World-Historical Gazetteer

This project will advance work toward creation of a world-historical gazetteer that will provide comprehensive databases of places throughout the world since 1500 CE, including attention to the range of attributes known for each place. To satisfy the needs of all the large-scale historical data resources now being created, there is need for such a comprehensive and general gazetteer system. The convening of a two-day workshop, including leading figures who have developed gazetteers and the datasets in which they are incorporated, will bring about a research design for this world-historical gazetteer system, which can then be implemented in subsequent work. Four small research tasks concerning services, standards, and content will bring immediate advance toward implementation. The project is organized by the Collaborative for Historical Information and Analysis (CHIA), which has a record in sustaining collaborations for large-scale humanities work

How Are Ideas About Evolution Evolving?

Exciting new studies in human evolution are appearing rapidly transforming scientific understanding of how the human community took form A 2018 article by archaeologist Eleanor Scerri and colleagues for example identifies key debates on this topic They ask When and how did Homo sapiens become a species How important were subgroups and migration in human evolution And while Scerri cannot yet propose a specific date or place for the origin of Homo sapiens she reveals certain misunderstandings in earlier thinking about human populations then points to new directions in interpretation Scerri argues that paleontology shows varied physical populations with varied material culture geographically spread through Africa She notes genetic evidence suggesting that the lineage for Homo sapiens traces back to 500 ka where ka in this essay means thousand years ago she also suggests human admixture with other hominin populations in Afric

The United States Constitution Allows a State to Limit the Right of a Criminal Defendant to Represent Himself at Trial on the Ground of a Lack of Mental Competence: \u3cem\u3eIndiana v. Edwards\u3c/em\u3e

The United States Supreme Court held that a criminal defendant who has been determined competent to stand trial is not necessarily competent to represent himself at trial and can therefore be prevented from doing so by the State. Indiana v. Edwards, 128 S. Ct. 2379 (2008)

SPATIAL YIELD RISK ISSUES: COMPARING YIELD RISK ACROSS REGION, CROP AND AGGREGATION METHOD

Crop yield risk analysis is difficult since historic field level yields are often not available. Spatially aggregated yield data are available, however, but aggregation distortion for farm level analysis may exist. This paper addresses how much aggregation distortion to expect and offers some adjustment solutions across crops and production regions.Risk and Uncertainty,

That Your Education May Be Complete: Implementing the Bishops’ Curriculum Framework in Continuity with the Christian Teaching Tradition

While the U.S. Bishops’ Doctrinal Elements of a Curriculum Framework provides robust content guidelines for a national high school Religion curriculum, its successful implementation will depend largely on concurrent development of, and training in, pedagogy suited to Christian education. This paper directs educators to existing catechetical documents that provide some general methodological guidance as well as to several time-tested pedagogical insights gleaned from the writings of ancient and modern Christian educators. The final section applies these insights from the tradition to current efforts to implement the bishops’ Framework in order to provide educators with a starting point for the elaboration of pedagogical methods called for by the bishops

Forming the Whole Disciple: A Guide to Crafting a Truly Holistic Catholic Religious Education

It is a commonplace for Catholic schools to claim that they educate the “whole” person in the faith, yet exactly what this means and how to accomplish it is harder to say. Though these matters of holistic formation and Catholic identity are always important, they are especially so at present given ongoing efforts to implement the U.S. bishops’ Framework for a high school religion curriculum. With these concerns in mind, this article aims to offer a traditionally-grounded, actionable answer to the questions, ‘Whom do we hope our students will become, and how do we help them towards that goal?’ The first half of the paper identifies and describes in detail four anthropological dimensions that have emerged as constants in Christians’ attempts to articulate what we mean by the “whole” person. The latter half of the paper draws upon the work of a host of educational authorities and the author’s personal classroom experience in order to suggest general pedagogical keys that might guide teaching practices and development of student formation outcomes

Disintegrating Worldviews and the Future of Catholic Education: Addressing the Deep Roots of Catholic Disaffiliation

Catholic schools in this country continue to struggle with declining enrollment just as the wider American Church continues to struggle with rampant disaffiliation. While some Catholic educators have generated creative solutions to keep their schools afloat, the long-term viability of U.S. Catholic education will require understanding the deep roots of current disaffiliation trends in the gradual fading of the Christian worldview from Westerners’ imaginations. This article addresses this issue by interpreting sociological data about the faith lives of Catholics and Americans in general through the lens of contemporary research on secularization. Working from these interpretive insights, the author suggests concrete implications for how an understanding of the subtle forces precipitating this momentous historical change might guide the work of Catholic educators