Campbell

In several of my papers I have made sometimes tangential reference to the many fabrications in the Campbell origin legend. I did discuss them-almost in passing-in "Scottish Clans...." (Volume II pp 20-24) but the way in which several people have picked up my passing references and have sought to challenge what they have regarded as untested assumptions has triggered my filling in of some of the gaps I had left and so bring all the material together. The advantage of this is that if and when anyone tries to stand behind the old canards they can be referred to this short summary paper. In short the "original" Campbell arrived in Scotland in 1174/5 in the train of King William the Lyon following William's release from captivity in Falaise. He had probably been a (relatively) local resident.

Washington and Lee Law Review, 1996

We may be in the latter days of this particular civilization whose very fabric seems to be tearing apart. But if we should have dark days ahead, we must remember the motto of the Christopher Society, "It is better to light one candle than to curse the darkness." - Edmund Campbell, Musings of a 95 Year Old In recognition of his contributions to Washington and Lee University, the Commonwealth of Virginia, the practice of law, and society, the Editors of the Washington and Lee Law Review respectfully dedicate this issue to Edmund Douglas Campbell. Although these writings cannot convey the full extent of Mr. Campbell's many achievements, we hope that they will illustrate how many lives he touched in his ninety-six years. Barry Sullivan* I am pleased to join the Editors of the Washington and Lee Law Review in paying tribute to the memory of Edmund Douglas Campbell. It is most appropriate that the Editors should note the passing of Ed Campbell. Indeed, it is difficult for me...

Journal of Folklore Research, 2022

Abstract: Here we outline several ways that power and identity are asserted and reconfigured through cross-cultural musical encounters, often distancing the “musical explorer” from complex or uncomfort- able interactions with members of the communities they source. We take as a case study the founding and formative experiences of the Tenores de Aterue, a US-based quartet devoted to the study and per- formance of Sardinian cantu a tenore, in particular their interactions with Sardinian musicians and musical connoisseurs, both via YouTube and in their travels to Sardinia. In Part I we propose that a “musical explorer” can refine their practices of cross-cultural engagement by noting the number and range of culture brokers involved in a music’s circulation. Part II addresses the possibilities and limitations of audacity (considered a hallmark characteristic of a tenore singers) as enacted by the Tenores de Aterue—outsiders to Sardinian culture and newcomers to cantu a tenore. Part III animates these issues in an extended narra- tive, recounting a period of heightened discomfort and disorientation in the group’s travels. Through this case study, we move beyond deter- minations of whether appropriation took place in a musical encounter to consider how specific decisions shift power among a range of social actors.

Roy Campbell´s approach to the Discalced Carmelites in 1936´s Toledo right before the outbreak of the Spanish Civil War and his conversion to Catholicism in Altea in 1935.

Aboriginal History Journal

is not as well-known as another bushranger hanged in 1880. His career was as interesting and could be as symbolic as the career of Ned Kelly. He was also less violent and more successful than Jimmy Governor. There are clear pragmatic and racial reasons for forgetfulness about Johnny Campbell. When Johnny Campbell does appear in history, it is in one of four guises. First, he appears as another black rapist hanged, and used as a manifestation of the sexual-racial anxieties of whites on the frontier.1 Secondly, he is seen as transitional figure in an age of bushranging-someone between primary resistance against white settlement and the Robin Hood tradition of bushranging. By 1900, Jimmy Governor had virtually completed the transition, but in the meantime, the Wide Bay region of Queensland had nurtured a whole series of black bushrangers-Yarraman, Sambo, the Dora Dora brothers as well as Johnny Campbell. All of these men had grown up during white settlement and retained their native skills while adopting some European mores and techniques.2 He has been called, then and since, an Aboriginal Ned Kelly.3 Another stereotype which lurks behind some later, more romantic characterisations is that of Kabi tribal warrior. One who, as a schoolchild, saw him arrested said that 'no better specimen of aboriginal physique could be found.'4 The most romantic version appears in an early History o f Maryborough: ('Black Campbell' was) a most intelligent individual, and conversant with many languages, speaking French, German, Italian and Gaelic. He received an education in Europe, where he was taken by Mr Campbell, a squatter.5 The linguistic facility and trip to Europe are attested elsewhere, but ascribed to his working for the Mortimers of Manumbar, which he did, but the trip and languages rest on no real evidence. Finally, Johnny Campbell enjoyed some minor post mortem fame as an object of scientific study. His execution was brought forward for the convenience of 'the Moon Man', Baron Nikolai Miklouho-Maclay, who pickled Campbell's body and sent it to Berlin for scientific analysis. Campbell also appeared later as an unintentional informant in the anthropological works of John Mathew. The life and death of Johnny Campbell span the period from first contacts with Europeans in southeast Queensland to the beginnings of scientific curiosity about a dying race. His career illustrates resistance, the consequences of dispossession and the exploitation

