Napoleon I and Education in the Sciences: One Aspect of the Two Cultures in Conflict

Several years ago the position was taken that Napoleon\u27s patronage of the sciences when weighed against the provisions for the teaching of science in the schools seems to be in the nature of propaganda. According to the research on the subject, science, under the Napoleonic aegis, was defined in a narrow, utilitarian manner and any attempt to institutionalize a concept of science which went beyond this utilitarianism was immediately thwarted. Hence, Napoleon\u27s contribution was merely to continue the close link between science and the military which the Revolution introduced. In fact, in Napoleon\u27s regime the pursuit of a scientific education was ... tantamount to enlisting .... Napoleon\u27s reforms, it was further concluded, paradoxically brought about the reduction of science and thereby contributed to the continuous gap in France between the pure scientist and the skilled worker that has never been adequately filled. An investigation of the sources at the French archives and national library forces me to an entirely different conclusion. My thesis claims that Napoleon\u27s educational structure, despite the pressures of reconstruction, war, and imperial expansion attempted to resolve the gap or disparity between the two cultures ; in other words, the world of science and experimentation, including applied science, was approaching a position in Western culture that could not be retained in the traditionally inferior status; the accumulated evidence and successes of science abetted by a growing belief in progress and happiness during the past three centuries confronted a society (1789-1815) undergoing radical change. Thus the problem was posed and answered about the relationship and relative utility of the traditional studies in the humanities and education in the materially beneficent sciences along with their application. The National Convention (1792-95) was unable to deal satisfactorily with the problem; being faced with practical exigencies, it perforce emphasized the sciences, especially applied science, in its educational institutions. The following discussion and explication convince me of the credibility of my thesis

Innocent XI, The Businessman\u27s Pope: Precursor of the Modern Papacy

Dr. Raymond J. Maras is Associate Professor of History and was a member of the Signal Corps during World War II. He has had articles published in several scholarly journals and is now writing a book on Pope Innocent XI

The Germanies: United or Divided?

Raymond J. Maras, Ph.D., is Associate Professor of History (Modern European); was a member of the Signal Corps during World War II; published articles in several scholarly journals; has recently completed a number of encyclopedia articles and a manuscript on Pope Innocent XI to be published by the Newman Press. He appears in this Review for the second time

Attribution style of adolescents with school-reported social, emotional and behavioural difficulties

The aim of the study was to investigate the relationships between attribution style and social, emotional and behavioural difficulties (SEBDs), and to explore differences in attribution tendencies between adolescents with and without SEBDs. In total, 72 adolescents attending a school in London were recruited; 27 were receiving support for SEBDs from the behaviour and education support team at their school and 45 were recruited from the main school population. Participants completed the Children’s Attribution Style Questionnaire and the Strengths and Difficulties Questionnaire. A multivariate analysis of variance revealed that adolescents with SEBDs had a more negative attribution style, made more stable attributions of negative events and reported fewer internal attributions of positive events than students without SEBDs. The findings highlight the importance of cognitive factors in providing a basis for interventions intending to address young people’s behaviour and cater for the heterogeneous nature of SEBDs

The effect of annealing on mechanical properties of automotive steel sheets

This paper deals with mechanical properties of galvannealed automotive steel sheet. The composition of the zinc coating modifies as a result of the annealing after galvanizing, thereby its local mechanical properties change. Presented research is therefore aimed at determination the change in tensile properties of steel due to annealing, which is an important part of galvannealing technology. Annealing of galvanized steel samples was carried out at 500 °C with different holding times at annealing temperature. Changes in both tensile strength and normal anisotropy coefficient, a decrease of yield strength and an increase of ductility were found for examined steel

The effect of annealing on mechanical properties of automotive steel sheets

This paper deals with mechanical properties of galvannealed automotive steel sheet. The composition of the zinc coating modifies as a result of the annealing after galvanizing, thereby its local mechanical properties change. Presented research is therefore aimed at determination the change in tensile properties of steel due to annealing, which is an important part of galvannealing technology. Annealing of galvanized steel samples was carried out at 500 °C with different holding times at annealing temperature. Changes in both tensile strength and normal anisotropy coefficient, a decrease of yield strength and an increase of ductility were found for examined steel

Self-reported motivations for engaging or declining to engage in cyber-dependent offending and the role of autistic traits

Cyber-dependent offending, i.e. criminal behaviour reliant on computing and the online domain, has been reportedly associated with particular characteristics and motivations such as being young, male, autistic and motivated by challenge. These associations are anecdotal however and empirical evidence is limited. The present study investigated reasons for engaging or declining to commit cyber-dependent offending in cyber-skilled non-offenders (n = 175) and offenders (n = 7) via an online survey measuring cyber-dependent criminality. The potential role of autism and autistic traits was also considered. Qualitative interviews about motivations for offending were carried out with the offenders. The cyber-dependent offenders reported seven main reasons for engaging in cyber-dependent offending: (1) lack of understanding; (2) entertainment; (3) peer influence; (4) experience and career; (5) anonymity and risk perception; (6) life events; and (7) morals. Twenty-nine (approximately 17 %) of the non-offenders had been asked to engage in cyber-dependent offending but had declined. Their reasons and motivations for declining to commit cyber-dependent offences were compared with the cyber-dependent offenders reasons and motivations for engaging in cybercrime. Seven main reasons for declining to offend were identified: (1) moral principles; (2) perception of risk; (3) fear of consequences; (4) not wanting to; (5) wanting to adhere to the law; (6) behaviour being too complicated; and (7) price being too low. Implications for practise are discussed.</p