This thesis examines the early years of marine mammal captivity at Marineland of the Pacific and its impacts on the oceanarium industry, cetacean science, and public perceptions of whales. Opening in 1954, Marineland was the first oceanarium on the Pacific coast of North America, the largest oceanarium in the world, and the lead institution in cetacean capture, entertainment, and marine mammal research. In 1957, Marineland captured and displayed the first pilot whale, “Bubbles,” and ignited the whale capture industry that still exists sixty years later. Although often overlooked in scholarly work, Marineland developed innovative capture and display techniques while expanding animal husbandry knowledge. The park also revolutionized the marine mammalogy field by providing unprecedented opportunities for scientists to closely observe, study, and interact with live whales. Furthermore, Marineland’s capture, display, and portrayal of pilot whales in popular media generated public empathy toward cetaceans and transformed public perceptions of the animals. Through examinations of scientific papers, popular publications, interviews, and the Kenneth S. Norris Papers from the University of California Santa Cruz, a collection containing Norris’s personal scrapbooks, field notes, and unpublished research, this thesis will show that Marineland of the Pacific was the crucible of change for marine entertainment, cetacean research, and public perceptions of whales. / Graduate / 2019-07-27

abstract: During the nineteenth century, children's physical health became a dominant theme in France and Great Britain, two of Europe's pediatric pioneers. This dissertation examines how British and French doctors, legislators, hospital administrators, and social reformers came to see the preservation of children's physical health as an object of national and international concern. Medical knowledge and practice shaped, and was shaped by, nineteenth-century child preservation activities in France and Great Britain, linking medicine, public health, and national public and private efforts to improve the health of nations, especially that of their future members. Children's hospitals played a significant role in this process by promoting child health; preventing and combating childhood diseases; fostering pediatric professionalization and specialization; and diffusing medical-based justifications for child welfare reforms in the second half of the century. This deeply contextualized tale of two hospitals, Great Ormond Street Hospital for Children in London (1852) and Sainte-Eugénie in Paris (1855), traces a crescendo in the interest, provision, and advocacy for children's medical care over time: from foundling homes and dispensaries to specialized hospitals with convalescent branches and large outpatient clinics. As a comparative study of the medicalization of children's bodies between 1820 and 1890, this dissertation also investigates the transnational exchange of medical ideas, institutions, and practices pertaining to child health between France and Great Britain during a period of nation-building. Specialized pediatric institutions in Paris and London built upon and solidified local, national, and international interests in improving and preserving child health. Despite great differences in their hospital systems, French and British children's hospital administrators and doctors looked to one another as partners, models, and competitors. Nineteenth-century French and British concerns for national public health, and child health in particular, had important distinctions and parallels, but medical, institutional, and legislative developments related to these concerns were not isolated activities, but rather, tied to transnational communication, cooperation, and competition. / Dissertation/Thesis / Doctoral Dissertation History 2014

abstract: In September 1945, after the atomic bombings of Hiroshima and Nagasaki, the United States possessed only one nuclear weapon. Thirteen years later, in September 1958, the nation possessed a significant stockpile of nuclear weapons, including the very powerful hydrogen bomb. The United States was able to build its stockpile of nuclear weapons because the Los Alamos Laboratory, once a secret wartime facility, was able to convert the forces of nature – fission and fusion – into weapons of war. The United States also was successful because of the sacrifice made by a tiny Pacific Ocean nation, The Marshall Islands, and the people of Bikini, Enewetak, and Rongelap Atolls. Between 1946 and 1958, the United States tested sixty-six nuclear weapons in the Marshall Islands. Nuclear testing contaminated these three atolls and, in one instance, injured the people of Rongelap. As a result of this testing many of these people cannot return to their ancestral homes. This dissertation examines the many conditions that led to the creation of the Los Alamos Laboratory, its testing of nuclear weapons in the Marshall Islands, and the long term, perhaps, permanent, displacement of the people of Bikini, Enewetak, and Rongelap. / Dissertation/Thesis / Doctoral Dissertation History 2015

