College Catalogs Research Articles

Active Galactic Nuclei and Star Formation in nearby Galaxies (AGNSTRONG). I. Sample and Strategy

We introduce our project, AGNSTRONG (Active Galactic Nuclei and STaR fOrmation in Nearby Galaxies). Our research goals encompass investigating the kinematic properties of ionized and molecular gas outflows, understanding the impact of AGN feedback, and exploring the coevolution dynamics between AGN strength activity and star formation activity. We aim to conduct a thorough analysis to determine whether there is an increase or suppression in star formation rates (SFRs) among targets with and without powerful relativistic jets. Our sample consists of 35 nearby AGNs with and without powerful relativistic jet detections. Utilizing submillimeter continuum observations at 450 and 850 μm from SCUBA-2 at the James Clerk Maxwell Telescope, we determine SFRs for our sources using spectral energy distribution (SED) fitting models. Additionally, we employ high-quality, spatially resolved spectra from UV-optical to near-infrared bands obtained with the Double Spectrograph and Triple Spectrograph mounted on the 200 inch Hale Telescope at Palomar Observatory to study their multiphase gas outflow properties. This paper presents an overview of our sample selection methodology, research strategy, and initial results of our project. We find that the SFRs determined without including the submillimeter data in the SED fitting are overestimated by ∼0.08 dex compared to those estimated with the inclusion of submillimeter data. Additionally, we compare the estimated SFRs in our work with those traced by the 4000 Å break, as provided by the Max Planck Institute for Astrophysics and Johns Hopkins University catalog. We find that our determined SFRs are systematically higher than those traced by the 4000 Å break. Finally, we outline our future research plans.

La introducción de la Física cuántica en España: libros de texto, panorama general y relación con la Filosofía (1930-1960)

In this article, we have addressed the early stages of quantum physics in Spain, specifically, between the years 1930 and 1960. We have relied on David Kaiser’s thesis on the weight of philosophy in quantum physics textbooks in the United States (Quantum legacies, chap. 8, 2020) and we have made a first approximation for the Spanish case. To have a better understanding of the editorial, intellectual and cultural context, we have created and analysed a database from the REBIUN university catalogue, which has offered us a panoramic view of the works published at the time, as well as their places of origin, languages, publishers, and evolutions. Then, we have analysed the treatment of philosophical aspects in some relevant Spanish textbooks. We have concluded a particular evolution in the Spanish case, conditioned by its economic, social, and political context, with a tendency to interpret quantum physics from a national-catholic dogma and to escape from mathematical complexity. We have also seen a great influence from the English-speaking sphere and an enormous importance from the Latin American publishing system in the dissemination of works in Spanish. The results call for us to carry out studies in greater depth.

국내 국·공립대학교의 교양교육 체계 및 전공 자유 선택 제도 탐색 연구

The purpose of this study is to explore the current state of the liberal arts education system of national and public universities in Korea, as well as department of free major as a major free choice system. National and public universities are in a situation where they must reflect the trend of the times and the demand for education while pursuing the nature and academic identity of education. This study aims to examine the liberal arts curriculum and organizational system, and the system for autonomy in searching and selecting majors of national and public universities in Korea. For the study, the latest data were investigated based on the university catalogs and school website released by national and public universities in Korea from April to July 2023. As a result of the study, the operation status and cases of the liberal arts curriculum and major free choice system of domestic national and public universities were presented, and the commonalities and differences were confirmed. Through this study, it will be possible to identify trends in the liberal arts curriculum and major selection system of domestic national and public universities and to seek future educational development directions.

“Tuskegee Is Her Monument”: Gender and Leadership in Early Public Black Colleges

AbstractThis article examines the relationship between gender and leadership in southern public Black colleges from the late nineteenth through the early twentieth century. Public colleges offer a unique view of this relationship because, in an era of disfranchisement, the political stakes of leadership were more obvious than in private schools. I argue that the gap between Black women's dynamic roles on public campuses and their marginalized representations in school reports reveals the processes that have obscured their public educational leadership in the American South. Analysis of images collected from college catalogs supplements my examination of documentary evidence from archives and published reports. State educational administration was one of the few remaining spaces where Black men could wield political influence. As they worked to produce institutional images that proclaimed their capacity for and right to public leadership, however, they minimized the contributions of Black women.

