Literatura científica selecionada sobre o tema "World (New York, N.Y. : 1883)"

Michael B. Katz. Reconstructing American Education. Cambridge and London: Harvard University Press, 1987. Pp. viii, 212. Cloth, $22.50; E. D. Hirsch, Jr. Cultural Literacy: What Every American Needs to Know. Boston: Houghton Mifflin Co., 1987. Pp. xvii, 251. Cloth, $16.45; Diana Ravitch and Chester E. Finn, Jr. What Do Our 17-Year-Olds Know? A Report on the First National Assessment of History and Literature. New York: Harper & Row, 1987. Pp. ix, 293. Cloth, $15.95. Review by Richard A. Diem of The University of Texas at San Antonio. Henry J. Steffens and Mary Jane Dickerson. Writer's Guide: History. Lexington, Massachusetts, and Toronto: D. C. Heath and Company, 1987. Pp. x, 211. Paper, $6.95. Review by William G. Wraga of Bernards Township Public Schools, Basking Ridge, New Jersey. J. Kelley Sowards, ed. Makers of the Western Tradition: Portraits from History. New York: St. Martin's Press, 1987. Fourth edition. Vol: 1: Pp. ix, 306. Paper, $12.70. Vol. 2: Pp. ix, 325. Paper, $12.70. Review by Robert B. Luehrs of Fort Hays State University. John L. Beatty and Oliver A. Johnson, eds. Heritage of Western Civilization. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1987. Sixth Edition. Volume I: Pp. xi, 465. Paper, $16.00; Volume II: pp. xi, 404. Paper, $16.00. Review by Dav Levinson of Thayer Academy, Braintree, Massachusetts. Lynn H. Nelson, ed. The Human Perspective: Readings in World Civilization. New York: Harcourt Brace Jovanovich, 1987. Vol. I: The Ancient World to the Early Modern Era. Pp. viii, 328. Paper, $10.50. Vol. II: The Modern World Through the Twentieth Century. Pp, x, 386. Paper, 10.50. Review by Gerald H. Davis of Georgia State University. Gerald N. Grob and George Attan Billias, eds. Interpretations of American History: Patterns and Perspectives. New York: The Free Press, 1987. Fifth Edition. Volume I: Pp. xi, 499. Paper, $20.00: Volume II: Pp. ix, 502. Paper, $20.00. Review by Larry Madaras of Howard Community College. Eugene Kuzirian and Larry Madaras, eds. Taking Sides: Clashing Views on Controversial Issues in American History. -- Volume II: Reconstruction to the Present. Guilford, Connecticut: The Dushkin Publishing Groups, Inc., 1987. Pp. xii, 384. Paper, $9.50. Review by James F. Adomanis of Anne Arundel County Public Schools, Annapolis, Maryland. Joann P. Krieg, ed. To Know the Place: Teaching Local History. Hempstead, New York: Hofstra University Long Island Studies Institute, 1986. Pp. 30. Paper, $4.95. Review by Marilyn E. Weigold of Pace University. Roger Lane. Roots of Violence in Black Philadelphia, 1860-1900. Cambridge, Massachusetts, and London: Harvard University Press, 1986. Pp. 213. Cloth, $25.00. Review by Ronald E. Butchart of SUNY College at Cortland. Pete Daniel. Breaking the Land: The Transformation of Cotton, Tobacco, and Rice Cultures since 1880. Urbana and Chicago: University of Illinois Press, 1985. Pp. xvi, 352. Paper, $22.50. Review by Thomas S. Isern of Emporia State University. Norman L. Rosenberg and Emily S. Rosenberg. In Our Times: America Since World War II. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Third edition. Pp. xi, 316. Paper, $20.00; William H. Chafe and Harvard Sitkoff, eds. A History of Our Time: Readings on Postwar America. New York: Oxford University Press, 1987. Second edition. Pp. xiii, 453. Paper, $12.95. Review by Monroe Billington of New Mexico State University. Frank W. Porter III, ed. Strategies for Survival: American Indians in the Eastern United States. New York, Westport, Connecticut, and London: Greenwood Press, 1986. Pp. xvi, 232. Cloth, $35.00. Review by Richard Robertson of St. Charles County Community College. Kevin Sharpe, ed. Faction & Parliament: Essays on Early Stuart History. London and New York: Methuen, 1985. Pp. xvii, 292. Paper, $13.95; Derek Hirst. Authority and Conflict: England, 1603-1658. Cambridge: Harvard University Press, 1986. Pp. viii, 390. Cloth, $35.00. Review by K. Gird Romer of Kennesaw College. N. F. R. Crafts. British Economic Growth During the Industrial Revolution. New York: Oxford University Press, 1985. Pp. 193. Paper, $11.95; Maxine Berg. The Age of Manufactures, 1700-1820. New York: Oxford University Press, 1985. Pp. 378. Paper, $10.95. Review by C. Ashley Ellefson of SUNY College at Cortland. J. M. Thompson. The French Revolution. New York: Basil Blackwell, 1985 reissue. Pp. xvi, 544. Cloth, $45.00; Paper, $12.95. Review by W. Benjamin Kennedy of West Georgia College. J. P. T. Bury. France, 1814-1940. London and New York: Methuen, 1985. Fifth edition. Pp. viii, 288. Paper, $13.95; Roger Magraw. France, 1815-1914: The Bourgeois Century. New York and Oxford: Oxford University Press, 1985. Pp. 375. Cloth, $24.95; Paper, $9.95; D. M.G. Sutherland. France, 1789-1815: Revolution and Counterrevolution. New York and Oxford: Oxford University Press, 1986. Pp. 242. Cloth, $32.50; Paper, $12.95. Review by Fred R. van Hartesveldt of Fort Valley State College. Woodford McClellan. Russia: A History of the Soviet Period. Englewood Cliffs, New Jersey: Prentice-Hall, 1986. Pp. xi, 387. Paper, $23.95. Review by Pasquale E. Micciche of Fitchburg State College. Ranbir Vohra. China's Path to Modernization: A Historical Review from 1800 to the Present. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Pp. xiii, 302. Paper, $22.95. Reivew by Steven A. Leibo of Russell Sage College. John King Fairbank. China Watch. Cambridge and London: Harvard University Press, 1987. Pp. viii, Cloth, $20.00. Review by Darlene E. Fisher of New Trier Township High School, Winnetka, Illinois. Ronald Takaki, ed. From Different Shores: Perspectives on Race and Ethnicity in America. New York and Oxford: Oxford University Press, 1987. Pp. 253. Paper, $13.95. Review by Robert C. Sims of Boise State University.