abstract: Systems biology studies complex biological systems. It is an interdisciplinary field, with biologists working with non-biologists such as computer scientists, engineers, chemists, and mathematicians to address research problems applying systems’ perspectives. How these different researchers and their disciplines differently contributed to the advancement of this field over time is a question worth examining. Did systems biology become a systems-oriented science or a biology-oriented science from 1992 to 2013? This project utilized computational tools to analyze large data sets and interpreted the results from historical and philosophical perspectives. Tools deployed were derived from scientometrics, corpus linguistics, text-based analysis, network analysis, and GIS analysis to analyze more than 9000 articles (metadata and text) on systems biology. The application of these tools to a HPS project represents a novel approach. The dissertation shows that systems biology has transitioned from a more mathematical, computational, and engineering-oriented discipline focusing on modeling to a more biology-oriented discipline that uses modeling as a means to address real biological problems. Also, the results show that bioengineering and medical research has increased within systems biology. This is reflected in the increase of the centrality of biology-related concepts such as cancer, over time. The dissertation also compares the development of systems biology in China with some other parts of the world, and reveals regional differences, such as a unique trajectory of systems biology in China related to a focus on traditional Chinese medicine. This dissertation adds to the historiography of modern biology where few studies have focused on systems biology compared with the history of molecular biology and evolutionary biology. / Dissertation/Thesis / Doctoral Dissertation Biology 2016

Submitted by Kamila Ferreira Prado null (kamilafprado@hotmail.com) on 2016-05-30T18:35:04Z No. of bitstreams: 1 DISSERTAÇÃO KAMILA FERREIRA PRADO - LIVROS DIDÁTICOS E CONCEPÇÕES DE PROFESSORES - A HISTÓRIA DA CIÊNCIA NO ENSINO DE EQUILÍBRIO QUÍMICO.pdf: 1460005 bytes, checksum: e3d8ed2342936b2817268b1825affcbc (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-05-31T16:49:21Z (GMT) No. of bitstreams: 1 prado_kf_me_bauru.pdf: 1460005 bytes, checksum: e3d8ed2342936b2817268b1825affcbc (MD5) / Made available in DSpace on 2016-05-31T16:49:21Z (GMT). No. of bitstreams: 1 prado_kf_me_bauru.pdf: 1460005 bytes, checksum: e3d8ed2342936b2817268b1825affcbc (MD5) Previous issue date: 2016-03-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A Química é considerada uma Ciência difícil de ser estudada e compreendida pelos alunos e suas concepções prévias atuam como verdadeiros obstáculos à aprendizagem. Neste contexto, o tema Equilíbrio Químico é considerado como um dos tópicos mais complexos e exigentes no Ensino Médio ou em cursos introdutórios de Química no Ensino Superior. Este trabalho tem como objetivo a análise da estruturação do conceito de Equilíbrio Químico do ponto de vista da História da Ciência em livros didáticos utilizados por professores no Ensino Médio e análise das concepções e conhecimentos que os professores possuem sobre a utilização da História da Ciência no ensino deste tema. Um questionário foi aplicado a 10 professores da Rede Pública Estadual de ensino buscando verificar qual a formação dos professores para o uso da História da Ciência no ensino do conceito de Equilíbrio Químico. Foram também analisados os capítulos correspondentes ao tema nos livros didáticos indicados pelo PNLEM e nos cadernos da Secretaria Estadual de Educação de São Paulo, adotados no Ensino Médio para o planejamento e complemento das aulas. Os resultados mostram que os professores não foram formados adequadamente na licenciatura para o uso de História da Ciência, assim eles não se sentem preparados para utilizar tal abordagem, além destes fatores, os livros didáticos analisados incorporam uma visão simplista dos conceitos relacionados ao tema, apresentando em seus textos abordagens superficiais de historiografia. / The chemistry is considered a difficult Science to be studied and understood by students and their prior conceptions act as real obstacles to learning. In this context, the Chemical Equilibrium theme is regarded as one of the most complex and demanding topics in high school or introductory Chemistry courses in Higher Education. This study aims to analyze the structure of the concept of Chemical Equilibrium in terms of the History of Science in textbooks used by high school teachers and analysis of conceptions and knowledge that teachers have about the use of the History of Science in teaching this theme. A questionnaire was applied to 10 public school teachers teaching State seeking to check what the training of teachers to the use of the history of science in the teaching of the concept of chemical equilibrium. Were also analyzed the chapters corresponding to the subject in the textbooks listed at PNLEM and on the rolls of the State Secretariat of Education of São Paulo, adopted in high school for planning and add-on. The results show that the teachers have not been trained properly in degree to the use of the History of Science, so they do not feel prepared to use such an approach, in addition to these factors, the textbooks analyzed incorporate a simplistic vision of the concepts related to the topic, showing in his writings superficial approaches of historiography.

