Academic Disciplines
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500 Natural Sciences and Mathematics
500 500 Natural sciences and mathematics Natural sciences: sciences that deal with matter and energy, or with objects and processes observable in nature Class here interdisciplinary works on natural and applied sciences Class natural history in 508. Class scientific principles of a subject with the subject, plus notation 01 from Table 1, e.g., scientific principles of photography 770.1 For government policy on science, see 338.9; for applied sciences, see 600 See Manual at 231.7 vs. 213, 500, 576.8; also at 338.9 vs. 352.7, 500; also at 500 vs. 001 SUMMARY 500.2–.8 [Physical sciences, space sciences, groups of people] 501–509 Standard subdivisions and natural history 510 Mathematics 520 Astronomy and allied sciences 530 Physics 540 Chemistry and allied sciences 550 Earth sciences 560 Paleontology 570 Biology 580 Plants 590 Animals .2 Physical sciences For astronomy and allied sciences, see 520; for physics, see 530; for chemistry and allied sciences, see 540; for earth sciences, see 550 .5 Space sciences For astronomy, see 520; for earth sciences in other worlds, see 550. For space sciences aspects of a specific subject, see the subject, plus notation 091 from Table 1, e.g., chemical reactions in space 541.390919 See Manual at 520 vs. 500.5, 523.1, 530.1, 919.9 .8 Groups of people Add to base number 500.8 the numbers following —08 in notation 081–089 from Table 1, e.g., women in science 500.82 501 Philosophy and theory Class scientific method as a general research technique in 001.4; class scientific method applied in the natural sciences in 507.2 502 Miscellany 577 502 Dewey Decimal Classification 502 .8 Auxiliary techniques and procedures; apparatus, equipment, materials Including microscopy; microscopes; interdisciplinary works on microscopy Class stereology with compound microscopes, stereology with electron microscopes in 502; class interdisciplinary works on photomicrography in 778.3 For manufacture of microscopes, see 681. -
Attitudes Towards Linguistic Diversity in the Hebrew Bible
Many Peoples of Obscure Speech and Difficult Language: Attitudes towards Linguistic Diversity in the Hebrew Bible The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Power, Cian Joseph. 2015. Many Peoples of Obscure Speech and Difficult Language: Attitudes towards Linguistic Diversity in the Hebrew Bible. Doctoral dissertation, Harvard University, Graduate School of Arts & Sciences. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:23845462 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 MANY PEOPLES OF OBSCURE SPEECH AND DIFFICULT LANGUAGE: ATTITUDES TOWARDS LINGUISTIC DIVERSITY IN THE HEBREW BIBLE A dissertation presented by Cian Joseph Power to The Department of Near Eastern Languages and Civilizations in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of Near Eastern Languages and Civilizations Harvard University Cambridge, Massachusetts August 2015 © 2015 Cian Joseph Power All rights reserved. Dissertation Advisor: Professor Peter Machinist Cian Joseph Power MANY PEOPLES OF OBSCURE SPEECH AND DIFFICULT LANGUAGE: ATTITUDES TOWARDS LINGUISTIC DIVERSITY IN THE HEBREW BIBLE Abstract The subject of this dissertation is the awareness of linguistic diversity in the Hebrew Bible—that is, the recognition evident in certain biblical texts that the world’s languages differ from one another. Given the frequent role of language in conceptions of identity, the biblical authors’ reflections on language are important to examine. -
The Tri-State Water Wars - Libguides at Georgia State University College of Law
Georgia State University College of Law Reading Room Law Library Student-Authored Works Law Library 12-1-2010 The rT i-State Water Wars Carmela Orsini Georgia State University College of Law Follow this and additional works at: https://readingroom.law.gsu.edu/lib_student Part of the Law Commons Institutional Repository Citation Orsini, Carmela, "The rT i-State Water Wars" (2010). Law Library Student-Authored Works. 