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Most citation formats use authors' last names as the primary identifier, such as Smith, John A., Smith, J. A., or Smith et al. But why?
Last names are typically family names shared by many individuals, which can sometimes lead to confusion. Historically, most surnames originated from occupations, locations, or social status, carrying complex histories tied to class divisions and, in some cases, systems of oppression. While people have little control over the names they inherit, they are still required to use them in formal and professional contexts.
For some, this system may work well—particularly for those who believe their family titles, prestige, glory, or heritage still define them and will provide an advantage. However, for most, that is not the case—and it should not be.
Fortunately, last names no longer define a person's profession or identity today. Yet academia—and many cultures worldwide—continues to prioritize them, often due to legal or customary reasons. However, this practice is not without its limitations.
First names are much more personal and contemporary and often better reflect someone's identity. They can also make communication more direct and effective.
Could there be a better way—perhaps using full names, unique author identifiers, or an entirely new system—that balances clarity, individuality, and practicality while giving people more control over how they are addressed?
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Niloy Sikder refer to citing standards, e.g., APA, etc.
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Although I typically avoid expressing political opinions, I can’t help but wonder if others have noticed certain troubling trends in recent news about President Trump’s policies and decisions. I want to clarify that I don’t affiliate with any political party, but I find myself confused about whether the President fully understands the implications of some of his actions and statements. Below are three major points that I believe warrant serious reconsideration:
1. The Greenland Proposal The suggestion to “invade Greenland” is one of the most bizarre proposals I’ve encountered. Unless credible intelligence suggests an imminent threat—such as Russian or European forces preparing to invade the U.S.—this idea is completely out of context in 2025. Historically, during World War II, President Franklin D. Roosevelt directed U.S. forces to occupy Greenland to prevent German access to strategic resources. However, those actions were based on an immediate and well-documented threat to national security.
(Source: Robert Dallek, Franklin D. Roosevelt: A Political Life, pp. 436, 489.)
Bringing up Greenland today disregards the vastly different geopolitical realities of our time. Whoever advised the President on this matter seems to lack a fundamental understanding of history and current events. Before making such proclamations, the administration should engage the research community and use tools like social media to debate and refine ideas. Historical analysis is an excellent approach—but the execution and interpretation need to be stronger. Continue using this method but ensure your team gets it right.
2. The TikTok Decision
The handling of TikTok represents a troubling disregard for the separation of powers. In 2020, President Trump advocated for banning the app, citing national security concerns. However, after a Supreme Court ruling just five years later, the President seemingly backtracked, issuing an executive order to stall a federal ban following a call with China’s leader.
This decision not only undermined the judiciary but also contradicted core Republican values of respecting the Supreme Court’s authority. The Republican Party has historically championed the judiciary as a pillar of conservatism, even going so far as to block President Obama’s Supreme Court nominee in 2016 to preserve its influence. Choosing to fight a conservative-majority court over an issue as minor as TikTok damages party unity and credibility. Moreover, the lack of alignment between the executive and judicial branches weakens our democracy. It’s critical for the President to work within the framework of the Constitution and align decisions with conservative principles, especially on significant matters.
3. Education Spending Cuts
Proposing cuts to education funding is one of the most misguided plans this administration has introduced. Blaming the current educational crisis on teachers or federal education programs ignores deeper systemic issues, particularly the lack of accountability in addressing behavioral and mental health challenges at the federal, state, and parental levels.
Teachers are trained to educate—not to act as substitute parents or mental health counselors. Yet, our society has shifted the burden of addressing behavioral issues, often rooted in parental neglect and systemic failures, onto educators. This crisis is especially dire in low-income communities, where untreated mental health issues and inadequate support systems are rampant.
Instead of cutting education budgets, the administration should:
Increase Mental Health Resources: Fund programs to educate parents on how to properly support their children, especially for families receiving public assistance. Higher education institutions, guided by state guidelines, can provide these programs.
Restore Parental Accountability: Mandate that both parents of a child receiving public assistance participate in these educational programs or risk losing state and federal benefits. People are often more motivated by financial concerns than by educational advice alone.
Strengthen Federal-State Partnerships: Collaborate with state and local governments to address root causes of the education crisis.
Deploy Undercover Experts: Send top psychiatrists and mental health professionals undercover to assess challenges in underfunded schools. Observing day-to-day realities will provide valuable insights that aren’t typically visible to VIPs.
Foster Open Dialogue: Facilitate discussions between researchers, educators, and policymakers to develop long-term solutions based on evidence and practical insight.
Education is the backbone of our democracy. Undermining its funding jeopardizes the future of our nation. Instead of assigning blame, focus on creating actionable plans to address the systemic issues facing education today.
Recommendations
Foster Open Communication: Utilize social media and other platforms to communicate idea.
Build a Trusted Advisory Team: Look to historical examples, like FDR’s “Brain Trust,” and assemble a team of individuals with expertise and vision to guide sound policy decisions.
Respect the Judiciary: Avoid undermining the judiciary, especially on issues where conservative principles are at stake.
Support Education Reform: Focus on addressing the root causes of behavioral and systemic challenges in governments from all level rather than education cutting budgets.
President Trump, your leadership qualities—charisma, adaptability, and vision—can drive meaningful progress. However, bold ideas need to be grounded in historical understanding, thoughtful analysis, and collaboration to succeed. Let’s ensure that decisions reflect these principles to advance the nation effectively.
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Baraa Mezher ? What is this?
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"Far left countries are more likely to have heavily related social and fiscal issues. Far right countries are more likely to have heavily related social and fiscal issues." ????
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For instance, I'm not a historian and so am not writing a paper meant for historical debate, but I need to state some facts anyway such as the Louisiana Purchase occurring in 1803. On the one hand, this seems so plainly true that it's hard to imagine anyone needing me to cite a source as evidence for that date, but on the other hand, it seems that all verifiable facts should receive some sort of citation. So, if one is to give a citation for non-controversial historical facts, what sort of citations should one use?
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Even if the subject is known in History, I prefer to give two or even three references on this subject. These multiple references confirm the importance of the event, show young historians that references are the basis of History and give the seriousness and fidelity of the truth.
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Yes, economics is a social science. It uses the scientific method in studying the economic behavior of individuals, institutions, and governments. Economics has theories, tools, and modern research methods that make it an integrated science.
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Both Europeans and Yacuruna arrived in Peru via water, are comparatively hairier than indigenous Peruvians. Both Europeans and Yacuruna also have harmed the Incans.
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0) How likely do the Yacuruna in Amazonian Myths Represent Europeans?
1)Europeans generally are more hairy then Native Americans. In myths, the Yacuruna sometimes disguise themselves as hairy people.
2)The Yacuruna come from the sea like European sailors did.
3) Similar to the Yacuruna, MAYBE Europeans have been worshipped as gods by the Amazonian people.
4)When a Yacuruna and an indigenous Amazonian reproduce the child would sometimes become more Yacuruna. Similarly, Castizos(75% European and 25% Native American) are sometimes as privileged as just pure Europeans.
2)One of the main points of religion is survival heuristics thus supporting this theory.
4)References
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Beyer, Stephan (2009). Singing to the Plants. Albuquerque: University of New Mexico Press. pp. 318–321. ISBN 978-0-8263-4730-5.
Luna, L.E. "Vegetalismo: Shamanism among the mestizo population of the Peruvian Amazon". Stockhold Studies in Comparative Religion. 27.
Pantone, Dan James. "Iquitos News and Travel Guide". Iquitos Legend: Yacuruna. Retrieved 30 August 2021.
