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Developed out of a 2015 conference of the History of Education
Society, UK, this book explores the interconnections between the
histories of science, technologies and material culture, and the
history of education. The contributions express a shared concern
over the extent to which the history of science and technology and
the history of education are too frequently written about
separately from each other despite being intimately connected. This
state of affairs, they suggest, is linked to broader divisions in
the history of knowledge, which has, for many years, been carved up
into sections reflective of the academic subject divisions that
structure modern universities and higher education in the West.
Most noticeably this has occurred with the history of science, but
more recently the history of humanities has been divided as well.
The contributions to this volume demonstrate the diversity and
originality of research currently being conducted into the
connections between the history of science and the history of
education. The importance of objects in teaching and their value as
pedagogical tools emerges as a particularly significant area of
research located at the intersection between the two fields of
enquiry. Indeed, it is the materiality of education, a focus on the
use of objects, pedagogical practices and particular spaces, which
seems to offer some of the most promising avenues for exploring
further the relationship between the histories of science and
education. This book was originally published as a special issue of
the History of Education.
Developed out of a 2015 conference of the History of Education
Society, UK, this book explores the interconnections between the
histories of science, technologies and material culture, and the
history of education. The contributions express a shared concern
over the extent to which the history of science and technology and
the history of education are too frequently written about
separately from each other despite being intimately connected. This
state of affairs, they suggest, is linked to broader divisions in
the history of knowledge, which has, for many years, been carved up
into sections reflective of the academic subject divisions that
structure modern universities and higher education in the West.
Most noticeably this has occurred with the history of science, but
more recently the history of humanities has been divided as well.
The contributions to this volume demonstrate the diversity and
originality of research currently being conducted into the
connections between the history of science and the history of
education. The importance of objects in teaching and their value as
pedagogical tools emerges as a particularly significant area of
research located at the intersection between the two fields of
enquiry. Indeed, it is the materiality of education, a focus on the
use of objects, pedagogical practices and particular spaces, which
seems to offer some of the most promising avenues for exploring
further the relationship between the histories of science and
education. This book was originally published as a special issue of
the History of Education.
This book offers the first in-depth study of the masculine
self-fashioning of scientific practitioners in nineteenth and early
twentieth-century Britain. Focusing on the British Association for
the Advancement of Science, founded in 1831, it explores the
complex and dynamic shifts in the public image of the British 'man
of science' and questions the status of the natural scientist as a
modern masculine hero. Until now, science has been examined by
cultural historians primarily for evidence about the ways in which
scientific discourses have shaped prevailing notions about women
and supported the growth of oppressive patriarchal structures. This
volume, by contrast, offers the first in-depth study of the
importance of ideals of masculinity in the construction of the male
scientist and British scientific culture in the nineteenth and
early twentieth centuries. From the eighteenth-century
identification of the natural philosopher with the reclusive
scholar, to early nineteenth-century attempts to reinvent the
scientist as a fashionable gentleman, to his subsequent reimagining
as the epitome of Victorian moral earnestness and meritocracy,
Heather Ellis analyzes the complex and changing public image of the
British 'man of science'.
This book offers the first in-depth study of the masculine
self-fashioning of scientific practitioners in nineteenth and early
twentieth-century Britain. Focusing on the British Association for
the Advancement of Science, founded in 1831, it explores the
complex and dynamic shifts in the public image of the British 'man
of science' and questions the status of the natural scientist as a
modern masculine hero. Until now, science has been examined by
cultural historians primarily for evidence about the ways in which
scientific discourses have shaped prevailing notions about women
and supported the growth of oppressive patriarchal structures. This
volume, by contrast, offers the first in-depth study of the
importance of ideals of masculinity in the construction of the male
scientist and British scientific culture in the nineteenth and
early twentieth centuries. From the eighteenth-century
identification of the natural philosopher with the reclusive
scholar, to early nineteenth-century attempts to reinvent the
scientist as a fashionable gentleman, to his subsequent reimagining
as the epitome of Victorian moral earnestness and meritocracy,
Heather Ellis analyzes the complex and changing public image of the
British 'man of science'.
As you travel Africa, you will find the way of ubuntu u the
universal bond that connects all of humanity as one.' At the age of
twenty-eight, while sitting in a friend's backyard in the remote
mining township of Jabiru, Heather Ellis has a light-bulb moment-
she is going to ride a motorcycle across Africa. The idea just
feels right u no matter that she's never done any long-distance
motorcycle travelling before, and has never even set foot on the
African continent. Twelve months later, Heather unloads her Yamaha
TT600 at the docks in Durban, South Africa, and her adventure
begins. Her travels take her to the dizzying heights of Mt
Kilimanjaro and the Rwenzori Mountains, to the deserts of northern
Kenya where she is befriended by armed bandits and rescued by
Turkana fishermen, to a stand-off with four Ugandan men intent on
harm, and to a voyage on a 'floating village' on the mighty Zaire
River. Everywhere she goes Heather is aided by locals and
travellers alike, who take her into their homes and hearts, helping
her to truly understand the spirit of ubuntu u a Bantu word meaning
'I am because you are'. Ubuntu is the extraordinary story of a
young woman who, alone and against all odds, rode a motorcycle to
some of the world's most remote, beautiful and dangerous places.
