After the battle of Antietam in 1862, Harriet Eaton traveled to Virginia from her home in Portland, Maine, to care for soldiers in the Army of the Potomac. Portland's Free Street Baptist Church, with liberal ties to abolition, established the Maine Camp Hospital Association and made the widowed Eaton its relief agent in the field. One of many Christians who believed that patriotic activism could redeem the nation, Eaton quickly learned that war was no respecter of religious principles.Doing the work of nurse and provisioner, Eaton tended wounded men and those with smallpox and diphtheria during two tours of duty. She preferred the first tour, which ended after the battle of Chancellorsville in 1863, to the second, more sedentary, assignment at City Point, Virginia, in 1864. There the impositions of federal bureaucracy standardized patient care at the expense of more direct communication with soldiers. Eaton deplored the arrogance of U.S. Sanitary Commissioners whom she believed saw state benevolent groups as competitors for supplies.Eaton struggled with the disruptions of transience, scarcely sleeping in the same place twice, but found the politics of daily toil even more challenging. Conflict between Eaton and co-worker Isabella Fogg erupted almost immediately over issues of propriety; the souring working conditions leading to Fogg's ouster from Maine state relief efforts by late 1863. Though Eaton praised some of the surgeons with whom she worked, she labeled others charlatans whose neglect had deadly implications for the rank and file. If she saw villainy, she also saw opportunities to convert soldiers and developed an intense spiritual connection with a private, which appears to have led to a postwar liaison.Published here for the first time, the uncensored nursing diary is a rarity among medical accounts of the war, showing Eaton to be an astute observer of human nature and not as straight-laced as we might have thought. This hardcover edition includes an extensive introduction from the editor, transcriptions of relevant letters and newspaper articles, and a thoroughly researched biographical dictionary of the people mentioned in the diary.

Although the difficulties many students encounter when learning chemistry have been known and explored for decades, there is no consensus on how best to assist and assess their learning. Over the past ten years, the availability of a range of technological innovations that are intended to improve student learning and assessment has made the choice of teaching and assessment strategies more complex. Many teachers are rapidly adopting new technologies in teaching andassessment although their impacts have not yet been extensively studied. Many researchers have investigated the use of specific technologies in aspects of their teaching and assessment, and this book contributes to a growing body of literature that allows some generalizations to be drawn. Mostimportantly, specific strategies are described in detail making it possible for others to take advantage of the learning experiences and allowing practitioners to adopt the practice best suited to their needs.General tools for chemistry education range from tailored websites (including Web 2.0 interactive features), to optimizing the use of flipped classrooms, to the application of commercial packages in a coherent manner. The book focuses on these aspects of using technology directly in teaching chemistry. One area of great interest in chemistry education is the role of the teaching laboratory and how best to optimize laboratory learning. The use of short videos, animations, and best assessmentpractices are also covered. The chapters in the book reflect the somewhat different teaching contexts of the countries in which the authors work.

After the battle of Antietam in 1862, Harriet Eaton traveled to Virginia from her home in Portland, Maine, to care for soldiers in the Army of the Potomac. Portland's Free Street Baptist Church, with liberal ties to abolition, established the Maine Camp Hospital Association and made the widowed Eaton its relief agent in the field. One of many Christians who believed that patriotic activism could redeem the nation, Eaton quickly learned that war was no respecter of religious principles.Doing the work of nurse and provisioner, Eaton tended wounded men and those with smallpox and diphtheria during two tours of duty. She preferred the first tour, which ended after the battle of Chancellorsville in 1863, to the second, more sedentary, assignment at City Point, Virginia, in 1864. There the impositions of federal bureaucracy standardized patient care at the expense of more direct communication with soldiers. Eaton deplored the arrogance of U.S. Sanitary Commissioners whom she believed saw state benevolent groups as competitors for supplies.Eaton struggled with the disruptions of transience, scarcely sleeping in the same place twice, but found the politics of daily toil even more challenging. Conflict between Eaton and co-worker Isabella Fogg erupted almost immediately over issues of propriety; the souring working conditions leading to Fogg's ouster from Maine state relief efforts by late 1863. Though Eaton praised some of the surgeons with whom she worked, she labeled others charlatans whose neglect had deadly implications for the rank and file. If she saw villainy, she also saw opportunities to convert soldiers and developed an intense spiritual connection with a private, which appears to have led to a postwar liaison.Published here for the first time, the uncensored nursing diary is a rarity among medical accounts of the war, showing Eaton to be an astute observer of human nature and not as straight-laced as we might have thought. This hardcover edition includes an extensive introduction from the editor, transcriptions of relevant letters and newspaper articles, and a thoroughly researched biographical dictionary of the people mentioned in the diary.

Although the difficulties many students encounter when learning chemistry have been known and explored for decades, there is no consensus on how best to assist and assess their learning. Over the past ten years, the availability of a range of technological innovations that are intended to improve student learning and assessment has made the choice of teaching and assessment strategies more complex. Many teachers are rapidly adopting new technologies in teaching andassessment although their impacts have not yet been extensively studied. Many researchers have investigated the use of specific technologies in aspects of their teaching and assessment, and this book contributes to a growing body of literature that allows some generalizations to be drawn. Mostimportantly, specific strategies are described in detail making it possible for others to take advantage of the learning experiences and allowing practitioners to adopt the practice best suited to their needs.General tools for chemistry education range from tailored websites (including Web 2.0 interactive features), to optimizing the use of flipped classrooms, to the application of commercial packages in a coherent manner. The book focuses on these aspects of using technology directly in teaching chemistry. One area of great interest in chemistry education is the role of the teaching laboratory and how best to optimize laboratory learning. The use of short videos, animations, and best assessmentpractices are also covered. The chapters in the book reflect the somewhat different teaching contexts of the countries in which the authors work.