HSS 2011 - Revision history

Shawn: /* Victorian Networks */

2011-11-08T21:10:54Z

Victorian Networks

← Older revision		Revision as of 14:10, 8 November 2011
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	====Victorian Networks====		====Victorian Networks====
	;Laura Snyder, St. John's U:Whewell, Herschell, and two others of the Cambridge Four, the Philosophical Breakfast Club.		;Laura Snyder, St. John's U:Whewell, Herschell, and two others of the Cambridge Four, the Philosophical Breakfast Club.
	;Joan Richards:Young members of the nascent Royal Astronomical Society collectively bullied a narrative, in individual ways, attempting to canonize benefactor ~~-insert name here-~~ and demonize South. In history, they only succeeded in the latter. The wives, sisters, and adult daughters helped in the background, and considering them helps us realize the story better than previous historiographies.		;Joan Richards:Young members of the nascent Royal Astronomical Society collectively bullied a narrative, in individual ways, attempting to canonize benefactor Francis Baily and demonize James South. In history, they only succeeded in the latter. The wives, sisters, and adult daughters helped in the background, and considering them helps us realize the story better than previous historiographies.
	;Amy King, Prof. of English, St. John's U:Seashore Natural History Networks of the 1850s. George Eliot wrote Adam Bede at the same time as her partner, George Lewes was living at and writing a natural history about the seashore.		;Amy King, Prof. of English, St. John's U:Seashore Natural History Networks of the 1850s. George Eliot wrote Adam Bede at the same time as her partner, George Lewes was living at and writing a natural history about the seashore.
	;Bernard Lightman, York U:Lightman hopes to show how labs became so important to the proto-X-Club, the Queenwood-Marburg Network—John Tyndall, Hirst, and Edward Frankland, artisans who became physical scientists. Queenwood was all about applied or 'practical' science. Tyndall and Frankland taught all sorts of industrially useful sciences. Lightman says Tyndall's pedagogical lab work at Quuenwood not only led to his famous pedagogical work, but also served to cleave him to experimental science.		;Bernard Lightman, York U:Lightman hopes to show how labs became so important to the proto-X-Club, the Queenwood-Marburg Network—John Tyndall, Hirst, and Edward Frankland, artisans who became physical scientists. Queenwood was all about applied or 'practical' science. Tyndall and Frankland taught all sorts of industrially useful sciences. Lightman says Tyndall's pedagogical lab work at Quuenwood not only led to his famous pedagogical work, but also served to cleave him to experimental science.

Shawn at 15:44, 6 November 2011

2011-11-06T15:44:17Z

← Older revision		Revision as of 08:44, 6 November 2011
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	;Tom Archibald, Simon Fraser U:Poincaré innovated and transformed mathematical methods to serve celestial mechanics. His Hamilton-Jacobi methods drew on much older work by Jacobi from general mechanics—Archibald calls this "slow uptake"—Did he mean it took a long time for Jacobi's work to have an impact, or Poincaré is special, like Einstein and Dirac, in selecting ancient work to re-weave into innovation? Archibald says the work was so difficult it took this much time for it to be completed to a level of satisfaction.		;Tom Archibald, Simon Fraser U:Poincaré innovated and transformed mathematical methods to serve celestial mechanics. His Hamilton-Jacobi methods drew on much older work by Jacobi from general mechanics—Archibald calls this "slow uptake"—Did he mean it took a long time for Jacobi's work to have an impact, or Poincaré is special, like Einstein and Dirac, in selecting ancient work to re-weave into innovation? Archibald says the work was so difficult it took this much time for it to be completed to a level of satisfaction.
	:Poincaré made many errors and speculations, innovating so fast, working backwards and forwards between deduction and working towards expected responses.		:Poincaré made many errors and speculations, innovating so fast, working backwards and forwards between deduction and working towards expected responses.

			====Late 20th Century Scientific Publics====
			Matt Wisnioski says this session was created at a Feb meeting at Princeton where people decided to study "groovy science."
			;Patrick McCray, UCSB:Bob Guccione published a lush magazine OMNI so optimistic as to counter anti-science publications of the 60s and 70s. We might think of it as a "para-scientific" publication, for the public. OMNI both popularized existing science, and published science that would already be popular, thus shaping interest and reflecting interest.
			:Readers seemed anti-regulation, but pro-government-spending, evidenced by readings and letters to the editor. Science articles were optimistic, while science fiction articles were black.
			:McCray posits OMNI builds a bridge between the Whole Earth Catalog era studied by Turner, and the WIRED era. OMNI was an origin for techno libertarianism and liberalism.

	[[Category:Conferences]]		[[Category:Conferences]]
	[[Category:History]]		[[Category:History]]

Xeentav: /* Linking the past and the present: */

2011-11-05T19:34:28Z

Linking the past and the present:

← Older revision		Revision as of 12:34, 5 November 2011
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	;Shawn:Are there readings/studies I can read to learn about efforts to integrate history into STEM ed?		;Shawn:Are there readings/studies I can read to learn about efforts to integrate history into STEM ed?

