DOCSLIB.ORG

Building a Popular Science Library Collection for High School to Adult Learners: ISSUES and RECOMMENDED RESOURCES

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Building a Popular Science Library Collection for High School to Adult Learners: ISSUES and RECOMMENDED RESOURCES Building a Popular Science Library Collection for High School to Adult Learners: ISSUES AND RECOMMENDED RESOURCES Gregg Sapp GREENWOOD PRESS BUILDING A POPULAR SCIENCE LIBRARY COLLECTION FOR HIGH SCHOOL TO ADULT LEARNERS Building a Popular Science Library Collection for High School to Adult Learners ISSUES AND RECOMMENDED RESOURCES Gregg Sapp GREENWOOD PRESS Westport, Connecticut • London Library of Congress Cataloging-in-Publication Data Sapp, Gregg. Building a popular science library collection for high school to adult learners : issues and recommended resources / Gregg Sapp. p. cm. Includes bibliographical references and index. ISBN 0–313–28936–0 1. Libraries—United States—Special collections—Science. I. Title. Z688.S3S27 1995 025.2'75—dc20 94–46939 British Library Cataloguing in Publication Data is available. Copyright ᭧ 1995 by Gregg Sapp All rights reserved. No portion of this book may be reproduced, by any process or technique, without the express written consent of the publisher. Library of Congress Catalog Card Number: 94–46939 ISBN: 0–313–28936–0 First published in 1995 Greenwood Press, 88 Post Road West, Westport, CT 06881 An imprint of Greenwood Publishing Group, Inc. Printed in the United States of America TM The paper used in this book complies with the Permanent Paper Standard issued by the National Information Standards Organization (Z39.48–1984). 10987654321 To Kelsey and Keegan, with love, I hope that you never stop learning. Contents Preface ix Part I: Scientific Information, Popular Science, and Lifelong Learning 1 Chapter One: Science Literacy, Science Education, and Public Life 3 Chapter Two: A Brief History of Scientific Communication 21 Chapter Three: Understanding Popular Science Information Resources 31 Chapter Four: Evaluating Popular Science Information Resources 48 Part II: Subject Guides to Popular Science Information Resources 65 Chapter Five: Science—General 67 Chapter Six: Astronomy and Space Sciences 87 Chapter Seven: Biological Sciences 106 Chapter Eight: Chemistry 136 Chapter Nine: Mathematics 151 Chapter Ten: Medicine and Health Sciences 170 viii Contents Chapter Eleven: Natural History 205 Chapter Twelve: Physics 238 Chapter Thirteen: Technology and Applied Sciences 258 Appendix: Book Review Source Abbreviations 291 Author Index 295 Title Index 309 Subject Index 327 Preface In 1985 I accepted my first professional library position as a science librarian at Idaho State University. In addition to the normal pressure associated with starting a new job, I was additionally concerned about being a science librar- ian per se and working with technical information from disciplines in which I had little if any academic preparation. Although I had worked in various tech- nical libraries in the past, like most librarians my educational strengths were in the arts, humanities, and social sciences. This apprehension led me to un- dertake voracious, self-directed reading in popular science literature, and that activity, over time, has become an ongoing personal learning strategy. Profes- sionally, I have become so committed to popular scientific literature that I have spent the last five years researching topics related to science literacy, sci- ence education, and information resources. This book is a product of that work. Popular science information is important because it provides the only vehicle for curious nonspecialists to learn about myriad scientific and technical issues, short of going back to school to do so. Further, for those who are in school, popular science can be integrated into the college or high school general edu- cation curriculum in ways that stimulate greater understanding of and interest in subjects that often are quickly forgotten. Several recent surveys have found American science education and the public understanding of science to be de- ficient—perhaps dangerously so. When scientists, educators, and public servants discuss reforms in these areas, the need for more and better popular scientific information is almost always stated. Even so, the nature of popular science information resources is not well un- x Preface