Resumen: El presente artículo pretende realizar una aproximación entre los pensamientos éticos de Kant y Kierkegaard concentrándonos en los conceptos de educación y libertad. Para ello pondremos foco en el pensamiento práctico desarrollado por el filósofo alemán en el año 1790, al cual denominamos la segunda ética kantiana, y en la primera autoría kierkegaardiana, es decir, O lo uno o lo otro (1843) y El concepto de angustia (1844). Consideramos que estos dos periodos, en ambos autores, nos brindan la posibilidad de encontrar puntos de contactos que nos permiten sostener que la ética que Kierkegaard tiene en mente para estas obras es el pensamiento moral desarrollado por Kant en este periodo.Palabras claves: Kant. Kierkegaard. Libertad. Educación. ÉticaAbstract: The present article intends to make an approximation between the ethical thoughts of Kant and Kierkegaard concentrating on the concepts of education and freedom. For this we will focus on the practical thought developed by the German philosopher in the year 1790, which we call the second Kantian ethic, and in the first Kierkegaardian authorship, that is, Either/Or (1843) and The Concept of Anxiety (1844). We consider that these two periods, in both authors, give us the possibility of finding points of contact that allow us to maintain that the ethics that Kierkegaard has in mind for these works is the moral thought developed by Kant in this period.Keywords: Kant. Kierkegaard. Freedom. Education. Ethics Resumo: O presente artigo pretende fazer uma aproximação entre os pensamentos éticos de Kant e Kierkegaard concentrando-se nos conceitos de educação e liberdade. Para isso, vamos nos concentrar no pensamento prático desenvolvido pelo filósofo alemão no ano de 1790, que chamamos a segunda ética kantiana, e na primeira autoria de kierkegaardiana, ou seja, Ou/Ou (1843) e O conceito de Angústia (1844). Consideramos que esses dois períodos, em ambos os autores, nos darão a possibilidade de encontrar pontos de contato que nos permitam sustentar que a ética que Kierkegaard tem em mente para essas obras é o pensamento moral desenvolvido por Kant nesse período.Palavras-chave: Kant. Kierkegaard. Liberdade. Educação. Ética REFERENCIASALLISON, Henry. Kant's Theory of Freedom. Cambridge: Cambridge University Press, 1995.ASSISTER, Alison. Kant and Kierkegaard on Freedom and Evil. In: International Journal for Philosophy of Religion, Vol. 72 (April 1996), pp 275-296.DI GIOVANNI, George. Freedom and religion in Kant and his immediate successors: The vocation of mankind, 1774–1800. Cambridge: Cambridge University Press, 2005.DIP, Patricia. Judge William: the Limits of the ethical. In: Kierkegaard Research: Sources, Reception and Resources, Volume 17, Katalin Nun,Jon Stewart (Eds.), London-New York, Routledge, 2016.FOUCAULT, Michel. Una lectura de Kant: Introducción a la antropología en sentido pragmático. Traducción Ariel Dilon. Buenos Aires: Siglo veintiuno, 2013.FREMSTEDAL, Roe. Kierkegaard and Kant on Radical Evil and the Highest Good. Virtue, Happiness, and the kingdom of God, New York: Palgrave Macmillan , 2014._______. The concept of the highest good in Kierkegaard and Kant. Int J Philos Relig (2011) 69:155–171._______. The moral argument for the existence of God and immorality. Kierkegaard and Kant. Journal of Religious Ethics, Inc, JRE 41. (2013), pp. 50–78._______. The Moral Makeup of the World: Kierkegaard and Kant on the Relation between Virtue and Happiness in this World. Kierkegaard Studies Yearbook. N° 1 (2012), pp. 25-47.FRIEDMAN, R. Kant and Kierkegaard: the limits of the Reason and the cunning of faith. International Journal for Philosophy of Religion, 19:3-22, pp. 3-22. _______. Kierkegaard: First Existentialist or last Kantian?. Religious Studies, Cambridge University Press, Vol. 18, Nº 2 (1982), pp. 159-170.FRIERSON, Patrick. R. Freedom and anthropology in Kant’s moral philosophy. Cambridge: Cambridge University Press, 2003.GOUWENS, David. Kierkegaard as religious thinker. Cambridge: University Press, USA, 1996.GREEN, Ronald. Kant und Kierkegaard.The Hidden Debt. New York: State University New York Press, 1992.HELLER, Ágnes. Crítica a la Ilustración. Traducción Gustau Muñoz y José Ignacio López Soria. Barcelona: Ediciones Península, 1999.HEIDEGGER, Martin. Kant y el problema de la metafísica. Traducción Gred Ibscher Roth. México: Fondo de cultura económica, 2013.KANT, Immanuel. Antropología en sentido pragmático. Traducción José Gaos. México: Fondo de Cultura Económica, 2014._______. La metafísica de las Costumbres. Traducción Adela Cortina Orts y Jesús Cornill Sancho. Madrid: Tecnos, 1994._______. Pedagogía. Traducción Lorenzo Luzuriaga y José Luis Pascal, Madrid: Akal, 2003.KIERKEGAARD, Soren. O lo uno o lo otro I. Traducción Bogonya Saez Tajafuerce y Darío González. Madrid: Trotta, 2006._______. O lo uno o lo otro II. Traducción Darío González. Madrid: Trotta, 2007._______. El concepto de angustia. Traducción Darío González y Óscar Parcero. Madrid: Trotta, 2013._______. En la espera de la fe, Traducción Luis Guerrero Martínez y Leticia Valadez. México: Universidad Iberoamericana, 2005.KNAPPE, Ulrich. Theory and practice in Kant and Kierkegaard. (Kierkegaard studies. Monograph serie; 9), Copenhagen: Søren Kierkegaard Research Centre, 2004.KOSCH, Michelle. Freedom And Reason in Kant, Schelling and Kierkegaard. New York: Oxford University Press, 2006._______. Choosing Evil: Schelling, Kierkegaard, and the legacy of Kant's conception of Freedom. (Dissertation Philosophy). New York: Columbia University, 1999.LÖWITH, Karl. De Hegel a Nietzsche: La quiebra revolucionaria del pensamiento en el siglo XIX. Trad. Emilio Estiú. Buenos Aires: Katz, 2012.MOONEY, Edward. On Soren Kierkegaard, Dialogue, polemics, Lost Intimacy, and Time. Syracusa, Ashgate, 2007.MUENCH, Paul. Kierkegaard’s Socratic Task. (Dissertation). University of Pittsburgh, 2006.MUÑOZ FONNEGRA, Sergio. La elección ética. Sobre la crítica de Kierkegaard a la filosofía moral de Kant. Estudios filosóficos, Universidad de Antioquia, n. 41, pp. 81-109, 2010.NAES, Arnes. Kierkegaard and the values of education: Contribution to the Kierkegaard Conference of the International Institute of Philosophy, Copenhagen, 1966.NEGT, Oskar. Kant y Marx. Un diálogo entre épocas. Traducción Alejandro del Río. Madrid: Trotta, 2004.OLIVARES-BØGESKOV, Benjamín. El concepto de felicidad en las obras de Søren Kierkegaard: principios psicológicos en los estadios estéticos, ético y religioso. México: Universidad Iberoamericana, 2015._______. El concepto de felicidad en el estadio ético. La integración de la estética en la vida ética. La Mirada Kierkegaardiana. Nº 0, pp. 43-64, 2008.PECK, William. On Autonomy: The Primacy of the Subject in Kant and Kierkegaard. (Ph. D. Dissertation). Connecticut: Yale University, 1974.RODRÍGUEZ, Pablo. El descubrimiento de la libertad infinita. Kierkegaard y el pecado. El títere y el enano. Revista de Teología Crítica, Vol. 1, ISSN N°: 1853 – 0702, pp. 207-216, 2010.RODRÍGUEZ, Yésica; RODRÍGUEZ, Pablo; PEÑA ARROYAVE, Alejandro. El concepto de aburrimiento en Kierkegaard. Revista de Filosofía. Universidad Iberoamericana. Año 49, N° 142, ISSN: 0185-3481, pp. 97-118, 2017.RODRÍGUEZ, Yésica. Kierkegaard y Kant. Una interpretación del sí mismo a partir de la segunda ética kantiana. In: DIP, Patricia., RODRÍGUEZ, Pablo (Coord.) Orígenes y significado de la filosofía Poshegeliana. Buenos Aires, Gorla, 2017, pp. 113-139.STACK, George. Kierkegaard's Existential Ethics. Alabama: University of Alabama Press, 1977.TORRALBA, Francesc. Poética de la libertad: Lectura de Kierkegaard. Madrid, Caparrós Editores, 1998.

