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The intent of this article is to explore the scholarly influence of Philip W. Jackson through examining the spread of his scholarship and the ideas he generated. The research design of this paper is borrowed from a previous study (Ben-Peretz & Craig, 2018) about another distinguished curriculum scholar, Joseph J. Schwab. The work begins with a biography of Philip Jackson and continues with literature reviews on the history of ideas and the use of knowledge in education. This background is followed by a description of the study's research method, 'inquiry into inquiry', and its data sources (Scopus-listed articles, published books/Google citations, invited addresses, transcribed interviews, conference proceedings, invited addresses, etc.) The papers' findings focus on (1) the influence of Jackson's ideas and approaches, (2) Jackson's direct impact through involvement in projects/organizations, and (3) Jackson's impact on the scholarly literature. Discussions of generative scholarship, intergenerational legacy and scholarly influence conclude the article, along with the recommendation that the 'inquiry into inquiry' approach be re-enacted with other noteworthy curriculum figures to more fully understand the influence of ideas and research dissemination in curriculum and instruction/teaching and teacher education.

The aim of this paper is to identify and describe the key traits of research with life histories. Previous studies on disability and my own work conducting research with the life histories and university experiences of students with disabilities help to explain how these key characteristics manifest themselves in practice. There are six traits inherent to research with life histories: (1) it is a type of research that prioritises listening to the voices of those who have hitherto been excluded from the scientific discourse; (2) subjectivity is recognised and valued; (3) the data analysis, in addition to structural, must also be narrative; (4) it is a type of research that aims to be more democratic, researching "with" rather than "on"; (5) life histories have an emancipatory dimension and seek to empower those participating in the research; and (6) ethics constitutes a vital part of the research. The paper concludes by offering final reflections which highlight the value of researching with life histories and suggests that another kind of research is possible.

Purpose: This paper aims to locate its appreciation of the life and work of Arie de Geus within the context of developments in approaches to management practice, education and learning since the Second World War. It emphasizes the important influence of top management-led applications of social science (Beckhard) and the impact of crises upon planning and the generation of memories of the future for effective organizational learning. The paper also describes the roles of learning from experience and of reflective practice in shaping de Geus' contribution. Design/methodology/approach: The approach traces the development of de Geus' career and thinking from Shell cost accountant, to top line manager in three continents, to Head of Shell Group Planning, to prize winning author, to global adviser to the World bank, etc., and as an inspirational speaker as champion of the learning organization. Findings: The paper acknowledges Arie de Geus as coining the phrase "The Learning Organization" together with his role in the foundation and development of the Society for Organizational Learning (SOL) and as an international champion of young people's learning through the processes of the Finnish Team Academy model. Social implications: Arie de Geus was an exemplar of reflective practice and applied learning. As such, his contribution might be considered as that of a sage rather than as a guru. Originality/value: The paper endeavours to emphasize the importance of the role of both the internal and external contexts for effective organizational learning, suggesting that the contribution of Arie de Geus to the field exemplifies this importance.

In education, the areas of critical policy studies, critical cultural studies, and critical curriculum studies all owe a good deal to a number of people. Among them are Paulo Freire, Raymond Williams, Pierre Bourdieu, Basil Bernstein, and Antonio Gramsci. Yet no such listing would be complete without the inclusion of Stuart Hall. The two books I discuss in this essay provide us with important parts of the reasons many people continue to find in his work--and his life--the kinds of analyses and commitments that point their own work in more substantive, nuanced, and satisfying directions. In many ways, his writings and his life provide a model for what I have called the critical scholar/activist in education. [An Essay Review of Stuart Hall, "Cultural Studies 1983: A Theoretical History." Durham, NC: Duke University Press, 2016. pp. 218. Paper. ISBN 9780822362630 and Stuart Hall, with Bill Schwarz, "Familiar Stranger: A Life Between Two Islands." Durham, NC: Duke University Press, 2017. pp. 302. Hardcover. ISBN 9780822363873.]

