History: Science Or Art?
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Historians of Technology in the Real World: Reflections on the Pursuit of Policy-Oriented History
Historians of Technology in the Real World: Reflections on the Pursuit of Policy-Oriented History Richard F. Hirsh Technology and Culture, Volume 52, Number 1, January 2011, pp. 6-20 (Article) Published by The Johns Hopkins University Press DOI: 10.1353/tech.2011.0039 For additional information about this article http://muse.jhu.edu/journals/tech/summary/v052/52.1.hirsh.html Access provided by Virginia Polytechnic Inst. __ACCESS_STATEMENT__ St.University __ACCESS_STATEMENT__ (Viva) (6 Feb 2014 13:11 GMT) 02_52.1hirsh 6–20:03_49.3dobraszczyk 568– 1/22/11 7:49 AM Page 6 Historians of Technology in the Real World Reflections on the Pursuit of Policy-Oriented History RICHARDF.HIRSH Nearly all historians writing about their craft begin by explaining the value of studying the past. According to the authors of a popular primer, history represents a collective memory that provides an awareness of past events, helping us shape our present and future.1 History has great practical signif- icance, notes another academic, because “intelligent action” draws on past experience.2 As a consequence of the way pedagogues extol the relevance of their work, many high-school students can paraphrase Santayana’s dictum that “[t]hose who cannot remember the past are condemned to repeat it.”3 Despite widespread acceptance of the notion that history provides tan- gible benefits, historians usually remain reluctant to apply “lessons” to real- world situations, especially in the realms of public and business policy. Eager to be viewed as unbiased, dispassionate observers of events, most aca- demic historians seem happy to write primarily for their peers. -
Science Standards
SCIENCE It is the policy of the Oklahoma State Department of Education (OSDE) not to discriminate on the basis of race, color, religion, gender, national origin, age, or disability in its programs or employment practices as required by Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973. Civil rights compliance inquiries related to the OSDE may be directed to the Affirmative Action Officer, Room 111, 2500 North Lincoln Boulevard, Oklahoma City, Oklahoma 73105-4599, telephone number (405) 522-4930; or, the United States Department of Education’s Assistant Secretary for Civil Rights. Inquires or concerns regarding compliance with Title IX by local school districts should be presented to the local school district Title IX coordinator. This publication, printed by the State Department of Education Printing Services, is issued by the Oklahoma State Department of Education as authorized by 70 O.S. § 3-104. Five hundred copies have been prepared using Title I, Part A, School Improvement funds at a cost of $.15 per copy. Copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries. DECEMBER 2013. SCIENCE Table of Contents 5-8 Introduction 9 K-5 Overview 10-18 ■ KINDERGARTEN 19-28 ■ 1ST GRADE 29-39 ■ 2ND GRADE 40-54 ■ 3RD GRADE 55-68 ■ 4TH GRADE 69-82 ■ 5TH GRADE 83 6-12 Overview 84-101 ■ 6TH GRADE 102-119 ■ 7TH GRADE 120-137 ■ 8TH GRADE 138-152 ■ PHYSICAL SCIENCE 153-165 ■ CHEMISTRY 166-181 ■ PHYSICS 182-203 ■ BIOLOGY I 204-219 ■ EARTH & SPACE SCIENCE 220-235 ■ ENVIRONMENTAL SCIENCE Introduction Science uses observation and experimentation to explain natural phenomena. -
Social History Would Be Termed ‘Social Geography’ There Has Been Too Jones E 1975 Readings in Social Geography
Social History would be termed ‘social geography’ there has been too Jones E 1975 Readings in Social Geography. Oxford University little interaction between those researchers working on Press, Oxford, UK developing and developed countries. There are, how- Johnston R J 1987 Theory and methodology in social geo- ever, some indications that this is changing with graphy. In: Pacione M (ed.) Social Geography: Progress and Prospect. Croom Helm, London greater appreciation of the implications of the globali- Johnston R L, Gregory D, Smith D M 1994 The Dictionary of zation of communication and economic relationships Human Geography, 3rd edn. Blackwell, Oxford, UK and the significance of diasporic cultures. Meinig D (ed.) 1979 The Interpretation of Ordinary Landscapes. For many social geographers the growth of cultural Oxford University Press, New York geography presents an opportunity to combine many Pahl R 1965 Trends in social geography. In: Chorley R J, of the themes of the two sub-disciplines in fruitful Haggett P (eds.) Frontiers in Geographical Teaching. Methuen, investigation of social inequality and difference and to London focus on and destabilize definitions of a wider range of Pahl 1975 Whose City? 2nd edn. Penguin, Harmondsworth, UK ‘social groups’—such as disabled people and gay and Rex J 1968 The sociology of a zone in transition. In: Pahl R E (ed.) Readings in Urban Sociology. Pergamon Press, Oxford, lesbian people. Social geographers’ tradition of pol- UK itical engagement and ethnographic research can Smith D 1977 Human Geography: A Welfare Approach. Edward combine positively with cultural geographers’ sen- Arnold, New York sitivity to discourse and symbolic expression of dif- Shevky E, Bell W 1955 Social Area Analysis. -