-Peter Hulme, Polly Pattullo, Last resorts: The cost of tourism in the Caribbean. London: Cassell/Latin America Bureau and Kingston: Ian Randle, 1996. xiii + 220 pp.-Michel-Rolph Trouillot, Édouard Glissant, Introduction à une poétique du Divers. Montréal: Presses de l'Université de Montréal, 1995. 106 pp.-Bruce King, Tejumola Olaniyan, Scars of conquest / Masks of resistance: The invention of cultural identities in African, African-American, and Caribbean drama. New York: Oxford University Press, 1995. xii + 196 pp.-Sidney W. Mintz, Raymond T. Smith, The Matrifocal family: Power, pluralism and politics. New York: Routledge, 1996. x + 236 pp.-Raymond T. Smith, Michel-Rolph Trouillot, Silencing the past: Power and the production of history. Boston: Beacon, 1995. xix + 191 pp.-Michiel Baud, Samuel Martínez, Peripheral migrants: Haitians and Dominican Republic sugar plantations. Knoxville: University of Tennessee Press, 1995. xxi + 228 pp.-Samuel Martínez, Michiel Baud, Peasants and Tobacco in the Dominican Republic, 1870-1930. Knoxville; University of Tennessee Press, 1995. x + 326 pp.-Robert C. Paquette, Aline Helg, Our rightful share: The Afro-Cuban struggle for equality, 1886-1912. Chapel Hill: University of North Carolina Press, 1995. xii + 361 pp.-Daniel C. Littlefield, Roderick A. McDonald, The economy and material culture of slaves: Goods and Chattels on the sugar plantations of Jamaica and Louisiana. Baton Rouge: Louisiana State University Press, 1993. xiv + 339 pp.-Jorge L. Chinea, Luis M. Díaz Soler, Puerto Rico: desde sus orígenes hasta el cese de la dominación española. Río Piedras: Editorial de la Universidad de Puerto Rico, 1994. xix + 758 pp.-David Buisseret, Edward E. Crain, Historic architecture in the Caribbean Islands. Gainesville: University Press of Florida, 1994. ix + 256 pp.-Hilary McD. Beckles, Mavis C. Campbell, Back to Africa. George Ross and the Maroons: From Nova Scotia to Sierra Leone. Trenton NJ: Africa World Press, 1993. xxv + 115 pp.-Sandra Burr, Gretchen Gerzina, Black London: Life before emancipation. New Brunswick NJ: Rutgers University Press, 1995. xii + 244 pp.-Carlene J. Edie, Trevor Munroe, The cold war and the Jamaican Left 1950-1955: Reopening the files. Kingston: Kingston Publishers, 1992. xii + 242 pp.-Carlene J. Edie, David Panton, Jamaica's Michael Manley: The great transformation (1972-92). Kingston: Kingston Publishers, 1993. xx + 225 pp.-Percy C. Hintzen, Cary Fraser, Ambivalent anti-colonialism: The United States and the genesis of West Indian independence, 1940-1964. Westport CT: Greenwood, 1994. vii + 233 pp.-Anthony J. Payne, Carlene J. Edie, Democracy in the Caribbean: Myths and realities. Westport CT: Praeger, 1994. xvi + 296 pp.-Alma H. Young, Jean Grugel, Politics and development in the Caribbean basin: Central America and the Caribbean in the New World Order. Bloomington: Indiana University Press, 1995. xii + 270 pp.-Alma H. Young, Douglas G. Lockhart ,The development process in small island states. London: Routledge, 1993. xv + 275 pp., David Drakakis-Smith, John Schembri (eds)-Virginia Heyer Young, José Solis, Public school reform in Puerto Rico: Sustaining colonial models of development. Westport CT: Greenwood Press, 1994. x + 171 pp.-Carolyn Cooper, Christian Habekost, Verbal Riddim: The politics and aesthetics of African-Caribbean Dub poetry. Amsterdam: Rodopi, 1993. vii + 262 pp.-Clarisse Zimra, Jaqueline Leiner, Aimé Césaire: Le terreau primordial. Tübingen: Gunter Narr Verlag, 1993. 175 pp.-Clarisse Zimra, Abiola Írélé, Aimé Césaire: Cahier d'un retour au pays natal. With introduction, commentary and notes. Abiola Írélé. Ibadan: New Horn Press, 1994. 158 pp.-Alvina Ruprecht, Stella Algoo-Baksh, Austin C. Clarke: A biography. Barbados: The Press - University of the West Indies; Toronto: ECW Press, 1994. 234 pp.-Sue N. Greene, Glyne A. Griffith, Deconstruction, imperialism and the West Indian novel. Kingston: The Press - University of the West Indies, 1996. xxiii + 147 pp.-Donald R. Hill, Peter Manuel ,Caribbean currents: Caribbean music from Rumba to Reggae. Philadelphia: Temple University Press, 1995. xi + 272 pp., Kenneth Bilby, Michael Largey (eds)-Daniel J. Crowley, Judith Bettelheim, Cuban festivals: An illustrated anthology. New York: Garland Publishing, 1993. x + 261 pp.-Judith Bettelheim, Ramón Marín, Las fiestas populares de Ponce. San Juan: Editorial de la Universidad de Puerto Rico, 1994. 277 pp.-Marijke Koning, Eric O. Ayisi, St. Eustatius: The treasure island of the Caribbean. Trenton NJ: Africa World Press, 1992. xviii + 224 pp.-Peter L. Patrick, Marcyliena Morgan, Language & the social construction of identity in Creole situations. Los Angeles: Center for Afro-American studies, UCLA, 1994. vii + 158 pp.-John McWhorter, Tonjes Veenstra, Serial verbs in Saramaccan: Predication and Creole genesis. The Hague: Holland Academic Graphic, 1996. x + 217 pp.-John McWhorter, Jacques Arends, The early stages of creolization. Amsterdam/Philadelphia: John Benjamins, 1995. xv + 297 pp.

