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![]() They also include technological developments, such as the increasingly widespread manufacture and distribution of devices for reckoning time and space as well as advanced means of travel. They include historical events and circumstances such as the influence of the Renaissance and Enlightenment on philosophical and scientific understandings of space and time. Factors increasing TSD fall under the umbrella term cultural modernization ( Allan, 2012 Giddens, 1990 Greenfield, 2013 Harvey, 1990). Train time tables and time zones pegged to Coordinated Universal Time, for example, bring together variable units of time and distant spaces into routinized coordination ( Giddens, 1990 Zerubavel, 1982).Ĭultural variability in time–space experience has been driven by an array of diachronic developments in social–structural factors ( Palitsky et al., 2016). Facilitated by this separation (or “distanciation”), members of higher-TSD groups systematically, routinely, and precisely coordinate time and space using abstract standardized units ( Palitsky et al., 2016). ![]() time can be “wasted” if it is not properly “filled” Rosa, 2015). In higher-TSD social groups and environments, by contrast, time and space are understood as separate dimensions that exist independent of immediate human activity (e.g. determining time via the position of the sun). In such groups and environments, concepts of time are often intricately bound up with concepts of space (e.g. For individuals belonging to lower-TSD groups, or socialized in lower-TSD environments, time and space are only slightly differentiated: spaces are defined and shaped by the activities that occur within their boundaries, and time is not very sharply conceptualized beyond present activities. We conclude by describing the implications of this research for the study of time, space, and their connection.ĭerived from the theorizing of Giddens (1990) and Harvey (1990), TSD refers to the extent to which (1) time and space are abstracted from one another within a social environment through their precise measurement and control as separate, quantifiable dimensions, and (2) activities tend to be abstracted and organized across large distances and long spans of time ( Sullivan et al., 2016). We further found that (3) individual-level time–space distanciation is associated with a wide range of trait differences. We find that (1) state-level time–space distanciation is related to, but distinct from, collectivism and cultural tightness and (2) it has important implications for collective well-being. We then offer three studies providing initial evidence of the distinctiveness of this variable at both levels. ![]() We introduce this construct with an emphasis on its interdisciplinary roots and its status as a feature of both group- and individual-level psychology. To address this gap, we explore a model of Time–Space Distanciation, the extent to space and time are abstracted from one another in the cultural coordination of activity. While researchers in social psychology often explore space and time in isolation, the relations between these dimensions are rarely considered. All subjects Allied Health Cardiology & Cardiovascular Medicine Dentistry Emergency Medicine & Critical Care Endocrinology & Metabolism Environmental Science General Medicine Geriatrics Infectious Diseases Medico-legal Neurology Nursing Nutrition Obstetrics & Gynecology Oncology Orthopaedics & Sports Medicine Otolaryngology Palliative Medicine & Chronic Care Pediatrics Pharmacology & Toxicology Psychiatry & Psychology Public Health Pulmonary & Respiratory Medicine Radiology Research Methods & Evaluation Rheumatology Surgery Tropical Medicine Veterinary Medicine Cell Biology Clinical Biochemistry Environmental Science Life Sciences Neuroscience Pharmacology & Toxicology Biomedical Engineering Engineering & Computing Environmental Engineering Materials Science Anthropology & Archaeology Communication & Media Studies Criminology & Criminal Justice Cultural Studies Economics & Development Education Environmental Studies Ethnic Studies Family Studies Gender Studies Geography Gerontology & Aging Group Studies History Information Science Interpersonal Violence Language & Linguistics Law Management & Organization Studies Marketing & Hospitality Music Peace Studies & Conflict Resolution Philosophy Politics & International Relations Psychoanalysis Psychology & Counseling Public Administration Regional Studies Religion Research Methods & Evaluation Science & Society Studies Social Work & Social Policy Sociology Special Education Urban Studies & Planning BROWSE JOURNALS ![]() ![]() Initially they walked or were carried to a field station, where they were triaged (sorted out) by severity of injury. Let us now examine how soldiers wounded on the battlefield were cared for. Unlike the Union Medical Department which was initially bogged down with senescent, disorganized doctors, the Confederate medical corps had no traditions hampering its officers. The number of medical officers in the Confederate Army has been estimated at 834 surgeons and 1,668 assistant surgeons there were also seventy-three medical officers in the Confederate Navy. Before the War, Moore was a member of the Medical Department of the United States Army, so it is not surprising that he structured the Medical Department of the Confederate Army in the same way. The South was most fortunate in having a single competent surgeon general, Samuel Preston Moore, from July 30, 1861, until the conclusion of the war. ![]() Nine days later Lincoln appointed William A. It directed that the surgeon general, assistant surgeon general, medical inspector general, and medical inspectors, immediately be appointed by the president, with the advice and consent of the Senate, by selection from the medical corps of the army, or from the surgeons in the volunteer service, without