28. https://readingroom.law.gsu.edu/lib_student/28 This Article was created by a Georgia State University College of Law student for the Advanced Legal Research class. It has been preserved in its original form, and may no longer reflect the current law. It has been uploaded to the Digital Archive @ GSU in a free and open access format for historical purposes. For more information, please contact [email protected]. The Tri-State Water Wars - LibGuides at Georgia State University College of Law The Tri-State Water Wars Guide Information Last Nov 15, 2010 Guide Index Updated: Home Primary Sources Guide URL: http://libguides.law.gsu.edu/content.php?pid=165555 Secondary Sources Description: An overview of research on the Georgia, Alabama, Florida feud over Computerized Research the ACF River Basin. Conclusion RSS: Subscribe to Updates via RSS Home Scope The purpose of this online research guide is to provide an overview of the dispute between Georgia, Alabama, and Florida over the Apalachicolo-Chattahoochee-Flint River Basin. About the Author Carmela Orsini is a third year law student at Georgia State University’s College of Law. She is creating this web research guide for an Advanced Legal Research class taught by Nancy Johnson. -
Curriculum Vitae Bradley Evan Carlson, Ph.D
Curriculum Vitae Bradley Evan Carlson, Ph.D. Byron K. Trippet Assistant Professor of Biology Wabash College Crawfordsville, IN 47933 Email: [email protected] Telephone: (765) 361-6460 Website: carlsonecolab.weebly.com Professional Experience 2014 - present Byron K. Trippet Assistant Professor of Biology, Wabash College Education 2009-2014 PhD in Ecology, minor in Statistics, The Pennsylvania State University, University Park, PA Advisor: Dr. Tracy Langkilde Dissertation: The evolutionary ecology of intraspecific trait variation in larval amphibians 2008 B.S. in Biology, Bethel University, St. Paul, MN Summa cum laude, Honors Graduate Thesis: Temperature and desiccation effects on the antipredator behavior of Centruroides vittatus (Scorpiones: Buthidae) Research Interests Evolutionary ecology – phenotypic diversity, local adaptation, trait integration Behavioral ecology – phenotypic plasticity, predator-prey interactions, personality traits Community ecology – trait-mediated indirect interactions, predation, aquatic ecology Zoology – herpetology, arachnology, comparative morphology Publications (*co-author was undergraduate) Kashon*, EAF, and BE Carlson. 2018. Consistently bolder turtles maintain higher body temperatures in the field but may experience greater predation risk. Behavioral Ecology and Sociobiology 72:9. Carlson, BE, and T Langkilde. 2017. Body size variation in aquatic consumers causes pervasive community effects, independent of mean body size. Ecology and Evolution 7:9978-9990. Lambert, MR, Carlson, BE, Smylie, MS, and L Swierk. 2017. Ontogeny of sexual dichromatism in the explosively breeding Wood Frog. Herpetological Conservation and Biology 12:447-456. Media coverage: InsideEcology.com (https://insideecology.com/2018/02/12/amphibians-that-change-colour/) Carlson, BE, and T Langkilde. 2016. The role of resources in microgeographic variation in Red- spotted Newt (Notophthalmus v. viridescens) morphology. Journal of Herpetology 50:442-448. -
Sexual Selection Research on Spiders: Progress and Biases
Biol. Rev. (2005), 80, pp. 363–385. f Cambridge Philosophical Society 363 doi:10.1017/S1464793104006700 Printed in the United Kingdom Sexual selection research on spiders: progress and biases Bernhard A. Huber* Zoological Research Institute and Museum Alexander Koenig, Adenauerallee 160, 53113 Bonn, Germany (Received 7 June 2004; revised 25 November 2004; accepted 29 November 2004) ABSTRACT The renaissance of interest in sexual selection during the last decades has fuelled an extraordinary increase of scientific papers on the subject in spiders. Research has focused both on the process of sexual selection itself, for example on the signals and various modalities involved, and on the patterns, that is the outcome of mate choice and competition depending on certain parameters. Sexual selection has most clearly been demonstrated in cases involving visual and acoustical signals but most spiders are myopic and mute, relying rather on vibrations, chemical and tactile stimuli. This review argues that research has been biased towards modalities that are relatively easily accessible to the human observer. Circumstantial and comparative evidence indicates that sexual selection working via substrate-borne vibrations and tactile as well as chemical stimuli may be common and widespread in spiders. Pattern-oriented research has focused on several phenomena