Tindall, Robert (2008). The jaguar that roams the mind. Rochester, VT: Park Street. pp. 210–211. ISBN 978-1594772542.
Bear, J. (2000). Amazon magic: The life story of ayahuasquero and shaman don Agustin Rivas Vasquez. Taos, New Mexico: Calibri. p. 140. ISBN 978-0967425504.
5)"In 1876, Oscar Peschel wrote that North Asiatic Mongols, Native Americans, Malays, Hottentots and Bushmen have little to no body hair, while Semitic peoples, Indo-Europeans, and Southern Europeans (especially the Portuguese and Spanish) have extensive body hair.[13]"(Wikipedia)
13(ultimate source):
6)
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1)Britannica, The Editors of Encyclopaedia. "Poseidon". Encyclopedia Britannica, 29 Mar. 2024, https://www.britannica.com/topic/Poseidon. Accessed 2 June 2024.
2)"But we humans, along with bears, lizards, hummingbirds and Tyrannosaurus rex, are actually lobe-finned fish" ( https://research.reading.ac.uk/research-blog/how-fish-evolved-to-walk-and-in-one-case-turned-into-humans/ ).
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We are not clad fish but clad apes. Though the Deep Ones are known among the lost tribes, who are worshipping the elder gods. For further reference, read up on the works of Abdul Alhazred.
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I'm doing some research on how stores can be used as educational tools... so looking for actual examples of t
  1. eureka moment (struggling to understand a concept and then finally being able to crack it OR a creative idea) after reading story or better yet, a group of stories. Group of stories can include things like case study collections, compendiums, or anything including more than one case.
  2. Bridging the gap between theory and practice as a result of reading a story.
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Excellent question, stories can indeed be a powerful educational technique. We have used extensively narratives and metaphors to design playful learning experiences [1,2]. Immersive storytelling was instnrumental to create deeper learning insights and a-ha moments in sensitive topics in history education [3], literacy [4] and in one gamified, story-based course on artificial intelligence in virtual worlds [5].
[1] Mystakidis, S. (2021). Combat Tanking in Education - The TANC Model for Playful Distance Learning in Social Virtual Reality. International Journal of Gaming and Computer-Mediated Simulations, 13(4), 1–20. https://doi.org/10.4018/IJGCMS.291539
[2] Mystakidis, S., Filippousis, G., Tolis, D., & Tseregkouni, E. (2021). Playful Metaphors for Narrative-Driven E-Learning. Applied Sciences, 11(24), 11682. https://doi.org/10.3390/app112411682
[3] Papadopoulou, A., Mystakidis, S., & Tsinakos, A. (2024). Immersive Storytelling in Social Virtual Reality for Human-Centered Learning about Sensitive Historical Events. Information, 15(5), 244. https://doi.org/10.3390/info15050244
[4] Mystakidis, S., & Berki, E. (2018). The Case of Literacy Motivation: Playful 3D Immersive Learning Environments and Problem-Focused Education for Blended Digital Storytelling. International Journal of Web-Based Learning and Teaching Technologies, 13(1), 64–79. https://doi.org/10.4018/IJWLTT.2018010105
[5] Mystakidis, S. (2020). Distance Education Gamification in Social Virtual Reality: A Case Study on Student Engagement. 11th International Conference on Information, Intelligence, Systems and Applications (IISA 2020), 1–6. https://doi.org/10.1109/IISA50023.2020.9284417
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Either history does NOT EXACTLY repeat or the future is too unpredictable to risk such rationalism. https://www.researchgate.net/publication/377663987_Respectfully_and_Unfortunately_The_Improbability_of_and_Danger_in_Believing_in_Reincarnation
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The statement aligns with Michel Talagrand's work on probability and randomness, which won him the 2024 Abel Prize.
Key Points:
  • Non-repeating History: Unique conditions and randomness prevent exact repetition.
  • Unpredictable Future: Talagrand's research shows precise predictions are difficult, highlighting the limits of deterministic models.
Talagrand’s Contributions:
  • Concentration Inequalities: Measure deviations in random variables, useful in finance and machine learning.
  • Stochastic Processes: Understand systems influenced by randomness over time.
Implications:
  • Risk Management: Must account for unpredictability.
  • Decision Making: Use probabilistic models.
  • Scientific Approach: Focus on likelihoods, not certainties.
Talagrand’s work shows the need to complement rationalism with probabilistic methods to handle real-world complexities.
2024 Abel prize: Michel Talagrand wins maths award for making sense of randomness | New Scientist
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"And, of course, there is syphilis. Nietzsche's letters from 1867 until his breakdown provide a vivid account of the suffering of secondary syphilis. He complains of the pain, skin sores, weakness, and loss of vision that typify the repertoire of the disease. In his last year, his letters give evidence of euphoria"(Margulis 2024). https://www.amacad.org/publication/syphilis-nature-nietzsches-madness
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While Nietzsche's struggles with syphilis are well-documented, it's important to approach discussions about his reproductive choices with sensitivity and respect for historical context. While there isn't definitive evidence linking his reproductive decisions directly to his contraction of the disease, it's essential to consider the multifaceted nature of his health struggles and the various factors that may have influenced his choices.
Rather than speculating on personal matters, it's more productive to focus on Nietzsche's enduring intellectual legacy and contributions to philosophy. His ideas continue to provoke thought and inspire discourse in philosophical circles, demonstrating the lasting impact of his work.
In discussions about Nietzsche's life and legacy, it's crucial to prioritise evidence-based reasoning, acknowledge the complexities involved, and maintain respect for historical figures' privacy. By emphasising Nietzsche's philosophical contributions, we can engage in a more meaningful and constructive dialogue about his enduring relevance in the field of philosophy.
Regards,
Sandeep
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I doubt Schopenhauer completely opposed procreation because that would be unsustainable.
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Hmmm...
Hübscher, Arthur. "Arthur Schopenhauer". Encyclopedia Britannica, 5 Apr. 2024, https://www.britannica.com/biography/Arthur-Schopenhauer. Accessed 27 May 2024.
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The norse god ODIN dates back to the second century BC, and he was worshipped through to the 8th-11th century AD.
Attila the Hun died in AD 453, therefore ODIN could not possibly be based upon him.
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Yes, socialism vs capitalism is more about the timing and methods of wealth distribution and control rather than simply which system is adopted.
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Preprint Nuance
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I don't see a question, but there is a relevant observation to be made: Dealing only with genetics any black or white males are closer than any male and female. By the way, the color pigeonhole society employs are simplistic to the point of stupidity. 'Whites' are pink, not white unless they happen to be albinos. 'Blacks' are almost always some shade of brown,and Asians have a remarkable range of color tones.
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Me encuentro realizando una investigación sobre La Historia del Comercio Internacional de Colombia, En el Primer capítulo me encuentro abordando los imperios Latinoamericanos precoloniales como el Azteca, Inca y Maya; busco información relacionada en temas Geopolíticos, Económicos y similares de Latinoamerica Precolonial.
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Hola Carlos R. Barrera-Chaupis, te agradezco mucho por la información suministrada e igualmente por el consejo sobre la delimitación, entorno a la Historia del Comercio Internacional Colombiano en este primer capítulo busco desarrollar la Economía y Geopolítica precolonial de América Latina con el fin de determinar las principales instituciones, datos de la actividad productiva de los diferentes territorios, ordenamiento territorial y/o politicas territoriales para posteriormente hacer un seguimiento de estas variables y evidenciar su evolución e influencia en la HCIC.
