Account book of Andrew Croswell, 1794-1802

Andrew Croswell kept this account book while an undergraduate at Harvard College. It contains entries from 1794, the year he entered, until his graduation in 1798. There is also one entry on the back cover apparently made in 1802. The entries, divided by school term, are very detailed. Croswell indicates the cost of the following, among many other expenses and purchases: transportation, most often to Hingham and Plymouth; payment for "passing the bridge"; candles; hiring a horse; wood and having it cut; laundry; quills and pencils; paper and ink; razors, haircuts, hair ribbons; a trunk; clothing and cloth for trousers; furniture; tickets to the theater; door locks; a bowl and spoon; "batts and balls" and "other necessaries"; tobacco; toothbrushes; shoe and boot repair; fruit; wine, brandy and rum; cheese; coffee and tea; butter; lemons; sugar; and wafers. There are also entries for college-related costs, including the payment of quarter bills, buttery bills, Hasty Pudding Club dues, and a fee to the President of Harvard College related to Croswell's graduation. There are also entries pertaining to the cost of celebrating various special occasions, including Election Day, Christmas Eve, "Independent Day," and George Washington's birthday.

Letter from Benjamin Colman to Edward Wigglesworth about John Leverett, 1728 March 4

Benjamin Colman wrote this letter to Edward Wigglesworth on March 4, 1728; it was sent from Colman, in Boston, to Wigglesworth, in Cambridge. The letter concerns their mutual friend, John Leverett, who had died several years before. It appears that Wigglesworth was charged with writing an epitaph for Leverett and had solicited input from Colman. Colman writes of his great admiration for Leverett, praising his "virtue & piety, wisdom & gravity [...] majesty & authority [...] eye & voice, goodness & courtesie."

Letter from George Richards Minot to Daniel Kilham, 1777 December 1

Three-page handwritten letter from Harvard undergraduate George Richards Minot to his friend and Harvard graduate Daniel Kilham, dated December 1, 1777. The letter describes the discipline inflicted upon Minot and seven of his classmates by the Harvard government following a “Thanksgiving frolic,” and the retributions carried out by the students against a Tutor who recommended harsh measures for the accused students. The Early Faculty minutes for 1777 (UAIII 5.5, Volume 4, pages 75-76) describes the students’ crime as “making riotous & tumultuous noises in the Hall…committed in Presence of a number foreigners, & and on a day appointed by Authority for public Thanksgiving.”

Changing Attitudes And Expectations In A University Setting: A Case Study

First and second year students enrolled in a four-year movement education based university Physical Education program completed a questionnaire regarding their expectations on entering university. In addition, graduates of the program were interviewed, one year after graduation, with regard to their understanding of and attitude towards movement education and how these had developed relative to their overall degree program. Most students had no knowledge of movement education prior to entering the program and the selection of this particular program was simply coincidental with their desire to pursue physical education. Whereas the students did participate in an activity course and a theory course in Year 1, it was only when participating in a Year 2 movement course which combined theory and practice within the same course that students recognized the movement base of the content. The progress of the students through the program reflects distinct declarative and procedural stages in knowledge development followed by an ability to generalize that knowledge a conceptual stage. The real understanding of movement education came as the students were required to teach movement education to students, children, and other groups.

A formação superior para o secretariado na perspectiva luso-brasileira

O objetivo deste estudo foi verificar como se constitui a formação tecnológica para o Secretariado no Brasil e em Portugal, identificando as características da educação formal e a oferta de cursos superiores para esse público, compondo uma análise comparativa do panorama dessa formação nos dois países. Com o embasamento em legislações educacionais e para o trabalho e, ainda, em referenciais sobre o ensino superior no âmbito brasileiro e internacional, a pesquisa se constitui como um estudo de caso, associado ao método comparativo. Os resultados apontam para a tendência da formação tecnológica para os secretários, em detrimento aos de longa duração, trazendo como desafios a ambos os países o acompanhamento dos debates e tendências para o ensino superior, a observação e articulação das demandas à preparação de novos profissionais e a identificação das influências nas expectativas e escolhas de carreira da população jovem.

Initiatives d’activisme en formation initiale de professeurs: préparer à l’action et à la transformation.

