7 20 164 https://150years.coateslibrary.com/files/original/b72ba3795daa16116264416ca4ff379b.PNG e28214c7e47704e07caec14d2759215f Hyperlink A link, or reference, to another resource on the Internet. URL https://www.leganews.es/estudiantes-descubren-la-diversidad-funcional-en-fundacion-esfera/ Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 2018: Estudiantes de Trinity University descubren la diversidad funcional en Fundación Esfera Subject The topic of the resource 2018: Estudiantes de Trinity University descubren la diversidad funcional en Fundación Esfera Description An account of the resource Trinity Students Adam Gryniewicz and Meredith Jackson discuss their experience working for the “Fundación Esfera,” a non-profit that serve those with cognitive disabilities. The goal of this experience was for the students to have direct exposure to people with disabilities as well as to practice their Spanish by immersing themselves in a new environment. Creator An entity primarily responsible for making the resource Beatriz Fernandez Publisher An entity responsible for making the resource available Lega News Date A point or period of time associated with an event in the lifecycle of the resource 6/19/2018 Language A language of the resource Spanish 2000s 2018 Experiential learning Skyline Study Abroad Study Away https://150years.coateslibrary.com/files/original/510d63c910f7480c30ba214b6edf68c8.pdf dd776ac1b21df28c57afc661549ac6cb PDF Text Text Emi Mondragon Dr. Young BAT 3394 6/17/19 Hiroshima Museum Prior to visiting the museum, my knowledge about the bomb on Hiroshima came from what I learned about history, a documentary I watched, and personal experience from my grandmother. During world history classes, I learned that the U.S. dropped the bomb on Hiroshima to prevent a large amount of American casualties that would occur from invading the Japan mainland to end World War II. In addition, I learned about the events surrounding the event such as Pearl Harbor from the American perspective and when Japan’s emperor Hirohito surrendered. I learned that the U.S.’s goal was not to let the Japanese to continuously suffer since they lost the war, but rather that the U.S. would help rebuild the Japanese economy and allowing them to get back on their feet after the war. From a documentary about the aftermath of the Hiroshima bomb, I was able to understand what happened directly underneath the bomb along with nearby areas. People were instantly vaporized and others were injured badly enough that they died from their wounds. First, the bomb hit and created a shockwave outward that could send glass into people’s bodies or knock buildings onto people. After the shockwave came an intense wave of heat and dark cloud that pushed outward, burned people’s bodies, and fused objects together. Directly following this occurrence, some people described it as appearing like “hell.” People were desperately running around on fire or trapped under objects. Children clung to their mothers who tried what they could to protect them. Since many were scorched from the intense heat, they were in search of water, but a black rain fell from the sky, which came from bomb’s cloud. However, if people drank the rain they, died because it contained radiation and other harmful substances. The aftermath of the bomb was equally awful; people who were deformed, burned, or blind after the bomb wandered like zombies to where they seeked to find their lost families or to get medical assistance. There were many who lost their lives to these injuries. Others who entered to assist the wounded or those who were not badly wounded began to become infected with radiation poisoning. This brought them down with a mysterious illness and many died suffering at the hands of the poisoning. Survivors had a hard time moving past this event, since many lost their lives and Japan suffered a terrible defeat. At the end of the documentary, it mentioned that people who survived long after the bomb were having a strange sense of nostalgia seeing the city rebuilt, and remnants of the past disappear. As for my personal experience, my grandma was in elementary school when the bomb was dropped on Hiroshima. She lived in Ube, in Yamaguchi prefecture, at the time but was still able to view the bomb from her location.From what my mom told me, she described it as a “pretty mushroom,” but she probably didn’t understand the event like the adults did. Furthermore, she felt that she understood that the U.S. dropped the bomb to end the war, so she did not harbor any resentment or hatred toward Americans. In addition, when my mom came to America as a foreign exchange student in high school, she felt that the �Americans portrayed the bomb as warranted justice for Japan trying to conquer the world. She felt conflicted about this interpretation, since she was Japanese, and felt that her country was the victim. She usually avoided this topic and her teacher allowed her to skip classes involving this topic. My family’s experiences with the Hiroshima bomb gave me a bit more of an understanding of the bomb and events surrounding it, which made up my interpretation of the event before the museum. During the visit to Hiroshima, I learned many personal stories about people who lived through the Hiroshima bomb or what happened to them afterward. I read about people who died almost instantly or soon after the bomb dropped. I learned about all the pain