Street Smarts Research Articles

열린 메타버스 도시의 윤리 : ‘메타버스 스마트’ - 리처드 세넷의 『짓기와 거주하기』를 중심으로

All forms of cities are inherently in conflict between construction and residence, and in that the metaverse takes all elements in an open form in the process of transcending the actual city, the virtual city is a reflection of the ‘ethics of the open city’ advocated by Richard Sennett. A city is composed of a ‘ville’ as a physical place and a ‘cité’ as a mental place, and an open ville is important for residents to actively intervene in the city. Through open practices in an open city, residents evolve into ‘street smarts.’ The metaverse city is also composed of a ville and a city, but unlike a real city, it is characterized by having a ville that can change flexibly. ‘Vehicles (mobility)’ that help with open practices such as walking and squinting, and ‘role play’ through titles or occupations help metaverse users explore a variety of lives in the virtual city. Just like street smarts are residents who show competence in real cities, those who build their own knowledge system based on their experience and accumulation of metaverse cities and endlessly differentiate themselves in virtual life can be called 'metaverse smarts'. Metaverse Smarts is created by the interdependent relationship between individual non-linearity and social commons.

Corporate Boards with Street Smarts? How Diffuse Street Protests Indirectly Shape Corporate Governance

Though recent waves of large-scale street protests have not directly targeted the business sector, they can still represent a major development in a company’s external environment. Building on the literature on community embeddedness, this study extends activism-as-information theory to understand how and when companies respond to street protests that take place in their communities. We argue that for business leaders, the scale of protests serves as an information update regarding the changing relevance of the protested social issue in a community. Using data from 2017 to 2020 on Women’s March protests in the United States, we show that the scale of street protests in local communities is associated with the likelihood of subsequent female director appointments for corporations headquartered in those communities: larger-scale protests are associated with a higher likelihood of such appointments. Further, we show that this response to proximal protests is heightened for protests that occur in local communities least aligned with the protest movement and for companies least internally aligned with the protest goals. Our theory and findings extend research on social movements in markets, showing how and why organizations respond to diffuse community protests, and they enrich corporate governance research on the roles of communities and stakeholders in shaping board composition.

Valuing adolescent students' street smarts to foster critical thinking

AbstractThe New Zealand Ministry of Education has included an increase in the expectations of critical thinking for secondary students across curricula. However, New Zealand has a history of inequitable opportunities for minority students to learn critical thinking. This article presents a framework designed for adolescent learners to make critical thinking equitable and accessible through valuing student experiences or Street Smarts. A mixed methods study trialled the critical thinking talk model Street Smarts. There were 33 teacher participants and 824 student participants (average age 15 years). Students identified ethnically as New Zealand European (46.1%), 17.1% as Asian, 10.6% as Pasifika, 5.2% as Māori, and 4.3% as other; and as undisclosed ethnicity (16.7%). Descriptive statistics of all the critical thinking indicators showed that Providing a statement of evidence was the most frequently observed indicator in both 2018 and 2019, followed by Building points and Uptake questions. The deeper cognitive features of High‐level questioning, Recognising power structures in society and developing Situated awareness were observed in classes with high academic ability and far less so in several classes of mixed academic ability and low academic ability. However, where teachers had allowed the opportunity for students identified in the low academic ability group to share their stories and experiences of the controversy, these students demonstrated deeper cognitive features in their discussions. We conclude that more time and opportunity should be given to adolescent students, particularly minority students and students in low ability classes, to share their narratives and stories before discussing controversial topics.

Development of a User-Informed Social Resource Guide to Improve Identification and Management of Psychosocial Concerns: A Model for the Free Clinic Setting

