Suchergebnisse

Soil, as the primary receptor of anthropogenic urban contamination acts as a sink for a variety of toxic and other hazardous substances. It constitutes, therefore, an indicator of contamination and may be utilised geochemically to assess environmental quality of urban and suburban areas. In Nafplion, an urban and suburban area of 50 km2 , was investigated using for the first time in Hellas an integrated approach with all available geoscientific techniques to make an in-depth environmental impact assessment. One of these techniques was applied geochemistry, which mapped the geochemistry of surface soil (0-10 cm) with 144 samples, collected on a regular grid of 500 x 500 km. The following fifty determinands were measured on the soil samples: Ag, Al, As, B, Ba, Be, Bi, Ca, Cd, Ce, Co, Cr, Cu, Fe, Ga, Ge, Hg, K, La, Li, Mg, Mn, Mo, Na, Nb, Ni, P, Pb, Rb, Re, S, Sb, Sc, Se, Sn, Sr, Ta, Te, Th, Ti, Tl, U, V, W, Y, Zn, Zr, pH, electrical conductivity and grain-size distribution. The aim of the geochemical study was to distinguish, as far as possible, the origin of chemical elements, and (i) to classify them as geogenic or anthropogenic; (ii) to delineate contaminated areas, and (iii) to assess potential future impacts of human activities on soil. Interpretation of the resulting geochemical patterns has shown that those of Al, Fe, Be, Ce, Cr, Co, Ga, Ge, K, La, Li, Mg, Nb, Ni, Rb, Sc, Sr, Tl, V, Y, W and Zr are of geogenic origin, since they are directly related to parent rocks, whereas patterns of As, B, Ba, Bi, Ca, Cd, Cu, Mn, Mo, Na, P, Pb, S, Sb, Sn, Th, U and Zn are interpreted as being of dual origin, geogenic and anthropogenic. In this paper, the geochemical distribution of only five elements shall be described, i.e., Pb, Zn, Cu, Ni and Na. This case study was indeed very interesting, since for the interpretation of some patterns, even the military history of the area had to be unravelled. ; Soil, as the primary receptor of anthropogenic urban contamination acts as a sink for a variety of toxic and other hazardous substances. It constitutes, therefore, an indicator of contamination and may be utilised geochemically to assess environmental quality of urban and suburban areas. In Nafplion, an urban and suburban area of 50 km2 , was investigated using for the first time in Hellas an integrated approach with all available geoscientific techniques to make an in-depth environmental impact assessment. One of these techniques was applied geochemistry, which mapped the geochemistry of surface soil (0-10 cm) with 144 samples, collected on a regular grid of 500 x 500 km. The following fifty determinands were measured on the soil samples: Ag, Al, As, B, Ba, Be, Bi, Ca, Cd, Ce, Co, Cr, Cu, Fe, Ga, Ge, Hg, K, La, Li, Mg, Mn, Mo, Na, Nb, Ni, P, Pb, Rb, Re, S, Sb, Sc, Se, Sn, Sr, Ta, Te, Th, Ti, Tl, U, V, W, Y, Zn, Zr, pH, electrical conductivity and grain-size distribution. The aim of the geochemical study was to distinguish, as far as possible, the origin of chemical elements, and (i) to classify them as geogenic or anthropogenic; (ii) to delineate contaminated areas, and (iii) to assess potential future impacts of human activities on soil. Interpretation of the resulting geochemical patterns has shown that those of Al, Fe, Be, Ce, Cr, Co, Ga, Ge, K, La, Li, Mg, Nb, Ni, Rb, Sc, Sr, Tl, V, Y, W and Zr are of geogenic origin, since they are directly related to parent rocks, whereas patterns of As, B, Ba, Bi, Ca, Cd, Cu, Mn, Mo, Na, P, Pb, S, Sb, Sn, Th, U and Zn are interpreted as being of dual origin, geogenic and anthropogenic. In this paper, the geochemical distribution of only five elements shall be described, i.e., Pb, Zn, Cu, Ni and Na. This case study was indeed very interesting, since for the interpretation of some patterns, even the military history of the area had to be unravelled.

"Members of Eli Baxter's generation are the last of the hunting and gathering societies living on Turtle Island. They are also among the last fluent speakers of the Anishinaabay language known as Anishinaabaymowin. Aki-wayn-zih is a story about the land and its spiritual relationship with the Anishinaabayg, from the beginning of their life on Miss-koh-tay-sih Minis (Turtle Island) to the present day. Baxter writes about Anishinaabay life before European contact, his childhood memories of trapping, hunting, and fishing with his family on traditional lands in Treaty 9 territory, and his personal experience surviving the residential school system. Examining how Anishinaabay Kih-kayn-daa-soh-win (knowledge) is an elemental concept embedded in the Anishinaabay language, Aki-wayn-zih explores history, science, math, education, philosophy, law, and spiritual teachings, outlining the cultural significance of language to Anishinaabay identity. Recounting traditional Ojibway legends in their original language, fables in which moral virtues double as survival techniques, and detailed guidelines for expertly trapping or ensnaring animals, Baxter reveals how the residential school system shaped him as an individual, transformed his family, and forever disrupted his reserve community and those like it. Through spiritual teachings, historical accounts, and autobiographical anecdotes, Aki-wayn-zih offers a new form of storytelling from the Anishinaabay point of view."--

