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Penn Library\u27s LJS 477 - [Florilegium]. (Video Orientation)
No full texthttps://repository.upenn.edu/sims_video/1216/thumbnail.jp
Bray School Enrollments for Free and Enslaved Black Children, 1758-1845
No full textBeginning in the middle of the eighteenth century, the Associates of Dr. Thomas Bray established and maintained schools for the education of free and enslaved black children in North America. The purpose of these schools was to introduce them to the doctrines of the Church of England, and also to instruct the students in reading and writing, sometimes even mathematics, as well as sewing, knitting, and embroidery for girls. By the time of the War for Independence, five such schools had been established in Newport, Rhode Island; New York city; Philadelphia; and Williamsburg and Fredericksburg in Virginia, though only the Philadelphia school would reopen after the conflict ended. Overseen by a series of white mistresses, this school was associated with Philadelphia’s Christ Church and would remain in operation until 1845. Meanwhile, the Associates supported two other schools in Philadelphia. The first was initially taught by the Rev. Absalom Jones and then by Solomon Clarkson, both of the African Methodist Episcopal Church of St. Thomas. The second was in Northern Liberties and was instructed by James C. Ward, a black man ordained as a deacon in the Episcopal Church.
Throughout the existence of the Associates’ various schools, teachers and administrators sent periodic reports to the secretaries of the Associates in London, often including rosters of the students that recorded such information as their names, ages, addresses, curriculum, and (if enslaved) owners’ names. The files uploaded here include an Introduction with explanation of the Editorial Method; and all extant records relevant to the American schools’ students, teachers, and curricula between their first establishment in 1758 and the closure of the Philadelphia schools by 1845. Though many records are missing, and those that remain are often incomplete, these lists identify about 400 individual students by name (there were undoubtedly many more) and together comprise what is probably the largest aggregation of such data, one that will yield valuable insights into one of the few opportunities for black education in early America.
N.B. There is a .csv file for each of 13 school or teacher spreadsheets and the Summary Spreadsheet. There is also an Excel file of the Summary Spreadsheet
Collation Model for Ms. Codex 146: Repartimientto de las tierras...
Full text linkTwo lists containing the names of persons who received land by order of the king in the neighborhood of Écija in Andalusia which was taken from the Moros ( Moors ) in 1240. Among them are men and women of the royal court, such as ladies in waiting of the queen (f. 1v). The first list (f. 1-11) lists property holders divided by villages, with red paragraph marks at the beginning of descriptions of villages alternating with blue paragraph marks at the beginning of the names of people who received land from that village, with the land area measured in yugadas. The second list was made by order of King Alfonso X and his queen, Violante (f. 14-17). Before it is inserted a document (f. 12) dated era de mill ccc xx vii, the old Spanish date corresponding to the year 1289. This states that this copy was made from a charter of Alfonso X given at Seville, 2 May, 1282. Folio 13 is blank. (According to Zacour-Hirsch, this list is apparently a version of that of 1263.).https://repository.upenn.edu/sims_models/1159/thumbnail.jp
Collation Model for Ms. Codex 1219: [Collection of laws for the use of the Podestà di Rovigo].
Full text linkA collection of administrative laws, regulations, and guidelines for the ruler of Rovigo, Italy.https://repository.upenn.edu/sims_models/1164/thumbnail.jp
“Beautiful Books with Beautiful Covers”: The Bindings of Hebrew Manuscripts in Late Medieval Ashkenaz
Full text linkFrom xMOOCs to cMOOCs: Using Positive Psychology to Build Supportive, Engaging, and Effective Online Learning Experiences
Full text linkThis service learning project reports on an intervention designed and conducted by the Pink Team of the Master of Applied Positive Psychology (MAPP) program at the University of Pennsylvania. This intervention was conducted at the Positive Psychology Research Center (PPRC) at Tsinghua University in Mainland, China. The project aimed to improve the learning quality of Global Massive Open Online Course (GMOOC) program by transforming it from a teacher-centered, one-way xMOOC model to a more interactive and relational cMOOC model through enhancing connections and relationships among the participants. This project comprises three phases. In part one, we performed a thorough situation analysis, profiling our partner (Tsinghua University PPRC) and the industry sector they are operating. We detailed the PPRC’s positive psychology GMOOC, analyzed its strengths and weaknesses, and identified areas for improvement, which was to enhance relationships and connections. In part two Literature Review, we reviewed theoretical frameworks relevant to relationships. We identified three key concepts to guide our design: i) high-quality connections (HQCs), ii) mattering, and iii) mutual value theory. In part three, we generated an application plan which outlines six evidence-informed activities with the purpose of enhancing online relationships and community-building. Finally, a detailed step-by-step handbook on how to implement these activities is also provided at the end
Characterization of Genomic Variation Related to Hair and Skin Phenotypes in the Khoesan Speakers of Southern Africa
Full text linkThe Khoesan speakers are indigenous peoples in southern Africa, consisting of many different ethnic groups that do not speak Bantu languages. They are foragers with a complex history: they descended from the earliest diversification event for Homo sapiens, interacted with neighboring populations through migrations, and grappled with colonization. To investigate the Khoesan’s adaptation to their local environment, we analyzed genomic variations of Khoesan individuals with scans of natural selection, and identified variants that may be targets of selection in the Keratin (KRT) gene family. We examined a potential regulatory variant in KRT78, rs7307165, and conducted a dual luciferase reporter assay to determine if rs7307165 influenced gene expression. Results showed rs7307165 significantly affected enhancer activity in keratinocytes for KRT78. Missense mutations in KRT74 and KRT71 were also identified and appear to be compelling candidates for a mouse model experiment. Studying genetic variation in the Khoesan and other African populations can help us better understand human health, adaptation to local environments, and human history
Penn Library\u27s LJS 469 - [Sefer ha-seder ha-ḳaṭan] ... [etc.]. (Video Orientation)
No full texthttps://repository.upenn.edu/sims_video/1209/thumbnail.jp
Collation Model for Ms. Codex 104: Le constitutione delle Suore...
Full text linkConstitutions of the Dominican sisters of the third order of the monastery of Santo Vincentio in Florence, called Annalena, which was founded in 1494.https://repository.upenn.edu/sims_models/1157/thumbnail.jp
Collation Model for Oversize LJS 20: Carta ex[ecutoria] de hidalguia a pedimi[ento]
Full text linkCarta executoria issued under the name of Philip II of Spain in favor of the brothers Juan, Francisco, and Alonso Gaytan de Cuenca (also referred to as Alonso Gaytan de Truxillo), residents of Jerez de la Frontera in Andalusia, in response to their pleito de hidalguia (litigation to establish noble status), written in Granada and dated 12 September 1578.https://repository.upenn.edu/sims_models/1156/thumbnail.jp