Background: Resource guides, which consolidate information on community resources, are an important tool for linking vulnerable patients to social and health services. Many existing guides, however, are 1) out-of-date, 2) lack user-friendly design features, and 3) lack instructions for how to access services. We describe an effort to optimize a social resource guide for people experiencing homelessness, where the process may serve as a model for other free clinic settings.
 Methods: From April 2021 to April 2022, we launched a phased social liaison volunteer program at HOMES Clinic, driving the development of a unique community-informed social resource guide. Specifically, we 1) collected and verified word-of-mouth data from the userbase of various social services (i.e. “street smarts”), and 2) designed a user-friendly interface with easy-to-use deliverables for patients.
 Results: The HOMES Social Resource Guide facilitates care coordination in both the clinic and street settings. A key design feature is that information for each resource is condensed into a 3.5x2.0” card that fits easily into pockets or wallets. The front contains logistic information (e.g., hours, location, phone) and the back describes how to qualify for and access each service. Cards are organized into a binder and provided to patients by trained volunteers in a need-based manner. Since qualifying for many services is contingent upon first meeting other milestones, the guide includes algorithms to ensure we provide all necessary information to meet any identified need. Information is re-verified/updated every six months. The platform is cost-effective: the raw materials together cost $20.
 Discussion: While resource guides are not a new invention, we propose that our increased emphasis on simplicity, user-friendliness, community participation, and meeting end-user needs offer clear advantages over other common design paradigms. These principles may be relevant to other free clinics in meeting the diverse needs of underserved populations.

What Matters More for Entrepreneurs: Book Smarts or Street Smarts?

What Matters More for Entrepreneurs: Book Smarts or Street Smarts?

Motivating youth to learn STEM through a gender inclusive digital forensic science program

This paper describes the design, implementation and research of the Cyber Sleuth Science Lab (CSSL), an innovative educational program and supporting virtual learning environment, that combines pedagogical theory, gender inclusive instruction strategies, scientific principles/practices, gamification methods, computational thinking, and real-world problem solving. This program provides underrepresented youth, especially girls, with digital forensic knowledge, skills and career pathways, challenging them to explore complex social issues related to technology and to become cyber sleuths using real-world digital forensic methods and tools to solve investigative scenarios. Students also learn about related careers while improving their cyber street smarts. The CSSL incorporates additional “outside of the computer” activities to strengthen students’ engagement such as structured in-classroom discussions, mock trials, and in-person interactions with practitioner role models. The CSSL was piloted in various forms to assess the suitability for in-school and out-of-school settings, and the students predominantly represented racial minorities. Research in this project relied on a mixed methods approach for data collection and analysis,including qualitative and quantitative methods, reinforced using learning analytics generated from the students clicking through the interface and interacting with the system. Analysis of gathered data indicate that the virtual learning environment developed in this project is highly effective for teaching digital forensic knowledge, skills, and abilities that are directly applicable in the workplace. Furthermore, the strategies for gender inclusive STEM instruction implemented in CSSL are effective for engaging girls without being harmful to boys’ engagement. Learning STEM through digital forensic science taps into girls’ motivations to address real-world problems that have direct relevance to their lives, and to protect and serve their community. After participating in the educational program, girls expressed a significantly greater increase in interest, relative to boys, in learning more about careers related to digital forensics and cybersecurity.

Street Smarts and Org Charts: Professional Expertise and the Pursuit of Urban Integration

The presence of organizations has been shown to causally affects a community’s connectedness, crime, entrepreneurship, and crisis resilience. But extant studies of communities conceal how organizations pursue the production of two types of urban integration. Organizations may produce social integration, creating social ties among constituents, as well as systemic integration, connecting constituents to institutional resources. We argue that organizations’ ability to produce social and systemic integration is principally due to the degrees to which organizational members draw on suite-level expertise (“I know the system”) and street-level expertise (“I know the people”) when they make decisions. Representative survey data of nonprofit organizations in the San Francisco Bay Area collected over 15 years shows that nonprofits’ pursuit of urban integration depends on these forms of expertise. Comparative interviews explain why professional staff and managers boost systemic integration, whereas volunteer staff and members foster social integration. The paper contributes to scholarship in organizational and urban sociology by examining how organization-level features influence the pursuit of urban integration and by shedding light on unintended consequences of professionalism. Our results challenge the stylized fact that nonprofits necessarily create community and suggest alternative ways to understand and operationalize how organizations are embedded in their urban environment.

Said the Hooker to the Thief

Said the Hooker to the Thief

Cryptomarkets and the returns to criminal experience

ABSTRACT Criminal capital theory suggests more experienced offenders receive higher returns from crime. Offenders who accrue skills over their criminal career are better able to minimise detection, increase profits, and navigate illegal markets. Yet shifts in the offending landscape to technologically-dependent crimes have led some to suggest that the skills necessary to be successful in conventional crimes no longer apply, meaning ‘traditional’ criminals may be left behind. The recent turn of drug vendors to online markets provides an opportunity to investigate whether ‘street smarts’ translate to success in technologically-dependent crimes. This study surveys 51 drug vendors on online drug markets to compare individuals who began their drug-selling career in physical drug markets with vendors whose onset began on digital platforms. The findings suggest vendors who broker between online and offline drug markets are better positioned to maximize profits. The results inform potential spillover effects from offline drug-selling into online marketplaces.

