Critical History for Tomorrow's Paleontology

A gender gap strongly favoring women is occurring in higher education throughout the Arctic and is especially severe among indigenous groups. This study documents the size, nature, and recent increase in the gender gap at the University of Alaska, especially for Alaska Native students. To our knowledge, this is the first study to provide statistical documentation of this phenomenon. We find that among Alaska Natives, women are earning bachelor’s degrees at almost three times the rate of men and associate degrees at almost five times the rate of men. Furthermore, the gender gap in favor of females widened between 1998 and 2004, the most recent year for which we have information. The experience at the University of Alaska shows that increasing access and providing college preparation and support services alone are not enough to engage indigenous young men in postsecondary education. What may also be needed are ways of making education more compatible with traditional male cultural roles and community values. The Community Trades Technology Program at the University of Alaska has succeeded in enrolling large numbers of young Native men in a postsecondary program through such an educational model. The program 1) is located in the students’ home community; 2) offers cohort-based instruction that enrolls most of the students’ friends; 3) emphasizes practical, hands-on knowledge and the lore of the trade; 4) embeds academic instruction in practical tasks, such as writing letters about construction supplies; 5) connects the educational program to immediate employment in construction projects scheduled for the community; and 6) provides practical help to people, such as doing home repairs, without charge.

The overall purpose of the Women in Sport and Exercise Academic Network (WiSEAN) is to grow, strengthen, and promote research on women in sport and exercise, with the ultimate goal of optimizing women's athletic success and their sport participation. The catalyst for the development of the network was the underrepresentation of female participants in sport and exercise medicine research Due to this underrepresentation, research evidence based on men is often inappropriately generalized and applied to women Gender bias is also apparent in conference speakers and academic panel members The network, therefore, exists to help minimize gender inequalities in research and academia, through promoting female-focused research as part of the annual conference and by supporting female researchers through its mentoring scheme. Further activities of WiSEAN can be found on the website: https://www.wisean.net/.

This longitudinal evaluation of gender inequalities and economic growth addresses key questions in the evolving debate over the character of gender differentiation and the goals of womens empowerment. These questions include: 1) whether the impact of strategies of economic growth served to enhance or undermine the status of women; 2) whether changes in the status of women were accompanied by significant changes in gender inequality; and 3) the implications for existing debates. Section I reviews several sets of literature pertinent to the questions using three general approaches: modernization-neoclassical women in development and gender and development. Section II presents the data and methods used in the evaluation. The research assessed the contending interpretations reviewed in the first section by combining another set of cross-sectional and longitudinal data on womens status and inequalities between men and women with other existing indicators. Section III discusses the results in the following order: 1) cross-sectional patterns in womens status; 2) trends in womens status; 3) cross-sectional patterns in inequality between men and women; 4) trends in inequality between men and women; and 5) conclusion. Finally section IV presents an overall discussion of the findings of the whole longitudinal evaluation.

