813 research outputs found
Climate in motion: science, empire, and the problem of scale/ Deborah R. Coen.
No full textIncludes bibliographical references and index.Today, predicting the impact of human activities on the earth?s climate hinges on tracking interactions among phenomena of radically different dimensions, from the molecular to the planetary. Climate in Motion shows that this multiscalar, multicausal framework emerged well before computers and satellites. Extending the history of modern climate science back into the nineteenth century, Deborah R. Coen uncovers its roots in the politics of empire-building in central and eastern Europe. She argues that essential elements of the modern understanding of climate arose as a means of thinking across scales in a state?the multinational Habsburg Monarchy, a patchwork of medieval kingdoms and modern laws - where such thinking was a political imperative. Led by Julius Hann in Vienna, Habsburg scientists were the first to investigate precisely how local winds and storms might be related to the general circulation of the earth?s atmosphere as a whole. Linking Habsburg climatology to the political and artistic experiments of late imperial Austria, Coen grounds the seemingly esoteric science of the atmosphere in the everyday experiences of an earlier era of globalization. Climate in Motion presents the history of modern climate science as a history of ?scaling? - that is, the embodied work of moving between different frameworks for measuring the world. In this way, it offers a critical historical perspective on the concepts of scale that structure thinking about the climate crisis today and the range of possibilities for responding to it.Introduction: Part I: Unity in diversity. The scales of empire. The work of scaling. Conclusion: Climate and empire -- The Habsburgs and the collection of nature -- The Austrian idea -- The imperial-royal scientist -- The dual task -- The face of the empire -- The invention of climatography -- The power of local differences -- Planetary disturbances -- The forest-climate question -- The floral archive -- Landscapes of desire -- After empire.1 online resource (xiv, 425 pages
The Illuminated Lyric of Lafracoth
No full textA medieval historical fiction in dramatic form for older adolescents and adults, this verse play depicts a person of conscience in early 12th century Ireland. This work is intended for late adolescents and adults who have either acquired or are engaged in higher education. The author envisions uses in classrooms, drama and book clubs in which conscience sensitive character analyses and discussions of moral life in and out of religious contexts are deemed worthy of pursuit.
The original 2008 version of The Lyric of Lafracoth without illustrations can be found at: https://hdl.handle.net/1805/16779
In this illustrated version, artist Deborah C. Galvin was asked to create five illuminations for the letters P, A, C, E and M which figure prominently in the conflicted story of Lafracoth and her father. Deborah obliged but was not satisfied with just five. Over the two years 2008-2010, she completed sixteen times that many. In 2012, these were exhibited in a crafted parchment paper version of the manuscript at The Helen Beiser MD Art Show during the 59th Annual Meeting of the Academy of Child and Adolescent Psychiatry in San Francisco and again that same year at the Fourth Annual Indiana University School of Medicine Art Exhibition in Indianapolis
The Scales of Influence in a World of Exhalations
No full textScientists and policy makers typically think about the consequences of climate change in terms of discrete local ‘impacts’ that are extrapolated from global models. Implicit is the assumption that change begins on the global level, setting the parameters to which local communities must reactively adapt. What’s missing from this framework are the humble drivers of change that unfold at the scale of everyday life and grow bottom-up rather than top-down. Scientists working at the nexus of atmospheric science, ecology, and public health have recently produced evidence that Earth’s climate depends on biological processes that modify the atmosphere from the ground up. Climate models have ‘limited scale awareness’, meaning that they are insensitive to feedbacks between long-term, planetary-scale warming and rapid, local fluctuations of trace constituents of the atmosphere. How plants fare as the climate warms will have cascading consequences for the quality of the air we breathe. This means that local land-use decisions matter at every scale, even as their consequences can’t be foreseen with certainty. This presentation seeks to contribute to the imagination of grassroots transformative change by assembling a history of ‘atmospheric influence’, the science of the atmosphere as a medium of communication and connection. Deborah R. Coen is a historian of science whose research focuses on the modern physical and environmental sciences and on central European intellectual and cultural history. She earned an A.B. in Physics from Harvard, an M.Phil. in History and Philosophy of Science from Cambridge, and a Ph.D. in History of Science from Harvard, where she was also a Junior Fellow of the Society of Fellows. Before coming to Yale, she taught for ten years in the History Department at Barnard College and was Director of Research Clusters for the Columbia Center for Science and Society. At Yale she is also a member of the steering committee of the Environmental Humanities Initiative. One of the questions driving Professor Coen’s research is how scientists cope with uncertainty. Her first book, Vienna in the Age of Uncertainty: Science, Liberalism, and Private Life (2007), centered on an extraordinary scientific dynasty, the Exner-Frisch family. Contrary to typical accounts of fin-de-siècle central Europe, the Exners reveal a strain of Austrian liberalism that was (literally) at home with modernist subjectivity and uncertainty. Vienna in the Age of Uncertainty won the Susan Abrams Prize from the University of Chicago Press, the Barbara Jelavich Prize from the Association for Slavic, East European, and Eurasian Studies, and the Austrian Cultural Forum Book Prize. Professor Coen has pursued her interest in the history of private life in articles such as ‘The Common World: Histories of Science and Domestic Intimacy’, Modern Intellectual History 11 (2014): 417-438. Professor Coen’s recent research has explored the production of environmental knowledge. In 2013 she published The Earthquake