PROSPECTS OF LEARNING PSYCHOLOGICAL DISCIPLINES FOR HR

Studying at the National University of Food Technologies provides for systematic surveys of applicants for higher education aimed at optimizing the pedagogical process, in which, in particular, respondents note the high quality of teaching psychological disciplines and the need for further in-depth study of them. This fact determines the relevance of the problem of studying psychological disciplines for HR. The paper analyzes the compliance of the existing academic disciplines with the author's programme for the formation of psychological competence on the example of the pedagogical process of applicants for the educational degrees "Bachelor" and "Master" of the educational and professional programme "Personnel Management" full-time and part-time forms of education, that is, HR managers. The psychological content of the integral, general, professional competencies and programme learning outcomes illustrates the importance of mastering psychological disciplines for the HR sphere. The implementation of the original programme for the formation of the psychological competence of food industry specialists developed by the author in previous studies in the educational and professional process of future HR managers is effective, as evidenced by applicants for higher education, after mastering the "Fundamentals of Psychology", then they regularly choose psychological disciplines from the catalogue of the educational programme and the general university catalogue: Fundamentals of psychodiagnostics for HR, Psychology of HR professional activity, Psychology of soft skills in personnel management, Psychology of success, Leadership and team building. The best graduates apply the acquired psychological competencies in their own professional activities and become stakeholders, who, in turn, encourage the deepening of knowledge, skills and abilities during the learning of psychological disciplines in the process of social and educational training of personnel managers. The author determined that the study of psychological disciplines will allow applicants for higher education to be successful HR managers and to fulfill effectively their professional duties in future.

Naomi Willie Pollard Dobson: A Pioneering Black Librarian

ABSTRACT Naomi Willie Pollard Dobson (1883–1971) was an educator, librarian, clubwoman, civic leader, and the first Black woman to graduate from Northwestern University in 1905. Despite her achievements, Dobson is not represented in the literature in Black librarianship history, African American history, or women’s history. This article takes a closer look at an early twentieth-century life well lived. A chance reading of the 1915 Wilberforce University catalog revealed her as the head librarian at Wilberforce, an Ohio historically Black college founded in 1856 by the African Methodist Episcopal Church. This article documents the process of uncovering an unknown and unsung figure in African American woman’s biography and library history. The text makes the case for inclusion of an under-researched woman who contributed to the intellectual and liberatory conscious of African Americans. To situate the subject in time and space the article recounts her familial influences through genealogy, explores her movements through the society and women’s columns, and outlines her professional work through institutional reports. Recounting Dobson’s life involved embracing the relational through the significance of a remarkable family, communities centered on self-determination, and progressive racial uplift.

Gold Wings and Brown Boots: The Organization of the Army ROTC at Marshall University

Gold Wings and Brown Boots:The Organization of the Army ROTC at Marshall University Nathaniel DeBruin The 1902 Marshall College catalog contains a photograph of young men in uniform standing in front of Old Main, the College's academic and administrative building. The caption reads, "Cadet Corps in front of College Hall." Other photos of student organizations and "boarding clubs" in the catalog show young men in the same uniform. A single paragraph in the Herald Advertiser relates that college president L. J. Corbly was petitioning state legislators to form a corps of cadets at the college.1 In the May 1902 edition of the Parthenon, the college student newspaper, another few sentences relate the arrival of the cadets' uniforms and the fact that one of the colleges' female boarding clubs enjoyed coming to campus to watch the "boys drill.'"2 One last mention is made of the corps of cadets greeting the train to welcome the winning Marshall College baseball team on May 31, 1902.3 And that is where the story ends – as suddenly as it appears, the corps vanishes. No further mention is found in the local or student newspapers after 1902, and the college catalogs after 1902 contain no mention or photographs of the corps or students in uniform. In 1934, Marshall College had another brief interaction with the military when the opportunity arose to host an Army Reserve Officer Training Corps (ROTC) unit. Support for the unit was found among the student body; but the faculty was opposed, and the opportunity for a unit was lost. The Civilian Pilot Training Act of 1939 designated federal funds to create a Civilian Pilot Training Program (CPTP), which emulated the civilian pilot training programs in European countries. Marshall was selected to participate in the CPTP; the program included classroom instruction in aeronautics on campus and flight instruction at the Chesapeake (Ohio) Airport.4 It was not until 1943, when the US Army Air Force selected colleges and universities across the United States to provide academic training for aviation [End Page 1] Click for larger view View full resolution Figure 1. Marshall Catalog, 1902 (Marshall University Special Collections) cadets, that Marshall College and the military would finally come together. In February 1943, after meeting the criteria to host a unit, Marshall College was selected to become the home of the 47th College Training Detachment (CTD) (Aircrew). The 47th CTD became an integral part of the campus and the Huntington community until it was disbanded in April 1944. In 1950, Marshall applied for and was selected to host an official Army ROTC unit, and the Thundering Herd Battalion was created in September 1951. The desire for a military presence on the college's campus prior to World War II was mixed. However, as the United States moved toward entering the global conflict, Marshall actively sought and accepted an Army Air Force unit during the war. These changing attitudes toward education and the experiences of veterans returning to campus, both students and faculty, were instrumental in creating an atmosphere of increasing acceptance of the military that was absent prior to World War II. This presence of the armed forces on campus during the war and the changing attitudes toward veterans by faculty and other students contributed to the creation of an ROTC unit on Marshall's campus. The Early Years At the founding of the United States, it was a widely shared belief among the framers of the Constitution that "standing armies in time of peace are [End Page 2] inconsistent with the principles of republican government, dangerous to the liberties of a free people, and generally converted into destructive engines for establishing despotism."5 The result of this sentiment was a recurring cycle of expanding the military during times of crisis, and then just as quickly dismantling it when the threat or conflict had ceased. The Civil War made it apparent that the US Military Academy was not capable of meeting the demand for the large number of officers needed for a protracted conflict; thus a new method of training officers was needed.6 The debate over public funding of colleges and universities had also been ongoing prior to the...

