Interleaved almanac, 1742

The 1742 diary is interleaved in Nathaniel Ames’ An astronomical diary, or, An almanack for the year of our Lord Christ, 1742. The volume holds brief notes about Holyoke’s daily life, written on blank pages bound with the almanac. Each page, representing one month, is divided into three columns with a section for the weather, the direction of the wind, and finally notes on the day and Holyoke’s undeciphered shorthand. The diary begins before Holyoke’s admittance to Harvard and concludes in his freshman year. The earlier months have regular entries, he later stops recording the weather and makes only sporadic entries. Holyoke notes holidays, travel events, interactions with Harvard faculty, and infrequently, community events such as a burial or trial. On the last page, Holyoke provides "An account of our examination the 13 day of July 1742: viz: [Daniel] Foxcroft [Joseph] Green myself and [James] Putnam listing the specific examiners and the texts used for the exam.

A flora of North America :containing abridged descriptions of all the known indigenous and naturalized plants growing north of Mexico, arranged according to the natural system /by John Torrey and Asa Gray.

v.2 (1841-1843)

Letter from Daniel Upton to James Savage, 1799 September 29

Daniel Upton wrote this letter from Machias, Maine on September 29, 1799; it is addressed to James Savage, who was then a freshman at Harvard College. In the letter, Upton advises Savage to study ardently, avoiding the temptation to procrastinate. He thanks Savage for having sent him a copy of "Mr. Lowell's oration" and sends greetings to a Mr. Holbrook and Mr. Jones. He also passes along the fond wishes of those in Machias who know Savage, including John Cooper and his wife, Phineas Bruce and his wife, and Hannah Bruce (Upton's future wife). Upton explains that he is writing the letter in a hurry because he is sending it on board with Captain Merryman, who is about to set sail, presumably for Boston.

Windham County, Connecticut, 1856 (Image 1 of 4) (Raster Image)

This layer is a georeferenced raster image of the historic paper map entitled: Map of Windham County, Connecticut, from actual survey by E.P. Gerrish, W.C. Eaton & D.S. & H.C. Osborn, 1855; lith by W.H. Rease. It was published by E.M. Woodford in 1856. Scale [ca. 1:42,240]. This layer is image 1 of 4 total images, representing the northeast portion of the four sheet source map.The image inside the map neatline is georeferenced to the surface of the earth and fit to the Connecticut State Plane coordinate system (NAD 1983 in Feet) (Fipszone 0600). All map collar and inset information is also available as part of the raster image, including any inset maps, profiles, statistical tables, directories, text, illustrations, index maps, legends, or other information associated with the principal map. This map shows features such as roads, railroads, drainage, public buildings, schools, churches, cemeteries, industry locations (e.g. mills, factories, mines, etc.), private buildings with names of property owners, town boundaries, and more. Relief shown by hachures. It includes many cadastral insets of individual county towns and villages. It also includes illustrations, business directories, and tables of statistics and distances.This layer is part of a selection of digitally scanned and georeferenced historic maps of New England from the Harvard Map Collection. These maps typically portray both natural and manmade features. The selection represents a range of regions, originators, ground condition dates, scales, and map purposes.

Lake George, New York, 1890 (Raster Image)

This layer is a georeferenced raster image of the historic paper map entitled: Map of Lake George, Rev. ed., by S. R. Stoddard. It was published by S. R. Stoddard in 1890. Scale [ca. 1:63,360]. The image inside the map neatline is georeferenced to the surface of the earth and fit to the Universal Transverse Mercator (UTM) Zone 18N NAD83 projection. All map collar and inset information is also available as part of the raster image, including any inset maps, profiles, statistical tables, directories, text, illustrations, index maps, legends, or other information associated with the principal map. This map shows features such as roads, railroads, drainage, township and county boundaries, radial distances from multiple points, selected public buildings, private residences with names of property owners, other points of interest, and more. Relief is shown by hachures and spot heights. Includes insets: Ruins of Fort Ticonderoga in 1873 -- [The Narrows Region] -- [Hulett's Landing Region] -- [Floating Battery/Mother Bunch islands] -- [Kattskill Bay] -- [Bolton] -- [Caldwell] -- [Glens Falls Region]. Includes historical notes. This layer is part of a selection of digitally scanned and georeferenced historic maps from The Harvard Map Collection as part of the Imaging the Urban Environment project. Maps selected for this project represent major urban areas and cities of the world, at various time periods. These maps typically portray both natural and manmade features at a large scale. The selection represents a range of regions, originators, ground condition dates, scales, and purposes.

