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NIELS HENRICK DAVID BOHR
#465
DOCUMENTARY PHOTO AIDS
BOX 2237, PHOENIX, ARIZONA 85002
SOCIAL STUDIES / EDUCATIONAL PHOTOGRAPHS
AN BIOGRAPHICAL SNIPPET
MEASURES ABOUT 11" X 14"
GLOSSY CARD STOCK
WATCH US FOR MORE, WE HAVE HUNDREDS
#465
DOCUMENTARY PHOTO AIDS
BOX 2237, PHOENIX, ARIZONA 85002
SOCIAL STUDIES / EDUCATIONAL PHOTOGRAPHS
AN BIOGRAPHICAL SNIPPET
MEASURES ABOUT 11" X 14"
GLOSSY CARD STOCK
WATCH US FOR MORE, WE HAVE HUNDREDS
Niels Henrik David Bohr (Danish: [ˈne̝ls ˈpoɐ̯ˀ]; 7 October 1885 – 18 November 1962) was a Danish physicist who made foundational contributions to understanding atomic structure and quantum theory, for which he received the Nobel Prize in Physics in 1922. Bohr was also a philosopher and a promoter of scientific research.
Bohr developed the Bohr model of the atom, in which he proposed that energy levels of electrons are discrete and that the electrons revolve in stable orbits around the atomic nucleus but can jump from one energy level (or orbit) to another. Although the Bohr model has been supplanted by other models, its underlying principles remain valid. He conceived the principle of complementarity: that items could be separately analysed in terms of contradictory properties, like behaving as a wave or a stream of particles. The notion of complementarity dominated Bohr's thinking in both science and philosophy.
Bohr founded the Institute of Theoretical Physics at the University of Copenhagen, now known as the Niels Bohr Institute, which opened in 1920. Bohr mentored and collaborated with physicists including Hans Kramers, Oskar Klein, George de Hevesy, and Werner Heisenberg. He predicted the existence of a new zirconium-like element, which was named hafnium, after the Latin name for Copenhagen, where it was discovered. Later, the element bohrium was named after him.
During the 1930s, Bohr helped refugees from Nazism. After Denmark was occupied by the Germans, he had a famous meeting with Heisenberg, who had become the head of the German nuclear weapon project. In September 1943 word reached Bohr that he was about to be arrested by the Germans, and he fled to Sweden. From there, he was flown to Britain, where he joined the British Tube Alloys nuclear weapons project, and was part of the British mission to the Manhattan Project. After the war, Bohr called for international cooperation on nuclear energy. He was involved with the establishment of CERN and the Research Establishment Riso of the Danish Atomic Energy Commission and became the first chairman of the Nordic Institute for Theoretical Physics in 1957.
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Photography is the process, activity and art of creating still or moving pictures by recording radiation on a radiation-sensitive medium, such as a photographic film, or electronic image sensors. Photography uses foremost radiation in the UV, visible and near-IR spectrum. For common purposes the term light is used instead of radiation. Light reflected or emitted from objects form a real image on a light sensitive area (film or plate) or a FPA pixel array sensor by means of a pin hole or lens in a device known as a camera during a timed exposure. The result on film or plate is a latent image, subsequently developed into a visual image (negative or diapositive). An image on paper base is known as a print. The result on the FPA pixel array sensor is an electrical charge at each pixel which is electronically processed and stored in a computer (raster)-image file for subsequent display or processing. Photography has many uses for business, science, manufacturing (f.i. Photolithography), art, and recreational purposes.
As far as can be ascertained, it was Sir John Herschel in a lecture before the Royal Society of London, on March 14, 1839 who made the word "photography" known to the whole world. But in an article published on February 25 of the same year in a german newspaper called the Vossische Zeitung, Johann von Maedler, a Berlin astronomer, used the word photography already. The word photography is based on the Greek φ?ς (photos) "light" and γραφ? (graphe) "representation by means of lines" or "drawing", together meaning "drawing with light".
The camera or camera obscura is the image-forming device, and photographic film or a silicon electronic image sensor is the sensing medium. The respective recording medium can be the film itself, or a digital electronic or magnetic memory.