and agony that their wounds made them feel. In addition, I learned that people who survived the bomb long after it was dropped were often not themselves or eventually died as a result of the long-term effects of the bomb. There were many illustrations depicting events that people saw, which helped me understand what happened and how it affected people. Furthermore, I saw the message that the museum was trying to portray to the visitors about the event. They displayed the countries that signed and ratified the banning of nuclear weapons and hoped that one day there would be no more use of nuclear weapons, knowing the consequences of Hiroshima. From the visit, I felt that I was sad about everything that had happened and a bit nostalgic. All the stories of people losing their ability to live life like they used to was depressing to read about. Like my grandmother, I feel that I cannot harbor hatred toward the U.S. for dropping the bombs, for the reason that it ended the war. There is no telling what would have happened and who would have died if the bombs had not been dropped. Regardless, the bombs were horrific and many people suffered. I felt that countries going to war creates numerous occasions of inhumane acts or awful deaths. There is no real justification for humans inflicting great suffering on one another, but people may find comfort knowing there is a reason for awful acts such as these. Once I considered that my grandmother had to live through this, I began thinking about this more when we were sharing our thoughts about the museum. I wished I had more time to think on my own, since it wasn’t a feeling I could share with the group. I felt the disconnect between my mother and my grandmother. My mother never felt super close to her mother, so always I felt that there was a bit of a barrier between my grandmother and I. Since I did not know Japanese, I had no way to communicate properly and my mother told me about my grandmother’s experiences. I never heard her tell me about her life directly. I was a bit sad I could not ever ask her how she felt or what happened to her during the time the bomb was dropped, since she died a few years ago. Originally, one of the reasons I came to Japan was to reconnect with my roots because I felt a vague sense of this disconnection throughout my life. As I sat listening to the survivor’s story, I wondered what my grandmother would say if she had been up on the stage talking. Her story wouldn’t have been as descriptive or as relevant, but I still would have liked to hear it. I finally began to realize how big the disconnection with my grandmother, and I felt a sense of failure, like I had failed to reconnect with my mom’s family before I began this trip. Once I snapped myself out of this phase a bit, I felt I should make more efforts to get closer to my Japanese side in the future, so I can properly connect with my cousins, rather than constantly have my mom as an intermediary contact. Overall, I felt the museum made me realize more about myself while informing me about the events associated with the Hiroshima bomb. � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Prior to visiting the museum, my knowledge about the bomb on Hiroshima came from what I learned about history, a documentary I watched, and personal experience from my grandmother. During world history classes, I learned that the U.S. dropped the bomb on Hiroshima to prevent a large amount of American casualties that would occur from invading the Japan mainland to end World War II. In addition, I learned about the events surrounding the event such as Pearl Harbor from the American perspective and when Japan’s emperor Hirohito surrendered. I learned that the U.S.’s goal was not to let the Japanese to continuously suffer since they lost the war, but rather that the U.S. would help rebuild the Japanese economy and allowing them to get back on their feet after the war. From a documentary about the aftermath of the Hiroshima bomb, I was able to understand what happened directly underneath the bomb along with nearby areas. People were instantly vaporized and others were injured badly enough that they died from their wounds. First, the bomb hit and created a shockwave outward that could send glass into people’s bodies or knock buildings onto people. After the shockwave came an intense wave of heat and dark cloud that pushed outward, burned people’s bodies, and fused objects together. Directly following this occurrence, some people described it as appearing like “hell.” People were desperately running around on fire or trapped under objects. Children clung to their mothers who tried what they could to protect them. Since many were scorched from the intense heat, they were in search of water, but a black rain fell from the sky, which came from bomb’s cloud. However, if people drank the rain they, died because it contained radiation and other harmful substances. The aftermath of the bomb was equally awful; people who were deformed, burned, or blind after the bomb wandered like zombies to where they seeked to find their lost families or to get medical assistance. There were many who lost their lives to these injuries. Others who entered to assist the wounded or those who were not badly wounded began to become infected with radiation poisoning. This brought them down with a mysterious illness and many died suffering at the hands of the poisoning. Survivors had a hard