James P. Lantolf is George and Jane Greer Professor Emeritus of Language Acquisition and Applied Linguistics and former director of the Center for Advanced Language Proficiency Education and Research at the Pennsylvania State University, USA. He is currently Adjunct Professor of Applied Linguistics in the same academic unit at Xi'an Jiaotong University. He is founder of the Sociocultural Theory and Second Language Learning research group, which has been holding an annual meeting to discuss research in progress on second language acquisition from the perspective of sociocultural theory since 1993. He is founding editor of "Language and Sociocultural Theory" (Equinox Press, 2013 to present) and was co-editor of "Applied Linguistics" (Oxford University Press, 1993-1998). He served as President of the American Association for Applied Linguistics (AAAL) in 2004 and was recipient of the AAAL Distinguished Scholarship and Service Award in 2016. He has co-authored or co-edited nine books and has published more than 140 articles and book chapters. His seminal book entitled "Sociocultural Theory and the Genesis of Second Language Development" (2006, coauthored with Steven L. Thorne) published by Oxford University Press coupled with a co-edited volume "Vygotskian Approaches to Second Language Research" (1994, coedited with Gabriela Appel) ushered in a new upswing of research on language development and teaching from the sociocultural theory vantage point. His latest co-edited book "The Routledge Handbook of Sociocultural Theory and Second Language Development" was published in 2018. The following is a written interview with James P. Lantolf conducted by Saeed Karimi-Aghdam. Dr. Karimi Aghdam is Associate Professor of English Language and Didactics in the Faculty of Education and Arts at Nord University, Norway. He is a member of the editorial board of "Language and Sociocultural Theory" and serves on the advisory board of the "Journal of Applied Linguistics and Applied Literature: Dynamics and Advances."

Elizabeth Anscombe, Mary Midgley, Iris Murdoch and Philippa Foot all studied at Oxford University during the Second World War. One of their wartime tutors was Donald MacKinnon. This paper gives a broad overview of MacKinnon's philosophical outlook as it was developing at this time. Four talks from between 1938 and 1941--'And the Son of Man That Thou Visiteth Him' (1938), 'What Is a Metaphysical Statement?' (1940), 'The Function of Philosophy in Education' (1941) and 'Revelation and Social Justice' (1941)--give a foretaste of the conception of moral philosophy that he later articulated in A Study of Ethical Theory (1957). We identify aspects of his philosophical outlook and unusual treatment of method that likely shaped his teaching. We trace his influence in the work of Midgley, Murdoch and Foot, all of whom studied with him from Trinity Term 1940 until their finals in 1942. In the case of Anscombe, though she was briefly his student--he taught her Plato--she and MacKinnon moved in shared intellectual circles, and there is reason to think that some of the forces that shaped MacKinnon's outlook also shaped hers. The sketch we offer is incomplete--in particular, we are not able to do justice to MacKinnon's explicitly theological writings--but we hope to achieve three things. First, to go some way towards indicating the importance of the teacher MacKinnon to understanding the work of his better-known pupils. Second, to introduce a philosopher for whom the teaching of philosophy, practical ethics and metaphysical theory were deeply entwined. Third, to reflect on the relationship between, on the one hand, a conception of the practice and significance of metaphysics and, on the other, a view on the role and nature of philosophical teaching and learning.

The educational system in Mexico has allowed teachers without preparation and training in leadership to pursue leadership positions. This paper presents the findings of a study aimed at analyzing the processes of leadership learning experienced by school principals in the course of their leadership practice. The methodology used was a qualitative multiple case study using a biographic narrative interpretative method. Findings show that principals experienced challenges throughout their practice and that these role experiences enabled leadership learning and improvement of their leadership practice. Their learning is contextualized and shaped by the practical experiences that are not only unique but they also enable on-the-job leadership learning.

This paper examines the integration of Romanian immigrants in Lucena del Puerto (Huelva, Spain) through the life stories of two families of Romanian origin. The experiences of the groups presented in this study were analyzed. Both families were in the town for work, to grow and harvest strawberries. We observed a contrast between idealistic views of integration and actual problems of coexistence and integration of the Romanian group with other groups such as Moroccan immigrants Here we focus on the integration process of the Romanian population in the Andalusian village. The main groups studied were two families of Romanian-origin residents in the village. In short, this paper aims to reflect the concerns and integrative resources needed to promote a harmonious coexistence with immigrants.

