This dissertation is an investigation into how plants provide a way to explore cultural interactions between Greece and Rome and the east. I use India, a region that remained consistently exotic to most Greeks and Romans throughout antiquity, as a test case to examine how eastern plants were received and integrated into Greek and Roman culture. Throughout I use my test case as a focus and as an object of comparison: India is a constant reminder of what was conceptualized as exotic. My methodology is primarily "plants in text," an approach that incorporates both the physical reality of plants for sale at the market as well as the imagined flora that grows at the end of the earth. The results of this inquiry show the value of investigating the cultural importance of plants and the mental constructs that surround them in the ancient Greek and Roman worlds. / The Classics

This thesis is about the mobilities of geographical knowledge in the material form of lantern-slides and the forces exerted on these by technological and human factors. Owing to its concern with matter, human- and non-human, and its circulation, the thesis addresses the physics of geographical knowledge. The chapters below investigate the Royal Geographical Society’s (RGS) ongoing tradition of telling stories of science and exploration through words, objects and pictures in the final quarter of the nineteenth century and as geography professionalized and geographical science developed. These processes occurred within the context of a plethora of technological innovations, including the combination of the older medium of the magic lantern and photographic lantern-slides, integral to a wide range of entertainment, scientific and educational performances across Britain. In 1886 the RGS began to engage with the magic lantern. Via this technology and the interactive lecture performances in which it featured, I argue that the Society embraced the medium of photography, thereby engendering transformations in methods of knowledge making and to the RGS collections. I study how these transformations influenced the discipline of Geography as it was re-established at the University of Oxford in 1887. I demonstrate the evolution of the RGS’s Evening, Technical and Young Persons’ lectures, their contingent lantern-slide practices and, consequently, how these moulded, and were moulded by, the RGS Fellowship between c. 1885 and 1924. The chapters below explore how these innovations in visual technologies and practices arose, how they circulated knowledge and their effect on geographies of geographical knowledge making. By harnessing the lantern the RGS attracted an expanding and diversifying audience demographic. The thesis demonstrates the interactive nature of RGS lantern-slide lectures and audiences' important role in shaping the Society’s practices and geographical knowledge. The chapters below argue that it was via the use of the lantern that geography was disseminated to new places. The thesis therefore brings additional perspectives and dimensions to understandings of the circulation of geographical knowledge.

Orientador: Silvia F. de Mendonça Figueiroa / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociencias / Made available in DSpace on 2018-08-07T11:41:38Z (GMT). No. of bitstreams: 1 Mendes_MariaIsabelPorazza_D.pdf: 1233478 bytes, checksum: d146f43451e00973ca66da35d19f86aa (MD5) Previous issue date: 2006 / Resumo: A presente tese refere-se ao desenvolvimento e resultados de um curso à distância oferecido durante o 2º semestre de 2004 e início de 2005, em várias edições e versões, para professores dos níveis de ensino fundamental e médio. O tema central são as discussões referentes à direção do achatamento terrestre ocorridas no início do século XVIII, principalmente opondo newtonianos e cartesianos. Este trabalho fundamenta-se na importância da História da Ciência em espaços de ensino de ciências e na possibilidade de se trabalhar com ambientes virtuais de aprendizagem. Sua construção está alinhada tanto à compreensão de que a ciência é uma atividade social, como à abordagem sociocultural da aprendizagem. As estratégias de aprendizagem desenvolvidas neste curso privilegiaram as simulações históricas e a resolução de situações-problema. Nos capítulos iniciais são apresentados a metodologia, as referências teórico-históricas e o contexto do curso desenvolvido. Os resultados destas experiências são analisados e discutidos nos capítulos seguintes. Na conclusão deste trabalho apresentamos a análise da hipótese levantada sobre a virtualidade encontrada em ambientes virtuais de aprendizagem e na História da Ciência / Abstract: The present thesis refers to the development and results of a distance course offered during 2º semester of 2004 and beginning of 2005, in a couple of editions and versions, for teachers of the basic levels and average education. The central subject are the quarrels about the direction of the Earth flattening occured in the beginning of 18th century, mainly opposing newtonian and cartesian. This work is based on the importance of the History of Science in spaces of sciences learning and the possibility of working with virtual learning environments. Its construction is lined up such as the understanding that science is a social activity, as to the sociocultural approach of learning. The developed strategies of learning in this course had privileged the historical simulations and the resolution of situation-problem. In the initial chapters are presented the methodology, the theoretic-historical references and the context of the developed course. The results of these experiences are analyzed and argued in the next chapters. In the conclusion of this work we present the analysis of the hypothesis raised up about the virtuality found in virtual learning environments and in the History of Science / Doutorado / Doutor em Ciências

