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Studocu is not sponsored or endorsed by any college or university Assignment1Questionand Answers Technology Society and Environment since 1800 (University of Ottawa) Studocu is not sponsored or endorsed by any college or university Assignment1Questionand Answers Technology Society and Environment since 1800 (University of Ottawa) Downloaded by Samuel Mussie (samuelmussie.sm@gmail.com) lOMoARcPSD|7817200

HIS 2129 B History 2129: Technology, Society, and Environment since 1800 Professor: Jean-Louis Trudel Office hours: Tuesday, 9:30-11:30, Room 9109, Desmarais Assignment 1 (Answers) Option A: (double-spaced; outside sources may be used, but must be cited properly) 1) Describe two (2) avenues of knowledge dissemination in 18th-century Great Britain that allowed the literate population to access news of recent inventions and novel scientific theories. [2 points] One point each for any two (2) of the following: — books, magazines — specialized clubs and societies — public talks or courses in coffee-houses (Specificity is expected as per the verb "describe".) Another avenue would be published patents; patents were not public documents in Great Britain until the second half of the 18th century, though patent specifications were covered in private sector publications a bit earlier. Since the textbook does not discuss this, a properly cited outside source would be required. Literacy per se (mentioned in the question) is not an avenue of knowledge dissemination. It is a precondition: knowing how to read will not allow someone to learn unless there is something to read. (Trudel, pp. 39-41.) 2) Explain why the locomotive is best analyzed as part of a technological system while the axe design known as the "American axe" may be considered simply as a single piece of technology even though it comprises several distinct parts (handle, blade, etc.). [2 points] Full points for one of the following: To begin with, the axe has one main general function : cutting wood (with a wedge-shaped head given a sharp edge). Even a new design will continue to do so, though it may do so more effectively and efficiently, but its function will not be affected by an improved design. However, locomotives and trains are a general transportation technology with multiple potential roles or functions . They are complex, requiring many more technical components as well as Downloaded by Samuel Mussie (samuelmussie.sm@gmail.com) lOMoARcPSD|7817200

organizational elements , individual human adaptations, and often social approval . Since their function usually requires the mobilization and coordination of many more distinct elements, trains are best analyzed as part of a technological system. Alternatively, the definition of a technological system as an "array of coordinated technologies with a set of coherent purposes that may be reduced to one, overall purpose" may be more easily applied to the locomotive than the axe, since the components of an axe are little more than basic artifacts. The greater number of people required to run locomotives and trains than to use axes may be mentioned in this connection as well. (Trudel, pp. 6, 14, 54-55.) 3) Why didn't the British North American colonies that claimed their independence to form the United States share in the canal boom of Great Britain, and especially England? Explain. [1 point] Half a point for each of the following: — even at the time of its creation, the United States covered a muich greater surface area than the island of Great Britain, or England, so that canals would have had to be longer (and so more expensive) to have a significant impact on travel times; — not only were distances greater, but the population density was lower, which reducing potential trading volumes (and the profitability of canal works). (Trudel, p. 62.) 4) Identify two (2) types of places where exotic species are more likely to be found. Explain why. [2 points] One point each for two (2) of the following: — the most diverse ecosystems, since they usually have the greatest combination of resources; — places of human occupation, since domesticated animals (and many commensal species) are often exotic/intrusive; — ecological "hot spots", since they have the greatest diversity of species so that the odds are in favour of intrusive species also being present [this overlaps to some extent with the first answer, but is not identical] Half a point as well for any general type of place, such as "lakes and rivers", that is not a precise location and that is found in the textbook or is supported by a properly cited outside authority. Half a point for an explanation justifying this choice (such as the dumping of ballast water in rivers and the role of canals in facilitating movement between watersheds). (Trudel, p. 24.) 5) Of the five (5) most common large mammals tamed by humans, which two (2) are thought to Downloaded by Samuel Mussie (samuelmussie.sm@gmail.com) lOMoARcPSD|7817200

have originated in Africa? What were their putative ancestors? [2 points] One point each for: — cattle, descended from the aurochs; — the pig, descended from the wild boar. (Trudel, pp. 27-28.) 6) Why were the original forests of Southern Ontario so extensively cleared in the 19th century? [1 point] One point for: wheat farming Half a point for mentioning the other uses of the wood from these forests (as a construction material, as fuel, as a source of fertilizer) (Trudel, p. 81.) Downloaded by Samuel Mussie (samuelmussie.sm@gmail.com) lOMoARcPSD|7817200

Studocu is not sponsored or endorsed by any college or university Assignment 3Answer Technology Society and Environment since 1800 (University of Ottawa) Studocu is not sponsored or endorsed by any college or university Assignment 3Answer Technology Society and Environment since 1800 (University of Ottawa) Downloaded by Samuel Mussie (samuelmussie.sm@gmail.com) lOMoARcPSD|7817200

HIS 2129 B History 2129: Technology, Society, and Environment since 1800 Professor: Jean-Louis Trudel Office hours: Tuesday, 9:30-11:30, Room 9109, Desmarais Assignment 3 (due April 1, 2019) Option A: (double-spaced; outside sources may be used, but must be cited properly) 1) Whenever we consider new technologies, Postman invites us to ask: "Which groups, what type of person, what kind of industry will be favoured?" and "which groups of people will thereby be harmed?" Based on course readings, give two (2) examples to answer the first question in the case of radio. And, also based on course readings, give two (2) examples to answer the second question, also in the case of radio? [2 points] - The type of people and industry the radio favoured The radio evolved into a steadfast means of communication for pilots, ship captains, truck drivers, law enforcement, emergency services and many more. The radio brought a sense of proximity which shaped politics as Franklin Delano Roosevelt spoke to US audiences by radio, also Adolf Hitler in Germany was heard on radio sets in that country. (Trudel, 163) The entertainment industry- The radio also brought music, radio plays, and soap operas inside homes equipped with radio receivers. It was no longer necessary to leave home to see a play or laugh at comedy. The old- fashioned storyteller or neighbourhood fiddler was no longer needed to enliven weekend gatherings. (Trudel, 163) The people the radio harmed Musicians- While most other forms of entertainment were expensive, the radio provided entertainment free of charge right in your own home. radio was a threat to the livelihood of musicians, people were sharing music at home instead of going out. 2) Explain fully two (2) reasons given for criticizing the "iron triangle" of the military-industrial- academic complex during the Cold War. [2 points] - The ‘iron triangle’ was criticized for its consumption of resources which could be used better elsewhere, the United States government encouraged contacts between research universities and industry, leading to a constant flow back and forth between the laboratories of Stanford and MIT, and the factories of General Electric and Boeing. The federal contracts signed with universities varied, but in most cases, the universities provided laboratory space, management, and some scientific personnel for large, multi- Département d’histoire | History Department Faculté des arts / Faculty of Arts Downloaded by Samuel Mussie (samuelmussie.sm@gmail.com) lOMoARcPSD|7817200

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