This paper reports on a project that examined teachers' reading identities and explored ways in which those identities were manifested in reading pedagogy and were adopted by students. The paper focuses on one purposively selected teacher and his class. Tom Ziegler's personal and pedagogical practices were deeply aligned, and his students appeared to "take up" many of his literacy practices as their own. In this way, I examine reading identity on three planes: 1) Tom's narrative account of how his reading identity developed over the course of his life; 2) how Tom's reading identity manifested itself in his reading pedagogy; and 3) how students--whose life histories were very different from Toms'--adopted many of his literacy practices.

The term 'Third Culture Kid' (TCK) is commonly used to denote children living in a host culture other than their passport culture during their developmental years. However, its meaning in relation to other terminology referring to a similar concept is a source of interest for many stakeholders. This paper opens up opportunities for further exploring and critiquing the definition of TCK, and opening this up to case studies within the context of the United Arab Emirates and more widely. It is critical to clarify the terminology in light of unprecedented levels of international migration throughout the world. This paper reviews the meaning of culture in relation to TCKs, and explores the meaning of the TCK concept as well as a number of other terms used as alternatives to TCK. A contextualization of the literature follows in relation to the researchers' own lived experiences in the United Arab Emirates. The term TCK can be seen as part of the general stock of theoretical concepts. This paper acknowledges that it cannot catch all nuances of migrant children in the global context.

The aim of this article is to make a contribution to understanding the ethos of action learning, by exploring how it was influenced by the early family experience of Reg Revans as the originator of action learning. In order to do so, it examines what is meant by the term 'ethos of action learning' in terms of its values and beliefs. The paper identifies in Revans' early family life 7 underpinning values that found their way into action learning as it later emerged as a viable practice and 7 guiding beliefs. In the light of these findings, it discusses a range of issues including the definition of action learning and, therefore, what counts as action learning, the practical uses of self-knowledge and the differences between cleverness and wisdom. The paper concludes by asking some fresh questions about action learning and its development.

Purpose: The purpose of this paper is to propose an emerging approach in research on school leadership, within the framework of the "International Successful School Principalship Project (ISSPP)", where one of the three key research strands is "Principals' identities". Design/methodology/approach: The paper responds, from a biographical-narrative approach, to knowledge about the impact of the Spanish model of school management on the professional identity of school principals. It analyses the biographical interviews of 15 school principals, through a process of structuring and categorizing the data collected, applying content analysis. Findings: The dimensions of the principals' identities emerge in different categories: personal identity, professional identity (internal perspective), professional identity (external perspective), social identity, professionalization and dual identity. Research limitations/implications The authors studied identities in a project entitled "Successful school principals", understanding that successful leadership practices largely depend on headteachers' identities. That is, when the identities are weak and unstable, with a poor identification with the managerial tasks and functions, and not recognised by the teaching staff, the school will probably be unsuccessful. On the contrary, when there are headteachers with a strong professional identity, the authors want to show that there is a positive impact on improvement of results. In the future, in the development of the research project, the authors aim to verify the relationship between headteachers' identities and educational improvement. Practical implications: The knowledge gained in our study would enable us to reimagine lines in order to increase the professionalization and identities of headteachers, redesigning work contexts in ways which can strengthen fragile and unstable identities. Finally, the implications of the study in relation to future research can be summarised by the following ideas. Social implications: Understanding the world of the lives (lebenswelt) of Spanish headteachers means adopting a hermeneutic approach, observing the self-interpretation comments expressed by the subjects, where the temporal and biographical dimensions occupy a key role. The authors understand professional identity as a socially constructed and personally created experience with its own meanings, feelings and intentions. Therefore, it is logical to use, for data collection, individual interviews which explore the school context and the impact which it has on those subjects who are part of the professional environment. In addition, the authors have the intention of following up the study of identities. Originality/value: It formulates, first, the theoretical framework for the professional identity from a narrative approach, linked -- at the same time -- to the practice of leadership, as an interactive relationship with the other members of the school. Successful leadership practices depend to a large degree on strong principals' identities. Finally, the results are discussed, and future lines are proposed to articulate and strengthen the identity of school principals in Spain.

