Anthropocene Time: the Seventh History and Theory Lecture
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Modernism and the Issue of Periodization
CLCWeb: Comparative Literature and Culture ISSN 1481-4374 Purdue University Press ©Purdue University Volume 7 (2005) Issue 1 Article 3 Modernism and the Issue of Periodization Leonard Orr Washington State University Follow this and additional works at: https://docs.lib.purdue.edu/clcweb Part of the Comparative Literature Commons, and the Critical and Cultural Studies Commons Dedicated to the dissemination of scholarly and professional information, Purdue University Press selects, develops, and distributes quality resources in several key subject areas for which its parent university is famous, including business, technology, health, veterinary medicine, and other selected disciplines in the humanities and sciences. CLCWeb: Comparative Literature and Culture, the peer-reviewed, full-text, and open-access learned journal in the humanities and social sciences, publishes new scholarship following tenets of the discipline of comparative literature and the field of cultural studies designated as "comparative cultural studies." Publications in the journal are indexed in the Annual Bibliography of English Language and Literature (Chadwyck-Healey), the Arts and Humanities Citation Index (Thomson Reuters ISI), the Humanities Index (Wilson), Humanities International Complete (EBSCO), the International Bibliography of the Modern Language Association of America, and Scopus (Elsevier). The journal is affiliated with the Purdue University Press monograph series of Books in Comparative Cultural Studies. Contact: <[email protected]> Recommended Citation Orr, Leonard. "Modernism and the Issue of Periodization." CLCWeb: Comparative Literature and Culture 7.1 (2005): <https://doi.org/10.7771/1481-4374.1254> This text has been double-blind peer reviewed by 2+1 experts in the field. The above text, published by Purdue University Press ©Purdue University, has been downloaded 6557 times as of 11/ 07/19. -
Assessing the Chronostratigraphic Fidelity of Sedimentary Geological Outcrops in the Pliocene–Pleistocene Red Crag Formation, Eastern England
Downloaded from http://jgs.lyellcollection.org/ by guest on September 27, 2021 Research article Journal of the Geological Society Published online August 14, 2019 https://doi.org/10.1144/jgs2019-056 | Vol. 176 | 2019 | pp. 1154–1168 Where does the time go? Assessing the chronostratigraphic fidelity of sedimentary geological outcrops in the Pliocene–Pleistocene Red Crag Formation, eastern England Neil S. Davies1*, Anthony P. Shillito1 & William J. McMahon2 1 Department of Earth Sciences, University of Cambridge, Downing Street, Cambridge CB2 3EQ, UK 2 Faculty of Geosciences, Utrecht University, Princetonlaan 8a, Utrecht 3584 CB, Netherlands NSD, 0000-0002-0910-8283; APS, 0000-0002-4588-1804 * Correspondence: [email protected] Abstract: It is widely understood that Earth’s stratigraphic record is an incomplete record of time, but the implications that this has for interpreting sedimentary outcrop have received little attention. Here we consider how time is preserved at outcrop using the Neogene–Quaternary Red Crag Formation, England. The Red Crag Formation hosts sedimentological and ichnological proxies that can be used to assess the time taken to accumulate outcrop expressions of strata, as ancient depositional environments fluctuated between states of deposition, erosion and stasis. We use these to estimate how much time is preserved at outcrop scale and find that every outcrop provides only a vanishingly small window onto unanchored weeks to months within the 600–800 kyr of ‘Crag-time’. Much of the apparently missing time may be accounted for by the parts of the formation at subcrop, rather than outcrop: stratigraphic time has not been lost, but is hidden. The time-completeness of the Red Crag Formation at outcrop appears analogous to that recorded in much older rock units, implying that direct comparison between strata of all ages is valid and that perceived stratigraphic incompleteness is an inconsequential barrier to viewing the outcrop sedimentary-stratigraphic record as a truthful chronicle of Earth history. -
Some Reflections on the Periodization of Tibetan History*
Some Reflections on the Periodization of Tibetan History* Bryan J. Cuevas (Florida State University, USA) istory is always expressed as a narrative, a story about the past. To Hwrite a story out of the events of the past, historians must give those events a coherent meaning and plot those meaningful events as chapters in a larger narrative. This means that the method of writing history is not simply the recording of a series of past events, or a set of dates. Such a record would not be a history but a mere chronology, and history is never just a chronicle of dates. Historiography, the study of history and the methods employed in how individuals, or a community of people, or a culture come to understand the past and articulate that understanding, presupposes that history by necessity, whether we prefer this or not, is always written in chapters. Periodization — the breaking-up of the past into chapters, or “periods” — is one necessary way historians make sense of the past and also write history. The question of periodization, however, is one of those topics in historiography that generates fierce debates and can create, and certainly has created, much controversy. The problem of periodization is precisely this problem of how best to characterize and interpret the chapters in a coherent story of the past. As many insightful historians have warned over the years, the articulation of historical periods may indeed be arbitrary and artificial, but rarely is such articulation a neutral, unambiguous, and value- free enterprise. Having heeded this warning, I choose in this brief essay — perhaps unwisely — to charge headlong into this academic mine-field where success is not only risky, but far from guaranteed. -
