The implicit theory of historical change in the work of Alan S. Milward

Alan S. Milward was an economic historian who developed an implicit theory of historical change. His interpretation which was neither liberal nor Marxist posited that social, political, and economic change, for it to be sustainable, had to be a gradual process rather than one resulting from a sudden, cataclysmic revolutionary event occurring in one sector of the economy or society. Benign change depended much less on natural resource endowment or technological developments than on the ability of state institutions to respond to changing political demands from within each society. State bureaucracies were fundamental to formulating those political demands and advising politicians of ways to meet them. Since each society was different there was no single model of development to be adopted or which could be imposed successfully by one nation-state on others, either through force or through foreign aid programs. Nor could development be promoted simply by copying the model of a more successful economy. Each nation-state had to find its own response to the political demands arising from within its society. Integration occurred when a number of nation– states shared similar political objectives which they could not meet individually but could meet collectively. It was not simply the result of their increasing interdependence. It was how and whether nation-states responded to these domestic demands which determined the nature of historical change.historical change,development,World Wars,Third Reich,Blitzkrieg,New Order,Vichy,Fascism,Grossraumwirtschaft,German question,reconstruction,golden age,integration,supranationality,Bretton Woods

Teacher Development Program: A Vehicle For Assisting Pre-Service Teachers

In 1990 the Teacher Development Program was created by the Office of Professional Field Experiences at Southeastern Louisiana University to better the quality and improve the success rate of teacher candidates and student teachers. The fundamental principle behind the program was to provide assistance for pre-service teachers who need immediate intervention to prevent poor performance or possible failure. This article describes the goals of the program and the services offered almost 20 years after its inception

Letter from Frances B. Hatcher

Letter concerning a position in the mathematics department at Utah Agricultural College

Black Feminist Pedagogy In White Southern Spaces

In Teaching to Transgress, bell hooks situates the classroom as “the most radical space of opportunity in academia” (hooks 1994,), as it is within this space that we might challenge and transcend ways of knowing centered in patriarchy, sexism and racism. But what happens when the classroom is located in spaces loyal to the historical frameworks that buttress white supremacist heteropatriarchy? This article examines my twelve years of experience in teaching undergraduate courses in political science at a small liberal arts college in the mid-South. At its center are critical reflections on attempts to formulate and employ a black feminist teaching pedagogy positioned around hooks’ theory of “teaching to transgress”, in a setting and a discipline in which teaching and learning expectations are anchored to traditional notions of pedagogy and professorial authority. I interrogate whether teaching to transgress can transcend disciplinary boundaries an effective black feminist pedagogy in non GWS disciplines and suggest that the ability to teach to transgress is shaped by place and discipline but is nonetheless possible

An analysis of sixth graders' ability to spell unstudied words

Thesis (M.A.)--Boston University, 1949. This item was digitized by the Internet Archive

Supporting Pluralism by Artificial Intelligence: Conceptualizing Epistemic Disagreements as Digital Artifacts

A crucial concept in philosophy and social sciences, epistemic disagreement, has not yet been adequately reflected in the Web. In this paper, we call for development of intelligent tools dealing with epistemic disagreements on the Web to support pluralism. As a first step, we present Polyphony, an ontology for representing and annotating epistemic disagreements

In Vivo Evolution of Butane Oxidation by Terminal Alkane Hydroxylases AlkB and CYP153A6

Enzymes of the AlkB and CYP153 families catalyze the first step in the catabolism of medium-chain-length alkanes, selective oxidation of the alkane to the 1-alkanol, and enable their host organisms to utilize alkanes as carbon sources. Small, gaseous alkanes, however, are converted to alkanols by evolutionarily unrelated methane monooxygenases. Propane and butane can be oxidized by CYP enzymes engineered in the laboratory, but these produce predominantly the 2-alkanols. Here we report the in vivo-directed evolution of two medium-chain-length terminal alkane hydroxylases, the integral membrane di-iron enzyme AlkB from Pseudomonas putida GPo1 and the class II-type soluble CYP153A6 from Mycobacterium sp. strain HXN-1500, to enhance their activity on small alkanes. We established a P. putida evolution system that enables selection for terminal alkane hydroxylase activity and used it to select propane- and butane-oxidizing enzymes based on enhanced growth complementation of an adapted P. putida GPo12(pGEc47{Delta}B) strain. The resulting enzymes exhibited higher rates of 1-butanol production from butane and maintained their preference for terminal hydroxylation. This in vivo evolution system could be useful for directed evolution of enzymes that function efficiently to hydroxylate small alkanes in engineered hosts