Tendo como ponto de partida o que poderia ser chamado de "epistemologias históricas da ciência", delineia-se uma concepção de ciência que se insere, mais amplamente, numa teoria dialética do conhecimento, em contraposição a uma visão metafísica. Busca-se em seguida explicitar a relação entre tais epistemologias e a prática pedagógica, emergindo disso nossa opção por uma educação dialógica e libertadora, da qual se depreende, entre outras coisas, a relevância da história da ciência sob diversos aspectos. Fundamentado nessa perspectiva, aborda-se o conceito de tempo, de extrema importância no âmbito da física, resultando na construção de um texto, destinado preferencialmente a professores de ciências, a partir da re-leitura de uma pesquisa histórica sobre esse tema. / Starting from what may be called "historical epistemologies of science", we elaborate a conception of science which may be classified in a general way as a dialectical theory of knowledge, as opposed to a metaphysical point of view. We then explore the relation between such epistemologies and pedagogic practice, from which emerges our option for a dialogical and liberative education, which in turn emphasizes, beside other things, the relevance of history of science under various aspects. Bared on such perspective, we study the concept of time, which is extremely important in physics, and as a result, after re-reading a historical research on this theme, construct a text aimed primarily at science teachers.

Nas últimas décadas cresceu o número de pesquisas que defendem os benefícios do uso da História da Ciência na educação científica, entretanto, surgiram também estudos apontando diversas dificuldades para tal fim, inclusive quanto à carência de propostas efetivas para a sala de aula. A partir deste impasse, desenvolvemos uma pesquisa que elabora e analisa o processo de construção de uma abordagem didática da história da radioatividade para o Ensino Médio para ser utilizada por professores de química e de física. Selecionamos aspectos da pesquisa sobre radioatividade, desde seu inicio -- entre as décadas de 1890 e de 1900 -- às suas aplicações, durante o século XX, como tema para a construção de uma proposta didático-metodológica para ensino de física e de química. Além de conceitos científicos, tais episódios permitem discussões metacientíficas, por exemplo, diferenciando a descoberta de um fenômeno natural da construção de explicações sobre ele e a compreensão da ciência enquanto fazer coletivo. Utilizamos como apoio metodológico uma proposta que se propõe a lidar com obstáculos apontados pela literatura, fundamentando a seleção e adaptação de conteúdos históricos na proposição de atividades didáticas, a partir de cada contexto educacional e dos objetivos epistemológicos estabelecidos pelo autor/pesquisador. Oferecemos como resultados desta pesquisa o planejamentos para as aulas, os textos para os alunos (material didático) e para o professor e a análise sobre a construção da proposta, que pode auxiliar outras pesquisas na área. / In recent decades has grown the number of research defending the benefits of using the History of Science in science education, however, there were also studies pointing out the difficulties for that purpose, including proposals for the classroom. From this impasse, we developed a survey that establishes and analyzes the process of building a didactic approach of radioactivity history for the high school for be used by teachers of chemical and physical. We selected aspects of research on radioactivity, since its beginning -- between the 1890s and 1900s -- to their applications, during the twentieth century, as the theme for the construction of a didactic-methodological proposal for physics and chemistry teaching. In addition to scientific concepts such episodes allow metascientific discussions, for example, differentiating the discovery of a natural phenomenon of building explanations about it and understanding of science while making collective. The methodology used, which proposes to deal with obstacles mentioned by the literature, supporting the selection and adaptation of historical contents in proposing educational activities, from every educational context and epistemological objectives set by the author / researcher. We offer as a result of this research the plans for classes, the texts for students (teaching materials) and for the teacher and the analysis on the construction of proposal, that can assist other research in the area.