This paper presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project employing a non-usual research methodology in higher education research and students with disabilities: the biographical-narrative methodology. The general aim is to analyse--by listening to the students themselves--barriers and support identified as affecting access, academic performance and overall perception of the higher education (HE) experience. This paper focuses only on the role that lecturers play in the inclusive education of students with disabilities. Unlike other international research, this paper has explored the barriers and support differentiating between five fields of knowledge: Health Sciences, Experimental Sciences, Social Sciences, Engineering and Technology and Humanities. As mentioned above, the present paper focuses specifically on one of the objectives of our research project: making an analysis of lecturer-centred data obtained by means of biographical-narrative methodology, by the first time in this field. [Paper presented at the Inclusive and Supportive Education IV Conference Congresso Internacional da Pró-Inclusão (8th, Lisbon, Portugal, July 26-29, 2016).]

The purpose of this article is to chronicle the life and contributions of Mary Frances Early (b. 1936), the first African American to graduate from the University of Georgia in 1962. After suffering many indignities and being forgotten for more than three decades, Early became one of the University's most celebrated graduates. Teaching music in segregated schools in Atlanta, Mary Frances Early worked tirelessly to provide her students with a high-quality music education, and she developed excellent music programs wherever she went. Throughout her long and distinguished career in the public schools, in higher education, and in service to the profession, Mary Frances Early dedicated her life to music teaching. She believed that all students deserved to have engaging and meaningful music education experiences, that music is an essential component of a well-rounded education, and that music would play a role throughout life. Primary and secondary sources include interviews, Miss Early's personal papers, documentary film footage, and newspaper articles and clippings.

Adult performance of high ability individuals has seldom been researched. Current results suggest that adult excellence occurs at lower rates than high ability individuals identified in their infancy or youth, with few cases of high intellectual abilities among adults that yield excellence products. This paper focuses on the analysis of the relative frequency of biographical traits that are associated with high ability as well as to the opportunities that allow building particular knowledge structures that are nonconventional and support innovation in people who excelled. A retrospective biographical analysis was performed on a sample of 120 individuals that generated renowned excellence products, in different fields, in the XXth century. Variables associated to high abilities were: precocity; learning problems; social problems in school; and academic excellence. And the variables associated with the generation of knowledge structures that support innovation were: academic-professional continuity; strong influence of particular individuals; and high productivity. Significant differences were found, showing a low presence of the first four variables and a higher presence of the last three. It follows that the trajectory towards excellence does not seem to correlate with a high level of intellectual resources but with a certain use of sufficient resources, whether cerebral or external technological support.

All "friluftsliv," or "open-air living," is to some degree a "quest." This certainly applies to paddling the big, open waters, although William James (1981) originally used the term to deepen the understanding of the Canadian soul during expeditionary travel on the great northern rivers. James was inspired in his task by the classical quest sequence of "Preparation, Separation, Tribulation and Return." Gaining insight into the panorama of paddling the seas and great lakes of the world could be no less well served through viewing such voyages in terms of these historical quest segments. In this paper, the author begins by examining his paddling life history, which now spans more than half a century and includes both private and pedagogically oriented ventures. This was supplemented by a review of his friluftsliv writings as well as a wide-ranging document analysis of quantitative and qualitative texts and illustrations of canoeing and kayaking. (Contains 3 tables.)

Teachers trained in one country are often not allowed to serve as teachers in another country because their teacher's license is not recognised as equivalent. The barriers these teachers have to overcome in order to work in their profession again are high and often require further (full) teacher training at the university. The paper provides insights into the conditions for teachers who participate in (re-)qualification programmes in Germany and Europe. By linking the theoretical concepts of a biographical approach to teacher professionalisation and transnationalisation in education, the results of an interview study with teachers who have participated in a programme for refugee teachers at a university in Germany are presented. The Grounded Theory analysis reconstructs the strategies of internationally educated teachers managing to keep up their hope to be able to work as teachers again and thus counter the formal de-professionalisation they are facing.

In 2009, the federal state of North Rhine-Westphalia in Germany enacted a law that prescribed a binding module on dealing with linguistic diversity for all future teachers in every university offering teacher training in the state. In this paper, we present an interview study with teacher educators in this so-called DaZ module and their views on multilingualism. The conceptual framework of this article is based on Niedrig's (2002) typology of perspectives on multilingualism. The findings reveal that the educators' perspectives on multilingualism seem to be reproductions of their own multilingual biographies and that the framing of the DaZ module tends to reinforce a monolingual mindset. At the same time, the results show multiple ways in which the interviewees still find spaces for multilingual practices within the framework of this module. This underlines the educators' role in promoting a multilingual turn in education.