Lake George and vicinity, New York, ca. 1876 (Raster Image)

This layer is a georeferenced raster image of the historic paper map entitled: Map of Lake George & vicinity : from recent and careful surveys, by F.W. Beers. It was published by J.B. Beers & Co., ca. 1876. Scale [1:79,200]. The image inside the map neatline is georeferenced to the surface of the earth and fit to the Universal Transverse Mercator (UTM) Zone 18N NAD83 projection. All map collar and inset information is also available as part of the raster image, including any inset maps, profiles, statistical tables, directories, text, illustrations, index maps, legends, or other information associated with the principal map. This map shows features such as roads, railroads, drainage, post offices, hotels, township boundaries, and more. Relief is shown by hachures. This layer is part of a selection of digitally scanned and georeferenced historic maps from The Harvard Map Collection as part of the Imaging the Urban Environment project. Maps selected for this project represent major urban areas and cities of the world, at various time periods. These maps typically portray both natural and manmade features at a large scale. The selection represents a range of regions, originators, ground condition dates, scales, and purposes.

Implementing the Physical Literacy Component of the 2015 Ontario Health and Physical Education Curriculum: Is the Stage Set?

Introduction: Current physical activity levels among children and youth are alarmingly low; a mere 7% of children and youth are meeting the Canadian Physical Activity Guidelines (Colley et al., 2011), which means that the vast majority of this population is at risk of developing major health problems in adulthood (Janssen & Leblanc, 2010). These high inactivity rates may be related to suboptimal experiences in sport and physical activity stemming from a lack of competence and confidence (Lubans, Morgan, Cliff, Barnett, & Okely, 2010). Developing a foundation of physical literacy can encourage and maintain lifelong physical activity, yet this does not always occur naturally as a part of human growth (Hardman, 2011). An ideal setting to foster the growth and development of physical literacy is physical education class. Physical education class can offer all children and youth an equal opportunity to learn and practice the skills needed to be active for life (Hardman, 2011). Elementary school teachers are responsible for delivering the physical education curriculum, and it is important to understand their will and capacity as the implementing agents of physical literacy development curriculum (McLaughlin, 1987). Purpose: The purpose of this study was to explore the physical literacy component of the 2015 Ontario Health and Physical Education curriculum policy through the eyes of key informants, and to explore the resources available for the implementation of this new policy. Methods: Qualitative interviews were conducted with seven key informants of the curriculum policy development, including two teachers. In tandem with the interviews, a resource inventory and curriculum review were conducted to assess the content and availability of physical literacy resources. All data were analyzed through the lens of Hogwood and Gunn’s (1984) 10 preconditions for policy implementation. Results: Participants discussed how implementation is affected by: accountability, external capacity, internal capacity, awareness and understanding of physical literacy, implementation expertise, and policy climate. Discussion: Participants voiced similar opinions on most issues, and the overall lack of attention given to physical education programs in schools will continue to be a major dilemma when trying to combat such high physical inactivity levels.

Étude des liens entre l’orientation mentale paternelle et le développement des manifestations morales à l’âge préscolaire

Essai présenté à la Faculté des arts et des sciences en vue de l’obtention du doctorat en psychologie (D.Psy.)

Social Capital and Individual Happiness in Europe. Bruges European Economic Research (BEER) Papers 25/December 2012

This paper explores the relationship between social capital and happiness both in Europe as a whole, as well as in its four main geographical macro-regions – North, South, East and West – separately. We test the hypothesis of whether social capital, in its three-fold definition established by Coleman (1988) – trust, social interaction, and norms and sanctions – influences individual happiness across European countries and regions. The concept of social capital is further enriched by incorporating Putnam- (1993) and Olson- (1982) type variables on associational activity. Using ordinal logistic regression analysis on data for 48,583 individuals from 25 European countries, we reach three main findings. First, social capital matters for happiness across the three dimensions considered. Second, the main drivers of the effects of social capital on happiness appear to be informal social interaction and general social, as well as institutional trust. And third, there are significant differences in how social capital interacts with happiness across different areas of Europe, with the connection being at is weakest in the Nordic countries.