time moving past this event, since many lost their lives and Japan suffered a terrible defeat. At the end of the documentary, it mentioned that people who survived long after the bomb were having a strange sense of nostalgia seeing the city rebuilt, and remnants of the past disappear. As for my personal experience, my grandma was in elementary school when the bomb was dropped on Hiroshima. She lived in Ube, in Yamaguchi prefecture, at the time but was still able to view the bomb from her location.From what my mom told me, she described it as a “pretty mushroom,” but she probably didn’t understand the event like the adults did. Furthermore, she felt that she understood that the U.S. dropped the bomb to end the war, so she did not harbor any resentment or hatred toward Americans. In addition, when my mom came to America as a foreign exchange student in high school, she felt that the Americans portrayed the bomb as warranted justice for Japan trying to conquer the world. She felt conflicted about this interpretation, since she was Japanese, and felt that her country was the victim. She usually avoided this topic and her teacher allowed her to skip classes involving this topic. My family’s experiences with the Hiroshima bomb gave me a bit more of an understanding of the bomb and events surrounding it, which made up my interpretation of the event before the museum. During the visit to Hiroshima, I learned many personal stories about people who lived through the Hiroshima bomb or what happened to them afterward. I read about people who died almost instantly or soon after the bomb dropped. I learned about all the pain and agony that their wounds made them feel. In addition, I learned that people who survived the bomb long after it was dropped were often not themselves or eventually died as a result of the long-term effects of the bomb. There were many illustrations depicting events that people saw, which helped me understand what happened and how it affected people. Furthermore, I saw the message that the museum was trying to portray to the visitors about the event. They displayed the countries that signed and ratified the banning of nuclear weapons and hoped that one day there would be no more use of nuclear weapons, knowing the consequences of Hiroshima. From the visit, I felt that I was sad about everything that had happened and a bit nostalgic. All the stories of people losing their ability to live life like they used to was depressing to read about. Like my grandmother, I feel that I cannot harbor hatred toward the U.S. for dropping the bombs, for the reason that it ended the war. There is no telling what would have happened and who would have died if the bombs had not been dropped. Regardless, the bombs were horrific and many people suffered. I felt that countries going to war creates numerous occasions of inhumane acts or awful deaths. There is no real justification for humans inflicting great suffering on one another, but people may find comfort knowing there is a reason for awful acts such as these. Once I considered that my grandmother had to live through this, I began thinking about this more when we were sharing our thoughts about the museum. I wished I had more time to think on my own, since it wasn’t a feeling I could share with the group. I felt the disconnect between my mother and my grandmother. My mother never felt super close to her mother, so always I felt that there was a bit of a barrier between my grandmother and I. Since I did not know Japanese, I had no way to communicate properly and my mother told me about my grandmother’s experiences. I never heard her tell me about her life directly. I was a bit sad I could not ever ask her how she felt or what happened to her during the time the bomb was dropped, since she died a few years ago. Originally, one of the reasons I came to Japan was to reconnect with my roots because I felt a vague sense of this disconnection throughout my life. As I sat listening to the survivor’s story, I wondered what my grandmother would say if she had been up on the stage talking. Her story wouldn’t have been as descriptive or as relevant, but I still would have liked to hear it. I finally began to realize how big the disconnection with my grandmother, and I felt a sense of failure, like I had failed to reconnect with my mom’s family before I began this trip. Once I snapped myself out of this phase a bit, I felt I should make more efforts to get closer to my Japanese side in the future, so I can properly connect with my cousins, rather than constantly have my mom as an intermediary contact. Overall, I felt the museum made me realize more about myself while informing me about the events associated with the Hiroshima bomb. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 2019: Emi Mondragon Journal Article Subject The topic of the resource Emi Mondragon Journal Article Description An account of the resource In this journal article Emi Mondragon talks about her experience as a Japanese American. She describes her perspectives on Hiroshima prior to visiting the Peace Memorial Museum in Japan and how she realized there was a disconnect between her and her Japanese family. Because of the trip she realized that she needed to put more effort into getting to know her Japanese family instead of having her mother act as intermediary contact. Creator An entity primarily responsible for making the resource Emi Mondragon Publisher An entity responsible for making the resource available Mellon Initiative Date A point or period of time associated with an event in the lifecycle of the resource June 17, 2019 2000s 2019 Experiential learning Skyline Study Away https://150years.coateslibrary.com/files/original/0604aefe96c8795db5db2e9ba33eb6a8.jpg 425505b55fefee91b6c3e3cc43d49b04 https://150years.coateslibrary.com/files/original/644f6c88e4529c94dce6ae284e612adf.jpg 7c04ae8f64d8119b69994690fcc658a3 Hyperlink A link, or reference, to another resource on the Internet. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Benjamin Collinger's Research on Religious Diversity in San Antonio Subject The topic of the resource Benjamin Collinger's Research on Religious Diversity in San Antonio Description An account of the resource An article about the Mellon SURF project of Benjamin Collinger ‘19 entitled "Developing a Religious Diversity Profile of San Antonio". Collinger created this paper under the guidance of his faculty mentor, Dr. Simran Jeet Singh/ Creator An entity primarily responsible for making the resource Allyson Mackender Source A related resource from which the described resource is derived <a href="https://trinityundergraduateresearch.blogspot.com/2016/08/developing-religious-diversity-profile.html">Experiential Learning at Trinity Blog</a> Date A point or period of time associated with an event in the lifecycle of the resource Tuesday, September 27, 2016 Language A language of the resource English Type The nature or genre of the resource Blog Post https://150years.coateslibrary.com/files/original/1d14d6e0e14f3acf6a78d4365a850704.jpg b40367e502f5b7b394c7e62a5ec45228 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photo Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Board of Trustees Meeting Subject The topic of the resource Board of Trustees Meeting Description An account of the resource Photo of the board of Trustees meeting featuring Walter R. Huntley Jr., a prominent alumnus and urban studies graduate Creator An entity primarily responsible for making the resource Trinity University Source A related resource from which the described resource is derived Trinity University Archives Publisher An entity responsible for making the resource available Trinity University Archives Date A point or period of time associated with an event in the lifecycle of the resource Unknown Format The file format, physical medium, or dimensions of the resource JPG Language A language of the resource English Board of Trustees Skyline Urban Studies Walter R. Huntley Jr https://150years.coateslibrary.com/files/original/3bf46dd54caa5d65d4f677212f083c90.jpg dbbba8e7c8ef4cdc4002b3f589efc3e2 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document "Men are at their best at that time when enthusiasm and experience are almost evenly balanced. This period, on average, is from 35 to 40. After this, the law is that experience increases, but enthusiasm decreases" Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Newspaper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource December 1877 Trinity Collegian: When Men are at their Best Subject The topic of the resource December 1877 Trinity Collegian: When Men are at their Best Description An account of the resource An opinion article that claims that men are in their best period of life when they have some experience to stake claims on but still have a youthful enthusiasm for life and learning. Creator An entity primarily responsible for making the resource Trinity University Source A related resource from which the described resource is derived Trinity University Archives Publisher An entity responsible for making the resource available Trinity Collegian Date A point or period of time associated with an event in the lifecycle of the resource December 1877 Format The file format, physical medium, or dimensions of the resource JPG Language A language of the resource English 1880s 1887 Experience Waxahachie https://150years.coateslibrary.com/files/original/2cae160fcdcdf1eb4b62634ae14c3ee2.jpg cc2e938c3a67935ef44dc6052cde039a Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document "People learn wisdom by experience. A man never wakes up his second baby to see it laugh." pg 8 Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Newspaper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource December 1877 Trinity Collegian: Wisdom by Experience Subject The topic of the resource December 1877 Trinity Collegian: Wisdom by Experience Description An account of the resource A short passage in the collegian that claims that wisdom is gained by experience Creator An entity primarily responsible for making the resource Trinity University Source A related resource from which the described resource is derived Trinity University Archives Publisher An entity responsible for making the resource available Trinity Collegian Date A point or period of time associated with an event in the lifecycle of the resource December 1877 Format The file format, physical medium, or dimensions of the resource JPG Language A language of the resource English 1880s 1887 Experience Waxahachie Wisdom https://150years.coateslibrary.com/files/original/d92782a3115432b0b3d9ac1a36492502.png 549df041d590e74add7fc6c7a34f1f1c https://150years.coateslibrary.com/files/original/329f9d199e255e2daa84fd80a8e9f80d.png