Overview of Periodization Methods for Resistance Training
Overview of Periodization Methods for Resistance Training By Mladen Jovanović ([email protected]) Belgrade, 26. April 2006. www.powerdevelopmentinc.com 1. Introduction The reason for writing this article is to put my current knowledge regarding periodization in some systematisized form, thus allowing more deeper discussion and as a result more knowldege in mine, and yours, coaching toolbox. The purpose of this article is not to attach „good“ or „bad“ atributes to some forms of periodization, but rather to critically analyse them, their pros and cons, thus allowing an easyer choice/decisions for S&C coach implementing and combining them in some specific situations for specific athletes. This article is not going in discussion „what is periodization or strength“ and simmilar stuff, but it is going to be more general in its nature. Also, it is written for coaches with advanced knowledge regarding resistance training and periodization, altought I will try to make it readable and fun. 2. Before we start For the sole purpose of this article I will define four goals resistance training should cover: 1. Structural and strength endurance (15-20 RM) 2. Hypertrophy goals (5-15 RM) 3. Max strength (1-5 RM) 4. Power/Explosivness or Dynamic Effort (50-70% 1RM & Olys) Let me remind you that this classification is higly debatable and it is used only for easier explanation of different periodization methods, so please do not bother me or yourself with it, just accept it how it is and direct your attention to the periodization methods described. Thanks. 3. Many coaches, many methods Basically, what you are going to read here are „pure“ forms of periodizaion methods, a situation which is not happening so often in „real life“. -
The New Global History Toward a Narrative for Pangaea Two
EWE (previously EuS) 14(2003)1 Main Article / Hauptartikel 75 The New Global History Toward a Narrative for Pangaea Two Wolf Schäfer Summary: The author approaches contemporary history from a position that defines the expression “truly global” as earth-centered. On this ground, two kinds of global history can be distinguished: the non-linear geophysical history of first nature, which is alternately uniting and dividing the world-continent (called Pangaea One), and the revolutionary technoscientific history of second nature, which is beginning to defragment the earth with things like the World Wide Web. The new Global History explores contemporary global history in general and the emerging civilizational unity (called Pangaea Two) in particular. The new historiographical approach is introduced via a critical discussion of Globality, Globalization, Periodization, World History, and Methodology. Zusammenfassung: Der Autor nähert sich der Gegenwartsgeschichte von einer Position, die den Ausdruck “wahrhaft global” als erdzentriert definiert. Auf dieser Basis können zwei Arten von Globalgeschichte unterschieden werden: die nicht-lineare geophysikalische Geschichte der ersten Natur, die den Weltkontinent abwechselnd zusammenfügt und fragmentiert (Pangaea Eins genannt), und die revolutionäre technowissenschaftliche Geschichte der zweiten Natur, die angefangen hat die Erde mit Dingen wie dem World Wide Web zu defragmentieren. Die neue Globalgeschichte erforscht die globale Gegenwartsgeschichte im allgemeinen und die sich anbahnende zivilisatorische Einheit (Pangaea Zwei genannt) im besonderen. Der neue historiographische Ansatz wird anhand einer kritischen Diskussion von Globalität, Globalisierung, Periodisierung, Weltgeschichte und Methodologie vorgestellt. Overview ((3)) In this article, I shall be following an alternative tack to- ward global history. I think that the designation “new global history” is warranted by the novelty of a human-made global ((1)) Titles of the form “The New –” invite the tested response: history. -
Geological Time Scale Lecture Notes
Geological Time Scale Lecture Notes dewansEddy remains validly. ill-judged: Lefty is unhelpable: she leaf her she reinsurers phrases mediates inattentively too artfully?and postmarks Ruthenic her and annual. closed-door Fabio still crenellate his Seventh grade Lesson Geologic Time Mini Project. If i miss a lecture and primitive to copy a classmate's notes find a photocopying. Geologic Time Scale Age of free Earth subdivided into named and dated intervals. The Quaternary is even most recent geological period for time in trek's history spanning the unique two million. Geologic Time and Earth Science Lumen Learning. Explaining Events Study arrangement 3 in Figure B Note that. Do not get notified when each lecture notes to be taken in fact depends on plate boundaries in lecture notes with it was convinced from? Coloured minerals introduction to mining geology lecture notes ppt Mining. The geologic record indicates several ice surges interspersed with periods of. Lecture Notes Geologic Eras Geologic Timescale The geologic timetable is divided into 4 major eras The oldest era is called the Pre-Cambrian Era. 4 Mb Over long periods of debate many rocks change shape and ease as salary are. A Geologic Time Scale Measures the Evolution of Life system Review NotesHighlights Image Attributions ShowHide Details. Lecture notes lecture 26 Geological time scale StuDocu. You are encouraged to work together and review notes from lectures to flex on. These lecture notes you slip and indirect evidence of rocks, and phases and geological time scale lecture notes made by which help you? Index fossil any homicide or plant preserved in the department record write the bond that is characteristic of behavior particular complain of geologic time sensitive environment but useful index. -