derstood. Even those who call for increased popularization of scientific knowl- edge sometimes do so guardedly. The reason is essentially that, while primary scientific information is submitted to peer scrutiny and assessment, there are no comparable quality checks where popular science is concerned. The fear is that scientific speculation might be presented as fact, unrealistic promises might be made based upon faulty research findings, or information might be used selec- tively, even insidiously, by persons with partisan agendas. These are legitimate concerns. As information professionals, librarians who use or select popular science resources must possess the necessary skills by which to evaluate that literature. Where such evaluation is not done appropriately, the library can become the institutional means by which defective science information reaches the public. Part I of this book provides public, high school, and college librarians with a basic understanding of popular science information so that they can make better choices on behalf of their library patrons. Part II, organized by subject area, cites specific books, periodicals, and other resources that could constitute a core science literacy collection. Between the two parts, theory and practice are melded. ACKNOWLEDGMENTS Thanks are due to many. Barbara Rader at Greenwood Press proposed the idea for this book. Drs. Pearce Mullen and Robert Fellencz of Montana State University offered suggestions and encouragement. George Suttle was a com- patriot and occasional sounding board. Paul Wylie helped keep me on track. I owe thanks to Dave Michael, because I forgot him in my last book. My staff in Access Services Department at the University of Miami Richter Library were exceedingly patient and tolerant. Thanks also to Paul Michel, on whom the irony of this book will not be lost, and Bill Dobbins, ditto. Great thanks are due my family: my wife, Beatrice, who suffered through those endless weekends while I pounded the word processor; my children, Kelsey and Keegan; and my parents and siblings, especially Laura. Part I Scientific Information, Popular Science, and Lifelong Learning Chapter One Science Literacy, Science Education, and Public Life Science and technology impinge on our daily lives in countless ways. Electronic gadgets that a few years ago would have seemed futuristic are now common in our homes and workplaces. Just a decade ago, for example, cellular phones, microwave ovens, ATM machines, video recorders, and compact discs were new commercial technologies. Today the frontiers have been pushed back, and now virtual reality and high definition television are among the emerging high-tech products. Frequently, however, everyday technologies can seem like black boxes, the inner workings of which are totally inscrutable to us. This is often true of even the most mundane tools and products. For example, how many of us know how even the ordinary light bulb works? Without a basic understanding of how these devices work, we are ‘‘blinded’’ by science—incapable of under- standing or appreciating many of the things that we encounter virtually every day. Further, those who lack an intellectual grounding in science are missing out on a fascinating cultural experience. Science has changed how we think and perceive the world in which we live, and how we express ourselves. To give just one example, most of us are familiar with the word ‘‘hacker’’ and the kind of person it describes, but relatively few know of the flourishing subculture that hackers have developed. It is so rich, in fact, that Eric Raymond has written a reference book, The New Hacker’s Dictionary (MIT Press, 1993), to describe and standardize its language. Most crucially, however, as citizens we are often called upon, either directly or indirectly, to assess complex issues that are founded in science. At the na- tional level, it is estimated that two-thirds of the bills currently pending in 4 Scientific Information Congress involve science and technology in some way.1 Numerous scientific issues have broad public relevance; for example: • Billions of taxpayer dollars were spent on such projects as the Space Shuttle Program, the Strategic Defense Initiative, the Hubble Space Telescope, and the Superconducting Supercollider. Although quite different in purpose and conception, all these enterprises encountered serious financial and/or technical problems, for