e04f95d138684154ef61fb175b3c0a8e Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Book Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Domestic Science and Domestic Art Description An account of the resource An excerpt from the 1920 discussing the domestic science and domestic art classes. domestic science courses include cookery, dietetics, household administration, and first aid and home nursing. Domestic art courses include sewing, costume design and millinery. Creator An entity primarily responsible for making the resource Trinity University Source A related resource from which the described resource is derived Trinity University's 1920 Course of Study Bulletin Publisher An entity responsible for making the resource available Trinity University Online Database Date A point or period of time associated with an event in the lifecycle of the resource 1920 Format The file format, physical medium, or dimensions of the resource PNG Language A language of the resource English Subject The topic of the resource Domestic Science and Domestic Art 1920 1920s Course Of Study Bulletin Domestic Science Home Economics Waxahachie https://150years.coateslibrary.com/files/original/3e9d403a09374f91e4784c87cb91bea0.jpg 3d7606aeedfffad2152e2f1a320bc036 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photo Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Engineering Students building a Dune Buggy Subject The topic of the resource Engineering Students building a Dune Buggy Description An account of the resource Engineering students gathered to complete their dune buggy project. Creator An entity primarily responsible for making the resource Trinity University Source A related resource from which the described resource is derived Trinity University Archives Publisher An entity responsible for making the resource available Trinity University Archives Format The file format, physical medium, or dimensions of the resource JPG Language A language of the resource English Dune Buggy Engineering Skyline STEM https://150years.coateslibrary.com/files/original/9c722f582db53a9eed2cd5732843f8f2.jpg 307efd76b249c9c22f2fabf476d44d44 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photo Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Female Student Paiting Subject The topic of the resource Female Student Paiting Description An account of the resource Female student painting Creator An entity primarily responsible for making the resource Trinity University Source A related resource from which the described resource is derived Trinity University Archives Publisher An entity responsible for making the resource available Trinity University Archives Date A point or period of time associated with an event in the lifecycle of the resource Unknown Format The file format, physical medium, or dimensions of the resource JPG Language A language of the resource English Fine Arts Painting Skyline https://150years.coateslibrary.com/files/original/f2b713b96f04522ce56c33d23fa4bb40.png 5ebd2381c9ec48745268d11c7f915a01 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Girl's Athletics Subject The topic of the resource Girl's Athletics Description An account of the resource Photos of Women's Baseball and Gym Creator An entity primarily responsible for making the resource Trinity University Source A related resource from which the described resource is derived Mirage Publisher An entity responsible for making the resource available Trinity Online Database Date A point or period of time associated with an event in the lifecycle of the resource 1922 Format The file format, physical medium, or dimensions of the resource PNG Language A language of the resource English https://150years.coateslibrary.com/files/original/a9a8d935b092ca0bd10d2e90ebd8dc69.jpg 58dd7d2ff7d8b9e985ee8174d482d460 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photo Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Handbell Choir Subject The topic of the resource Handbell Choir Description An account of the resource Handbell choir during practice Creator An entity primarily responsible for making the resource Trinity University Source A related resource from which the described resource is derived Trinity University Archives Publisher An entity responsible for making the resource available Trinity University Archives Date A point or period of time associated with an event in the lifecycle of the resource Unknown Format The file format, physical medium, or dimensions of the resource JPG Language A language of the resource English Fine Arts Handbells Music Skyline https://150years.coateslibrary.com/files/original/5914b42ab7ccadeb651f918faf847e19.jpg b41b4fc0dd81b4ac46a6d68f6bad53eb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Header Image https://150years.coateslibrary.com/files/original/b159472a7204e5a106ec2c3545a29360.png 0e94d8231328e114d3f91ffb55b2fb20 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Book Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Horticulture and Agriculture Description An account of the resource Describes horticulture and agriculture electives. Creator An entity primarily responsible for making the resource Trinity University Source A related resource from which the described resource is derived Trinity University's 1920 Course of Study Bulletin Publisher An entity responsible for making the resource available Trinity University Online Database Date A point or period of time associated with an event in the lifecycle of the resource 1920 Language