533 research outputs found
Davis, Hamilton, and Whitten at Gatsby Gala 2015
No full text(l to r) Morgan Davis, Carlton Hamilton, and Elizabeth Whitten pose for a photograph at Gatsby Gala 2015https://scholarsjunction.msstate.edu/cht-gatsbygala/1063/thumbnail.jp
Interview with Mary Elizabeth Massey - OH 44
No full textDr. Mary Elizabeth Massey (1915-1974) was an historian, educator, and author. She was a Winthrop History Professor from 1950 through 1974 with a focus on the American Civil War. This recording consists of Dr. Massey’s address during the December 15, 1972 Winthrop graduation ceremonies at Byrnes Auditorium. The recording begins with the organ playing and then Winthrop President Charles Shepard Davis introduces Dr. Massey. Dr. Masey addresses the graduates of 1972 from the 00:09:08 mark through the 00:29:05 mark of the recording.https://digitalcommons.winthrop.edu/oralhistoryprogram/1524/thumbnail.jp
Tudor women writers fashioning masculinity
No full textThis thesis contributes to the growing interest in early modern masculinity and its literary representations by introducing texts by women writers into dialogue with their male-authored counterparts. It argues for a more nuanced approach that recognises that the concepts of masculinity and femininity can only be fully understood when studied in relation with each other.
The first chapter explores how, notwithstanding the wisdom of conduct books and marriage guides, the demands of the state may not always be commensurate with those of the domestic realm and shows that this conflict necessitates a rethinking of existing definitions of masculinity by focusing on selected writings of the Tudor sisters Mary and Elizabeth and Jane Fitzalan’s *Tragedie of Iphigeneia*. The second chapter identifies how Elizabeth’s unique discursive strategies were designed to elicit support from her male subjects and subdue the belligerence that simmered under polemic like John Stubbs’ *Gaping Gulf*. In her letters to Anjou, the chapter examines how Elizabeth manoeuvred around her position as a beloved and as a monarch to fashion a husband who would not only be sympathetic but also subordinate to her political authority. This chapter also shows how the fabulous world of John Lyly’s *Galatea* consummates the Queen’s desire for the ideal male subject. The final chapter investigates the construction of martial manhood. It juxtaposes Mary Sidney’s *The Tragedy of Antonie* with William Shakespeare’s *Antony and Cleopatra* to determine how the figure of Cleopatra, common to both plays, challenges and revises the martial code of masculinity as embodied by Antony. By examining the authorial position appropriated by Cleopatra in the plays and its impact on the narrative, this chapter also extends this thesis’ interest in the extent to which female characters within texts compete for diegetic control with male protagonists
Travesías peligrosas: escritos marítimos en España durante la Época Imperial, 1492-1650
No full textThis chapter is the product of a Keynote Address that Dr. Davis offered at the VII Conference of the Asociación Internacional Siglo de Oro which took place at Robinson College, Cambridge, 18-22 July, 2005. Here the author examines a variety of kinds of early modern Spanish maritime writing (sixteenth and seventeenth centuries)
“A Crisis in Our Cause”: The Fifteenth Amendment and the Newport Woman Suffrage Convention of August 1869
No full textIn “A Crisis in Our Cause”: The Fifteenth Amendment and the Newport Woman Suffrage Convention of August 1869,” Elizabeth C. Stevens details the painful rupture in the fledgling woman suffrage movement of the late 1860s by examining a suffrage convention held in Newport, R.I. in August 1869. Tensions between colleagues in the woman’s rights and abolitionist movements of the mid-nineteenth century over the pending passage of the Fifteenth Amendment boiled over into hostility and anger as plans for the convention evolved. Paulina Wright Davis, leader of the Rhode Island Woman Suffrage Association, was at the forefront in organizing the convention at the behest of Susan B. Anthony and Elizabeth Cady Stanton. Elizabeth C. Stevens is the editor of Newport History and the author of Elizabeth Buffum Chace and Lilllie Chace Wyman: A Century of Abolitionist, Suffragist and Woman’s Rights Activism
Pixels & partnerships: digital publishing and co-operative scholarship in Australian and Britsih imperial history
No full textThe efforts of libraries and archival institutions in collecting and curating dispersed collections of original letters, journals, pictorial sources, and realia/artefacts are essential contributions towards research and scholarship. Recent technological advances in digitization offer important new possibilities in the reproduction of documents and images as well as enhanced access to dispersed institutional holdings.
The Lachlan & Elizabeth Macquarie Archive (LEMA) is a co-operative inter-institutional website project based at Macquarie University Library, in partnership with key Australian and UK institutions. The aim of the LEMA Project is to create a digital research gateway to the writings of the Lachlan Macquarie (1761-1824), governor of New South Wales from 1810-1821 and his wife Elizabeth (1778-1835), and thereby assist in the study and analysis of their place in Australian and imperial history. The LEMA framework is designed to explore the personal and global contexts of the Macquaries through the use of full-text transcriptions of documentary sources, as well as contributing towards the identification and digital repatriation of personal objects associated with their lives.