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The unwritten rule is "don't look suspicious. If people do look suspicious then they either get destroyed or subvert enough TO survive."
Sources:
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I don't think we can answer this question.
We don't know why the word "TO" is all uppercase.
We probably can think of novels, movies, stories, stage plays, children's book, where "Don';t look suspicious" is actually written. We need more detail about the conditions that it is "unwritten."
Subvert what?
"Get destroyed" sounds like a conflict between active antagonists and protagonists, but you've presented it in passive voice, so nobody can actually interpret what you mean.
Please rewrite and resubmit.
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I've recently released a software package that combines my research interests (history of science and statistics) and my day job (machine learning and statistical modelling) It is called timeline_ai (see https://github.com/coppeliaMLA/timeline_ai) It extracts and then visualises timelines from the text of pdfs. It works particularly well on history books and biographies. Here are two examples:
The extraction is done using a large language model so there are occasional inaccuracies and “hallucinations". To counter that I've made the output checkable. You can click on each event and it will take you the page the event was extracted from. So far it has performed very well. I would love some feedback on whether people think it would be useful for research and education.
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Simon Raper Excellent job, and the output is incredibly detailed!
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When full empiricism seems to have a foothold and more is sought (no compromises sought) then in the psychological, biological and the social : the Age of Reason may begin .
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I worshiped Piaget for 3 decades. But, more recently, I determined that his "theory" is not fully empirical , but just descriptive (points to/towards NO proximate causes). My neo-Piagetian theory is fully empirical and does point at proximate causes.
Something is not empirical to me unless it is fully (aka really) empirical
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When does a language become dead?
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when people stop using it their communication for one reason or another. Different factors can lead to language death; historical, political, cultural, economical, social, psychological, when? when the most of the previous factors meet together
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Are other species currently becoming humans? How?
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Evolution is a process of diversification and adaptation to environments, not a progression towards a specific form.
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I recommend the brilliant interview of Dr Titus Kennedy by Dr. Sean McDowell who is a professor at Talbot School of Theology, Biola University
How strong is the archaeological evidence for Jesus? What are the top 10 discoveries? In this video, he talks with Dr. Titus Kennedy, an archaeologist, Biola professor, and author about his book Excavating the Evidence for Jesus
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William Mayor Well, that is very exciting. I'd love to read an ARC if you are allowed to send those out.
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Did Michael Jackson somatically mutate to have both recessive genes and recessive traits? How Why?
“…a strong enough acquired mutation could potentially turn any individual into a part of the Racial European population“(Ohnemus 2023).
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Highly unlikely since you would never somatically mutate all the cells in a body to the same thing. Why would you think that might be the case?
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My answer: Yes, in order to interpret history, disincentives are the most rigorous guide. How?: Due to the many assumptions of inductive logic, deductive logic is more rigorous. Throughout history, incentives are less rigorous because no entity(besides God) is completely rational and or self-interested, thus what incentivizes an act is less rigorous then what disincentivizes the same action. And, as a heuristic, all entities(besides God) have a finite existence before their energy(eternal consciousness) goes to the afterlife( paraphrased from these sources : 1)
, thus interpretation through disincentives is more rigorous than interpreting through incentives.
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People's behavior in history is based on different motives, ideologies and personal views. Although motivational factors may influence decision making, individuals and groups often act within the context of their own authority and time.
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I would like recommendations of articles on science as an institution. I'm writing a thesis on the institutional history of science.
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The following articles could be useful for your institutional history of science thesis( for any help reach me: chriswriterswing@gmail.com
Thomas F. Gieryn's book "The Institutionalization of Science"
The process of institutionalization in science is examined in this article, along with how scientific knowledge is developed within certain structures and organizations.
Robert K. Merton, "The Sociology of Science: Theoretical and Empirical Investigations"
Merton's contributions to the sociology of science are fundamental, and his reflections on the standards and principles of science's community shed light on the institutional features of science.
George W. Stocking Jr., ed., "The Shaping of American Anthropology, 1883-1911: A Franz Boas Reader"
This collection of publications offers insights into the institutionalization of science in the late 19th and early 20th centuries, despite its anthropological orientation.
"Science in Action: How to Follow Scientists and Engineers through Society" written by Bruno Latour
In the field of science and technology studies, Latour's work is significant. This book sheds light on the institutional processes by examining science from an actor-network approach.
Thomas S. Kuhn, "The Structure of Scientific Revolutions"
The notion of paradigm shifts in science is first introduced in Kuhn's seminal work, which also offers insights into the transformative transformations that scientific communities experience throughout time.
Bruno Latour and Steve Woolgar, "Laboratory Life: The Construction of Scientific Facts"
This book provides a closer look at the institutional practices and interactions within scientific communities through a thorough ethnographic analysis of the daily activities in a scientific laboratory.
Steven Shapin's book "The Scientific Life: A Moral History of a Late Modern Vocation"
Shapin offers historical viewpoints on the institutionalization of scientific processes while examining the ethical and social facets of the scientific community.
Wiebe E. Bijker, Thomas P. Hughes, and Trevor Pinch, editors, "The Social Construction of Technological Systems: New Directions in the Sociology and History of Technology"
This collection of essays offers insights into the social and institutional dimensions of the creation and acceptance of new scientific knowledge and technologies, despite its technology-focused orientation.
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I am looking for Mesopotamian texts that discuss dentistry. I am searching for both secondary and primary sources. If you can help me, I would appreciate it.
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You might try the Code of Hammurabi c.1900 BCE. It is the oldest codified set of medical ethics which curiously mentions "a tooth for a tooth".
I am not sure if that might be referencing dentistry.
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The 45,000-Year-Old Pig Painting in Indonesia may be the oldest known "Art" representation [1]. “Art” embodies the idea of imagination and creativity, “Science” refers to innovation and progress. This gives intuition that "Science" is bounded, unlike "Art" which is limitless. The same goes for philosophy, except this one integrates a desire to ask questions, understand, argue, and respond to material and immaterial issues that concern humans, their lives, and their environment. All contributions on the topic are welcome!
Illustration: Scientists estimate this pig painting was drawn 45,500 years ago. Source [1]
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@Stephen I. Ternyik Purely my opinion! I think to say that, science is hierarchically above art is to certain degree debatable. Facts can be dependent or independent entities and are malleable with time. Science must apply before it can lead (anonymous) for even scientific investigations to prosper, there must employment of some artistic functions that have to do with observations (even though called scientific methods). To say that, science is hierarchical over art implies that, there is no equality among disciplines, which can disturb scholarly community. And this can raise some questions whether there is absolute interdisciplinarity or multidisciplinarity in the academia. I think art is given least treatment in terms of the function it performs right from the middle ages to the present such as in trivium and quadrivium.
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How misleading is the recorded history of music?
The historians normally recorded positive historical events of the powerful kings. What musical events did happen among ordinary people that we know nothing about? To what extent have the victorious nations hidden the music of the defeated nations?
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We will probably never know with enough certainty because of the lack of data. One example would be the music of the native cultures in Mexico, firstly because it was more of an oral tradition, and secondly because there's little to none physical register of the musical practices of these people
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Hello, I'm a student just getting involved in the sphere of research, and the topic I found interesting was the lack of interest in history within all spheres of education in my country the Philippines. I mean, unless the students are interested in history (who I might add are few and far between), the general population seem to have a disinterest in it...
I'm a communication student, and I wanted to see if its something related to how history itself is being taught, and if it might be a misunderstanding between student and teacher that is causing it, or maybe the way it is being taught is not interesting enough to the general public anymore...
