DOCSLIB.ORG

An Inquiry Into the Meaning of Energy

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Inquiry Into the Meaning of Energy An Inquiry Into The Meaning of Energy Hjertholm, Peter Publication date: 2020 Document version Publisher's PDF, also known as Version of record Document license: CC BY-NC-ND Citation for published version (APA): Hjertholm, P. (2020). An Inquiry Into The Meaning of Energy. Det Humanistiske Fakultet, Københavns Universitet. Download date: 28. sep.. 2021 AN INQUIRY INTO THE MEANING OF ENERGY PETER HJERTHOLM PhD Dissertation submitted to Faculty of the Humanities, University of Copenhagen Supervisor Helle Porsdam November 1, 2019 CONTENTS Abstract iv Resumé på dansk vi Acknowledgements vii Preface viii Note on energy references x INTRODUCTION 1 PART I THE CULTURAL ORIGINS AND TRAVELS OF ENERGY 1 Energeia as Activity—A Historical Theory of the Cultural Origins of Energy 16 2 The Idiom of Corporeal Energy—A Historical Theory of the Cultural Travels of Energy 46 3 Energy’s Cultural Travels in the Seventeenth and Eighteenth Centuries 67 PART II THE MIGRATION OF ENERGY FROM CULTURE TO SCIENCE 4 “It is known how the idea of energy arose”—Historical Accounts of the Birth of Energy 103 5 To Understand the Motion of a Body—Thomas Young’s Pedagogical Project 126 ii PART III THE MIGRATION OF ENERGY FROM SCIENCE BACK TO CULTURE 6 Dual Usage of Energy in Modern Cultural Language 140 7 The Popularization of Energy 156 8 Energy in Modernist Writings—The Adams Brothers 176 9 The Science of Energy in Education, Textbooks and Dictionaries 200 CONCLUSIONS: From Dual Usage to Transformation? 220 BIBLIOGRAPHY 224 iii ABSTRACT This study explores the meaning and cultural purpose of the term energy before it was borrowed into the language of science in the nineteenth century. The impulse for such a cultural history of energy emerges from a semantic problem facing modern studies of Alexander Hamilton’s political writings: how to interpret the role of energy in his expositions on the nature and scope of “good’ government and the executive, when energy was not then linked to power in a scientific sense? To help solve this problem we first need to gain an appreciation of how the term was understood and used in Hamilton’s time, and that requires us to explore the cultural history of the energy. The purpose of this study is to offer such an exploration. The crucial insight of a cultural history of energy is that the term, before it was borrowed into the language of science, had roamed the common English language for centuries as a purely cultural term. In offering such a history, this study traces the semantic evolution of energy, as a travelling cultural term, from the philosophical toolbox of Aristotle, through the Hellenistic, Latin, and French literary traditions, through the Anglo-American cultural discourses of the seventeenth and eighteenth centuries, and then through the late-nineteenth and early-twentieth centuries when the cultural meaning and purpose of the term changed and became grounded in the science of energy. The periodization thesis of the study rests on three pivotal semantic events: the arrival into the English language of the Latin form energia around 1500; the migration of the term from cultural vocabularies to science early on in the nineteenth century; and the subsequent migration, six or seven decades later, of energy from science back to culture. These semantic events are joined together into a periodized cultural history of energy on the basis of two historical theories about the original meaning and travels of energy. The first historical theory is that the basic and indispensable meaning of energeia, the original Greek word from which energy was derived, was activity, in the dual ontological sense of the activity of being and the activity of doing. The first form of activity (of being) was a general reference to the inherent nature of a thing, the second, alternative form of activity (of doing) was a general reference to the active exercise or performance of the inherent nature of that thing. The second historical theory is that energy travelled through pre-science Anglo-American cultural discourses as a common cognitive framework for corporeally projecting the inherent and familiar activity of the self- body onto the activity of the mind and to the world external to the self-body. The historical insight that energy was a different word for Alexander Hamilton than it is for us today suggests the need to revisit Hamilton’s writings on government and the executive. If iv energy was not grounded in the science of energy when Hamilton lived and wrote, but grounded in an ontological view of the world, and if the term did not then refer analogically to the capacity for work or to power, but to the activity of being, for the purpose of speaking about inherent nature, the question becomes: what was the inherent nature of the “good” government that Hamilton had in mind? v RESUMÉ PÅ DANSK Dette studie undersøger betydningen af, og det kulturelle formål med, ordet energy før det blev et