There is a tragic history in New York's North Country of human folly, natural disasters, deadly explosions, terrible train wrecks and other calamities. The famous Barnum & Bailey Circus suffered deeply after its train crashed between Norwood and Potsdam in 1889 and many animals died. Beloved Thousand Island Park was almost entirely destroyed by a devastating fire in 1912, leveling hotels and businesses, and the once-thriving park never fully recovered. The great Massena earthquake measured 5.9 on the Richter scale in 1944 and caused tremendous structural damage, including destroying nearly all chimneys in the area. Author Cheri L. Farnsworth compiles both the man-made and natural disasters that shocked the North Country in the hundred years between 1850 and 1950.
Catastrophes, it seems, are becoming more frequent in the twenty-first century. According to UN statistics, every year approximately two hundred million people are directly affected by natural disasters_seven times the number of people who are affected by war. Discussions about global warming and fatal disasters such as Katrina and the Tsunami of 2004 have heightened our awareness of natural disasters and of their impact on both local and global communities. Hollywood has also produced numerous disaster movies in recent years, some of which have become blockbusters. This volume demonstrates that natural catastrophes_earthquakes, hurricanes, floods, etc._have exercised a vast impact on humans throughout history and in almost every part of the world. It argues that human attitudes toward catastrophes have changed over time. Surprisingly, this has not necessarily led to a reduction of exposure or risk. The organization of the book resembles a journey around the globe_from Europe to North Africa, the Middle East, and Asia, and from the Pacific through South America and Mexico to the United States. While natural disasters appear everywhere on the globe, different cultures, societies, and nations have adopted specific styles for coping with disaster. Indeed, how humans deal with catastrophes depends largely on social and cultural patterns, values, religious belief systems, political institutions, and economic structures. The roles that catastrophes play in society and the meanings they are given vary from one region to the next; they differ_and this is one of the principal arguments of this book_from one cultural, political, and geographic space to the next. The essays collected here help us to understand not only how people in different times throughout history have learned to cope with disaster but also how humans in different parts of the world have developed specific cultural, social, and technological strategies for doing so.
Eerie occurrences, spooky events, unsolved mysteries, and terrifying specters haunt Connecticut. Tales ofBlood-thirsty dolls, haunted lighthouses and a phantom plane crash tingle the spine of travelers to Haunted Connecticut. Connecticut is known for haunted islands; phantom ships, trains, and planes; sightings of UFOs, aliens, and real men in black (MIB); and encounters with Bigfoot and evil black dogs.There have been plenty of strange atmospheric anomalies, such as Connecticut’s Dark Day; solid clouds that came crashing down from the sky in the Litchfield Hills in 1758; the Moodus Noises, which have yet to be fully understood; and Notch Hollow near Bolton, where car windows fog over for no apparent reason while passing an abandoned railroad track. Indeed, the stories in this book, covering the whole spectrum of the supernatural, are fun to read in a satisfyingly spooky kind of way.
Disasters and History offers the first comprehensive historical overview of hazards and disasters. Drawing on a range of case studies, including the Black Death, the Lisbon earthquake of 1755 and the Fukushima disaster, the authors examine how societies dealt with shocks and hazards and their potentially disastrous outcomes. They reveal the ways in which the consequences and outcomes of these disasters varied widely not only between societies but also within the same societies according to social groups, ethnicity and gender. They also demonstrate how studying past disasters, including earthquakes, droughts, floods and epidemics, can provide a lens through which to understand the social, economic and political functioning of past societies and reveal features of a society which may otherwise remain hidden from view. This title is also available as Open Access on Cambridge Core.
Historical disaster research is still a young field. This book discusses the experiences of natural disasters in different cultures, from Europe across the Near East to Asia. It focuses on the pre-industrial era and on the question of similarities, differences and transcultural dynamics in the cultural handling of natural disasters. Which long-lasting cultural patterns of perception, interpretation and handling of disasters can be determined? Have specific types of disasters changed the affected societies? What have people learned from disasters and what not? What adaptation and coping strategies existed? Which natural, societal and economic parameters play a part? The book not only reveals the historical depth of present practices, but also reveals possible comparisons that show globalization processes, entanglements and exchanges of ideas and practices in pre-modern times.
