Disinterested Public service address for the Alumni and stud

Mode of access: Internet.

Triennial Catalogue annotated by Jeremy Belknap, 1791

The collection holds a heavily interleaved 1791 Triennial Catalogue annotated, in part, by Jeremy Belknap. A note by Harvard Librarian John Langdon Sibley, on the verso of the flyleaf, indicates a second annotator: "It should be observed that this catalogue is in the handwriting of two persons, Dr. Belknap & probably interlineations & additions by Rev. Dr. [John] Eliot. The interlineing part should not be too confidently relied on for accuracy. J. L. Sibley, April 14, 1848." The volume contains biographical notes, newspaper clippings, excerpts from manuscript and printed sources such as New England's First Fruits, the manuscript memoirs of Charles Chauncey, and John Winthrop's Journal, and a 1795 letter from Isaac Mansfield. In the letter, Mansfield references an item he believed to be written by his grandfather, Ames Cheever (Harvard AB 1707), and briefly describes his grandfather. A list of election sermon orators with dates is also pasted into the inside back cover, along with an obituary of the Rev. John Wales (Harvard AB 1728) from the Boston Post-Boy, March 4, 1765.

Index of Harvard graduates in the classes of 1642-1772, (manuscript notebook), ca. 1772-1791

Notebook containing an alphabetical index of Harvard graduates from 1642 to 1772. The author is unidentified, but the handwriting appears to be that of Harvard President Samuel Langdon (president from 1774 - 1780). The names are arranged alphabetically by surname. Each entry includes the graduate's name, additional degrees (Master, STD, MD, etc.), the year of graduation, and an asterisk if the individual was deceased. The asterisks are included for some graduates who died in 1791, indicating the work was created and updated between 1772 and 1791.

Alphabetical catalog of Harvard College graduates through 1767, 1767

This hard-bound manuscript catalog alphabetically lists the men who graduated from Harvard College between 1642 and 1767. It is believed to be the first such list compiled. Entries contain each graduate's surname (in English), given name (in Latin), year of graduation, and occasional additional information. Francis Foxcroft (A.B. 1712) compiled the catalog. Entries for those who graduated between 1764 and 1767 have been added at the end of each alphabetical section.

Diaries of Benjamin Guild, 1776, 1778

These diaries of Benjamin Guild document his travels as a Presbyterian pastor in Massachusetts and Rhode Island. The daily entries describe people Guild met and dined with, the food he ate (including strawberries, currants, watermelon, English cherries, and lobster), the funerals he attended, and the sermons he gave. Many entries relate to his health concerns (the ague and eye trouble), sleeping habits, and widespread public health concerns (including smallpox, dysentery, "nervous fevers," consumption, and "putrid fever"). The diaries also contain passing references to the activities of American, British, French, and German soldiers during the American Revolution; the invasion of Canada and battles occurring in New York are noted. In August 1778, after visiting Providence, Rhode Island, Guild comments on the disordered state of the city after American soldiers passed through it. He also recounts a visit by officers of the French fleet to the Harvard College library in September 1778 and describes his dinner on board the French man-of-war, Sagitaire. One entry describes an elaborate ball sponsored by John Hancock, held for French soldiers and "Boston ladies," and another refers to the "incursion" of Indians. Many of Guild's diary entries pertain to his work as a Harvard College Tutor; these entries describe his lectures at the College, meetings with colleagues, personnel decisions, and the examination of students. He also describes books he is reading and his opinions of them, the purchase and sale of books, and his desire to learn Hebrew and French. In addition, multiple entries refer to a man named Prince, who was perhaps Guild's slave. Prince sometimes accompanied Guild on his travels.

Notebook of James Lovell, 1757-1760

Marbled paper-covered handwritten notebook of James Lovell. The volume contains three texts written in Latin, “Praecellentissime Domine,” dated 1757, an untitled text beginning, “Cogitanti mihi et superiorum revolti…” dated 1759, and Lovell’s funeral oration for Tutor Henry Flynt titled “Oratio funebris” dated 1760. The Latin texts are followed by blank pages and the volume ends with an untitled English text about orators that begins, “Ridiculous certainly is that Practice of some...” The last page of the text includes the marginal notes: “John Winthrop Esqr. Hollisian Professor” and, “For T.H. of Carolina.” There are verses attributed to the London Magazine written on the inside front cover.