videnskabligt begreb i løbet af 1800-tallet. Rationalet for en sådan undersøgelse hidrører fra et semantisk problem indefor moderne studier af Alexander Hamilton’s polititiske skrifter: hvordan skal vi fortolke betydningen af energy i Hamilton’s diskussion af præsident-embedets magtbeføgelser når ordet dengang ikke var semantisk knyttet til videnskaben? Før vi kan løse dette semantiske problem må vi først etablere en forståelse af hvordan ordet energy almindeligvis blev brugt i den tid hvor Hamilton levede, hvilket er formålet med dette studie. Den central indsigt i denne undersøgelse af energy er at ordet, før det blev en central del af den moderne videnskab, og fundamental for det videnskabelige sprog, levede en forholdsvis stille semantisk eksistens i det engelske sprog i mere end to århundreder, hvor det ikke havde noget videnskabeligt indhold, men derimod brugtes i betydningen ’aktivitet’. Denne undersøgelse spore den semantiske udvikling af kulturbegrebet energy tilbage til Aristoteles, op gennem de Hellenistiske, Latinske og Franske litterære traditioner, de Anglo- Amerikanske kulturelle diskurser i perioden ca. 1600 – ca. 1900, op til den transformative periode fra sidste del af 1800-tallet frem til de første årtier af det 20. århundrede, hvor den moderne kultur-brug af ordet energy skiftede fra den traditionelle betydning ’aktivitet’ til den nye videnskabelige betydning af mekanisk arbejde (capacity to work). vi ACKNOWLEDGEMENTS I would like to express my deep gratitude to my supervisor Helle Porsdam, whose encouragement throughout the project kept my spirits high, and whose sage advice at several critical junctures were invaluable in keeping my work on track. Max Edling, who co-supervised during the early stages of the project, always read my initial drafts patiently and carefully, and always took the time to offer thoughtful criticism and suggestions. I am also very grateful to the PhD School at the Faculty of the Humanities at the University of Copenhagen for hosting my project, to Anders Stephanson for sponsoring my one-year stint as a Visiting Scholar in the Department of History at Columbia University, and to Elizabeth Blackmar, Andrew Lipman, and Max Mishler for kindly allowing me to participate in their graduate seminars. My deepest gratitude of all is to my wife Henriette, who made everything possible, and to my daughters Frederikke and Mathilde. vii PREFACE This study forms the middle part of a larger endeavour to explore the meaning and semantic purpose of the term energy in Alexander Hamilton’s political writings during the founding era of the American republic. Hamilton’s political writings are today considered to be a key source for understanding the political and legal history of the United States, and for interpreting the nature of the government that was envisioned in the Constitution, particularly with regards to the reach of executive power. While modern punditry and scholarly debates about executive power generally rely on political theory and constitutional analysis, historical interpretation remains essential to the shaping of contemporary views about presidential power. And so, because Hamilton tended to express his views about the government and the executive in the language of energy, modern scholars and pundits have faced the historical challenge of discovering or imagining the meaning and purpose of that term in his political writings. How scholars and pundits have dealt with this semantic issue was the subject of my Master thesis. Here, I identify a significant degree of confusion and disagreement about the meaning and purpose of the term in Hamilton’s thoughts on matters of government, but also a widespread and clear tendency to perceive the term as having been borrowed by Hamilton from the language of science. I find that Hamilton’s reference to “government energy” and “executive energy” is today commonly understood as if Hamilton here invoked energy as a science metaphor to speak about presidential power, or the capacity for presidential governance, or sometimes simply executive strength. Taken together with the consensus view among political historians that Hamilton was in favour of a strong federal government, this science-based interpretation of the meaning of energy has led to a common view in constitutional analysis and political commentary, which is that the semantic purpose of the term, for Hamilton, was to underscore the centrality of giving the executive office ample or at least sufficient powers. Modern advocacy of a strong American president, such as that based on the unitary executive theory, thus commonly invoke Hamilton’s call for “executive energy” as a way to bolster expansive readings of the Constitution when it comes to presidential power. However, this modern understanding of energy during the founding era, and thus the modern presidential theories it is called upon to support, is inconsistent with the historical observation that the term only slowly began to enter the language of science in the early nineteenth century, that is, after Hamilton had died in 1804.
