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].

/pdf/a-complete-bibliography-of-publications-in-isis-2000-2009-1nklqbzyfs.pdf

A Complete Bibliography of Publications in Isis, 2000{2009

This book examines the social, economic and political issues of public health provision in historical perspective. It outlines the development of public health in Britain, Continental Europe and the United States from the ancient world through to the modern state. It includes discussion of: * pestilence, public order and morality in pre-modern times * the Enlightenment and its effects * centralization in Victorian Britain * localization of health care in the United States * population issues and family welfare * the rise of the classic welfare state * attitudes towards public health into the twenty-first century.

https://link.springer.com/content/pdf/10.2307%2F3343291.pdf

Health, Civilization and the State: A History of Public Health from Ancient to Modern Times

This article focuses on two of the principal issues for science curriculum developers who wish to introduce the history and philosophy of science into the teaching of science — the jus- tification for, and the placement of, historical materials within teachers' schemes of work. First, it is argued that the history and philosophy of science must have a rationale that is integral to, and con- sistent with, teachers' main aims to have any chance of being considered for inclusion in a program of study. Second, the justification must point to places in schemes of work where the inclusion of history of science will directly contribute to students learning of science concepts and satisfy that principal objective. A new model for the inclusion of such material is proposed that directly ad- dresses both children's alternative frameworks and the historical and sociocultural context of the discovery. It is argued that this model offers potential for improved learning of the concepts of sci- ence and for learning about science. ©1997 John Wiley & Sons, Inc. Sci Ed 81:405 - 424, 1997.

Placing the history and philosophy of science on the curriculum : a model for the development of pedagogy

Non-racemic amino acids in the Murray and Murchison meteorites.

Daniel Headrick examines why the massive transfer of Western technology to European colonies did not spark an industrial revolution in those countries. Rather than spurring economic progress, he argues, the transfer of stock technology between 1850 and 1940 caused the traditional self-sufficient economies of the colonial regions to be stuck in a state of underdevelopment, a legacy which burdens these countries to this day.

The Tentacles of Progress: Technology Transfer in the Age of Imperialism, 1850-1940

The Private Science of Louis Pasteur.

This paper examines the institutions, personages, and theories that informed acclimatization activities in nineteenth-century France, England, and the two colonies of Algeria and Australia. Treating acclimatization as a scientific concept and activity, the essay begins with the conditions of its emergence in Enlightenment France. Subsequent sections trace the growth of the acclimatization movement and its translation to the British context, and consider reasons for its decline in the last third of the nineteenth century. Efforts are made to show why many perceived acclimatization to be the paradigmatic colonial science with applications as diverse as agriculture, settlement schemes, field sports, and human health. Emphasis falls on the French and British cultural spheres, as these were the dual epicenters of both modern colonialism and organized acclimatization activity.

Acclimatizing the world: a history of the paradigmatic colonial science.

Nature, the Exotic, and the Science of French Colonialism

Nature's Government: Science, Imperial Britain, and the "Improvement" of the World (review)

Scholarly interest in French colonial science, interpreted to include colonial medical and scientific institutions as well as personages and other “actors” in France serving colonial agendas, has been robust for some two decades. This essay characterizes the complex and interlinked historical relationships between French metropolitan and colonial science as one of asymmetric coevolution. In analyzing scholarship on diverse topics from physics and military technology to colonial botany, medicine, geography, and racial theory, it interrogates the concepts of French nation and French empire and questions the historiographical and explanatory utility of the core‐periphery model. Special scrutiny falls on a trope common to historigraphical studies of the postrevolutionary era, that of a firm French nationalism enabling largely rational colonial agendas and the promotion of these agendas by highly centralized Parisian bureaucracies. The essay calls for a reading of French history inclusive of regional ...

https://www.jstor.org/stable/10.1086/430681

Michael A. Osborne

Papers

The Private Science of Louis Pasteur.

Acclimatizing the world: a history of the paradigmatic colonial science.

Nature, the Exotic, and the Science of French Colonialism

Nature's Government: Science, Imperial Britain, and the "Improvement" of the World (review)

Science and the French Empire.