L’action collective raisonnée, connue sous le nom d’activisme, orientée vers la résolution de problèmes de la société, offre des possibilités d'apprentissage tout au long de la vie et permet aux étudiants de développer des connaissances du domaine de la science et de la technologie. Dans une société où les découvertes scientifiques et les progrès technologiques sont constants, les potentialités de cette approche sont également reconnues dans la formation de citoyens responsables, capables d'agir et de résoudre des problèmes, tout en essayant d'influencer d'autres citoyens à prendre des décisions sur les problèmes complexes tels que ceux que présentent les questions socialement vives. Considérant que la formation de jeunes et d’adultes plus responsables et scientifiquement informés est fondamentale, cette recherche-action visait: a) à munir les futurs enseignants de compétences dans la conception, la mise en oeuvre et l'évaluation des activités orientées vers l'action sociopolitique sur les questions socialement vives; b) promouvoir chez les participants les valeurs de citoyenneté et de sensibilisation à l'environnement; c) identifier les difficultés et le potentiel de ces initiatives; d) comprendre l'impact de ce type d'expérience éducative chez les futurs enseignants. Les participants à l'étude étaient des étudiants préparant une licence en éducation élémentaire (futurs professeurs des écoles primaires et maternelles) dans le contexte de la discipline d’Éducation à l’Environnement. L'analyse des narratives produites par les futurs enseignants a permis de constater que tous avaient développé des compétences au niveau de la planification et de l'intervention dans la société, en recourant à différents types d'initiatives. Cette expérience de formation a ainsi permis, aux participants le développement de capacités à l'action et à la transformation sociale et environnementale. Il a également été possible de sensibiliser le public-cible des actions réalisées par les futurs enseignants à agir de façon plus responsable sur l'environnement.

Publication activities of German junior researchers in academic medicine: which factors impact impact factors?

Previous studies have shown medical students in Germany to have little interest in research while at the same time there is a lack of physician scientists. This study’s aim is to investigate factors influencing publication productivity of physicians during and after finishing their medical doctorate. We conducted a PubMed search for physicians having received their doctoral degree at Ludwig-Maxmilians-University Munich Faculty of Medicine between 2011 and 2013 (N = 924) and identified the appropriate impact factor (IF) for each journal the participants had published in. Gender, age, final grade of the doctorate, participation in a structured doctoral study program and joint publication activities between graduate and academic supervisor were defined as factors. For analyses we used nonparametric procedures. Men show significantly more publications than women. Before their doctoral graduation men publish 1.98 (SD ± 3.64) articles on average, women 1.15 (±2.67) (p < 0.0001, d = 0.27). After completion of the doctorate (up to 06/2015), 40 % of men still publish, while only 24.3 % of women (p < 0.0001, φ = 0.17) continue to publish. No differences were found concerning the value of IFs. Similar results were found regarding the variable ‘participation in a structured doctoral study program’. Until doctoral graduation, program participants publish 2.82 (±5.41) articles, whereas participants doing their doctorate individually only publish 1.39 (±2.87) articles (p < 0.0001, d = 0.46). These differences persist in publication activities after graduation (45.5 vs. 29.7 %, p = 0.008, φ = 0.09). A structured doctorate seems to have positive influence on IFs (4.33 ± 2.91 vs. 3.37 ± 2.82, p = 0.006, d = 0.34). Further significant results concern the variables ‘final grade’ and ‘age’: An early doctoral graduation and an excellent or very good grade for the doctoral thesis positively influence publication productivity. Finally, joint publication activities between the graduate and his/her academic supervisor result in significantly higher IFs (3.64 ± 3.03 vs. 2.84 ± 2.25, p = 0.007, d = 0.28). The study’s results support the assumption about women’s underrepresentation in science as well as the relevance of structured doctoral study programs for preparing and recruiting young academics in medicine for scientific careers. Promoting women and further development of structured doctoral study programs are highly recommended.

Swing Out

Daybook, image #28

Graduate

A duplicate print of this image is located in Bentley Historical Library record group, Box 10, folder: Daybook, Image #30. Note on back of duplicate print states that "Original image was a slide acquired from Roger Sutton of UM News & Information Services."

Commencement. Ferry Field

Regents purchased south ten acres for $3000 in 1890. In 1902 UM received seven acres of land to the north from Dexter M. Ferry; became Ferry Field. In 1904 brick wall constructed on three sides and in 1906 gate and ticket office at northeast corner added (gift of Mr. Ferry). Wooden stands to accommodate 400 put up in 1893; burned in 1895. Rebuilt to seat 800 with later additions to facililties. By 1914, 13,600 accommodated. New stadium built in 1927. Stamp on verso: Ivory Photo

Nebraska educational survey, 1939. Studies ...

no. 5. Report ... on what are the educational requirements, the number issued, and what institutions prepare applicants for teachers certificates? Does the supply equal the demand?--no. 6. How does Nebraska compare with neighboring states in amounts appropriated for higher education? Amounts expended for higher education? Ratios of college students to population and percent of high school graduates entering college?--no. 7 [pt. 1] Methods of control of state higher education. [pt. 2] Duplication among Nebraska's state-supported higher educational institutions.--no. 8. What does the state do to equalize educational opportunity among the counties, towns and rural districts? Is the plan of district organization economical?