Photographers control the camera and lens to "expose" the light recording material (such as film) to the required amount of light to form a "latent image" (on film) or "raw file" (in digital cameras) which, after appropriate processing, is converted to a usable image. Digital cameras use an electronic image sensor based on light-sensitive electronics such as charge-coupled device (CCD) or complementary metal-oxide-semiconductor (CMOS) technology. The resulting digital image is stored electronically, but can be reproduced on paper or film.
The movie camera is a type of photographic camera which takes a rapid sequence of photographs on strips of film. In contrast to a still camera, which captures a single snapshot at a time, the movie camera takes a series of images, each called a "frame". This is accomplished through an intermittent mechanism. The frames are later played back in a movie projector at a specific speed, called the "frame rate" (number of frames per second). While viewing, a person's eyes and brain merge the separate pictures together to create the illusion of motion.
Photography is the result of combining several technical discoveries. Long before the first photographs were made, Chinese philosopher Mo Di and Greek mathematicians Aristotle and Euclid described a pinhole camera in the 5th and 4th centuries BC. In the 6th century CE, Byzantine mathematician Anthemius of Tralles used a type of camera obscura in his experiments, Ibn al-Haytham (Alhazen) (965–1040) studied the camera obscura and pinhole camera, Albertus Magnus (1193–1280) discovered silver nitrate, and Georges Fabricius (1516–1571) discovered silver chloride. Daniele Barbaro described a diaphragm in 1568. Wilhelm Homberg described how light darkened some chemicals (photochemical effect) in 1694. The fiction book Giphantie, published in 1760, by French author Tiphaigne de la Roche, described what can be interpreted as photography.
Invented in the first decades of the 19th century, photography (by way of the camera) seemed able to capture more detail and information than traditional mediums, such as painting and sculpting. Photography as a usable process goes back to the 1820s with the development of chemical photography. The first permanent photoetching was an image produced in 1822 by the French inventor Nicephore Niepce, but it was destroyed by a later attempt to duplicate it. Niepce was successful again in 1825. He made the first permanent photograph from nature with a camera obscura in 1826. However, because his photographs took so long to expose (8 hours), he sought to find a new process. Working in conjunction with Louis Daguerre, they experimented with silver compounds based on a Johann Heinrich Schultz discovery in 1816 that a silver and chalk mixture darkens when exposed to light. Niepce died in 1833, but Daguerre continued the work, eventually culminating with the development of the daguerreotype in 1837. Daguerre took the first ever photo of a person in 1839 when, while taking a daguerreotype of a Paris street, a pedestrian stopped for a shoe shine, long enough to be captured by the long exposure (several minutes). Eventually, France agreed to pay Daguerre a pension for his formula, in exchange for his promise to announce his discovery to the world as the gift of France, which he did in 1839.
-------------------------
In the United States education system (and other countries), social studies is the integrated study of multiple fields of social science and the humanities, including history, geography, and political science. The term was first coined by American educators around the turn of the twentieth century as a catch-all for these subjects, as well as others which did not fit into the traditional models of lower education in the United States, such as philosophy and psychology. One of the purposes of social studies, particularly at the level of higher education, is to integrate several disciplines, with their unique methodologies and special focuses of concentration, into a coherent field of subject areas that communicate with each other by sharing different academic "tools" and perspectives for deeper analysis of social problems and issues. The social studies aims to train students for informed, responsible participation in a diverse democratic society. The content of social studies provides the necessary background knowledge in order to develop values and reasoned opinions, and the objective of the field is civic competence.
The original onset of the social studies field emerged in the 19th century and later grew in the 20th century. Those foundations and building blocks were put into place in the 1820s in the country of Great Britain before being integrated into the United States. The purpose of the subject itself was to promote social welfare and its development in countries like the United States and others.