Load more

Recommended publications
  • CRISIS of PURPOSE in the IVY LEAGUE the Harvard Presidency of Lawrence Summers and the Context of American Higher Education
    Institutions in Crisis CRISIS OF PURPOSE IN THE IVY LEAGUE The Harvard Presidency of Lawrence Summers and the Context of American Higher Education Rebecca Dunning and Anne Sarah Meyers In 2001, Lawrence Summers became the 27th president of Harvard Univer- sity. Five tumultuous years later, he would resign. The popular narrative of Summers’ troubled tenure suggests that a series of verbal indiscretions created a loss of confidence in his leadership, first among faculty, then students, alumni, and finally Harvard’s trustee bodies. From his contentious meeting with the faculty of the African and African American Studies Department shortly af- ter he took office in the summer of 2001, to his widely publicized remarks on the possibility of innate gender differences in mathematical and scientific aptitude, Summers’ reign was marked by a serious of verbal gaffes regularly reported in The Harvard Crimson, The Boston Globe, and The New York Times. The resignation of Lawrence Summers and the sense of crisis at Harvard may have been less about individual personality traits, however, and more about the context in which Summers served. Contestation in the areas of university governance, accountability, and institutional purpose conditioned the context within which Summers’ presidency occurred, influencing his appointment as Harvard’s 27th president, his tumultuous tenure, and his eventual departure. This work is licensed under the Creative Commons Attribution - Noncommercial - No Derivative Works 3.0 Unported License. To view a copy of this license, visit http://creativecom- mons.org/licenses/by-nc-nd/3.0/. You may reproduce this work for non-commercial use if you use the entire document and attribute the source: The Kenan Institute for Ethics at Duke University.
    [Show full text]
  • Classroom Design - Literature Review
    Classroom Design - Literature Review PREPARED FOR THE SPECIAL COMMITTEE ON CLASSROOM DESIGN PROFESSOR MUNG CHIANG, CHAIR PRINCETON UNIVERSITY BY: LAWSON REED WULSIN JR. SUMMER 2013 EXECUTIVE SUMMARY In response to the Special Committee on spontaneous learning. So too does furnishing Classroom Design’s inquiry, this literature these spaces with flexible seating, tables for review has been prepared to address the individual study and group discussion, vertical question; “What are the current trends in surfaces for displaying student and faculty work, learning space design at Princeton University’s and a robust wireless network. peer institutions?” The report is organized into five chapters and includes an annotated Within the classroom walls, learning space bibliography. should be as flexible as possible, not only because different teachers and classes require The traditional transference model of different configurations, but because in order to education, in which a professor delivers fully engage in constructivist learning, students information to students, is no longer effective at need to transition between lecture, group preparing engaged 21st-century citizens. This study, presentation, discussion, and individual model is being replaced by constructivist work time. Furniture that facilitates rapid educational pedagogy that emphasizes the role reorganization of the classroom environment is students play in making connections and readily available from multiple product developing ideas, solutions, and questions. manufacturers. Already, teachers are creating active learning environments that place students in small work Wireless technology and portable laptop and groups to solve problems, create, and discover tablet devices bring the internet not just to together. every student’s dorm room, but also to every desk in the classroom.
    [Show full text]
  • 217407123.Pdf
    Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1996 Faculty Characteristics That Are Associated With the Retention of Doctoral Students. Bonnie Chaney Cooper Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Cooper, Bonnie Chaney, "Faculty Characteristics That Are Associated With the Retention of Doctoral Students." (1996). LSU Historical Dissertations and Theses. 6239. https://digitalcommons.lsu.edu/gradschool_disstheses/6239 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely afreet reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps.