A different name than English literature, ‘Anglo-Indian Literature’, was given to the body of literature in English that emerged on account of the British interaction with India unlike the case with their interaction with America or Australia or New Zealand. Even the Indians’ contributions (translations as well as creative pieces in English) were classed under the caption ‘Anglo-Indian’ initially but later a different name, ‘Indo-Anglian’, was conceived for the growing variety and volume of writings in English by the Indians. However, unlike the former the latter has not found a favour with the compilers of English dictionaries. With the passage of time the fine line of demarcation drawn on the basis of subject matter and author’s point of view has disappeared and currently even Anglo-Indians’ writings are classed as ‘Indo-Anglian’. Besides contemplating on various connotations of the term ‘Indo-Anglian’ the article discusses the related issues such as: the etymology of the term, fixing the name of its coiner and the date of its first use. In contrast to the opinions of the historians and critics like K R S Iyengar, G P Sarma, M K Naik, Daniela Rogobete, Sachidananda Mohanty, Dilip Chatterjee and Gayatri Chakravorty Spivak it has been brought to light that the term ‘Indo-Anglian’ was first used in 1880 by James Payn to refer to the Indians’ writings in English rather pejoratively. However, Iyengar used it in a positive sense though he himself gave it up soon. The reasons for the wide acceptance of the term, sometimes also for the authors of the sub-continent, by the members of academia all over the world, despite its rejection by Sahitya Akademi (the national body of letters in India), have also been contemplated on. References Alphonso-Karkala, John B. (1970). Indo-English Literature in the Nineteenth Century, Mysore: Literary Half-yearly, University of Mysore, University of Mysore Press. Amanuddin, Syed. (2016 [1990]). “Don’t Call Me Indo-Anglian”. C. D. Narasimhaiah (Ed.), An Anthology of Commonwealth Poetry. Bengaluru: Trinity Press. B A (Compiler). (1883). Indo-Anglian Literature. Calcutta: Thacker, Spink and Co. PDF. Retrieved from: https://books.google.co.in/books?id=rByZ2RcSBTMC&pg=PA1&source= gbs_selected_pages&cad=3#v=onepage&q&f=false ---. (1887). “Indo-Anglian Literature”. 2nd Issue. Calcutta: Thacker, Spink and Co. PDF. Retrieved from: http://www.jstor.org/stable/60238178 Basham, A L. (1981[1954]). The Wonder That Was India: A Survey of the History and Culture of the Indian Sub-Continent before the Coming of the Muslims. Indian Rpt, Calcutta: Rupa. PDF. Retrieved from: https://archive.org/details/TheWonderThatWasIndiaByALBasham Bhushan, V N. (1945). The Peacock Lute. Bomaby: Padma Publications Ltd. Bhushan, V N. (1945). The Moving Finger. Bomaby: Padma Publications Ltd. Boria, Cavellay. (1807). “Account of the Jains, Collected from a Priest of this Sect; at Mudgeri: Translated by Cavelly Boria, Brahmen; for Major C. Mackenzie”. Asiatick Researches: Or Transactions of the Society; Instituted In Bengal, For Enquiring Into The History And Antiquities, the Arts, Sciences, and Literature, of Asia, 9, 244-286. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.104510 Chamber’s Twentieth Century Dictionary [The]. (1971). Bombay et al: Allied Publishers. Print. Chatterjee, Dilip Kumar. (1989). Cousins and Sri Aurobindo: A Study in Literary Influence, Journal of South Asian Literature, 24(1), 114-123. Retrieved from: http://www.jstor.org/ stable/40873985. Chattopadhyay, Dilip Kumar. (1988). A Study of the Works of James Henry Cousins (1873-1956) in the Light of the Theosophical Movement in India and the West. Unpublished PhD dissertation. Burdwan: The University of Burdwan. PDF. Retrieved from: http://ir.inflibnet. ac.in:8080/jspui/bitstream/10603/68500/9/09_chapter%205.pdf. Cobuild English Language Dictionary. (1989 [1987]). rpt. London and Glasgow. Collins Cobuild Advanced Illustrated Dictionary. (2010). rpt. Glasgow: Harper Collins. Print. Concise Oxford English Dictionary [The]. (1961 [1951]). H. W. Fowler and F. G. Fowler. (Eds.) Oxford: Clarendon Press. 4th ed. Cousins, James H. (1921). Modern English Poetry: Its Characteristics and Tendencies. Madras: Ganesh & Co. n. d., Preface is dated April, 1921. PDF. Retrieved from: http://hdl.handle.net/ 2027/uc1.$b683874 ---. (1919) New Ways in English Literature. Madras: Ganesh & Co. 2nd edition. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.31747 ---. (1918). The Renaissance in India. Madras: Madras: Ganesh & Co., n. d., Preface is dated June 1918. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.203914 Das, Sisir Kumar. (1991). History of Indian Literature. Vol. 1. New Delhi: Sahitya Akademi. Encarta World English Dictionary. (1999). London: Bloomsbury. Gandhi, M K. (1938 [1909]). Hind Swaraj Tr. M K Gandhi. Ahmedabad: Navajivan Publishing House. PDF. Retrieved from: www.mkgandhi.org/ebks/hind_swaraj.pdf. Gokak, V K. (n.d.). English in India: Its Present and Future. Bombay et al: Asia Publishing House. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.460832 Goodwin, Gwendoline (Ed.). (1927). Anthology of Modern Indian Poetry, London: John Murray. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.176578 Guptara, Prabhu S. (1986). Review of Indian Literature in English, 1827-1979: A Guide to Information Sources. The Yearbook of English Studies, 16 (1986): 311–13. PDF. Retrieved from: https://www.jstor.org/stable/3507834 Iyengar, K R Srinivasa. (1945). Indian Contribution to English Literature [The]. Bombay: Karnatak Publishing House. PDF. Retrieved from: https://archive.org/details/ indiancontributi030041mbp ---. (2013 [1962]). Indian Writing in English. New Delhi: Sterling. ---. (1943). Indo-Anglian Literature. Bombay: PEN & International Book House. PDF. Retrieved from: https://archive.org/details/IndoAnglianLiterature Longman Dictionary of Contemporary English. (2003). Essex: Pearson. Lyall, Alfred Comyn. (1915). The Anglo-Indian Novelist. Studies in Literature and History. London: John Murray. PDF. Retrieved from: https://archive.org/details/in.ernet. dli.2015.94619 Macaulay T. B. (1835). Minute on Indian Education dated the 2nd February 1835. HTML. Retrieved from: http://www.columbia.edu/itc/mealac/pritchett/00generallinks/macaulay/ txt_minute_education_1835.html Mehrotra, Arvind Krishna. (2003). An Illustrated History of Indian Literature in English. Delhi: Permanent Black. ---. (2003[1992]). The Oxford India Anthology of Twelve Modern Indian Poets. New Delhi: Oxford U P. Minocherhomji, Roshan Nadirsha. (1945). Indian Writers of Fiction in English. Bombay: U of Bombay. Modak, Cyril (Editor). (1938). The Indian Gateway to Poetry (Poetry in English), Calcutta: Longmans, Green. PDF. Retrieved from http://en.booksee.org/book/2266726 Mohanty, Sachidananda. (2013). “An ‘Indo-Anglian’ Legacy”. The Hindu. July 20, 2013. Web. Retrieved from: http://www.thehindu.com/features/magazine/an-indoanglian-legacy/article 4927193.ece Mukherjee, Sujit. (1968). Indo-English Literature: An Essay in Definition, Critical Essays on Indian Writing in English. Eds. M. K. Naik, G. S. Amur and S. K. Desai. Dharwad: Karnatak University. Naik, M K. (1989 [1982]). A History of Indian English Literature. New Delhi: Sahitya Akademi, rpt.New Shorter Oxford English Dictionary on Historical Principles [The], (1993). Ed. Lesley Brown, Vol. 1, Oxford: Clarendon Press.Naik, M K. (1989 [1982]). A History of Indian English Literature. New Delhi: Sahitya Akademi, rpt. Oaten, Edward Farley. (1953 [1916]). Anglo-Indian Literature. In: Cambridge History of English Literature, Vol. 14, (pp. 331-342). A C Award and A R Waller, (Eds). Rpt. ---. (1908). A Sketch of Anglo-Indian Literature, London: Kegan Paul. PDF. Retrieved from: https://ia600303.us.archive.org/0/items/sketchofangloind00oateuoft/sketchofangloind00oateuoft.pdf) Advanced Learner’s Dictionary of Current English. (1979 [1974]). A. S. Hornby (Ed). : Oxford UP, 3rd ed. Oxford English Dictionary [The]. Vol. 7. (1991[1989]). J. A. Simpson and E. S. C. Weiner, (Eds.). Oxford: Clarendon Press, 2nd ed. Pai, Sajith. (2018). Indo-Anglians: The newest and fastest-growing caste in India. Web. Retrieved from: https://scroll.in/magazine/867130/indo-anglians-the-newest-and-fastest-growing-caste-in-india Pandia, Mahendra Navansuklal. (1950). The Indo-Anglian Novels as a Social Document. Bombay: U Press. Payn, James. (1880). An Indo-Anglian Poet, The Gentleman’s Magazine, 246(1791):370-375. PDF. 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(Eds.) (1997). The Vintage Book of Indian Writing 1947 – 1997. London: Vintage. Sampson, George. (1959 [1941]). Concise Cambridge History of English Literature [The]. Cambridge: UP. Retrieved from: https://archive.org/details/in.ernet.dli.2015.18336. Sarma, Gobinda Prasad. (1990). Nationalism in Indo-Anglian Fiction. New Delhi: Sterling. Singh, Kh. Kunjo. (2002). The Fiction of Bhabani Bhattacharya. New Delhi: Atlantic Publishers and Distributors. Spivak, Gayatri Chakravorty. (2012). How to Read a ‘Culturally Different’ Book. An Aesthetic Education in the Era of Globalization, Cambridge, Mass: Harvard University Press. Sturgeon, Mary C. (1916). Studies of Contemporary Poets, London: George G Hard & Co., Retrieved from: https://archive.org/details/in.ernet.dli.2015.95728. Thomson, W S (Ed). (1876). Anglo-Indian Prize Poems, Native and English Writers, In: Commemoration of the Visit of His Royal Highness the Prince of Wales to India. London: Hamilton, Adams & Co., Retrieved from https://books.google.co.in/ books?id=QrwOAAAAQAAJ Wadia, A R. (1954). The Future of English. Bombay: Asia Publishing House. Wadia, B J. (1945). Foreword to K R Srinivasa Iyengar’s The Indian Contribution to English Literature. Bombay: Karnatak Publishing House. Retrieved from: https://archive.org/ details/indiancontributi030041mbp Webster's Encyclopedic Unabridged Dictionary of the English Language. (1989). New York: Portland House. Yule, H. and A C Burnell. (1903). Hobson-Jobson: A Glossary of Colloquial Anglo-Indian Words and Phrases, and of Kindred Terms, Etymological, Historical, Geographical and Discursive. W. Crooke, Ed. London: J. Murray. 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The Charipinae (Cynipoidea: Figitidae) are a small group of Hymenoptera biologically characterized as being secondary parasitoids of aphids and psyllids (Hemiptera) (Menke & Evenhuis, 1991). A total of 281 species of Charipinae have been described since the first species was described by Westwood (1833) (including two fossils, one of them recently transferred in a new family, Protimaspidae). An updated world catalogue of the Charipinae is presented here, with 168 valid species: 111 included in Alloxysta Förster, 31 in Phaenoglyphis Förster, 13 in Dilyta Förster, 5 in Apocharips Fergusson, 4 in Thoreauana Girault, and 1 in Dilapothor Paretas-Martínez & Pujade-Villar, Lobopterocharips Paretas-Martínez & Pujade-Villar, Lytoxysta Kieffer and †Protocharips Kovalev. Eight species are considered as nomen nudum: Allotria fusca Dahlbom, 1842; Allotria thoreyi Dahlbom, 1842; Xystus xanthocephala Dahlbom, 1842; Allotria pusillina Giraud, 1877; Charips aphidiinaecida de Santis, 1937; Alloxysta keudelli Hedicke, 1927; Allotria amygdali Buckton, 1879 and Allotria polita Provancher, 1881. Six as nomen dubium: Allotria (Allotria) recticornis atra Kieffer, 1902; Allotria (Allotria) brevicornis Kieffer, 1902; Allotria (Allotria) orthocera Kieffer, 1902; Xystus femoralis Hartig, 1841; Charipsella laevigata Brèthes, 1913; Dilyta (Alloxysta) ignorata Kieffer, 1900. Three species are incertae sedis: Charips silvicola Belizin, 1928, Cynips atriceps Buckton, 1879 and Allotria (Allotria) testaceipes Kieffer, 1902. Two species are here synonymized: Alloxysta discreta (Förster, 1869) with A. ramulifera (Thomson, 1862) and A. megaptera (Cameron, 1889) with A. ruficollis (Cameron, 1883). Two species are raised from synonymy and considered here as valid species: Alloxysta cameroni (Cameron, 1883) and A. marshalliana (Kieffer, 1900). New names for species of Alloxysta are presented for homonimies with other Alloxysta species derived from the new combinations: Alloxysta ionescui Pujade-Villar & Ferrer-Suay new name for Alloxysta luteipes (Ionescu, 1969) n. comb., Alloxysta forshagei Pujade-Villar & Ferrer-Suay new name for Alloxysta bicolor (Ionescu, 1959) n. comb., and Alloxysta mattiasi Pujade-Villar & Ferrer-Suay new name for Alloxysta luteipes (Ionescu, 1959) n. comb. Also a new name to Phaenoglyphis is presented for the same reason before mentioned but without new combination: Phaenoglyphis hedickei Pujade-Villar & Ferrer-Suay new name for Phaenoglyphis longicornis Hedicke, 1928 and two new combinations are presented: Alloxysta rufa (Ionescu, 1959) n. comb and Alloxysta consobrina (Zetterstedt, 1838) Forshage n. comb. This catalogue includes: (i) a diagnosis of the subfamily with the most important taxonomic characters for species recognition, and illustrations of these characters; (ii) a key to genera; (iii) a list of all authors describing species of Charipinae; and (iv) a host table. The distribution of the Charipinae includes 106 Palaearctic species, 37 Nearctic, 11 Neotropical, 10 Afrotropical, 7 Oriental and 11 Australian. The species Alloxysta victrix (Westwood, 1833), A. fuscicornis (Hartig, 1841) and Phaenoglyphis villosa (Hartig, 1841) are cosmopolitan.