An early concept of social studies is found in John Dewey's philosophy of elementary and secondary education. Dewey valued the subject field of geography for uniting the study of human occupations with the study of the earth. He valued inquiry as a process of learning, as opposed to the absorption and recitation of facts, and he advocated for greater inquiry in elementary and secondary education, to mirror the kind of learning that takes place in higher education. His ideas are manifested to a large degree in the practice of inquiry-based learning and student-directed investigations implemented in contemporary social studies classrooms. Dewey valued the study of history for its social processes and application to contemporary social problems, rather than a mere narrative of human events. In this view, the study of history is made relevant to the modern student, and is aimed at the improvement of society.
In the United States through the 1900s, social studies revolved around the study of geography, government, and history. In 1912, the Bureau of Education (not to be confused with its successor agency, the United States Department of Education) was tasked by then Secretary of the Interior Franklin Knight Lane with completely restructuring the American education system for the twentieth century. In response, the Bureau of Education, together with the National Education Association, created the Commission on the Reorganization of Secondary Education. The commission was made up of 16 committees (a 17th was established two years later, in 1916), each one tasked with the reform of a specific aspect of the American Education system. Notable among these was the Committee on Social Studies, which was created to consolidate and standardize various subjects that did not fit within normal school curricula into a new subject, to be called "the social studies."
In 1920, the work done by the Committee on Social Studies culminated in the publication and release of Bulletin No. 28 (also called "The Committee on Social Studies Report, 1916"). The 66-page bulletin, published and distributed by the U.S. Bureau of Education, is believed to be the first written work dedicated entirely to the subject. It was designed to introduce the concept to American educators and serve as a guide for the creation of nationwide curricula based around social studies. The bulletin proposed many ideas that were considered radical at the time, and it is regarded by many educators as one of the most controversial educational resources of the early twentieth century.
In the years after its release, the bulletin received criticism from educators on its vagueness, especially in regards to the definition of Social Studies itself. Critics often point to Section 1 of the report, which vaguely defines Social Studies as "understood to be those whose subject matter relates directly to the organization and development of human society, and to man as a member of social groups."
The changes to the field of study never fully materialized until the 1950s, when changes occurred at the state and national levels that dictated the curriculum and the preparation standards of its teacher. This led to a decrease in the amount of factual knowledge being delivered instead of focusing on key concepts, generalizations, and intellectual skills. Eventually, around the 1980s and 1990s, the development of computer technologies helped grow the publishing industry. Textbooks were created around the curriculum of each state and that coupled with the increase in political factors from globalization and growing economies lead to changes in the public and private education system. Now came the influx of national curriculum standards, from the increase of testing to the accountability of teachers and school districts shifting the social study education system to what it is today.
------------------
Early childhood education is the term commonly used to describe the formal teaching and care of young children by people other than their family or in settings outside of the home. According to the NAEYC the developmental definition of early childhood education(National Association for the Education of Young Children), spans the human life from birth to age eight. However, typically early childhood education covers the period from birth to when a child starts school and this can be as early as five years of age as in New Zealand.
Early childhood education often focuses on children learning through play.
According to UNESCO ECCE (Early Childhood Care and Education) Unit, Early childhood is defined as the period from birth to 8 years old. A time of remarkable brain development, these years lay the foundation for subsequent learning.
The terms preschool education and kindergarten emphasize education around the ages of 3–6 years. The terms "early childhood learning," "early care," and "early education" are comparable with early childhood education. The terms Day care and Childcare do not embrace the educational aspects. Many childcare centers are now using more educational approaches. They are creating curricula and incorporating it into their daily routines to foster greater educational learning. The distinction between childcare centers being for care and kindergartens being for education, for example, has all but disappeared in countries that require staff in different early childhood facilities to have a teaching qualification. The ChildForum early childhood education national organisation highlights that while this can uplift the overall quality of children's learning a primary purpose of all early childhood programmes is nevertheless to provide a high standard of care and nurturance due to the young age and emotional and physical needs of children. However, it is necessary to distinguish between nurturance and locomotive learning. One implies the development of vestigial implements of characterized babies, the other refers to hand-eye co-ordination.
Researchers in the field and early childhood educators both view the parents as an integral part of the early childhood education process. Early childhood education takes many forms depending on the beliefs of the educator or parent.