    [Show full text]
  • Theological Education Volume 40, Number 1 ISSUE FOCUS 2004 New Directions for the Timeless Quest— Theological Libraries in an Era of Change
    Theological Education Volume 40, Number 1 ISSUE FOCUS 2004 New Directions for the Timeless Quest— Theological Libraries in an Era of Change What’s a Seminary Library for? Timothy D. Lincoln Jam To-morrow and Jam Yesterday, but Never Jam To-day: The Dilemma of Theology Libraries Planning for the Twenty-first Century Jack W. Ammerman Changing Libraries, Changing Collections Donald M. Vorp Is There Anything Worthwhile on the Web? A Cooperative Project to Identify Scholarly Resources in Theology and Religion Eileen Crawford, Amy Limpitlaw, and Bill Hook Incorporating Global Perspectives into Theological Education: The Role of the Library Martha Lund Smalley and Paul F. Stuehrenberg Librarians and Teaching Faculty in Collaboration: New Incentives, New Opportunities Melody Layton McMahon Is There a Strategic Alliance in Your Future? Lessons Learned from Library Consortia Ann Hotta Information Literacy in Theological Education Douglas L. Gragg Assessing Library Performance in a New Landscape, or “How Did We Do Today?” Jan Malcheski BOOK REVIEWS OPEN FORUM Reducing the Identity Crisis in Doctor of Ministry Education Charles J. Conniry Jr. Getting Them Through the Doctor of Ministry Dissertation Steve Delamarter Thinking Again about the Reformed Tradition and Public Life Mark Douglas, Lewis Mudge, and Jim Watkins The Association of Theological Schools IN THE UNITED STATES AND CANADA ISSN 0040-5620 Theological Education is published semiannually by The Association of Theological Schools IN THE UNITED STATES AND CANADA 10 Summit Park Drive Pittsburgh, Pennsylvania 15275-1103 DANIEL O. ALESHIRE Executive Editor JEREMIAH J. McCARTHY Editor DAVID R. STEWART Issue Editor NANCY MERRILL Managing Editor LISA KERN Production Assistant For subscription information or to order additional copies or selected back issues, please contact the Association.
    [Show full text]
  • Librarianship and Librarians
    COUNCIL ON LIBRARY RESOURCES, INC. THIRTY-SECOND ANNUAL REPORT/1988 1785 Massachusetts Ave., N.W. Washington, D.C. 20036 ACKNOWLEDGEMENTS The scholar at his book-wheel is a reproduction of an engraving in Agostino Ramelli's Le diverse et arti/iciose machine . Paris, 1588. It first appeared in the Council's third annual report, with the following explanation: "the picture symbolizes the interest of the Council on Library Resources in both the content of books and the mechanics of library service." The engraving has appeared in each annual report since that time. This 32nd Annual Report has been set in Garamond by Circle Graphics. The report was printed by Goetz Printing Company on Mohawk Vellum, an acid-free, stable, and enduring paper manufactured by Mohawk Paper Mills, Cohoes, N .Y. The cover and title page were designed by Ruth Magann. The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences- Perma­ nence of Paper for Printed Library Materials, ANSI Z39.48-1984. Council on Library Resources Report. 1st- 1956/57- Washington. v. 23cm. annual. Report year ends June 30. 1. Library Science--Research. Z673.C96A15 020.624 58-915 rev. Library of Congress ISSN 0070-1181 Contents 4 Members of the Council and of the Board of Directors 5 Committees and Officers 6 Staff and Consultants 7 Foreword 9 Program Review 10 The Fourth Decade 20 Research 25 Access to Information 29 Bibliographic Services 32 Librarianship and Librarians 40 Preservation 44 Appendix A: Program Committees and Project Participants 47 Appendix B: Publications and Reports Resulting from CLR Programs, 1987/1988 51 Appendix C: Program Guidelines and Grant Application Procedures 53 Active Projects and Financial Statements, 198711988 54 Acknowledgement 55 Grants & Contracts Active in Fiscal 1988 66 Report of Independent Accountants and Financial Statements 73 Index 4 MEMBERS OF THE Page Ackerman COUNCIL AND University Librarian Emeritus MEMBERS OF THE University of California, Los Angeles BOARD OF DIRECTORS William O.
