Letter to Colonel Nelles of the 4th Lincoln Militia in Grimsby from Apt. Military Secrets, Quebec

Letter to Colonel Nelles of the 4th Lincoln Militia in Grimsby from Apt. Military Secrets, Quebec. When this envelope is unfolded it contains the printed words “On his Majesty’s service” “The Ordnance Storekeeper” and “Military Secretary”. This item is badly stained and torn but text is not affected, Jan. 9, 1839.

Envelope (partial) to Colonel Nelles, 4th Lincoln Militia, Grimsby from M.A. Hale of Quebec

Envelope (partial) to Colonel Nelles, 4th Lincoln Militia, Grimsby from M.A. Hale of Quebec. The envelope is stained and torn, but text is not affected, Feb. 7, 1839.

Statement (1 page, handwritten) received of Captain Robert Wells of the Lincoln Militia

Statement (1 page, handwritten) received of Captain Robert Wells of the Lincoln Militia. The names of his men listed are listed on the page. Dec. 15, 1798.

Appointment of John Turney to be an ensign in the 4th Regiment of Lincoln Militia in the Niagara District

Appointment of John Turney to be an ensign in the 4th Regiment of Lincoln Militia in the Niagara District of which, Robert Nelles is the Lieutenant Colonel. This was signed by Francis Gore, Lieutenant Governor, Oct. 31, 1815.

Appointment of Edmund Hodges to be a lieutenant in the 4th Regiment of Lincoln Militia

Appointment of Edmund Hodges to be a lieutenant in the 4th Regiment of Lincoln Militia of which Robert Nelles is the Colonel. This is signed by Hillier and Maitland, April 19, 1822.

List of officers and dates of commissions and appointments in the 4th Regiment of the Lincoln Militia

List of officers and dates of commissions and appointments in the 4th Regiment of the Lincoln Militia including the troop of cavalry in the 4th Lincoln Militia (2 pages, handwritten), June 18, 1838.

Networked Life: Module CIS 112, University of Pennsylvania, Spring 2008

What kind of science is appropriate for understanding the Facebook? How does Google find what you're looking for... ...and exactly how do they make money doing so? What structural properties might we expect any social network to have? How does your position in an economic network (dis)advantage you? How are individual and collective behavior related in complex networks? What might we mean by the economics of spam? What do game theory and the Paris subway have to do with Internet routing? What's going on in the pictures to the left and right? Networked Life looks at how our world is connected -- socially, economically, strategically and technologically -- and why it matters. The answers to the questions above are related. They have been the subject of a fascinating intersection of disciplines including computer science, physics, psychology, mathematics, economics and finance. Researchers from these areas all strive to quantify and explain the growing complexity and connectivity of the world around us, and they have begun to develop a rich new science along the way. Networked Life will explore recent scientific efforts to explain social, economic and technological structures -- and the way these structures interact -- on many different scales, from the behavior of individuals or small groups to that of complex networks such as the Internet and the global economy. This course covers computer science topics and other material that is mathematical, but all material will be presented in a way that is accessible to an educated audience with or without a strong technical background. The course is open to all majors and all levels, and is taught accordingly. There will be ample opportunities for those of a quantitative bent to dig deeper into the topics we examine. The majority of the course is grounded in scientific and mathematical findings of the past two decades or less.

Landscape Genetics of Raccoons (Procyon lotor) Associated with Ridges and Valleys of Pennsylvania: Implications for Oral Rabies Vaccination Programs

Raccoons are the reservoir for the raccoon rabies virus variant in the United States. To combat this threat, oral rabies vaccination (ORV) programs are conducted in many eastern states. To aid in these efforts, the genetic structure of raccoons (Procyon lotor) was assessed in southwestern Pennsylvania to determine if select geographic features (i.e., ridges and valleys) serve as corridors or hindrances to raccoon gene flow (e.g., movement) and, therefore, rabies virus trafficking in this physiographic region. Raccoon DNA samples (n = 185) were collected from one ridge site and two adjacent valleys in southwestern Pennsylvania (Westmoreland, Cambria, Fayette, and Somerset counties). Raccoon genetic structure within and among these study sites was characterized at nine microsatellite loci. Results indicated that there was little population subdivision among any sites sampled. Furthermore, analyses using a model-based clustering approach indicated one essentially panmictic population was present among all the raccoons sampled over a reasonably broad geographic area (e.g., sites up to 36 km apart). However, a signature of isolation by distance was detected, suggesting that widths of ORV zones are critical for success. Combined, these data indicate that geographic features within this landscape influence raccoon gene flow only to a limited extent, suggesting that ridges of this physiographic system will not provide substantial long-term natural barriers to rabies virus trafficking. These results may be of value for future ORV efforts in Pennsylvania and other eastern states with similar landscapes.

The Politics of Accountability and Teacher Preparation: A Case Study from Pennsylvania

In an effort to understand some of the ways that accountability-based reform efforts have influenced teacher education, this article details the politics of accountability in Pennsylvania that motivated sweeping changes in the policies governing teacher preparation in 2006. This case study provides a poignant example of the kind of complex accountability systems now being constructed across the United States in an effort to change teacher preparation. By analyzing primary documents including the legal statutes governing teacher preparation in Pennsylvania, correspondence from the Pennsylvania Department of Education, related newsletters, memos, reports, transcripts of meetings, and testimony before the Pennsylvania House of Representatives, the complex nature of the conflicts underlying the development and implementation of teacher education reform is brought into focus. The study's findings suggest that a deep and uncritical acceptance of accountability-based teacher education reform on the part of educational policy makers is likely to do more harm than good. The article concludes by outlining a framework for developing more intelligent measures of accountability that might preserve professional autonomy and judgment.

Lucky numbers: Choice strategies in the Pennsylvania Daily Number game

Examined the amount of money bet during a week of Pennsylvania's Daily Number game. In this game, players receive a predetermined payoff for picking the 3-digit number (000 to 999) drawn on that day. The betting distribution was distinctly nonuniform. Several betting patterns were identified, such as picking triples and avoiding double 9s. In addition, 121 adults and 215 students were asked to rate selected numbers for randomness, luckiness, and perceived history of winning; to categorize numbers; and to free associate to numbers. It is proposed that people seem to choose highly patterned, available, and/or "lucky" numbers. People apparently do not bet numbers that reflect the random process of the game (do not utilize a representativeness heuristic).