s essays on “The Political Economy of 19th Century Stereotypes of Californians” and “Malinche, Califa y Toypurina” to show how Mestiza and native women have been portrayed in California. Part two includes “Women of Color and the Rewriting of Western History” and “Gender, Race, and Culture”, two widely used historiographical discussions of the historical debate over and critique of Chicana history. In her third part, Heidenreich includes “Sexual Violence in the Policies of Conquest” and “Engendering the History of Alta California 1769–1848.” Both essays examine sexual structure among Alta California women. Lastly, and of more significance to Texas history, Castañeda’s “Que Se Pudieran Defender, Language and Other Lethal Weapons”, “Lullabies Y Canciones de Cuna,” and “La Despedida” are essays dedicated to living in the United States as a Chicana while questioning and remaking the historic field. Essentially, the section covers Tejano families’ struggles as they migrate to Washington State. In one example, Castañeda’s mother remembers, “We worked our way north, through valleys and towns with names as familiar as our family story … to arrive in valley towns with strange new names” (312). Deena González closes the anthology con broche de oro, reminding the reader that although the number of Latinas in academia is small, progress continues to flourish. Much of the scholarly advancement could be traced to Castañeda, and the anthology is an important acknowledgement of the work of a founding madre. Gordillo’s platicas add a nakedly honest conversation with Castañeda and other influential scholars such as Latino art historian Thomas Ybarra-Fausto and Chicana history founding madres Emma Pérez and Deena González. Gordillo so thoroughly covers the platicas that the reader feels he or she is having a tacita de café and taking part of the conversation as a silent audience member. The interviews analyze the Mexican American and Chicano experience from various perspectives, from Chicanas as agents of change to the larger discussion of all women workers in agriculture. Each platica with Gordillo and other scholars complements the essay selections by Heidenreich. [End Page 232] Three Decades of Engendering Women is a well-organized book serving historians, other scholars, and general readers. The work successfully communicates the struggles that Chicanas faced throughout history and continue to confront. Initially, the book appeared to be an homage to Castañeda, but later it developed into a more comprehensive resource. With this volume, Castañeda, Heidenreich, Gordillo and other scholars remind us that we still have room for future generations of Chicana studies to grow. [End Page 233] Karla A. Lira University of Texas Rio Grande Valley Copyright © 2015 The Texas State Historical Association

Single Figure Publications: Towards a novel alternative format for scholarly communication

The single figure publication is a novel, efficient format by which to communicate scholarly advances. It will serve as a forerunner of the nano-publication, a modular unit of information critical for machine-driven data aggregation and knowledge integration.

The place of class: Considerations for psychology

The concept of social class has not featured as prominently in psychology as it has in the broader social sciences. This editorial provides an overview of the concept of social class and its relevance to contemporary psychology. Although far from exhaustive, the editorial considers key developments in class theory and research, paying particular attention to scholarly advances within psychology. An introduction to the five articles contained within this collection is also provided.

Rethinking 'Attitudes' in the Attitudinal Model: Using Cultural Theory to Explain Judicial Decisions

Judicial ideology as conceptualized in the attitudinal model (AM) developed by Jeffrey Segal and Harold Spaeth remains the dominant explanation for US Supreme Court decisions. However, while there is consensus that judicial ideology is crucial in explaining Court behavior, the AM remains under-theorized, time-limited, and unresponsive to scholarly advances in the study of ideology. This paper argues that the cultural theory (CT) developed by Mary Douglas, Aaron Wildavsky, and others can help address these problems. CT promises to advance the study of judicial behavior by providing a theory of ideology, rather than only the application of ideological labels, and by providing a two dimensional account of ideological behavior that avoids the anomalies that arise from relying on the AM’s one dimensional, liberal-conservative conception. To illustrate problems with the AM and the plausibility of our proposed CT solution, we compare explanations provided by both approaches for Court interpretations of First, Fourth, and Fourteenth Amendment rights. In each constitutional area, the attitudinal orientations specified by CT — that is, egalitarian, hierarchical, and individualistic cultural biases valuing equality, order, and liberty, respectively — provide a richer and more valid account of judicial attitudes and legal change than liberalism and conservatism alone.

The Efficacy of a Doctor of Nursing Practice Mentoring Program

Mentoring creates opportunities for guidance, collaboration, partnerships, career development, personal growth, problem solving, leadership, and scholarly advancement among others. Mentoring is not a new concept to health care or to nursing. Nurses and others in the health care field depend on various individuals for their career growth and developmental networking. Doctor of nursing practice (DNP) graduates are encouraged to collaborate with other disciplines, assume leadership roles, and serve as mentors at the clinical, educational, or executive level. Mentoring relationships are essential for the DNP graduate to continue growing scholarly, professionally, and personally.

POLISHED HOUSEHOLD THINWARES FROM SAN PEDRO DE ATACAMA, CHILE: REFLECTIONS ON SHAPE AND COLOR

This article presents a characterization of polished thinwares found at the site of Coyo Aldea contextualized by recent scholarly advances in the transition ...

Kuṣāṇa Emperors and Indian Buddhism: Political, Economic and Cultural Factors Responsible for the Spread of Buddhism through Eurasia

This essay provides an updated evaluation of the diffusion of Buddhism throughout Eurasia during the Kuṣāṇa period (ca. 30 CE–375 CE). Recent studies and evidence have challenged established arguments about the nature of Buddhism in the Kuṣāṇa Empire. Perceptions have shifted about the role of the Kuṣāṇa rulers in the spread of Buddhism, while debate concerning Gandhāran art has been renewed. This new overview will help to alert readers to the most important findings of recent years and the scholarly advances that have recalibrated specialists' understandings of the political, economic and cultural factors that defined the multilayered relationship between the Kuṣāṇas and India's Buddhist communities.