Neste trabalho, apresentamos uma tradução comentada, do francês para o português, de parte de uma obra clássica de importância científica. O autor escolhido foi o médico e cientista francês Claude Bernard, que, entre os anos de 1843 e 1879, publicou dezenas de livros sobre sua prática como professor de Fisiologia no Collège de France, em Paris. Dentre eles, o escolhido para este trabalho foi Introduction à létude de la médecine expérimentale (1865), após análise de um grande número de obras desse autor e contando com a consultoria de especialistas nas áreas de Filosofia e de História da Ciência. O livro que nos serve de corpus é composto por uma Introdução, seguida de três partes: Do raciocínio experimental, A experimentação nos seres vivos e Aplicações do método experimental no estudo dos fenômenos da vida. A proposta de trabalho inclui a tradução da Introdução e da Primeira Parte do livro, trazendo uma série de notas de diferentes tipos, relacionadas tanto ao conteúdo científico quanto a questões de tradução propriamente ditas. A nossa opção de tradução na elaboração dessa proposta foi a de levar o leitor ao encontro do texto original, isto é, em direção ao autor, o que consiste em um procedimento de tradução denominado estrangeirizante (Venuti, 1995), que privilegia o estilo de escrita desse autor, a terminologia por ele utilizada e enfatiza as questões científicas do século XIX por ele abordadas, da maneira como as mesmas se inseriam no contexto da época, em relação ao século XXI. / In this study, we present a translation with commentary (or annotated translation), from French to Portuguese, covering a section of a classic work of scientific importance. The author chosen was the French physician and scientist Claude Bernard, who published dozens of books about his practice as a professor of physiology at the College de France in Paris between 1843 and 1879. Upon consideration of a large number of works by this author and with the experts` advice in the fields of Philosophy and History of Science, the book chosen for this work was Introduction à l\'étude de la médecine expérimentale (1865). The book that is our corpus consists of an Introduction, followed by three parts: The Experimental Reasoning; Experimentation in Living Beings; Applications of the Experimental Method in the Study of the Phenomena of Life. The proposed work includes the translation of the Introduction and First Part of the book, adding several notes of different types, related both to scientific content and to translation issues. Our choice of translation for the development of this proposal was to take the reader into the original text or to its author, consisting of a translation procedure denominated foreignizing (Venuti, 1995). Therefore, we focused on the author`s writing style and terminology, emphasizing the scientific issues in the context of the nineteenth century, compared to the twenty-first century.

