This monograph offers a critical introduction to current theories of how scientific models represent their target systems. Representation is important because it allows scientists to study a model to discover features of reality. The authors provide a map of the conceptual landscape surrounding the issue of scientific representation, arguing that it consists of multiple intertwined problems. They provide an encyclopaedic overview of existing attempts to answer these questions, and they assess their strengths and weaknesses. The book also presents a comprehensive statement of their alternative proposal, the DEKI account of representation, which they have developed over the last few years. They show how the account works in the case of material as well as non-material models; how it accommodates the use of mathematics in scientific modelling; and how it sheds light on the relation between representation in science and art. The issue of representation has generated a sizeable literature, which has been growing fast in particular over the last decade. This makes it hard for novices to get a handle on the topic because so far there is no book-length introduction that would guide them through the discussion. Likewise, researchers may require a comprehensive review that they can refer to for critical evaluations. This book meets the needs of both groups.
How do we create a culture of zero tolerance for sexual violence on college campuses? In a world where one in five women on campus experience some form of sexual assault, what would it take to create a campus culture that was free of violence against women? From a public health perspective, sexual assault is an epidemic on campuses, but why? What is it about a campus community culture that permits or encourages this, at a time when a majority of students are now female? In this practical guide for colleges and universities, Joanne H. Gavin, James Campbell Quick, and David J. Gavin lay out a community-based model that is designed to eliminate sexual misconduct, spot it before it happens, punish its perpetrators, support its victims/survivors, and end this epidemic. Ending Sexual Violence in College is a prescriptive guide for creating a campus culture that is intolerant of sexual misconduct regardless of who is involved or the context in which it happens. A culture of intolerance, the authors argue, does not consider the role or status of either the perpetrator or victim/survivor. Rather, this culture protects all members. Using a public health model with an emphasis on prevention to create this cultural change, the book utilizes psychological and organizational research to understand the challenges of making these changes while enhancing the odds of permanent cultural change for the better. Designed to spur community-wide conversations on how we can make our campuses safe from sexual violence, this book's preventive approach allows communities to self-monitor. The authors include case studies of institutions that have not been proactive in putting programs in place to protect students, as well as examples of institutions that are effectively addressing these problems. Aimed at college administrators and Title IX coordinators who are responsible for leading campuses that are safe for everyone, Ending Sexual Violence in College also enables those who work or live on a college campus to take an active role in making the campus safer.
Historians may have locked the box on the JFK assassination and the life of Lyndon Baines Johnson but in reading James Norvell's riveting "out of the box" tale, you will shiver with nagging thoughts of intrigue and doubt. Norvell's semi-fictitious story, bolstered with historical facts, is a spellbinding masterpiece. He has interacted with principal characters - particularly Madeleine Brown and Billie Sol Estes - and done so in a personal manner and over an extended period of time. The more you read, the more you'll wonder, "Could this have happened?" Be careful - once you pick it up you won't put it down. Dynamite!" John H. (Jack) Grubbs, Ph.D, Brigadier General (Ret.), U. S. Army, author of Dryline and Bad Intentions. "Jim Norvell's unique approach to explaining the assassination of President Kennedy leads the reader into this complex and often difficult subject from a fresh direction. I recommend this book primarily because it exposes even the experienced student of the subject to information with which he may not have been familiar, and to possible associations between 'competing theories' about what happened in Dallas, that may indicate many of them are not necessarily mutually exclusive after all. Mr. Norvell does not pull any punches, and does not sugar-coat the assassination story in any way. An engaging read." Douglas P. Horne, formerly Chief Analyst for Military Records, Assassination Records Review Board, B.A. in History, Ohio State University, and author of Inside the Assassination Records Review Board, Vol. I-V. "My classmate from the Naval Academy, Jim Norvell, has put together a very shocking scenario that leads to a very different assassination event than the "lone gunman, lone event, Oswald-did-it" type answer. Instead he constructs a list of timed events with key power brokers in 1963 that provides a hard-core conspiratorial assassination plot. . . And if you are not entirely convinced these diverse power brokers can mesh and team to make the killing of a President possible, then go very slowly through the chapters that lay down the assassination time lines . . .Point by point, bullet by bullet, the historical novel unfolds. . . .But I assure you that it will not end with a lone event, a lone gunman. Two additional assassinations follow with the shootings of Martin Luther King, Jr. and Robert F. Kennedy. Norvell drives you back in time to the 60's to piece together for you an entirely different assassination than the one focused on Oswald and defended as such by the Warren Commission. This is a very good read for all and especially for those who to this day can remember where we were on November 22, 1963." Alexander J. Krekich, Vice Admiral, U. S. Navy (Retired); B.S. U.S. Naval Academy 1964, M.S.A. George Washington University, 1972; U.S. Army Command & General Staff College, 1973; and Naval War College, 1978. "I extend personal thanks to Jim Norvell for his deep insights, for connections not uncovered anywhere else, and for bringing us nearer to the solution to the most horrific crime in American History, horrific for what it did to one man and his family, horrific for what it did to America, and horrific for the failure of the authorities to mete out justice." Barr