Athena Syriatou, Duty and Instinct: History in Schools in Post-war Britain 1945-1995 This article deals with the moral role of history in post-war British education, by examining the relationship between the expectations of educationalists and intellectuals from history teaching at schools, and the actual changes which did occur in the classroom on the subject of history as a result of general changes in society and education. It argues that despite the intentions of the educationalists who saw history teaching as a means of promoting ideas which were considered necessary for the moral upbringing of the nation, these ideas very often never reached the classroom or they were considerably altered, demonstrating different ideological dynamics in British society. It initially focuses on the immediate post-war decade when international is educationalists were arguing for the need of history teaching which leads to a world citizenship. The idea of an internationalist approach on history contradicted the conservative, Britocentric, Whiggish history which was finally taught at schools during that period, since there were very few new books published, while civil servants from the Ministry of Education were concerned with the more urgent problems of schools which were affected by enemy action rather than new views on history teaching. The second period which is examined is the decade of mid sixties until mid seventies. Great changes were initiated then, to cover the disparity between the two tier system of education, with the introduction of comprehensive secondary schools, which at the time were considered to contribute to further démocratisation of the welfare state. The spirit of a more tolerant, affluent and democratic society led some educationalists to propose the expulsion of history from schools and its replacement with other humanities such as sociology and behavioural studies. However, history did remain at schools during that period and in many ways it incorporated the new ideas, creating the so called 'new history' with the efforts of the progressive, non traditionalist, and often leftist historians. Problems of implementation of the new history' appeared during the following years as a result of the difference of academic standards at schools which at this period comprehensive education could not eliminate. The final period which is examined is the decade of mid eighties until mid nineties when the New Right ideology was dominant in the political scene, while a National Curriculum for all schools was deemed necessary. Educational planners of the Conservative Party argued that history should teach again traditional values, which were, according to them, intrinsic to the British nation. However, the National Curriculum for History which was drafted by educationalists coming various convictions,(nevertheless appointed by the Conservative government), was closer to the beliefs of the new history' creators, rather than the beliefs and national values that the Conservatives initially wanted to promote. ; Athena Syriatou, Duty and Instinct: History in Schools in Post-war Britain 1945-1995 This article deals with the moral role of history in post-war British education, by examining the relationship between the expectations of educationalists and intellectuals from history teaching at schools, and the actual changes which did occur in the classroom on the subject of history as a result of general changes in society and education. It argues that despite the intentions of the educationalists who saw history teaching as a means of promoting ideas which were considered necessary for the moral upbringing of the nation, these ideas very often never reached the classroom or they were considerably altered, demonstrating different ideological dynamics in British society. It initially focuses on the immediate post-war decade when international is educationalists were arguing for the need of history teaching which leads to a world citizenship. The idea of an internationalist approach on history contradicted the conservative, Britocentric, Whiggish history which was finally taught at schools during that period, since there were very few new books published, while civil servants from the Ministry of Education were concerned with the more urgent problems of schools which were affected by enemy action rather than new views on history teaching. The second period which is examined is the decade of mid sixties until mid seventies. Great changes were initiated then, to cover the disparity between the two tier system of education, with the introduction of comprehensive secondary schools, which at the time were considered to contribute to further démocratisation of the welfare state. The spirit of a more tolerant, affluent and democratic society led some educationalists to propose the expulsion of history from schools and its replacement with other humanities such as sociology and behavioural studies. However, history did remain at schools during that period and in many ways it incorporated the new ideas, creating the so called 'new history' with the efforts of the progressive, non traditionalist, and often leftist historians. Problems of implementation of the new history' appeared during the following years as a result of the difference of academic standards at schools which at this period comprehensive education could not eliminate. The final period which is examined is the decade of mid eighties until mid nineties when the New Right ideology was dominant in the political scene, while a National Curriculum for all schools was deemed necessary. Educational planners of the Conservative Party argued that history should teach again traditional values, which were, according to them, intrinsic to the British nation. However, the National Curriculum for History which was drafted by educationalists coming various convictions,(nevertheless appointed by the Conservative government), was closer to the beliefs of the new history' creators, rather than the beliefs and national values that the Conservatives initially wanted to promote.

"In this work, one of Latin America's most renowned legal philosophers conducts a comprehensive survey of the ancient Greek understanding of the law, drawing on texts by poets (Hesiod), philosophers (Anaximander), playwrights (Aeschylus and Sophocles), and historians (Herodotus and Thucydides). The book ends with a finely detailed analysis of the relationship between language and reality in Aristotle, and the emergence of the notion of the system and its subsequent introduction into Roman law. The author's in-depth study of all these aspects makes this volume an essential reference for philosophers, jurists, and historians"--