A cruel witch and a desperate discovery. Kit and Kat,
Sugary-Sherburt, find themselves on the run from a dastardly witch
who is trying to destroy their town called Thornton. Kit and Kat
must join forces to defeat the wicked witch and get home in time
for dinner. The journey takes them to a secret snow castle. They
are in terrible danger; will they manage to save the town, their
friend and families in time? The Sugary Sherburts and The Stone
Witch is part two of the Sugary-Sherburts series by Heather Ellis.
This short study examines the question of masculinity in Suetonius'
most famous work, the Lives of the Caesars. As the most complete
collection of imperial biographies in existence it offers an
unparalleled depiction and dissection of Roman imperial power, from
Julius Caesar to Domitian. This study argues that there was an
intimate relationship in the High Roman Empire between notions of
masculine and imperial power which has not as yet received the
scholarly attention it deserves. An analysis of this relationship
has the potential to provide a more nuanced picture of how the
figure of the emperor was seen by his subjects, in particular, the
extent to which the ideal emperor was also seen as the ideal man.
Through a detailed study of the biographies, set in their
historical context, it is argued here that Suetonius employed
contemporary ideals of masculinity when assessing the careers of
the respective emperors. It is hoped that this study will also go
some way towards filling a gap in current Suetonian studies,
particularly the need to understand more about Suetonius'
assumptions about correct imperial behaviour and the standards by
which he judged his emperors.
Convicted sexually violent predators are more vilified, more
subject to media misrepresentation, and more likely to be denied
basic human rights than any other population. Shaming the
Constitution authors Michael Perlin and Heather Cucolo question the
intentions of sex offender laws, offering new approaches to this
most complex (and controversial) area of law and social policy. The
authors assert that sex offender laws and policies are
unconstitutional and counter-productive. The legislation largely
fails to add to public safety-even ruining lives for what are, in
some cases, trivial infractions. Shaming the Constitution draws on
law, behavioral sciences, and other disciplines to show that many
of the "solutions" to penalizing sexually violent predators are
"wrong," as they create the most repressive and useless laws. In
addition to tracing the history of sex offender laws, the authors
address the case of Jesse Timmendequas, whose crime begat "Megan's
Law;" the media's role in creating a "moral panic;" recidivism
statistics and treatments, as well as international human rights
laws. Ultimately, they call attention to the flaws in the system so
we can find solutions that contribute to public safety in ways that
do not mock Constitutional principles.
Oxford, the home of lost causes, the epitome of the world of
medieval and renaissance learning in Britain, has always fascinated
at a variety of levels: social, institutional, cultural. Its rival,
Cambridge, was long dominated by mathematics, while Oxford's
leading study was Classics. In this pioneering book, 16 leading
authorities explore a variety of aspects of Oxford Classics in the
last two hundred years: curriculum, teaching and learning,
scholarly style, publishing, gender and social exclusion and the
impact of German scholarship. Greats (Literae Humaniores) is the
most celebrated classical course in the world: here its early days
in the mid-19th century and its reform in the late 20th are
discussed, in the latter case by those intimately involved with the
reforms. An opening chapter sets the scene by comparing Oxford with
Cambridge Classics, and several old favourites are revisited,
including such familiar Oxford products as Liddell and Scott's
"Greek-English Lexicon", the "Oxford Classical Texts", and
Zimmern's "Greek Commonwealth". The book as a whole offers a
pioneering, wide-ranging survey of Classics in Oxford.
Convicted sexually violent predators are more vilified, more
subject to media misrepresentation, and more likely to be denied
basic human rights than any other population. Shaming the
Constitution authors Michael Perlin and Heather Cucolo question the
intentions of sex offender laws, offering new approaches to this
most complex (and controversial) area of law and social policy. The
authors assert that sex offender laws and policies are
unconstitutional and counter-productive. The legislation largely
fails to add to public safety-even ruining lives for what are, in
some cases, trivial infractions. Shaming the Constitution draws on
law, behavioral sciences, and other disciplines to show that many
of the "solutions" to penalizing sexually violent predators are
"wrong," as they create the most repressive and useless laws. In
addition to tracing the history of sex offender laws, the authors
address the case of Jesse Timmendequas, whose crime begat "Megan's
Law;" the media's role in creating a "moral panic;" recidivism
statistics and treatments, as well as international human rights
laws. Ultimately, they call attention to the flaws in the system so
we can find solutions that contribute to public safety in ways that
do not mock Constitutional principles.
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