for which spiders offer excellent model objects, like sexual size dimorphism, nuptial feeding, sexual cannibalism, and sperm competition. The accumulating evidence argues for a highly complex set of explanations for seemingly uniform patterns like size dimorphism and sexual cannibalism. Sexual selection appears involved as well as natural selection and mechanisms that are adaptive in other contexts only. Sperm competition has resulted in a plethora of morpho- logical and behavioural adaptations, and simplistic models like those linking reproductive morphology with behaviour and sperm priority patterns in a straightforward way are being replaced by complex models involving an array of parameters. -
Chapter 6 the Discipline of Education
CHAPTER 6 THE DISCIPLINE OF EDUCATION 6.1.0 Introduction Richard Peters, in his inaugural lecture as professor of philosophy of education at the Institute of Education, London, in 1963, insisted that ‗education is not an autonomous discipline, but a field, like politics, where the disciplines of history, philosophy, psychology, and sociology have application.‘1 Similarly, in his classic 1966 paper Hirst argued that educational enquiry ‗is not itself an autonomous ―form‖ of knowledge or an autonomous discipline. It involves no conceptual structure unique in its logical features and no unique test for validity. Such validity, in educational research and enquiry, was to be found in forms of knowledge grounded elsewhere in the academy – in philosophy, psychology, sociology and history in particular.‘2 In a similar way, Dearden (1970)3 questions the disciplinary status of education by saying, ‗I do not know quite what an ―educationist‖ is, or what sort of expert or authority he is supposed to be. I know what a philosopher of education is, or an educational psychologist or an educational sociologist, but I am not at all sure what a plain ―educationist‖ would be.‘ Many of us are surprised by our early encounters with educational studies. In schools, we study math, science, history and other subjects but not usually the education process itself. Therefore, we may be unsure of what to expect when beginning study of process of education as a subject in its own right. Where an academic discipline or field of study is well established, properly organized and intellectually respectable, we need not to encounter with such questions. -
To Design and Construct the Project Neon Design-Build Project Through a Design-Build Contract
REQUEST FOR PROPOSALS (RFP) RFP Number: 001-15-015 To Design and Construct The Project Neon Design-Build Project through a Design-Build Contract Volume II Contract Appendices 1263 South Stewart Street, Room 101 Carson City, NV 89712 Attention: Mark Stewart Phone: (775) 888-7101 ext. 2124 Fax: (775) 888-7101 Dated as of November 9, 2015 APPENDIX 1 ABBREVIATIONS AND DEFINITIONS [Provided Separately] Nevada Department of Transportation Appendix 1 RFP Number: 001-15-015 Project Neon Design-Build Project Page 1 of 1 Design-Build Contract Appendices Execution Version Abbreviations and Definitions APPENDIX 2 DEPARTMENT-PROVIDED APPROVALS 1. Final Environmental Impact Statement and Section 4(f) Evaluation; I-15 Corridor Improvements and Local Arterial Improvements; Project NEON; Clark County, Las Vegas, Nevada; NDOT Project I.D. 73457E1P; FHWA-NV-EIS-09-01-F (May 28, 2010) 2. Record of Decision; For Environmental Impact Statement and Section 4(f) Evaluation Study; I-15 Corridor Improvements and Local Arterial Improvements; Project NEON; Clark County, Las Vegas, Nevada; NDOT Project I.D. 73457E1P; FHWA-NV-EIS-09- 01-F (October 21, 2010) 3. Environmental Impact Statement Reevaluation (Number 1); Project Name: Project NEON; Project Location: Las Vegas, Clark County (I-15 from Sahara to Spaghetti Bowl) Project Identification Numbers: Nevada Department of Transportation (NDOT) Project ID Number: 73457E1P; FHWA Project ID Number: FHWA-NV-EIS-09-01-F; Document Type and Approval Date: Final Environmental Impact Statement and Section 4(f) Evaluation: May 28, 2010; Record of Decision (ROD): October 21, 2010; Reevaluation: The first reevaluation was approved on August 29, 2012. -
Architectural Thesis
