Comments on Climatic history of the northeastern United States during the past 3000 years

2017 ◽  
Author(s):  
Anonymous
Keyword(s):  
United States ◽  
Northeastern United States ◽  
The Past ◽  
History Of ◽  
Climatic History

Supplementary material to "Climatic history of the northeastern United States during the past 3000 years"

2016 ◽  
Author(s):  
Jennifer R. Marlon ◽  
Neil Pederson ◽  
Connor Nolan ◽  
Simon Goring ◽  
Bryan Shuman ◽  
...  
Keyword(s):  
United States ◽  
Northeastern United States ◽  
The Past ◽  
History Of ◽  
Climatic History ◽  
Supplementary Material

Redefining Censorship

2018 ◽  
Vol 51 (2) ◽  
pp. 134-142
Author(s):  
Esther B. Schupak
Keyword(s):  
United States ◽  
Twentieth Century ◽  
Emotional Valence ◽  
The United States ◽  
Educational Choice ◽  
Merchant Of Venice ◽  
The Past ◽  
The Merchant Of Venice ◽  
Film Images ◽  
History Of

Abstract Because of its potential for fostering antisemitic stereotypes, in the twentieth century The Merchant of Venice has a history of being subject to censorship in secondary schools in the United States. While in the past it has often been argued that the play can be used to teach tolerance and to fight societal evils such as xenophobia, racism and antisemitism, I argue that this is no longer the case due to the proliferation of performance methods in the classroom, and the resultant emphasis on watching film and stage productions. Because images – particularly film images – carry such strong emotional valence, they have the capacity to subsume other pedagogical aspects of this drama in their emotional power and memorability. I therefore question whether the debate over teaching this play is truly a question of ‘censorship’, or simply educational choice.

A high-resolution hydrogen isotope record of behenic acid for the past 16 kyr in the northeastern United States

2017 ◽  
Vol 449 ◽  
pp. 1-11 ◽  
Author(s):  
Li Gao ◽  
Yongsong Huang ◽  
Bryan Shuman ◽  
W. Wyatt Oswald ◽  
David Foster
Keyword(s):  
United States ◽  
High Resolution ◽  
Hydrogen Isotope ◽  
Behenic Acid ◽  
Northeastern United States ◽  
The Past ◽  
Isotope Record

Historical Landmarks in the Hundred Years’ War on Palestine

2017 ◽  
Vol 47 (1) ◽  
pp. 6-17 ◽  
Author(s):  
Rashid I. Khalidi
Keyword(s):  
United States ◽  
Security Council ◽  
The United States ◽  
League Of Nations ◽  
Historical Documents ◽  
Hundred Years War ◽  
The Past ◽  
Un Security Council ◽  
History Of ◽  
Modern Era

This essay argues that what has been going on in Palestine for a century has been mischaracterized. Advancing a different perspective, it illuminates the history of the last hundred years as the Palestinians have experienced it. In doing so, it explores key historical documents, including the Balfour Declaration, Article 22 of the Covenant of the League of Nations, and UN Security Council Resolution 242, none of which included the Palestinians in key decisions impacting their lives and very survival. What amounts to a hundred years of war against the Palestinians, the essay contends, should be seen in comparative perspective as one of the last major colonial conflicts of the modern era, with the United States and Europe serving as the metropole, and their extension, Israel, operating as a semi-independent settler colony. An important feature of this long war has been the Palestinians' continuing resistance, against heavy odds, to colonial subjugation. Stigmatizing such resistance as “terrorism” has successfully occluded the real history of the past hundred years in Palestine.

Surveillance and Monitoring of White-Tailed Deer for Chronic Wasting Disease in the Northeastern United States

2014 ◽  
Vol 5 (2) ◽  
pp. 387-393 ◽  
Author(s):  
Tyler S. Evans ◽  
Krysten L. Schuler ◽  
W. David Walter
Keyword(s):  
United States ◽  
New York ◽  
Lymph Nodes ◽  
Wildlife Management ◽  
Chronic Wasting Disease ◽  
Regional Scale ◽  
Northeastern United States ◽  
Wasting Disease ◽  
The Past ◽  
Northern Colorado

Abstract Chronic wasting disease (CWD) is a prion disease that affects both wild and captive cervid populations. In the past 45 y, CWD has spread from northern Colorado to all bordering states, as well as the midwestern United States (Midwest) and northeastern United States (Northeast), Canada, and South Korea. Because CWD is a relatively new issue for wildlife management agencies in the Northeast, we surveyed a representative (e.g., cervid biologist, wildlife veterinarian) from 14 states to gain a better understanding of state-specific surveillance measures. Between 2002 and 2012, New York (37,093) and Pennsylvania (35,324) tested the greatest number of harvested white-tailed deer Odocoileus virginianus in the Northeast. Additionally, the 14 states surveyed have tested 121,730 harvested deer, or approximately 15,216/y, since CWD was first detected in 2005. The most common tissues used by agencies in the Northeast for testing were retropharyngeal lymph nodes, which have been determined to be the most reliable in detecting CWD in cervids. Understanding CWD surveillance efforts at a regional scale can help to provide guidance for the development of new surveillance plans or the improvement of existing ones. Furthermore, collaborations among state and regional agencies in the Northeast may attempt to identify deficiencies in surveillance by state or subregion.

