The Moment We’ve all Been Waiting For: Lee’s Gettysburg Headquarters Opens

On October 28, 2016, the doors of the Mary Thompson house located on Seminary Ridge in Gettysburg opened before a crowd of over one thousand Civil War Trust members and Civil War enthusiasts. In 2013, the Civil War Trust purchased a portion of land on Seminary Ridge, land covered with a motel, a brewery, a restaurant, and the Mary Thompson house, which some know as the headquarters of Confederate General Robert E. Lee. Since purchasing the land the Civil War Trust, in partnership with other organizations, has worked to restore the Thompson property to its 1863 appearance by tearing down numerous contemporary buildings and restoring the house used by Lee during the Battle of Gettysburg. This past Friday, I walked my way up to Seminary Ridge, excited to see the finished project after watching the spot’s restoration for years. [excerpt

MS-161: Ellen Wild Letters

The Ellen Wild Letters Collection contains 21 letters, primarily featuring letters written in 1862 to 1865. The majority of the letters come from 1862, but several also come from her time following the Civil War. The letters recount Mrs. Wild’s time during the Civil War, waiting for news from her husband as well as surviving on the home front. She recounts Edward Wild’s adventures during the war, his life in camp, and his numerous woundings and ailments. Mrs. Wild discusses her husband’s involvement in North Carolina as well as with the free African Americans. She briefly mentions the Battle of Gettysburg and defends Joseph Hooker’s actions at the Battle of Chancellorsville. She gives her opinion about how the Civil War could be ended; saying that all that was required was the defeat of Robert E. Lee. In 1864, she follows Edward, taking residence in Norfolk, Virginia while her husband reports to Benjamin Butler. Mrs. Wild comments on Butler’s actions during this period of the war, and makes short mention of the battles occurring around Petersburg and Richmond. She continues to write about Edward Wild’s service in the American Army, noting his actions in Virginia as well as his state of mind during the late stages of the war. Following the American Civil War, letters from 1891 and 1892 recount Mr. Wild’s life during Reconstruction in Massachusetts. The letters pick up just a few months after Edward’s death, with many recounting the decisions Mrs. Wild had to make for herself as well as the struggles of living without her husband. She must decide what to do with the body of her husband as well as locating and processing his will to receive his estate. The will had been lost in Canada, and her letters recount her finding it once more with the help of her friends and Edward’s wartime contemporaries. Throughout these years, she is very ill, weak and fragile in the aftermath of her husband’s death. She also is taking care of her cousin Katy Wild, who is slowly dying of Pancreas cancer. Mrs. Wild goes into detail in almost every letter about Katy’s condition, with the series of letters ending before Katy passes. This group of letters talks about life after the Civil War and the affects Mrs. Wild can still see from it, even from the state of Massachusetts. Many years are missing in the series, including everything from 1866 to 1890. Several letters from each year are missing as well, and there is no continual narrative throughout. There are no replies back to Ellen Wild, just the letters written by her but she manages to answer many of the questions raised in a previous letter. Special Collections and College Archives Finding Aids are discovery tools used to describe and provide access to our holdings. Finding aids include historical and biographical information about each collection in addition to inventories of their content. More information about our collections can be found on our website http://www.gettysburg.edu/special_collections/collections/.https://cupola.gettysburg.edu/findingaidsall/1161/thumbnail.jp

Murder in Manassas: Mental Illness and Psychological Trauma After the Civil War

Following the American Civil War, the small railroad junction of Manassas, Virginia grew into one of the most prominent towns in the region with the help of town founder William S. Fewell and his family. In 1872, the youngest daughter of the prominent Fewell family was seduced and abducted by Prince Williams County’s Commonwealth Attorney and most prominent orator, James F. Clark without warning. Having just come home from three years of military service in the Civil War, witnessing the death of his twin brother as well as suffering for a year in Elmira Prison as a prisoner of war, Lucien N. Fewell walked into Clark’s jail and murdered his younger sister’s abductor. Acquitted of murder on the terms of mental illness, Lucien Fewell continued to live a life of violence caused by his traumatic experiences during the Civil War. Like many soldiers who came home from the Civil War, Lucien Fewell gives historians an insight into those who came home with combat-induced mental illnesses, as he came back from his military services a changed and violent man

Confederate War Etchings: Adalbert J. Volck’s Visual Depiction of the Confederate War Effort

During the Civil War, both the Union and the Confederacy utilized art to convey their sentiments regarding different aspects of the war. Most Civil War enthusiasts often recall drawings and cartoons by Thomas Nast when they think about political cartoons of the 19th century. Nast drew numerous cartoons for the Northern newspaper Harpers Weekly, commenting frequently on the Confederate States of America, the Civil War, as well as the political corruption of the era. Nast grew in fame across the Union, but the Confederacy, too, had its share of political cartoons and drawings that criticized the Northern war effort. Though not very popular during the Civil War, Adalbert J. Volck created political cartoons that resonated strongly with the Confederate war effort and the Lost Cause following 1865. [excerpt

Exploring Counselor Educators’ Experiences With Neuroscience-Informed Counseling Pedagogy