Until recently, the role of material culture in language has been little studied or seen as the context where language use is situated (Aronin et al., 2018). This article looks at the materiality of language in a new light by arguing that everyday objects such as kitchen utensils and wardrobes can be seen as deliberate and conscious collections that are entangled with speakers' multilingual repertoires, subjectivities and embodied agencies. Clothes stored away in one's wardrobe, or ordinary kitchen utensils reveal themselves as the site where multilinguals' complex biographies and 'jigsaw repertoires' (Blommaert & Backus, 2013) can be traced and made sense of. Such a view of language sees the construction of subjectivities as both situated and relational. Situated because subjectivities are firmly anchored in embodied chronotopic continuums (Busch, 2017), relational because they align to a post-human approach to subjectivity (Pennycook, 2018) that conceives it as the confederation of different types of human and post-human agencies. Drawing on a study of 6 personal collections of ordinary objects, this paper investigates to what extent personal collections can be read as a 'laboratory' for multilingual practices, where multilingual agencies are played out in relation to time-space coordinates and the materiality of the self.

In this paper, we dialogue about the processes of knowledge construction that work through and disrupt academic regulations. As feminist, Indigenous, and non-Indigenous Latinx scholars, we build on the reflections stemming from our research of Mapuche women's biographies of schooling. We focus on three tensions of knowledge production within and beyond academic spaces. First, we explore how the knowledges (in plural) that come from our biographies are systematically left out of academic conversations and moved into what we call invisible zones. Second, we examine the work of translation and translanguaging as we move across language barriers and geographic places in our research, which points to what these processes afford across geographic and conceptual zones of "north" and "south." Thirdly, we unsettle the naturalized understanding of knowledge as solely a product of academic spaces and gesture toward a future in which we can reimagine and display complex and complicated ways of doing research otherwise.

This paper presents constructions of 'work' through a comparative charting of the manner in which young people across rural India, urban India, and the urban UK account for their educational and work trajectories. The comparison grounds an interrogation of the individualisation thesis and the reflexive biography, an influential analytical framework for examining youth biographies in the Global North, bringing it into conversation with theoretical traditions that study youth identities/biographies in a global framework such as development studies and human geography. Employing a conceptual framework that places youth subjectivities as it forms and is formed by place (material and structural features) and cultural norms concerning ideal selfhood, I analyse the accounts for the reflexive management of biographies, the cultural/structural resources that participants draw upon in constructing these, and the moral frameworks underlying aspirations for the 'good life' in these accounts. Responding to calls for dialogues between the Global North and Global South in youth studies, the aim is to de-valorise reflexivity and choice in biographical management by highlighting some psychological penalties associated with these modes of self-construction in late modernity and thereby to 'talk back' to some of the assumptions underlying youth studies in/from the Global North.

This inquiry explores the scholarly influence of Elliot Eisner by examining how ideas derived from his scholarship have spread. The study begins with Eisner's bio-sketch and a literature review on the history of ideas and the use of knowledge in education, followed by descriptions of this paper's research method and data sources. The analysis revolves around (1) the influence of Eisner's ideas and approaches, (2) Eisner's direct impact through his involvement in projects/organizations, and (3) Eisner's effect on the academic literature. Discussions of generative scholarship, intergenerational legacy and scholarly influence conclude the work, along with the suggestion that the inquiry be re-enacted with other noteworthy scholarly figures in order to increase the understanding of the influence of ideas and research dissemination in the field of education.

This paper draws from the ARC Discovery project called "Moving Ideas: Mobile Policies, Researchers and Connections in the Social Sciences and Humanities--Australia in the Global Context" (2006-2009). This project explored the ways that ideas travel and how knowledge transforms through travel. One aspect of the study was the critical examination of various research policies around the world that are associated with moving ideas and moving researchers. These are often coupled with notions of "brain drain-gain/mobility" and diaspora. A second focus was on the mobility biographies of globally mobile intellectuals with various links to Australia and on the implications of their mobility for their ideas, politics and national and trans-national identifications. It is our view that the actual experiences and insights of such people have the potential to enhance researcher (academic) mobility policies. A third concern has been to address the question of what it means to globalise the research imagination. In addressing this question we have drawn on leading researchers from around the globe who undertake research on globalisation itself. The paper to follow draws from selected publications associated with this project. The book from the project, to be completed in 2010, is titled "Moving Ideas and Mobile Intellectuals". It should be noted at the outset that our focus in the project and in this discussion paper is on researchers in the social sciences and humanities including but not exclusively educational researchers. We begin by asking what it means to globalise research and how is this related to the nation-state? (Contains 4 endnotes.)

