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Negative history is a legal term referring to decisions that have been overruled or questioned in some way by an appellate court. Cathryn Hankla’s Negative History alludes to such ambiguity in the domain of a more personal justice—as the title poem suggests: “Petals of morning/open in lucid order/opposed to the law.//Here is a question without an answer.” Through these enthralling poems, the reader enters spheres of history and emotion in which there are more often ironies to be observed than answers to be found or justice served. And yet what can be discovered through vivid visual detail, through the poet’s eye, can lift us from our reliance on the world’s determinations and into an appreciation of life’s mysteries. With the issues tackled in Negative History—individual and familial identity, cultural and emotional heritage—Hankla skillfully balances keenest loss with the gains some losses paradoxically make available (“Submerging yourself, you learned/to search the darkness”). This remarkable collection plumbs the depths of sexual and transcendent love (“Let me die trying to tell you/one word that might matter”) and summons from those murky realms the feral nature of strong emotions and of our own fears (“I have unearthed/enough emptiness to survive”). In Negative History, Hankla professes the power of love to carry us from “where the press of heat healed the split.”
As its title suggests, Negative/Positive begins with the negative, a foundational element of analog photography that is nonetheless usually ignored, and uses this to tell a representative, rather than comprehensive, history of the medium. The fact that a photograph is split between negative and positive manifestations means that its identity is always simultaneously divided and multiplied. The interaction of these two components was often spread out over time and space and could involve more than one person, giving photography the capacity to produce multiple copies of a given image and for that image to have many different looks, sizes and makers. This book traces these complications for canonical images by such figures as William Henry Fox Talbot, Kusakabe Kimbei, Dorothea Lange, Man Ray, Seydou Keïta, Richard Avedon, and Andreas Gursky. But it also considers a number of related issues crucial to any understanding of photography, from the business practices of professional photographers to the repetition of pose and setting that is so central to certain familiar photographic genres. Ranging from the daguerreotype to the digital image, the end result is a kind of little history of photography, partial and episodic, but no less significant a rendition of the photographic experience for being so. This book represents a summation of Batchen’s work to date, making it be essential reading for students and scholars of photography and for all those interested in the history of the medium
A look at how to teach history in the age of easily accessible—but not always reliable—information. Let’s start with two truths about our era that are so inescapable as to have become clichés: We are surrounded by more readily available information than ever before. And a huge percent of it is inaccurate. Some of the bad info is well-meaning but ignorant. Some of it is deliberately deceptive. All of it is pernicious. With the Internet at our fingertips, what’s a teacher of history to do? In Why Learn History (When It’s Already on Your Phone), professor Sam Wineburg has the answers, beginning with this: We can’t stick to the same old read-the-chapter-answer-the-question snoozefest. If we want to educate citizens who can separate fact from fake, we have to equip them with new tools. Historical thinking, Wineburg shows, has nothing to do with the ability to memorize facts. Instead, it’s an orientation to the world that cultivates reasoned skepticism and counters our tendency to confirm our biases. Wineburg lays out a mine-filled landscape, but one that with care, attention, and awareness, we can learn to navigate. The future of the past may rest on our screens. But its fate rests in our hands. Praise for Why Learn History (When It’s Already on Your Phone) “If every K-12 teacher of history and social studies read just three chapters of this book—”Crazy for History,” “Changing History . . . One Classroom at a Time,” and “Why Google Can’t Save Us” —the ensuing transformation of our populace would save our democracy.” —James W. Lowen, author of Lies My Teacher Told Me and Teaching What Really Happened “A sobering and urgent report from the leading expert on how American history is taught in the nation’s schools. . . . A bracing, edifying, and vital book.” —Jill Lepore, New Yorker staff writer and author of These Truths “Wineburg is a true innovator who has thought more deeply about the relevance of history to the Internet—and vice versa—than any other scholar I know. Anyone interested in the uses and abuses of history today has a duty to read this book.” —Niall Ferguson, senior fellow, Hoover Institution, and author of The Ascent of Money and Civilization
Criticizes the way history is presented in current textbooks, and suggests a more accurate approach to teaching American history.
Identity has become a central feature of national conversations: identity politics and identity crises are the order of the day. We celebrate identity when it comes to personal freedom and group membership, and we fear the power of identity when it comes to discrimination, bias, and hate crimes. Drawing on Isaiah Berlin's famous distinction between positive and negative liberty, Theodor Adorno and the Century of Negative Identity argues for the necessity of acknowledging a dialectic within the identity concept. Exploring the intellectual history of identity as a social idea, Eric Oberle shows the philosophical importance of identity's origins in American exile from Hitler's fascism. Positive identity was first proposed by Frankfurt School member Erich Fromm, while negative identity was almost immediately put forth as a counter-concept by Fromm's colleague, Theodor Adorno. Oberle explains why, in the context of the racism, authoritarianism, and the hard-right agitation of the 1940s, the invention of a positive concept of identity required a theory of negative identity. This history in turn reveals how autonomy and objectivity can be recovered within a modern identity structured by domination, alterity, ontologized conflict, and victim blaming.