Die neuweltlichen Arten der Gattung Stiphrosoma Czerny, 1928 werden revidiert. Vierzehn Arten werden festgestellt, darunter der Gattungstypus, S. sabulosum (Haliday, 1837), sowie 13 neue Arten: S. pectinatum sp. n. (Kanada: Ontario, Quebec; USA: District of Columbia, Georgia, Illinois, Indiana, Maryland, Massachusetts, Michigan, New York, North Carolina, Pennsylvania, Tennessee, Virginia, West Virginia), S. lucipetum sp. n. (Bahamas; Belize; Costa Rica; Kuba; USA: Florida), S. pullum sp. n. (Costa Rica), S. setipleurum sp. n. (Kanada: Neubraunschweig, Neuschottland, Ontario, Quebec; USA: Illinois, Indiana, Massachusetts, Michigan, New York, Pennsylvania, West Virginia), S. balteatum sp. n. (Kanada: Ontario, Quebec; USA: District of Columbia, Illinois, Massachusetts, Michigan, New York, Ohio, Tennessee, Wisconsin), S. hirtum sp. n. (Kanada: Alberta, Manitoba, Ontario, Saskatchewan; USA: Colorado, Minnesota, Montana, North Dakota, Utah), S. artum sp. n. (Kanada: Alberta, Saskatchewan; USA: North Dakota), S. helvum sp. n. (Kanada: Alberta; USA: Montana), S. stylatum sp. n. (Kanada: Manitoba, Ontario; USA: Minnesota, Utah), S. minor sp. n. (USA: Arizona), S. vittatum sp. n. (USA: Kalifornien), S. sororium sp. n. (Mexiko) und S. humerale sp. n. (Kanada: Alberta, Britisch Kolumbien, Manitoba, Neufundland, Neuschottland, Ontario, Quebec, Saskatchewan; USA: Michigan, New Hampshire, North Carolina, Tennessee, Vermont, Virginia, Washington; in der Paläarktis: - Lettland; Nord-Korea; Russland: Sibirien). Alle Arten werden beschrieben unter Abbildung der männlichen und weiblichen Genitalien sowie anderer diagnostischer Merkmale, und ihre Verwandtschaftsverhältnisse, Biologie und Verbreitung werden diskutiert. Das Vorkommen von S. sabulosum in der nearktischen Region wird erörtert aber ihre vermutete Einschleppung aus Europa ist unbewiesen. Die holarktische Verbreitung von S. humerale wird als natürlich erachtet; ostpaläarktische Populationen von S. humerale wurden früher irrtümlich für S. laetum (Meigen, 1830) gehalten. Flügelpolymorphismus wird von zwei neuen Arten beschrieben, S. hirtum sp. n. und S. artum sp. n., sowie von S. sabulosum. Eine neue Gattungsdiagnose für Stiphrosoma wird erstellt unter Berücksichtigung aller bekannten Arten, und die Verwandtschaftsverhältnisse der Gattung werden diskutiert. Ein Schlüssel für alle Arten von Stiphrosoma weltweit wird vorgestellt.StichwörterTaxonomy, Stiphrosoma, generic diagnosis, 13 new species, key, relationships, biology, distribution, wing polymorphism, New World.Nomenklatorische Handlungenartum Roháček & Barber, 2005 (Stiphrosoma), spec. n.balteatum Roháček & Barber, 2005 (Stiphrosoma), spec. n.helvum Roháček & Barber, 2005 (Stiphrosoma), spec. n.hirtum Roháček & Barber, 2005 (Stiphrosoma), spec. n.humerale Roháček & Barber, 2005 (Stiphrosoma), spec. n.lucipetum Roháček & Barber, 2005 (Stiphrosoma), spec. n.minor Roháček & Barber, 2005 (Stiphrosoma), spec. n.pectinatum Roháček & Barber, 2005 (Stiphrosoma), spec. n.pullum Roháček & Barber, 2005 (Stiphrosoma), spec. n.setipleurum Roháček & Barber, 2005 (Stiphrosoma), spec. n.sororium Roháček & Barber, 2005 (Stiphrosoma), spec. n.stylatum Roháček & Barber, 2005 (Stiphrosoma), spec. n.vittatum Roháček & Barber, 2005 (Stiphrosoma), spec. n.

