Dynamics of body time, social time and life history at adolescence.

Recent opposing trends towards earlier physical maturation and later social maturation present a conundrum of apparent biological-social mismatch. Here we use life history analysis from evolutionary ecology to identify forces that drive these shifts. Together with findings in developmental science, our life history analysis indicates that adolescence is a distinctive period for biological embedding of culture. Ethnographic evidence shows that mass education is a novel feature of the globalizing cultural configurations of adolescence, which are driven by transformations in labour, livelihood and lifestyle. Evaluation of the life history trade-offs and sociocultural ecologies that are experienced by adolescents may offer a practical basis for enhancing their development.

[Eloísa Díaz: between medicine, psychology and education]. / Eloísa Díaz Inzunza: entre la medicina, la psicología y la educación.

Eloísa Díaz Insunza, the first Latin American female physician, completed her studies in Medicine and Surgery at the University of Chile in 1887 and worked a large part of her life as Medical Inspector of Public Schools of Santiago, Chile. In this article, the focus is placed on her "Test Memorandum" (1886) and her first Reports to the Ministry of Public Education (1899-1905), to appreciate the hygienist perspective that characterizes her proposals. We describe her intervention project that sought to integrate medical practice with psychology and education, to solve a social problem such as the degeneration of the Chilean race.

[Education and health: From practices to knowledge]. / Éducation et santé : des pratiques aux savoirs.

In this article, we propose to reconcile history and philosophy in order to study and analyze different health paradigms. Over the centuries, these paradigm shifts have influenced understandings in health and education and have also impacted practices. In this contribution, we engage both a historical and philosophical methodology and cross-compare the two. Based on research on the history and philosophy of health, we conduct a study of health and education archives and a critical and reflective analysis of them. Our results are grouped into five categories : intuition, medical, social, global, ecological. Based on these categories, we will examine the evolution of education over several centuries. We also discuss the place of the body within the fields of medicine and education and within a society undergoing transformations of knowledge, awareness, and practices. Finally, we discuss how different paradigms have changed the way we relate to ourselves and to others, how education and health work together to construct an education for life, and the interactions that take place between knowledge and practices in health.

[The Activities of the Ministry of Public Education Related to Amelioration of School Sanitary Hygienic Standards in Beginning of XX Century].

The article considers the role of the Ministry of National Education in development of the legislation of sanitary hygienic standards in worldly schools. In the beginning of XX century, in educational institutions of the Western Siberia the process of application of the mentioned legislative acts was in progress. The actual legal base promoted organization of more efficient activity of the administration of the Western Siberian educational okrug related to prevention of diseases among school pupils, activization of activities of physicians related to sanitary educational propaganda among schoolchildren, their parents and whole population of the region. During the studied period the Ministry of National Education was headed by V. G. Glazov. During his administration, an increasing of attention to prevention of epidemics in educational institutions was noted. Also, a whole complex of measures concerning development of health preserving technologies among students and pedagogic personnel was implemented for the first time.

[The history of collaboration between the Bureau of Forensic Medical Expertise of the Moscow Health Department and the Department of Forensic Medicine of the Sechenovsky University]. / Istoriia vzaimodeistviia Biuro sudebno-meditsinskoi ékspertizy Departamenta zdravookhraneniia Moskvy i kafedry sudebnoi meditsiny Sechenovskogo universiteta.

This article presents the materials devoted to the long-term history of collaboration between the Bureau of Forensic Medical Expertise of the Moscow Health Department and the Department of Forensic Medicine of the Sechenovsky University. Special attention is given to the contribution made by the Department of Forensic Medicine to the scientific and practical activities, methodological and staffing support first of the Moscow forensic medical services and thereafter of the Bureau of Forensic Medical Expertise operating under the auspices of the Moscow Health Department. Simultaneously, the influence of the work of the Moscow Bureau of Forensic Medical Expertise on the development and improvement of the scientific, methodological, and pedagogical activities of the Russia's oldest Department of Forensic Medicine is overviewed. The personal contribution of the most prominent forensic medical experts and physicians of Moscow to medical science and practice is illustrated by concrete examples.

Bringing radical behaviorism to revolutionary Brazil and back: Fred Keller's Personalized System of Instruction and Cold War engineering education.