A language of the resource English Type The nature or genre of the resource Text Subject The topic of the resource Horticulture and Agriculture Format The file format, physical medium, or dimensions of the resource PNG 1920 1920s Agriculture Course Of Study Bulletin Horticulture Waxahachie https://150years.coateslibrary.com/files/original/de470f7c0d76d9bf8bdaf012a26c9c04.png fdf011439a566b98fb559a85f041273f Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photo Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Intramural Track and Volleyball Subject The topic of the resource Intramural Track and Volleyball Description An account of the resource Action shots of intramural long jump and volleyball Creator An entity primarily responsible for making the resource Trinity University Source A related resource from which the described resource is derived TU Mirage Publisher An entity responsible for making the resource available Trinity University Online Database Date A point or period of time associated with an event in the lifecycle of the resource 1924 Format The file format, physical medium, or dimensions of the resource PNG Language A language of the resource English 1920s 1924 Athletics Intramurals Long Jump Mirage Track Volleyball Waxahachie https://150years.coateslibrary.com/files/original/10d0ca5fa4abdcbbc5c3b564885d4e8c.jpg 2ea34fb48577c868a6a6a19971039622 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document "There are two kinds of experience, a sad and a pleasant, the latter brings peace and happiness, tending to lift one higher and higher; the other is not one of pleasure but may be the means of producing both pleasure and happiness by the dear lessons learned. It may be strange to say that sad experience is far more profitable as an educator than a pleasant one, yet there are many living examples to prove this statement" Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Newspaper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource January 1890 Trinity Exponent: Experience Subject The topic of the resource January 1890 Trinity Exponent: Experience Description An account of the resource This article discusses the topic of experience as an educator. The author claims that negative experiences create a more lasting impression than positive ones. In addition, the author claims that because experience is a good teacher, it is important to let students learn by experience and not just from books. Creator An entity primarily responsible for making the resource Trinity University Source A related resource from which the described resource is derived Trinity University Archives Publisher An entity responsible for making the resource available Trinity Exponent Date A point or period of time associated with an event in the lifecycle of the resource January 1890 Format The file format, physical medium, or dimensions of the resource JPG Language A language of the resource English 1890 1890s Experience Exponent https://150years.coateslibrary.com/files/original/ec4641de8fa5ad43f8b28a652035ceb9.png 18ecf3c6827afbd5ab6691fa8909ea8d https://150years.coateslibrary.com/files/original/98e30cfd2e403904392d3cb6a193615a.png 09ff0fd3a80a4dbbe5333cfbe4bd424e Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Library Science Subject The topic of the resource Library Science Description An account of the resource A description of the Library Science program Creator An entity primarily responsible for making the resource Trinity University Source A related resource from which the described resource is derived TU Mirage Publisher An entity responsible for making the resource available Trinity University Online Database Date A point or period of time associated with an event in the lifecycle of the resource 1931 Format The file format, physical medium, or dimensions of the resource PNG Language A language of the resource English 1930s 1931 Course Of Study Bulletin Library Science Waxahachie https://150years.coateslibrary.com/files/original/bab32a4fbfe84517f09604ed48e19c81.png a9224237165c9780df990c377dbae88f https://150years.coateslibrary.com/files/original/b32b5e01ad7ba3c115a4c95f3b325268.png 44ceb0bd6f789be745e08534a975e557 https://150years.coateslibrary.com/files/original/b92d9e5a9965e9ef30bc61166ffa827a.png b02ffa0f64abe10e03bebe4bdfe5361f https://150years.coateslibrary.com/files/original/aba7dea572916900b8dbf5ac96ae71cd.png bd8994410415ed44a16ab1f18c10b2c3 https://150years.coateslibrary.com/files/original/555b272fb9f5c4203961c67537844ee0.png 750638e4a531f3e128c7d705204f5f72 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photos Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Men's Athletics Action Shots Subject The topic of the resource Men's Athletics Action Shots Description An account of the resource Photos various men's sports including track, tennis, basketball, baseball and football Creator An entity primarily responsible for making the resource Trinity University Source A related resource from which the described resource is derived TU Mirage Publisher An entity responsible for making the resource available Trinity Online Database Date A point or period of time associated with an event in the lifecycle of the resource 1922 Language A language of the resource English Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource PNG 1920s 1922 Athletics Baseball Basketball Football Men's Athletics Mirage Pole Vaulting Tennis Track Waxahachie