So far, the only related research I found on this site was "‘Clio’ in Danger: The Causes, Condition and Consequences of the Decline of Interest in History in Perspective" written by Adjei Adjepong, Charles Adabo Oppong & Joseph Udimal Kachim from the University of Cape Coast, Cape Coast, Ghana.
Thank you if this ever gets the attention it needs (honestly don't know if I'm supposed to be posting this here)
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Almost every problem with academia is at least related to its high centralization and exclusivity. Changes like this may be imperative: Ohnemus , Alexander . "A Girardian Case for PhDs by Publication." ResearchGate.net . www.researchgate.net/publication/373639875_A_Girardian_Case_for_PhDs_by_Publication. Accessed 5 Sep. 2023.
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Paradox Etymology can be traced back to at least Plato's Parmenides [1]. Paradox comes from para ("contrary to") and doxa ("opinion"). The word appeared in Latin "paradoxum" which means "contrary to expectation," or "incredible. We propose, in this discussion thread, to debate philosophical or scientific paradoxes: their geneses, formulations, solutions, or propositions of solutions... All contributions on "Paradoxes", including paradoxical ones, are welcome.
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Let's dive into a discussion about paradoxes, their origins, and some famous examples.
The Nature of Paradoxes:Paradoxes have always been a fascinating aspect of philosophy and science. They challenge our understanding of reality and often lead to deep philosophical and scientific inquiries. The etymology of the word, as you mentioned, reveals that paradoxes are inherently linked to contradictions or ideas contrary to common opinion.
Philosophical Paradoxes:One of the most famous philosophical paradoxes is Zeno's Paradox, which comes in several forms. The most well-known version involves Achilles and the Tortoise, where Achilles, the faster runner, can never overtake a slower tortoise if it has a head start. How do you think this paradox challenges our understanding of motion and infinity?
Scientific Paradoxes:In the realm of science, the Twin Paradox from Einstein's theory of relativity is a classic example. It proposes that if one twin travels into space at near-light speed while the other stays on Earth, the traveling twin will age slower, leading to a paradoxical situation where the traveling twin can return home younger than the twin who remained on Earth. How can we reconcile this with our everyday understanding of time?
Resolving Paradoxes:One approach to resolving paradoxes is to reexamine our fundamental assumptions. For example, Zeno's Paradox can be resolved by understanding that in calculus, we can sum an infinite series of decreasing distances, ultimately reaching a finite total. How important is it to redefine our assumptions and frameworks when dealing with paradoxes?
The Paradox of Self-Reference:Another intriguing type of paradox is the paradox of self-reference, as seen in the famous liar paradox. If a person says, "I am lying," is that statement true or false? This paradox raises questions about the limits of language and self-reference. How do you think we can grapple with such paradoxes?
Modern Paradoxes:Paradoxes are not confined to the ancient or classical realms. In modern times, we encounter new paradoxes in fields like quantum mechanics and artificial intelligence. One example is Schrödinger's Cat, which explores the bizarre nature of quantum superposition. How do these modern paradoxes challenge our understanding of reality?
Final Thoughts:Paradoxes are like intellectual puzzles that invite us to question our assumptions and delve deeper into the mysteries of the universe. They often spark innovation and lead to breakthroughs in both philosophy and science. As we explore these paradoxes, we may find that the journey of seeking solutions can be as enlightening as the resolutions themselves.
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I was going to use Hergenhahn's: An Introduction the History of Psychology, but I am really unhappy with the book's treatment of the intelligence testing era of the late 1800s and early 1900s, which was responsible for all manner of social injustice. The term "retardation" is repeatedly used without any explanation of the historical context of the term and without fully appreciating the discrimination and oppression engendered by it (largely as a result of the intelligence testing craze in the West). I'm afraid of requiring my students to read this, especially because I work at an institution with a large population of students with disabilities.
Does anyone have a suggestion for a text that treats social stratification and its consequences on disenfranchised groups with more empathy and greater care?
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No offense to Brandon Thomas, but I would not use Hergenhahn. His book is too prone to errors. See attached article for a few examples and I could add others. Now, the attached is somewhat dated, but editions after he might have corrected some of the errors he had not done so. Also, I retired from teaching years ago, and the only textbook I have seen in recent years, which I do recommend, is Fancher and Rutherford's Pioneers in Psychology (5th Edition, 2017). Fancher (older male) is a long-established historian of psychology and Rutherford (younger female) is a rising star whose specialty is history and theory of psychology. I will close by saying I have many publications in HoP broadly defined to include behavioral neuroscience, and I taught gradate-level HoP for 18 years and at the undergraduate level, maybe, 5-7 times. All my publications, if anyone wants any, are listed at:
Email any requests or questions to rkthomas@uga.edu
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Can we share information about ancient hydrological knowledge, old hydraulic techniques, and ancestral water management methods
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Thank you from my heart, dear Jamel; I did not tell you that I visited Tunisia probably 20 times or more during the PLO stay there. In 1982, I and 3 other colleagues came up with the idea of establishing an organization for Arab Human rights. I was in charge of sending the invitations and answering the questions of everyone who feared attending. About 30 distinguished personalities met at Al Hammamat at the Institute for Social Studies and issued a statement after difficult discussions. But we caused the director of the Institute, Dr. El Taher Labib, to, unfortunately, lose his job.
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I am haphazardly filling a few gaps in my knowledge of British history and I am currently reading Trevelyan's England Under the Stuarts because his name often came up when I overheard my friends who were history students talking about Cromwell, the Restoration, etc. However, I am finding his inflated writing style rather challenging. I find that his "literary" prose tends to get in the way of clarity: one needs to already know the general facts in order to figure out what he is saying.
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Thanks, Robert Bracey. I figured my foray wasn't the best but I don't have privileges at a university library where I now live, whereas I did happen to have a copy of T's book that I salvaged from a pile of discards. Here's an interesting tidbit that I am not surprised by:
"Trevelyan's reputation as an historian barely survived his death in 1962. He is now amongst the great unread, widely regarded by the professionals of a later generation as a pontificating old windbag, as short on cutting edge as on reliable facts." — Roy Jenkins, Portraits and Miniatures (2011). p. 254.
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What is the current consensus among historians and other scholars? Apart from his alleged relationship with Mrs. Crawford that compromised his political career, did Dilke have other clandestine romantic liaisons?
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I posted this question after reading the fascinating account of Dilke's career by Roy Jenkins, Sir Charles Dilke: A Victorian Tragedy, because I saw that a number of researchers on RG had posted material about Dilke. Is there no current interest in the Dilke issue?
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I.S. Gromeka worked at Moscow University after his graduation in 1873. He began working at the University of Kazan in 1880 and became a professor there in 1882, at the age of 31. Gromeka laid the groundwork for the modern mathematical theories of capillarity (1879), so-called screw flow, and flow with cross circulation (1882), which took on great practical importance in hydraulic engineering. Gromeka also studied the unsteady motion of viscous fluid (1882), the propagation of shock waves in fluid in elastic tubes (1883), the vortex motions of fluid on a spherical surface (1885). and a number of cases of equilibrium of an ideal gas.
One of Gromeka's seminal contributions to fluid mechanics was the decomposition of the convective derivative of Navier-Stokes equation, which was later coined after Sir Horace Lamb as the Lamb form, with the cross product of velocity and vorticity being identified as the Lamb vector.
Is there any English translation for the works of I.S. Gromeka? Where can we find his original works in Russian?
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Dear colleagues
I think will definitely be able to find information in the famous and huge Lenin State Library in Moscow…
In particular, the works on line.