which taxpayers footed the bill. • Genetically and biologically engineered products, including foods, are rapidly becom- ing commercially available. Many people, however, fear that such products are unsafe. • Research into the development of many new drugs that are of potentially great benefit, including AIDS treatments, is continually hampered by economic and political pres- sures. Meanwhile, millions suffer from possibly treatable diseases. • As some legislators seek to pass laws designed to safeguard threatened environments and preserve biodiversity, others are more concerned about the economic impacts of such measures. • The Human Genome Project, a government funded effort to map the entire human genetic code, raises both legislative and ethical questions. • Proposed computer networks—‘‘information superhighways’’—hold the promise of democratizing information, but could also become commercialized and accomplish the opposite. • In the 1970s, research into the development of sustainable energy resources was
Load more

Recommended publications
  • Richard G. Hewlett and Jack M. Holl. Atoms
    ATOMS PEACE WAR Eisenhower and the Atomic Energy Commission Richard G. Hewlett and lack M. Roll With a Foreword by Richard S. Kirkendall and an Essay on Sources by Roger M. Anders University of California Press Berkeley Los Angeles London Published 1989 by the University of California Press Berkeley and Los Angeles, California University of California Press, Ltd. London, England Prepared by the Atomic Energy Commission; work made for hire. Library of Congress Cataloging-in-Publication Data Hewlett, Richard G. Atoms for peace and war, 1953-1961. (California studies in the history of science) Bibliography: p. Includes index. 1. Nuclear energy—United States—History. 2. U.S. Atomic Energy Commission—History. 3. Eisenhower, Dwight D. (Dwight David), 1890-1969. 4. United States—Politics and government-1953-1961. I. Holl, Jack M. II. Title. III. Series. QC792. 7. H48 1989 333.79'24'0973 88-29578 ISBN 0-520-06018-0 (alk. paper) Printed in the United States of America 1 2 3 4 5 6 7 8 9 CONTENTS List of Illustrations vii List of Figures and Tables ix Foreword by Richard S. Kirkendall xi Preface xix Acknowledgements xxvii 1. A Secret Mission 1 2. The Eisenhower Imprint 17 3. The President and the Bomb 34 4. The Oppenheimer Case 73 5. The Political Arena 113 6. Nuclear Weapons: A New Reality 144 7. Nuclear Power for the Marketplace 183 8. Atoms for Peace: Building American Policy 209 9. Pursuit of the Peaceful Atom 238 10. The Seeds of Anxiety 271 11. Safeguards, EURATOM, and the International Agency 305 12.
    [Show full text]
  • Hubble Space Telescope Primer for Cycle 25
    January 2017 Hubble Space Telescope Primer for Cycle 25 An Introduction to the HST for Phase I Proposers 3700 San Martin Drive Baltimore, Maryland 21218 [email protected] Operated by the Association of Universities for Research in Astronomy, Inc., for the National Aeronautics and Space Administration How to Get Started For information about submitting a HST observing proposal, please begin at the Cycle 25 Announcement webpage at: http://www.stsci.edu/hst/proposing/docs/cycle25announce Procedures for submitting a Phase I proposal are available at: http://apst.stsci.edu/apt/external/help/roadmap1.html Technical documentation about the instruments are available in their respective handbooks, available at: http://www.stsci.edu/hst/HST_overview/documents Where to Get Help Contact the STScI Help Desk by sending a message to [email protected]. Voice mail may be left by calling 1-800-544-8125 (within the US only) or 410-338-1082. The HST Primer for Cycle 25 was edited by Susan Rose, Senior Technical Editor and contributions from many others at STScI, in particular John Debes, Ronald Downes, Linda Dressel, Andrew Fox, Norman Grogin, Katie Kaleida, Matt Lallo, Cristina Oliveira, Charles Proffitt, Tony Roman, Paule Sonnentrucker, Denise Taylor and Leonardo Ubeda. Send comments or corrections to: Hubble Space Telescope Division Space Telescope Science Institute 3700 San Martin Drive Baltimore, Maryland 21218 E-mail:[email protected] CHAPTER 1: Introduction In this chapter... 1.1 About this Document / 7 1.2 What’s New This Cycle / 7 1.3 Resources, Documentation and Tools / 8 1.4 STScI Help Desk / 12 1.1 About this Document The Hubble Space Telescope Primer for Cycle 25 is a companion document to the HST Call for Proposals1.