Much of the first two years of life are spent in the creation of a child's first "sense of self" or the building of a first identity. This is a crucial part of children's makeup—how they first see themselves, how they think they should function, how they expect others to function in relation to them. For this reason, early care must ensure that in addition to employing carefully selected and trained caretakers, program policy must emphasize links with family, home culture, and home language, meaning caregivers must uniquely care for each child using Developmentally Appropriate Practice, Individually Appropriate Practice and Culturally Appropriate Practice. Care should support families rather than be a substitute for them (see a review of research on the role of parents and families in early education)
If a young child doesn't receive sufficient nurturing, nutrition, parental/caregiver interaction, and stimulus during this crucial period, the child may be left with a developmental deficit that hampers his or her success in preschool, kindergarten, and beyond.
Worst-case scenarios such as those found in Russian and Romanian orphanages demonstrate how the lack of proper social interaction and development of attachment affect the developing child. Children must receive attention and affection to develop in a healthy manner. While in developed nations today such scenarios are fortunately rare there is a danger of a false belief that more hours of formal education for the very young child = greater benefits for the young child than a balance between formal education and time spent with family. A systematic review of the international evidence suggests that the benefits of early childhood education come from the experience itself of participation and that more than 2.5 hours a day does not greatly add to child development outcomes especially if this means the young child is missing out on other experiences and family contact.
There are five different developmental domains of children which all relate to each other. They are easily referred to as the SPICE of life:
Social - Refers mostly to the ability to form attachments, play with others, co-operation and sharing, and being able to create lasting relationships with others.
Physical - Development of Fine (small) and Gross (large) Motor Skills.
Intellectual - The process of making sense of the world around them.
Creative - The development of special abilities creating talents. Music, Art, Writing, Reading, and Singing are all ways for creative development to take place.
Emotional - Development of self-awareness, self-confidence, and coping with feelings as well as understanding them.
As far as can be ascertained, it was Sir John Herschel in a lecture before the Royal Society of London, on March 14, 1839 who made the word "photography" known to the whole world. But in an article published on February 25 of the same year in a german newspaper called the Vossische Zeitung, Johann von Maedler, a Berlin astronomer, used the word photography already. The word photography is based on the Greek φ?ς (photos) "light" and γραφ? (graphe) "representation by means of lines" or "drawing", together meaning "drawing with light".
The camera or camera obscura is the image-forming device, and photographic film or a silicon electronic image sensor is the sensing medium. The respective recording medium can be the film itself, or a digital electronic or magnetic memory.
Photographers control the camera and lens to "expose" the light recording material (such as film) to the required amount of light to form a "latent image" (on film) or "raw file" (in digital cameras) which, after appropriate processing, is converted to a usable image. Digital cameras use an electronic image sensor based on light-sensitive electronics such as charge-coupled device (CCD) or complementary metal-oxide-semiconductor (CMOS) technology. The resulting digital image is stored electronically, but can be reproduced on paper or film.
The movie camera is a type of photographic camera which takes a rapid sequence of photographs on strips of film. In contrast to a still camera, which captures a single snapshot at a time, the movie camera takes a series of images, each called a "frame". This is accomplished through an intermittent mechanism. The frames are later played back in a movie projector at a specific speed, called the "frame rate" (number of frames per second). While viewing, a person's eyes and brain merge the separate pictures together to create the illusion of motion.
Photography is the result of combining several technical discoveries. Long before the first photographs were made, Chinese philosopher Mo Di and Greek mathematicians Aristotle and Euclid described a pinhole camera in the 5th and 4th centuries BC. In the 6th century CE, Byzantine mathematician Anthemius of Tralles used a type of camera obscura in his experiments, Ibn al-Haytham (Alhazen) (965–1040) studied the camera obscura and pinhole camera, Albertus Magnus (1193–1280) discovered silver nitrate, and Georges Fabricius (1516–1571) discovered silver chloride. Daniele Barbaro described a diaphragm in 1568. Wilhelm Homberg described how light darkened some chemicals (photochemical effect) in 1694. The fiction book Giphantie, published in 1760, by French author Tiphaigne de la Roche, described what can be interpreted as photography.
