Preparing the Next Generation of Oral Historians is an invaluable resource to educators seeking to bring history alive for students at all levels. Filled with insightful reflections on teaching oral history, it offers practical suggestions for educators seeking to create curricula, engage students, gather community support, and meet educational standards. By the close of the book, readers will be able to successfully incorporate oral history projects in their own classrooms.

Geared toward readers already acquainted with special relativity, this book transcends the view of theory as a working tool to answer natural questions: What is ...

This paper argues for continuity in purpose and specific results between some hand drawn nebulae, especially those ‘descriptive maps’ by John F. W. Herschel and E. P. Mason in the late 1830s, and the first photographs made of the nebulae in the 1880s. Using H. H. Turners’ explication in 1904 of the three great advantages of astrophotography, the paper concludes that to some extent Herschel’s and Mason’s hand-drawings of the nebulae were meant to achieve the same kinds of results. This (...) is surprising not only because such drawings were conceived and achieved over forty-years earlier, but also because the procedures used in the production of these pictorially and metrically rich images were those directly inspired by cartography, geodesy, and land-surveying. Such drawings provided the standard for what was depicted, expected and aimed at by way of successful representations of the nebulae; standards that seemed to have been used to judge the success of nebular photographs. Being conditions of expectation and possibility for later photography, these drawings were themselves made possible by such techniques of representation and measurement as isolines and triangulation, so fundamental to Imperial and ‘Humboltian science.’Keywords: Ebenezer Porter Mason; Cartography; Draughtsmanship; Observation; Scientific Representation; Philosophy of Scientific Practice. (shrink)

Originally published 1968, the book examines the ways in which the definitions of education held by different groups with power have changed since 1800 and traces which social institutions exercised the preponderant influence on the growth of the English educational system during the seminal period in which the state system was founded and grew to its present position. Especial attention is given to the influence of the ideologies of the various social classes, to the growing demands of the economy on (...) the educational system and to changes in the structure of the family. (shrink)