Horace Kephart

2020 ◽  
pp. 149-155
Keyword(s):  
North Carolina ◽  
Yale University ◽  
Domestic Life ◽  
Cornell University ◽  
University Library ◽  
Mountain Community ◽  
Allegheny Mountains ◽  
Railroad Station

Horace Kephart was born in Pennsylvania’s Allegheny Mountains. After graduation from Cornell University, he secured a position cataloguing a private book collection in Italy and then worked at the Yale University Library. Later, he served as director of the St. Louis Mercantile Library. Kephart had a lifelong fascination with the pioneer lifestyle. In his early forties, disenchanted with urban, domestic life, he began seeking respite through camping trips in the Ozarks. In 1904, following separation from his wife and children, Kephart settled in Hazel Creek, North Carolina, then a remote mountain community sixteen miles from the nearest railroad station. During his three years at Hazel Creek, Kephart integrated himself into mountaineer culture and kept twenty-seven journals of his observations....

Amateur Book Production and the Miscellany in Late Medieval East Anglia

Insular Books ◽  
2015 ◽  
Author(s):  
Carol M. Meale
Keyword(s):  
Family Study ◽  
Geographical Area ◽  
Book Production ◽  
Bodleian Library ◽  
New Haven ◽  
Yale University ◽  
East Anglia ◽  
Late Medieval ◽  
University Library

The manuscripts discussed here, Oxford, Bodleian Library, Tanner MS 407 and New Haven, Yale University Library, Beinecke 365, were produced roughly contemporaneously and within a relatively small geographical area. Tanner is the work of one man, Robert Reynes of Acle, and is noted for the eclecticism of its contents. Beinecke, meanwhile, was the work of two scribes, the first anonymous, the second Robert Melton of Stuston. The first copyist’s work is largely religious and exemplary; Melton’s contributions are non-literary, consisting of prayers and copies of accounts and deeds relating to his role of steward to the Cornwallis family. Study of content is complemented by analysis of the structure of each book while comparison of the dramatic texts lends particularity to the taxonomic distinctions which must be drawn between them.

The Marston Manuscript of Juvenal

Traditio ◽  
1957 ◽  
Vol 13 ◽  
pp. 407-414 ◽  
Author(s):  
William S. Anderson
Keyword(s):  
Yale University ◽  
University Library ◽  
15Th Century ◽  
Private Collections

Mr. Thomas E. Marston, Curator of the Classical Collection in the Yale University Library, having already been the owner of three 15th-century manuscripts of Juvenal and Persius, which he donated in 1936 to the Yale University Library, acquired in 1953 a much older copy of Juvenal alone. This manuscript, having remained for five hundred years in private collections in Italy, first at Osimo, then at Iesi, had never been collated. Now, with Mr. Marston's generous permission, it has at length been studied and it is the findings of this study that this paper presents. It seemed best, inasmuch as the manuscript affords little new light on the tradition of the text, to restrict this report to sample readings, sufficient to establish the character of the manuscript; a complete collation, however, will be deposited for use in the Yale University Library, as well as with Mr. Marston.

Learning Management Systems

2011 ◽  
pp. 1223-1230
Author(s):  
Diane Chapman
Keyword(s):  
New York ◽  
Liberal Arts ◽  
Educational Institutions ◽  
State University ◽  
Yale University ◽  
Cornell University ◽  
Penn State ◽  
Nontraditional Learning ◽  
The University ◽  
Learning Options

Formal university-based distance education has been around for over 100 years. For example, Cornell University established the Correspondence University in 1882, and Chautauqua College of Liberal Arts in New York was awarding degrees via correspondence courses in 1883 (Nasseh, 1997). Soon many other educational institutions, including the University of Chicago, Penn State University, Yale University, and John Hopkins University, were offering these nontraditional learning options for their students. Many institutions then moved to instructional telecommunications as the technology matured. With the entry of the personal computer into homes and workplaces in the 1980s, learning started to become more technology driven. But it was not until the 1990s, with the proliferation of the World Wide Web, that the concept of technology-enhanced education began to change drastically.

Introduction to Learning Management Systems

2011 ◽  
pp. 1280-1286 ◽  
Author(s):  
Diane D. Chapman
Keyword(s):  
New York ◽  
Liberal Arts ◽  
Educational Institutions ◽  
Traditional Learning ◽  
State University ◽  
Yale University ◽  
Cornell University ◽  
Johns Hopkins University ◽  
Penn State ◽  
The University

Formal university-based distance education has been around for over 100 years. For example, Cornell University established the Correspondence University in 1882, and Chautauqua College of Liberal Arts in New York was awarding degrees via correspondence courses in 1883 (Nasseh, 1997). Soon many other educational institutions, including the University of Chicago, Penn State University, Yale University, and Johns Hopkins University were offering these non-traditional learning options for their students. With the entry of the personal computer into homes and workplaces in the 1980s, learning started to become more technologydriven. However, it was not until the 1990s, with the proliferation of the World Wide Web, that the concept of technology-enhanced education began to change drastically.

Cuba Through A New Lens

2008 ◽  
Vol 81 (3-4) ◽  
pp. 265-270
Author(s):  
Jean Stubbs
Keyword(s):  
North Carolina ◽  
National Identity ◽  
Cultural History ◽  
Economic History ◽  
Cuban Revolution ◽  
New Haven ◽  
Yale University ◽  
Chapel Hill ◽  
History Of ◽  
The City

[First paragraph]The Origins of the Cuban Revolution Reconsidered. Samuel Farber. Chapel Hill: University of North Carolina Press, 2006. x + 212 pp. (Paper US$ 19.95)Cuba: A New History. Ric hard Gott . New Haven: Yale University Press, 2005. xii + 384 pp. (Paper US$ 17.00)Havana: The Making of Cuban Culture. Antoni Kapcia. Oxford: Berg Publishers, 2005. xx + 236 pp. (Paper US$ 24.95) Richard Gott, Antoni Kapcia, and Samuel Farber each approach Cuba through a new lens. Gott does so by providing a broad-sweep history of Cuba, which is epic in scope, attaches importance to social as much as political and economic history, and blends scholarship with flair. Kapcia homes in on Havana as the locus for Cuban culture, whereby cultural history becomes the trope for exploring not only the city but also Cuban national identity. Farber revisits his own and others’ interpretations of the origins of the Cuban Revolution.

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