Toolbox Recommendations for Social Workers to Promote Successful Social Entrepreneurship.

Social entrepreneurship in social work is presented in the literature as an important practice considering its ability to provide long-term, innovative, and creative interventions for social problems. However, many doubt the ability of social workers to act as social entrepreneurs. This study examined action strategies adopted by social workers who established innovative services to address social problems. Data were collected from qualitative in-depth interviews conducted with 23 successful social work entrepreneurs. Research findings revealed seven action strategies that have the potential to promote successful social entrepreneurship in social work: (1) coalition building, (2) legislative advocacy, (3) media use, (4) legislative tools, (5) active use of social network: "street smarts," (6) development of a resource infrastructure, and (7) cultural norms and traditions. The study provides insight into the various ways to succeed in social work entrepreneurship; to identify opportunities in education and practice for entrepreneurship in social work; and to serve as an effective, innovative guide to address the complex social problems facing social workers.

Queer Street Smarts

Street smarts is a term people use to describe the cultural knowledge that marginalized people, often poor Black and Brown youth, have to learn in navigating their lives. In this article, the author illustrates how street smarts is figuring out how to get by with limited resources in a white supremacist society.

The Outlaws Scarlett and Browne by Jonathan Stroud

Reviewed by: The Outlaws Scarlett and Browne by Jonathan Stroud Elizabeth Bush Stroud, Jonathan The Outlaws Scarlett and Browne. Knopf, 2021 [432p] (Scarlett and Browne) Library ed. IBSN 9780593430378 $20.99 Trade ed. ISBN 9780593430361 $17.99 E-book ed. ISBN 9780593430385 $10.99 Reviewed from digital galleys R* Gr. 6-10 When Scarlett McCain robs a bank, she easily outruns the lawmen who hesitate to follow her into the wilds, where the Tainted indulge their craving for human flesh. This time, they’re after her in hotter than normal pursuit, and she’s encumbered by Albert Browne, a dreamy, clumsy naïf she reluctantly rescued from an overturned bus. It’s not Scarlett they’re after this time, though; it’s Albert, who has escaped from the Stonemoor, where evil Dr. Calloway conducts torturous experiments on youngsters with unusual powers ripe for exploiting. Thus begins a twelve-day odyssey, much of it spent on a raft piloted by an unamiable but nonetheless protective old man and his mute young granddaughter, as Scarlett and Albert head for [End Page 33] the safety of the Free Isles, where all outcasts are reputedly welcome. Thrills and wisecrackery run neck and neck as Stroud establishes a sturdy cast of characters and lays the foundation of a post-apocalyptic British world in preparation for what promises to be a rousing series. Scarlett has street smarts and physicality, Albert has poorly controlled explosive power, and what’s left of Britain is variously overgrown, sunken, lawless, beset by cannibals, or repressed by Faith Houses that enforce social order—just the kind of setting where adventure fantasy thrives. Add the razor-sharp banter that delights readers of the Bartimaeus series (The Amulet of Samarkand, BCCB 2/11, et al), and you can lay the smart money on another Stroud winner. Copyright © 2021 The Board of Trustees of the University of Illinois

New Yorkers’ Street Smarts and Survival Smarts During the Pandemic: Preppers, Community Resilience and Local Citizenship

This qualitative study examines the impact of the COVID-19 pandemic on the philosophy and practices of New York’s urban prepper subculture. My three research goals are to: 1) explore preppers’ approaches to protecting their families against the pandemic, and how their commitment to self-reliance may have changed; 2) describe the different experiences of surviving a pandemic in New York, a global capital that is sharply divided by class and race; and 3) analyze the possible benefits of community resilience rooted in a sense of strong social bonds. For urban preppers, the government’s failure to enact a clear response to the pandemic reaffirmed their core belief: the government was not coming to help them. But while they had a strong foundation for successfully sheltering in place, they did not anticipate the challenges of working from home, remote learning, and staying in one location for such an extended time period.