    [Show full text]
  • The Way Forward: Educational Leadership and Strategic Capital By
    The Way Forward: Educational Leadership and Strategic Capital by K. Page Boyer A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education (Educational Leadership) at the University of Michigan-Dearborn 2016 Doctoral Committee: Professor Bonnie M. Beyer, Chair LEO Lecturer II John Burl Artis Professor M. Robert Fraser Copyright 2016 by K. Page Boyer All Rights Reserved i Dedication To my family “To know that we know what we know, and to know that we do not know what we do not know, that is true knowledge.” ~ Nicolaus Copernicus ii Acknowledgements I would like to thank Dr. Bonnie M. Beyer, Chair of my dissertation committee, for her probity and guidance concerning theories of school administration and leadership, organizational theory and development, educational law, legal and regulatory issues in educational administration, and curriculum deliberation and development. Thank you to Dr. John Burl Artis for his deep knowledge, political sentience, and keen sense of humor concerning all facets of educational leadership. Thank you to Dr. M. Robert Fraser for his rigorous theoretical challenges and intellectual acuity concerning the history of Christianity and Christian Thought and how both pertain to teaching and learning in America’s colleges and universities today. I am indebted to Baker Library at Dartmouth College, Regenstein Library at The University of Chicago, the Widener and Houghton Libraries at Harvard University, and the Hatcher Graduate Library at the University of Michigan for their stewardship of inestimably valuable resources. Finally, I want to thank my family for their enduring faith, hope, and love, united with a formidable sense of humor, passion, optimism, and a prodigious ability to dream.
    [Show full text]
  • Yards and Gates: Gender in Harvard and Radcliffe History
    Yards and Gates: Gender in Harvard and Radcliffe History The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Ulrich, Laurel, ed. 2004. Yards and gates: gender in Harvard and Radcliffe history. New York: Palgrave Macmillan. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:4662764 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Yards and Gates: Gender in Harvard and Radcliffe History Edited by Laurel Thatcher Ulrich i Contents Preface………………………………………………………………………………........………ix List of Illustrations……………………………………………………………………………......xi Introduction: “Rewriting Harvard’s History” Laurel Thatcher Ulrich..…………………….…………………………………….................1 1. BEFORE RADCLIFFE, 1760-1860 Creating a Fellowship of Educated Men Forming Gentlemen at Pre-Revolutionary Harvard……………………………………17 Conrad Edick Wright Harvard Once Removed The “Favorable Situation” of Hannah Winthrop and Mercy Otis Warren…………………. 39 Frances Herman Lord The Poet and the Petitioner Two Black Women in Harvard’s Early History…………………………………………53 Margot Minardi Snapshots: From the Archives Anna Quincy Describes the “Cambridge Worthies” Beverly Wilson Palmer ………………………………....................................................69 “Feminine” Clothing at Harvard in the 1830s Robin McElheny…………………………………………………………………….…75
    [Show full text]
  • The Andrew W. Mellon Foundation Report from January 1, 2004
    The Andrew W. Mellon Foundation Report from January 1, 2004 through December 31, 2004 140 East 62nd Street, New York, New York 10021 (212) 838-8400 http://www.mellon.org Tr ustees Anne M.Tatlock, Chairman W. Taylor Reveley, III Lewis W. Bernard Lawrence R. Ricciardi William G. Bowen Drew Gilpin Faust Chairmen Emeriti Paul LeClerc William O. Baker Colin Lucas John C.Whitehead Walter E. Massey Hanna H. Gray Officers of the Corporation William G. Bowen, President Harriet Zuckerman, Senior Vice President Mary Patterson McPherson, Vice President Michele S.Warman, General Counsel and Secretary John E. Hull, Financial Vice President and Chief Investment Officer Patricia L. Irvin, Vice President for Operations and Planning Program Officers Lydia L. English Joseph S. Meisel Saul Fisher Danielle Carr Ramdath Ira H. Fuchs, Vice President William Robertson IV for Research and Information Angelica Z. Rudenstine Technology Eugene M.Tobin Krista L. House Donald J.Waters Suzanne M. Lodato Catherine Maciariello Senior Advisors Bernard Bailyn Susan Perry Phillip A. Griffiths Stuart J. Saunders J. Paul Hunter Gilbert R.Whitaker, Jr. Carolyn Makinson Administrative Staff Jacqueline D. Ewenstein, Assistant General Counsel Wendy Malina, Assistant Secretary Susanne C. Pichler, Librarian Therese K. Sheridan, Director, Human Resources and Administration Virginia Simone, Files Manager Patricia T.Woodford, Senior Administrator, Office of the President Finance and Investment Staff Thomas J. Sanders, Controller Michele M. Dinn, Portfolio Manager Anthony J. Limberis, Portfolio Manager Kelly S. Risi, Accounting Manager Ann Siddiqui, Investment Accounting Manager Research Staff Susan H. Anderson Nirupama Rao Martin A. Kurzweil As of December 31, 2004 THE ANDREW W.
