Showing 5151 - 5160 of 5701 Items
Bowdoin College - Medical School of Maine Catalogue (1913-1914)
Date: 1914-01-01
Access: Open access
- Bowdoin College Bulletin no. 49
When to approach novel prey cues? Social learning strategies in frog-eating bats
Date: 2013-10-23
Creator: Patricia L. Jones, Michael J. Ryan, Victoria Flores, Rachel A. Page
Access: Open access
- Animals can use different sources of information when making decisions. Foraging animals often have access to both self-acquired and socially acquired information about prey. The fringe-lipped bat, Trachops cirrhosus, hunts frogs by approaching the calls that frogs produce to attract mates.We examined howthe reliability of self-acquired prey cues affects social learning of novel prey cues. We trained bats to associate an artificial acoustic cue (mobile phone ringtone) with food rewards. Bats were assigned to treatments in which the trained cue was either an unreliable indicator of reward (rewarded 50% of the presentations) or a reliable indicator (rewarded 100% of the presentations), and they were exposed to a conspecific tutor foraging on a reliable (rewarded 100%) novel cue or to the novel cue with no tutor. Bats whose trained cue was unreliable and who had a tutor were significantly more likely to preferentially approach the novel cue when compared with bats whose trained cue was reliable, and to bats that had no tutor. Reliability of self-acquired prey cues therefore affects social learning of novel prey cues by frog-eating bats. Examining when animals use social information to learn about novel prey is key to understanding the social transmission of foraging innovations. © 2013 The Author(s) Published by the Royal Society.
Measurements and models of the atmospheric Ar/N2 ratio
Date: 2003-08-01
Creator: Mark Battle, Michael Bender, Melissa B. Hendricks, David T. Ho, Robert, Mika, Galen McKinley, Song Miao Fan, Tegan Blaine, Ralph F. Keeling
Access: Open access
- The Ar/N2 ratio of air measured at 6 globally distributed sites shows annual cycles with amplitudes of 12 to 37 parts in 106. Summertime maxima reflect the atmospheric Ar enrichment driven by seasonal warming and degassing of the oceans. Paired models of air-sea heat fluxes and atmospheric tracer transport predict seasonal cycles in the Ar/N2 ratio that agree with observations, within uncertainties.
Hermeneutic Encounters: Hans-Georg Gadamer in North America, 1968-1986
Date: 2020-01-01
Creator: Ian Ward
Access: Open access
- Hans-Georg Gadamer’s myriad contributions to the continental philosophical tradition have been well documented, but his influence on North American intellectual life has gone largely gone unrecognized. This paper attempts to fill that gap, using primary and secondary source material to document Gadamer’s scholarly activities in the United States and Canada between 1968 and 1986. The paper also evaluates Gadamer’s influence using detailed accounts of “hermeneutic encounters” that occurred between Gadamer and four notable North American philosophers: Richard Palmer, Paul de Man, Charles Taylor, and Richard Rorty. Through these accounts, this paper argues that Gadamer made lasting contributions to ongoing debates in the humanities about the nature of literary interpretation, the social sciences, and analytic philosophy. Finally, the paper explores the philosophical and historiological possibilities that Gadamer’s hermeneutics opens up for intellectual history more broadly, especially in the field of reception history. Building on Gadamer’s own hermeneutics and Hans-Robert Jauss’s reception aesthetics, it develops the concept of the “encounter” as the starting point of a more hermeneutically-sensitive approach to intellectual history.
Bowdoin College Catalogue (1943-1944)
Date: 1944-01-01
Access: Open access
- Bowdoin College Bulletin no. 269
"This is N.Y.C. Not Little Rock": The Battle to Integrate New York City's Public Schools
Date: 2019-01-01
Creator: Anne Fraser Gregory
Access: Open access
- The landmark Brown vs. Board of Education decision of 1954, and its subsequent implementation, offer an essential question: Are segregated schools inherently evil, and is integration the only solution to unequal education? The statistics that illustrate the effects of segregated schooling are indeed staggering. According to a 2016 Government Accountability Office study, the number of schools segregated along racial and economic lines doubled between 2000 and 2013. In New York City, the achievement gap between Black and white students has continued to grow. In 2018, the National Assessment of Achievement Progress reported that 48 percent of white fourth-graders were proficient in math, while only 16 percent of black students met the standard. With a gap of 32 percentage points—growing 5 points since 2015—Black children in New York are consistently behind their white peers in academics. Sixty years ago, New York's Black and Latino parents parents grappled with this same issue as they fought to desegregate the city’s schools. This Honors Project will discuss segregated schooling in New York City during the 1950s and 60s, and the actors who fought to disrupt the system. Throughout this work, I will attempt to illustrate the power of community in New York City, for both good and evil, for equality and bigotry. Parents—Black, white, and Puerto Rican—function as key players in this story, as they continually fought local and state Boards to access the education they believed to be rightfully theirs and their children’s. I will also assert the notion that segregation was not solely a Southern issue: the similarities between the fight for school integration in both North and South are striking, and highlight the far reaches of prejudice in the nation both then and now. Most importantly, I argue that unequal education may not be solved by integration alone, and that believing in integration as the only viable option perpetuates the incorrect notion that children of color require proximity to white students in order to be academically successful.
History lessons: The early development of intellectual property institutions in the United States
Date: 2001-01-01
Creator: B. Zorina Khan, Kenneth L. Sokoloff
Access: Open access