Previous articleNext article FreeNotes on ContributorsPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreHarold J. Cook is John F. Nickoll Professor of History at Brown University and was previously Director of the Wellcome Trust Centre for the History of Medicine at UCL. Recipient of the Pfizer Prize of the History of Science Society and the Welch Medal of the American Association for the History of Medicine, he is author of five books and coeditor of six others, together with well over sixty articles. His primary research interests are in the emergence of the new medicines and sciences of early modern Europe; global knowledge exchanges; the coproduction of science and commerce; and processes of translation.William Deringer is Leo Marx Career Development Assistant Professor of Science, Technology, and Society at the Massachusetts Institute of Technology. His research excavates the history of economic and political knowledge practices. His first book, Calculated Values: Finance, Politics, and the Quantitative Age (Cambridge, Mass., 2018), reconstructs how numerical calculation became an authoritative mode of public reasoning in Anglophone political culture. His new project, Discounting: A History of the Economic Future (in One Calculation), traces “present value” calculations from their early modern beginnings to contemporary debates about climate change.Julia Fein is a historian of Modern Russia, specializing in the intersecting histories of science and empire. She spent two years as a Mellon Postdoctoral Associate at Rutgers University, where she was affiliated with the “Networks of Exchange” seminar at the Rutgers Center for Historical Analysis. She has also taught modern European history at Macalester College.Courtney Fullilove is Associate Professor of History, Environmental Studies, and Science in Society at Wesleyan University. She is the author of The Profit of the Earth: The Global Seeds of American Agriculture (Chicago, 2017) and of articles on claims to natural and cultural heritage. She is currently writing a history of international biodiversity preservation.Arunabh Ghosh is Assistant Professor in the History Department at Harvard University. A historian of modern China, his interests include social and economic history, history of science and statecraft, and transnational history. His book, Making It Count: Statistics and Statecraft in the Early PRC, 1949–1959, is forthcoming from Princeton University Press. Articles have appeared in the Journal of Asian Studies, BJHS-Themes, and the PRC History Review. He is currently working on two new projects: a history of Chinese dam building in the twentieth century and a history of China-India scientific networks, ca. 1900–1960.Martin Giraudeau is Assistant Professor in the Department of Sociology at Sciences Po, in Paris, and a researcher in the Centre de Sociologie des Organisations at the Centre National de la Recherche Scientifique. He has published articles on the history of business plans, the invention of entrepreneurship, and the roles of accounting in organizations and society. He recently coedited, with Frédéric Graber, a volume on the modern history of projects: Les Projets: Une histoire politique (16e–21e siècles) (Paris, 2018).Eugenia Lean is Associate Professor of Chinese History in the Department of East Asian Languages and Cultures at Columbia University. She is the author of Public Passions: The Trial of Shi Jianqiao and the Rise of Popular Sympathy in Republican China (Berkeley and Los Angeles, 2007). Her forthcoming book, Manufacturing China’s Vernacular Industrialism: Nativist Tinkerer and Toothpowder Magnate, Chen Diexian (1879–1940), employs the figure of Chen Diexian, a professional editor, science enthusiast, and pharmaceutical industrialist, to examine the practices of nativist tinkering, innovative adaptation, and knowledge work in the building of early twentieth-century Chinese industry. Her latest research examines China’s involvement in shaping modern global regimes of intellectual property from the early twentieth to twenty-first centuries.Victoria Lee is Assistant Professor in the Department of History at Ohio University, where she teaches and writes about modern science and technology. She is currently writing a book about Japanese society’s engagement with microbes in science, industry, and environmental management. She has published in Historical Studies in the Natural Sciences, New Perspectives on the History of Life Sciences and Agriculture (ed. Denise Phillips and Sharon Kingsland), and Studies in History and Philosophy of Biological and Biomedical Sciences. She was a postdoctoral fellow at the Max Planck Institute for the History of Science.Paul Lucier is a historian of science, business, and the environment. He is the author of Scientists and Swindlers: Consulting on Coal and Oil in America, 1820–1890 (Baltimore, 2008) and is currently finishing a book on the geology of gold, silver, and copper mining in the American West. The goal of his research is to understand whether and how science-driven capitalism can be ethical, innovative, intellectually creative, and environmentally responsible.Sarah Milov is Assistant Professor in the Corcoran Department of History at the University of Virginia. Her first book, Smoke and Ashes: From Corporatism to Neoliberalism in Tobacco’s Twentieth Century, is forthcoming. Her recent research focuses on whistle-blowing, particularly the relationship among gender, credibility, and bureaucracy.Emily Pawley is Assistant Professor of History at Dickinson College, where she teaches environmental history, the history of capitalism, and the history of science. Her research focuses on cultivated landscapes as sources of knowledge; recent publications examine analytic tables and the invention of nutritional value, cattle portraiture and markets in blood, and varietal description and counterfeit fruit. Her book project, the Balance-Sheet of Nature: Agriculture and Speculative Science in the Antebellum North, examines the kinds of speculative and futuristic knowledge that emerged to make sense of the rapidly commercializing landscape of post–Erie Canal New York and is under advance contract at the University of Chicago Press. She is also interested in the transatlantic history of moon farming.Lukas Rieppel is David and Michelle Ebersman Assistant Professor of History at Brown University, where he teaches courses on the history of science and the history of capitalism. His forthcoming book, Assembling the Dinosaur, uses the history of paleontology as a means to examine how the ideals, norms, and practices of modern capitalism shaped the way scientific knowledge was made, certified, and distributed during North America’s Long Gilded Age. In addition, Rieppel has written several essays about the material culture of the earth sciences, the history of museums, the valuation of fossils, and the authentication of specimens.David Singerman is Assistant Professor of History and American Studies at the University of Virginia. His work has appeared in Radical History Review, the Journal of the Gilded Age and Progressive Era, and the Journal of British Studies. He has also written on the sugar industry for the New York Times and on U.S.-Canada trade wars for The Atlantic.Hallam Stevens is Associate Professor of History and Biology and the Head of History at the School of Humanities at Nanyang Technological University (Singapore). He is the author of Life Out of Sequence: A Data-Driven History of Bioinformatics (Chicago, 2013), Biotechnology and Society: An Introduction (Chicago, 2016), and the coeditor of Postgenomics: Perspectives on Biology after the Genome (Durham, N.C., 2015).Lee Vinsel is Assistant Professor of Science, Technology, and Society at Virginia Tech, where he teaches and writes about government and technology. He is a cofounder of The Maintainers, a global, interdisciplinary research network that studies maintenance, repair, and mundane work with things. His forthcoming book with Johns Hopkins University Press examines the history of automobile regulation in the United States from 1893 to today’s dreams of a driverless future. Previous articleNext article DetailsFiguresReferencesCited by Osiris Volume 33, Number 12018Science and Capitalism: Entangled Histories Published for the History of Science Society Article DOIhttps://doi.org/10.1086/700195 © 2018 by The History of Science Society. All rights reserved.PDF download Crossref reports no articles citing this article.