New Product Launch Success: A Literature Review

This review article deals with the current state of knowledge on the topic of launching new products on the market and the success factors that constitute launch success. As things stand today, it can be stated that the existing research work already covers a broad range of topics and that there is an extended pool of relevant results, which, however, appear rather confusing for the most part due to the lack of comparability of methods and indicators and a large number of specific topics dealt with. It also reveals many gaps of science for future research. The method of this article uses integrative review approach with elements of semi-structured methods to analyse the content of studies concerning the research topic and is thus providing an up-to-date overview of the object of research, which reflects the state-of-the-art on questions relevant to practice and science. Therefore, databases like Google scholar and the university catalogues of the university in Dortmund and Cologne have been used, focussing only on sources that were also listed in Scopus and the Web of Science. The current change through megatrends like the digitalization is also taken into account. Literature on this topic is evaluated to determine the influence of current and future megatrends on the optimal design of product launches. The result is that on the one hand there is already a secure pool of success factors, best-practice methods, typologies and investigation of phenomena encompassing the product launch. On the other hand, the introduction of products to the market is a complex process whose orientation towards the maximum prospects of success must be individually aligned to the respective specifics of the market, product, business model and target group (internal and external), so that there can be no general recipe for success, which applies to every situation. The new opportunities provided by digitisation will also play a key role in this respect.

Interdisciplinary Human Factors Curricula for Individualized, Independent Study

Education and career development of new generations of human factors professionals has rightly been a central concern the Human Factors and Ergonomics Society for many decades. There have been periodic surveys to track the changing employer expectations for new professionals, and there have been several panel discussion at the HFES Annual Meetings to address various issues in education of future professionals. There have been significant changes in academia, where many traditional disciplinary programs are declining and new interdisciplinary programs are emerging. These trends may present novel opportunities for education of the future human factors workforce. In this project we surveyed all courses in a university course catalog to identify courses that offer training, to varying degrees, in the Core Competencies as defined by the Board of Certification in Professional Ergonomics. These courses could form a basis for interdisciplinary programs in human factors without being confined in any particular department or existing program.

ESL programs at U.S. community colleges: A multistate analysis of placement tests, course offerings, and course content

AbstractWhen U.S. English learners (ELs) attend college, they are more likely to enroll in 2‐year community colleges than in 4‐year colleges. Prior research points to the tension between English as a second language (ESL) programs providing support to ELs and lengthy ESL programs acting as barriers to ELs seeking access to mainstream college coursework. Nevertheless, community college ELs and ESL programs remain understudied. The researchers investigated community college ESL placement, course sequence length, and types of ESL courses offered across the United States by examining the 2017–2018 catalogs of community colleges in nine states. Two hundred seventy‐two community college catalogs were analyzed. Findings include that 81% of colleges reported offering some ESL‐specific coursework and that ESL course sequences varied on average from 2.3 to 4.7 semesters in length across states. For most states studied, ESL courses were solely structured around skills‐based instruction. Furthermore, although general English placement information was accessible and often standardized within states, ESL placement information was rarely available and sometimes out of date. Based on these findings, the authors recommend that community college ESL programs implement valid placement procedures, award college credit for ESL coursework, and streamline student access to discipline‐specific academic and vocational content.