I have friends who have active library cards - I will ask.
I will contact you soon
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Hello! What are the oldest literary sources you know that would mention pharmaceutical salts? I am aware of the first cocrystal [benzoquinone + hydroquinone] (1:1) investigated in 1844, but I could not find any mention of the first (or even the first described) pharmaceutical salt (Wohler, F. Untersuchungen über das Chinon / F. Wohler // Ann. Chem. Pharm. – 1844. – V. 51. – P. 145-163). If you know of such sources, please share them. Thanks in advance
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Interesting situation. As soon as I write a question here, I immediately find the answer. Here are some papers on pharmaceutical salts (responding to my comment above): 1) 10.1016/j.ijpharm.2021.120993; 2) 10.1016/j.jddst.2021.102913
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Totalitarianism and ideologies have often ensured that political, historical, philosophical, scientific, and artistic ideas conform to what the rulers consider correct. This has led to scientific impostures and rewritings of history, which are ethically questionable if not unacceptable. Illustration: Skulls from the collection of Samuel Morton, one of the American fathers of "scientific racism", illustrate his classification of humanity into five races (fruits, according to him, of five divine decisions), which today are outdated. Left to right: Black American woman and white man, Native Mexican man, Chinese woman and Malaysian man, PHOTOGRAPH BY ROBERT CLARK/ UNIVERSITY OF PENNSYLVANIA MUSEUM OF ARCHEOLOGY AND ANTHROPOLOGY
This forum is intended as a platform for discussion and exchange on the topic where all examples and illustrations are welcome.
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Well Prof. Jamel Chahed in my case I have experienced several unpleasant academic situations where totalitarianism was imposed inside schools & universities in our country:
For example we were banned in Venezuela to have access to foreign journal subscriptions back in 2010 (in our university) when still there was not hyperinflation. In addition, a couple of years later forced to use a software called "canaima" (kind of incomplete linux version given to children in schools firstly and then moved to supplant university computers with a posteriori disaster).
I do not know the results (quantitatively) on how the authoritarian disaster ended since there are not statistics, because whatever happens wrong in the public education sector in Venezuela (more than 90 % of the total) is erased as soon as possible because there is not even a one good experience. Venezuela is a totalitarian failed land in all aspects including education, science and technology. Some university authorities were imposed by a fake supreme court without any meritocracy, and so on. It is too much to say in one thread.
However, anybody can see the results of the illiteracy in teaching STEAM core subjects in middle schools and in universities. Please some articles with results from polls conducted by one Private Catholic University are in Spanish but google translate helps. Lack & total loss of the most basic students competences such as reading and basic maths among many negative results due to Authoritarianism:
Kind Regards.
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Hello!
I am writing an article about the visit of Nuncio Eugenio Pacelli to the city of Paderborn for the Liborifest in 1926. In one of his letters, Pacelli writes: "Authoritative persons [sic] warned me before leaving for Paderborn not to be surprised if, given the nature of its population, my arrival will not be marked by the loud demonstrations that other cities would stage in honor of the representative of the Holy Father." I cannot understand what he means. Why was he told that about Paderborn? As far as I understood, this is a city where the Catholic population prevailed, and the Center Party consistently received a large number of votes. Perhaps Paderborn was known for his anti-Ultramontane sentiments? Or was there some other reason to tell about it like that?
I really ask for the help of specialists until November 15 (deadline for sending my article to the conference). Thank you all in advance!
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Arne Andersen thank you for your advice! :)
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Although this is not a new theme, the phenomena of "memory manipulation" and "politics of memory" always seem current to us. Even though they are different terms, they are close from a semantic point of view. Memory policies resort to manipulating memory using conditioning actions that, in some aspects, recall Skinner's reinforcement schemes. Authoritarian and totalitarian regimes have adopted this strategy in the iconography of classrooms and the contents of school textbooks. Thus, we can point to the school as a space where the propaganda of non-democratic political regimes intensified their politics of memory? Can the same phenomenon also be observed in democratic regimes?
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Dear Doctor,
if you still intend to participate in research on the contemporary perception of cultural heritage, access to the questionnaire has been opened http://dziedzictwokulturowe.pl -
The form has been entered into the program that allows you to select the place for filling in the questionnaire. I encourage you to cooperate.
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I am looking for French historians who died before 1952, who were active in public debates. I am interested in two things, their names and the journals, newspapers or media in which their debates took place at the time. The media landscape has changed considerably, and my knowledge of French history is insufficient. That is why I am asking this question here. I am most interested in historians who specialized on non-European history.
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Thank you for the two answers so far, I will check both Marc Bloch and Jules Michelet. Much appreciated.
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I'm working on an article for the Croatian magazine "Teaching History" about the status of History in compulsory education in the European Union. History teachers from the European Union member countries, please answer 5 simple questions. Details are at the link.
Still waiting for answers from:
Czech Republic
Denmark
Finland
Latvia
Slovakia
Spain
Sweden
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Only one still missing is Sweden.
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Hi, I need this paper to observe a subject on fashion through history. Does anybody has a full text of this paper from the journal Tekstil, vol 60 number 10 pages 518-to 521  ?
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Hi,
This was a question for a project of five years ago, but thanks anyway.
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Memory policies promote places, monuments and even objects as memorial records of a past that should be remembered and celebrated as registers of a culture and identity. Through activities framed in pedagogies of memory, schools insert in their didactic activities the visit to places of memory. But is the pedagogy of memory dependent on memory policies established in educational policies or encouraged by national educational strategies? Can we say that memory policies pave the way to the establishment of memory pedagogy in school activities?
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Hi Pinto. It would be ideal to reach those politics of memory to whom we are teaching. Memory has an order to be executed and saved, repetition is necessary, to memorize we need concentration, order and logic and, above all, motivation if I am interested in memorizing what I liked, it is a decision. Best regards
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I am conducting research in the area of heritage planning and conservation. Heritage Impact Assessment(HIA) is necessary before any kind of change or development in the built environment around a heritage site within a defined regulated area to determine its impacts on the potential of heritage. In India, it has now become mandatory by the National Monument Authority (NMA) in case of any centrally protected monument. Visual Impact Assessment is a very important component of an HIA to asses any future impact on the overall landscape of the place around the heritage site. To be precise, according to NMA guidelines, it is required to check the skyline concerning the heritage site, any visual obstruction in views of the heritage site, shadow on the heritage site due to new development, and consideration from building design bye-laws.
Guideline for HIA by NMA can be found here: https://www.nma.gov.in/documents/20126/51838/HIA+Report.pdf
From the available example of HIA reports, I understood that experts are using 3D software, first to model the existing structures and then adding the proposed structure to generate the views in the form of images/renders to visualise the projected development. Sometimes, it is done by only drawing a section and marking the human eye angle. I am not sure how they are validating these views. From these images/renders only, one can not say very definitively whether these are accurate or not. Also, I am unsure about the view/camera point selection.
I have not been able to find any study on the assessment of the overall visual quality of the surrounding area due to new changes.
It would be great if you know of any study or documents or share some light on this.
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check the pdf. below.
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I am interested in trans-Atlantic news dissemination in understanding how the revolutions of 1848-49 were diffused to the new world by newspapers and other information outlets.
Ultimately, I'm hoping to identify and read specific issues from European newspapers that would have arrived by boat in New York, Boston, Montreal. I want to know the dates stories were published (in EU) and what date those arrived in North America.