	:[[Possible ~~Studies~~]]:Can/need we rewrite classic papers for pre-college readers? Can we make texts, modules, study units?		:[[Possible studies]]:Can/need we rewrite classic papers for pre-college readers? Can we make texts, modules, study units?

	====Scientific Periodicals in Great Britain, 1785-1914====		====Scientific Periodicals in Great Britain, 1785-1914====

Shawn: /* How Physicists Learned to Love Abstration, from Helmoltz and Poincaré to Robb, Planck, and Einstein */

2011-11-05T19:00:05Z

How Physicists Learned to Love Abstration, from Helmoltz and Poincaré to Robb, Planck, and Einstein

← Older revision		Revision as of 12:00, 5 November 2011
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	====How Physicists Learned to Love Abstration, from Helmoltz and Poincaré to Robb, Planck, and Einstein====		====How Physicists Learned to Love Abstration, from Helmoltz and Poincaré to Robb, Planck, and Einstein====
	;Tom Archibald, Simon Fraser U:Poincaré innovated and transformed mathematical methods to serve celestial mechanics. His Hamilton-Jacobi methods drew on much older work by Jacobi from general mechanics—Archibald calls this "slow uptake"—Did he mean it took a long time for Jacobi's work to have an impact, or Poincaré is special, like Einstein and Dirac, in selecting ancient work to re-weave into innovation?		;Tom Archibald, Simon Fraser U:Poincaré innovated and transformed mathematical methods to serve celestial mechanics. His Hamilton-Jacobi methods drew on much older work by Jacobi from general mechanics—Archibald calls this "slow uptake"—Did he mean it took a long time for Jacobi's work to have an impact, or Poincaré is special, like Einstein and Dirac, in selecting ancient work to re-weave into innovation? Archibald says the work was so difficult it took this much time for it to be completed to a level of satisfaction.
	:Poincaré made many errors and speculations, innovating so fast, working backwards and forwards between deduction and working towards expected responses.		:Poincaré made many errors and speculations, innovating so fast, working backwards and forwards between deduction and working towards expected responses.

	[[Category:Conferences]]		[[Category:Conferences]]
	[[Category:History]]		[[Category:History]]

Shawn: /* History project in K-12 */

2011-11-05T17:48:45Z

History project in K-12

← Older revision		Revision as of 10:48, 5 November 2011
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	An audience member prepared a module, funded by NSF and published by Kendall-Hunt, that hasn't shown obvious impact on K12 education.		An audience member prepared a module, funded by NSF and published by Kendall-Hunt, that hasn't shown obvious impact on K12 education.

			====How Physicists Learned to Love Abstration, from Helmoltz and Poincaré to Robb, Planck, and Einstein====
			;Tom Archibald, Simon Fraser U:Poincaré innovated and transformed mathematical methods to serve celestial mechanics. His Hamilton-Jacobi methods drew on much older work by Jacobi from general mechanics—Archibald calls this "slow uptake"—Did he mean it took a long time for Jacobi's work to have an impact, or Poincaré is special, like Einstein and Dirac, in selecting ancient work to re-weave into innovation?
			:Poincaré made many errors and speculations, innovating so fast, working backwards and forwards between deduction and working towards expected responses.

	[[Category:Conferences]]		[[Category:Conferences]]
	[[Category:History]]		[[Category:History]]

Shawn: /* History project in K-12 */

2011-11-05T17:35:24Z

History project in K-12

← Older revision		Revision as of 10:35, 5 November 2011
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	See National History Day web site:http://www.nhd.org/		See National History Day web site:http://www.nhd.org/

			An audience member prepared a module, funded by NSF and published by Kendall-Hunt, that hasn't shown obvious impact on K12 education.

	[[Category:Conferences]]		[[Category:Conferences]]
	[[Category:History]]		[[Category:History]]

Shawn at 16:57, 5 November 2011

2011-11-05T16:57:30Z

← Older revision		Revision as of 09:57, 5 November 2011
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	====Bringing Science to the Public====		====Bringing Science to the Public====
	;Mark Largent, Jane Maienschein, Edward Larson, and Naomi Oreskes: discussed how historians of science can make themselves useful to the public by reaching out to policymakers, school boards, stop making self-fulfilling prophecies that nobody will listen to them. By limiting what we consider authorship, for purposes of tenure and so on, narrows our output.		;Mark Largent, Jane Maienschein, Edward Larson, and Naomi Oreskes: discussed how historians of science can make themselves useful to the public by reaching out to policymakers, school boards, stop making self-fulfilling prophecies that nobody will listen to them. By limiting what we consider authorship, for purposes of tenure and so on, narrows our output.

			====History project in K-12====
			Birchwood student Kavya R. prepared a website on the Copernican debate for National History Day. Her teacher was Connie Miller.

			Owen Gingererich was the first professor to receive a question via email from Kavya. He immediately asked her to come up with questions about the topic <strong>and</strong> her own answer to those questions, along with a list of already-read sources, so that he knew what level she was at.

			Once Robert Westman heard from Kavya, he determined that she wasn't a spammer, then he was excited by the novelty of hearing from a K-12 student.

