Letter from W. D. Peck to William Bentley, 1815 March 2

Two leaves containing a two-page handwritten letter from Peck to Bentley identifying and describing the fish species Ophidium as the specimen in a drawing by a young woman described by Peck alternately as Bentley's "daughter" and "Miss C." Bentley had no children, and Peck is presumably referring to Hannah Crowninshield, Bentley's pupil.

Letter from W. D. Peck to William Bentley, 1815 May 17

One leaf containing a one-page handwritten letter from Peck to Bentley briefly commenting on the receipt of a fish specimen.

Letter from Samuel Willard, Deerfield, Massachusetts, to William Willard and Katherine Willard, Petersham, Massachusetts, June 5, 1807

Willard says that the town of Deerfield voted to keep him as a preacher at their church, and explains that it will probably be a generous salary, although he does not know if he will accept. He also describes the duties he will be expected to perform and the expectations the congregation will have of him.

Letter from Samuel Willard, Deerfield, Massachusetts, to William Willard and Katherine Willard, Petersham, Massachusetts, March 11, 1810

Willard mentions that he has been anxious because he has heard that “there was such a dreadful sickness in…Petersham, but I have not been able to learn many particulars about it,” and asks for news. He also comments on the weather and lack of snow throughout the past winter.

Letters from Daniel Bates to William Jenks, May 1795-September 1798

Daniel Bates wrote these five letters to his friend and classmate, William Jenks, between May 1795 and September 1798. In a letter written May 12, 1795, Bates informs Jenks, who was then employed as an usher at Mr. Webb's school, of his studies of Euclid, the meeting of several undergraduate societies, and various sightings of birds, gardens and trees. In a letter written in November 1795 from Princeton, where he was apparently on vacation with the family of classmate Leonard Jarvis, he describes playing the game "break the Pope's neck" and tells Jenks what he was reading (Nicholson, Paley?, and Thompson) and what his friend's father was reading (Mirabeau and Neckar).

Letters from John Hubbard Church to William Jenks, 1795-1798

John Hubbard Church wrote these twelve letters to his friend and classmate William Jenks between 1795 and 1798. Church wrote the letters from Boston, Rutland, Cambridge, and Chatham in Massachusetts and from Somers, Connecticut; they were sent to Jenks in Cambridge and Boston, where for a time he worked as an usher in Mr. Vinall's school and Mr. Webb's school. Church's letters touch on various subjects, ranging from his increased interest in theology and his theological studies under Charles Backus to his seasickness during a sailing voyage to Cape Cod. Church also informs Jenks of what he is reading, including works by John Locke, P. Brydone, James Beattie, John Gillies, Plutarch, and Alexander Pope. He describes his work teaching that children of the Sears family in Chatham, Massachusetts, where he appears to have spent a significant amount of time between 1795 and 1797. Church's letters are at times very personal, and he often expresses great affection for Jenks and their friendship.

Pédagogie Sportive et Conditions D'Apprentissage

In the last few years, studies in sport pedagogy have supplied data on the learning conditions provided to young athletes during training sessions and games. From the results of these studies, we learned that, in general, the coach spends most of his/her time observing and organizing rather than teaching. Results also show that the motor engaged time of a participant represents only one third of the training session. Based on the data available, training programs for coaches is one way to improve the learning conditions of youth sports.

Ending the State-Building Impasse: What Can Be Learned from Previous EU Enlargements that Might Offer Solutions for Bosnia and Herzegovina. ACES Working Paper No. 10, 2007

On the basis of the success of the two previous waves of European Union enlargement to post-communist states, EU accession is the international community's solution for ending the state-building impasse in Bosnia and Herzegovina. Through a literature review of analysis of the recent EU enlargements, this paper compares those countries' experiences with the current situation in Bosnia, and raises questions about the ability of the EU to address state-building issues through the accession process. The paper concludes that the previous enlargements do not provide a model for state-building in Bosnia. Because the EU's attempts to help along the process of state building in Bosnia is a new type of policy project, the paper proposes how the enlargement process might be adapted to address the specific problems in Bosnia, particularly in terms using human rights norms to compel Bosnian leaders to adopt necessary reforms.

The European Union’s Response to Piracy: Are the Lessons Learned in the Horn of Africa a Model for the Gulf of Guinea? EU Diplomacy Paper/2015

The European Union (EU) is seen as the leading actor in successfully fighting piracy around the Horn of Africa. As a global trade power with strong economic interests, the EU is also challenged by similar maritime security threats in the Gulf of Guinea. To date, there has been no comprehensive analysis to assess the potential transfer of successful EU instruments from the Horn of Africa to the piracy situation in West African waters. This paper examines to what extent the EU can draw on its experience made in the Horn of Africa to deter piracy in West African waters. Based on qualitative research interviews, lessons learned from East Africa are identified and subsequently applied to the situation in the Gulf of Guinea. The results show that the EU is only partially drawing on its experience made in the Horn of Africa. One the one hand, it is rather reluctant to use crisis management instruments such as naval operations. On the other hand, the EU is drawing on its successful leadership in international political and military cooperation from around the Horn of Africa in order to make more effective use of available resources in the Gulf of Guinea.

Oslo terrorist attacks: Analysis, consequences and lessons learned. Transatlantic Security Paper No. 4, August 2011

The attack in Norway, like every attack with a major impact, should and will be carefully analyzed, both by police and by terrorists. If the Norwegian authorities have officially called for a technical evaluation of Counter-terrorism (CT) and rescue national services, many sensitive aspects still remain unsure.