This book is aimed at informing organic chemists and natural products chemists on the use of NMR for structure elucidation to enable them to ensure they yield the most reliable possible data in the minimum possible time. It covers the latest pulse sequences, acquisition and processing methods, practical areas not covered in most texts e.g. detailed consideration of the relative advantages and disadvantages of different pulse sequences, choosing acquisition and processing parameters to get the best possible data in the least possible time, pitfalls to avoid and how to minimize the risks of getting wrong structures. Useful in industrial, pharma or research environments, this reference book is for anyone involved with organic chemistry research and, in particular, natural products research requiring advice for getting the best results from the NMR facilities.
The war which was carried on in the United States in 1861-5, called “The War of the Rebellion,” “The Civil War,” “The War of Secession,” and “The War Between the States,” was one of the greatest conflicts of ancient or modern times. Official reports show that 2,865,028 men were mustered into the service of the United States. The report of Provost-Marshal General Fry shows that of these 61,362 were killed in battle, 34,773 died of wounds, 183,287 died of disease, 306 were accidentally killed, and 267 were executed by sentence. The Adjutant-General made a report February 7, 1869, showing the total number of deaths to be 303,504. The Confederate forces are estimated from 600,000 to 1,000,000 men, and ever since the conclusion of the war there has been no little controversy as to the total number of troops involved. The losses in the Confederate army have never been officially reported, but the United States War Department, which has been assiduously engaged in the collection of all records of both armies, has many Confederate muster-rolls on which the casualties are recorded. The tabulation of these rolls shows that 52,954 Confederate soldiers were killed in action, 21,570 died of wounds, and 59,297 died of disease. This does not include the missing muster-rolls, so that to these figures a substantial percentage must be added. Differences in methods of reporting the strength of commands, the absence of adequate field-records and the destruction of those actually made are responsible for considerable lack of information as to the strength and losses of the Confederate army. Therefore, the matter is involved in considerable controversy and never will be settled satisfactorily; for there is no probability that further data on this subject will be forthcoming.
The first of three volumes. The Civil War's Peninsula Campaign (March through July 1862) was the first large-scale Union operation in Virginia to capture the Confederate capital at Richmond. The operation was organized and led by Maj. Gen. George B. McClellan, whose amphibious turning operation was initially successful in landing troops at the tip of the Virginia peninsula against the cautious Confederate Gen. Joseph E. Johnston. When Johnston was wounded at Seven Pines at the end of May outside Richmond, however, Gen. Robert E. Lee was elevated to command the Army of Northern Virginia. His subsequent major offensive to defeat The Army of the Potomac during the Seven Days' Battles turned the tide of the campaign and the entire momentum of the war in the Eastern Theater. Original well-researched and written essays by leading scholars in the field on a wide variety of fascinating topics. Contains original maps, photos, and illustrations.
This is the definitive work on Americans taken prisoner during the Revolutionary War. The bulk of the book is devoted to personal accounts, many of them moving, of the conditions endured by U.S. prisoners at the hands of the British, as preserved in journals or diaries kept by physicians, ships' captains, and the prisoners themselves. Of greater genealogical interest is the alphabetical list of 8,000 men who were imprisoned on the British vessel The Old Jersey, which the author copied from the papers of the British War Department and incorporated in the appendix to the work. Also included is a Muster Roll of Captain Abraham Shepherd's Company of Virginia Riflemen and a section on soldiers of the Pennsylvania Flying Camp who perished in prison, 1776-1777.
Pinar positions himself against three pressing problems of the profession: the crime of collectivism that identity politics commits, the devaluation of academic knowledge by the programmatic preoccupations of teacher education, and the effacement of educational experience by standardized testing. A cosmopolitan curriculum, Pinar argues, juxtaposes the abstract and the concrete, the collective and the individual: history and biography, politics and art, public service and private passion. Such a curriculum provides passages between the subjective and the social, and in so doing, engenders that worldliness a cosmopolitan education invites. Such worldliness is vividly discernible in the lives of three heroic individuals: Jane Addams (1860-1935), Laura Bragg (1881-1978), and Pier Paolo Pasolini (1922-1975). What these disparate individuals demonstrate is the centrality of subjectivity in the cultivation of cosmopolitanism. Subjectivity takes form in the world, and the world is itself reconstructed by subjectivity’s engagement with it. In this intriguing, thought-provoking, and nuanced work, Pinar outlines a cosmopolitan curriculum focused on passionate lives in public service, providing one set of answers to how the field accepts and attends to the inextricably interwoven relations among intellectual rigor, scholarly erudition, and intense but variegated engagement with the world.
This collection of essays by established writers in postmodern pedagogy stakes out new conceptual territories, redefines the field, and presents a complete review of contemporary curriculum practice and theory in a single volume Drawing upon contemporary research in political, feminist, theological, literary, and racial theory, this anthology reformulates the research methodologies of the discipline and creates a new paradigm for the study of curriculum into the next century. The contributors consider gender, identity, narrative and autobiography as vehicles for reviewing the current and future state of curriculum studies. Special Features Presents new essays by established writers in postmodern pedagogy, Reviews curriculum studies through the filters of race, gender, identity, nattative, and autobiography, Offers in a single, affordable volume a complete review of contemporary curriculum practice and theory.
Building on his seminal methodological contribution to the field – currere – here William F. Pinar posits a praxis of presence as a unique form of individual engagement against current cultural crises in education. Bringing together a series of updated essays, articles, and new writings to form this comprehensive volume, Pinar first demonstrates how a praxis of presence furthers the study of curriculum as lived experience to overcome self-enclosure, restart lived and historical time, and understand technology through a process of regression, progression, analysis, and synthesis. Pinar then further illustrates how this practice can inform curricular responses to countering presentism, narcissism, and techno-utopianism in educators’ work with "digital natives." Ultimately, this book offers researchers, scholars, and teacher educators in the fields of curriculum theory, the sociology of education, and educational policy more broadly the analytical and methodological tools by which to advance their understanding of currere, and in doing so, allows them to tackle the main cultural issues that educators face today.
This book proposes a radical alternative to dominant views of the evolution of language, in particular the origins of syntax. The authors draw on evidence from areas such as primatology, anthropology, and linguistics to present a groundbreaking account of the notion that language emerged through visible bodily action. Written in a clear and accessible style, Gesture and the Nature of Language will be indispensable reading for all those interested in the origins of language.
This primer for teachers (prospective and practicing) asks students to question the historical present and their relation to it, and in so doing, to construct their own understandings of what it means to teach, to study, to become "educated.
In this volume, Pinar enacts his theory of curriculum, detailing the relations among knowledge, history, and alterity. The introduction is Pinar’s intellectual life history, naming the contributions he has made to understanding educational experience. Study is the center of educational experience, as he demonstrates in the opening chapter. The alterity of educational experience is evident in his conceptions of disciplinarity and internationalization, interrelated projects of historicization, dialogical encounter, and recontextualization. By reactivating the past, not by instrumentalizing the present, we can find the future, explicated in his studies of the Eight-Year Study, the Tyler Rationale, and the gendering and racialization of U.S. school reform. The interrelation of race and gender is emphasized in the chapters on Ida B. Wells and Jane Addams. The technologization of education is critiqued through analysis of the achievements of George Grant and Pier Paolo Pasolini. The educational project of subjective and social reconstruction is explored through study of Musil’s essayism, a genre that corrects the problems accompanying ethnography and created by identity politics.
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