An acoustic impedance probe for the teaching of musical acoustics to non-majors

Physics of Music or similar titles are found in the course catalogues of many colleges and universities. Almost always such courses are directed at non-physics majors and even non-science majors. As a result the course materials must be presented without reliance on advanced mathematical concepts, and thus a great deal of in-class demonstrations combined with video clips are used instead. For example, the concept of acoustic impedance, when introduced rigorously, requires the use of complex algebra. However, a discussion on a qualitative level can be done in a way that is accessible to undergraduate students without a great deal of math background. In order to introduce some measure of quantitative discussion, we are using a simple home-built impedance probe to record the input impedances of simple air columns as well as real instruments. In this talk we will discuss the details of the impedance transducer and show how it can be used to demonstrate how a flared bell changes the resonances of cylindrical air columns, the effect of differently shaped mouth pieces on the acoustic properties of a brass instrument, and a number of other characteristics of musical instruments.

The top 5 sections of the FERPA regulations: Annual FERPA notification — The checklist, Part 2

The Family Educational Rights and Privacy Act requires us to notify students annually of their FERPA rights. Furthermore, the Family Policy Compliance Office wants us to print this notification in a publication the student is most likely to read: the college catalog, student handbook, or schedule of classes.

Oropharyngeal dysphagia among patients newly discharged to nursing home care after an episode of hospital care.

Oropharyngeal dysphagia (OPD) is a common but under-recognized problem among older residents in nursing homes. If not detected and properly managed, it is a risk factor for failure to thrive and aspiration pneumonia. Discharge to nursing home from hospital may provide an opportunity for detection and subsequent management. To assess the extent of transfer of communication of swallow disorders in patients newly discharged to nursing homes from a university teaching hospital and catalogue recommendations suggested at discharge. University teaching hospital METHOD: Speech and language therapy (SLT) consultation notes of referrals from 100 consecutive patients discharged to nursing homes for the first time are reviewed for presence of a swallow disorder. The discharge documentation was then assessed to determine transfer recommendations for management of swallow disorders. Fifty-three patients had been referred to SLT for suspected OPD during hospitalization. At time of discharge, 35 (35%) continued to present with OPD and swallow recommendations were made as part of the management plan. An SLT report was transmitted to the nursing home in 80% of these cases. OPD is present at discharge in over one-third of patients newly discharged to nursing home following a hospital admission, and this may be an under-estimate. This is significant in terms of planning of future care of management in nursing homes. It is important that the syndrome is duly noted in transfer documentation and that appropriate multi-disciplinary support arranged for residents in nursing homes with OPD.

Quantitative Literacy in the Core Curriculum of Hood College: Chapter II, Outcomes and Assessment

In a previous article, we described our college’s new core curriculum, which included a Quantitative Literacy (QL) component for the first time. We explained how we defined QL in the college catalog, and how we used that definition to choose courses to satisfy the new requirement. We then discussed our early efforts at assessing the effectiveness of the QL program and described our plans for the future. Here we report on our progress towards those goals, including working with faculty from other departments and with our institutional research office to develop a more sophisticated assessment plan, as well as creating and implementing easier-to-use surveys and assessment instruments.

Archiving Regiments: Thomas M. Owen and the Collection of Alabama's Confederate Records