    [Show full text]
  • Selected Papers on Teleparallelism Ii
    SELECTED PAPERS ON TELEPARALLELISM Edited and translated by D. H. Delphenich Table of contents Page Introduction ……………………………………………………………………… 1 1. The unification of gravitation and electromagnetism 1 2. The geometry of parallelizable manifold 7 3. The field equations 20 4. The topology of parallelizability 24 5. Teleparallelism and the Dirac equation 28 6. Singular teleparallelism 29 References ……………………………………………………………………….. 33 Translations and time line 1928: A. Einstein, “Riemannian geometry, while maintaining the notion of teleparallelism ,” Sitzber. Preuss. Akad. Wiss. 17 (1928), 217- 221………………………………………………………………………………. 35 (Received on June 7) A. Einstein, “A new possibility for a unified field theory of gravitation and electromagnetism” Sitzber. Preuss. Akad. Wiss. 17 (1928), 224-227………… 42 (Received on June 14) R. Weitzenböck, “Differential invariants in EINSTEIN’s theory of teleparallelism,” Sitzber. Preuss. Akad. Wiss. 17 (1928), 466-474……………… 46 (Received on Oct 18) 1929: E. Bortolotti , “ Stars of congruences and absolute parallelism: Geometric basis for a recent theory of Einstein ,” Rend. Reale Acc. dei Lincei 9 (1929), 530- 538...…………………………………………………………………………….. 56 R. Zaycoff, “On the foundations of a new field theory of A. Einstein,” Zeit. Phys. 53 (1929), 719-728…………………………………………………............ 64 (Received on January 13) Hans Reichenbach, “On the classification of the new Einstein Ansatz on gravitation and electricity,” Zeit. Phys. 53 (1929), 683-689…………………….. 76 (Received on January 22) Selected papers on teleparallelism ii A. Einstein, “On unified field theory,” Sitzber. Preuss. Akad. Wiss. 18 (1929), 2-7……………………………………………………………………………….. 82 (Received on Jan 30) R. Zaycoff, “On the foundations of a new field theory of A. Einstein; (Second part),” Zeit. Phys. 54 (1929), 590-593…………………………………………… 89 (Received on March 4) R.
    [Show full text]
  • Copyright by Paul Harold Rubinson 2008
    Copyright by Paul Harold Rubinson 2008 The Dissertation Committee for Paul Harold Rubinson certifies that this is the approved version of the following dissertation: Containing Science: The U.S. National Security State and Scientists’ Challenge to Nuclear Weapons during the Cold War Committee: —————————————————— Mark A. Lawrence, Supervisor —————————————————— Francis J. Gavin —————————————————— Bruce J. Hunt —————————————————— David M. Oshinsky —————————————————— Michael B. Stoff Containing Science: The U.S. National Security State and Scientists’ Challenge to Nuclear Weapons during the Cold War by Paul Harold Rubinson, B.A.; M.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin August 2008 Acknowledgements Thanks first and foremost to Mark Lawrence for his guidance, support, and enthusiasm throughout this project. It would be impossible to overstate how essential his insight and mentoring have been to this dissertation and my career in general. Just as important has been his camaraderie, which made the researching and writing of this dissertation infinitely more rewarding. Thanks as well to Bruce Hunt for his support. Especially helpful was his incisive feedback, which both encouraged me to think through my ideas more thoroughly, and reined me in when my writing overshot my argument. I offer my sincerest gratitude to the Smith Richardson Foundation and Yale University International Security Studies for the Predoctoral Fellowship that allowed me to do the bulk of the writing of this dissertation. Thanks also to the Brady-Johnson Program in Grand Strategy at Yale University, and John Gaddis and the incomparable Ann Carter-Drier at ISS.