A Comprehensive Framework to Reinforce Evidence Synthesis Features in Cloud-Based Systematic Review Tools
applied sciences Article A Comprehensive Framework to Reinforce Evidence Synthesis Features in Cloud-Based Systematic Review Tools Tatiana Person 1,* , Iván Ruiz-Rube 1 , José Miguel Mota 1 , Manuel Jesús Cobo 1 , Alexey Tselykh 2 and Juan Manuel Dodero 1 1 Department of Informatics Engineering, University of Cadiz, 11519 Puerto Real, Spain; [email protected] (I.R.-R.); [email protected] (J.M.M.); [email protected] (M.J.C.); [email protected] (J.M.D.) 2 Department of Information and Analytical Security Systems, Institute of Computer Technologies and Information Security, Southern Federal University, 347922 Taganrog, Russia; [email protected] * Correspondence: [email protected] Abstract: Systematic reviews are powerful methods used to determine the state-of-the-art in a given field from existing studies and literature. They are critical but time-consuming in research and decision making for various disciplines. When conducting a review, a large volume of data is usually generated from relevant studies. Computer-based tools are often used to manage such data and to support the systematic review process. This paper describes a comprehensive analysis to gather the required features of a systematic review tool, in order to support the complete evidence synthesis process. We propose a framework, elaborated by consulting experts in different knowledge areas, to evaluate significant features and thus reinforce existing tool capabilities. The framework will be used to enhance the currently available functionality of CloudSERA, a cloud-based systematic review Citation: Person, T.; Ruiz-Rube, I.; Mota, J.M.; Cobo, M.J.; Tselykh, A.; tool focused on Computer Science, to implement evidence-based systematic review processes in Dodero, J.M. -
Mothers in Science
The aim of this book is to illustrate, graphically, that it is perfectly possible to combine a successful and fulfilling career in research science with motherhood, and that there are no rules about how to do this. On each page you will find a timeline showing on one side, the career path of a research group leader in academic science, and on the other side, important events in her family life. Each contributor has also provided a brief text about their research and about how they have combined their career and family commitments. This project was funded by a Rosalind Franklin Award from the Royal Society 1 Foreword It is well known that women are under-represented in careers in These rules are part of a much wider mythology among scientists of science. In academia, considerable attention has been focused on the both genders at the PhD and post-doctoral stages in their careers. paucity of women at lecturer level, and the even more lamentable The myths bubble up from the combination of two aspects of the state of affairs at more senior levels. The academic career path has academic science environment. First, a quick look at the numbers a long apprenticeship. Typically there is an undergraduate degree, immediately shows that there are far fewer lectureship positions followed by a PhD, then some post-doctoral research contracts and than qualified candidates to fill them. Second, the mentors of early research fellowships, and then finally a more stable lectureship or career researchers are academic scientists who have successfully permanent research leader position, with promotion on up the made the transition to lectureships and beyond. -
Sociology One Course in Upper Level Writing
North Dakota State University 1 ENGL 120 College Composition II 3 Sociology One Course in Upper Level Writing. Select one of the following: 3 ENGL 320 Business and Professional Writing Sociology is the scientific study of social structure, social inequality, social ENGL 324 Writing in the Sciences change, and social interaction that comprise societies. The sociological ENGL 358 Writing in the Humanities and Social Sciences perspective examines the broad social context in which people live. This context shapes our beliefs and attitudes and sets guidelines for what we ENGL 459 Researching and Writing Grants and Proposal do. COMM 110 Fundamentals of Public Speaking 3 Quantitative Reasoning (R): The curriculum is structured to introduce majors to the sociology STAT 330 Introductory Statistics 3 discipline and provide them with conceptual and practical tools to understand social behavior and societies. Areas of study include small Science & Technology (S): 10 groups, populations, inequality, diversity, gender, social change, families, A one-credit lab must be taken as a co-requisite with a general community development, organizations, medical sociology, aging, and education science/technology course unless the course includes an the environment. embedded lab experience equivalent to a one-credit course. Select from current general education list. The 38-credit requirement includes the following core: Humanities & Fine Arts (A): Select from current general 6 education list ANTH 111 Introduction to Anthropology 3 Social & Behavioral Sciences -
How Science Works