Invented in the first decades of the 19th century, photography (by way of the camera) seemed able to capture more detail and information than traditional mediums, such as painting and sculpting. Photography as a usable process goes back to the 1820s with the development of chemical photography. The first permanent photoetching was an image produced in 1822 by the French inventor Nicephore Niepce, but it was destroyed by a later attempt to duplicate it. Niepce was successful again in 1825. He made the first permanent photograph from nature with a camera obscura in 1826. However, because his photographs took so long to expose (8 hours), he sought to find a new process. Working in conjunction with Louis Daguerre, they experimented with silver compounds based on a Johann Heinrich Schultz discovery in 1816 that a silver and chalk mixture darkens when exposed to light. Niepce died in 1833, but Daguerre continued the work, eventually culminating with the development of the daguerreotype in 1837. Daguerre took the first ever photo of a person in 1839 when, while taking a daguerreotype of a Paris street, a pedestrian stopped for a shoe shine, long enough to be captured by the long exposure (several minutes). Eventually, France agreed to pay Daguerre a pension for his formula, in exchange for his promise to announce his discovery to the world as the gift of France, which he did in 1839.
-------------------------
In the United States education system (and other countries), social studies is the integrated study of multiple fields of social science and the humanities, including history, geography, and political science. The term was first coined by American educators around the turn of the twentieth century as a catch-all for these subjects, as well as others which did not fit into the traditional models of lower education in the United States, such as philosophy and psychology. One of the purposes of social studies, particularly at the level of higher education, is to integrate several disciplines, with their unique methodologies and special focuses of concentration, into a coherent field of subject areas that communicate with each other by sharing different academic "tools" and perspectives for deeper analysis of social problems and issues. The social studies aims to train students for informed, responsible participation in a diverse democratic society. The content of social studies provides the necessary background knowledge in order to develop values and reasoned opinions, and the objective of the field is civic competence.
The original onset of the social studies field emerged in the 19th century and later grew in the 20th century. Those foundations and building blocks were put into place in the 1820s in the country of Great Britain before being integrated into the United States. The purpose of the subject itself was to promote social welfare and its development in countries like the United States and others.
An early concept of social studies is found in John Dewey's philosophy of elementary and secondary education. Dewey valued the subject field of geography for uniting the study of human occupations with the study of the earth. He valued inquiry as a process of learning, as opposed to the absorption and recitation of facts, and he advocated for greater inquiry in elementary and secondary education, to mirror the kind of learning that takes place in higher education. His ideas are manifested to a large degree in the practice of inquiry-based learning and student-directed investigations implemented in contemporary social studies classrooms. Dewey valued the study of history for its social processes and application to contemporary social problems, rather than a mere narrative of human events. In this view, the study of history is made relevant to the modern student, and is aimed at the improvement of society.
In the United States through the 1900s, social studies revolved around the study of geography, government, and history. In 1912, the Bureau of Education (not to be confused with its successor agency, the United States Department of Education) was tasked by then Secretary of the Interior Franklin Knight Lane with completely restructuring the American education system for the twentieth century. In response, the Bureau of Education, together with the National Education Association, created the Commission on the Reorganization of Secondary Education. The commission was made up of 16 committees (a 17th was established two years later, in 1916), each one tasked with the reform of a specific aspect of the American Education system. Notable among these was the Committee on Social Studies, which was created to consolidate and standardize various subjects that did not fit within normal school curricula into a new subject, to be called "the social studies."
In 1920, the work done by the Committee on Social Studies culminated in the publication and release of Bulletin No. 28 (also called "The Committee on Social Studies Report, 1916"). The 66-page bulletin, published and distributed by the U.S. Bureau of Education, is believed to be the first written work dedicated entirely to the subject. It was designed to introduce the concept to American educators and serve as a guide for the creation of nationwide curricula based around social studies. The bulletin proposed many ideas that were considered radical at the time, and it is regarded by many educators as one of the most controversial educational resources of the early twentieth century.
In the years after its release, the bulletin received criticism from educators on its vagueness, especially in regards to the definition of Social Studies itself. Critics often point to Section 1 of the report, which vaguely defines Social Studies as "understood to be those whose subject matter relates directly to the organization and development of human society, and to man as a member of social groups."