    [Show full text]
  • Chasing the Light Einsteinʼs Most Famous Thought Experiment 1
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by PhilSci Archive November 14, 17, 2010; May 7, 2011 Chasing the Light Einsteinʼs Most Famous Thought Experiment John D. Norton Department of History and Philosophy of Science Center for Philosophy of Science University of Pittsburgh http://www.pitt.edu/~jdnorton Prepared for Thought Experiments in Philosophy, Science and the Arts, eds., James Robert Brown, Mélanie Frappier and Letitia Meynell, Routledge. At the age of sixteen, Einstein imagined chasing after a beam of light. He later recalled that the thought experiment had played a memorable role in his development of special relativity. Famous as it is, it has proven difficult to understand just how the thought experiment delivers its results. It fails to generate problems for an ether-based electrodynamics. I propose that Einstein’s canonical statement of the thought experiment from his 1946 “Autobiographical Notes,” makes most sense not as an argument against ether-based electrodynamics, but as an argument against “emission” theories of light. 1. Introduction How could we be anything but charmed by the delightful story Einstein tells in his “Autobiographical Notes” of a striking thought he had at the age of sixteen? While recounting the efforts that led to the special theory of relativity, he recalled (Einstein, 1949, pp. 52-53/ pp. 49-50): 1 ...a paradox upon which I had already hit at the age of sixteen: If I pursue a beam of light with the velocity c (velocity of light in a vacuum), I should observe such a beam of light as an electromagnetic field at rest though spatially oscillating.
    [Show full text]
  • Natural Causes of Language Frames, Biases, and Cultural Transmission
    Natural causes of language Frames, biases, and cultural transmission N. J. Enfield language Conceptual Foundations of science press Language Science 1 Conceptual Foundations of Language Science Series editors Mark Dingemanse, Max Planck Institute for Psycholinguistics N. J. Enfield, University of Sydney Editorial board Balthasar Bickel, University of Zürich, Claire Bowern, Yale University, Elizabeth Couper-Kuhlen, University of Helsinki, William Croft, University of New Mexico, Rose-Marie Déchaine, University of British Columbia, William A. Foley, University of Sydney , William F. Hanks, University of California at Berkeley, Paul Kockelman, Yale University, Keren Rice, University of Toronto, Sharon Rose, University of California at San Diego, Frederick J. Newmeyer, University of Washington, Wendy Sandler, University of Haifa, Dan Sperber Central European University No scientific work proceeds without conceptual foundations. In language science, our concepts about language determine our assumptions, direct our attention, and guide our hypotheses and our reasoning. Only with clarity about conceptual foundations can we pose coherent research questions, design critical experiments, and collect crucial data. This series publishes short and accessible books that explore well-defined topics in the conceptual foundations of language science. The series provides a venue for conceptual arguments and explorations that do not require the traditional book- length treatment, yet that demand more space than a typical journal article allows. In this series: 1. N. J. Enfield. Natural causes of language. Natural causes of language Frames, biases, and cultural transmission N. J. Enfield language science press N. J. Enfield. 2014. Natural causes of language: Frames, biases, and cultural transmission (Conceptual Foundations of Language Science 1). Berlin: Language Science Press.
    [Show full text]
  • Hubble Space Telescope Primer for Cycle 18
    January 2010 Hubble Space Telescope Primer for Cycle 18 An Introduction to HST for Phase I Proposers Space Telescope Science Institute 3700 San Martin Drive Baltimore, Maryland 21218 [email protected] Operated by the Association of Universities for Research in Astronomy, Inc., for the National Aeronautics and Space Administration How to Get Started If you are interested in submitting an HST proposal, then proceed as follows: • Visit the Cycle 18 Announcement Web page: http://www.stsci.edu/hst/proposing/docs/cycle18announce Then continue by following the procedure outlined in the Phase I Roadmap available at: http://apst.stsci.edu/apt/external/help/roadmap1.html More technical documentation, such as that provided in the Instrument Handbooks, can be accessed from: http://www.stsci.edu/hst/HST_overview/documents Where to Get Help • Visit STScI’s Web site at: http://www.stsci.edu • Contact the STScI Help Desk. Either send e-mail to [email protected] or call 1-800-544-8125; from outside the United States and Canada, call [1] 410-338-1082. The HST Primer for Cycle 18 was edited by Francesca R. Boffi, with the technical assistance of Susan Rose and the contributions of many others from STScI, in particular Alessandra Aloisi, Daniel Apai, Todd Boroson, Brett Blacker, Stefano Casertano, Ron Downes, Rodger Doxsey, David Golimowski, Al Holm, Helmut Jenkner, Jason Kalirai, Tony Keyes, Anton Koekemoer, Jerry Kriss, Matt Lallo, Karen Levay, John MacKenty, Jennifer Mack, Aparna Maybhate, Ed Nelan, Sami-Matias Niemi, Cheryl Pavlovsky, Karla Peterson, Larry Petro, Charles Proffitt, Neill Reid, Merle Reinhart, Ken Sembach, Paula Sessa, Nancy Silbermann, Linda Smith, Dave Soderblom, Denise Taylor, Nolan Walborn, Alan Welty, Bill Workman and Jim Younger.
