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The CBM Physics Book
This exhaustive survey is the result of a four year effort by many leading researchers in the field to produce both a readable introduction and a yardstick for the many upcoming experiments using heavy ion collisions to examine the properties of nuclear matter. The books falls naturally into five large parts, first examining the bulk properties of strongly interacting matter, including its equation of state and phase structure. Part II discusses elementary hadronic excitations of nuclear matter, Part III addresses the concepts and models regarding the space-time dynamics of nuclear collision experiments, Part IV collects the observables from past and current high-energy heavy-ion facilities in the context of the theoretical predictions specific to compressed baryonic matter. Part V finally gives a brief description of the experimental concepts. The book explicitly addresses everyone working or planning to enter the field of high-energy nuclear physics.
Historical Perspectives on Erklären and Verstehen
twentieth-century literature about the distinction between explanation and und- standing)? Second, can we do justice to a particular writer’s notion of that category by taking at face value what he writes about his own motivation for adopting it? In response to both types of questions, there is by now a consensus amongst many historians of science and of philosophy that (a) intellectual history – like other kinds of history – has to be careful not to uncritically adopt actors’ categories, and (b) more generally, even the actors’ own thinking about a particular issue has to be contextualized vis-à-vis their other intellectual commitments and interests, as well as the complex conditions that make the totality of their commitments possible. Such conditions include cognitive as well as practical, institutional, and cultural factors. The articles in this volume respond to these challenges in several ways. For example, one author (Christopher Pincock) seeks to read some of the nineteen- century philosophical writings about Erklären and Verstehen as standing for a more fundamental problem, which he terms the problem of the “unity of experience”.
General Register
Announcements for the following year included in some vols.
GDR Literature in German Curricula and Textbooks
This book analyzes the changing portrayal of GDR literature in German Gymnasium textbooks 1985-2015. Addressing the need for textbook research to broaden its focus from GDR history to GDR literature, the author presents case studies of well-known GDR authors (Bertolt Brecht, Johannes R. Becher, Anna Seghers, Wolf Biermann, and Christa Wolf), each examining a particular aspect of the societal discourse about GDR literature and the tension between (literary) text and (historical) context. Taken together, the case studies reveal the frequently underestimated power of ideology in literature textbooks. They also show how attempts to package these authors into simplified categories ultimately reveal the profound complexities of the GDR literary legacy. By examining the clear tension between literature and politics in textbooks and curricula, the author demonstrates how ideological messages are transmitted in all textbooks, as well as the importance of attending to overt and covert ideology.
