accademiche [38]. Ada [45]. Adrian [45]. African [56]. Age [39, 49, 61]. Al [23]. Al-Rawi [23]. Aldous [68]. Alex [15]. Allure [46]. America [60, 66]. American [49, 69, 61, 52]. ancienne [25]. Andreas [28]. Angela [42]. Animals [16]. Ann [26]. Anna [19, 47]. Annotated [46]. Annotations [28]. Anti [37]. Anti-Copernican [37]. Antibiotic [64]. Anxiety [51]. Apocalyptic [61]. Archaeology [26]. Ark [36]. Artisan [32]. Asylum [48]. Atri [54]. Audra [65]. Australia [41]. Authorship [15]. Axelle [29].

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A Complete Bibliography of Publications in Isis, 2000{2009

[1140, 267, 446, 1024, 666, 348, 618, 217, 1038, 1152, 873, 81, 159, 198, 1075, 1142, 1189, 1196, 1036, 775, 835, 1145, 1178, 915, 1060, 1194, 1193, 885, 1192, 454, 360, 982, 407, 558, 669, 122, 196, 194, 218, 291, 349, 357, 446, 523, 545, 535, 158, 844, 976, 277, 217, 79, 950, 539, 493, 913, 1056, 159, 198, 403, 235, 702, 914, 237, 276, 120, 838, 1074, 840, 374, 197, 351, 372, 431, 581, 405, 293, 438]. -/48 [217]. -/Bd [198]. -/DM [446]. -arbeiten [1201]. -Geschichtsschreibung [1175]. -Mark [378]. -ÖS [1145]. -praxis [956]. -Schleinkofer [948]. -theoretische [1689].

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A Complete Bibliography of Publications in Berichte zur Wissenschaftsgeschichte (Reports on the History of Science)

Soft X–ray Transients (SXRTs) have long been suspected to contain old, weakly magnetic neutron stars that have been spun up by accretion torques. After reviewing their observational properties, we analyse the different regimes that likely characterise the neutron stars in these systems across the very large range of mass inflow rates, from the peak of the outbursts to the quiescent emission. While it is clear that close to the outburst maxima accretion onto the neutron star surface takes place, as the mass inflow rate decreases, accretion might stop at the magnetospheric boundary because of the centrifugal barrier provided by the neutron star. For low enough mass inflow rates (and sufficiently short rotation periods), the radio pulsar mechanism might turn on and sweep the inflowing matter away. The origin of the quiescent emission, observed in a number of SXRTs at a level of \(\sim 10^{32}-10^{33}\, {\rm erg\,s^{-1}}\), plays a crucial role in constraining the neutron star magnetic field and spin period. Accretion onto the neutron star surface is an unlikely mechanism for the quiescent emission of SXRTs, as it requires very low magnetic fields and/or long spin periods. Thermal radiation from a cooling neutron star surface in between the outbursts can be ruled out as the only cause of the quiescent emission. We find that accretion onto the neutron star magnetosphere and shock emission powered by an enshrouded radio pulsar provide far more plausible models. In the latter case the range of allowed neutron star spin periods and magnetic fields is consistent with the values recently inferred from the properties of kHz quasi-periodic oscillation in low mass X–ray binaries. If quiescent SXRTs contain enshrouded radio pulsars, they provide a missing link between X–ray binaries and millisecond pulsars.