PB 1 How science works The Scientific Method is traditionally presented in the first chapter of science text- books as a simple recipe for performing scientific investigations. Though many use- ful points are embodied in this method, it can easily be misinterpreted as linear and “cookbook”: pull a problem off the shelf, throw in an observation, mix in a few ques- tions, sprinkle on a hypothesis, put the whole mixture into a 350° experiment—and voila, 50 minutes later you’ll be pulling a conclusion out of the oven! That might work if science were like Hamburger Helper®, but science is complex and cannot be re- duced to a single, prepackaged recipe. The linear, stepwise representation of the process of science is simplified, but it does get at least one thing right. It captures the core logic of science: testing ideas with evidence. However, this version of the scientific method is so simplified and rigid that it fails to accurately portray how real science works. It more accurately describes how science is summarized after the fact—in textbooks and journal articles—than how sci- ence is actually done. The simplified, linear scientific method implies that scientific studies follow an unvarying, linear recipe. But in reality, in their work, scientists engage in many different activities in many different sequences. Scientific investigations often involve repeating the same steps many times to account for new information and ideas. The simplified, linear scientific method implies that science is done by individual scientists working through these steps in isolation. But in reality, science depends on interactions within the scientific community. -
Philosophy of Science Reading List
Philosophy of Science Area Comprehensive Exam Reading List Revised September 2011 Exam Format: Students will have four hours to write answers to four questions, chosen from a list of approximately 20-30 questions organized according to topic: I. General Philosophy of Science II. History of Philosophy of Science III. Special Topics a. Philosophy of Physics b. Philosophy of Biology c. Philosophy of Mind / Cognitive Science d. Logic and Foundations of Mathematics Students are required to answer a total of three questions from sections I and II (at least one from each section), and one question from section III. For each section, we have provided a list of core readings—mostly journal articles and book chapters—that are representative of the material with which we expect you to be familiar. Many of these readings will already be familiar to you from your coursework and other reading. Use this as a guide to filling in areas in which you are less well- prepared. Please note, however, that these readings do not constitute necessary or sufficient background to pass the comp. The Philosophy of Science area committee assumes that anyone who plans to write this exam has a good general background in the area acquired through previous coursework and independent reading. Some anthologies There are several good anthologies of Philosophy of Science that will be useful for further background (many of the articles listed below are anthologized; references included in the list below). Richard Boyd, Philip Gasper, and J.D. Trout, eds., The Philosophy of Science (MIT Press, 991). Martin Curd and J. -
PDF Download Starting with Science Strategies for Introducing Young Children to Inquiry 1St Edition Ebook
STARTING WITH SCIENCE STRATEGIES FOR INTRODUCING YOUNG CHILDREN TO INQUIRY 1ST EDITION PDF, EPUB, EBOOK Marcia Talhelm Edson | 9781571108074 | | | | | Starting with Science Strategies for Introducing Young Children to Inquiry 1st edition PDF Book The presentation of the material is as good as the material utilizing star trek analogies, ancient wisdom and literature and so much more. Using Multivariate Statistics. Michael Gramling examines the impact of policy on practice in early childhood education. Part of a series on. Schauble and colleagues , for example, found that fifth grade students designed better experiments after instruction about the purpose of experimentation. For example, some suggest that learning about NoS enables children to understand the tentative and developmental NoS and science as a human activity, which makes science more interesting for children to learn Abd-El-Khalick a ; Driver et al. Research on teaching and learning of nature of science. The authors begin with theory in a cultural context as a foundation. What makes professional development effective? Frequently, the term NoS is utilised when considering matters about science. This book is a documentary account of a young intern who worked in the Reggio system in Italy and how she brought this pedagogy home to her school in St. Taking Science to School answers such questions as:. The content of the inquiries in science in the professional development programme was based on the different strands of the primary science curriculum, namely Living Things, Energy and Forces, Materials and Environmental Awareness and Care DES Exit interview. Begin to address the necessity of understanding other usually peer positions before they can discuss or comment on those positions. -
Biohumanities: Rethinking the Relationship Between Biosciences, Philosophy and History of Science, and Society*