The changes to the field of study never fully materialized until the 1950s, when changes occurred at the state and national levels that dictated the curriculum and the preparation standards of its teacher. This led to a decrease in the amount of factual knowledge being delivered instead of focusing on key concepts, generalizations, and intellectual skills. Eventually, around the 1980s and 1990s, the development of computer technologies helped grow the publishing industry. Textbooks were created around the curriculum of each state and that coupled with the increase in political factors from globalization and growing economies lead to changes in the public and private education system. Now came the influx of national curriculum standards, from the increase of testing to the accountability of teachers and school districts shifting the social study education system to what it is today.
------------------
Early childhood education is the term commonly used to describe the formal teaching and care of young children by people other than their family or in settings outside of the home. According to the NAEYC the developmental definition of early childhood education(National Association for the Education of Young Children), spans the human life from birth to age eight. However, typically early childhood education covers the period from birth to when a child starts school and this can be as early as five years of age as in New Zealand.
Early childhood education often focuses on children learning through play.
According to UNESCO ECCE (Early Childhood Care and Education) Unit, Early childhood is defined as the period from birth to 8 years old. A time of remarkable brain development, these years lay the foundation for subsequent learning.
The terms preschool education and kindergarten emphasize education around the ages of 3–6 years. The terms "early childhood learning," "early care," and "early education" are comparable with early childhood education. The terms Day care and Childcare do not embrace the educational aspects. Many childcare centers are now using more educational approaches. They are creating curricula and incorporating it into their daily routines to foster greater educational learning. The distinction between childcare centers being for care and kindergartens being for education, for example, has all but disappeared in countries that require staff in different early childhood facilities to have a teaching qualification. The ChildForum early childhood education national organisation highlights that while this can uplift the overall quality of children's learning a primary purpose of all early childhood programmes is nevertheless to provide a high standard of care and nurturance due to the young age and emotional and physical needs of children. However, it is necessary to distinguish between nurturance and locomotive learning. One implies the development of vestigial implements of characterized babies, the other refers to hand-eye co-ordination.
Researchers in the field and early childhood educators both view the parents as an integral part of the early childhood education process. Early childhood education takes many forms depending on the beliefs of the educator or parent.
Much of the first two years of life are spent in the creation of a child's first "sense of self" or the building of a first identity. This is a crucial part of children's makeup—how they first see themselves, how they think they should function, how they expect others to function in relation to them. For this reason, early care must ensure that in addition to employing carefully selected and trained caretakers, program policy must emphasize links with family, home culture, and home language, meaning caregivers must uniquely care for each child using Developmentally Appropriate Practice, Individually Appropriate Practice and Culturally Appropriate Practice. Care should support families rather than be a substitute for them (see a review of research on the role of parents and families in early education)
If a young child doesn't receive sufficient nurturing, nutrition, parental/caregiver interaction, and stimulus during this crucial period, the child may be left with a developmental deficit that hampers his or her success in preschool, kindergarten, and beyond.
Worst-case scenarios such as those found in Russian and Romanian orphanages demonstrate how the lack of proper social interaction and development of attachment affect the developing child. Children must receive attention and affection to develop in a healthy manner. While in developed nations today such scenarios are fortunately rare there is a danger of a false belief that more hours of formal education for the very young child = greater benefits for the young child than a balance between formal education and time spent with family. A systematic review of the international evidence suggests that the benefits of early childhood education come from the experience itself of participation and that more than 2.5 hours a day does not greatly add to child development outcomes especially if this means the young child is missing out on other experiences and family contact.
There are five different developmental domains of children which all relate to each other. They are easily referred to as the SPICE of life:
Social - Refers mostly to the ability to form attachments, play with others, co-operation and sharing, and being able to create lasting relationships with others.
Physical - Development of Fine (small) and Gross (large) Motor Skills.
Intellectual - The process of making sense of the world around them.
Creative - The development of special abilities creating talents. Music, Art, Writing, Reading, and Singing are all ways for creative development to take place.
Emotional - Development of self-awareness, self-confidence, and coping with feelings as well as understanding them.
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