Добірка наукової літератури з теми "Summer 1974 Boot Camp"

It’s summer, and there are middle school students running around the university library. Why?St. Ambrose University (SAU) Library held summer camps for 6th- through 8th-grade students in 2018 and 2019. The first was Digital Film Camp, and the second was National History Day Boot Camp. If you work in higher education, chances are good that you’ve heard about the campus demographic cliff and been charged with doing your part to address this enrollment challenge. In alignment with a campus-wide initiative to bolster pre-college summer camps for potential students, the library hosted summer camps for middle school students as part of this community outreach and engagement strategy. The goal of these camps was to offer enriching experiences that create positive impressions of the campus and library.

Every summer for the past several years, George Washington University has held a Course Design Institute (CDI) in the library. CDI is a weeklong boot camp dedicated to helping faculty create or recreate courses centered on student learning. At the heart of the design methodology is L. Dee Fink’s Taxonomy of Significant Learning. Fink defines learning as a change in the learner and his taxonomy identifies six areas where this might happen: foundational learning, application, integration, caring, learning how to learn, and a human dimension.

Many PhD programs incorporate boot camps and summer bridge programs to accelerate the development of doctoral students’ research skills and acculturation into their respective disciplines. These brief, high-intensity experiences span no more than several weeks and are typically designed to expose graduate students to data analysis techniques, to develop scientific writing skills, and to better embed incoming students into the scholarly community. However, there is no previous study that directly measures the outcomes of PhD students who participate in such programs and compares them to the outcomes of students who did not participate. Likewise, no previous study has used a longitudinal design to assess these outcomes over time. Here we show that participation in such programs is not associated with detectable benefits related to skill development, socialization into the academic community, or scholarly productivity for students in our sample. Analyzing data from 294 PhD students in the life sciences from 53 US institutions, we found no statistically significant differences in outcomes between participants and nonparticipants across 115 variables. These results stand in contrast to prior studies presenting boot camps as effective interventions based on participant satisfaction and perceived value. Many universities and government agencies (e.g., National Institutes of Health and National Science Foundation) invest substantial resources in boot camp and summer bridge activities in the hopes of better supporting scientific workforce development. Our findings do not reveal any measurable benefits to students, indicating that an allocation of limited resources to alternative strategies with stronger empirical foundations warrants consideration.

The Cambridge History of Capitalism, a formidable compendium of thirty-four essays spread over two volumes (each well over five hundred pages in length), was first conceived by the economic historians Larry Neal and Jeffrey Williamson in 2005. At that time, the “history of capitalism” was not yet a term of art in history departments; even in graduate workshops at Harvard, the locus classicus of the later movement, “political economy” was still the preferred phrase. By the time the book was published in 2014, much had changed: Harvard now offered a program on the “study of capitalism,” Cornell was convening a summer boot camp on the “history of capitalism,” Columbia had a book series on the history of “U.S. capitalism,” the Journal of American History had assembled a roundtable on the theme, and the front page of the New York Times had taken notice. Questions that long seemed the province of other disciplines had come to the forefront in history departments.

AbstractWhen the postwar economic boom came to a crashing halt in early 1970s West Germany, foreign “guest workers,” often the first to be laid off, bore the brunt of high inflation, rising prices, declining growth rates, widespread unemployment, and social discontent. Following the economic downturn and the ensuing crisis of stagflation, workers' uprisings became increasingly common in West Germany. The summer of 1973 saw a sharp increase in workers' activism broadly, including a wave of “women's strikes.” However, historical attention to the role of foreign workers, especially of foreign female workers, within these strikes has been limited. This article presents a case study of wildcat strikes spearheaded by foreign, female workers in the early 1970s, focusing specifically on the strikes at the Pierburg Autoparts Factory in Neuss, West Germany. For these foreign women, activism in the early 1970s had a larger significance than just securing better working conditions. Indeed, striking foreign workers were no longer negotiating temporary problems; they were signaling that they were there to stay. Foreign workers' sustained and successful activism challenged the imposed category of “guest worker,” switching the emphasis from guest to worker. Ultimately, the Pierburg strikes' outcomes benefited all workers—foreign and German, male and female—and had grave implications for wage discrimination across West Germany as well.