This article traces the shifting epistemic commitments of Fred S. Keller and his behaviorist colleagues during their application of Skinnerian radical behaviorism to higher education pedagogy. Building on prior work by Alexandra Rutherford and her focus on the successive adaptation of Skinnerian behaviorism during its successive applications, this study utilizes sociologist of science Karin Knorr Cetina's concept of epistemic cultures to more precisely trace the changes in the epistemic commitments of a group of radical behaviorists as they shifted their focus to applied behavioral analysis. The story revolves around a self-paced system of instruction known as the Personalized System of Instruction, or PSI, which utilized behaviorist principles to accelerate learning within the classroom. Unlike Skinner's entry into education, and his focus on educational technologies, Keller developed a mastery-based approach to instruction that utilized generalized reinforcers to cultivate higher-order learning behaviors. As it happens, the story also unfolds across a rather fantastic political terrain: PSI originated in the context of Brazilian revolutionary history, but circulated widely in the U.S. amidst Cold War concerns about an engineering manpower(sic) crisis. This study also presents us with an opportunity to test Knorr Cetina's conjecture about the possible use of a focus on epistemic cultures in addressing a classic problem in the sociology of science, namely unpacking the relationship between knowledge and its social context. Ultimately, however, this study complements another historical case study in applied behavioral analysis, where a difference in outcome helps to lay out the range of possible shifts in the epistemic commitments of radical behaviorists who entered different domains of application. The case study also has some practical implications for those creating distance learning environments today, which are briefly explored in the conclusion.

Publication Patterns in Death Studies: 40 Years On.

As a living legacy to the founding editorship of Hannelore Wass, Death Studies has played a leading role in promoting scholarship in the field of thanatology for nearly 4 decades. In this article, the authors analyze publication patterns in the journal in the 25 years since Wass handed off the journal's editorial management to her successor, focusing on changing patterns of authorship, topical focus, and methodological emphasis of articles across this period. The results document the increasing feminization of the field, the impressive internationality of the research networks driving its development, and the substantial empirical foundation for major lines of research concerned with bereavement, death attitudes, and suicide. Placed against the backdrop of early trends in publication during Wass's overview, such findings suggest the maturation of research in this interdisciplinary specialty and validate her long-range anticipation of the field's prospects as this flagship journal moves toward its fifth decade of publication.

Hannelore Wass: The Lasting Impact of a Death Educator, Scholar, Mentor, and Friend.

While there is no doubt that every individual's experiences with death and grief have a significant impact on his or her work as a death educator, scholar, or a clinician, it is a deeply personal choice whether or not one chooses to disclose those experiences to others thoughout one's career. Drawing upon memories of Dr. Hannelore Wass shared by colleagues, this article documents Wass's impact on the lives of thanatologists as a result of her talents as a scholar, death educator, and mentor as well as her friendship.

Hannelore Wass: Death Education--An Enduring Legacy.

Hannelore Wass's enduring contribution to the field of thanatology focused on death education In addition to developing a journal initially focused on that topic, Wass also created one of the first text books in the field. This article explores the factors that caused death education to emerge in the late 1960s as well as issues that death education still faces as it continues to evolve.

Discovering Hannelore Wass.

As a strong proponent of death education, Dr. Hannelore Wass was a respected pioneer in the field of thanatology. She had a philosophy that, in order to effectively work with grieving children and adolescents, one must be like and think like a child; indeed, to see things through the eyes of a child. This article demonstrates the far-reaching effects of Wass's work beyond her students to another generation of educators.

Counting, accounting, and accountability: Helen Verran's relational empiricism.

Helen Verran uses the term 'relational empiricism' to describe situated empirical inquiry that is attentive to the relations that constitute its objects of study, including the investigator's own practices. Relational empiricism draws on and reconfigures Science and Technology Studies' traditional concerns with reflexivity and relationality, casting empirical inquiry as an important and non-innocent world-making practice. Through a reading of Verran's postcolonial projects in Nigeria and Australia, this article develops a concept of empirical and political 'accountability' to complement her relational empiricism. In Science and an African Logic, Verran provides accounts of the relations that materialize her empirical objects. These accounts work to decompose her original objects, generating new objects that are more promising for the specific postcolonial contexts of her work. The process of decomposition is part of remaining accountable for her research methods and accountable to the worlds she is working in and writing about. This is a practice of narrating relations and learning to tell better technoscientific stories. What counts as better, however, is not given, but is always contextual and at stake. In this way, Verran acts not as participant-observer, but as participant-storyteller, telling stories to facilitate epistemic flourishing within and as part of a historically located community of practice. The understanding of accountability that emerges from this discussion is designed as a contribution, both practical and evocative, to the theoretical toolkit of Science and Technology Studies scholars who are interested in thinking concretely about how we can be more accountable to the worlds we study.

The pedagogical purposes of interdisciplinary social science: a view from area studies in the United States.

"Interdisciplinarity" is widely praised in modern academe for its apparent ability to generate important research results and contribute to scholarly innovation. This essay examines a crucial case of interdisciplinary work in the humanities and social sciences: the area studies complex that emerged in the United States after World War II. Examining both celebrations and critiques of area studies, this essay concludes that the enterprise made a major contribution to national life not through the production of scholarship (the usual focus of historians of higher education) but through the innovative model of undergraduate teaching and graduate training that expanded the geographic and linguistic horizons of American undergraduate and graduate life. A final section of the essay suggests the relevance of this pedagogical focus for contemporary debates about the future of area studies.