1834 printing of the 1834 copyrighted text. The author is credited as Mrs. John Farrar and is the author of Congo In Search of His Master and The Children's Robinson Crusoe. The text seeks to address the difficulty children have in writing letters (epistles) and to offer an alternative to another popular text, Complete Letter-Writer, which the author finds filled with absurdities and faults. The text offers general directions, simple criticism, and good examples in the form of a narrative about a young letter writer of fourteen. The work covers many topics, such as punctuation, paragraphs, folding letters, sample topics, and invitations. The Schultz Archive's copy is roughly the complete text.
1835 printing of the 1834 copyrighted text. The introduction explains the author has taught for ten years and sought to write a text for his own use that comported to his own methods of teaching grammar. He states his text recognizes most of the principles adopted by Murray, but differs in the mode and style of illustrating them. His style of language has been adapted to the juvenile mind and he uses a philosophical mode of parsing and correcting false syntax and orthography to exercise the understanding of the pupil. The text uses numerous questions in each section as a method of exercising students' understanding. The Schultz Archive's copy is roughly the complete text.
1848 printing of the 1848 copyrighted text. The author is credited as Principal of the Epes Grammar School in Salem, MA. A composition manual with blank pages for students to transcribe and preserve their compositions for the purposes of improving their taste, gaining knowledge of themselves, improving their thinking and writing, and providing evidence of their improvement. The book also provides a condensed presentation of rules, abbreviation, and common signs used in writing and printing. It also includes the meaning of foreign words and phrases. The Schultz Archive's copy only includes pages on writing and sending letters, and advice on composing taken from Blair (clearness, unity, strength, and harmony), plus a list of subjects for composing.
1853 printing of the 1853 copyrighted text. The author is a reverend and credited with a Master of Arts degree and as the author of two other books on grammar. The book aims to avoid the pitfalls of offering too little assistance to students or providing too much, while preparing them to undertake the discussion of a subject in a methodological and logical manner. Its first part covers sentence making with sections on the parts of a sentence, kinds of sentences, analysis of sentences, and the synthesis and composing of fables. The second part covers variety of expression, looking at arrangement, structure, word choice, synonyms, and colloquial and narrative forms. Part three covers description and figurative language and has sections on description, narrative, biography, history, epistolary, figures of speech, theme outlines, essay outlines, and declamation and oration. The fourth party covers punctuation and versification. The Schultz Archive's copy is roughly the complete text.
1870 printing of the 1870 copyrighted text. The author is credited as the author of books on logic, discourse, composition, and literature. The book is based on Day's rhetoric that argues thought is the starting point for teaching rhetoric, composition, and grammar rather than style and form. The text is aimed at students of different levels, using various font sizes for each: the larger fonts for the young, smallest for older or more advanced. The introductory lessons cover parts of speech. These are followed by sections on concrete nouns (object lessons), attributes, distinctions of nouns, modifying elements, abnormal forms, construction, and explanation. Oral and written exercises are included throughout. The Schultz Archive's copy is roughly the complete text.
1892 printing of the 1892 copyrighted text. The author is credited as the editor of The School Journal and Teachers' Institute and as the author of School Management. A brief teacher's manual that focuses on prompts and exercises for classroom instruction. Includes samples, explanations, structural guides, guiding questions, a list of subjects or themes, and suggestions for correcting compositions. The Schultz Archive's copy is roughly the complete text.
This talk was the third panelist in the Data Empowering Social Justice Session for the 4th Annual UC Data Day Conference hosted by UC Libraries.
Christopher J. Sullivan, School of Criminal Justice, University of Cincinnati
Talk Title: Working with Agency Data to Better Understand Racial Disparities: The Case of Disproportionate Minority Contact with the Juvenile Justice System
This presentation is based on a recently-concluded study that sought to better understand patterns of disproportionate minority contact (DMC) in Ohio’s juvenile justice system. The project required extensive assessment and integration of record data that varied in their structures, availability of key fields, and operational definitions, which were collected or extracted from dozens of local juvenile court and police agencies across the state. Currently lead federally-funded research studies on juvenile risk and needs assessment and important reforms in Ohio’s juvenile justice systems.