Getting the right diagnosis is a key aspect of health care - it provides an explanation of a patient's health problem and informs subsequent health care decisions. The diagnostic process is a complex, collaborative activity that involves clinical reasoning and information gathering to determine a patient's health problem. According to Improving Diagnosis in Health Care, diagnostic errors-inaccurate or delayed diagnoses-persist throughout all settings of care and continue to harm an unacceptable number of patients. It is likely that most people will experience at least one diagnostic error in their lifetime, sometimes with devastating consequences. Diagnostic errors may cause harm to patients by preventing or delaying appropriate treatment, providing unnecessary or harmful treatment, or resulting in psychological or financial repercussions. The committee concluded that improving the diagnostic process is not only possible, but also represents a moral, professional, and public health imperative. Improving Diagnosis in Health Care, a continuation of the landmark Institute of Medicine reports To Err Is Human (2000) and Crossing the Quality Chasm (2001), finds that diagnosis-and, in particular, the occurrence of diagnostic errorsâ€"has been largely unappreciated in efforts to improve the quality and safety of health care. Without a dedicated focus on improving diagnosis, diagnostic errors will likely worsen as the delivery of health care and the diagnostic process continue to increase in complexity. Just as the diagnostic process is a collaborative activity, improving diagnosis will require collaboration and a widespread commitment to change among health care professionals, health care organizations, patients and their families, researchers, and policy makers. The recommendations of Improving Diagnosis in Health Care contribute to the growing momentum for change in this crucial area of health care quality and safety.
The National Book Award winning history of how racist ideas were created, spread, and deeply rooted in American society. Some Americans insist that we're living in a post-racial society. But racist thought is not just alive and well in America -- it is more sophisticated and more insidious than ever. And as award-winning historian Ibram X. Kendi argues, racist ideas have a long and lingering history, one in which nearly every great American thinker is complicit. In this deeply researched and fast-moving narrative, Kendi chronicles the entire story of anti-black racist ideas and their staggering power over the course of American history. He uses the life stories of five major American intellectuals to drive this history: Puritan minister Cotton Mather, Thomas Jefferson, abolitionist William Lloyd Garrison, W.E.B. Du Bois, and legendary activist Angela Davis. As Kendi shows, racist ideas did not arise from ignorance or hatred. They were created to justify and rationalize deeply entrenched discriminatory policies and the nation's racial inequities. In shedding light on this history, Stamped from the Beginning offers us the tools we need to expose racist thinking. In the process, he gives us reason to hope.
In the United States, some populations suffer from far greater disparities in health than others. Those disparities are caused not only by fundamental differences in health status across segments of the population, but also because of inequities in factors that impact health status, so-called determinants of health. Only part of an individual's health status depends on his or her behavior and choice; community-wide problems like poverty, unemployment, poor education, inadequate housing, poor public transportation, interpersonal violence, and decaying neighborhoods also contribute to health inequities, as well as the historic and ongoing interplay of structures, policies, and norms that shape lives. When these factors are not optimal in a community, it does not mean they are intractable: such inequities can be mitigated by social policies that can shape health in powerful ways. Communities in Action: Pathways to Health Equity seeks to delineate the causes of and the solutions to health inequities in the United States. This report focuses on what communities can do to promote health equity, what actions are needed by the many and varied stakeholders that are part of communities or support them, as well as the root causes and structural barriers that need to be overcome.
The Internet has changed the past. Social media, Wikipedia, mobile networks, and the viral and visual nature of the Web have inundated the public sphere with historical information and misinformation, changing what we know about our history and History as a discipline. This is the first book to chronicle how and why it matters. Why does History matter at all? What role do history and the past play in our democracy? Our economy? Our understanding of ourselves? How do questions of history intersect with today’s most pressing debates about technology; the role of the media; journalism; tribalism; education; identity politics; the future of government, civilization, and the planet? At the start of a new decade, in the midst of growing political division around the world, this information is critical to an engaged citizenry. As we collectively grapple with the effects of technology and its capacity to destabilize our societies, scholars, educators and the general public should be aware of how the Web and social media shape what we know about ourselves - and crucially, about our past.