Author's Introduction Whereas Creationism is usually taught in the context of religion and the history/philosophy of science, this guide has been written in the conviction that creationism is not ultimately about science at all, but is rather about the status of the Bible in the modern world. Creationism as a modern ideology exists in order to defend the authority of the Bible as a repository of trans‐historical truth from the challenges of any and all historical sciences. It belongs to and is inseparable from Protestant Fundamentalists’ desire to resubject the modern world to the authority of the inerrant Bible. Intelligent Design Creationism, to the extent that it distinguishes itself from reactionary biblicism, is a program advocating a supernaturalist, providentialist understanding of the world. This guide outlines an approach to teaching about creationism that situates it in relation to the development, from the early modern period onwards, of the historical, critical study of the Bible and the liberal theology that followed from that study, as well as from the more familiar perspectives of the history and philosophy of science. Annotated Reading List Forrest, Barbara and Paul Gross. Creationism's Trojan Horse: The Wedge of Intelligent Design . Oxford: Oxford University Press, 2007. A thoughtful critique of Intelligent Design Creationism and a well‐documented expose of the wider cultural program of its proponents. Kitcher, Philip. Living with Darwin: Evolution, Design and the Future of Faith . Oxford: Oxford University Press, 2007. A philosopher of science argues that Intelligent Design Creationism is ‘dead science’ rather than non‐science, and then reflects on the religious costs of accepting Darwinism. Larson, Edward. Summer for the Gods: The Scopes Trial and America's Continuing Debate over Science and Religion . Cambridge, MA: Harvard University Press, 1997. The best of the voluminous literature on the Scopes Trial. McCalla, Arthur. The Creationist Debate: The Encounter between the Bible and the Historical Mind . London & New York: Continuum, 2006. A wide‐ranging intellectual history study arguing that the debate between creationists and evolutionists is not only about the content of evolutionary and other historical sciences, but also about historical‐mindedness in relation to the status of the Bible in the modern world. Numbers, Ronald. The Creationists: From Scientific Creationism to Intelligent Design . Cambridge, MA: Harvard University Press, 2nd ed. 2006. This new edition of Numbers’ standard work has been expanded to include discussion of Intelligent Design. Pennock, Robert (ed.). Intelligent Design Creationism and Its Critics: Philosophical, Theological, and Scientific Perspectives . Cambridge, MA: The MIT Press, 2001. A valuable compendium of key articles by leading proponents of Intelligent Design Creationism and their critics. Rossi, Paolo. The Dark Abyss of Time: The History of the Earth and the History of Nations from Hooke to Vico , Lydia Cochrane (trans.). Chicago: The University of Chicago Press, 1984. An intellectual history study of how what came to be called geology and anthropology challenged biblical chronology in the early modern period. Ruse, Michael. Darwin and Design: Does Evolution Have a Purpose? Cambridge, MA: Harvard University Press, 2003. An accessibly written account of the history and present‐day status of the design argument. Online Materials 1. http://www.ncseweb.org This site of the National Center for Science Education, an organization that defends the teaching of evolution in public schools, monitors anti‐evolution activity in the USA and around the world, provides scientific criticism and historical analysis of creationist claims, and reviews recent publications and videos. 2. http://www.pamd.uscourts.gov/kitzmiller/kitzmiller_342.pdf This is Judge John E. Jones’ 138‐page Memorandum Opinion in Kitzmiller v Dover (2005), the Pennsylvania test case on the constitutionality of teaching Intelligent Design Creationism in public schools. 3. http://www.talkorigins.org A Usenet newsgroup on the creation/evolution controversy and related topics. The site includes an archive of mainstream scientific responses to frequently asked questions in the group and refutations of creationist claims. 4. http://www.icr.org and http://www.answersingenesis.org These are two influential young‐earth creationist websites, maintained by the Institute for Creation Research and Answers in Genesis, respectively. 5. http://www.discovery.org/csc This is the home site of the Discovery Institute, whose Center for Science and Culture spearheads the movement for Intelligent Design. Sample Syllabus This sample syllabus includes readings appropriate to both general‐level courses (indicated by A ) and advanced or seminar courses ( B ). 1. The Earth Acquires A History A Paolo Rossi, The Dark Abyss of Time: The History of the Earth