The neutron stars of Soft X-ray Transients

This thesis concerns the purpose of education, and the role of Scriptures therein, centred on the Australian Curriculum. Through ACARA’s (Australian Curriculum, Assessment and Reporting Authority) commitment to “equity and excellence”, the telos of this curriculum is the formation of students who are “successful learners, confident and creative individuals, and active and informed citizens”. The Shaping of the Australian Curriculum documents offer a vision of youth who can “make sense of the world” and “work together toward the common good”. Working from a practical theology paradigm, the question animating this thesis is, What should be the place of Sacred Texts within Australian public education? Set within the broader issue of religion in education, I seek a mutually critical correlation between the vision in the Australian Curriculum and a Christian theology of education, in arguing for the incorporation of Sacred Texts within Australian “secular” schools for Year 7 to 10 students in the subjects of History and Civics and Citizenship. In Part I, I describe and interpret the place religions and their revelations occupy in overarching curriculum aims, and specific content for two subjects. At the Shaping level of curriculum philosophy, the civic goals and rhetoric of religious inclusivity suggest a meaningful role for Sacred Texts: capturing diverse visions of the common good in Civics and Citizenship; and making sense of motivations that propelled significant events in the past and shape contested interpretations in the present as studied in History. As the Shaping documents translate into the Australian Curriculum content, however, Scriptures disappear, moved into the null curriculum. This disparity calls for explanation. Employing a sociological perspective, I contend that ACARA’s treatment of religious revelation is consistent with the perspective of the classic secularisation thesis. According to this narrative, Scriptures are dangerous in Civics and Citizenship and irrelevant in History. While these assertions are deconstructed in light of the post-secular turn, I crystallise the concerns of secularists and multiculturalists alike into a “plural principle”. Across any unit of study, the incorporation of Sacred Texts must meet the criteria of relevance to curricular aims, accountability to professional educators, diversity in perspective, veracity in re-presenting the Other and critically analysing truth claims, and respect for students to determine their own beliefs and practices; it must ultimately foster the integration of a student’s life toward holistic flourishing, and help form a robust, just, inclusive and peaceful democracy. In Part II, I seek to understand what should be going on, discerning the common ground between theological and philosophical accounts of education’s end. A narrative theology of education is constructed to consider what function Scriptures may perform toward the telos of education for shalom. “God’s Curriculum” represents the core teaching and learning under divine tutelage for humanity to come of age. Across a six leg journey of Creation, the Fall, Israel, Jesus, Church, and the New Creation, we learn about work, knowledge, wisdom, reciprocity, holiness and hope. We are formed as active citizens under the liberating reign of God in the way we cultivate, repent, bless, love, reconcile, and worship. In turn, this vision suggests a meaningful role for the study of diverse Sacred Texts in restoring humanity to right relationship with the Transcendent, others, self and the planet. Through a dialectical hermeneutic, and in dialogue with Dwayne Huebner among other educational theorists, the Australian Curriculum and God’s Curriculum fuse in a vision of education for holistic flourishing. That is, education may be reimagined as aiming at responsibility, knowledge, understanding, care, inclusion and integration. Sacred Texts can be appropriately incorporated to serve the common good: preserving difference and fostering harmony in Civics and Citizenship; and discerning the wisest path to follow together in the present given our contested past in History. In Part III, I seek to change the situation, pragmatically exemplifying how this curriculum vision may be implemented as part of a school-based syllabi for the Year 8 study of freedom of speech in Civics and Citizenship, and the Year 10 study of modern conflict and migration within a globalising world in History. I develop a narrative pedagogy comprising a five-movement hermeneutic of encounter, questions, stories, synthesis and response. Adapting this model of engagement to accord with ACARA’s stipulations, I reshape practice to demonstrate how such an approach can augment the curriculum. In short, while Sacred Texts are largely silenced in secular education, they have a meaningful role to play. By engaging students in explaining, understanding and changing the world through established subjects, the selective incorporation of Scriptures can sensitise adolescents to the many sacred stories at play. In so doing, potentially transcendent revelation may illuminate and enrich our immanent frame as the one thing we must all share.

https://espace.library.uq.edu.au/view/UQ:384064/s33299839_phd_submission.pdf

Schools, scripture and secularisation: a Christian theological argument for the incorporation of sacred texts within Australian public education

1. Charles T. Wolfe and Ofer Gal, Embodied Empiricism THE BODY AS OBJECT 2. Hal Cook, Victories for Empiricism, Failures for Theory: Medicine and Science in the Seventeenth Century 3. Cynthia Klestinec, Practical Experience In Anatomy 4. Alan Salter, Early Modern Empiricism and the Discourse of the Senses 5. Victor Boantza, Alkahest and Fire: Debating Matter, Chymistry, and Natural History at the Early Parisian Academy of Sciences 6. Peter Anstey, John Locke and Helmontian Medicine THE BODY AS INSTRUMENT 7. Ofer Gal & Raz Chen-Morris, Empiricism Without The Senses: How the Instrument Replaced the Eye 8. Guido Giglioni, Mastering the Appetites of Matter. Francis Bacon's Sylva Sylvarum 9. Justin E.H. Smith, 'A Corporall Philosophy': Language And 'Body-Making' In The Work Of John Bulwer (1606-1656) 10. Richard Yeo, Memory and Empirical Information: Samuel Hartlib, John Beale and Robert Boyle 11. Snait Gissis, Lamarck on Feelings: From Worms to Humans EMBODIED MINDS 12. John Sutton, Carelessness and Inattention: Mind-Wandering and the Physiology of Fantasy From Locke to Hume 13. Lisa Shapiro, Instrumental or Immersed Experience: Pleasure, Pain and Object Perception in Locke 14. Anik Waldow, Empiricism and its Roots in the Ancient Medical Tradition 15. Tobias Cheung, Embodied Stimuli: Bonnet's Statue of a Sensitive Agent 16. Charles T. Wolfe, Empiricist Heresies In Early Modern Medical Thought

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The body as object and instrument of knowledge : embodied empiricism in early modern science

The Fall of Man and the Foundations of Science

https://www.bmgn-lchr.nl/articles/10.18352/bmgn-lchr.6478/galley/6532/download/

Pamela H. Smith, The body of the artisan. Art and experience in the scientific revolution

Historians agree about the significance of the Scientific Revolution for the development of modern society; there is little agreement, however, as to the nature and the causes of this major shift in our perception of the natural world. In this article, it is argued that we may profit from studying this problem in the context of the Dutch Republic during the seventeenth century, the Republic being in many ways a laboratory of modern life. In this article, three factors often mentioned as contributing to the new scientific themes are explored in the Dutch context. The first factor dealt with is the mingling of scholars and craftsmen; the second the role of the universities as centers of both teaching and research, and the third the congruence of scientific and mercantile values in the early modern Dutch trading communities.

Klaas van Berkel

Papers

The Fall of Man and the Foundations of Science

Pamela H. Smith, The body of the artisan. Art and experience in the scientific revolution

The Dutch Republic.: Laboratory of the Scientific Revolution

Advancements of Learning: Essays in Honour of Paolo Rossi

L. Kooijmans, Liefde in opdracht. Het hofleven van Willem Frederik van Nassau