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I cannot give you a specific date and title of the journal. but I think you will find relevant information in Timothy Mason Roberts' book "Distant Revolutions: 1848 and the Challenge to American Uniqueness" link: https://books.google.pl/books?hl=pl&lr=&id=9-Rzwwo6kZYC&oi=fnd&pg=PP2&dq=newspapers+in+New+York+in+1848+in+the+face+of+the+revolutionary+events+of+the+Spring+of+Nations&ots=zWa1eliiAD&sig=ZSs82Kv6zuSHlmEjLiapcz9NEbU&redir_esc=y#v=onepage&q&f=false
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The 2023 ranking is available through the following link:
QS ranking is relatively familiar in scientific circles. It ranks universities based on the following criteria:
1- Academic Reputation
2- Employer Reputation
3- Citations per Faculty
4- Faculty Student Ratio
5- International Students Ratio
6- International Faculty Ratio
7- International Research Network
8- Employment Outcomes
- Are these parameters enough to measure the superiority of a university?
- What other factors should also be taken into account?
Please share your personal experience with these criteria.
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Cenk Tan; There are, of course, several websites that rank the universities worldwide. However, QS is the most famous of which.
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I address this dilemma to historians and anthropologists. Is it or is it not beneficial to colorize archival photographs using artificial intelligence? When I first discovered this possibility it all seemed beneficial, but after reading more I also saw ethical challenges. I am interested in the perspective of historians and anthropologists, and I am looking for further literature recommendations.
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Sometimes it may be useful to use the method of coloring .. but it does not necessarily have to be successful in all cases
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In many countries, reading is reportedly declining, we read less and less books, which is reportedly related to the development of information media on the Internet. Perhaps the development of social media also contributes to the declining readability of books.
I have a favor to ask:
Please enter the title of the book on literature you read last time?
Please reply
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Al-Sukkariya is a novel written by the Egyptian writer Naguib Mahfouz, and it is the third part of Naguib Mahfouz's trilogy, for which he was awarded the Nobel Prize in Literature in 1988. Al-Sukaria is the name of a neighborhood in Cairo, and it is the neighborhood in which most of the events of the novel take place. The events of this part begin eight years after the end of the events of the previous part, i.e. in 1934, and end in 1943.
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Dear colleagues,
I was trying to find texts of some of the capitulations treaties of the Ottoman Empire with European powers, as I am preparing study material. However, I was able to find only doctrinal sources (articles) quoting them, but no full text or parts of their texts.
Can anyone help me where to find their texts, ideally online in english. It can be any typical capitulations agreement like with England, France, Venice, Russia or any other. Just to give some examples in the study book to prove the point what they were about.
Thank you in advance!
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I read somewhere that it began in 1845, just want to confirm.
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Yellow journalism is an exaggerated, exploitative, sensational style of newspaper reporting. It emerged at the end of the nineteenth century when rival newspaper publishers competed for sales in the coverage of events leading up to and during the Spanish-American War in 1898.
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Hello everyone,
I´m in the next couple of months writing my dissertation. My thinking is along the lines of: Corporate heritage/history colliding with innovation and relevancy for the upcoming generation (millennials) in the luxury watch market. Especially the following paper has peeked my interest: "The corporate heritage brand paradox: Managing the tension between continuity and change in luxury brands"
However, there is also a lot of conflicting material and papers out there on the millennials, and not sure if I would end up studying two separate matters with this topic.
My question is if someone has any tips on how to attack this? If you have some expertise on the topics, and willing to share some thoughts/info/guidance it would be of great help. Ultimately, any help or feedback is very much appreciated!
Best,
Ario
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Hi Iranmanesh,
I am curious to hear how your thesis progressed, I am quite keen on studying a topic within the same industry of horology for my Bachelor's thesis.
Cheers
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The anti-establishment ethos of New Historicism wasprofoundly influenced by Foucault's theories of Power/Knowledge and Discourse. what does new historicism owe to foucault?
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The anti-establishment ethos of New Historicism was profoundly influenced by Foucault's theories of Power/Knowledge and Discourse. His primary concern has been with power's relationship to the discursive formations in society that make knowledge.
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I'd love to see a rough sketch of how the task would go.
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  1. Give students raw data and ask them to write an argument or analysis based on the data.
  2. Have students explore and write about unfamiliar points of view or “what if” situations.
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Einstein acted somewhat reluctantly as an expert witness during WWI on a patent dispute between a US company and a German company producing gyrocompasses. In a paper to a World Patent Information journal I summarised the details. Any further information on Einstein during WWI would be valuable.
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May you could also check the book: Einstein's War: How Relativity Triumphed Amid the Vicious Nationalism of World War I by Matthew Stanley a professor of the history of science at New York University,
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Are you interested in the application of complex systems to the global history of humankind? I'm working on such a project, and I'm interested in discussions with like-minded people.
I published several articles on that in "The Complex Systems" journal (thecomplexsystems.com). A short overview of my work is in my blog (vtorvich.com) and the description of my book "Subsurface History of Humanity: Direction of History" on Amazon.
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All classifications are up to people.
Everybody will tell you that the history of humanity started around 5,150 years ago. Of course, not the same wording would be used. The phrase would be like this. The history of mankind is recorded history. In other words, our history began only when humanity invented writing.
The reason is simple and very convincing. The magic word is convenience. It is much easier to work with historical facts and artifacts if you have written records about them. It is hard to work with only archeological or similar data. The history with existed written records is a comfort zone for everybody. Any choice of the beginning of the history of humankind as a date before first writing will throw researchers and the public out of this comfort zone.
When did the Agricultural Revolution happen? Well, it began many thousands of years before writing was invented. If the history of mankind began in 3150 BC, then that revolution is thrown from the history of humanity into prehistory.
I consider humankind's history, as the one, which started in 42000 BC. Why exactly at this date?
You could read it in my book - https://www.amazon.com/dp/B08WZCVDTD.
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A while ago I attended a course titled "Contemporary Themes in History" which was essentially events of the 20th century, however, thought thematically. What I'm looking for is the particular textbook which followed the same structure. and it had hand picked interesting chapters such as on: cultural revolution, feminism, Islamic fundamentalism.
I have been trying to search for it on Google search engine, however, I'm totally incapable of finding anything related to "textbooks" only some results for popular non-academic books!
Any advice/suggestion are appreciated.
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See there is lot of books available regarding 20th century. But it didn't contain the same theme of the conference that you have been attended. May be they could collect the theme by referring so many books
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In Wikipedia (English), the article "John Wanamaker" tells that 
  • the first "Fixed Price" retail Price Tag appeared in 1861 at Oak Hall, at Sixth and Market Streets in Philadelphia, Pennsylvania. This was the invention of John Wanamaker.
  • Oak Hall grew substantially based on Wanamaker's then-revolutionary principle: "One price and goods returnable".
 The article notes:
  • One could argue that the Sumerian culture established some of the concepts of Fixed Pricing along with perhaps Bennetts Of Irongate in Derby, United Kingdom, however these are not the system-wide retail Fixed Pricing systems and Tags we know in a modern context.
  •  Wanamaker was an innovator, creative in his work, a merchandising genius, and proponent of the power of advertising, though modest and with an enduring reputation for honesty.
  • Although he did not invent the fixed price system, he is credited for the creation of the price tag; he popularized it into what became the industry standard and did create the money-back guarantee that is now standard business practice.
 In article "Department Store" (Wikipedia), we read
  • One of the first department stores may have been Bennett's in Derby, first established as an ironmongers in 1734. It still stands to this day, trading in the same building. However, the first reliably dated department store to be established, was Harding, Howell & Co, which opened in 1796 on Pall Mall, London.