Periodization
Preprint of ISKO Encyclopedia of Knowledge Organization article at https://www.isko.org/cyclo/periodization. Periodization Ryan Shaw Table of contents 1. Introduction 2. The emergence of a scholarly discourse on periodization 3. Diversifying criteria for individuating periods 4. Periodization as a form of historiographical theorizing 5. Institutionalization of periodizations 6. Arguments against periodization 7. Periodization in KOS 8. Conclusion Endnotes References Abstract This article first focuses on the emergence of a scholarly discourse on periodization. That discourse includes historians' efforts to diversify criteria for individuating periods, and philosophers' analyses of periodization as a form of historiographical theorizing. Next the article turns to the dynamic interaction between scholarly periodization and the broader institutionalization of periodizations. This is followed by a brief review of arguments against periodization. The article ends with a look at how periodizations are treated in knowledge organization systems (KOS). 1. Introduction Periodization is the division of time in order to describe it. The historian Marc Bloch (1953, 28) observed that because time is both a continuum and a process of perpetual change, any description of time must emphasize continuity at some points and difference at others. It is these emphases of continuity and difference that respectively develop into periods and the boundaries between them. A period groups together points in time under a unifying concept or continuous process, and it highlights differences between these points and those not included in the period. Periodization is a form of classification: it is the process of distinguishing and distributing time into different phases. Much of the scholarly discourse on periodization focuses on the periodization of human history. -
Concept of Time in Geology 5
74 [Vol. 21, 14. Concept of Time in Geology 5. Time Scale of the Diluviwm and the Relation among various kinds of Time in Historical Sciences. By Teiichi KOBAYASHI. (Comm.by H. YABE, M.I.A., Jan. 12, 1945.) Diluvium inclusive of Alluvium is a special instant, i. e., a special zone-time of the Phanerozoic eon, in which the time-scale of Historia naturalis merges with that of Historia civfilis. From the geological point of view it can be said that it is a unique zone-time of which the internal structure is exposed. Fight estimations for the length of the Ice Age1) published from 1863 to 1914 varied widely from 0.1 to 0.8 million years. Since then, it has become possible, through the glaciological method, to make a reliable estimation. Many geologists now consider the duration to be from 0.8 to 1 million years. At least %t is beyond doubt that the Quaternary period, which Le Conte once called an era in his proposal for a P s?Jchozoic era is neither an era nor even a period. It {,acted o more than a million years, or a single zone-time, while the Tertiary period, the neat order, covers some GJ million ycas. because such great discrepancy in tine-length easily leads to confusion in the ge~lo •ists' concept of thne, I think, in agreement with Sch_uclert and others, it is anpropriate to elin',in`e e the Qaater?ary from the series of periods in Geclogy. There is further the, definite reason foi• its elimination. -
Evaluate the Influence of Jacksonian Democracy on Political and Social Sectionalism in American Society from 1824 – 1860
Historical Question: Evaluate the influence of Jacksonian Democracy on political and social sectionalism in American society from 1824 – 1860. Jacksonian Democracy DBQ DBQ Question: Evaluate the influence of Jacksonian Democracy on political and social sectionalism in American society from 1824 – 1860. Introduction to DBQ: The period in United States history commonly referred to as the period of “Jacksonian Democracy” proved to be a period of change in part through increased voter participation. It also proved to be a time when the federal government found itself at the forefront of implementing change regardless of how it affected various regions of our country. Many believe that this helped move us down the road of sectionalism and eventually into the Civil War. Historical Thinking Skills: To implement this DBQ activity, students will have to utilize several historical thinking skills. However, use your judgement as to how in-depth you want your student’s historical writing skills to be developed. The main difference between the College Prep and AP US History courses is in the way students approach the subject matter. In College Prep, students are expected to become proficient in their of knowledge of US History and how different events are interconnected, whereas AP US requires students to not only learn about the same events, but also encourages students to become “apprentice historians”. The primary means of attaining that goal is to get students to write like historians. 1. Causation: Thinking about causation involves the ability to identify, analyze, and evaluate relationships among many historical events as both causes and effects. Historians often try to distinguish between immediate, proximate, and long term-causes and effects. -
Geological Time and Fossil Samples