			Moderator John Lynch asked what historians of science can contribute to the efforts of K12 teachers and students. I would like to answer that historians should offer workshops at teacher conferences.

			See National History Day web site:http://www.nhd.org/

	[[Category:Conferences]]		[[Category:Conferences]]
	[[Category:History]]		[[Category:History]]

Shawn: /* Bringing Science to the Public */

2011-11-05T15:45:33Z

Bringing Science to the Public

← Older revision		Revision as of 08:45, 5 November 2011
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	====Bringing Science to the Public====		====Bringing Science to the Public====
	;Mark Largent, Jane Maienschein, Edward Larson, and Naomi Oreskes discussed how historians of science can make themselves useful to the public by reaching out to policymakers, school boards, stop making self-fulfilling prophecies that nobody will listen to them. By limiting what we consider authorship, for purposes of tenure and so on, narrows our output.		;Mark Largent, Jane Maienschein, Edward Larson, and Naomi Oreskes: discussed how historians of science can make themselves useful to the public by reaching out to policymakers, school boards, stop making self-fulfilling prophecies that nobody will listen to them. By limiting what we consider authorship, for purposes of tenure and so on, narrows our output.

	[[Category:Conferences]]		[[Category:Conferences]]
	[[Category:History]]		[[Category:History]]

Shawn at 15:45, 5 November 2011

2011-11-05T15:45:16Z

← Older revision		Revision as of 08:45, 5 November 2011
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	;Bernard Lightman, York U:Lightman hopes to show how labs became so important to the proto-X-Club, the Queenwood-Marburg Network—John Tyndall, Hirst, and Edward Frankland, artisans who became physical scientists. Queenwood was all about applied or 'practical' science. Tyndall and Frankland taught all sorts of industrially useful sciences. Lightman says Tyndall's pedagogical lab work at Quuenwood not only led to his famous pedagogical work, but also served to cleave him to experimental science.		;Bernard Lightman, York U:Lightman hopes to show how labs became so important to the proto-X-Club, the Queenwood-Marburg Network—John Tyndall, Hirst, and Edward Frankland, artisans who became physical scientists. Queenwood was all about applied or 'practical' science. Tyndall and Frankland taught all sorts of industrially useful sciences. Lightman says Tyndall's pedagogical lab work at Quuenwood not only led to his famous pedagogical work, but also served to cleave him to experimental science.
	:Lightman politely concludes letting us know what he has accomplished and what still needs to be done to explain how german sites inspired british laboratory science of the late Victorian era.		:Lightman politely concludes letting us know what he has accomplished and what still needs to be done to explain how german sites inspired british laboratory science of the late Victorian era.

			====Bringing Science to the Public====
			;Mark Largent, Jane Maienschein, Edward Larson, and Naomi Oreskes discussed how historians of science can make themselves useful to the public by reaching out to policymakers, school boards, stop making self-fulfilling prophecies that nobody will listen to them. By limiting what we consider authorship, for purposes of tenure and so on, narrows our output.

	[[Category:Conferences]]		[[Category:Conferences]]
	[[Category:History]]		[[Category:History]]

Shawn: /* Victorian Networks */

2011-11-04T21:57:11Z

Victorian Networks

← Older revision		Revision as of 14:57, 4 November 2011
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	;Joan Richards:Young members of the nascent Royal Astronomical Society collectively bullied a narrative, in individual ways, attempting to canonize benefactor -insert name here- and demonize South. In history, they only succeeded in the latter. The wives, sisters, and adult daughters helped in the background, and considering them helps us realize the story better than previous historiographies.		;Joan Richards:Young members of the nascent Royal Astronomical Society collectively bullied a narrative, in individual ways, attempting to canonize benefactor -insert name here- and demonize South. In history, they only succeeded in the latter. The wives, sisters, and adult daughters helped in the background, and considering them helps us realize the story better than previous historiographies.
	;Amy King, Prof. of English, St. John's U:Seashore Natural History Networks of the 1850s. George Eliot wrote Adam Bede at the same time as her partner, George Lewes was living at and writing a natural history about the seashore.		;Amy King, Prof. of English, St. John's U:Seashore Natural History Networks of the 1850s. George Eliot wrote Adam Bede at the same time as her partner, George Lewes was living at and writing a natural history about the seashore.
	;Bernard Lightman, York U:Lightman hopes to show how labs became so important to the proto-X-~~club~~, the Queenwood-Marburg Network—John Tyndall, Hirst, and Edward ~~Franklin~~.		;Bernard Lightman, York U:Lightman hopes to show how labs became so important to the proto-X-Club, the Queenwood-Marburg Network—John Tyndall, Hirst, and Edward Frankland, artisans who became physical scientists. Queenwood was all about applied or 'practical' science. Tyndall and Frankland taught all sorts of industrially useful sciences. Lightman says Tyndall's pedagogical lab work at Quuenwood not only led to his famous pedagogical work, but also served to cleave him to experimental science.
			:Lightman politely concludes letting us know what he has accomplished and what still needs to be done to explain how german sites inspired british laboratory science of the late Victorian era.
	[[Category:Conferences]]		[[Category:Conferences]]
	[[Category:History]]		[[Category:History]]