This essay interrogates the motives of eighteenth-century European naturalists to alternately show and hide their laboring-class fossil suppliers. Focusing on rare moments of heightened visibility, I ask why gentlemen naturalists occasionally, deliberately, and even performatively made visible the marginalized science workers on whom they crucially depended but more typically ignored or effaced. Comparing archival fragments from elite works of natural history across a considerable stretch of time and space, including Italy, France, Switzerland, Britain, Ireland, Germany, Spain, and French, Spanish, and (...) British America, this essay sketches the contours of a disparate group of people I term ‘earth workers’: laborers of very low social rank, such as quarrymen, shepherds, ditch-diggers, and fieldworkers, whose daily labor in and on the earth enabled the discovery of subterranean specimens. At the same time, archival traces of laboring lives ultimately reveal more about the naturalists who created them than they do about the marginalized laborers whose lives they faintly record. Cultural norms of elite masculinity and scholarly self-presentation in the Republic of Letters help us to understand why some eighteenth-century naturalists felt they had to publicly disavow a form of labor that would come to be recognized as a crucial and skilled part of scientific fieldwork in the modern era. Compared to other kinds of invisible labor that historians of science have brought into view, the social meaning of earth work rendered it uniquely visible in some ways and uniquely invisible in others. (shrink)

This article considers the relationship between research and pedagogy in Isis from the perspective of undergraduate teaching. Isis does not think of itself primarily as an organ for supporting education in the history of science, yet contributions to Isis are found across undergraduate syllabi, classrooms, and curricula. This essay makes a start at documenting and exploring some of the ways in which Isis is already being used in undergraduate educational contexts and suggests several ways in which Isis might further support (...) the goal of welcoming new learners in our field. Drawing on the authors’ experience co-teaching an introductory history of science lecture course and on the results of an informal survey of instructors of similar courses at other US institutions, we aim to engage conversations about the past, present, and future of the journal as it relates to the educational mission of our field. (shrink)

In this classic work, L.D. Barnett delves into the ancient Indian science of Brahma-knowledge. Drawing from sources that predate the Vedas, Barnett presents a detailed study of the cosmology and spirituality of the Brahma tradition, exploring the nature of the universe, the workings of the human mind, and the path to enlightenment. This insightful and beautifully written book is a must-read for anyone interested in the spiritual traditions of India. This work has been selected by scholars as being culturally important, (...) and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

In this two-volume set, Larry D. Barnett delves into the macrosociological sources of law concerned with society-important social activities in a structurally complex, democratically governed nation. Barnett explores why, when, and where particular proscriptions and prescriptions of law on key social activities arise, persist, and change. The first volume, Societal Agents in Law: A Macrosociological Approach, puts relevant doctrines of law into a macrosociological framework, uses the findings of quantitative research to formulate theorems that identify the impact of several society-level (...) agents on doctrines of law, and takes the reader through a number of case analyses. The second volume, Societal Agents in Law: Quantitative Research, reports original multivariate statistical studies of sociological determinants of law on specific types of key social activities. Taken together, the two volumes offer an alternative to the almost-total monopoly of theory and descriptive scholarship in the macrosociology of law, comparative law, and history of law, and underscore the value of a mixed empirical/theoretical approach. (shrink)

While doubt is nothing new, it has now become much more harmful to Christian faith, and it is the major cause of the recent decline in American Christianity, according to new findings of the Next Generation Project. Given the serious threat posed to the next generation by unanswered questions and unresolved doubts, Christians must better meet our biblical obligations to doubters and those with questions. If and only if we faithfully fulfill these duties—answering their questions and offering them good reasons (...) to believe—we can expect a bright future for the American church. (shrink)

ObjectiveTo determine the effects of learning interventions aimed at optimizing the quality of physical education on psychomotor, cognitive, affective and social learning outcomes in children and adolescents.DesignA systematic review and meta-analysis.Data SourcesAfter searching PsycInfo, ERIC, and SportDiscus electronic databases, we identified 135 eligible studies published between January 1, 1995 to May 1, 2021.Eligibility Criteria for Selecting StudiesWe included randomized controlled trials, quasi-experimental studies, and controlled trials that assessed the effect of a PE-based intervention against one of the four identified learning (...) domains in youth at school.ResultsOne hundred and thirty five studies with over 42,500 participants and 193 calculated effect sizes were included in the study. The mean effect across all the learning and development outcomes was small to medium. When adjusted for publication bias using the Duval and Tweedie Trim and Fill Method, this mean effect size increased to d = 0.40. Effect sizes varied significantly based on learning and development outcomes. Interventions that consistently report above or below the mean d = 0.40 effect are identified based on learning outcome. The greatest effects across interventions were witnessed in psychomotor learning outcomes followed by affective, social, and cognitive learning outcomes. A minority of PE interventions captured by this systematic review and meta-analysis reported having a negative effect on student learning and development.ConclusionThe interventions with the greatest effects on student learning and development were dependant on the learning domains. Some PE interventions with a pedagogical focus such as games-based approaches, TARGET/Mastery Teaching, and Sport Education were found to be strong investments across multiple domains. The evidence is limited however by consistency in intervention dosage, study design, and data collection instruments. The study received no internal or external funding and was not prospectively registered. (shrink)

Examine how community college faculty in science, technology, engineering, and mathematics partnered with K–12 teachers to mentor community college science and math students and open their minds to pursuing a career in K–12 teaching. This report outlines the lessons learned by the community colleges that participated in AACC’s Teaching Scholar Partnerships, an initiative supported by the National Science Foundation.