    [Show full text]
  • Catalyst, Fall 2010
    Founded in 1888 as the Marine Biological Laboratory Catalyst Fall 2010 Volume 5, Number 2 IN THIS ISSUE 4 Diamond In the Rough 8 Life, Interrupted 10 Bird Strike! Where Are They Now MBL People Shaping Science and Society Page 2 F r o m t h e D i r e c t o r Dear Friends, MBL Catalyst One of the great pleasures of teaching is hearing good news from former students. For those who have taught at the MBL—whether it was in a summer course, or in Fall 2010 Volume 5, Number 2 our resident undergraduate and graduate programs—alumni news is often very MBL Catalyst is published twice yearly by the Office rewarding. We hear from former undergraduates who are now enrolled in the best of Communications at the MBL in Woods Hole, Ph.D. programs in the country. We hear from post-docs who have published exciting Massachusetts. The Marine Biological Laboratory research, and who find the dream of establishing their own lab is within reach. We (MBL) is dedicated to scientific discovery and are delighted to hear from senior scientists who are in leadership positions, or are improving the human condition through research recipients of the highest accolades in science and scholarship, yet who stay in touch and education in biology, biomedicine, and with their colleagues or mentors at the MBL. environmental science. Founded in 1888, the MBL is an independent, nonprofit corporation. This is the scientific family that so much defines the MBL: the successive generations of teachers and their students, many of whom eventually come back to the MBL to Senior Advisors Director and CEO: Gary Borisy teach.
    [Show full text]
  • Using the Tycho Catalogue for Axaf
    187 USING THE TYCHO CATALOGUE FOR AXAF: GUIDING AND ASPECT RECONSTRUCTION FOR HALF-ARCSECOND X-RAY IMAGES P.J. Green, T.A. Aldcroft, M.R. Garcia, P. Slane, J. Vrtilek Smithsonian Astrophysical Observatory High resolution imaging and/or fast timing measure- ABSTRACT ments are enabled by the High Resolution Camera HRC; Kenter 1996. Advances over the high resolu- tion imagers of Einstein and ROSAT include smaller AXAF, the Advanced X-ray Astrophysics Facility will p ore size, larger micro channel plate area, lower back- b e the third satellite in the series of great observato- ground, energy resolution, and charged particle anti- ries in the NASA program, after the Hubble Space coincidence. Telescop e and the Gamma Ray Observatory. At launch in fall 1998, AXAF will carry a high reso- The AXAF CCD Imaging Sp ectrometer ACIS; lution mirror, two imaging detectors, and two sets of Garmire 1997 is a CCD array for simultaneous imag- transmission gratings Holt 1993. Imp ortant AXAF ing and sp ectroscopyE=E =2050 over almost features are: an order of magnitude improvementin the entire AXAF bandpass with high quantum e- spatial resolution, good sensitivity from 0.1{10keV, ciency and low read noise. Pictures of extended ob- and the capability for high sp ectral resolution obser- jects can b e obtained along with sp ectral information vations over most of this range. from each element of the picture. The ACIS-I array comprises 4 CCDs arranged in a square which pro- The Tycho Catalogue from the Hipparcos mission 2 vide a 16 16 arcmin eld.