In the textbook of History of Japanese Economic History, the story of Mitsui Takatoshi is famous (Mitsui is family name and Takatoshi is his given name.).
In 1673, he founded a cloth shop in Edo (now Tokyo) named Echigoya and started the system "payment with no overcharges" (meaning fixed one-price) and "selling cloth by inches". Although there was harassment from other shops, it prospered and it is told that this fixed one-price system spread afterwards. Echigoya was the origin of all Mitsui companies.
I wonder if Mitusi Takatoshi is the first person who publicly announced fixed one-price policy. Does someone know a case of older date where a kind of fixed one-price policy  was announced publicly?
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I found two additional information on the beginning of one-price system.
One is noted in Werner Sombard's Liebe, Luxus und Kapitalisum.(1922). Sombard notes that it was Au Petit Dunkerque, a bijoux shop, situated at 3 Quai Conti (6e Arr.), Paris. Somard cites a book by Mercier published in 1783. The note appears in number (4) of the short history of silk industry in Section 2, Chapter5. (p.277 in Japanese translation Kodansha Gakujutsu Bonko).
Another information is given by Neil McKendrick in McKendrick, Brewer and Plumb (1982/2018) The Birth of a Counsuemer Society. He writes in page 86:
  • what James Lackingtonhad tried to introduce in 1780 -- fixed prices and no credit -- was regarded as being established by 1800, and by 1821 a single fixed 'No ABATEMENT' linen draper was reported to be taking £500 a day and employing thirty assistants.
The Echigoya case of 1683 (See my three posts above) precedes about one century before one-price, no abatement and no credit system seemed to be introduced in Paris and London.
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I want to expand and publish a chapter of my dissertation which focuses on the question of social housing. Does anyone know where I can publish small books regarding social sciences, in particular art and architecture?
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Dear Rahmat, it depends whether you want to publish your book in a renown publishing house (such as Springer Nature or Elsevier), or whether you would be fine with just publishing it somewhere. There are lots of self-publishing models such as Lulu, Blurb or CreateSpace. You can read more here: https://mashable.com/2009/03/01/publish-book/?europe=true
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Please let us discuss this New Year Riddle:
Why does the New Year begin with January 1 of all days on a normal day of the solar year, explicitly 11 days after winter solstice?
Why is the beginning of the year not on another day of the year, like for example 5, 10 or 15 days after winter solstice or at the spring or autumn equinox, or any other day?
What is the reason for the beginning of the New Year just on this day of the solar year? Please post here your ideas in this discussion.
If you think to know the correct answer please send an email to calendersign@gmx.at.
As the first you will receive a copy of the German book STERNSTUNDE by Sepp Rothwangl.
Have fun and a happy New Year
Sepp Rothwangl
CEP -238.947
SEAC Fellow
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The evolution of the modern western calendar ("Gregorian Calendar") is well described in these Wikipedia articles:
Calendar evolution seems to have been guided by a chaotic intersection of religious, social, economic, and political issues, with no one factor completely responsible.
. Additionally, from personal observation when discussing "significant calendar modifications" with family members, and from historical records of protests around such changes, we find that many average people have "Reified" abstract calendar concepts (those beyond the objectively observable components of Solar-Day, Lunar-Month, and Solar-Seasonal-Year), and get very confused and upset in response to such changes. (Eg: British Calendar Riots of 1752.)
. Also, many highly-religious people believe that their calendar was created by god, and consider any organized social attempt to "change the calendar" as insane blasphemy. (Eg: Biblical Genesis imputes that god created the 7-day work week.)
. When combined with the basic astronomical problem of reconciling a solar year with approximately 12.368 lunar "moonths" and 325.25 terrestrial solar days - everyday mathematical disharmonies that have perpetually irked civilized humans - it would seem to be a near miracle that the modern western calendar has been so relatively stable since 1582, and a sad necessity that the calendar year begins 10-11 days after the Winter Solstice.
---
(Caveat: these are my considered opinions based in reliable and well-reasoned encyclopedic sources; I have no recognized academic expertise in this field.)
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Hello friends,
I want to get my Ph.D. in social movements and protest politics in Pakistan. Are there authoritative research books/articles written on the history of social movements and protest politics in Pakistan?
After a month of search, I couldn't find a single book, though there are several research articles written on the topic but these are just case studies of some events.
Is there any theoretical work done or going on in the field?
Thanks
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We are living in a world that sometimes two brothers or sisters may not understand each other. In such a situation, a number of historical records, literature phrases, and similar subjects may get confused or misused.
The question is here how physics may solve those kinds of difficulties.
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Sure. For example, the emissions of night lights maps contribute to an understanding of the geographic distribution of the population. The spectral emissions based on physical foundations.
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Can the second-language version, strictly speaking, be considered a translation of the first-language version or is it merely a somewhat looser interpretation? How do such authors approach the task? How are the two versions produced (e.g. conjointly or serially?) and how closely are they related?
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There is an emerging subfield of translation studies called “self-translation studies,” and there are a lot of studies already done on this topic. Eva Gentes has compiled a bibliography on self-translation.  You'll find a number of projects on self-translation on RG as well.
I myself have published articles on the topic. In my view, self-translation is “rewriting,” ”reworking,” “re-creation,” and “translation of the self.” Please see: e.g.,
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Dear Researchers, What if Covid-19 ends and returns in a new way with a new challenge ? Are we prepared enough to face that? I think it largely depends on our (human) reactions and activities. Our awareness, preparedness and a potential vaccine can save us this time by the grace of the almighty. Scientific invention and natural conservation may resist the return of this kinda virus as per as global warming is a rising concern. On the other hand, if it is a part of global politics (Bio-war) among super powers, only God knows what is waiting for us, the common people/countries. Because , I am afraid if it so, there might be counter attack. Lets see what is waiting for us. What do you think in this regard? -Shamsuddoha
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It will be in society for a long period of time, the thing we have to live with it following preventing measures of getting the virus.
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Dear Colleagues around the world at RG,
This is an open forum for your comments. RG is one place where people from all over can exchange views.
The world is a rather hostile and violently competitive place in many aspects. That is not new.
But along with frightening news and media coverage, I do see people forming new pathways to work together. Do yo think that this will help to foster cooperatve behavior as a stimulus?
I think that anthropologists, sociologists, historians, creative field workers in the arts and humanities all can answer this Q from their own field's perspective.
How can we make this happen? That include people in rhetoric and communications, those in public health, manufacturers, etc.
What do you have to share?
This proverb may come from China. The sources say it is difficult to pin down:
"It is better to light just one little candle than to curse the darkness."
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Just as the ocean is made of many droplets. sometimes we can be the change we wish to see.
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My perusal of the literature in the field shows that constructivism has been used majorly in studies on learner-centered instruction. Are there any other relevant theories, models or frameworks available?
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هناك الكثير من الاستراتيجيات والنماذج والطرق التدريسية الحديثة التي يمكن ان يستخدمها المعلم مثل استراتيجيات حل المشكلات استراتيجيات التفكير او العصف الذهني وغيرها كلها تتمركز حول المتعلم وتجعل من المتعلم محور العملية التعليمية
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Hello everyone,
I´m in the next couple of months writing my dissertation. My thinking is along the lines of: Corporate heritage/history colliding with innovation and relevancy for the upcoming generation (millennials) in the luxury watch market. Especially the following paper has peeked my interest: "The corporate heritage brand paradox: Managing the tension between continuity and change in luxury brands"
However, there is also a lot of conflicting material and papers out there on the millennials, and not sure if I would end up studying two separate matters with this topic.