<p align="left">From the late 1800s and until the protection of polar bears came into force in 1973, there were regular private hunting expeditions to the Arctic by boat, including several from Tromsø. In this article, I investigate how masculinity is manifested in specific empirical evidence: a trophy hunting expedition with the Sutton family that left from Tromsø in the summer of 1932. Using masculinity as a lens through which to see the historical trophy hunt shows, however, that this activity deals with more than obtaining trophies and potency. The Sutton family expedition undertook to hunt, kill and stuff wild animals to the benefit of science and the general information of the public. Sutton himself goes in and out of the role of conqueror; he puts his trust in the Norwegian crew and highlights his recommendations for safety on such trips. By looking at a specific example such as Sutton’s expedition, it is obvious that this also deals with various forms of masculinity – or manliness: about the conquering and mastering of nature, but also about an interest in and care of nature. Masculinity is seen in terms of civic ideals with an emphasis on rationality and discipline – a hunt in which women may also be granted a place – as well as the role of fatherhood with a responsibility for the training of new generations and educating the public by contributing to the development of scientific collections and the municipal zoo.</p>

The article investigates the contribution of Anatoliy Petrovych Aleksandrov (1903-1994) to the study of the Dnipro rapids. Biographical and comparative methods were used during writing this article. The rapids of river Dnipro occupy a prominent place in the history and culture of Ukraine. And because of this, they are constantly attract attention to themselves, even after their flooding.Researchers of the Dnipro try to fully reproduce the picture of a river as much as possible. But it seems that the experience of A.P. Aleksandrov have not been studied yet. A.P. Aleksandrov lived a bright and extraordinary life. He became an outstanding physicist and renowned scientist in the field of atomic energy. His achievements were highly praised by his contemporaries, who elected a scientist as president of the Academy of Sciences of the USSR (1975-1986). In the study of his biographies, the main focus is on the scientific and technical aspects of it.Besides that, a fun and exciting scientist's hobby is beyond the detailed research – boat trips along the Dnipro river. Especially often he rested this way during living in Kiev (1903-1930 years). In the 1920's A.P. Aleksandrov had very busy life: he taught physics and chemistry at the labor school №79 (1923-1930), studied at the Faculty of Physics and Mathematics of the Kyiv People's University (1924-1930), conducted scientific research at the Kyiv X-ray Institute, falsified in the electro-technical bureau at a physical-chemical school club, etc. Still, he somehow managed to combine good with pleasure and had a chance to rest on the bank of Dnipro river on his lovely boat every summer. At first – near Kiev, and later – on the Dnipro rapids themselves. According to Aleksandrovs memories and documents from the archive of the Institute of Manuscripts of the National Library of Ukraine named after V.I. Vernads'kyy, we managed to establish that the scientist visited the rapids of Dnipro every summer during four years before it was flooded. At first, probably in 1926, he went to rapids with only one friend. They wanted to see them and, if possible, go down through them. In 1927-1929 as a photographer, he participated in the expedition of A.S. Synyavs'kyy, who was to explore the rapids before flooding. In 1927 the expedition shot a film about the rapids and the Dnipro hydroelectric power station. The expedition was held in the summer of 1930, but without Anatoliy Petrovych. In August 1930 he participated in the First All-Union Congress of Physicists in Odessa and later he moved to Leningrad. During the first trip to the rapids, A.P. Aleksandrov and his friend almost drowned at the Kodats'kyy rapids. Fortunately, friends quickly learned how to swim between granite rocks. At the same time, they not only went down the flow with a boat, but also rose against it. In historical studies, the ability to swim bottom-up dipper rapids up until recently was considered a very controversial issue. Ya.R. Dashkevych writes that in the annotation to the map of Lithuania Makovs'kyy-Radzyvil (1613) it is said that Dmytro Vyshnevets'kyy (about 1517 - 1563/1564) managed to reach the Cherkasy through the rapids (that is, from the bottom up). French engineer Hiyom Levaser de Boplan in his memories of the second half of the seventeenth century also wrote about his personal trip through the rapids of the Dnipro against the flow. O.S. Afanas'yev-Chuzhbyns'kyy in 1861 and Ya.P. Novyts'kyy in 1905, after personal visits to the rapids and communication with local pilots and fishermen, came to the conclusion that it was not possible to overcome the rapids against the flow. A.Kh. Lerberh in 1819 and Ya.R. Dashkevych in 2007 assumed that it was still possible. In 2000, the last pilot of the Dnipro rapids H.M. Omel'chenko (1911-2002) wrote very confidently that he and his father repeatedly swam across the rapids of the Dnipro from below upwards. Memoirs of A.P. Aleksandrov, published in 2002, greatly facilitate the above discussion. Unlike all his predecessors, he describes in detail the technique of swimming through the rapids from the bottom up and its rationale. The point is that the flow does not always flow down the rapids. By stones, it flows up with approximately the same force as it was before it was down. So to swim from the bottom up to the rapids, you need to swim through one of the stones (there flows flow from below upwards), gaining there some sort of a speed boost and cross the strip of ordinary flow to the next stone (up to 2 meters), and so on. So, the memoirs of A.P. Aleksandrova allows a significant advance in the many-year historical debate about the possibility of swimming on the rapids of the Dnipro against the flow. However, they do not prove that all evidence of such a voyage is true. In the long run, the author plans to test the methodology of the scientist in practice and expand the base of historical sources on swimming the rapids. He will also try to find photos and movies that were created in 1927-1929 with the participation of A.P. Aleksandrova.