Observers: Disaster Science from Lisbon to Richter, which examines seismology’s history as a form of ‘citizen science’. In the nineteenth century, standing networks of seismic observers transformed earthquakes into natural experiments at the nexus of human behavior and planetary physics. The Earthquake Observers was a finalist for the Turku Book Prize from the European Society for Environmental History; click here to read a review in The Times Higher Education or The Los Angeles Review of Books. Her latest book is Climate in Motion: Science, Empire, and the Problem of Scale (2018), winner of the 2019 Pfizer Award from the History of Science Society in recognition of an outstanding book dealing with the history of science. Climate in Motion is the first study of the science of climate dynamics before the computer age. Professor Coen argues that essential elements of the modern understanding of climate arose as a means of thinking across scales of space and time, in a state—the multinational Habsburg Monarchy, a bricolage of medieval kingdoms and modern laws—where such thinking was a political imperative. Linking Habsburg climatology to the political and artistic experiments of late imperial Austria, Climate in Motion grounds the seemingly esoteric science of the atmosphere in the everyday experiences of an earlier era of globalization
Learning theories and interprofessional education: a user's guide
No full textThere is increasing interest in the theoretical underpinning of interprofessional education (IPE) and writers in this field are drawing on a wide range of disciplines for theories that have utility in IPE. While this has undoubtedly enriched the research literature, for the educational practitioner, whose aim is to develop and deliver an IPE curriculum that has sound theoretical underpinnings, this plethora of theories has become a confusing, and un-navigable quagmire. This article aims to provide a compass for those educational practitioners by presenting a framework that summarizes key learning theories used in IPE and the relationship between them. The study reviews key contemporary learning theories from the wider field of education used in IPE and the explicit applications of these theories in the IPE literature to either curriculum design or programme evaluation. Through presenting a broad overview and summary framework, the study clarifies the way in which learning theories can aid IPE curriculum development and evaluation. It also highlights areas where future theoretical development in the IPE field is required
Panel 1: The Adolf Eichmann Trial
No full textSpeakers:Lawrence R. Douglas, James J. Grosfeld Professor of Law, Amherst College
Deborah Lipstadt, Dorot Professor of Modern Jewish and Holocaust Studies, Emory University; Author of the recently published book, The Eichmann Trial
Tim Naftali, Director, Richard Nixon Presidential Library and Museum
Hanna Yablonka Torok, Professor of Jewish History, Ben Gurion University of the Negev
Moderator:Lisa Yavnai, United States Holocaust Memorial Museum
Video of Panel 1 (and Welcome Remarks
Fototeca de la Coordinación Nacional de Monumentos Históricos. Num. 18 Año 6 (2003) mayo-agosto. Alquimia. Sistema Nacional de Fototecas
No full text- Conocer un acervo - La emotividad del documento, por Georgina Rodríguez Hernández - Variaciones sobre el Edén, por Hugo Arciniega - La ciudad en el paisaje y el monumento en la fotografía: apuntes sobre una compleja relación, por Irving Domínguez - Fotografía y habitación vernácula, por Deborah Dorotinsky Alperstein - La génesis de un proyecto de conservación de monumentos, por Martha R. Miranda Santos - Luis Lladó: el desacato al neoclásico, por Georgina Rodríguez Hernández - La catalogación en la FCNMH, por Georgina Rodríguez Hernández - En la región de las nubes, por Alejandrina Escudero - La linterna mágica en México, por Adriana Konzevik - Barranca de Metztitlán. Reserva de la biosfera, por Ernesto Peñaloza Méndez
Playing at learning and learning at play: a history of race, play and early education in Philadelphia, 1857-1912
No full textIn order to understand how play and playgrounds became virtually synonymous with children, childhood and early education, this dissertation examines how play-focused programs, playgrounds and early education programs developed within the highly racialized social context of Philadelphia in the late nineteenth and early twentieth centuries. One of the central projects of this study is to integrate early childhood educators (all female in this time period), African Americans, and young children into play movement historiography. The inclusion of these actors not only demonstrates that dominant strands of American play advocacy—in which African Americans, and to some extent early childhood educators and young children, were largely absent—were not the only ones, but also that national trends did not always dictate children’s experiences at a local level. In addition, it shows how children’s actions helped to shape the programs and spaces that were created for them, contributing to the prioritization of play and the establishment of playgrounds in early 20th century Philadelphia. Furthermore, it explains how play and playground advocates’ ideas and goals affected children’s access to educationally focused play spaces and programs in unequal ways, showing that in Philadelphia play advocacy did not benefit all children, or communities, equally. This dissertation argues that for Philadelphia’s late nineteenth and early twentieth century children, caregivers and communities the city’s increasingly prolific production of play-centered programs and play spaces had varied effects, both positive and negative. The specific nature of these effects was dependent on the goals, beliefs, values and resources of particular play and playground advocates and, in particular, how closely their purposes and the strategies they used to implement their ideas aligned with the goals and needs of both those targeted as participants and those who were excluded. Thus, this dissertation provides a historical context for current discussions of play and playgrounds as self-evidently beneficial, while also responding to theoretical critiques of play-focused practices and spaces that characterize on or both as inherently detrimental, encouraging a more mindful approach to current discussions and debates regarding play and play space.Ph. D.Includes bibliographical referencesIncludes vitaby Deborah Shine Valentin
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