Lorsque la Colombie s’émancipe de la Couronne d’Espagne en 1819, elle doit consolider son indépendance et faire face à divers obstacles qui s’opposent à l’instauration d’un enseignement scientifique et technique stable. En prenant en compte ce contexte postcolonial et en se concentrant sur le Colegio Militar de Bogota, une école d’ingénieurs civils et militaires, entre 1848 et 1884, ce travail retrace le processus ayant conduit à la mise en place d’un tel enseignement et suit son évolution au cours de la deuxième moitié du XIXe siècle. L’influence du pouvoir s’avère alors constante et fait ressortir des caractéristiques de l’établissement telles que l’enseignement mixte, militaire et civil, la recherche d’utilité ou l’absence de sélection. Par ailleurs l’étude du curriculum du Colegio Militar indique dans quelle mesure la vision institutionnelle influencée par les idéologies des partis transparait dans les enseignements. Elle fait apparaître également la capacité des différents acteurs à modifier à leur niveau ce curriculum et parvient à suivre son histoire dans sa continuité, malgré l’hétérogénéité de ces interventions.L’analyse des notions scientifiques et techniques transmises par ce curriculum, montre également comment, en s’adaptant au contexte, la mise en place d’une diffusion des savoirs s’accompagne d’une production scientifique. Le décentrement du regard qu´implique cette étude, nous invite à aborder la question du transfert de connaissances, en montrant comment l’étude d’une institution éducative permet d’appréhender ces mécanismes dans leur complexité. Ces circulations seront considérées à différentes échelles au niveau local en lien avec la fonction régulatrice de l’établissement dans le champ éducatif, au niveau du continent sud-américain et vers les centres de production scientifiques d’Europe et d’Amérique du Nord. Enfin, ce travail permet d’apporter des éclairages sur la constitution et l’émergence en Colombie d’un groupe professionnel – les ingénieurs civils – étroitement lié à celui des enseignants de sciences. En suivant le parcours des anciens élèves du Colegio Militar, il révèle les stratégies adoptées par ce groupe social pour faire reconnaître à la fois sa profession et sa légitimité à l’exercer. / As Colombia becomes emancipated from the Spanish Crown in 1819, it has to strengthen its independence and is thus faced with a number of obstacles which come in the way of a stable scientific and technical education. By taking into account this postcolonial context and by focusing on the Colegio Militar of Bogota, a school of civil and military engineering between 1848 and 1884, this study describes the process which led to the foundation of such teachings and follows its evolution during the second half of the 19th century. The influence of power proves to be constant at the time and brings out such specificities as its mixed education curriculum, military and civil, its quest for utility or the absence of a selection process. Furthermore, the study of its curriculum reveals how its institutional vision influenced by party ideology shows through the teachings. It also demonstrates the ability of the various players to alter, at their level, this curriculum and manages to establish the continuity of its history despite the heterogeneity of their actions. Similarly, the analysis of the scientific and technical notions conveyed by this curriculum illustrates how, by adapting to the context, the diffusion of knowledge comes with scientific production. The decentralization entailed by our study leads us to consider the issue of transfer of knowledge, by showing how the study of an educational institution allows to tackle these mechanisms in their complexity. These circulations will be considered on different levels, locally with the regulating function of the school in the educational field, within the South American continent and toward the main hubs of scientific production in Europe and North America. Finally, this study sheds some light on the constitution and emergence of a professional group in Colombia namely, civil engineers, which is tightly linked to that of science teachers. By following the trail of former students of the Colegio Militar, we become acquainted with the strategies they adopt to ensure that both their profession and the right to practise it is acknowledged.

Health care played an important role in the revolutions of El Salvador and Nicaragua. Both the Sandinistas and the Farabundo Martí National Liberation Front (FMLN) prioritized popular health throughout the 1980s. Clinics and hospitals served as sites of revolution that drew healthcare solidarity activists from the United States. These health internationalists worked to build community-level networks that relied upon trained medical volunteers. In both El Salvador and Nicaragua, women comprised a bulk of the community health workers. These women chose to interact with revolution by building on radical promises of universal healthcare access. Healthcare solidarity activists trained community volunteers and encouraged women to pursue their own needs within the revolutionary frameworks. Health internationalists actively undermined United States’ policies toward Central America. In the 1980s, the United States implemented economic policies and supported military violence that targeted healthcare infrastructure. In training community health workers, treating civilians, sharing knowledge through international exchange, and sending funds and medical supplies, health activists mitigated some of the damage being done. This thesis posits that health care was an important site of revolution for Central Americans and internationalists alike. By choosing to mend bodies, medical activists stood in direct opposition to the violence of the decade. They also served as fundamental to the revolution because they helped carry out the will of the people. The revolutions rested on the hope of improving the lives of every day Nicaraguans and Salvadorans. As the violence of the 1980s forced the guerillas of El Salvador and the leaders of Nicaragua to focus on war, the people continued to implement revolutionary health goals at the community level. This thesis argues that understanding how health internationalists, women, and community activists engaged revolutionary ideas of medicine is vital to the study of 1980s Central America.