Brief Treatment and Crisis Intervention, 2004

In this article, we begin with an introduction and overview to the Campbell Collaboration's potential contribution to evidence-based practice. We then examine the precedent set by the Campbell Collaboration and afterward discuss a case scenario and the rationale for the Campbell Collaboration. Next, we identify and discuss the Campbell Collaboration's operating principles and current and planned products. The last part of this article focuses on systematic reviews of evidence-based practices. [Brief Treatment and Crisis Intervention 4:277-287 (2004)]

Evans, J., Robinson, O.C., Argyri, E.K., Suseelan, S., Murphy-Beiner, A., McAlpine, R., Luke, D., Michelle, K., & Prideaux, E. (2023) Extended difficulties following the use of psychedelic drugs: A mixed methods study. PLoS ONE 18(10): e0293349. https://doi.org/10.1371/journal.pone.0293349 Long-term adverse experiences following psychedelic use can persist for weeks, months, or even years, and are relatively unexplored in psychedelic research. Our convergent mixedmethod study gained quantitative and qualitative data from 608 participants who reported extended difficulties following psychedelic experiences. Data was gathered on the context of use, the nature and duration of the challenges they experienced (including a written description of these), plus a range of possible risk factors and perceived causes. The most common forms of extended difficulty were feelings of anxiety and fear, existential struggle, social disconnection, depersonalization and derealization. For approximately one-third of the participants, problems persisted for over a year, and for a sixth, they endured for more than three years. It was found that a shorter duration of difficulties was predicted by knowledge of dose, drug type and lower levels of difficulty reported during the psychoactive experience, while a narrower range of difficulties was predicted by taking the drug in a guided setting. Implications for psychedelic harm reduction are discussed.

What are the potential dangers of privileging difference to the point of obfuscating continuity? The core-periphery model may obfuscate minute detail, but the continuity it illustrates in colonial relationships is essential for problematizing and destroying these colonial relationships and their historical, geographical, social, political, economic, ideational, emotional, etc. legacies. The key to determining whether generalization is violent or useful comes in the intention of generalization. Do we generalize with the intention of imposing the generality upon that which differs from the order of things asserted therein, to form a standard from which we can hierarchically dominate difference to create an artificially unitary order in manifestation, or do we generalize with the intention of fighting against an oppressive Worldview, Philosophy, Social Structure, Political Structure, Economic Structure, etc. by illustrating its generally oppressive outcomes. To we generalize the Indigenous/ Shamanic Worldview and the Colonial Modernist Worldview with the intention of valorizing the Colonial, denigrating the Indigenous and thus imposing the Colonial Modernist Worldview upon Indigenous peoples, or do we generalize these Worldviews with the intention of illustrating their general differences in a manner that facilitates problematization of the banality of the Colonial Modernist Worldview and defends the Indigenous/ Shamanic Worldview from cultural genocide through cosmological, ontological, teleological, epistemological, etc. assimilation. Massey (2007) argues that general conceptions of 'the world city' set " up certain western cities (including London) as norms against which others then come to be judged. " (p. 93) In the case of world cities, then, the intention of generalization is formation of a standard that can be imposed upon the cities of the world—a standard that drives towards the oppression of neoliberal capitalist urban development—and we should thus follow her lead in critiquing this form of generalization. That being said, Massey's general thrust towards " [valuing] and [building] on the diversity between cities " (p. 93) seems to fall into a much broader trend in the contemporary Geographical literature to fetishize difference to the point of obfuscating important lines of continuity. We must eschew generalizations of world cities that seek to form a standard that can be imposed upon cities around the world to foster neoliberal capitalist urban development, but we must not eschew the generalizations of neoliberal capitalist urban development and its deleterious implications (particularly for marginalized communities) that allow us to understand the dire implications of generalizations of world cities that form standards which, when imposed upon a city, foster neoliberal capitalist urban development. We must eschew generalizations like 'the world city' that seek to dominate difference, but we must retain the capacity to generalize about systems like neoliberal capitalist urban development that, by their general, systemic nature, dominate that which differs from the norms established by the Archons of society. We must eschew generalizations that seek to dominate difference, but we must also retain the capacity to generalize about systems (Worldviews, Philosophies, Social Systems, Political Systems, Economic Systems, etc.) that seek to dominate. Generalization with the intention of dominating difference is not acceptable, but generalization for the sake of helping to destroying oppressive systems of hierarchical domination by illustrating the general implications of hierarchical domination (which is to

Focus on Exceptional Children, 1980

A man walked into a New England bank and shoved a. piece of paper under one of the teller's windows. The teller carefully examined the note, then kicked the alarm button. Within minutes police officers converged on the scene and arrested the man. They later discovered that the suspect was a respected businessman suffering from laryngitis and illegible handwriting. The note was a poorly written request for a new checkbook (O'Brien, 1959). The aftereffects of malformed print are usually not so bizarre. Nonetheless, within today's schools poor handwriting has aptly been dubbed an instructional time thief (Enstrom, 1967). Students with handwriting difficulties often lose considerable time completing assignments, and teachers forfeit precious time attempting to grade papers marred by illegible letters and words. Poor penmanship is a barrier to both expressive writing and spelling achievement (Strickling, 1973). Further, regardless of content, teachers assign higher scores to papers with handwriting of good quality (