https://150years.coateslibrary.com/files/original/81f6c5a084b082957cc3b96cba655b62.jpg a0a9d8994e577a2154ebfe688a8c50f6 https://150years.coateslibrary.com/files/original/9d3167152d6df0fbd19f549aba29493b.jpg ca193df67c28af9ffa04aeb5a843ddcc Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document "With no past we would have no capital for the present. We should have to learn everything by experience, and after all, experience is history. How much more profitable it would be to avoid the reductio ad absurdum method and profit by the experience of others" Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Newspaper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource November 1888 Trinity Exponent: Importance of the Study of History Subject The topic of the resource November 1888 Trinity Exponent: Importance of the Study of History Description An account of the resource Article written in the Exponent that claims that History is someone's experience. Learning history and how things were done in the past is learning from others' experiences. Creator An entity primarily responsible for making the resource Trinity University Source A related resource from which the described resource is derived Trinity University Archives Publisher An entity responsible for making the resource available Trinity Exponent Date A point or period of time associated with an event in the lifecycle of the resource November 1888 Format The file format, physical medium, or dimensions of the resource JPG Language A language of the resource English 1880s 1889 Experience History Newspapers Waxahachie https://150years.coateslibrary.com/files/original/869f25ccbec90e3835cd7d2afe5b0e42.jpg 2b1883f7ee1bb2db1ba439fda194e650 https://150years.coateslibrary.com/files/original/e09d8e5a738c4eca6187fca8c3cb32ec.mp3 5c859be9f3cc63f0c71d63dbe4b3a3ad https://150years.coateslibrary.com/files/original/7fe4f2fbf9feb21d4d805f6fb282311b.jpeg fe15d522eb4500e037b4c4ed4cfaa2e2 https://150years.coateslibrary.com/files/original/e7340525d57b71f187ccf31087b950c4.jpeg 853bf264e1e28497bd608cdd9252bbd8 https://150years.coateslibrary.com/files/original/b45f9bd03fe64ded288be035d6293dac.jpeg 5b97ca9762849a235de40af3c82ddc6f https://150years.coateslibrary.com/files/original/e621b92a600ed6b0c884730e84630a10.jpeg ecf8060a0b3911de5c266c1bff533168 https://150years.coateslibrary.com/files/original/812a71d24480728c1264de8cf294520a.jpeg 052fc95fb49afed8a67e97e3ff2a733d Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Peyton Tvrdy Interviewee The person(s) being interviewed Adam Toler Location The location of the interview Coats Library Room 410 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 0:31.37 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Oral History Interview: Adam Toler Subject The topic of the resource Oral History Interview: Adam Toler Description An account of the resource An oral history interview of Adam Toler conducted by Peyton Tvrdy that discusses the perspective of a pre-medical track, religion major, chemistry minor student on experiential learning. Topics of discussion include programs such as The Plunge, the Mellon Initiative for humanities research, previous experience in STEM research, and shadowing doctors. Adam discusses the importance of experiential learning in teaching teamwork, professionalism, and conflict management. As for the future of experiential learning on campus, Adam desires more interaction with the local community and service based learning. Creator An entity primarily responsible for making the resource Peyton Tvrdy Publisher An entity responsible for making the resource available Mellon Initiative Date A point or period of time associated with an event in the lifecycle of the resource June 24, 2019 Format The file format, physical medium, or dimensions of the resource MP3 Language A language of the resource English Type The nature or genre of the resource Oral History Interview 2010s 2019 Chemistry Current Student Oral History Pre-Medical Religion Residential Life Assistant Service Learning Skyline The Plunge https://150years.coateslibrary.com/files/original/6f9179faaa821bcc03d08c784d4e3470.jpg 02f10e26c4e327e2a92fffa6d18cea80 https://150years.coateslibrary.com/files/original/3e09ad3c2e25bede91aaed8e6f604bfe.mp3 14ed10c9ba0efc3f6b8ad27d9fbbbefa Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Kate Nuelle Interviewee The person(s) being interviewed Brad Little Location The location of the interview Room 410, Coates University Library, Trinity University Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Oral History Interview: Brad Little Subject The topic of the resource Oral History Interview: Brad Little Description An account of the resource Brad Little describes teaching his peers in history classes, publishing and recording through his communication classes, going into the field in geology and oceanography classes, volunteering. He also discusses the importance of experiential learning in hiring decisions, and employee's success at Capgemini. Creator An entity primarily responsible for making the resource Kate Nuelle Publisher An entity responsible for making the resource available Mellon Initiative Date A point or period of time associated with an event in the lifecycle of the resource June 25, 2019 Language A language of the resource English Alumni Brad Little Business Capgemini Education Employers Geology Logistics Oceanography Professional Development STEM