Charles Dorn
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9780801452345
- eISBN:
- 9781501712616
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801452345.003.0006
- Subject:
- Education, History of Education
This chapter explores California State Normal School, California's first publicly supported higher-education institution. Dedicated to teacher education, normal schools were initially established in ...
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This chapter explores California State Normal School, California's first publicly supported higher-education institution. Dedicated to teacher education, normal schools were initially established in the United States during the antebellum period and flourished in the decades following the Civil War. Providing women, especially, access to higher education at a time when most colleges and universities refused to admit them, normal schools manifested a commitment to the public good by welcoming poor students and offering them training to become public-school teachers. Over time, these institutions became a crucial segment of American higher education. They also underwent dramatic transformation. Unbeknownst to many of their current students, hundreds of well-known colleges and universities began as normal schools, with scores having been the first centers of higher learning in their states to receive public support.Less
This chapter explores California State Normal School, California's first publicly supported higher-education institution. Dedicated to teacher education, normal schools were initially established in the United States during the antebellum period and flourished in the decades following the Civil War. Providing women, especially, access to higher education at a time when most colleges and universities refused to admit them, normal schools manifested a commitment to the public good by welcoming poor students and offering them training to become public-school teachers. Over time, these institutions became a crucial segment of American higher education. They also underwent dramatic transformation. Unbeknownst to many of their current students, hundreds of well-known colleges and universities began as normal schools, with scores having been the first centers of higher learning in their states to receive public support.
Richard A. Klemm
- Published in print:
- 2011
- Published Online:
- May 2012
- ISBN:
- 9780199593316
- eISBN:
- 9780191738128
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199593316.001.0001
- Subject:
- Physics, Condensed Matter Physics / Materials
Layered Superconductors, Volume I, describes the chemistry and physics of all layered superconductors. Although widespread interest in the subject did not really arise until the discovery of ...
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Layered Superconductors, Volume I, describes the chemistry and physics of all layered superconductors. Although widespread interest in the subject did not really arise until the discovery of high-temperature superconductivity in the cuprates, it has a much longer history, and is still evolving rapidly. This book describes the chemical syntheses, crystal structures, calculations and measurements of the Fermi surfaces, and measurements of the normal state physical properties and of the upper and lower critical fields of all classes of layered superconductors. At present, the large classes of layered superconductors are the graphite intercalation compounds, the transition metal dichalcogenides, the intercalated transition metal dichalcogenides, the organic layered superconductors,various artificial superconducting superlattices, the cuprates, binary and ternary intermetallics with the AlB2 structure, ternary and quaternary intermetallics of the ThCr2Si2 structure, the borocarbides, the iron pnictides, the iron oxypnictides, and the iron chalcogenides. Each of the stoichiometric compounds Sr2RuO4, MgB2, La3Ni2B2N3, and Ag5Pb2O6 are layered superconductors, as are intercalated β-ZrNCl and β-HfNCl. Many of these materials exhibit electronic instabilities such as charge-density waves, spin-density waves, magnetism, and “pseudogaps”, which may have closely related origins, and which compete with the superconductivity. Some of these materials are extremely anisotropic, while others are nearly isotropic in their normal and superconducting behaviours. To characterize the superconductivity, three phenomenological models are presented: the anisotropic London model, the anisotropic Ginzburg-Landau model, and the Lawrence-Doniach model. These models are used to calculate the upper and lower critical fields of layered superconductors. Experimental verification of these and selected microscopic models is provided.Less
Layered Superconductors, Volume I, describes the chemistry and physics of all layered superconductors. Although widespread interest in the subject did not really arise until the discovery of high-temperature superconductivity in the cuprates, it has a much longer history, and is still evolving rapidly. This book describes the chemical syntheses, crystal structures, calculations and measurements of the Fermi surfaces, and measurements of the normal state physical properties and of the upper and lower critical fields of all classes of layered superconductors. At present, the large classes of layered superconductors are the graphite intercalation compounds, the transition metal dichalcogenides, the intercalated transition metal dichalcogenides, the organic layered superconductors,various artificial superconducting superlattices, the cuprates, binary and ternary intermetallics with the AlB2 structure, ternary and quaternary intermetallics of the ThCr2Si2 structure, the borocarbides, the iron pnictides, the iron oxypnictides, and the iron chalcogenides. Each of the stoichiometric compounds Sr2RuO4, MgB2, La3Ni2B2N3, and Ag5Pb2O6 are layered superconductors, as are intercalated β-ZrNCl and β-HfNCl. Many of these materials exhibit electronic instabilities such as charge-density waves, spin-density waves, magnetism, and “pseudogaps”, which may have closely related origins, and which compete with the superconductivity. Some of these materials are extremely anisotropic, while others are nearly isotropic in their normal and superconducting behaviours. To characterize the superconductivity, three phenomenological models are presented: the anisotropic London model, the anisotropic Ginzburg-Landau model, and the Lawrence-Doniach model. These models are used to calculate the upper and lower critical fields of layered superconductors. Experimental verification of these and selected microscopic models is provided.