Orientador: Adriana Vitorino Rossi / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Quimica / Made available in DSpace on 2018-08-12T12:44:57Z (GMT). No. of bitstreams: 1 Verzoto_JoseCarlos_M.pdf: 2173357 bytes, checksum: 93e5222b6474774989fc07e35aeec890 (MD5) Previous issue date: 2008 / Resumo: Neste trabalho, o tema equilíbrio químico foi objeto de estudo sob perspectiva didática, considerando-se sua relevância em termos conceituais bem como aspectos relacionados ao processo de ensino/aprendizagem, como dificuldades apresentadas na linguagem e interpretação desse conceito apontadas na literatura e por professores do ensino médio. Neste contexto, buscou-se investigar aspectos de desenvolvimento histórico desse conceito, resgatando informações relevantes para subsidiar interpretações críticas de material didático comercial e aprimorar situações propícias ao processo de ensino/aprendizagem em sala de aula. Paralelamente, foram elaboradas e testadas duas propostas didáticas. A primeira proposta A envolveu a elaboração de material de apoio para o ensino de equilíbrio químico incluindo aulas contextualizadas, demonstrações experimentais e abordagem histórica e esta foi aplicada a três turmas de estudantes (81 participantes) da 3ª série em 2007. A outra proposta B limitou-se a aspectos teóricos tradicionais e foi aplicada a nove turmas (236 estudantes) da 2ª e 3ª série em 2006 e 1 turma com 33 estudantes da 3ª série, em 2007, todas do ensino médio. Utilizando-se questionários e entrevistas, foram investigadas impressões prévias e pós-aulas desses estudantes sobre questões envolvendo o conceito de equilíbrio químico. Os resultados desta investigação indicaram vantagens no processo de ensino/aprendizagem na aplicação da proposta A, que incluiu situações que oportunizaram o professor discutir alguns aspectos concretos incluindo demonstração experimental e mostrando aspectos positivos na discussão da construção do conhecimento científico sob uma perspectiva histórica e o crescimento dinâmico da Ciência. Apesar dessa proposta demandar alguns esforços adicionais para o professor, principalmente referindo-se as demonstrações experimentais e discussão de aspectos históricos, os resultados alcançados são compensadores. / Abstract: In this work, the subject chemical equilibrium was the object of study under didactic perspective, considering its relevance in conceptual terms as well as aspects related to the teaching/learning process, as difficulties presented in the language and interpretation of this concept pointed in the literature and by high school teachers. In this context, aspects of historical development of this concept were investigated in order to recovery important information to subsidize a critical evaluation of commercial textbooks and to improve propitious situations the teaching/learning process in the classroom. At the same time, two didactic proposals were elaborated and tested. The first proposal A involved the elaboration of the support material for teaching chemical equilibrium including contextualized lessons, experimental demonstrations and historical approaching and it was applied to three groups of students (81 participants) of 3rd grade in 2007. The other proposal B was limited to the traditional theoretical aspects and was applied to nine groups (236 students) of 2rd and 3rd grades in 2006 and one group with 33 students of 3rd grade, in 2007, all of high school. Written questionnaires and interviews were to investigate previous and after-lessons conceptions of these students on questions involving the concept of chemical equilibrium. The results of this study indicated advantages in the process of teaching/learning in the application of the proposal A, that included situations that became opportune to the professor to the discuss some concrete aspects including experimental demonstration and I also showed the positive effect of talk about how the scientific knowledge is built under a historical perspective and the dynamic growing of the Science. Despite of this proposal demanding some additional efforts from the professor, mainly concerning to the experimental demonstrations and quarrel of historical aspects, the reached results are compensating. / Mestrado / Quimica Analitica / Mestre em Química