This paper analyses the political‑religious reflection developed by the great French novelist Georges Bernanos (1888-1948) during his Majorcan stay in the course of the Spanish Civil War. Indeed, it was in Palma de Mallorca, where this writer stayed from 1934 to 1937 to escape the anger of his Parisian creditors, that he wrote most of his masterpiece The Diary of a Country Priest as well as A New History of Mouchette. Fundamentally Catholic and monarchist, at the very beginning of the Francoist military uprising against the Popular Front in the summer of 1936, Bernanos became enthusiastic about the “glorioso Movimiento”. This is due not only to his son Yves, who actively participated in the rebellion, but also and above all to his virulent anticommunism and his youth’s fascination for the ideas of Hello and Maurras. However, after seeing the atrocities committed against the civilian population by the partisans of Franco, as a good Catholic, Bernanos raises his voice and denounces the blessing of Francoist war crimes by part of the Spanish clergy in his famous non‑fiction book The Great Cemeteries Under the Moon (1938). Contrary to what one might believe, this explosive essay is not a leftist manifesto, since Bernanos does not justify the crimes committed by the socialists and communists who came to Spain so as to fight against Franco and his Italian and German allies, but a warning addressed to the French political elites, especially to his old friends of the conservative Action Française, against the fascist temptation. Finally, this striking work is still relevant in a Europe whose political classes sometimes tend to minimize the destructive effects of the three deadly ideologies of the past century for electoral purposes, which exacerbates memory wars and thus damages the living‑together.

This chapter reviews the book The Story of an Underground: The Resistance of the Jews in Kovno in the Second World War (2014), by Dov Levin and Zvie A. Brown, translated by Jessica Setbon. The Story of an Underground is about the Jews of Kovno (Kaunas) who founded an underground movement during the Holocaust. The armed underground developed a plan to escape to the forests and join the partisans. The ghetto was liquidated in the summer of 1944. Many of the remaining Jews were sent to the Stutthof and Dachau concentration camps. The book highlights the dilemmas of Jewish armed resistance such as difficulties in obtaining weapons and training, some of the failures of the resistance, and some of the positive aspects of those who thought differently from members of the armed resistance.

Abstract With resilience and determination enough, science has been known to thrive even in a prisoner-of-war camp [35]. James Chadwick (1891-1974), who was to win a Nobel Prize for the discover)’ of the neutron, kept boredom and frustration at bay in a German prison camp during the First World War by experimenting in an improvised laboratory. Chadwick was born into the working class in the north of England and suffered in his early years from a crippling shyness. But his talents were recognized by a schoolmaster and he won a scholarship to what is now the University of Manchester. There he came to the notice of the recently appointed professor of physics, Ernest Rutherford [16], whom he later followed to the Cavendish Laboratory in Cambridge. One of Rutherford’s cleverest associates was Hans Geiger (who gave his name to the Geiger counter, still used to detect radioactive emissions). When Geiger returned to his native Germany, Chadwick arranged to spend a year with him in Berlin. That year was 1914. Chadwick was given some bad advice by the local branch of the travel agent, Thomas Cook, and in consequence was forced to endure nearly five years of internment under conditions of great privation in a makeshift camp on the race course at Ruheleben, outside Berlin. In time a group of the prisoners formed a Science Circle and, tiring of lecturing to each other, asked their captors for space to set up a laboratory. In the autumn of ] 915 they were given part of a loft in a stable block. The temperature touched -10 °C in winter and rose to 37 °C at the height of summer, but the prisoners persisted. Lamps fuelled with animal fat gave light and a little heat.