Human beings have been curious about the mysteries of the brain for centuries (Bear, Connors, & Paradiso, 2007). Modern advances in neuroscience technology and brain imaging techniques have allowed scientists to see the inner workings of the brains of living people, resulting in increased knowledge and understanding of how the brain functions and how learning occurs (Hardiman, 2012; Sousa, 2017). Findings from neuroscience research are rapidly being used to inform practices in fields such as education (Thomas, Ansari, & Knowland, 2018) and professional counseling (Beeson & Field, 2017; Field, Jones, & Russell-Chapin, 2017; Luke, Miller, & McAuliffe, 2019; Navalta, McGee, & Underwood, 2018; Russell-Chapin, 2016). While neuroscience-informed education and counseling are gaining significant attention and helping to enrich their respective fields, neuroscience-informed counselor education, specifically in regards to teaching and training counseling students, has not matched this momentum. In order to improve and advance counselor education it is important for counselor educators to understand how neuroscience can strengthen the educational process of training counselors and incorporate neuroscience principles related to teaching and learning into their work. The focus of this study was to gain a better understanding of the experiences of counselor educators who use neuroscience to inform their counseling pedagogy and training, specifically their conceptualizations of learning and development, creation of optimal learning environments, and instructional strategies. In this exploration, I hoped to discover meaningful themes in the experiences of counselor educators with neuroscience-informed counseling pedagogy that can support and enhance the field of counselor education. In this phenomenological study, I explored 6 counselor educators experiences integrating neuroscience into their counseling pedagogy. Through multiple interviews and artifact collection, 5 themes were discovered: the neuroscience of learning, the neuroscience of the teaching process, specific methods, neuroscience-informed counselor educator qualities, and beliefs about neuroscience-informed pedagogy. The findings of this study have significant implications for the field of Counselor Education, including greater student learning experiences and outcomes, options for incorporating neuroscience into counseling pedagogy, and specializations in neuroscience-informed pedagogy. Further implications and areas for future research are discussed

Felicissima Matrum: The Construction of Maternal Identity in Ovid\u27s \u3cem\u3eMetamorphoses\u3c/em\u3e and \u3cem\u3eFasti\u3c/em\u3e

After finally gaining control of Rome as princeps, Augustus was tasked with both ushering in a new era of peace and a new imperial form of government. To contrast the masculine world of war that he sought to leave behind, Augustus turned his attention to mothers and used them in imperial ideology and imagery as symbols of prosperity and morality. This was supported through his moral legislation, which brought tangible, legal benefits to motherhood in addition to the benefits of status that were more loosely and implicitly defined. The transition to monarchy also brought attention to mothers as the importance of succession was more important than ever and imperial women’s proximity to power stirred existing anxieties about feminine threats to power. In this context, Ovid composes the Metamorphoses and Fasti, and in this thesis, I examine the ways in which Ovid specifically acknowledges and disrupts Augustus’ construction of maternal identity as a stable symbol of peace and prosperity. In the Metamorphoses, Ovid confronts the pressure placed on women to become mothers by exploring the transgressive mothers of myth. In particular, I argue that this is accomplished through a focus on names and titles, especially that of mater and a woman’s given name. In the Fasti, Ovid takes on the paradoxical visibility and power of mothers at this time through the imperial family by concentrating on the upright founding mothers of Rome. Ovid achieves this through structure, namely by positioning mothers in the narrative to consistently undercut and overshadow men. In this way, the poems work together to address both realities of mothers at this time while also challenging Augustus’ efforts of control and stability

Musicking New Orleans Street Musicians: A Methodology for Writing About Music

This project argues for the use of performative writing as a methodology for writing about musical performances. An analysis of recent scholarship on music and musical performances written by performance studies scholars supports the use of performative writing in texts that address musical performances. In order to further this methodological claim, this study uses performative writing to document both historical and present day accounts of musical performances of street musicians in New Orleans. Utilizing Foucault’s theories on and Roach’s model of genealogy, Bruner’s notion of reflexive ethnography, and Small’s concept of musicking, I theorize, on a meta-methodological level, that performative writing enhances genealogy and reflexive ethnographic research, while simultaneously acting as an extension of the music or musical performance about which it is written

Right to Serve, Right to Lead: Lives and Legacies of the USCT

This is a catalog for an exhibit that follows the evolution of African-American participation in the Civil War, from slaves, to contrabands, to soldiers of the United States Colored Troops (USCT), as well as the lives of black veterans beyond the war, and their ultimate military and social legacy. Using a variety of period items, it creates a narrative that stretches from the Antebellum Period to the current day. In doing so, the exhibit shows how black sacrifice on the battlefield redefined the war\u27s purpose throughout the divided nation, how Jim Crowe suppressed the memory of black participation after Reconstruction, and how the illustrious African-American military tradition left by the USCT endures to this day in their modern heirs

Uncertainty in Lung Cancer Stage for Outcome Estimation via Set-Valued Classification

Difficulty in identifying cancer stage in health care claims data has limited oncology quality of care and health outcomes research. We fit prediction algorithms for classifying lung cancer stage into three classes (stages I/II, stage III, and stage IV) using claims data, and then demonstrate a method for incorporating the classification uncertainty in outcomes estimation. Leveraging set-valued classification and split conformal inference, we show how a fixed algorithm developed in one cohort of data may be deployed in another, while rigorously accounting for uncertainty from the initial classification step. We demonstrate this process using SEER cancer registry data linked with Medicare claims data.Comment: Code available at: https://github.com/sl-bergquist/cancer_classificatio