<p> Decades after the term &ldquo;McCarthyism&rdquo; was first coined, it continues to be used to describe those who prey on the fears of Americans to discriminate against others. In the post-world War years, and well into the sixties, it was Communism. Today, it is &ldquo;terrorism,&rdquo; and an irrational fear of Muslims. The word is used to describe those who perpetuate unsubstantiated claims and who practice the intimidation tactics employed against those suspected of being members of a targeted group. This resurgence of the term has piqued the interest of scholars, who like me, are studying Cold War or &ldquo;old wave&rdquo; McCarthyism and comparing it to the &ldquo;new wave&rdquo; of McCarthyism that has emerged since 9-11. Similar to what transpired during &ldquo;old wave&rdquo; McCarthyism most research is focused on predominantly White institutions (PWI&rsquo;s). The historical development of Black colleges and universities reveals how the lack of resources and finances made these schools much more susceptible to pressures of external forces such as racism and McCarthyism. This then raises the question: &ldquo;What was the impact of McCarthyism at our nation&rsquo;s Black institutions of higher education?&rdquo; Except for two well-documented incidents that occurred at Fisk University during the McCarthy Era (see Gilpin and Gasman, 2003; Gasman, 1999; Gilpin, 1997; and Schrecker, 2002, 1994) and my case study (2008) on McCarthyism at Cheyney and Lincoln Universities in Pennsylvania, for the most part, this question has gone unanswered. </p><p> With the use of primary and secondary sources this study will begin to address this void in educational historiography by examining the impact of &ldquo;old wave&rdquo; McCarthyism at four existing private historically Black institutions in Georgia: Atlanta University, Morehouse College, Clark University/College, and Spelman College. With this study, I hope to expand the existing discourse on McCarthyism by making it more comprehensive, as well as more inclusive.</p><p>

This dissertation explores the medicinal use of poisons in China from the third to the tenth century, which is when the major outlines of Chinese toxicological thought took shape. Challenging a widespread view that contrasts the benign naturalness of Chinese herbal remedies with the dangerous side effects of Western synthetic drugs, my research highlights the centrality of poisons to the practice and theory of medicine in China. Chinese doctors regularly relied on a large number of substances that they recognized as toxic to combat sickness, and identified toxicity as the central pillar for the classification of drugs. I argue that the boundary between poisons and medicines was always hazy in medieval China; it was not the substance itself, but how it was used and experienced that mattered. To examine this crucial yet ignored feature of Chinese medicine, my dissertation develops the following themes. The first is that drugs in medieval China were not fixed entities with unique effects. The effect of a given substance—whether it healed as a medicine, or sickened or killed as a poison, or altered a person in myriad other ways—varied both with usage and with processing. Subsequently, Chinese doctors developed a variety of techniques (the dosage, the drug combination, and the drug preparation) to mitigate the toxicity of a poison while preserving its therapeutic potency. Secondly, I highlight the intimate relation between bodily experience and the understanding of poisons. By studying the alchemical practice of ingesting toxic minerals, I show that the violent bodily effects induced by these substances were often perceived as confirmations of efficacy rather than worrying signs of pathology. My third theme is the circulation of toxicological knowledge across geographical and social domains. I argue that standardized textual knowledge propagated by the state was fluidly transformed in practice, contingent upon the availability of pharmacological ingredients and the needs of local people. Finally, I turn to non-poisons, especially foods, in Chinese pharmacy, and identify a distinctive character of Chinese medicine—the ingestion of mild substances to nourish the body and prolong life. Chinese medicine thus developed through the interaction of two related, but distinct enterprises—the fight against sickness, and the quest for ever-enhanced vitality. / History of Science