The robust crazy ant, Nylanderia bourbonica (Forel) (formerly Paratrechina bourbonica), is native to the Old-World tropics and subtropics. Its earliest known record in the New World was collected in 1924 in Miami, Florida. Here, I examine the subsequent spread of this species to other parts of North America and the West Indies. I compiled published and unpublished New World N. bourbonica specimen records from 446 sites, documenting the earliest known records for 24 geographic areas (countries, island groups, major islands, and US states), including nine for which I found no previously published records: Anguilla, Antigua, Barbuda, British Virgin Islands, Jamaica, Turks and Caicos Islands, Missouri, New York, and Washington. The vast majority of New World site records for N. bourbonica (89%) come from Florida, where this species is now known from 37 counties. Most, if not all, of the 14 site records of N. bourbonica in North American north of 30.5°N come from indoors. Although the earliest record of N. bourbonica from Cuba dates to 1933, the spread of N. bourbonica to many West Indian islands appears to be much more recent. In Florida, N. bourbonica is a widespread, though relatively minor household and agricultural pest, and also is common in some more natural environments. It remains to be seen whether N. bourbonica will become a significant pest in the West Indies or elsewhere in the New World.

A reclassification of several species traditionally included in Rhantus Dejean, 1833 is given: Nartus Zaitzev, 1907 is re-instated as genus with one species in the Nearctic and one in the Palaearctic region; two new genera are erected: Meri-diorhantus n. gen., with M. antarcticus (Germain, 1854) n. comb., M. calidus (Fabricius, 1792) n. comb., M. limbatus (Aubé, 1838) n. comb., M. orbignyi (Balke, 1992) n. comb., M. validus (Sharp, 1882) n. comb. in the Neotropical region (M. calidus also in the southern USA and along the eastern coast as far north as New York City), and the monotypic Caperhantus n. gen., with C. cicurius (Fabricius, 1787) n. comb. in south Africa. Furthermore, nine Pacific and Australian Rhantus are transferred to the genus Carabdytes Balke, Hendrich & Wewalka, 1992: C. alutaceus (Fauvel, 1883) n. comb., C. guadalcanalensis (Balke, 1998) n. comb., C. monteithi (Balke, Wewalka, Alarie & Ribera, 2007) n. comb., C. novaecaledoniae (J. Balfour-Browne, 1944) n. comb., C. oceanicus (Balke, 1993b) n. comb., C. pacificus (Boisduval, 1835) n. comb., C. plantaris (Sharp, 1882) n. comb., C. poellerbauerae (Balke, Wewalka, Alarie & Ribera, 2007) n. comb. and C. pseudopacificus Balke, 1993b) n. comb. All changes are based on a previous comprehensive molecular phylogenetic analysis of Colymbetinae. Diagnostic characters are given for all genera mentioned above and each of them is illustrated with one or more habitus pictures. An updated key to all genera of Colymbetinae is also given.

Electron interference has been investigated at an industrial laboratory of Hitachi, Ltd. for the past 30 years thanks to the encouragement and support of C. N. Yang, who retired from the State University of New York in 1999. This paper reports here fundamentals and applications of electron interference experiments we have carried out including our relation to C. N. Yang, and is based on a talk made in honor of him at the "Symmetries and Reflections" Symposium held at Stony Brook in May 1999.

The purpose of this study was to examine what, if any, symptoms of a traumatic stress reaction were still being experienced by police officers, as a result of the events of September 11, 2001, who were geographically distant from the events of that day. Participants included 60 police officers at two southern California law enforcement agencies.

This chapter illustrates how, in the years leading up to the launch of The New Yorker, sport had assumed an increasingly important place in American mass leisure. Joseph Pulitzer became the first publisher of a New York daily paper to establish a distinct sports department — one of a series of measures that saw the circulation of the World rise from 11,000 in 1883 to 1.3 million in 1898. Although Pulitzer recruited regular contributors on forty different sports, it was the popularity of baseball and boxing (decried as barbaric on the editorial page but heavily represented in the sports pages) that transformed casual readers into fervent fans. William Randolph Hearst followed Pulitzer's example when he took over the New York Journal in 1895, expanding the sports section and even placing sports stories on the front page.

Known worldwide in hunting dog circles, Er Shelley was a trainer extraordinaire. From 1921 until his death in 1957, he lived in Columbus, Mississippi. He specialized in bird dogs—pointers and setters—and trained foxhounds. He achieved acclaim as a hunting dog trainer, field trials handler, and author. He trained famous dogs: the pointer Hard Cash, Count Gladstone, and the English setter, Pioneer, who won the National Bird Dog Championship. In 1906, Shelley won the Westminster Kennel Club cup for “Best Exhibit of Field Trial Setters.” In Africa with internationally known sportsman Paul Rainey, their safari killed twenty-seven lions. Many became “the Rainey group” after their donation to the American Museum of Natural History. Two leopard cubs were donated to the Bronx Zoo. Based on these experiences, Shelley self-published Hunting Big Game with Dogs in Africa. In 1921, Putnam & Sons published what hunting aficionados consider a classic, Bird Dog Training Today and Tomorrow. For books, magazines, and newspapers, Pruitt photographed Shelley and his dogs. Shelley oversaw hunting trips for the president of Standard Oil of New York, Herbert Pratt, who had a plantation in Ridgeland, South Carolina. Besides training dogs, Shelley pioneered in dog food manufacturing—with “Very Best Dog Food,” distributed nationally.

Abstract On Thursday, May 24, 1883, the Brooklyn Eagle published a special issue to herald the opening of the Brooklyn Bridge. As was frequently the case in turn-of-the-century Brooklyn, a spirit of self-promotion and civic-mindedness spurred the city’s elite to celebrate its connection to but independence from the urban Goliath to their north. Since the idea for a bridge to New York had been a dream of prominent Brooklyn citizens for decades, they were justly proud. Most agreed with the editor of Harper’s, who praised its “simple graceful span” and proclaimed the structure both a “triumph of human skill” and “one of the wonders of the world.”

Abstract note: According to several ancient writers, a statue of the Phrygian goddess Cybele, often known as the Great Mother, arrived in Rome in 204 b.c.e., inaugurating her worship in that city. ovid Fasti 4.247–3481st century b.c.e. or 1st century c.e. author, translation, and text: See entry 11. bibliography: Mary Beard, “The Roman and the Foreign: The Cult of the ‘Great Mother’ in Imperial Rome,” in Nicholas Thomas and Caroline Humphrey, eds., Shamanism, History, and the State (Ann Arbor: University of Michigan Press, 1994), 164–90; Eugene N. Lane, ed., Cybele, Attis, and Related Cults: Essays in Memory of M. J. Vermaseren (Leiden: E. J. Brill, 1996); Ariadne Staples, From Good Goddess to Vestal Virgins: Sex and Category in Roman Religion (London and New York: Routledge, 1998).

This chapter analyzes how, from her time as a young performance poet in New York in the late 1960s to her current position as punk rock’s éminence grise, Patti Smith foregrounded the image of the poet as privileged seer. Simultaneously, Smith rejected stereotypically “feminine” personae emphatically both in terms of the content of her writing and in her very style when performing on stage. Much like Richard Hell’s response to the St. Mark’s scene, Smith developed vatic postures and made gender trouble within the context of her relationship to the Poetry Project. The Poetry Project proved a site in which Smith negotiated friendship literally and metaphorically as a way to establish herself in New York’s downtown scene, from which she launched herself into the world of corporate record labels and rock ‘n’ roll concert arenas. Smith’s friendship with Project-affiliated poets was equal parts target-based ingratiation and strategic distantiation verging at times into overt disrespect. This distantiation, performed fairly consistently in interviews during the early 1970s and re-invoked (if in a much-tempered version) in her memoir Just Kids (2010), successfully kept Smith from becoming fully absorbed into the Poetry Project scene.