    [Show full text]
  • Pointing Our Thoughts
    POINTING OUR THOUGHTS NEIL L. RUDENSTINE POINTING OUR THOUGHTS REFLECTIONS on Harvard and Higher Education d 1991– 2001 foreword by HANNA HOLBORN GRAY ILLUSTRATIONS BY BARRY MOSER HARVARD UNIVERSITY CAMBRIDGE · MASSACHUSETTS Copyright © 2001 by the President and Fellows of Harvard College Introduction copyright © 2001 by Hanna Holborn Gray Frontispiece illustration copyright © 2001 by Barry Moser “There Are Roughly Zones,” “The Road Not Taken,” and “The Star-Splitter,” from The Poetry of Robert Frost, edited by Edward Connery Lathem Copyright © 1923, 1969 by Henry Holt and Company, Copyright © 1936, 1951 by Robert Frost, Copyright © 1964 by Lesley Frost Ballantine. Reprinted by permission of Henry Holt and Company, LLC. “This Is Just to Say,” by William Carlos Williams, from Collected Poems 1909–1939, Volume I, Copyright © 1938 by New Directions Publishing Corp. Reprinted by permission of New Directions Publishing Corp. “Vacillation” IV reprinted with the permission of Scribner, a Division of Simon & Schuster, from The Collected Poems of W.B.Yeats, Revised Second Edition edited by Richard J. Finneran Copyright © 1933 by Macmillan Publishing Company; Copyright renewed © 1961 by Bertha Georgie Yeats Frontispiece: The Memorial Hall tower, destroyed in a 1956 fire, was rebuilt in 1999, and stands as a symbol of the University’s renewal and restoration of its campus. A new student dining hall and commons are now also part of Memorial Hall. Contents hj Foreword ix The Enduring University The Values of Education 3 The University and Diversity
    [Show full text]
  • His Achievements, Our Future Course
    JOHN H. D'ARMS AND THE HUMANITIES: His Achievements, Our Future Course Nancy Cantor W. Robert Connor Barbara DeConcini Patricia Nelson Limerick Neil Rudenstine American Council of Learned Societies ACLS OCCASIONAL PAPER, No. 53 ISSN 1041-536X JOHN H. D'ARMs AND THE HUMANITIES: His Achievements, Our Future Course Nancy Cantor W. Robert Connor Barbara DeConcini Patricia Nelson Limerick Neil Rudenstine American Council of Learned Societies ACLS OCCASIONAL PAPER, No. 53 ISSN 1041-536X CONTENTS Introduction v Remarks by (in order of their originalpresentation) Nancy Cantor 1 Barbara DeConcini 8 W. Robert Connor 14 Patricia Nelson Limerick 23 Neil Rudenstine 30 Works by John H. D'Arms Cited 35 iii INTRODUCTION The ACLS mourns the loss of its president, John H. D'Arms, who died January 22, 2002, after a five-month illness. D'Arms strengthened ACLS immeasurably and multiplied several-fold the support it can provide to the humanities and social sciences. His overwhelming dedication set a very high standard. John H. D'Arms became President oftheACLS on September 1, 1997. Prior to his appointment at the ACLS, he was, at the University of Michigan, Professor of Classical Studies and Professor of History (1972-1997), Chairman of the Department of Classical Studies (1972-1977; 1980-1985), Dean ofthe Horace H. Rackham School of Graduate Studies (1985-1995), and Vice Provost for AcademicAffairs (1990-1995). From 1977 to 1980, he was Director of the American Academy in Rome and the Andrew W. Mellon Professor in its School of Classical Studies. His scholarly work focused on the history and archaeology of ancient Rome and the Bay of Naples, especially social, economic, and cultural history.