Conversations in Food Studies by Colin R. Anderson, Jennifer Brady, and Charles Z. Levkoe (Eds.)

This inspiring collection of essays by mostly young and freshly minted scholars takes me back 50 years, to my own misspent youth during the 1960s and ’70s, when I was part of a social history gang eager to “rewrite history from the bottom up.” We wanted to ask new questions and use new methods, sources, and insights to study groups that had been unjustly ignored and marginalized, and to make what we learned available and accessible to everyday people. Although I left the university milieu to work for various social movements, and though I often wince at the grandiose and harsh accusations we made as well as the utter lack of experience and street smarts we imposed on our cause, I am proud of what that generation of labour and women’s studies pioneers accomplished.

Commercially sexually exploited youths’ health care experiences, barriers, and recommendations: A qualitative analysis

The current study sought to understand commercially sexually exploited (CSE) youths’ health care experiences, barriers to care, and recommendations for improving health care services. We conducted focus groups (N=5) with 18 CSE youth from February 2015 through May 2016 at two group homes serving CSE youth in Southern California. We performed thematic content analysis to identify emergent themes about CSE youths’ perspectives on health care. Youth described facilitators to care, including availability of services such as screening for sexually transmitted infections, knowledge about sexual health, and a strong motivation to stay healthy. Barriers included feeling judged, concerns about confidentiality, fear, perceived low quality of services, and self-reliance. Overall, youth emphasized self-reliance and “street smarts” for survival and de-emphasized “victimhood,” which shaped their interactions with health care, and recommended that health providers develop increased understanding of CSE youth. Our findings suggest that providers and community agencies can play an essential role in raising awareness of the needs of CSE youth and meet their health needs through creating a non-judgmental environment in health care settings that validates the experiences of these youth.

Street Smarts and a Scalpel: Emotional Intelligence in Surgical Education

To evaluate trends of emotional intelligence (EI) in surgical education and to compare the incorporation of EI in surgical education to other fields of graduate medical education. A MEDLINE search was performed for publications containing both "surgery" and "emotional intelligence" with at least one term present in the title. Articles were included if the authors deemed EI in surgical education to be a significant focus. A separate series of MEDLINE searches were performed with the phrase "emotional intelligence" in any field and either "surg*," "internal medicine," "pediatric," "neurology," "obstetric," "gynecology," "OBGYN," "emergency," or "psychiat*" in the title. Articles were included if they discussed resident education as the primary subject. Next, a qualitative analysis of the articles was performed, with important themes from each article noted. Lehigh Valley Health Network in Allentown, PA. Eight articles addressed surgical resident education and satisfied inclusion criteria with 0, 1, and 7 articles published between 2001 and 2005, 2005 and 2010, and 2010 and 2015, respectively. The comparative data for articles on EI and resident education showed the following : 8 in surgery, 2 in internal medicine, 2 in pediatrics, 0 in neurology, 0 in OBGYN, 1 in emergency medicine, and 3 in psychiatry. Integration of EI principles is a growing trend within surgical education. A prominent theme is quantitative assessment of EI in residents and residency applicants. Further study is warranted on the integration process of EI in surgical education and its effect on patient outcomes and long-term job satisfaction.

A Different Kind of Street Smarts: Human Papillomavirus Awareness Among Street-Based Female Sex Workers in Albuquerque, New Mexico

A Different Kind of Street Smarts: Human Papillomavirus Awareness Among Street-Based Female Sex Workers in Albuquerque, New Mexico

The Continuing Quest for Meaningful Faculty Evaluations of Residents.