Architectural Thesis A. Master of Architecture Program Architectural Design Thesis Architectural Design Thesis is an independent design research project on a topic selected and developed by the student. Design Thesis is an opportunity for each student in the Master of Architecture or Master of Science in Architecture (Architectural Design Track) to define an individual position with regard to the discipline of architecture. Normally, Design Thesis occurs during the final two semesters of a student’s curriculum at UMSoA, and includes Directed Research (ARC 699) and Final Degree Project (ARC 610). Graduate M.Arch. students are expected to pursue an independent thesis project in their last semester. In exceptional cases and only with the approval of the Program Director, student can pursue an alternative track after completing the thesis preparation course under the direction of selected instructors, including visiting critics if applicable. During the Spring semester preceding their final year, the Program Director will ask students to prepare and submit a well‐defined proposal of their research topic, along with their current portfolio. Research topics are individual, but may be constrained within a proposed ‘meta‐theme’, or by selected topics. Students must prepare a concise 300‐word proposal describing a topic and how it will be investigated. The proposal should introduce the topic and describe its relevance to the field of architecture; it should identify specific questions that will be addressed; and specify the methodology to be used, and explain the appropriateness of the methodology. During the Spring semester preceding the thesis year, students will select a Fall Upper Level Design Studio that best corresponds with their research topic (to be taken in parallel with ARC 699 Directed Research). -
THE CASE AGAINST Marine Mammals in Captivity Authors: Naomi A
s l a m m a y t T i M S N v I i A e G t A n i p E S r a A C a C E H n T M i THE CASE AGAINST Marine Mammals in Captivity The Humane Society of the United State s/ World Society for the Protection of Animals 2009 1 1 1 2 0 A M , n o t s o g B r o . 1 a 0 s 2 u - e a t i p s u S w , t e e r t S h t u o S 9 8 THE CASE AGAINST Marine Mammals in Captivity Authors: Naomi A. Rose, E.C.M. Parsons, and Richard Farinato, 4th edition Editors: Naomi A. Rose and Debra Firmani, 4th edition ©2009 The Humane Society of the United States and the World Society for the Protection of Animals. All rights reserved. ©2008 The HSUS. All rights reserved. Printed on recycled paper, acid free and elemental chlorine free, with soy-based ink. Cover: ©iStockphoto.com/Ying Ying Wong Overview n the debate over marine mammals in captivity, the of the natural environment. The truth is that marine mammals have evolved physically and behaviorally to survive these rigors. public display industry maintains that marine mammal For example, nearly every kind of marine mammal, from sea lion Iexhibits serve a valuable conservation function, people to dolphin, travels large distances daily in a search for food. In learn important information from seeing live animals, and captivity, natural feeding and foraging patterns are completely lost. -
The Relationship Between Academic Discipline and Dialogic Behavior in Open University Course Forums
International Review of Research in Open and Distance Learning ISSN: 1492-3831 Volume 11, Number 2. May – 2010 The Relationship between Academic Discipline and Dialogic Behavior in Open University Course Forums Paul Gorsky, Avner Caspi, Avishai Antonovsky, Ina Blau, and Asmahan Mansur Open University of Israel Abstract The objective of this study was to determine the relationship between disciplinary difference (exact and natural sciences versus humanities) and the dialogic behavior that occurred in Open University course forums. Dialogic behavior was measured in terms of students’ and instructors’ active participation in the forum (posting a message) as well as amounts and proportions of “teaching presence,” “cognitive presence,” and “social presence.” We found that active participation in the science forums was much higher than in the humanities forums. We also found a ratio among the three presences that was constant across different academic disciplines, as well as across different group sizes and course types. Keywords: Academic disciplines; disciplinary differences; asynchronous forums; dialogic behavior; community of inquiry model; virtual learning community Introduction The organization of knowledge into academic disciplines and the impact of these