Abstract Maurice Birley was rescued from the rubbish heap of history. Literally. Some-time in the summer of 2003, John T. Price, an antiquarian book dealer and collector, travelled to north Wiltshire to a sale of fans in a house previously owned by a deceased London dealer in antiques. In an adjacent old barn he came upon one lot of books piled on the floor, including a number of particularly dusty and mildewy volumes which seemed of little interest. After he had successfully bid for the lot and unearthed an additional volume from a nearby shed, Price discovered that he had become the owner of fifteen volumes of a manuscript entitled ‘Illustrations of British History’, by one Maurice Birley. Having found out that Birley had served as warden of Toynbee Hall in Whitechapel, London, between 1911 and 1914, Price appropriately made a first offer of the collection to the Hall, which accepted it.

Abstract Among the things that Vladimir Nabokov disdained, according to his introduction to Bend Sinister, were atomic warfare and the entire Orient,1 which makes it unsurprising that the Korean War, fought on the sub-nuclear level and on only one Asian peninsula, left him cold. Lolita (whose action takes place between 1947 and 1952) hardly mentions the war (1950-53). The war years are more or less the blank years of the novel (1949-52), the interlude of “Dolores Disparue” (L, 231). When the action resumes, Humbert tracks Lolita to Dick, who-Humbert notes unsympathetically-is hard of hearing, the result of an injury in “a remote war” (L, 249), probably Korea, though his friend Bill lost his arm in World War II. And when Humbert returns to Ramsdale, on the scent of Quilty, he is pointedly unmoved by the news that Charlie Holmes, old summer camp debaucher, was killed in Korea—the place and the war named for the first and only time. It would be easy to assert that the casualty is admitted into the book to stand for everything to which Nabokov is “supremely indifferent”—except that Nabokov (even if identical with the author of the introduction to Bend Sinister) is not identical with Humbert Humbert. If Korea is merely the contingent token of all that Nabokov does not condescend to aestheticize, at least it serves in that capacity in a book that displays the consequences of a murderous aesthetic solipsism.

In December 1947, Eph Sparrow, then working on an MS, came to me asking if there wasn’t some small project he could do instead of going home for Christmas. Just before this time Dusenberie’s book on finite differences was published. There he solved a problem of conduction through insulation on a finite L/D cylinder. I suggested that we try to build a hydraulic analogy for the insulation. Eph made up five different diameter open-ended cans. With three setscrews near the top of the cans, one can could be placed inside the other on centers with different end gaps. Water added to the space between the cans provided different magnitudes of L/2. This provided a variety of magnitudes, Ri, R0, L/2, T0 = R0 − Ri.

The current collaborative National Science Foundation Research Experience for Teachers (NSF-RET) site placed seventeen in-service and pre-service teachers with research mentors at one of the three regional universities WSU, CSU, and UD to work on engineering research projects. These research projects were chosen in such a way so that they were relevant to regional strengths in advanced manufacturing and materials. In addition to research, the RET teachers participated in various professional development (PD) activities such as “boot camp” facilitated by ASM Materials Education Foundation prior to the start of their research experience, field trips, seminars given by guest speakers and group work that produced K-12 curriculum related to the teams’ research experience. The teacher groups also presented the developed STEM curriculum and the final laboratory project results, and provided regular guided reflections regarding their efforts during the six-week program. This paper presents a brief overview of the collaborative RET project and details the achievement during the first project year. Emphasis is given to the collaborative PD activities of all seventeen teachers and the research projects performed by the two WSU RET groups comprised of four in-service and two pre-service teachers.