In this chapter, issues of equity – including gender, access, and agency – with respect to the learning of mathematics with technology are examined. Research findings are not equivocal. Compared to late developing countries, where issues of access to technology can be complicated by educational and cultural values and beliefs, there seems to be greater access to technology to be used for the learning of mathematics in developed nations. There also appears to be some disparity in findings on the relationship between technology use and gender differences in mathematics achievement; in some countries the gender gap favoring males may be closing, while in other countries, where there have been little or no gender differences in the past, the gap may be widening. Areas in which more research is needed have been identified.

Understanding how mathematics preservice teachers (M-PSTs) learn about issues of equity is essential to addressing the inequities that persist in mathematics education. In this article, we use (Gutierrez, in: Herbel-Eisenmann, Choppin, Wagner, Pimm (eds) Equity in discourse for mathematics education: theories, practices, and policies, Springer, New York, 2012a) aspects of equity (i.e., access, achievement, identity, and power) to describe the reported opportunities to learn about equity (Equity OTLs) in five purposefully chosen secondary mathematics teacher education programs. Data included interviews with M-PSTs and instructors from four types of courses—mathematics content, mathematics for teachers, mathematics education, and general education—in each program. The mathematics- and algebra-specific Equity OTLs were most frequently related to issues of access and achievement, whereas the Equity OTLs reported in general education courses were more often related to issues of power and identity. In addition, the two programs housed in universities with more diverse populations had a relatively greater reported emphasis on equity. Implications for teacher education and future research are discussed.

This chapter addresses the set of issues produced by the tension between demographic and development trajectories—in particular those concerning issues of access, equity, and capacity—given the context of the Malaysian higher education sector. It begins with an overview of the inequalities of wealth distribution arising out of global interdependence and subsequent demands to address these inequalities through education as a tool for both development and equity in society. Subsequently, the concepts and practices of access, capacity, and equity in the developed, developing, and lesser-developed economies are outlined in a global context. This is followed by a discussion of Malaysia’s current education policies in the context of its national development plan, as well as the policies and initiatives undertaken to address issues of access, capacity, and equity. The chapter concludes by looking at the challenges ahead.