In this study, the effects of an explicit reflective intervention on Swaziland elementary preservice teachers’ understanding of the Nature of Science (NOS) were investigated. The factors that had an impact on the development of participants’ NOS views were also investigated. The intervention made use of de-contextualized and contextualized activities as well as historical narratives as contexts for reflecting about the empirical, creative, subjective as well as the tentative NOS. The intervention included a discussion of the relationships and differences between observations and inferences as well as scientific laws and theories in the context of the aforementioned learning activities. Participants were 24 elementary pre-service teachers enrolled for their final year of their three year teacher development programme. An adapted version of the Views of Nature of Science Questionnaire-Form C (VNOS-C) was used in conjunction with individual interviews, to assess the participants’ understanding of NOS at the beginning and conclusion of the intervention. At the end of the programme, data from interviews, concept maps and reflective journals of seven participants were analysed to ascertain their perceptions of the elements of the course and other factors that had an impact on their development of more informed NOS views. These participants were selected on the basis of their differential gains in NOS understanding. The data that was analysed using both qualitative and quantitative techniques revealed that the intervention brought about significant gains in some participants’ understanding of NOS. Information obtained from the document analysis of journals and concept maps as well as exit interviews of the selected group revealed that the pre-service teachers’ development of more informed views was mediated by motivational and cognitive factors. These were the participants’ perception of the value of teaching and learning NOS, their views about teaching and learning science, and their ability to engage deeply with the NOS concepts as well as their epistemic beliefs. The explicit reflective attention to NOS as well as metacognitive strategies was reported by most of the selected participants as responsible for changes in their NOS views. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Science, Mathematics and Technology Education / unrestricted

Die Rezension bezieht sich auf den von der Forschergruppe "Allgemeine Literaturwissenschaft" an der Ungarischen Akademie der Wissenschaften herausgegebenen Sammelband "Kulturtechnik Philologie". Es werden das Gesamtkonzept des Bandes und ausgewählte Artikel näher besprochen.:Besprochene Artikel: Glenn W. Most: Sehnsucht nach Unversehrten. Überlegungen zu Fragmenten und deren Sammlern Arndt Niebisch: Die Liebe zur Ziffer. Positionen einer posthumanen Philologie Ábel Tamás: Gefährliches Lesen und philologische Obhut. Kommentar zum Kommentar Balázs Déri: Prudentius\'' Weg in den Kanon

Die Untersuchung thematisiert Rolle und Funktion der Universitäten der SBZ als Reservoir an Know-how im Zuge der Deportation der wissenschaftlichen Intelligenz im Sinne Intellektueller Reparationen durch die amerikanische und sowjetische Besatzungsmacht nach 1945, wie auch ihr integratives Potential bei der Rückkehr der Spezialisten in die DDR. Die Mikrostudie, die sich im zeitlichen Rahmen zwischen den ersten Deportationen im Jahr 1945 bis hin zur Rückkehr der letzten Spezialisten aus der UdSSR 1958/1959 bewegt, vergleicht dabei das Vorgehen der zwei Großmächte hinsichtlich Vorbereitung, Durchführung und Nachbereitung der Deportationen. Gleichzeitig werden die Konsequenzen für die jeweiligen Universitäten der SBZ oder der Bundesrepublik betrachtet, an denen Spezialisten beschäftigt waren. Das Projekt versucht eine bestehende Forschungsvakanz nicht allein im Blick auf die Universitäts- und Wissenschaftsgeschichte, sondern auch im Bereich der deutsch-deutschen Nachkriegsgeschichte zu schließen. Parallel illustriert die Analyse autobiographischer und zeitgenössischer Dokumente exemplarisch die Lebensumstände einzelner Spezialisten vor, während und nach ihrer Deportation.

This thesis is a study of the influence and effects that the United States had upon Germany from the rise of eugenics to its fall following the end of World War II. There are three stages to this study. First, I examine the rise of eugenics in the United States from its inception to the end of World War I and the influence it had upon Germany. Then I examine the interwar era along with the popularization of eugenics within both countries before concluding with the Second World War and post war era. My thesis focuses on both the active and passive influences that the United States had upon German eugenics and racial hygiene in the twentieth century. This study uses a wide range of primary and secondary sources. Many of the authors are experts in their field while the visuals are a window into understanding how eugenics was spread to the public.