95 Years of Teaching High School Sociology

2005 ◽  
Vol 33 (3) ◽  
pp. 236-251 ◽  
Author(s):  
Michael DeCesare
Keyword(s):  
United States ◽  
High School ◽  
Citizenship Education ◽  
Social Problems ◽  
Empirical Studies ◽  
The United States ◽  
Teaching Sociology ◽  
The Past ◽  
Current Events ◽  
History Of

A neglected part of the history of teaching sociology is the history of teaching high school sociology. The American Sociological Association's centennial in 2005 affords sociologists an opportunity to reflect on the teaching of sociology–anywhere and everywhere that it happens. In the spirit of contributing to the history of teaching sociology in the United States, this paper outlines the roughly 95-year history of the teaching of high school sociology. I rely upon published course descriptions written by high school sociology teachers and empirical studies conducted by academic sociologists. They demonstrate that past high school sociology courses have focused primarily on examining social problems and current events, and on promoting citizenship education. This remains the case today. I offer several reasons why the courses have looked as they have over the past 95 years, and conclude with four predictions about the future of teaching high school sociology.

SEMINARIES AND WRITING THE HISTORY OF NEW SPAIN: An Interview with Stafford Poole, C.M.

2012 ◽  
Vol 69 (2) ◽  
pp. 237-254
Author(s):  
Susan Schroeder
Keyword(s):  
United States ◽  
Latin American ◽  
American History ◽  
New Spain ◽  
The United States ◽  
Latin American History ◽  
The Past ◽  
Past Half Century ◽  
History Of ◽  
Past Half

Over the course of the past half century, the field of colonial Latin American history has been greatly enriched by the contributions of Father Stafford Poole. He has written 14 books and 84 articles and book chapters and has readily shared his knowledge at coundess symposia and other scholarly forums. Renowned as a historian, he was also a seminary administrator and professor of history in Missouri and California. Moreover, his background and formation are surely unique among priests in the United States and his story is certainly worth the telling.

History of Testing in the United States: PK–12 Education

2019 ◽  
Vol 683 (1) ◽  
pp. 22-37 ◽  
Author(s):  
Maris A. Vinovskis
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
No Child Left Behind ◽  
Federal Government ◽  
The United States ◽  
Late Nineteenth Century ◽  
National Education ◽  
The Past ◽  
History Of ◽  
K 12

This article provides a brief history of K–12 education testing in the United States from colonial America to the present. In early America, students were examined orally. After the mid-nineteenth century, written tests replaced oral presentations. In the late nineteenth century, graded schools gradually replaced the single-teacher, one-room schools. In the beginning of the twentieth century, standardized intelligence tests were increasingly used to categorize and promote students. State departments of education have played a larger role in local school funding and policies in the past hundred years. Since the 1960s, the federal government has expanded its involvement in national education while also promoting the role of states. During the past three decades, the federal government and states increased the use of high-stakes national testing with initiatives such as America 2000, Goals 2000, No Child Left Behind, and Every Student Succeeds.

Popular Literacy and the Roots of the New Writing

1986 ◽  
Vol 168 (2) ◽  
pp. 31-46 ◽  
Author(s):  
John Willinsky
Keyword(s):  
United States ◽  
20Th Century ◽  
18Th Century ◽  
Writing Programs ◽  
The Past ◽  
New Approaches ◽  
Literacy Crisis ◽  
History Of ◽  
Popular Literacy ◽  
20Th Century United States

The place of writing in the curriculum has recently increased in importance under a series of new approaches based on a processing model of how writers write. An overlooked aspect of these new programs in the schools is the degree to which they parallel aspects of an earlier, popular literacy. In a brief recounting of incidents in the history of literacy with a focus on Renaissance Europe, 17th- and 18th-century England, and the 20th-century United States, three historical elements are brought to light which now play a strong part in the new programs. In these programs literacy (a) is sociable, (b) has its roots in nonstandardized language, and (c) places a premium on performance and publication. Insofar as the new writing takes up these aspects of popular literacy, there is reason to feel that it will work to some degree in meeting the current literacy crisis. However, the traditions of popular literacy have both political and social ramifications which warrant our attention. Popular literacy in the past has been entangled in the sensational and subversive and has not always been well received. This history raises questions as to what can be expected and what is desired of this new thrust in writing. The advocates of the new writing programs need to confront the potential of this increased voice, this latest form of popular literacy, which they have begun to encourage.

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