My question is if someone has any tips on how to attack this? If you have some expertise on the topics, and willing to share some thoughts/info/guidance it would be of great help. Ultimately, any help or feedback is very much appreciated!
Best,
Ario
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I will for sure have a good read at that, thanks a lot Michael!
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It consists in no one realizing for 91 years that Zwicky 1929 was right with his explanation of the Hubble law.
And so even after he was proven correct by Cryodynamics a decade ago.
Forgive me for putting it so bluntly.
May 20, 2020
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Now again 4 months have passed...
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Hi! I'm looking for theories, methods and approaches to study the history/evolution/conception of a given concept/term/label/topic within a given scientific discipline, mainly through the (textual) analysis of the discipline's (pivotal) writings. I'm particularly interested in approaches that would draw from ontology, terminology, conceptual analysis, conceptual history, historiography, etc., but I don't really know where to start. I'm especially interested in what the discipline's most influential writers have to say about a specific object, however they might have labelled it, and how the discipline's various theories and approaches regard that object. The approach would have to work both semasiologically (from a label to its concepts) and onomasiologically (from a concept to its labels), as there is no necessary relation between a given label and a given concept. Any ideas? Thank you very much!
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For the evolution of a mathematical conception you might look at Imre Lakatos, Proofs and Refutations: The Logic of Mathematical Discovery.
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I spent the past few months interning as an independent researcher at the Field Museum in Chicago. Here, I spent my time observing the design procedure that leads up to the creation of a context-focused exhibition. The term culminated with a paper at the end on the nature of objects in such exhibitions. I'm currently looking for places which can help me review, edit, and publish this work. Any direction would be helpful!
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Some journals will accept conceptual papers, i.e. not based on empirical data collection. But you would still need to draw on the academic literature.
Here is my recommended structure for a conceptual paper:
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Given:
I wonder: Is there a useful network structure, already available as a reference source, that interactively depicts relations among elements of Quantum Mechanics Theory?
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Thank you again for furthering this discussion with pertinent information,
Behnam Farid
! I appreciate your having provided a perspective and sense of direction that the project I have suggested might take. I confess that I really did not expect anybody simply to say: "Oh, HERE it is, Steve!". So you have been significantly instrumental in helping to "kick the ball" in the right direction. I hope that those with a greater vested interest in developing such a project than I have will consider doing the work necessary to bring it to fruition. :-)
There are other fields of interest that also might benefit from such an approach.
All best wishes, -Steve-
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On 11 March 2020 the World Health Organisation (WHO) declared Covid19 a pandemic. International public health is their mandate, after all. The problem is that, after admitting that “Pandemic is not a word to use lightly or carelessly”, the Director-General Tedros Ghebreyesus went on to say that “We have never before seen a pandemic sparked by a coronavirus. This is the first pandemic caused by a coronavirus. And we have never before seen a pandemic that can be controlled, at the same time.” These words are not only inexplicably careless and fraudulent, but constitute the clearest proof that on 11 March 2020 the WHO flouted its own wisdom and may have scammed the whole world into a pandemic. Since that date, the WHO seems to be leading the global fight against Covid-19 on false pretenses. Perhaps they were pushed into declaring a pandemic, or they do not know what they are doing. But the fact remains that on 11 March 2020 Covid-19 had NOT YET become a pandemic. Ghebreyesus even admits that “Of the 118,000 cases reported globally in 114 countries, more than 90 percent of cases are in just four countries, and two of those – China and the Republic of Korea - have significantly declining epidemics. 81 countries have not reported any cases, and 57 countries have reported 10 cases or less”. SO WHY DECLARE A PANDEMIC?
There are lingering unanswered questions about the WHO’s “lack of transparency, the role of the experts who are being paid by the pharmaceutical industry”, and so on. Indeed, there are a number of recent concerning examples. For instance, in June 2019 the WHO ruled that, although the Ebola outbreak in the Democratic Republic of Congo (DRC) was “a severe emergency,” it did not yet qualify as a global emergency. This was the second time the U.N. agency had decided that the Congo outbreak did not qualify to be a global emergency. Then there is the question of H1N1. “In the months leading up to the WHO’s declaration of the pandemic as a ‘level 6’ contagion – the highest possible level – many countries including Italy, Germany, France and the UK made secret agreements with pharmaceutical companies. These contracts obliged the countries to buy Swine Flu vaccinations only if the WHO raised the pandemic to a level 6.” The 2018 documentary TrustWHO by filmmaker Lillian Franck “unearthed footage that showed WHO delegates six weeks before the level 6 pandemic was issued as having described Swine Flu as a ‘moderate’ situation."
The main point concerning Covid-19 is that, by its own admission, WHO seems to have declared Covid19 a pandemic IN ORDER to avert a Covid19 pandemic. This seems illogical, and a scam. The end date of an event cannot come before the start date. You cannot be in a pandemic that has not YET started, and you can only avert a crisis that has NOT YET taken place. But you cannot have BOTH a pandemic (that is already taking place) AND efforts to avert a pandemic (that has not yet taken place). Certainly, there is a riddle posed by Ghebreyesus’ use of the phrase “at the same time”. I ask: how can an end date come BEFORE a start date? How is it possible that a manufacturing date can come AFTER an expiry date? The current global coronavirus crisis is proof that global agencies such as the WHO can, and do, actually cause irreparable harm. Perhaps their global roles need to be called into serious question. At a time when the blame game has started about who or what caused the current global health crisis, it seems that WHO caused the pandemic, and the blame for the Covid-19 pandemic lies squarely on the shoulders of the UN agency.
UPDATE: On 27 July 2020 WHO described Covid-19 as "a global health emergency" https://www.reuters.com/article/health-coronavirus-who/who-says-covid-19-by-far-its-worst-global-health-emergency-idUSZ8N2DO000 Notice that this is a subtle shift in language, from pandemic to "health emergency". The definition of a "global health emergency" is ambiguous, and does not necessarily indicate a pandemic, although it could imply it. From seeming to be quite CERTAIN, they are now using deliberately ambiguous language. There is nothing in the notion of a "health emergency" that is NEW, and yet Covid-19 has been punted as NEW, thus justifying the unprecedented measures, such as the setting aside of democracy and human rights (because we are fighting an unprecedented enemy), destroyed livelihoods, mandatory face-mask wearing, physical distancing, lockdowns, closed economies, schools, social life etc.
Is the WHO, by this flip flopping and ambivalent language, trying to tell us something in a coded manner? Was their hand forced? Is there an internal struggle in the institution? Or is the WHO the one driving the scam?
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World Health Organization (WHO) has done late in declaring coronavirus disease (COVID-19) as pandemic. If WHO would have declared it as pandemic earlier, then the situation would have been much better today.
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I am looking for a specific issue of René Worms' Revue internationale de sociologie somewhen between 1925 and 1927. Do you know of any online archive beyond Gallica?
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It seems that that mgazine is located at Paris
Bibliothèque de l'Hôtel de Ville
The are telling that they have years 1925, 1926 & 1927
Best Regards
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2019 - ncov probably outbreak and we should seriously face it. Governments all over the world have taken various measures and achieved different results. Maybe some of these measures and public policies will appear in future textbooks for students to analysis, either positive or negative.
From these measures and policies and the results they have brought, we may be able to predict and explore how may this crisis develop and ended, and more importantly, what we can learn from them, for future generations and for ourselves.
Thanks for any leads or ideas,we can discuss from news,public policies,social behavior etc
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