Some Heart Is Sighing

https://digitalcommons.library.umaine.edu/mmb-vp/6176/thumbnail.jp

PUBLISHING NATURE in the AGE of REVOLUTIONS: JOSEPH BANKS, GEORG FORSTER, and the PLANTS of the PACIFIC

AbstractThe construction and distribution of books containing large copperplate images was of great importance to practitioners of natural history during the eighteenth century. This article examines the case of the botanist and president of the Royal Society Sir Joseph Banks (1743–1820), who attempted to publish a series of images based on the botanical illustrations produced by Georg Forster (1754–94) on Cook's second voyage of exploration (1772–5) during the 1790s. The analysis reveals how the French Revolution influenced approaches to constructing and distributing works of natural history in Britain, moving beyond commercial studies of book production to show how Banks's political agenda shaped the taxonomic content and distribution of this publication. Matters were complicated by Forster's association with radical politics and the revolutionary ideologies attached to materials collected in the Pacific by the 1790s. Banks's response to the Revolution influenced the distribution of this great work, showing how British loyalist agendas interacted with scientific practice and shaped the diffusion of natural knowledge in the revolutionary age.</jats:p

Solved! Making the case for collaborative problem-solving

This report argues that the ability to solve problems with others is a crucial skill for our young people in the workplace of the future but the current education system does little to support it. Key findings Collaborative problem-solving (CPS) is an increasingly important skill to teach young people in order to prepare them for the future. Despite strong evidence for its impact, CPS is rarely taught in schools but if structured well it can reinforce knowledge and improve attainment. Significant barriers exist for teachers implementing this practice, from behaviour management to curriculum coverage, to task-design. For CPS to gain ground, a concerted shift is needed including teacher training, better resources and system level support. This report is part of Nesta’s ongoing commitment to equipping young people with the skills they need to succeed. It makes a series of recommendations on how organisations and policymakers can help support and embrace the implementation of CPS. Nesta is following this up with a series of small-scale pilots of aligned programmes in order to evaluate impact and explore how CPS can be implemented in a range of practical settings. Policy recommendations Stimulate production of quality collaborative problem-solving (CPS) resources and training, from primary education onwards. Fund existing, aligned programmes to scale and evaluate impact. Educate and involve the out-of-school learning sector and volunteer educators. Develop smarter collaborative problem-solving assessment methods. Help higher education organisations and MOOCs to track what works

He walked right in, turned around and walked right out again

https://digitalcommons.library.umaine.edu/mmb-vp/3144/thumbnail.jp

In The Valley Of Broken Hearts

https://digitalcommons.library.umaine.edu/mmb-vp/4921/thumbnail.jp

Oh Johnny, oh Johnny, oh!

https://digitalcommons.ithaca.edu/sheetmusic/1160/thumbnail.jp

Lives and Afterlives of the Lithophylacii Britannici ichnographia (1699), the First Illustrated Field Guide to English Fossils

The Lithophylacii Britannicii ichnographia [British figured stones] (1699) by Edward Lhwyd, the second keeper of the Ashmolean Museum, was the first illustrated field guide to English fossils. We analyse this book’s physical creation — the collection of specimens, their engravings and their use and reuse in eighteenth-century editions and collections that were in the transition to binomial taxonomy. With particular concentration on the Lithophylacii’s illustrations of fossils, this paper will first analyse how the specimens were collected. We will then examine the use of these specimens and subsequent editions of Lhwyd’s book, with a focus upon how the relationship between them was drawn on by collectors such as Sir Hans Sloane and Daniel Solander from 1680 to 1760. Finally, we will demonstrate how Ashmolean Keeper William Huddesford repurposed the illustrations for Lhwyd’s book for his eighteenth-century edition of the field guide, incorporating new classificatory schemes. Our analysis will give insight into how a late seventeenth-century book of natural philosophy was used and repurposed by natural historians and collectors before and during the development of Linnaean taxonomy.AHRC Churchill College, Cambridg

Move On Mr. Moon

https://digitalcommons.library.umaine.edu/mmb-vp/4353/thumbnail.jp

I\u27ve Got The Swanee River Flowing Thru My Veins

https://digitalcommons.library.umaine.edu/mmb-vp/5641/thumbnail.jp