Along the Wall: Photographs at the Berlin Wall, 1989 is a documentary photographic narrative created by Richard Schade. The photographs were exhibited first in Gallery K in the Max Kade German Cultural Center from November 3 - 26, 2014, and then in the Clifton Cultural Arts Center from January 17 - February 28, 2015. This is the entry wall text that accompanied both exhibitions.
Paraprofessional education candidates (associate degree level) and pre-service teachers participated in Visible Thinking (Ritchart, Church & Morrison, 2011) activities during undergraduate coursework to understand, inform, and then reflect on current topics in education while forming professional identities. The Visible Thinking process and reflections will be shared relating to professional development and inquiry.
This excerpt of the third American edition (with additions and improvements) was published in 1819. The preface states its from the eight British edition. The author, Reverend David Blair, is credited for authoring several other books on grammar and juvenile letters. Blair's work, which only briefly discusses grammar from a broad, and colonial historical perspective, seeks to advance a scientific understanding of many subjects, including the English language. It is Blair's assertion that language instruction should build on and be part of a holistic education that enables the students to better understand all educational subjects. The Universal Preceptor includes chapters on various subjects, including the arts, mathematics, the sciences, government, agriculture, etc. The Schultz Archive only includes a brief excerpt (focusing on geography and grammar), and the scans are not very good quality (but they are legible).
This talk was the second panelist in the Health Equities and Disparities Session for the 4th Annual UC Data Day Conference hosted by UC Libraries.
Tammy Mentzel, MPH, Assistant Director for Programs and Projects, University of Cincinnati, Academic Health Center, Cincinnati Cancer Center
Talk Title(s): Understanding Health Disparities and Perceptions of Discrimination in Greater Cincinnati
Tammy served as the Program Director for the Transformation of Mission-based Health Care through Diversity, Equity, and Inclusion project aimed at bolstering diversity in the health care workforce and eliminating health disparities in urban communities by identifying, testing and adopting evidence-based strategies and tools. Tammy was formerly in the College of Nursing at UC where she was a Research Associate and Program Director providing leadership and support on six funded research projects totaling over $4.6 million.
Magma programs to chapter 5 of the book "Multivariate Public Key Cryptosystems" by Ding, Petzoldt and Schmidt.
load "keygen.txt" ; wiil generate the files public_key.txt and private_key.txt.
load "sign.txt" ; will use the file private_key.txt to sign a randomly generated text and will deposit the signture in the file signature.txt
load "veryfy.txt"; will use the file public_key.txt and determine if the signature is valid.
This set of PDF documents represent a series of forms used by the Post Bronze Age team at Troy during the years 1989-1996. This set contains only the forms used for post-excavation analysis of the small finds.
If your organization is interested in establishing and developing a joint international program in
China, it is inevitable to face both manageable risks and unpredictable changes. There are
mainly three types of challenges.
● Political impact on travel and visa application: the 2017 re-election in China and
leadership change in the United States affect how efficient for both sides to visit each
other and stay for work.
● Technology restriction on teaching and communication: While the fast internet speed
and open internet are taken for granted in the US, technological difficulties in China can
be a barrier for effective teaching and communication.
● Censorship: In China, censorship is always a challenge, especially in the current state.
Be proactive to work effectively within the constraints.
The presenter is intended to share some experience and best practice based on a successful
joint institute between University of Cincinnati and Chongqing University. As the first coop based
program in China, the program continues to be a leading model in international engineering
1862 copyrighted text. Lilienthal is credited as a doctor and Allyn is credited with a Master of Arts. The work is prepared by the order of the Cincinnati Public School Board. Things Taught is a "book of questions without direct answers" that "seeks to acquaint [students] with the world." Through object lessons, observation, and the creation of stories, students are presented a new means to observe the world around. The sections are development of ideas by observation, development of ideas by observation and reflection, stories to be written from memory, transformation of poetry into prose, stories to be made from elements and letters, description of natural bodies, themes for composition, business papers, advertisements, and invitations and certificates. The Schultz Archive's copy is roughly the complete text.