    [Show full text]
  • Download Music for Free.] in Work, Even Though It Gains Access to It
    Vol. 54 No. 3 NIEMAN REPORTS Fall 2000 THE NIEMAN FOUNDATION FOR JOURNALISM AT HARVARD UNIVERSITY 4 Narrative Journalism 5 Narrative Journalism Comes of Age BY MARK KRAMER 9 Exploring Relationships Across Racial Lines BY GERALD BOYD 11 The False Dichotomy and Narrative Journalism BY ROY PETER CLARK 13 The Verdict Is in the 112th Paragraph BY THOMAS FRENCH 16 ‘Just Write What Happened.’ BY WILLIAM F. WOO 18 The State of Narrative Nonfiction Writing ROBERT VARE 20 Talking About Narrative Journalism A PANEL OF JOURNALISTS 23 ‘Narrative Writing Looked Easy.’ BY RICHARD READ 25 Narrative Journalism Goes Multimedia BY MARK BOWDEN 29 Weaving Storytelling Into Breaking News BY RICK BRAGG 31 The Perils of Lunch With Sharon Stone BY ANTHONY DECURTIS 33 Lulling Viewers Into a State of Complicity BY TED KOPPEL 34 Sticky Storytelling BY ROBERT KRULWICH 35 Has the Camera’s Eye Replaced the Writer’s Descriptive Hand? MICHAEL KELLY 37 Narrative Storytelling in a Drive-By Medium BY CAROLYN MUNGO 39 Combining Narrative With Analysis BY LAURA SESSIONS STEPP 42 Literary Nonfiction Constructs a Narrative Foundation BY MADELEINE BLAIS 43 Me and the System: The Personal Essay and Health Policy BY FITZHUGH MULLAN 45 Photojournalism 46 Photographs BY JAMES NACHTWEY 48 The Unbearable Weight of Witness BY MICHELE MCDONALD 49 Photographers Can’t Hide Behind Their Cameras BY STEVE NORTHUP 51 Do Images of War Need Justification? BY PHILIP CAPUTO Cover photo: A Muslim man begs for his life as he is taken prisoner by Arkan’s Tigers during the first battle for Bosnia in March 1992.
    [Show full text]
  • Rhodri Evans
    Rhodri Evans The Cosmic Microwave Background How It Changed Our Understanding of the Universe Astronomers’ Universe More information about this series at http://www.springer.com/series/6960 Rhodri Evans The Cosmic Microwave Background How It Changed Our Understanding of the Universe 123 Rhodri Evans School of Physics & Astronomy Cardiff University Cardiff United Kingdom ISSN 1614-659X ISSN 2197-6651 (electronic) ISBN 978-3-319-09927-9 ISBN 978-3-319-09928-6 (eBook) DOI 10.1007/978-3-319-09928-6 Springer Cham Heidelberg New York Dordrecht London Library of Congress Control Number: : 2014957530 © Springer International Publishing Switzerland 2015 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law.
    [Show full text]
  • Vireo Manual.Pdf
    VIREO: The Virtual Educational Observatory 1 VIREO: THE VIRTUAL EDUCATIONAL OBSERVATORY Software Reference Guide A Manual to Accompany Software Document SM 20: Circ.Version 1.0 Department of Physics Gettysburg College Gettysburg, PA 17325 Telephone: (717) 337-6028 email: [email protected] Software, and Manuals prepared by: Contemporary Laboratory Glenn Snyder and Laurence Marschall (CLEA PROJECT, Gettysburg College) Experiences in Astronomy VIREO: The Virtual Educational Observatory 2 Contents Introduction To Vireo: The Virtual Educational Observatory .................................................................................. 3 Starting Vireo ................................................................................................................................................................ 4 The Virtual Observatory Control Screen ..................................................................................................................... 4 Using an Optical Telescope ........................................................................................................................................... 5 Using the Photometer .................................................................................................................................................... 8 Using the Spectrometer ............................................................................................................................................... 11 Using the Multi-Channel Spectrometer .....................................................................................................................
    [Show full text]