Abstract William Bullitt served as US Ambassador to the Soviet Union (1933–36) and France (1936–41). His book has three noteworthy features. “(1) It is a standard work for followers of the anti-Red crusade. It describes the insatiable tyranny and aggrandizement of Russia as continuous from Ivan the Terrible to Stalin, from the Oprichina to the N. K.V.D., from the conquest of Kazan in 1552 to the occupation of Persian Azerbaijan in 1945–46. (2) It uncompromisingly criticizes Roosevelt’s War-time diplomacy and his failure to coax Stalin into good-neighbourliness. (3) It sketches a policy of a Defence League of Democratic States to resist Soviet aggression and prepare a federal organization of the world, which foreshadows the Truman doctrine and the Marshall plan.” The book may “leave unsatisfied even those who agree that the Soviet regime is a detestable tyranny, and that appeasement is contemptible folly.” It exhibits “too much of the egocentric illusion here to give the truest perspective in which to see the Russo-Occidental conflict, and the deepest grounds on which to understand and condemn the Stalinist despotism.” Moreover, the book “isolates and emphasizes” Roosevelt’s diplomacy, notably “the naive optimism with which Roosevelt approached Stalin, repeating Chamberlain’s approach to Hitler.” Roosevelt may have “paid too high a price to keep Russia in the war, but Mr. Bullitt scarcely recognizes that the price paid secured goods punctually delivered and of surpassing quality.”

Abstract Rudolf Schoenheimer was a German biochemist of exceptional accomplishment. As a Jew, he lost his position in Germany before the Second World War and found refuge, along with many others in the same predicament, in the medical school of Columbia University in New York. There the Head of the Biochemistry Department, Hans Thatcher Clarke, assembled a brilliant, polyglot, and captious galère of Europeans. The years immediately after the war saw a succession of remarkable advances in the chemistry of physiological processes, thanks in large part to the advent of radioactive isotopes [149]; it was now possible to render radioactive, and thus label, substances involved in metabolism and follow their chemical transformations in a cell or in an animal. But radioactive isotopes were still in short supply and precious. Schoenheimer wanted to experiment with radioactively labelled urea, the metabolic end-product excreted by animals and man. A leader in the field of isotope purification was Harold Urey, who agreed to make available to Schoenheimer a minute quantity of ammonium nitrate, greatly enriched in the isotope of nitrogen with an atomic weight of 15, which makes up only a vanishingly small proportion of the Earth’s nitrogen, with its atomic weight of 14. Urey had prepared the material from bulk ammonium nitrate, a dangerous, explosive chemical, which he had illicitly driven into New York from a plant in New Jersey through the Holland Tunnel in the rumble-seat of his coupe. The glass ampoule, which he presented to Schoenheimer, contained the bulk of the world’s supply of the purified isotope, N.

The literature shows that governments around the world have sought to improve their governing capabilities by developing and implementing strategic information and communication technologies (ICTs). The use of ICTs can provide citizens with greater access to government services, can promote transparency and accountability, and also streamline government expenditures. This research provides a comparative analysis of the practices of digital governance in large municipalities worldwide in 2005. Digital government includes both e-government and e-democracy. The research is based on an evaluation of a sample (n=81) of city websites globally in terms of two dimensions: delivery of public services and digital democracy. The official websites of each city were evaluated in their native languages. Based on the analysis of the 81 cities, Seoul, New York, Shanghai, Hong Kong, and Sydney represent the cities with the most effective e-governance systems.

AbstractThere is a need for college students to develop global perspectives and gain cultural awareness to become responsible global citizens. Innovative ways to create such experiences are known as Collaborative Online International Learning (COIL experiences). COIL is a voluntary partnership between professors in different countries collaborating on jointly-constructed learning experiences to enhance international and intercultural understanding. The purpose of this article is to highlight a successful COIL partnership between students from SUNY Oswego in New York and The Hague University of Applied Sciences in the Netherlands during the COVID-19 pandemic. 35 students participated in the experience that served as a platform to educate students through a health educator’s unique cultural lens. Benefits from the experiences regarding global outcomes showed that both US students (n=70.6%) and Holland students (n=61.1%) felt that they gained the appropriate skills and knowledge to use in their future careers. 70.6% of US and 61.2% of Holland students reported that the COIL experience introduced them to a new outlook and new ways of thinking about how they relate to the world. The current COVID-19 pandemic has created an opportunity to rethink education pathways and integrate global learning in our classrooms.Keywords: Global learning; COIL; Partnerships, Collaboration

Cartographying the real metropolis: A proposal for a data-based planning beyond the administrative boundaries. Juan R. Selva-Royo¹, Nuño Mardones¹, Alberto Cendoya² ¹University of Navarra, School of Architecture, Department of Theory and Design, University of Navarra Campus, 31080 Pamplona, Spain; ²University of Navarra, ICS, Navarra Center for International Development, University of Navarra Campus, 31080, Pamplona, Spain E-mail: jrselva@unav.es, nmardones@unav.es, cendoya.alberto@gmail.com Keywords (3-5): Data planning, metropolitan areas, big data, urban extent, good governance Conference topics and scale: Cartography and big data Nowadays, there is a great gap between the functional reality of urban agglomerations and their planning, largely because of the traditional linkage of urban management to the administrative limits inherited from the past. It is also true that the regulation of urban activities, including census and statistical information, requires a closer view of its citizens that can only be addressed from the municipal level. In any case, it is clear that the metropolitan delimitation has met useful but often ethereal or exclusionary criteria (economic or labor patterns, functional areas...), which become disfigured by an administrative reality that does not always correspond to the real metropolis. This paper, aware of the new cartographic possibilities linked to the big data - CORINE Land Cover, SIOSE, multi-sector digital atlases (in many cases referred to the urban extent, etc.) and other open system platforms - explores the evidence that might base a new objective methodology for the delimitation and planning of large urban areas. Indeed, what if basic data for cities would arise not from administrative entities but from independent outside approaches such as satellite imagery? What if every single sensing unit (every citizen, company, building or vehicle) directly issued relevant and dynamic information without going through the municipal collection? Finally, the research analyzes the eventual implications of this data-based planning with administrative structures and urban planning competencies in force through some current case studies, with the purpose of achieving a more efficient and clear metropolitan governance for our planet. References (100 words) Aguado, M. (coord.) (2012) Áreas Urbanas +50. Información estadística de las Grandes Áreas Urbanas españolas 2012 (Centro de Publicaciones Secretaría General Técnica Ministerio de Fomento, Madrid). Angel, S. (dir.) (2016) Atlas of Urban Expansion (http://www.atlasofurbanexpansion.org) accessed 29 January 2017. Brenner, N. and Katsikis, N. (2017) Is the World Urban? Towards a Critique of Geospatial Ideology (Actar Publishers, New York). Florczyk, A. J., Ferri, S., Syrris, V., Kemper, T., Halkia, M., Soille, P., and Pesaresi, M. (2016). ‘A New European Settlement Map from Optical Remotely Sensed Data’, IEEE Journal of Selected Topics in Applied Earth Observations and Remote Sensing 9, 1978-1992.

In spatial, social and cultural pluralism, the questions of human intentionality and socio-spatial emergence remain central to social theory (Portugali 2000, p.142). The correlation between individual preferences, values and intentions, and actual behaviour and actions, is subject to Portugali’s theory of self-organisation (2000). Compared to Gidden’s structuralism, which focuses on society and groups, the point of departure for Portugali (2000) are individuals and their personal choices. The key feature in how complex systems `self-organise', is that they `interpret', the information that comes from the environment (Portugali 2006). The current study explores the urban environment formerly inhabited, and largely constructed, by Jews in two central Polish districts: Mazovia and Lodz, before the tragedy of the Holocaust. While the Jewish presence lasted from the 11th century until the outbreak of World War II, the most intensive development took place in the 19th century, together with the civilisation changes introduced by industrialisation. Embracing the everyday habits of Jewish citizens endows the neighbourhood structures they once inhabited with long gone meanings, the information layer which once helped organise everyday life. The main thesis reveals that Jewish communities in pre-war Poland represented an example of a self-organising society, one which could be considered a prototype of contemporary postmodern cultural complexity. The mapping of this complexity at the scale of a neighbourhood is a challenge, a method for which is addressed in the current paper. The above considerations are in line with the empirical studies of the relations between Jews and Poles, especially in large cities, where more complex socio-cultural processes could have occurred. References: Eco, U. (1997) ‘Function and Sign: The Semiotics of Architecture’, in Leich, N. (ed.) Rethinking Architecture: A reader in cultural theory (Routledge Taylor & Francis Group, London) 182–202. Hillier, B. and Hanson, J. (2003) The Social Logic of Space (Cambridge University Press, Cambridge). Marshall, S. (2009) Cities, Design and Evolution (Routledge, Abingdon, New York). Portugali, J. (2000) Self-Organization and the City, (Springer-Verlag, Berlin Heidelberg). Portugali, J. (2006) ‘Complexity theory as a link between space and place’, Environment and Planning A 38(4) 647–664.

