Documenting Science

Berenice Abbott was an American photographer best known for her black-and-white photography of New York City architecture and urban design of the 1930s. Abbott's style of straight photography helped her make important contributions to scientific photography, as shown in this book.

Drawing on a wide range of writings from archivists, historians, librarians, and preservationists, Cox summarizes the past decade of discussion concerning practical methodologies of documenting localities.

This book explores provenance, the study and documentation of how things come to be. Traditionally defined as the origins, source, or ownership of an artifact, provenance today is not limited to historical domains. It can be used to describe what did happen (retrospective provenance), what could happen (subjunctive provenance), or what will happen (prospective provenance). Provenance information is ubiquitous and abundant; for example, a wine label that details the winery, type of grape, and country of origin tells a provenance story that determines the value of the bottle. This book presents select standards used in organizing provenance information and provides concrete examples on how to implement them. Provenance transcends disciplines, and this book is intended for anyone who is interested in documenting workflows and recipes. The goal is to empower readers to frame and answer provenance questions for their own work. Provenance is increasingly important in computational workflows and e-sciences and addresses the need for a practical introduction to provenance documentation with simple-to-use multi-disciplinary examples and activities. Case studies and examples address the creation of basic records using a variety of provenance metadata models, and the differences between PROV, ProvONE, and PREMIS are discussed. Readers will gain an understanding of the uses of provenance metadata in different domains and sectors in order to make informed decisions on their use. Documenting provenance can be a daunting challenge, and with clear examples and explanations, the task will be less intimidating to explore provenance needs.

Performance in the digital age has undergone a radical shift in which a once ephemeral art form can now be relived, replayed and repeated. Until now, much scholarship has been devoted to the nature of live performance in the digital age; Documenting Performance is the first book to provide a collection of key writings about the process of documenting performance, focused not on questions of liveness or the artistic qualities of documents, but rather on the professional approaches to recovering, preserving and disseminating knowledge of live performance. Through its four-part structure, the volume introduces readers to important writings by international practitioners and scholars on: * the contemporary context for documenting performance * processes of documenting performance * documenting bodies in motion * documenting to create In each, chapters examine the ways performance is documented and the issues arising out of the process of documenting performance. While theorists have argued that performance becomes something else whenever it is documented, the writings reveal how the documents themselves cannot be regarded simply as incomplete remains from live events. The methods for preserving and managing them over time, ensuring easy access of such materials in systematic archives and collections, requires professional attention in its own right. Through the process of documenting performance, artists acquire a different perspective on their own work, audiences can recall specific images and sounds for works they have witnessed in person, and others who did not see the original work can trace the memories of particular events, or use them to gain an understanding of something that would otherwise remain unknown to them and their peers.

Imagine the twentieth century without photography and film. Its history would be absent of images that define historical moments and generations: the death camps of Auschwitz, the assassination of John F. Kennedy, the Apollo lunar landing. It would be a history, in other words, of just artists’ renderings and the spoken and written word. To inhabitants of the twenty-first century, deeply immersed in visual culture, such a history seems insubstantial, imprecise, and even, perhaps, unscientific. Documenting the World is about the material and social life of photographs and film made in the scientific quest to document the world. Drawing on scholars from the fields of art history, visual anthropology, and science and technology studies, the chapters in this book explore how this documentation—from the initial recording of images, to their acquisition and storage, to their circulation—has altered our lives, our ways of knowing, our social and economic relationships, and even our surroundings. Far beyond mere illustration, photography and film have become an integral, transformative part of the world they seek to show us.

Software architecture—the conceptual glue that holds every phase of a project together for its many stakeholders—is widely recognized as a critical element in modern software development. Practitioners have increasingly discovered that close attention to a software system’s architecture pays valuable dividends. Without an architecture that is appropriate for the problem being solved, a project will stumble along or, most likely, fail. Even with a superb architecture, if that architecture is not well understood or well communicated the project is unlikely to succeed. Documenting Software Architectures, Second Edition, provides the most complete and current guidance, independent of language or notation, on how to capture an architecture in a commonly understandable form. Drawing on their extensive experience, the authors first help you decide what information to document, and then, with guidelines and examples (in various notations, including UML), show you how to express an architecture so that others can successfully build, use, and maintain a system from it. The book features rules for sound documentation, the goals and strategies of documentation, architectural views and styles, documentation for software interfaces and software behavior, and templates for capturing and organizing information to generate a coherent package. New and improved in this second edition: Coverage of architectural styles such as service-oriented architectures, multi-tier architectures, and data models Guidance for documentation in an Agile development environment Deeper treatment of documentation of rationale, reflecting best industrial practices Improved templates, reflecting years of use and feedback, and more documentation layout options A new, comprehensive example (available online), featuring documentation of a Web-based service-oriented system Reference guides for three important architecture documentation languages: UML, AADL, and SySML

How can educators bridge the gap between "big" ideas about teaching students to think and educational practice? This book addresses this question by a unique combination of theory, field experience and elaborate educational research. Its basic idea is to look at science instruction with regard to two sets of explicit goals: one set refers to teaching science concepts and the second set refers to teaching higher order thinking. This book tells about how thinking can be taught not only in the rare and unique conditions that are so typical of affluent experimental educational projects but also in the less privileged but much more common conditions of educational practice that most schools have to endure. It provides empirical evidence showing that students from all academic levels actually improve their thinking and their scientific knowledge following the thinking curricula, and discusses specific means for teaching higher order thinking to students with low academic achievements. The second part of the book addresses issues that pertain to teachers' professional development and to their knowledge and beliefs regarding the teaching of higher order thinking. This book is intended for a very large audience: researchers (including graduate students), curricular designers, practicing and pre-service teachers, college students, teacher educators and those interested in educational reform. Although the book is primarily about the development of thinking in science classrooms, most of it chapters may be of interest to educators from all disciplines.