To the publishers of the Boston Evening post on the death of the Revd Dr. Wigg. written Tuesday Feb. 19, 1765: the day on which the doctor used to read his public lectures

This folded leaf contains a two-page handwritten poem written by a Harvard College sophomore on February 19, 1765, on the death of Harvard Professor Edward Wigglesworth. The poem begins, "Werefore this change? / Erst I was wont on this Day to frequent..."

The Fleet Store : devising a public retail exhibition to promote creative, innovative and sustainable business models for emerging fashion designers

1.Description of the Work The Fleet Store was devised as a creative output to establish an exhibition linked to a fashion business model where emerging designers were encouraged to research new and innovative strategies for creating design-driven and commercial collections for a public consumer. This was a project that was devised to break down the perceptions of emerging fashion designers that designing commercial collections linked to a sustainable business model is a boring and unnecessary process. The focus was to demystify the business of fashion and to link its importance to a design-driven and public outcome that is more familiar to fashion designers. The criterion for participation was that all designers had to be registered as a business with the Australian Taxation Office. Designers were chosen from the Creative Enterprise Australia Fashion Business Incubator, the QUT fashion graduate alumni and current QUT fashion design and double degree (fashion and business) students with existing businesses. The project evolved from a series of collaborative workshops where designers were introduced to new and innovative creative industries’ business models and the processes, costings and timings involved to create a niche, sustainable business for a public exhibition of design-driven commercial collections. All designers initiated their own business infra-structure but were then introduced to the concept of collaboration for successful and profitable exhibition and business outcomes. Collaborative strategies such as crowd funding, crowd sourcing, peer to peer mentoring and manufacturing were all researched, and strategies for the establishment of the retail exhibition were all devised in a collaborative environment. All participants also took on roles outside their ‘designer’ background to create a retail exhibition that was creative but also had critical mass and aesthetic for the consumer. The Fleet Store ‘popped up’ for 2 weeks (10 days), in a heritage-listed building in an inner city location. Passers-by were important, but the main consumer was enlisted by the use of interest and investment from crowd sourcing, crowd funding, ethical marketing, corporate social responsibility projects and collaborative public relations and social media strategies. The research has furthered discussion on innovative strategies for emerging fashion designers to initiate and maintain sustainable businesses and suggests that collaboration combined with a design-driven and business focus can create a sustainable and economically viable retail exhibition. 2. Research Statement Research Background The research field involved developing a new ethical, design-driven, collaborative and sustainable model for fashion design practice and management. The research asked can a public, design-driven, collaborative retail exhibition create a platform for promoting creative, innovative and sustainable business models for emerging fashion designers. The methodology was primarily practice-led as all participants were designers in their own right and the project manager acted as a mentor and curator to guide the process and analyse the potential of the research question. The Fleet Store offers new knowledge in design practice and management; with the creation of a model where design outcomes and business models are inextricably linked to the success of the creative output. Key innovations include extending the commercialisation of emerging fashion businesses by creating a curated retail gallery for collaborative and sustainable strategies to support niche fashion designer labels. This has contributed to a broader conversation on how to nurture and sustain competitive Australian fashion designers/labels. Research Contribution and Significance The Fleet Store has contributed to a growing body of research into innovative and sustainable business models for niche fashion and creative industries’ practitioners. All participants have maintained their business infra-structure and many are currently growing their businesses, using the strategies tested for the Fleet Store. The exhibition space was visited by over 1,000 people and sales of $27,000 were made in 10 days of opening. (Follow up sales of $3,000 has also been reported.) Three of the designers were ‘discovered’ from the exhibition and have received substantial orders from high profile national buyers and retailers for next season delivery. Several participants have since collaborated to create other pop up retail environments and are now mentoring other emerging designers on the significance of a collaborative retail exhibition to consolidate niche business models for emerging fashion designers.