Biohumanities: Rethinking the relationship between biosciences, philosophy and history of science, and society* Karola Stotz† Paul E. Griffiths‡ ____________________________________________________________________ †Karola Stotz, Cognitive Science Program, 810 Eigenmann, Indiana University, Bloomington, IN 47408, USA, [email protected] ‡Paul Griffiths, School of Philosophical and Historical Inquiry, University of Sydney, NSW 2006, Australia, [email protected] *This material is based upon work supported by the National Science Foundation under Grants #0217567 and #0323496. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Griffiths work on the paper was supported by Australian Research Council Federation Fellowship FF0457917. Abstract We argue that philosophical and historical research can constitute a ‘Biohumanities’ which deepens our understanding of biology itself; engages in constructive 'science criticism'; helps formulate new 'visions of biology'; and facilitates 'critical science communication'. We illustrate these ideas with two recent 'experimental philosophy' studies of the concept of the gene and of the concept of innateness conducted by ourselves and collaborators. 1 1. Introduction: What is 'Biohumanities'? Biohumanities is a view of the relationship between the humanities (especially philosophy and history of science), biology, and society1. In this vision, the humanities not only comment on the significance or implications of biological knowledge, but add to our understanding of biology itself. The history of genetics and philosophical work on the concept of the gene both enrich our understanding of genetics. This is perhaps most evident in classic works on the history of genetics, which not only describe how we reached our current theories but deepen our understanding of those theories through comparing and contrasting them to the alternatives which they displaced (Olby, 1974, 1985). -
Historical Sociology Vs. History
Julia Adams. The Familial State: Ruling Families and Merchant Capitalism in Early Modern Europe. Ithaca: Cornell University Press, 2005. xi + 235 pp. $35.00, cloth, ISBN 978-0-8014-3308-5. Reviewed by Susan R. Boettcher Published on H-Low-Countries (November, 2007) Historical Sociology vs. History discipline, gender relations) developed by practi‐ Two fundamental concerns of historical soci‐ tioners of the "new cultural history."[2] In her ology have always been the origin and nature of new book on the relationship of gender to devel‐ modernity. In response to modernization and de‐ oping states, Adams claims to be "charting ... new pendency theory, which seemed to present territory in the study of the formation of Euro‐ modernity as an objectively describable condi‐ pean states" (p. 12). However, while Adams adds tion, previous generations of historical sociolo‐ some elements to her account, especially gender gists studied comparative issues in early modern and the colonial economy, if this work is indica‐ European history, especially themes emphasized tive of the "new" historical sociology, it provides in that body of theory, such as democratic revolu‐ us primarily with another version of the story tion and the emergence of the nation-state. Those rather than new questions, different approaches, sociologists (one thinks of Charles Tilly, Theda or perhaps most importantly, new characteriza‐ Skocpol, Barrington Moore, and Immanuel tions of the genesis and trajectory of the early Wallerstein) enriched not only the questions his‐ modern state. torians asked but substantially influenced the so‐ Adams's book is organized in an introduction cial history written in response. -
History from a Philosophic Perspective
CANADIAN SOCIAL STUDIES VOLUME 41 NUMBER 1, Fall 2008 www.quasar.ualberta.ca/css History from a Philosophic Perspective Catherine Broom Simon Fraser University Return to Articles Abstract One of the key components of Social Studies has always been history, yet many of us seldom explore what we mean by history. This paper delves into the meaning of history through an examination of Collingwood’s work and a discussion of how we can incorporate twentieth century thought into his work. This paper aims, in Collingwood’s words, to “deepen understanding” of our craft. Philosophy of History: Collingwood The philosophies of history of Thucydides, Plato, Aristotle, Polybius, St Augustine, Bodin, Vico, Herder, and Hegel (selections in Tillinghast, 1963) and Collingwood (1956) make clear that understanding “history” is not easy. The questions that have to be answered, such as for and of whom is it written and why, are philosophical ones. Most of these philosophers saw history from a religious viewpoint: they viewed its events as illustrating the unfolding of “Providence,” or God’s purpose. However, Collingwood’s work (1956) illustrates the true meaning of history. Collingwood argues that certain early accounts, such as in preGreek societies, or certain modern accounts, like those based on dividing societies into a number of epochs, such as Marx’s, are not really history, as they shape facts to suit their larger theoretical frameworks. Rather, history is the reenactment of past thought in the mind of a historian in order to answer a question about people in the past the historian has first articulated.