McClellan, B.A., J.D., University of Texas, author of Blood, Money and Power, How LBJ Killed JFK, and former law partner with LBJ's attorney, Ed Clark. "Jim Norvell's historical novel is a truly remarkable study of a broad range of facts surrounding a single individual. What he has carefully developed is almost unthinkable to well-adjusted human beings. To my knowledge, this depiction has not been accomplished before in our time, and he should be commended for all the long years of effort that it required. I found that his identification of LBJ as a narcissist is quite well-founded. There is a long and well-established history of those traits among world leaders in every field, many in very public roles. Health care professionals have identified and articulated in textbooks different types of narcissism and their symptomatic traits, some of which are incredibly destructive and actually evil. Jim's novel acutely and accurately displays the personification of pure evil in LBJ. I think he has written a serious best-seller which will lead readers to thoughtfully and carefully examine the traits and actions which our public figures display." Ray C. Witter, Rear Admiral, U.S. Navy (Ret.), B.S. U.S. Naval Academy, M.S., Engineering Accoustics, Naval Postgraduate School
Outspoken New England urbanite Horace Holley (1781--1827) was an unlikely choice to become the president of Transylvania University -- the first college established west of the Allegheny Mountains. Many Kentuckians doubted his leadership abilities, some questioned his Unitarian beliefs, and others simply found him arrogant and elitist. Nevertheless, Holley ushered in a period of sustained educational and cultural growth at Transylvania, and the university received national attention for its scientifically progressive and liberal curriculum. The resulting influx of wealthy students and celebrated faculty -- including Constantine Samuel Rafinesque -- lent Lexington, Kentucky, a distinguished atmosphere and gave rise to the city's image as the "Athens of the West." In this definitive biography, James P. Cousins offers fresh perspectives on a seminal yet controversial figure in American religious history and educational life. The son of a prosperous New England merchant family, Holley studied at Yale University before serving as a minister. He achieved national acclaim as an intellectual and self-appointed critic of higher education before accepting the position at Transylvania. His clashes with political and community leaders, however, ultimately led him to resign in 1827, and his untimely death later that year cut short a promising career. Drawing upon a wealth of previously used and newly uncovered primary sources, Cousins analyzes the profound influence of westward expansion on social progress and education that transpired during Holley's tenure. This engaging book not only illuminates the life and work of an important yet overlooked figure, but makes a valuable contribution to the history of education in the early American Republic.
Space exploration, especially the recent push for the commercialization and militarization of space, is attracting increased attention not only from the wider public and the private sector but also from scholars in a wide range of disciplines. At this moment of uncertainty about the future direction of national spaceflight programs, The Value of Science in Space Exploration defends the idea, often overlooked, that the scientific understanding of the Solar System is both intrinsically and instrumentally valuable. Drawing on research from the physical sciences, social sciences, and the humanities, James S.J. Schwartz argues further that there is truly a compelling obligation to improve upon our scientific understanding-including our understanding of space environments-and that there exists a corresponding duty to engage in the scientific exploration of the Solar System. After outlining the underpinning epistemological debates, Schwartz tackles how this obligation affects the way we should approach some of the major questions of contemporary space science and policy: Is there a need for environmental preservation in space? Should humans try to establish settlements on the Moon, Mars, or elsewhere in the Solar System, and if so, how? In answering these questions, Schwartz parleys with recent work in science policy and social philosophy of science to characterize the instrumental value of scientific research, identifying space research as a particularly effective generator of new knowledge. Additionally, whereas planetary protection policies are currently employed to prevent biological contamination only of sites of interest in the search for extraterrestrial life, Schwartz contends that all sites of interest to space science ought to be protected. Meanwhile, both space resource exploitation, such as lunar or asteroid mining, and human space settlement would result in extensive disruption or destruction of pristine space environments. The overall ethical value of these environments in the production of new knowledge and understanding is greater than their value as commercial or real commodities, and thus confirms that the exploitation and settlement of space should be avoided until the scientific community develops an adequate understanding of these environments. At a time when it is particularly pertinent to consider the ways in which space exploration might help solve some of the world's ethical and resource-driven concerns, The Value of Science in Space Exploration is a thought-provoking and much-needed examination into the world of space.
Jimmy McAdoo was the swimming coach at Swarthmore College for more than thirty years. He was not a natural fit for that outstanding academic institution. He did not have a college degree, although he had the opportunity. He was a coach who "marched to his own beat" and did things his way. He brought a sense of humor to his job, he had the ability to teach from his life experiences, and I think that made him different from most of the faculty. I have learned from many of his former swimmers that what made Jimmy different was his unique ability to understand the needs of student athletes under intense academic pressure, and to provide the motivational environment for swimmers to exceed their own expectations. Jimmy's life was the world of swimming, yet he had a difficult time earning a living at the sport he loved. That reality created another life for Jimmy that few people knew about, even his family. I knew the other side of Jimmy, and I have chosen to share that side of his life.
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