Vol. 39, No.4, October 2010
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Zhu Kezhen and His Contributions to the History of Science in China
Zhu Kezhen; also Chu Co-Ching and [Wade Giles] Chu K’o-chen, (1890–1974) was from Shangyu in Zhejiang Province. In 1910 he went to the United States to study agronomy and meteorology at the College of Agriculture of the University of Illinois.
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Notes from the Inside
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Zhu Kezhen and His Contributions to the History of Science in China
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Notes from the Inside
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News and Inquiries
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Member News
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Cold War Transformed Science: A Report on the Francis Bacon Conference at Cal Tech
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Conversing in a Cyberspace Community: The Growth of
HPS Blogging
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Multiple Ways to Salvation: Tenure and Teaching-Intensive Appointments
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Jobs, Conferences, Grants
Greetings from Notre Dame!
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News and Inquiries
News from the History of Science.
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Member News
News from members of the History of Science Society.
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Cold War Transformed Science: A Report on the Francis Bacon Conference at Cal Tech
For any time period, characterizing the effects of political or social context on the knowledge produced is neither a straightforward nor an uncontentious affair. This problem is particularly messy for the second half of the 20th century, the full legacy of which remains unsettled. Nonetheless, this was the task given to the thirteen participants of this spring’s Francis Bacon Conference: How the Cold War Transformed Science.
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Conversing in a Cyberspace Community: The Growth of HPS Blogging
In the October 2008 issue of the HSS Newsletter, Ben Cohen, lecturer at University of Virginia and blogger laureate at The World’s Fair, remarked that historians who blog invariably find themselves somewhere along the Ayers-Onuf spectrum: they become either idealists contributing to and influencing public conversation or realists providing novel contributions to the history of science.
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Multiple Ways to Salvation: Tenure and Teaching-Intensive Appointments
Over the US’s Labor Day weekend, the American Association of University Professors (AAUP) released a new report on academic labor. “Tenure and Teaching-Intensive Appointments” argues that institutions that employ teaching-intensive faculty should hire them and evaluate their teaching through the rigorous system of peer review known as the tenure system.
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