In this issue of JAMA Surgery, Ray et al1 report their findings at their institution, the University of Miami, Miami, Florida, on the (non)relationship betweenperformance on theAmerican Board of Surgery In-Training Examination (ABSITE) and themean scores of faculty evaluations. Several thoughts and conjectures stem from their study. First, the authors cite their use of the measures from the General Surgery Milestone Project as their base for evaluations in the New Innovations Residency Management Suite online system for the studyperiod 2011 to 2014; however, the General Surgery Milestone Project was under development in 2011 and only became effective for general surgery in July 2014. The 6-monthly residentperformance reviewand conversation with the programdirector or associate programdirector have been part of the Accreditation Council for Graduate Medical Education Surgical Residency Review Committee program requirements for decades. Second, their faculty evaluations were nonanonymous. Manyof our own faculty, citing that theywill beworkingwith residents over years, are leery of providing less than laudatory comments (constructive criticism)evenanonymouslybecause theybelieve residents can identify the sourceof the lessthan-A+ evaluation. They are not keen on nonanonymous evaluations.Ofnote,New Innovationsnowprovides away for faculty to make a “not for the resident to see” comment in a supplemental box at the bottom of the evaluation form. The residents in the studybyRay and colleaguesweremostly perceived as “A” performers (mean evaluation score, 92.24; median evaluation score, 92.65), as shown in the histogram (Figure 1A) with all annual evaluation scores in the top quartile, while ABSITE scores varied more. Finally, one can argue that the ABSITE and the faculty evaluationsmeasure different domains, not unlike the qualifying examination and the certifying examination for the American Board of Surgery, and that they complement one another rather than necessarily predict or correlate with one another. Some irascible residents ace theABSITE,while other residents with excellent professional demeanor and people skillsmaystrugglewithmultiple-choicequestions.Booksmarts and street smarts do not have an r value of 1, nor domultiplechoice question skills and the soft competencies of interpersonal and communication skills and professionalism. Should we expect an examination that measures 1 portion of 1 domain,medical knowledge, to correlatewitha subjectiveevaluation measuring 6 or 7 competency domains? Thisarticlechallengesus to improveourevaluationsof residentperformance,aworthyquestofanelusive target.Thenext major hurdle is evaluation of technical and operative skills.

Beginning with O: From “In Search of Pure Lust”

I was twenty-six and I was a dyke. All I had to do was find someone to love. Because that was the point, after all. All my life I had been loving women, but now-this was less a conscious thought than an operative assumption-I was going to do it for real. I was ready to dance the full-tilt boogie. I just had to find a partner.My timing was good. It was the spring of 77, and everywhere you looked women were assembling in women-only places. Granted, not in the vicinity of Brown University where I was a grad student, unless you counted the womens center. But weekends someone was always driving up to Boston to eat at Bread and Roses, the vegetarian womens restaurant, dance at Somewhere, the women's disco, or hang out at the Saints, the girls' bar in the warehouse district with its big blond wooden booths and giant pool room. Olga Broumas had just won the Yale Younger Poets prize for Beginning with O, and a bunch of us drove down to New Haven for her reading. A Greek beauty, she closed her dark-lashed eyes, bard-like, when she read, and we all swooned in our seats and then gushed in the car the whole way back.My course, Images of Women in Literature, had been accepted by the Modes of Thought Program and I began teaching it that spring. I wasn't prepared for the number of women who showed up or the hungry way they gazed at me and hung on every word. How could I live up to such expectation? At the last minute I decided to tack on a lesbian section: Olga Broumas, Judy Grahn, Rita Mae Brown. There were two militant lesbians in the class; both sported crew cuts, or sep cuts as they were known at the time, and had impressive street smarts. They had already at their young age-if you believed them-demonstrated against male violence, marched for lesbian and gay rights, worked in shelters, organized sit-ins on campus. Who was 1 to be teaching them about feminism? Or anything for that matter? Despite staying up most of the night before class preparing, I still couldn't look their way without losing my train of thought. As I was introducing the lesbian section I was sure I saw them passing each other notes and rolling their eyes.I had to get myself some experience. Soon after the semester ended I read about a women's weekend to be held at a women's camp in upstate New York at the end of June. A few weeks later on a Friday afternoon, I was following a switchback road up the side of a mountain where a clutch of cabins was set in deep woods beside a field. It was a hot day with a strong breeze, and out in the field a group of women was trying to spread out a huge canvas which flapped intractably in the wind. Cris Williamson's voice issued loudly from a big speaker by the meadow. The movements of the canvas spreaders seemed to be synchronized to the words of Tender Lady, which struck me as ironic, since many of the heads were severely shaven and the faces looked pretty fierce. I made my way to the main cabin where the woman behind the registration table introduced herself as Buckwheat and asked another woman named Sage to show me to my cabin.I was relieved when my bunkmate turned out to be a women's studies instructor from Buffalo named Shelly. Flow unorganic, I said as she extended her hand. She laughed and we bonded instantly.A bus was pulling up as I headed back down to the campgrounds. I watched the women step down one by one: wild hair, lots of it, jewelry, makeup, black leather. Women who squinted as they got out of the bus and felt around in their bags and pockets to make sure they weren't about to run out of cigarettes or Tampax. It had to be the bus from the city. Soon the New York women were streaming all over the campgrounds, and there was rough laughter and irony and cigarette smoke everywhere.When I was thirteen I went to a girls' camp in Minnesota. I was a social outcast then-a nerd, a queer. As a kid I hadn't really stood out, but come puberty I had too many things working against me: tight curls, braces, a crooked nose. …