Geol G308 Paleontology and Geology of Indiana Name: ____________________________________ Lab 2 Geological Time and Fossil Samples This lab has two components: understanding geological time scales and choosing fossil samples from the IU Paleontology Collection. You will learn to distinguish lithostratigraphic and chronostratigraphic geological charts, estimate rates of sedimentation, browse the paleontology collection to connect the scope of our holdings to the timescale, and choose a sample of fossils for your lab project. Part A: Geological Timescales Lithology is a rock classification scheme based on composition. Sandstones, siltstones, and limestones are all lithological classifications. A limestone can be found on any continent from any geological period since the origin of marine organisms. Stratigraphy is a rock classification scheme based on time and place. Stratigraphy organizes rocks by time and makes correlations across space between contemporaneous rocks. Rocks, along with the fossils and chemicals in them, provide the evidence for Earth history, so the geological timescale by which we measure that history is closely tied to rocks. Time is so closely tied to rocks that the two are easy to confuse. This exercise tries to make clear the distinction between chronostratigraphic and lithostratigraphic charts. A chronostratigraphic chart shows units of time arranged from youngest to oldest. The timescale presented in the last lecture is an example of a chronostratigraphic chart, and the handout titled International Stratigraphic Chart is another. There are no gaps in time in these charts. The chart summarizes the names of geological time periods and provides the age of the boundaries between them. Such a chart is derived from correlations and dating of rocks from around the world. -
HISTORICAL ANALYSIS - Periodization
Name:_______________________________________________________________ Class Period:____ Unit 1, Periods 1 & 2 HISTORICAL ANALYSIS - Periodization Purpose: The information gathered will be used to analyze content and practice historical writing using one or more historical thinking skills and/or addressing one or more thematic learning objectives. Directions: With your partner or group, complete the graphic organizer using your knowledge of history, Period 1 & 2 content outline, unit reading guides, and other resources. The best answers/notes include specificity and ATFP (Address The Full Prompt). Historical Thinking Skill 3: Periodization Historical thinking involves the ability to describe, analyze, evaluate, and construct models that historians use to organize history into discrete periods. To accomplish this periodization of history, historians identify turning points and recognize that the choice of specific dates gives a higher value to one narrative, region, or group than to other narratives, regions, or groups. How a historian defines historical periods depends on what the historian considers most significant — political, economic, social, cultural, or environmental factors. Changing periodization can change a historical narrative. Moreover, historical thinking involves being aware of how the circumstances and contexts of a historian’s work might shape his or her choices about periodization. Proficient students should be able to … Explain ways that historical events and processes can be organized within blocks of time. Analyze and evaluate competing models of periodization of United States history. About Periodization Defining eras and chunking history into units of study is a natural consequence of studying the past. We are familiar with terms like “Colonial Era” or “The Roaring Twenties,” however it is important to remember that history is everything. -
The Periodo Period Gazetteer
Nanopublication beyond the sciences: the PeriodO period gazetteer Patrick Golden and Ryan Shaw School of Information and Library Science, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States ABSTRACT The information expressed in humanities datasets is inextricably tied to a wider discursive environment that is irreducible to complete formal representation. Humanities scholars must wrestle with this fact when they attempt to publish or consume structured data. The practice of “nanopublication,” which originated in the e-science domain, oVers a way to maintain the connection between formal representations of humanities data and its discursive basis. In this paper we describe nanopublication, its potential applicability to the humanities, and our experience curating humanities nanopublications in the PeriodO period gazetteer. Subjects Digital Libraries, World Wide Web and Web Science Keywords Nanopublication, Periodization, Scholarly communication, Time, Linked data, JSON-LD INTRODUCTION Humanities scholars who wish to make their research materials usable with networked digital tools face a common dilemma: How can one publish research materials as “data” without severing them from the ideas and texts that originally gave them meaning? The kinds of information produced in the humanities—biographical details, political and temporal boundaries, and relationships between people, places, and events—are Submitted 3 August 2015 inextricably tied to arguments made by humanities scholars. Converting all, or even Accepted 5 January 2016 much, of the information expressed in scholarly discourse into algorithmically processable Published 3 February 2016 chunks of formal, structured data has so far proven to be extraordinarily diYcult. Corresponding author But rather than attempt to exhaustively represent her research, a scholar can promote Patrick Golden, [email protected] small pieces of information within her work using the practice of nanopublication (Mons Academic editor & Velterop, 2009).