This book tells the story of the Earth itself, explaining the interplay of its gradual geologi- levolution, presented as a generally slow and safe process, with the sudden manifestations of natural hazards, which involve disasters that affect the environment and lead to huge material damage and human losses. The natural forces at play, whether they are violent explosions ofvolcanic eruptions or almost imperceptible deformations of subsurface rock strata, nally- sulting in devastating earthquakes, all control the existence and destiny of a certain part of the global population. The development of man’s existence down through history has depended upon his understanding of the world in which he lives, and upon his ability to turn to his own best use the materials that were there for the taking. However, he has had not only to furnish himself with food, water, building materials, and energy to protect himself against occasional natural adversities. Protecting himself from them meant comprehending their causes, and the essential core of his understanding was in recording and depicting them. This book is written for anyone interested in the Earth in general, and in natural disasters in particular, presenting a unique collection of historical illustrations of volcanic eruptions and earthquake events and their repercussions. The book represents a golden mean between sci- ti c and popular works.
The book is the volume of “The Economic History in Wei, Jin, Southern and Northern Dynasty ” among a series of books of “Deep into China Histories”. The earliest known written records of the history of China date from as early as 1250 BC, from the Shang dynasty (c. 1600–1046 BC) and the Bamboo Annals (296 BC) describe a Xia dynasty (c. 2070–1600 BC) before the Shang, but no writing is known from the period The Shang ruled in the Yellow River valley, which is commonly held to be the cradle of Chinese civilization. However, Neolithic civilizations originated at various cultural centers along both the Yellow River and Yangtze River. These Yellow River and Yangtze civilizations arose millennia before the Shang. With thousands of years of continuous history, China is one of the world's oldest civilizations, and is regarded as one of the cradles of civilization.The Zhou dynasty (1046–256 BC) supplanted the Shang and introduced the concept of the Mandate of Heaven to justify their rule. The central Zhou government began to weaken due to external and internal pressures in the 8th century BC, and the country eventually splintered into smaller states during the Spring and Autumn period. These states became independent and warred with one another in the following Warring States period. Much of traditional Chinese culture, literature and philosophy first developed during those troubled times.In 221 BC Qin Shi Huang conquered the various warring states and created for himself the title of Huangdi or "emperor" of the Qin, marking the beginning of imperial China. However, the oppressive government fell soon after his death, and was supplanted by the longer-lived Han dynasty (206 BC – 220 AD). Successive dynasties developed bureaucratic systems that enabled the emperor to control vast territories directly. In the 21 centuries from 206 BC until AD 1912, routine administrative tasks were handled by a special elite of scholar-officials. Young men, well-versed in calligraphy, history, literature, and philosophy, were carefully selected through difficult government examinations. China's last dynasty was the Qing (1644–1912), which was replaced by the Republic of China in 1912, and in the mainland by the People's Republic of China in 1949.Chinese history has alternated between periods of political unity and peace, and periods of war and failed statehood – the most recent being the Chinese Civil War (1927–1949). China was occasionally dominated by steppe peoples, most of whom were eventually assimilated into the Han Chinese culture and population. Between eras of multiple kingdoms and warlordism, Chinese dynasties have ruled parts or all of China; in some eras control stretched as far as Xinjiang and Tibet, as at present. Traditional culture, and influences from other parts of Asia and the Western world (carried by waves of immigration, cultural assimilation, expansion, and foreign contact), form the basis of the modern culture of China.
Covid-19, disastrous series of earthquakes in Türkiye and Syria... How well prepared are young people to understand such catastrophic events and their impact upon societies? Since the beginning of recorded human history, pandemics and natural disasters have highly impacted the historical narratives of mankind. Each time, they remind humans how fragile they are and how limited their knowledge is. Despite their impact, these events are given little attention in history education. The first thematic report of the Observatory on History Teaching in Europe (OHTE) analyses how pandemics and natural disasters are taught across different levels of education. It gives a detailed overview of the teaching of the two topics in OHTE’s 16 member states, along with a cross country analysis – combining information provided by educational authorities and by history teachers themselves. The report refers to important areas of concern such as the inclusion of pandemics and natural disasters in history curricula, teachers’ pedagogical decisions about their teaching, multiperspectival approaches but also the use of scapegoating during these times of crises. The observatory’s mission is to provide a clear picture of the state of history teaching in Europe. Within the countries that are party to the observatory, this is done through OHTE reports on the state of history teaching and thematic reports, which explore particular areas of interest and how they are handled in history lessons. The observatory’s vision is embodied by its motto: “Teaching history, grounding democracy”. In practice, this means that it promotes quality history education in order to improve the understanding of democratic culture among young people. The Observatory on History Teaching in Europe is a Council of Europe enlarged partial agreement.