Lost in NYC by Nadja Spiegelman and Sergio García Sánchez (review)

Reviewed by: Lost in NYC by Nadja Spiegelman and Sergio García Sánchez Elizabeth Bush Lost in NYC By Nadja Spiegelman and Sergio García Sánchez; illustrated by Sergio García Sánchez. TOON Graphics, 2015 [48p] Trade ed. ISBN 978-1-935179-81-8 $16.95 Spanish ed. ISBN 978-1-935179-85-6 $16.95 R* Gr. 3-6 What’s not to love about a class field trip? A day off. No textbooks. No quizzes. A fresh setting. Looser supervision. Unless, of course, you factor in the lurking anxieties: who will I partner with? What if the group leaves without me? And where the heck am I, anyhow? Whereas class outings have long provided inspiration for picture books, the giddy nervousness that older kids experience when wrenched from their familiar schoolgrounds has been largely overlooked. Spiegelman sets this to rights in a crowd-pleaser of a graphic novel that embraces the looniness of silent movie comedies while respecting the stomach-roiling worries of kids embarking on the big trip. Pablo shakes off his helicopter parents at the gates of his new school on Manhattan’s Upper West Side, the sixth school in his academic career, thanks to Dad’s frequent job moves. The class greets him politely enough, but they’re focused on the day’s trip to the Empire State Building. As they discuss the NYC transit system with their teacher, Mr. Bartle, and plan their route, Pablo maintains a studied air of indifference, resisting classmate Alicia’s overtures of friendship—or at the very least, guardianship. She tries to help him read the transit map at the 96th Street Station, but he’s too wrapped up in his own cool to listen. Next thing you know, they’re separated from their class, squabbling between themselves, and then separated from each other. As the entire cast bumbles its way among local and express trains in an effort to reconnect, everyone learns a transit lesson—there’s more than one correct way to get from here to there in NYC. Pablo learns an additional lesson—maybe he could use a friend after all. Writer Spiegelman is deft at sketching personalities through the economical dialogue demanded of the GN format. Readers can sense the world of embarrassment pressing down on Pablo’s shoulders courtesy of well-intentioned but clueless parents: “Do you want me to come in with you?” “No! Bye!” “Are you sure?” “Yes, please just go away!” “Bye, little man! We love you!” Likewise, the strain between Alicia and Pablo, sorely mismatched in local street smarts, is palpable. “You dummy! We should have stayed with the class!” “I’m a dummy? You’re the one who dragged us on this train!” “Whatever.” Even curricular blitzes, delivered on the hoof by Mr. Bartle, ring true: “The [Empire State Building] has its own zip code. Anyone know what it is?” “It’s 10118!” “Wow . . . ” “I just Googled it!” It’s Sánchez’s artwork, though, that steals the show, imbuing the madcap adventure with visual humor while keeping readers off-balance and slightly disoriented in the labyrinthine underground system. Even seasoned comics readers will [End Page 477] appreciate his approach to movement, changing up the conventional evocation of progression (through small, sequential panels) with more chaotic but stunningly effective single large frames in which characters appear in multiple positions and the viewer is directed along unexpected paths. Competing feelings of claustrophobia and heady excitement are pervasive, as pedestrians jam every available inch of space around the isolated kids, and even cutaways of their train cars zooming over a city map seem like airless tin cans. Also tucked within the cheek-by-jowl crowd scenes is a hidden mini-drama (loosely based on Sánchez’s own debut visit to NYC) featuring a camera-happy tourist who catches the unwanted attention of a policeman, who follows him around town. Comics are not generally distinguished for thoughtful end matter, but this title is a happy exception. Six pages of NYC transit history and Empire State Building information, illustrated with contemporary and period photographs, are included, as well as an annotated list of additonal print and online resources. Even...