Archiving Regiments:Thomas M. Owen and the Collection of Alabama's Confederate Records Daniel E. Cone (bio) There is a light-gray photocopy of a typed letter tucked into a manila folder in a collection at the Alabama Department of Archives and History (ADAH) in Montgomery, Alabama. It is from the office of the director, and is addressed to a Mr. Edmundson. Within a few lines, it becomes clear that Edmundson is an American Civil War veteran, a former Confederate Army officer, and that the director wants a few things from him. First, he needs to know when Edmundson's military unit, originally Company C of the Forty-fifth Alabama Infantry Regiment, became Company D. Second, he wants Edmundson to name living descendants of two other officers; and while he is at it, could Edmundson please confirm the first initial of another officer's name—is it C or J? Edmundson should also send papers, "any old documents, such as letters, reports, rosters, or commissions," that deal with his military service. "The value of [this kind of] contemporary data cannot be overestimated," the director tells Edmundson, and he will take good care of it. He eagerly awaits Edmundson's reply, for time is of the essence, and the director needs all the help he can get: "[Alabama] is doing all it can to preserve the materials for its history, and to clear up all obscurities before all of the actors themselves have passed away. What we do will be well or poorly done, in proportion as we have cooperation."1 [End Page 210] The letter to Edmundson was neither the first nor the last of its kind that Thomas M. Owen wrote over the nineteen years that he managed Alabama's fledgling state archives. That Owen was seeking information from the Civil War era was, on the one hand, unimportant; what he sought was historical information, period. Described as a man of "undiscriminating" tastes in old records, when it came to archival accessions Owen seemed to want it all. His initial funding proposal to the Alabama legislature envisioned that the state archives would have a broad mandate for "the collection of historical facts, records, and antiquities." The archives' first press release in the Montgomery Daily Advertiser announced Owen's desire to secure "copies of all books and pamphlets . . . relating to the State, as well as general historical works . . . maps, prints, charts . . . historical pictures, photographs and old oil paintings . . . school and college catalogues, all church literature" and "files of newspapers." Within Owen's personal library, state and national government records, periodicals, and publications of educational and religious institutions bulked largest. Personally and professionally, the director did not privilege any subject or era over another.2 From this standpoint, Owen's preservation of Civil War-era records was a topical sub-point of a larger goal. However, Owen insisted that his efforts "to gather authentic data, statistics, documents, reports, plans, maps, and other material for an impartial history of the Confederate side" of the war were not merely incidental; rather, they ranked as his "second duty" overall. Even a cursory perusal of his voluminous correspondence, official and unofficial, suggests that Owen probably did more work in gathering wartime records than in those of any other topic or time period. While Owen's role in establishing America's first state-supported archival repository is relatively [End Page 211] well known, his documentation of Alabama's Confederate soldiers has received less specific attention. 3 Born the year after Lee's surrender at Appomattox, son of a Confederate veteran, Thomas McAdory Owen studied law at the University of Alabama, hung out his shingle in Bessemer, served as justice of the peace and county solicitor, and became involved in local politics. Always interested in history, Owen spent his spare time rummaging through the Library of Congress while clerking briefly at a Washington, D.C., post office. After returning to his law practice in Alabama, Owen helped found the Southern History Association in 1896 and reactivated the Alabama Historical Society in 1898.4 Still loftier ambitions motivated Owen. Since preparing an Alabama bibliography in 1897, he had become concerned about archival preservation. On one occasion, Owen...

Does (No) Discovery Lead to (ILL) Delivery? Comparing Transaction Logs to ILL Requests to Determine the Persistence of Library Patrons

This study looks at known-item searches within a university catalog that come up with a “no results” response to see whether patrons will then place an ILL request for that material and how persistent a user might be in order to obtain something that they want. Catalog search transaction logs were compared against interlibrary loan (ILL) requests placed during the same time frame. Overall, the rate of persistence, or the frequency with which ILL requests were placed when no results were found in the catalog is very low.

DISEMINASI INFORMASI ADMINISTRASI DAN AKADEMIK MELALUI KATALOG UNIVERSITAS TERBUKA PADA MAHASISWA PROGRAM NON PENDIDIKAN DASAR DI UPBJJ-UT MATARAM

Abstract: This study aims to identify and analyze the effectiveness of Administrative and Academic Information Dissemination through the Open University Catalog On Non Basic Education Program Student in UPBJJ-UT Mataram. The method used in this research is descriptive correlational survey. The results in this study is that there was a significant relationship between: 1) the characteristics of the respondents, the accessibility of information and intensity of communication with the effectiveness of administrative and academic information dissemination through the catalog of the Open University in UPBJJ-UT Mataram. 2) Each of the three independent variables: characteristics, accessibility of information and communication intensity Non Basic student in UT UPBJJ Mataram. 3) Use of the Open University catalog with the catalog of benefits for Non Basic student in UT UPBJJ Mataram.