The low participation by women authors in research is an important equity issue in Computer Science Research (CSR). There are various parameters and methodologies that can be used to measure the gender imbalance. In this paper, we present a study on gender gap, imbalance and women participation in CSR. We conduct our experiments on DBLP bibliographical database and analyze several years of publication dataset across various domains of CSR. We perform Exploratory Data Analysis on the bibliographical dataset and study the trend of gender imbalance over several years. We propose eight research questions across various facets and our results shows a significant gender imbalance in different sub-fields within CSR and low rate of women participation across various regions of world.

Associate in Applied Science (AAS) degrees are designed to prepare individuals for career opportunities, but they are increasingly prevalent among students transferring to universities. Still, transfer experiences for AAS holders are fraught with barriers such as credit loss and credit applicability toward baccalaureate degrees. Using statewide data from North Carolina, we show increases in those transferring with AAS and degrees other than the more traditional Associate in Arts (AA) and Associate in Science (AS) degrees, along with lower baccalaureate completion rates for AAS transfers. Additionally, AA Sholders represented a greater percentage of transfer students among those coming from economically distressed counties, thus making AAS transfer an issue of equity and social and economic mobility. Remedies include embracing an access outlook among stakeholders when developing articulation agreements, communicating existing AAS transfer pathways, and letting increasing student demand drive innovation.

High school science students need active learning experiences that are both immersive and interactive. Using a simple cardboard 3D virtual reality (VR) viewer and the Living Heart for Cardboard VR from the Google PlayTM app, we provide a 5E lesson plan on science concepts related to homeostasis and form to function relationships found in complex systems of the human heart and circulatory system. We discuss ways to help students use VR technologies safely and responsibly while at home and consider issues of equity and accessibility when utilizing 3D VR technologies for remote and online science teaching and learning.

The makings of disability-inclusive sustainable communities: Perspectives from Australia

The rise of hybrid and blended learning models has transformed educational practices, combining the strengths of in-person and online learning. This review explores recent innovations, challenges, and future directions in these models. Technological advancements such as artificial intelligence (AI), adaptive learning platforms, and virtual reality (VR) are reshaping the delivery of hybrid education by offering personalized learning experiences, automating assessments, and creating interactive simulations. Pedagogical shifts, including flipped classrooms and competency-based education, are becoming central to hybrid learning environments, emphasizing student-centered approaches and maximizing active engagement. The integration of microlearning and modular course design further enhances flexibility, catering to diverse learning styles and paces. Despite these innovations, significant challenges remain. Issues of equity and access persist, with underprivileged students facing barriers due to lack of internet connectivity and digital resources. Additionally, instructors face increased workloads and must adapt to new technologies, often requiring further training to manage hybrid classrooms effectively. Maintaining student engagement, particularly in asynchronous settings, also presents difficulties. The review highlights best practices, such as the use of interactive learning strategies, continuous assessment, and offering flexible learning paths to support student success in hybrid settings. Looking forward, the future of hybrid and blended learning points towards greater personalization through AI, enhanced sustainability by reducing the reliance on physical infrastructure, and the integration of immersive technologies like augmented and virtual reality. These advancements hold the potential to revolutionize hybrid learning, making education more accessible, engaging, and adaptable to a variety of learning environments.

Conferences are widely recognised as a central component of academic life, providing important opportunities for dissemination of research, professional networking, and extending scholarship. Notwithstanding this, concerns are increasingly voiced around such factors as the environmental and sustainability aspects of conference travel and hosting, and issues of equity and access. The imposition of travel and congregation restrictions as a result of the Covid-19 pandemic has seen the suspension of in-person academic conferences throughout the world. This desk-based research study provides a timely opportunity to consider the challenges that this has precipitated, and the ensuing changes to the long-established and relatively consistent format that is employed for academic conferences. In doing so, it reflects upon what has been lost through the unavoidable abandonment of the traditional face-to-face conference during these unique times, but also what may have been found in terms of creative solutions, reimagined formats, and unexpected benefits that have arisen through the reconceptualisation of such events, and which may have wider implications for the academic conference in the post-pandemic world that awaits us.

This special issue of Equity in Excellence in Education presents a series of articles that focus on conceptual, curricular, pedagogical, and policy issues that are central to the education of Engli...