BOOK/MEDIA REVIEWS

Black Male Teachers: Diversifying the United States Teacher Workforce by Chance Lewis and Ivory Toldson. Bingley BD16 1 WA, UK: Emerald Group, 2013, 279 pp., $89.06, hardcover.Educators and scholars from school districts throughout the nation have made countless attempts to maintain a diversified teacher workforce that is reflective of the diversity of our student populations. Yet, the causes and course of this issue have been seemingly hard to capture over the years. Black Male Teachers: Diversifying the United States Teacher Work Force, offers a unique, comprehensive analysis of the core issues affecting the Black male teaching profession.This unique tapestry of brilliant authors and contributors provides profound insights regarding the state of education in this country and the place, process, and promotion of Black male teachers in this country. writers provide more than a platform for conjecture and random opinion. Rather, the reports are built upon authentic scholarship that is substantiated by evidenced-based, theory-driven data that yield both quantitative and qualitative value. array of candid narratives adds a delicate balance of humanistic undertones that is moving, inspiring, and captivating. This volume is a refreshing venue in which Black male educators will find images of themselves that are sealed with collective threads of admiration, reverence, and value regarding their labor and leadership. Finally, the readers will find this volume to be useful for practice, research, and the development and implementation of policy strategies and real programmatic initiatives.The format of this volume is broken into 18 chapters, which are selectively organized into five sections based on commonalities in themes. sections are as follows: Part 1, The Introduction; Part 2, Scholarly Examination of Black Male Teachers in U.S. Classrooms; Part 3, The of Current Black Teachers; Part 4, Voices of Leading Scholars; and finally, Part 5 entails an Epilogue from the Series Editors. Each chapter of this book is wonderfully captivating and informative. This book review provides a summation of the stellar contributions within this volume.In chapter 1, Dr. Chance Lewis, provides an exceptional status report of Black male teachers' passage into the public school classroom. He compartmentalizes this process into six core stages. These stages are: (a) Black males with a high school diploma; (b) enrollment in educator preparation programs; (c) educator preparation program completers; (d) educator preparation programs with the highest number of Black male graduates; (e) Black male education degree holders that select teaching as a profession; and (f) the current status of Black male teachers in U.S. K-12 public schools. chapter concludes by emphasizing the importance of recruiting Black male teachers, and the multidimensional value their presence in schools has on the fabric of all student achievement and esteem.In chapter 2, Dr. Ivory Toldson provides the reader with a contextual framework that illuminates the relevance and importance of race and racial disparities within the classroom context. Reportedly, in the population of more than 6 million teachers in the United States, approximately 80 percent of them are Caucasian, 7.4 percent are Hispanic, 2.3 percent are of Asian descent, 9.3 percent are African American, and 1.2 percent of the teacher work force is of another race. Additional research indicates that 80% of all teachers in the U.S. are female. author moves the reader to think critically about the variables that create such a climate in the school setting. Dr. Toldson shares several scholarly advances in uncovering the mysteries behind this question throughout this chapter.The fifth chapter of the volume, Teaching Across Gender: Dynamics of Black Male Teachers and Female Students by Crowell, Woodson, and Rashid, was a particularly riveting segment. …

“Destroy Them to Save Us”: Theories of Genocide and the Logics of Political Violence

Based on an analytic review of recent scholarly advances in genocide studies, this article investigates the causes, concept, and logic of genocide while suggesting a set of theoretical propositions and avenues for future research. Two emerging theoretical streams of literature on causes—strategic and ideological—highlight different dimensions of genocide and should be thought of as compatible. The study of genocide should be embedded in a broader study of political violence; the two literatures have been strangely cloistered from each other. To that end, genocide should be conceptualized as group-selective, large-scale violence whose purpose is group destruction. This stands in contrast to violence that is individually selective or indiscriminate; small-scale and not sustained across time and space; and whose purpose is repression, communication, or some other outcome short of group destruction. To develop existing theory and to bring the study of genocide closer to the literature on violence, studying variation in outcomes is essential; that is, students of genocide should ask why genocide and not another outcome occurs, rather than only studying common patterns among genocide cases. Similarly, rather than study primarily sources of escalation and accelerators of violence, scholars should also theorize restraint and decelerators of violence. Further, scholars of genocide should focus attention on the interaction between national and sub-national actors as well as periods of escalation or de-escalation. In these ways and others proposed in the essay, genocide studies can build on recent gains and develop a broader and more coherent field of theoretical inquiry.

A (Socio)linguistic Approach to Hagiographic Text Transmission: the Torino Collection Biblioteca Nazionale D.v.3. (8th/9th c.)

The transmission and reception of hagiographical texts is the central concern of the international research project “An Assessment of Merovingian hagiographical texts in their oldest manuscript versions” directed by Monique Goullet. This project advocates a return to the oldest hagiographical manuscripts in order to free research from the distorting impact of old editions, and to bring it in line with recent scholarly advances in both hagiographical and sociolinguistic studies. A return to the oldest hagiographic manuscripts can, on the one hand, lead to a better understanding of the way in which the first anonymous hagiographic collections were constituted, and, on the other, shed light on the way in which written language functioned in the pre-Carolingian period. It is within this context that the research team chose to edit one of these oldest manuscripts, Torino, Biblioteca Nazionale D.V.3. From a linguistic point of view, this document dating from the end of the 8th or the beginning of the 9th centur...