regard to rank, but with sole regard to qualifications. The act also rid the army of high-ranking senescent medical officers whose rank rested on seniority and not ability. Ĭongress radically changed the structure of the Medical Department of the Union Army on April 16, 1862, raising the rank of surgeon general from colonel to brigadier general, assuring his control through the Medical Department of patient care and welfare in the Union Army. ![]() Except during huge battles, such as Antietam and Gettysburg, they did not serve on the battlefield. The Union Army also employed 85 acting surgeons and 5,532 acting assistant surgeons, who served as “contract surgeons” in general hospitals. Regimental surgeons numbered 2,109, and regimental assistant surgeons 3,882. By 1865, 547 surgeons and assistant surgeons of volunteers were appointed. These officers were listed on the muster-rolls, were permanently attached to their regiment, and were not detached unless an urgent situation arose. Each regiment contained a surgeon and an assistant surgeon commissioned by the state enlisting the troops. President Lincoln’s call for suppression of the rebellion in 1861, raised large numbers of state troops (militia). This system served well an army scattered over a large territory in commands of less than regimental strength ( there were approximately1,000 men in a regiment.) They were subject to duty whenever and wherever their services were required. These officers formed part of the General Staff of the army and were not permanently attached to any regiment or command. Its Medical Department was composed of a surgeon general, with the rank of colonel thirty surgeons, with the rank of major and eighty-four assistant surgeons, with the rank for the first five years of first lieutenant, and thereafter, until promotion to surgeon, the rank of captain. To understand the structure and function of Civil War hospitals, it is necessary to know the organization of the medical department of the pre-Civil War army and its subsequent development in the Union and Confederate Armies.īefore South Carolina seceded from the United States in December 1860, the small Regular Army consisted of 1,117 commissioned officers and 11,907 enlisted men. It doesn’t need a Bluetooth connection to record your exercise data. The Samsung Gear Fit Pro 2 is an impressive fitness tracker that can be your ultimate partner on your fitness journey.
![]() Leslie is also a biology and special education teacher and the dance club advisor at Greater Lowell Technical High School. her dance training this year as part of Zello Dance Studios PROTG PROGRAM. She continues to train in all styles of dance at Zello Dance Studios and elsewhere. Eden Watson has been dancing at ABDC for over 20 years-first as a student. Leslie has a 200 hour yoga certification and just completed Acrobatic Arts Certification Module 2. She has choreographed for Lynnfield High School’s musicals and has experience acting at the collegiate level. She was a certified public school dance educator in Arizona for seven years and owned her own studio for ten years. ![]() Leslie attended Connecticut College for dance, was a member of the UMASS Dance Team and completed her AAFA, Dance, from Scottsdale Community College under the guidance of Angela Rosencranz. Her biggest accomplishments in dance include being a member of the BCDP ambassador program at 45, Contemporize program at 44 and winning a scholarship from the Petruzello twins and being asked to perform a solo by a Lady Gaga backup dancer (even though she completely blanked on the choreo and left the room after!) at 44. Leslie Breen has been dancing for 37 years. After graduating, she returned to Melrose to share her passion for performing with the next generation of Art in Motion dancers and has taken over managing the studios website, social media and merchandising! In addition to her dance background, she has also worked at Kidstock Creative Theater in Winchester as a children's theater director and program coordinator and participated in many school and community theater productions, her most notable role being 'Mayzie La Bird" in the NextDoor Theater's production of Seussical ! In college she was a member of the Salve Regina University cheer team and transferred to the University of Connecticut to earn her degree in Communications with an emphasis on media and brand management. Analisa has a gogo dancing residency at Scorpion. Colleen was a me mber or the AIM dance team and was a student teacher and choreographer of several studio classes, including the mini competition team under the mentorship of Cheryl Slauenwhite. She has experience teaching heels, and shuffle dance classes through Zello Dance Studios in Peabody, MA. Please let your instructor know in advance if you need to cancel/reschedule.Colleen fell in love with performing at the age of 4 and has trained in ballet, jazz, tap, lyrical, contemporary, musical theater. We do not accept credit cards for private lessons. We prefer payment in cash although most instructors will also take a check (payable directly to the instructor). Original choreography: $125 one-time flat rate fee ![]() Lessons: $120/hr for a couple (two students) The number of lessons required will vary depending on the complexity of the routine. We are also happy to help you learn your favorite existing routine. In that case, 1-2 lessons would likely be sufficient, and the choreography fee would not apply. Please email your music choice and which style of dance you would like to learn (if you know if not, we’re happy to help you decide!) to If you would prefer to just learn a few leadable moves rather than a piece of choreography, we can do that, as well. Most couples can learn choreography in approximately 3-4 lessons though some choose to take more. Upcoming wedding? Let us know what your song is, and we will work with you to choreograph something that suits the two of you. |