I was originally going to entitle this post “5 Great Mobile Apps for the Bored, the Slightly Addled, and the Disorganized…Basically 5 Apps for the Routine-Stricken Post-College Grad”, but I figured that was too wordy. I have a tendency to be long-winded (just ask my professors). In any case, I’ve been in possession of a
In an attempt to steer away from England for a post or two, I’ve taken the liberty of devoting this post to a topic completely unrelated to previous ones. A little known historical interest of mine lies in the Yukon (or Klondike) gold rush of the late nineteenth century.
(Author’s note: This post is based on research conducted at my time at Lancaster University in the U.K. Note that no primary sources were consulted given the nature of the assignment.) The fifteenth century saw a period of civil wars in Britain, later termed the Wars of the Roses. Most history books tell us that
(Author’s note: This post is derived from a paper written on the same topic for a class this past semester.)
(Editor’s note: This post was submitted by a fellow reenactor, Chris Ketcherside. He is the first to submit a post, and I hope you enjoy!) — I thought about titling this missive, “Why Teach History” but I don’t think this audience needs convincing on why to teach, but everyone can use a few “how-tos” now
No, I’m not here to trace my Carroll career one painful detail at a time. That’d be boring. Besides, I already posted my musing post last week in the midst of commencement hullaballoo. But it’s a few hours before the walk across the stage, and I’m feeling reflective…yet again. But this is what I’vereally learned
You know, I reflect a lot back on the last four years I’ve been in college. An awful lot. All those sleepless nights spent putting the finishing touches on papers and projects with either country or Disney music playing in the background.
Working in the Carroll University archives for the last three years has allowed me to have access to interesting and unusual tidbits about my university’s history. Here are some of the most noteworthy:
So the last two posts in this series have covered a lot of ground. The first one discussed museum trends, and the second covered some factors many museum professionals had in varying degrees as identified by Dr. Paul F. Marty. This last post describes ways in which a student interested in entering the museum field
In my last post on entering the museum field, I discussed the trends of library, archives, and museum studies education/training as diverging paths rather than integrating ones, based upon an article by J. Trant. Also, I included my own personal experiences in the greater Milwaukee area and my own struggles with choosing graduate programs to