Laura Ruetsche
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199535408
- eISBN:
- 9780191728525
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199535408.003.0007
- Subject:
- Philosophy, Philosophy of Science
This chapter highlights other surprising aspects of QM∞: unlike theories of ordinary QM, theories of QM∞ can traffic in algebras none of whose countably additive states are pure. The chapter sketches ...
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This chapter highlights other surprising aspects of QM∞: unlike theories of ordinary QM, theories of QM∞ can traffic in algebras none of whose countably additive states are pure. The chapter sketches and provides simple illustrations of the mathematical basis of this circumstance: atomless von Neumann algebras. It also illustrates the uses to which atomless von Neumann algebras are put in QM∞.Less
This chapter highlights other surprising aspects of QM∞: unlike theories of ordinary QM, theories of QM∞ can traffic in algebras none of whose countably additive states are pure. The chapter sketches and provides simple illustrations of the mathematical basis of this circumstance: atomless von Neumann algebras. It also illustrates the uses to which atomless von Neumann algebras are put in QM∞.
Laura Ruetsche
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199535408
- eISBN:
- 9780191728525
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199535408.003.0004
- Subject:
- Philosophy, Philosophy of Science
This chapter aspires to be an unpunishing introduction to mathematical notions useful for framing and pursuing foundational questions that arise from the unitary inequivalent representations ...
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This chapter aspires to be an unpunishing introduction to mathematical notions useful for framing and pursuing foundational questions that arise from the unitary inequivalent representations available in QM∞. One such notion is that of an abstract C* algebra, which turns out to capture the structure common to all unitarily inequivalent representations of the CCRs/CARs quantizing a theory of QM∞.Less
This chapter aspires to be an unpunishing introduction to mathematical notions useful for framing and pursuing foundational questions that arise from the unitary inequivalent representations available in QM∞. One such notion is that of an abstract C* algebra, which turns out to capture the structure common to all unitarily inequivalent representations of the CCRs/CARs quantizing a theory of QM∞.
Paul U. Unschuld
- Published in print:
- 2009
- Published Online:
- May 2012
- ISBN:
- 9780520257658
- eISBN:
- 9780520944701
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520257658.003.0002
- Subject:
- Anthropology, Medical Anthropology
This chapter explains the term, medicine, and examines the theoretical foundations for Bian Que in ancient China to make his prediction, or for today's physician to make his or her evaluation. ...
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This chapter explains the term, medicine, and examines the theoretical foundations for Bian Que in ancient China to make his prediction, or for today's physician to make his or her evaluation. Medicine is the endeavor to understand the normal and abnormal states of the body and of X (soul) in their origins and development, to attain the knowledge that is required to promote the normal or healthy states. Medicine uses the scientific study of nature of man and his habitat to attain this knowledge. The science of nature is based on the assumption of laws of nature that are valid independently of time, space, and person. Medicine is merely a part of healing that includes all efforts to heal the body and X or to preserve health. Healing becomes medicine only when its practitioners recognize the laws of nature and use only these laws of nature to investigate possible explanations of the body's functions. Healing is the endeavor to prevent abnormal states of the body and to treat them if they occur.Less
This chapter explains the term, medicine, and examines the theoretical foundations for Bian Que in ancient China to make his prediction, or for today's physician to make his or her evaluation. Medicine is the endeavor to understand the normal and abnormal states of the body and of X (soul) in their origins and development, to attain the knowledge that is required to promote the normal or healthy states. Medicine uses the scientific study of nature of man and his habitat to attain this knowledge. The science of nature is based on the assumption of laws of nature that are valid independently of time, space, and person. Medicine is merely a part of healing that includes all efforts to heal the body and X or to preserve health. Healing becomes medicine only when its practitioners recognize the laws of nature and use only these laws of nature to investigate possible explanations of the body's functions. Healing is the endeavor to prevent abnormal states of the body and to treat them if they occur.
Cynthia Weber
- Published in print:
- 2016
- Published Online:
- January 2016
- ISBN:
- 9780199795857
- eISBN:
- 9780190462055
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199795857.003.0005
- Subject:
- Political Science, International Relations and Politics, Comparative Politics
Chapter 5 traces how Western discourses of statecraft as mancraft address the question: Who is the ‘normal homosexual’ in international relations? It analyzes how the United States under the Obama ...