This paper presents findings from a multi-year qualitative study based upon life-history narratives of women pursuing doctoral degrees in Educational Leadership. This paper focuses on findings specific to educational cohort models, and suggests that perhaps, at least for women, naturally emergent cohorts--born of relationships of choice--may be more consistent with women's lived experience, and therefore more relevant, empowering, and sustaining of their educational journey. These findings contribute to increased understanding of women's experiences individually and collectively in pursuit of graduate education and thereby inform educational leadership programming regarding the value, role, design, and implementation of educational cohort models. (Contains 1 table.)

This paper presents a discussion of Howard Zinn's intellectual and political ideas. Through the analysis of selections from his immense body of work, several interrelated themes emerge. Drawing more attention to these notions of dissent and democracy is crucial to revitalizing education at all levels and vital to advancing the public discourse towards progressive goals. Howard's remarkable life and work are summarized best in his own words. His primary concern, he explained, was "the countless small actions of unknown people" that lie at the roots of "those great moments" that enter the historical record--a record that will be profoundly misleading, and seriously disempowering, if it is tom from these roots as it passes through the filters of doctrine and dogma. His life was always closely intertwined with his writings and innumerable talks and interviews. It was devoted, selflessly, to empowerment of the unknown people who brought about great moments. (Contains 1 note.)

Adult Education has many values, including experiences and co-operation among people, and the fact that adult education is full of stories from adult educators, which can help to understand trends in the past and developments in the present. Established in 1991 as part of a more general regional cooperation among five Nordic and three Baltic countries (NB8), Nordic-Baltic cooperation in adult education has been mutually enriching and has resulted in the growth of a professional network. The cooperation has led participants through a time of new sources of values, knowledge and contacts, socialisation and transformation, inspiration and challenges, which has influenced their experiences and professional identities. This paper is based on the results of a study entitled "Nordic-Baltic cooperation in adult education: Experience and stories" and focuses on the experiences and professional identities of two generations of Estonian adult educators. The empirical data for the study were collected using narrative-biographical interviews. The paper discusses two research questions: (1) What is the perception and influence of experiences for adult educators? and (2) How have their experiences influenced the professional identity of adult educators?

Drawing on memory stories told in a collective biography workshop about children's encounters with schooling, this paper experiments with re-imagining the child-student-subject as an 'emergent intracorporeal multiplicity' [Fritsch, K. 2015. "Desiring Disability Differently: Neoliberalism, Heterotopic Imagination and Intra-Corporeal Configurations." "Foucault Studies" 19: 43-66, 51]. From the feminist new materialist perspective that the authors work with, the child is configured not as an entity prior to, or separate from, encounters with education systems, but emergent with-in them. This paper focuses on difference in human relations, and in particular on the intersections of disability and gender. It does so not in terms of essential characteristics of individuals, but as emergent, in-the-moment, with others. In focussing on the detail of lives-in-their-making, the authors ask, with Barad [2007. "Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning." Durham: Duke University Press], if we are interested in justice, how we are to 'understand our role in helping constitute who and what come to matter?'

Under the shelf-mark, National Library of Australia, MS 9676, the "Papers of Peter Sculthorpe" already comprise some 25 linear metres of personal and professional correspondence, autograph scores, printed ephemera (concert programs and press clippings), photographs, and other memorabilia, collected by the composer over most of a lifetime. This article summarises the contents, and addresses its importance of the collection, especially to the study of Sculthorpe's "first period" (1929-74), and to the monograph literature on the composer. It also gives a referenced account of the historical background to Sculthorpe's emergence as a figure of national importance, and as one of a new wave of modernist Australian composers in the years 1963-64. Finally, complementing his recent biography of the composer, Peter Sculthorpe: The Making of an Australian Composer, the author presents new data found among a newly identified correspondence drafts dating from these same years. [ABSTRACT FROM AUTHOR]