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This chapter explores the theoretical foundations of Hazeen, a Muslim blackened death metal band formed in 2015 by the authors - Safdar Ahmed on guitar and vocals, and Can Yalcinkaya on the drums and darbuka. It provides insights into the musical and performative practices of our band that are informed by traditions of black and death metal, but which also re-interpret them through an engagement with anti-fascist, anti-Islamophobic politics as well as Sufi/batini elements. Hazeen responds to a rising tide of Islamophobia in Australia, using our lyrics and performances to attack racist stereotyping and the dehumanisation of Muslims. In our performances, we dress in black, Islamic attire and apply ‘corpse paint’ to become the much feared ‘other’ of the post-9/11 world - the monstrous, rabid, zombie-like Muslim that has haunted the right wing/conservative imagination in the West. Our lyrics address such issues as the inhumane treatment of refugees and asylum seekers in Australia, halal food conspiracies, orientalism and the so-called ‘clash of civilisations’. This chapter presents a critical exegesis of Hazeen’s output in the form of live gigs, art performances and studio recordings. It seeks to identify Hazeen’s place within the broader Australian metal scene, posing questions of authenticity and how metal enables us to question hegemonic notions of identity. Hazeen’s use of art spaces as venues of performance and involvement in the indie/zine community highlights an unconventional position within the local metal scene.

The erosion of autonomy in traditional professions has been explained by client capture – professionals increasingly work under close control of powerful corporate clients. However, research is missing on how knowledge workers in rapidly rising knowledge professions of the twenty-first century experience and respond to the risk of client capture. Evaluation is one such exploding field. This study examines the narratives of professional evaluators to understand how they navigate their mandate to deliver independent assessments of complex social programs under the threat of client capture. Data come from 29 interviews with evaluators of 65 interdisciplinary graduate training projects funded by the US National Science Foundation in the first two years of the program (2015–2016). Evidence of client capture is found in how evaluators discuss scope creep with limited resources, being asked to misrepresent their findings, and burying of evaluation reports. The authors also find evidence of evaluators navigating client capture by rationing their labor, using state-based rules to mediate demands, drawing on professional expertise, and generating savvy emotional labor. But this study argues the client capture concept obscures the dynamics of knowledge production, in which evaluators shape scientific programs in innovative ways. This study sheds new light on the context in which inequalities operate in this emerging profession, and how the structure of knowledge work may generate novel pathways of professional influence where work conditions might otherwise rule against it.

One of the consequences of the democratization of higher education in the United States is the explosion of institutions that have arisen to meet mass demand, and the stratification of those institutions based on the populations they serve. The Ivy League, the “public ivy” flagship state universities, and a cadre of elite small private liberal arts colleges are the basis for the institutionalized myths that inform public perception of what colleges or universities are, even though these schools account for an ever-shrinking fraction of American higher education experiences. The growth in schools serving primarily “nontraditional” students – that is, anything except in-person residential undergraduate liberal arts for at-least-middle-class white eighteen-year-olds with certain test scores coming directly from a college-preparatory high school program – has created a legitimacy paradox within the higher education sector. Democratization has created a need for different types of institutions, but the quest for legitimacy within the higher education sector drives isomorphic change and fuels mission creep, pulling schools away from their original nontraditional constituencies. In order to effectively serve nontraditional students, schools must explore other sectors outside of higher education where there is potential for creating programmatic and/or institutional legitimacy, including the business sector, specific professional sectors, and social/cultural milieu. The intentional development of multiliminality, where institutions draw legitimacy from multiple overlapping environmental sectors simultaneously, offers one response which helps anchor colleges and universities in their missions and helps maintain the access promised by the democratization of higher education.

Accessibility design over the past several years has focused much of its attention on the development of a universal standard or a set of guidelines for delivering a diverse array of both content and instructional processes. Universal design for learning (UDL), for example, promotes providing multiple means of (a) representation, (b) action and expression, and (c) engagement for learners who have a wide range of disabilities as well as their typical peers. And while each instructional design element that represents a means of providing the differentiation required by the principle generally has a strong evidence-based support individually, it is difficult to assess any one of them within the larger ULD “multiple means” milieu of options. It is especially difficult to do this in regard to learners associated with any particular disability category. When it comes to targeted instruction, learner characteristics matter. It follows then that when it comes to developing an instructional design, that the learning characteristics of a targeted population be first and foremost considered as the point of departure in the design and development process. This chapter considers a wide range of instructional targets within the context of specific disability groups with a focus on learning goals, instructional design supports for those goals, and underlying cognitive processes that may help clarify the goals themselves as well as the instructional supports to achieve those goals.