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Chapter 5 traces how Western discourses of statecraft as mancraft address the question: Who is the ‘normal homosexual’ in international relations? It analyzes how the United States under the Obama administration figures the ‘LGBT’ as the ‘gay rights holder’ and the ‘gay patriot’, particularly through Secretary of State Hilary Clinton’s ‘Gay rights are human rights’ speech. Clinton’s speech maps the world into normal states versus pathological states according to the question: How well do you treat your homosexuals? What makes this ‘normal homosexual’ and the ‘normal’ and ‘pathological’ states possible is the way homonormativity has become nationalized and internationalized. The figure of the ‘perverse homosexual’ is a figure whose unruliness and irrationality threatens national patriotisms and national and international neoliberalisms. Thus, the ‘underdeveloped’, the ‘undevelopable’, the ‘unwanted im/migrant’ and the ‘terrorist’ continue to be excluded while the ‘gay rights holder’ and the ‘gay patriot’ are celebrated, included, and protected.Less
Chapter 5 traces how Western discourses of statecraft as mancraft address the question: Who is the ‘normal homosexual’ in international relations? It analyzes how the United States under the Obama administration figures the ‘LGBT’ as the ‘gay rights holder’ and the ‘gay patriot’, particularly through Secretary of State Hilary Clinton’s ‘Gay rights are human rights’ speech. Clinton’s speech maps the world into normal states versus pathological states according to the question: How well do you treat your homosexuals? What makes this ‘normal homosexual’ and the ‘normal’ and ‘pathological’ states possible is the way homonormativity has become nationalized and internationalized. The figure of the ‘perverse homosexual’ is a figure whose unruliness and irrationality threatens national patriotisms and national and international neoliberalisms. Thus, the ‘underdeveloped’, the ‘undevelopable’, the ‘unwanted im/migrant’ and the ‘terrorist’ continue to be excluded while the ‘gay rights holder’ and the ‘gay patriot’ are celebrated, included, and protected.
Michael J Lannoo
- Published in print:
- 2010
- Published Online:
- March 2012
- ISBN:
- 9780520264786
- eISBN:
- 9780520946064
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520264786.003.0002
- Subject:
- History, History of Science, Technology, and Medicine
Aldo Leopold and Edward F. Ricketts shared a midwestern upbringing. Rand Aldo Leopold was born on January 11, 1887, in Burlington, Iowa, to first cousins Carl and Clara Leopold. Aldo was the eldest ...
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Aldo Leopold and Edward F. Ricketts shared a midwestern upbringing. Rand Aldo Leopold was born on January 11, 1887, in Burlington, Iowa, to first cousins Carl and Clara Leopold. Aldo was the eldest of four Leopold children. Edward Flanders Robb Ricketts was born on May 14, 1897, in Chicago, Illinois, to Abbott and Alice Ricketts. Ed was the eldest of the three Ricketts children. Both Leopold and Ricketts showed early the promise of the men they would become. Leopold showed interest in the natural world at an early age, while Ricketts, at the age of six, was given some natural history curios and an old zoology textbook by his uncle. In September 1905, Leopold began his studies at Yale University, while Ricketts enrolled at Illinois State Normal University in 1915. In March 1919, Ricketts enrolled at the University of Chicago, where he concentrated on biology courses. When Leopold graduated from Yale, he went to work for Gifford Pinchot in the U.S. Forest Service.Less
Aldo Leopold and Edward F. Ricketts shared a midwestern upbringing. Rand Aldo Leopold was born on January 11, 1887, in Burlington, Iowa, to first cousins Carl and Clara Leopold. Aldo was the eldest of four Leopold children. Edward Flanders Robb Ricketts was born on May 14, 1897, in Chicago, Illinois, to Abbott and Alice Ricketts. Ed was the eldest of the three Ricketts children. Both Leopold and Ricketts showed early the promise of the men they would become. Leopold showed interest in the natural world at an early age, while Ricketts, at the age of six, was given some natural history curios and an old zoology textbook by his uncle. In September 1905, Leopold began his studies at Yale University, while Ricketts enrolled at Illinois State Normal University in 1915. In March 1919, Ricketts enrolled at the University of Chicago, where he concentrated on biology courses. When Leopold graduated from Yale, he went to work for Gifford Pinchot in the U.S. Forest Service.
Sarah Anne Carter
- Published in print:
- 2018
- Published Online:
- August 2018
- ISBN:
- 9780190225032
- eISBN:
- 9780190908317
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190225032.003.0003
- Subject:
- History, American History: 19th Century, Cultural History
This chapter examines what happened when object lessons were implemented in the United States, particularly through the development of the Oswego Normal School in New York. E. A. Sheldon developed a ...
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This chapter examines what happened when object lessons were implemented in the United States, particularly through the development of the Oswego Normal School in New York. E. A. Sheldon developed a rigorous curriculum based on the work of M. E. M. Jones and Elizabeth Mayo that trained pupil-teachers to give object lesson. The intent was to train students how to think and observe rather than to rely on students’ rote memorization of knowledge. His work transformed Oswego into the center of object teaching in the 1860s. Critiques of the practice at Oswego as well as the details of its classroom implementations help to explain what this practice actually looked like and what it meant for the ways students and teachers understood the material world. It also considers the ways object lessons could be used for instruction in composition and historical writing as well as moral training.Less
This chapter examines what happened when object lessons were implemented in the United States, particularly through the development of the Oswego Normal School in New York. E. A. Sheldon developed a rigorous curriculum based on the work of M. E. M. Jones and Elizabeth Mayo that trained pupil-teachers to give object lesson. The intent was to train students how to think and observe rather than to rely on students’ rote memorization of knowledge. His work transformed Oswego into the center of object teaching in the 1860s. Critiques of the practice at Oswego as well as the details of its classroom implementations help to explain what this practice actually looked like and what it meant for the ways students and teachers understood the material world. It also considers the ways object lessons could be used for instruction in composition and historical writing as well as moral training.