Discourses Commemorative of Professor Tayler Lewis and Professor Isaac W. Jackson

Discourses

Education and training futures in horticulture and horticultural science

Horticultural knowledge and skills training have been with humankind for some 10,000 to 20,000 years. With permanent settlement and rising wealth and trade, horticulture products and services became a source of fresh food for daily consumption, and a source of plant material in developing a quality environment and lifestyle. The knowledge of horticulture and the skills of its practitioners have been demonstrated through the advancing civilizations in both eastern and western countries. With the rise of the Agricultural Revolutions in Great Britain, and more widely across Continental Europe in the 17th and 18th centuries, as well as the move towards colonisation and early migration to the New Worlds, many westernised countries established the early institutions that would provide education and training in agriculture and horticulture. Today many of these colleges and universities provide undergraduate, postgraduate and vocational and technical training that specifically targets horticulture and/or horticultural science with some research and teaching institutions also providing extension and advisory services to industry. The objective of this chapter is to describe the wider pedagogic and educational context in which those concerned with horticulture operate, the institutional structures that target horticulture and horticultural science education and training internationally; examine changing educational formats, especially distance education; and consider strategies for attracting and retaining young people in the delivery of world-class horticultural education. In this chapter we set the context by investigating the horticultural education and training options available, the constraints that prevent young people entering horticulture, and suggest strategies that would attract and retain these students. We suggest that effective strategies and partnerships be put in place by the institution, the government and most importantly the industry to provide for undergraduate and postgraduate education in horticulture and horticultural science; that educational and vocational training institutions, government, and industry need to work more effectively together to improve communication about horticulture and horticultural science in order to attract enrolments of more and talented students; and that the horticulture curriculum be continuously evaluated and revised so that it remains relevant to future challenges facing the industries of horticulture in the production, environmental and social spheres. These strategies can be used as a means to develop successful programs and case studies that would provide better information to high school career counsellors, improve the image of horticulture and encourage greater involvement from alumni and the industries in recruitment, provide opportunities to improve career aspirations, ensure improved levels of remuneration, and promote the social features of the profession and greater awareness and recognition of the profession in the wider community. A successful career in horticulture demands intellectual capacities which are capable of drawing knowledge from a wide field of basic sciences, economics and the humanities and integrating this into academic scholarship and practical technologies.

A Contribution to The Study of Global Competition for Talent: the determinants of student mobility and its consequences for the internationalization of the labor market. Bruges European Economic Policy (BEEP) Briefing 27/2013

In a globalized economy the skills of the workforce are a key determinant of the competitiveness of a country. One of the goals of Higher Education is precisely to develop the students’ skills in order to allow them to match the increasing demand for highly qualified workers while it is simultaneously the best period of life to acquire multicultural skills. For this reason, the European Union has fostered student mobility through several programs: the Erasmus program and the Bologna process are the best known among them. Although student mobility is a growing phenomenon, publications and research on the subject remain relatively scarce. This paper aims to contribute to that literature through an empirical analysis which exploits a questionnaire submitted to university alumni and focuses on two research questions: what drives studies abroad and what drives expatriation of graduates. Our empirical analysis first shows that exposure to international experiences before entering tertiary education and family background are the main factors influencing student mobility. A second conclusion is that studying abroad increases the international mobility on the labor market. Both confirm previous studies. Moreover, by making a distinction between participating in the Erasmus program and in other exchange programs or internships abroad, we found that the Erasmus program and the other programs or internships have an equivalent influence on the international mobility on the labor market: they increase by 9 to 12.5 percentage points a student’s chance to be mobile on the international labor market. This result shows the legitimacy of the Erasmus program, but it also reveals the important impact of other forms of experience abroad. It provides support for policy makers to encourage mobility programs, in order to foster integration of the European labor market.

A memorial discourse of Nathaniel F. Moore, LL.D. : sometime president of Columbia College, New York, delivered at the request of the alumni, January 14, 1874, in the college chapel /

Published by direction of the alumni and of the board of trustees.

Carl Milles Fountain and University of Michigan League

The magnificent fountain "Sunday Morning in Deep Waters", by Carl Milles stands before the Michigan League, designed for undergraduate women students as a center for their activities. Its facilities are available for the comfort of all university students, staff, alumni and their guests.

Fostering professional development through integrating work and formal learning

The Undergraduate Site Learning Program (USLP) is an innovative work-based learning program that addresses the call to develop a broader set ofattributes in engineering graduates. Unlike cooperative education programs, site learning can give students full academic credit for their placement without extending the duration of the degree through the use of an innovative learning alignment model. A cenrralpart ofthis program is a unique course entitled Professional Development in which students articulate and reflect upon the lessons they leom while on placement in industry. Students spend the bulk ofa semester on-site often in remote locations, which requires a flexible approach to course operation and fosters independent learning. Thus the USLP challenges both staff and students and produces outcomes that bofh the alumni and industry value.