By reducing the real value of nominally fixed tax band limits, deductions and tax credits, inflation can lead to higher real tax burdens (“fiscal drag”). The traditional view is that this reduces aggregate demand and thus acts as an automatic stabiliser. Yet, this familiar reasoning ignores the supply side and, in particular, possible effects of higher tax burdens on labour costs. Recent work on imperfect labour markets has shown that such effects can indeed arise as employees are able to bargain for higher wages that partly compensate for tax increases. In this case, the resulting upwards pressure on real labour costs can be inflationary. To illustrate this mechanism, this article analyses labour tax burdens in four European countries and how they are altered if tax systems are not adjusted for inflation. This is then combined with available results on the effects of tax changes on wages in imperfect labour markets. The results suggest that, in an unadjusted tax system, inflation can produce a moderate upward pressure on wages. It is argued, however, that more detailed empirical work on the role of taxes in the wage-setting process is needed as existing work ignores the substantial heterogeneity of workers and the tax rates they face.

Social media are central to the creation and maintenance of social relations, including romantic relations. While much of the scholarship has examined how social media play a role in the initiation and maintenance of romantic relations, little is known about their role in romantic dissolution. This chapter fills this gap by examining the kinds of strategies young adults employ to cope with the aftermath of a romantic breakup complicated by Facebook. Based on qualitative analysis of 10 interviews with young adults, the authors propose a typology of Facebook coping strategies for romantic breakups. The typology includes seven types of coping strategies with 12 subtopics and 25 specific actions linked to the subtopics. The authors find that those coping with a breakup engage in erasing and avoiding breakup reminders and digital traces, as they perceive them as hurtful. They regulate their use of Facebook and limit Facebook communication with the ex. An important coping strategy used was to express their emotions via Facebook content, often aimed at the ex-partner. They also use Facebook to seek support and new information about the ex, including about potential new romantic interests. Others preferred to avoid information about the ex and either deleted the ex and their friends or chose to unsubscribe to updates. Coping strategies included preventative measures such as changing passwords, blocking the ex, and adjusting privacy settings. We found our participants engaged in both goal-directed and emotionally based coping strategies. Yet, the findings suggest a tendency to rely more extensively on goal-directed coping strategies by actively addressing the breakup stressor. We also note that coping strategies specific to Facebook are more likely to be used than traditional offline forms of coping. This exploratory study serves as a starting point to better understand the role that Facebook plays in mediating online behaviors following a romantic dissolution, such that these strategies can be subsequently evaluated in terms of usefulness in clinical coping recommendations.

The vehicle–track interaction and the resulting dynamic response of the vehicle involve a number of complex nonlinear problems. Large vertical loads act through a small contact patch leading to very high contact pressures. Transverse loads acting through this contact induce a relative velocity between wheel and rail expressed in non-dimensional form as a creepage. The wheel and rail profiles determine the contact patch shape and affect the ability of the vehicle to run stably. If the yaw stiffness of the axles is too low, the vehicle will become unstable at a relatively low speed; conversely, if the yaw stiffness is too high, the curving behaviour will be adversely affected. The vehicle suspension, especially the secondary suspension, also affects the ride comfort of passengers. Finally, it is shown how the speed profiles of accelerating and decelerating trains can be calculated from basic assumptions about the train power, adhesion and rolling resistance.

Knight’s Risk, Uncertainty, and Profit is, by the author’s own account, “a study in ‘pure theory’.” From pure theory, the scientific method’s “successive approximations” explain empirical phenomena. But Knight did not fully develop the boundary conditions for theory. In this chapter, the author elucidates the demarcation of pure theory in Risk, Uncertainty and Profit. For comparison and contrast, the author uses Mises’s Austrian aprioristic methodology praxeology and its strict distinction between theory and thymology. The author finds that Knight and Mises largely agree on the nature and importance of pure theory but differ on its meaning and use. The author’s findings suggest that Knight, while arguing for aprioristic pure theory, still places empirical observation first.