Robert Ross brings to light ninety-eight foundational texts of Khoesan political thought and highlights the voices of the Khoesan people and their inspiring history of resistance in the face of colonial oppression.
This "New and Improved Edition" was published in 1894 and copyrighted in 1892. The author is credited as Professor of Language and Literature in the Brooklyn Polytechnic Institute and as the author of several other books. The text claims it is responding to teachers' need for work for pupils to do in illustration of what they have learned. The first section on invention covers sentence structure, forming paragraphs, analysis of subjects, and preparation of frameworks. The second section on qualities of style discusses perspicuity, imagery, energy, wit, pathos, and elegance. The third section on productions breaks up prose into oral (conversation, debates, sermons, etc.) and written (biographies, histories, fiction, letters, etc.). It also discusses poetry by focusing on mission, style, form, and kinds (satiric, epic, dramatic, etc.). Exercises include specific directions for altering or analyzing examples. Excerpts from the work of well known authors are used throughout. The Schultz Archive's copy is roughly the complete text.
1911 printing. The author is credited with a Ph.D., as Professor in the History of Education at Teachers College in Columbia University, and as the author of other books on the history of education. The Schultz Archive's copy only includes two complete chapters. Chapter Ten: The Naturalistic Tendency in Education: Rousseau; Chapter Eleven: Psychological Tendency in Education. There is also a selection from Chapter Twelve: Sociological Tendency in Education.
1916 printing of 1902 copyrighted text. The author is credited as Principal of the High School Department of the Ethical Culture Schools, New York. An examination of the practices and assignments common in elementary and high school. According to Chubb, the purpose of the text is to provide instructors with some notion of what is being taught most commonly for the various levels of students and what the most common practices are. He indicates that his book does not advocate a specific pedagogical practice; rather, he hopes only to establish a greater continuity in English instruction throughout the educative process because a varied process can only prove detrimental to education on the whole. The book touches on reading and composition (both oral and written) from kindergarten up to high school. It addresses what sorts of literature should be assigned as reading as well as how grammar should be taught and the four kinds of writing: narrative, descriptive, exposition, and argumentative. The Schultz Archive includes the complete text, and the scans are good condition.
1902 printing of 1902 copyrighted text. As a companion piece to Lockwood and Emerson's Composition and Rhetoric, this brief manual aims at helping teachers with lessons through additional hints, student sample work, and references and supplementary drill. The sections are an introduction, a review of English grammar, retelling another person's thought, expression of the pupil's own thoughts, imagination in description and narration, essential qualities of the theme, the paragraph, the relation of the college requirements in English to the study of composition and rhetoric, and adaptation of this textbook to various courses of study. The Schultz Archive's copy of this supplementary text is roughly complete.
This first New York edition was printed in 1867 and copyrighted in 1866. Based on lectures given by the author at the Teachers' Institutes at the invitation of the Secretary of the Board of Education of Massachusetts in 1845 and 1846. The contents include many education topics from arithmetic to geography to music to discipline. The Schultz Archive's copy includes only three chapters: the uses and abuses of memory, English grammar, and composition. The author's lecture of grammar seems to draw mostly on the work of Murrary, Crombie, Wallis, and Priestley. The composition chapter is brief and mostly covers the teaching of punctuation.
A collection of 345 lessons structured to develop language and grammar skills. Most lessons focus on common grammatical rules, but many also revolve around practical writing uses: responsibilities of a secretary, writing a receipt, etc.
1891 printing of the 1891 copyrighted text. The author is credited as the author of MacLeod Reproduction Stories, MacLeod Composition Outlines, Lessons on Common Minerals, etc. The book is meant for students and teachers and aims to give information about the familiar objects around us. Examples of objects covered by chapter are: cotton, flax, tea, bread grains, pepper, bricks, and tobacco. The margins contain questions to answer from the information given in the text. Examples of topics covered in the cotton chapter: Where found, appearance of plant, the cotton gin, manufacture of cotton, spool-thread, fabrics made of cotton. Each chapter ends with a blackboard outline and ideas for objects to aid in the lesson. The Schultz Archive's copy is roughly the complete text.