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"Assemblage art consists of making three-dimensional or two-dimensional artistic compositions by putting together found-objects."--Boundless.
A foundational work on historical and social studies of quantification What accounts for the prestige of quantitative methods? The usual answer is that quantification is desirable in social investigation as a result of its successes in science. Trust in Numbers questions whether such success in the study of stars, molecules, or cells should be an attractive model for research on human societies, and examines why the natural sciences are highly quantitative in the first place. Theodore Porter argues that a better understanding of the attractions of quantification in business, government, and social research brings a fresh perspective to its role in psychology, physics, and medicine. Quantitative rigor is not inherent in science but arises from political and social pressures, and objectivity derives its impetus from cultural contexts. In a new preface, the author sheds light on the current infatuation with quantitative methods, particularly at the intersection of science and bureaucracy.
This volume presents the proceedings of an international symposium organized by the Getty Conservation Institute and the J. Paul Getty Museum. The first conference of its kind in twenty years, the symposium assembled an international group of conservators of painted panels, and gave them the opportunity to discuss their philosophies and share their work methods. Illustrated in color throughout, this volume presents thirty-one papers grouped into four topic areas: Wood Science and Technology, History of Panel-Manufacturing Techniques, History of the Structural Conservation of Panel Paintings, and Current Approaches to the Structural Conservation of Panel Paintings.
This much-anticipated fifth edition of Exploring Education offers an alternative to traditional foundations texts by combining a point-of-view analysis with primary source readings. Pre- and in-service teachers will find a solid introduction to the foundations disciplines -- history, philosophy, politics, and sociology of education -- and their application to educational issues, including school organization and teaching, curriculum and pedagogic practices, education and inequality, and school reform and improvement. This edition features substantive updates, including additions to the discussion of neo-liberal educational policy, recent debates about teacher diversity, updated data and research, and new selections of historical and contemporary readings. At a time when foundations of education are marginalized in many teacher education programs and teacher education reform pushes scripted approaches to curriculum and instruction, Exploring Education helps teachers to think critically about the "what" and "why" behind the most pressing issues in contemporary education.
This anthology presents studies of Stalinism in the ethnic and religious bor-derlands of the Soviet Union. The authors not only cover hitherto less researched geographical areas, but have also addressed new questions and added new source material. Most of the contributors to this anthology use a micro-his-torical approach. With this approach, it is not the entire area of the country, with millions of separate individuals that are in focus but rather particular and cohesive ethnic and religious communities. Micro-history does not mean ignoring a macro-historical perspective. What happened on the local level had an all-Union context, and communism was a European-wide phenomenon. This means that the history of minorities in the Soviet Union during Stalin's rule cannot be grasped outside the national and international context; aspects which are also considered in this volume. The chapters of the book are case studies on various minority groups, both ethnic and religious. In this way, the book gives a more complex picture of the causes and effects of the state-run mass violence during Stalinism. The publication is the outcome of a multidisciplinary international research network lead by Andrej Kotljarchuk (SOdertOrn University, Sweden) and Olle SundstrOm (UmeA University, Sweden) and consisting of specialists from Estonia, France, Germany, Russia, Sweden, Ukraine and the United States. These scholars represent various disciplines: Anthropology, Cultural Studies, History and the History of Religions.
Until the 1970s gender had been invisible in analyses of social space and place in the androcentric discipline of geography. While recent contributions to feminist geography have challenged this, in India the engagement of geographers with gender, by being conservative in its choice of focus and orthodox in methodology, has been unable to destabilise the established disciplinary order. However, with younger scholars becoming increasingly interested in studying gender in geography, novel and innovative methods that include combinations of quantitative and qualitative analyses, visual sources and in-depth case studies are being tried out and accepted in geography despite its masculine legacy. This pioneering study brings together Indian geographers’ contributions to understanding gender, and through them, seeks to enrich the discipline of geography. It engages with the recent ‘spatial turn’ in the social sciences, which has reclaimed the explanatory power of space and place in social theory that had been nearly lost to deconstructive postmodernist scholarship. The volume draws entirely from the Indian scholarship, showcasing contextualised knowledge production, but hopes to initiate a a dialogue with scholars elsewhere working with feminist methodologies.