    [Show full text]
  • ARCHIBALD COX and the DIVERSITY JUSTIFICATION for AFFIRMATIVE ACTION David B
    ARCHIBALD COX AND THE DIVERSITY JUSTIFICATION FOR AFFIRMATIVE ACTION David B. Oppenheimer INTRODUCTION ..................................................................................... 160 I. REDISCOVERING THE ARCHIBALD Cox AMICUS CURIAE BRIEF IN DEFUNIS v. ODEGAARD ......................................................................... 169 II. WHAT WERE THE SOURCES FOR Cox's DESCRIPTION OF HARVARD'S AFFIRMATIVE ACTION PROGRAM? ......................................................... 174 III. THE ORIGINS OF THE DIVERSITY JUSTIFICATION FOR AFFIRMATIVE ACTION .................................................................................................. 189 IV. Cox, HARVARD, AND AFFIRMATIVE ACTION AFTER DEFUNJS. ....... 197 CONCLUSION ......................................................................................... 203 * Clinical Professor of Law, Berkeley Law. I am grateful to my extraordi­ nary Berkeley Law research assistants Rachel Foodman, Lizzie Fulton, Nina Gupta, Daniel Myerson, Candice Shikai and Jasleen Kaur Singh, to my Berke­ ley undergraduate research assistants Rishi Ahuja, Naomi Adaeze Uwaka, and Julian Zhu, to Berkeley Law librarians Doug Avila, I-Wei Wang, and Marci Hoffman, and to Jim Bierman, Andrew Brandt, Jim Brosnahan, Bob Comfort, Fred Glimp, Marcy Kates, Ian Haney-Lopez, David Lieberman, Jack McNulty and Charles Puttkammer. They deserve most of the credit for this work, but any errors or omissions are mine alone. 2018] Archibald Cox 159 ARCHIBALD COX AND THE DIVERSITY JUSTIFICATION FOR AFFIRMATIVE
    [Show full text]
  • Biographies, Participants
    This PDF is a selection from an out-of-print volume from the National Bureau of Economic Research Volume Title: The Economics of Art Museums Volume Author/Editor: Martin Feldstein, editor Volume Publisher: University of Chicago Press Volume ISBN: 0-226-24073-8 Volume URL: http://www.nber.org/books/feld91-1 Conference Date: Nov. 30 - Dec. 2, 1989 Publication Date: January 1991 Chapter Title: Biographies, Participants Chapter Author: Martin Feldstein Chapter URL: http://www.nber.org/chapters/c11647 Chapter pages in book: (p. 347 - 354) Biographies Alberta Arthurs is director for Arts and Humanities at the Rockefeller Foundation. Previously, she was president and professor ofEnglish at Chatham College and, before that, a dean at Harvard and Radcliffe Colleges. She has also taught at Rutgers and Tufts, and is currently chairman ofthe Independent Committee on Arts Policy. Robert C. Blattberg is the Polk Brothers Distinguished Professor in Retailing at the Kellogg Graduate School ofManagement, Northwestern University. At the time ofthis conference, he was the Charles H. Kellstadt Professor of Marketing and Director of the Center for Marketing Information Technology in the Graduate School ofBusiness, University ofChicago, where he had been a faculty member since 1969. Edgar Peters Bowron is the Andrew W. Mellon Senior Consultative Curator at the National Gallery of Art. From 1985 to 1990, he was the Elizabeth and John Moors Cabot Director at the Harvard University Art Museums. Cynthia J. Broderick is a marketing consultant at Kestnbaum & Company, formerly a division of Andersen Consulting. She holds an MBA from the University of Chicago and an M.S.
    [Show full text]