American liberal education and the civic university: ‘citizenship’ and ‘learning’ at the American University of Beirut

ABSTRACTThis article examines constructions of ‘citizenship’ and ‘learning’ in university initiatives and curricula at the American University of Beirut (AUB), Lebanon, contributing to theorizing in critical geographies of education. The methodology entailed examining: (i) educational rationales from the AUB archive (1922–2012); (ii) university catalogues (1880–2015) and (iii) contemporary university initiatives from the AUB website. This empirical examination is contextualized in relation to: (i) discourses on the mission of higher education including nation-building, the ‘civic’ university and its local embeddedness, and (ii) the neoliberal internationalization of higher education. These constructions of ‘citizenship’ and ‘learning’ are also socio-politically located in relation to the post-colonial history of the institution and region. My empirical analysis identifies three themes: discourses of the ‘moral’ role of education at AUB, its importance in a precarious region, and discourses of ‘common values’ amongst a diverse student body. I illustrate how these contested discourses of ‘citizenship’ and ‘learning’ are situated both within a discourse of the civic university, yet simultaneously negotiated and in tension with discourses and practices of neoliberalism in higher education. Despite these challenges, I propose that the post-colonial particularities of AUB in the region construct a space that enables faculty and students to exercise their agency.

William Hudson: Trinity University's "Eccentric" Professor, 1870–1889

William Hudson:Trinity University's "Eccentric" Professor, 1870–1889 R. Douglas Brackenridge (bio) Click for larger view View full resolution William Hudson, undated. Courtesy Fort Worth Star-Telegram Collection, Special Collections, the University of Texas at Arlington Libraries, Arlington, Texas. [End Page 146] Born, raised, and educated in England, William Hudson (1820–1901) immigrated to Texas in 1852 and began a career as an educator and scientist that spanned four decades. Noted for his high energy, wide ranging interests, and exceptional abilities, Hudson was a quintessential polymath during an era when college trustees expected faculty to handle multiple teaching assignments and to do so competently. He once penned a letter to a Trinity University president listing sixteen courses he was prepared to offer. In bold strokes along the left margin he wrote: "Will be willing to lecture on almost any subject, if allowed to read one's dissertation."1 While Hudson's claims may appear ludicrous to modern readers, they would not be perceived as unusual by his contemporaries, especially for a man of Hudson's stellar academic reputation. What makes Hudson unusual, and the subject of this narrative, however, is his enlightened and innovative classroom pedagogy that significantly differed from traditional modes of instruction. He was at the forefront of curricular and pedagogical reform movements that gained momentum in Texas during the last two decades of the nineteenth century.2 [End Page 147] Click for larger view View full resolution The first Trinity University building: John Boyd Home, Tehuacana, Texas, c. 1869–1870. Courtesy Trinity University Archives, San Antonio, Texas. Before joining the Trinity faculty in 1870, Hudson taught school in Tarrant County and surrounding areas. At Trinity, in Tehuacana, Limestone County, Hudson initially served as Principal of the Commercial Department, where he taught courses in penmanship and business skills. Later, as Professor of Chemistry and Natural Science, he taught in the field of his primary academic interests. Beyond the classroom, Hudson acquired a regional reputation as a well-informed scientist. An ordained Cumberland Presbyterian minister, Hudson spent his retirement years serving small churches in North Texas and Oklahoma Territory. He died in Altus, Oklahoma Territory, on October 31, 1901.3 Hudson's career has gone largely unnoticed by regional historians. The Handbook of Texas Online has a one-paragraph entry on Hudson, and a few other secondary sources have similar brief notations.4 Even Trinity historians have given him scant attention. His death passed unnoticed by [End Page 148] university trustees or campus newspapers, and a university centennial history published in 1968 never mentions his name. A recent institutional history (2004) is the first to include references to Hudson as a Trinity faculty member.5 To a large extent, Hudson's obscurity is due to the paucity of autobiographical and biographical information available to researchers in archives and other depositories. Quests for what reportedly was a sizable collection of books, manuscripts, and personal papers in Hudson's possession at the time of his death have not been productive. Oral history interviews with family descendants have added a few details about Hudson's early life, but nothing new in regard to his years at Trinity. Fortunately, Hudson wrote a series of articles in a denominational magazine and crafted course descriptions in university catalogues that provide insight into the theory and practice of his teaching methodologies.6 A contributing factor in his obscurity is the reputation for eccentricity attached to his name. While Hudson's peers never questioned his academic expertise, they viewed him as an outlier whose unconventional personality traits and novel teaching methods merited the appellation "eccentric." One faculty member referred to him as "a man of broad culture but a very eccentric man. He had a seemingly unlimited amount of book learning, but was really deficient in knowledge of practical business affairs."7 A former student described Hudson as "an intellectual giant, although a somewhat impractical genius."8 Taken out of context, however, references to Hudson's eccentricity are open to misinterpretation and tend to obscure his contributions to education and scientific research in Texas. In retrospect, the term "charismatic" may be more appropriate than "eccentric" when applied to Hudson. During Hudson's...