According to the Bronfenbrenner's ecological systems theory of human development ([1][2][3][4][5]), the development of each individual cannot be observed without considering its relationship with the development of other people and, above all, with the environment in which they live. The ecological orientation of Bronfenbrenner with respect to human development is therefore based on the interest in the progressive adaptation between an active organism that grows and its immediate environment: the individual-environment interaction that is determined by the relationships existing between the different environmental situations and the individuals present in that context is fundamental. Consequently, the ecological environment that is considered relevant to development processes is not limited to a single environmental situation but includes the interconnections between multiple environmental situations and the different influences of each individual. The evolution of the Internet-based technologies has brought to the development of solutions that have profoundly changed the way we live, including education. The advent of social media and social networks represents a milestone in the history of Internet, opening up to profound reflections on the "virtualization" of relationships, their growing importance in everyday life, and their role in education. Many authors argue that the Internet and the social media should no longer be considered as a tool to connect to a virtual reality that is separate from the real world, but as a place in which users live daily ([6][9][11][10]); consequently, they constitute one of the environmental situations mentioned by Bronfenbrenner. However, the risks deriving from the use of social media have been widely discusses in the literature ([7][8][12]). Adolescents are more exposed to the social media threats, since they are unable to perceive the profoundly different dynamics that govern offline and online networks. In this paper, having in mind the Bronfenbrenner's ecological systems theory of human development, we argue that the progressive adaptation of students to social media should be considered as a process of their growth and development. Furthermore, we analyze some corrections to be introduced in the educational paths of adolescents necessary to reduce the threats deriving from the use of social media and social networks in education. Reference Text and Citations [1] Bronfenbrenner, U. (1961). Toward a theoretical model for the analysis of parent-child relationships in a social context. In J. C. Glidewell (Ed.), Parental attitudes and child behavior (pp. 90-109). Springfield, IL: Charles C. Thomas. [2] Bronfenbrenner, U. (1973). Social ecology of human development. In F. Richardson (Ed.), Brain and intelligence: The ecology of child development (pp. 113-129). Hyattsville, MD: National Education Press. [3] Bronfenbrenner, U. (1974). Developmental research, public policy, and the ecology of childhood. Child Development, 45, 1-5. https://doi.org/10.2307/1127743 [4] Bronfenbrenner, U. (1994). Ecological models of human development. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education (2nd ed., Vol. 3, pp. 1643-1647). Oxford, UK: Pergamon Press and Elsevier Science. [5] Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Theoretical models of human development (pp. 793-828). New York, NY: Wiley. [6] Carr, N. (2011). The Shallows: What the Internet Is Doing to Our Brains. New York: W.W. Norton & Company. [7] Livingstone, S., Haddon, L., G?rzig, A., & ?lafsson, K. (2011). Risks and safety on the internet: The perspective of European children. Full Findings. London: EU Kids Online, LSE. [Google Scholar] [8] Martin, F., Wang, C., Petty, T., Wang, W., & Wilkins, P. (2018). Middle school students' social media use. Journal of Educational Technology & Society, 21(1), 213-224. https://www.jstor.org/stable/26273881 [9] Musetti, A., Cattivelli, R., Giacobbi, M., Zuglian, P., Ceccarini, M., Capelli, F., et al. (2016). Challenges in internet addiction disorder: is a diagnosis feasible or not? Frontiers in Psychology, 7. doi: 10.3389/fpsyg.2016.00842 [10] Musetti, A., Cattivelli, R., Zuglian, P., Terrone, G., Pozzoli, S., Capelli, F., et al. (2017). Internet addiction disorder o internet related psychopathology? [Internet Addiction disorder or Internet Related Psychopathology?]. Giornale Italiano di Psicologia, 44, 359-382. doi: 10.1421/87345 [11] Taymur, I., Budak, E., Demirci, H., Akdag, H.A., Gungor, B.B., & Ozdel, K. (2016). A study of the relationship between internet addiction, psychopathology and dysfunctional beliefs. Computers in Human Behavior,61, 532-536. https://doi.org/10.1016/j.chb.2016.03.043 [12] Willoughby, M. (2018). A review of the risks associated with children and young people's social media use and the implications for social work practice. Journal of Social Work Practice,33(2), 127-140. https://doi.org/10.1080/02650533.2018.1460587

The digital transformation in the world of work has profound effects on the processes of career orientation and the transition between school and work. Together with international partners from Bulgaria, Germany, Greece, Spain, Italy and Hungary, a digital mentoring concept to secure the employability of young people has been or is being investigated in the three-year EU project "Career 4.0". The focus is on the further development of a personal development plan with the help of which the young people can reflect on their future employment opportunities. Compared to other teaching-learning situations, this is a learning process that is open to development without a predetermined true or false, as is usually the case with mathematical tasks, for example. This places special demands on the mentors when it comes to assessing which forms of feedback are particularly beneficial for the young people and which prove to be less beneficial.Within the framework of the EU project, empirical studies were carried out which came to the conclusion that the quality of the feedback that mentors give to mentees is assessed very dif-ferently by these groups of participants. The mentees see considerable potential for improve-ment when it comes to the quality of the feedback from the mentors. In contrast, the mentors themselves are not as critical of their activities in giving feedback. Over 60 mentees and over 30 mentors have participated in the empirical study so far.The starting point for the study is the meta-analysis of the research team around Hattie et al. (2016). They differentiate between the following forms of feedback: (1) task-related, (2) pro-cess-related, (3) self-regulation-related and (4) person- or self-related feedback. According to the evaluation of their meta-analysis, the second and third forms of feedback have the greatest effect on learning outcomes.Furthermore, scientific studies have shown that the acceptance of feedback depends on numerous influencing factors, which can be assigned to four areas: Characteristics of (1) the feedback message, (2) the feedback source, (3) the feedback recipient and (4) the feedback context. The effect of feedback can be related to three levels, following the psychology of lear-ning: (1) cognitive (e.g. closing competence gaps), (2) metacognitive (e.g. supporting self-assessment and self-awareness) and (3) motivational level (e.g. promoting readiness). How the feedback recipients (here: the young people) ultimately deal with the feedback also depends on their causal attribution, i.e. which reasons they see as causal for their progress or the failure of their actions. If, for example, they attribute their inadequate task performance to environmental factors, e.g. difficult and unfair tasks or disproportionate time pressure, or if they see the reasons in themselves, e.g. in their lack of commitment or insufficient skills, this has very different effects on the effects of the feedback. Among other things, this can lead to a "self-esteem distortion" if, for example, negative results are primarily attributed to external circumstances. The research project is also investigating the extent to which AI tools can help to make feed-back even more effective and efficient for learners. In order to provide IT and AI solutions (such as adaptive learning systems, learning analytics, intelligent CBR recommendation sys-tems) to support the giving of feedback, e.g. with the help of a learning platform, it is advantageous and necessary to make the feedback process transparent by using a process mo-delling approach and to work out individual process steps.Hattie, J. & Timperley, H. (2007): The Power of Feedback, in: Review of Educational Research Vol. 77, No. 1, 81-112.London, M. & McFarland, L. (2010): Assessment Feedback. In J. Farr & N. Tippins (Hrsg.), Employee Selection (S. 417-436). New York, London: Routledge.Narciss, S. (2013). Designing and Evaluating Tutoring Feedback Strategies for digital learning environments on the basis of the Interactive Tutoring Feedback Model. Digital Education Review, (23), 7–26.