disciplines on educational objectives and curricula, on how subject matter is taught and learned, on how academic achievement is evaluated, and on how research is carried out has been extensively reported. The goal of our research is to investigate the impact of academic discipline on the dialogic behavior of participants in Open University course forums, that is, students’ and instructors’ active participation in the forum (i.e., posting a message) as well as amounts and proportions of “teaching presence,” “cognitive presence,” and “social presence.” In order to study this relationship, we compared course forums from two broad disciplines whose differences greatly outweighed their similarities: exact and natural sciences versus humanities. -
The Five Orders of Architecture
BY GìAGOMO F5ARe)ZZji OF 2o ^0 THE FIVE ORDERS OF AECHITECTURE BY GIACOMO BAROZZI OF TIGNOLA TRANSLATED BY TOMMASO JUGLARIS and WARREN LOCKE CorYRIGHT, 1889 GEHY CENTER UK^^i Digitized by the Internet Archive in 2013 http://archive.org/details/fiveordersofarchOOvign A SKETCH OF THE LIFE OF GIACOMO BAEOZZI OF TIGNOLA. Giacomo Barozzi was born on the 1st of October, 1507, in Vignola, near Modena, Italy. He was orphaned at an early age. His mother's family, seeing his talents, sent him to an art school in Bologna, where he distinguished himself in drawing and by the invention of a method of perspective. To perfect himself in his art he went to Eome, studying and measuring all the ancient monuments there. For this achievement he received the honors of the Academy of Architecture in Eome, then under the direction of Marcello Cervini, afterward Pope. In 1537 he went to France with Abbé Primaticcio, who was in the service of Francis I. Barozzi was presented to this magnificent monarch and received a commission to build a palace, which, however, on account of war, was not built. At this time he de- signed the plan and perspective of Fontainebleau castle, a room of which was decorated by Primaticcio. He also reproduced in metal, with his own hands, several antique statues. Called back to Bologna by Count Pepoli, president of St. Petronio, he was given charge of the construction of that cathedral until 1550. During this time he designed many GIACOMO BAROZZr OF VIGNOLA. 3 other buildings, among which we name the palace of Count Isolani in Minerbio, the porch and front of the custom house, and the completion of the locks of the canal to Bologna. -
Economics Behavioural
BEHAVIOURAL ECONOMICS WTTC HARVARD LEARNING INSIGHTS WTTC × HARVARD LEARNING INSIGHTS | BEHAVIOURAL ECONOMICS WTTC HARVARD LEARNING INSIGHTS BEHAVIOURAL ECONOMICS Getting service providers and travellers to choose sustainable options OVERVIEW BEHAVIOURAL ECONOMICS draws together insights from different disciplines to help explain human decision-making and behaviours. It challenges the assumption of perfect rationality and reveals how many of our decisions are fast, subconscious choices, especially when we are time poor, distracted and multitasking. Knowing this aids us in understanding how a person is likely to behave in a given context. Using behavioural economics can help us design Travel & Tourism products and services that promote the sustainable choice as the most likely choice the consumer or traveller will make. Considering decision-making and behavioural insights can inform promotional and sales materials, pricing strategies, staff training and the design of the experience itself. Behavioural economic approaches employ nudges and behaviour-smart designs to avoid placing a disproportionate burden on the traveller to make sustainability decisions. This could impact positively the overall footprint of the sector. 1 WTTC × HARVARD LEARNING INSIGHTS | BEHAVIOURAL ECONOMICS INTRODUCTION RADITIONAL economic thinking assumes decision agents make optimal choices based on full rationality, selfishness, and tastes that remain stable over time1. That would mean that every time we face a choice, we proactively identify all the relevant information available to us, analyse it rigorously, and select the most beneficial of the available options. This model underpins how we believe consumers behave in a given context, such as a traveller choosing among different holiday destinations with varying sustainability options. We assume they make common-sense decisions, based on facts and without emotional influence.