A Descriptive Catalogue of the Medieval Manuscripts in the Library of Peterhouse, Cambridge by Rodney M. Thomson

Reviewed by: A Descriptive Catalogue of the Medieval Manuscripts in the Library of Peterhouse, Cambridge by Rodney M. Thomson Constant J. Mews Thomson, Rodney M., A Descriptive Catalogue of the Medieval Manuscripts in the Library of Peterhouse, Cambridge, Cambridge, Brewer, 2016; hardback; pp. xliv, 250; 130 colour illustrations; R.R.P. £95.00; ISBN 9781843844419. The manuscript catalogues of Oxford and Cambridge colleges produced by Rodney Thomson have the same stature as those produced by Montague Rhodes James, but consistently introduce a level of analytic accuracy demanded by the passage of time. This is particularly true of this volume on the manuscripts of Peterhouse, the oldest of the Cambridge colleges, which James described in 1899, but which have now been freshly described by Thomson. The labour that goes into such a volume often passes in silence, as so many minor details will be relevant only to the rare scholar who needs to know about the content of a particular manuscript. In this case, the antiquity of Peterhouse makes its manuscript collection potentially valuable for the insights it might give into intellectual life in the early centuries of the University at Cambridge. In fact, as Thomson warns, we know little for certain about its library before its earliest library catalogue from 1418. As with most such college libraries, its collection was formed from donations by individual scholars over the centuries, sometimes long after the foundation of Peterhouse by Hugh of Balsam, bishop of Ely, in 1284. Nonetheless, enough interesting books survive for us to gain some insights into Cambridge intellectual life (often overshadowed by that of Oxford) in the earliest centuries of the university. Even when the early history of a manuscript is uncertain, there are still items that demand attention. Thomson's analysis, following in the tradition of James and R. A. B. Mynors (whose annotations on the James 1899 catalogue assisted Thomson in this task) focuses more on the historical than intellectual significance of the texts preserved in the library. Nonetheless, there are many treasures at Peterhouse worthy of note. Occasionally the significance of the date of a particular manuscript is passed over. For example, Thomson describes MS 150, containing parts of the Conflatus of Francis of Meyronnes, in the introduction as pre-dating the College's foundation (p. xviii), but more accurately describes it as early fourteenth-century in the Catalogue itself (p. 90). It might have been helpful to add that this must be an exceptionally early MS of the work, as Meyronnes (c. 1288–1328), a French Franciscan, an independently minded follower of Scotus, only lectured on the sentences in 1320–21. He does observe, however, that, like two other MSS (109 containing Odo of Cheriton's sermons; and 178, a fourteenth-century copy of many medical texts, including some by Ricardus Anglicus), it has annotations in English as well as Latin, a revealing insight into the developing use of English within a scholastic context. Similarly, Thomson notes that MS 82 is a late thirteenth-century manuscript containing Giles of Rome on De bona fortuna and Aristotle's Rhetorica, and [End Page 261] Aquinas with the continuation by Peter of Auvergne on Aristotle's Politics. Given that Moerbeke only translated De bona fortuna (derived from Aristotle's Ethica and the Magna moralia) in 1270, and that Peter of Auvergne (d. 1304) completed the Aquinas commentary on the Politics sometime before the 1290s, the extraordinary intellectual importance of this manuscript deserves to be signalled. There are many other treasures in this collection, whose early history is not known, including late eleventh-century copies of the Collectio canonum Lanfranci (MS 40), annotated before 1130 by Symeon of Durham, and of a glossed Boethius De arithmetica and Cicero on rhetoric (MS 248). Among later scholastic manuscripts, the reviewer observes that there are late thirteenth-or early fourteenth-century copies from England, not just of Aquinas (MSS 47, 48, 76) but also (MS 152) of Siger of Brabant and Albert the Great. For understanding the diversity of intellectual perspectives within England in a period which generated both Scotus and Ockham, this is of great importance. Only by browsing this catalogue, magnificently supplemented by over a hundred images, can the significance...