Pixels & Partnerships will discuss the history and infrastructure of the LEMA Project and examine how inter-institutional partnerships can be developed through reciprocity and resource sharing. It will assess the sustainability of such projects and discuss the viability and application of recent technologies in the development of digital research projects
Jones Junior High School students, Toledo, Ohio, 1959
No full textTerms associated with the photograph are: Jones Junior High School (Toledo, Ohio) | junior high schools | class portraits | 1959-1960 | fifth grade | students | Olmstead, Donald | Turner, Robert | Hawkins, Jimmy | Frank, Esther | Miller, Samuel | Leichty, Johnny | Diebert, Karen | Crippen, Mary Jo | Cranston, Elizabeth | Bates, Kathleen | Lanker, Mary Louise | Grames, Marie | Rhuland, Mary L. | Donaldson, Jeffrey | Roberts, Jeweldine | Luce, Richard | Dennis, Robert | Bunny, Robert | Brandon, Carlton | Davis, Bernard | teachers | Katz, Eunic
Alice Miel and Democratic Schooling: An Early Curriculum Leader\u27s Ideas on Social Learning and Social Studies
No full textAlice Miel, a nationally prominent curriculum development scholar-practitioner at Teachers College of Columbia University for some three decades (1942-1971), frequently has been overlooked in research on the nature and evolution of the curriculum field and the progressive education movement. Furthermore, her contributions have been overlooked even as attention to women in the curriculum field and in educational history has risen. This study addresses this oversight.
Miel became a leading figure in the curriculum field largely on the basis of her progressive-era advocacy and practice of democratic social learning as a primary goal of schooling in the United States. This study explores major influences on her ideas, her understandings of democratic concepts and principles, and her application of these concepts and principles both in her own college classroom and in her research on childhood education. It also explores Miel\u27s notions of the elementary school social studies :urriculum and situates those notions within the context of the conventional wisdom of her day regarding a discipline-centered curriculum.
In a broader context, this study contributes to the body of curriculum history scholarship. According to Kliebard (1992), for example, curriculum history often deals with the relationship between social change and changing ideas and contains significant social and cultural artifacts of knowledge that have become embodied in the curriculum of schools. Davis (1976, 1977) characterizes curriculum history as a reflective enterprise for curriculum workers that contributes to their understanding of present courses of study and of the professional field by lending a framework for thoughtful deliberation of what the schools should teach. With these observations in mind, Miel\u27s work may be understood as both artifact of curriculum history and as mindful reflection, situated within a particular social and historical context, on democratic meanings and processes. Biographies of Caswell, Taba, Tyler, Schwab, Kilpatrick, Rugg, Bobbitt, Zirbes, Stratemeyer, and others have yielded significant insights. In addition, Seguel\u27s study of early curriculum leaders (1966) constitutes an important theoretical contribution to the field. The study of Miel\u27s life and work adds to this body of knowledge
A narrative of the mission of the United Brethren among the Delaware and Mohegan Indians : from its commencement, in the year 1740, to the close of the year 1808 ; comprising all the remarkable incidents which took place at their missionary stations dur
No full textLabel of Bethlehem Book Bindery. Bookplate of Robert Heysham Sayre. [cy.1].; Stamp of American Antiquarian Society. Stamp of Lehigh University, with ""duplicate"" overstamp. [cy.1].; Inscription: Rev\u27d John Renatus Schmidt, Cherokee County, from his friend the Author, Bethm. 1st Nov. 1820. [cy.2].; Cd 108 cy. 2 lacks frontispiece.; Bookplate: Wm. G. Malin, no. 276 (Malin 276).; Inscription: To Bethlehem Library presented by the author, 1820. [CongLib 89].; Label of Congregation of the U.B. of the Borough of Bethlehem and its vicinity, no. 89.; Inscriptions: Geo. W. Huffnagle, with the regards of F. Gaunte, Sept. 1873. Elizabeth G. Cook presented by her father. Geo. W. Huffnagle. Franklin Gaunte, M.D., to Geo. Washington Huffnagle, Sept. 22 1873. [Ead 10 cy.2].; Inscription: Revd. Abraham Luckenbach from his friend John Heckewelder. Baltim. 12th March 1821. [Ead 10 cy.4].; Inscriptions: Ann G. Rice from Owen J. Rice. John H. Rice. [Ead 10 cy.3]
Women's life writing 1760-1830 : spiritual selves, sexual characters, and revolutionary subjects
No full textPhDThis thesis uses print and manuscript sources to analyse and interpret women's life
writing at the end of the eighteenth and beginning of the nineteenth centuries. I
explore printed works by Catharine Phillips, Mary Dudley, Priscilla Hannah Gurney,
Ann Freeman, Elizabeth Steele, Mary Robinson, Helen Maria Williams, Mary
Wollstonecraft, Grace Dalrymple Elliott, and Charlotte West and discuss the
manuscripts of Mary Fletcher, Mary Tooth, Sarah Ryan, and Elizabeth Fox. Of these
sources, five have never been analysed in the critical literature and six have received
little attention. Considered as a group, this large corpus of texts offers new insights
into the personal and political implications of different models of female selfhood and
social being.
In chapter one, I compare the religious identities presented in the spiritual
autobiographies of Quakers and Methodists. For these women, religious identification
provides a powerful sense of social belonging and enables public participation.
However, it may also lead to a loss of self in the demand for religious conformity and
self-abnegation. In chapter two, I consider the life writing of late eighteenth-century
courtesans. These women adapt available models of femininity and female authorship
in order to establish themselves as socially connected subjects. However, their
narratives also reveal that dependence on the sexual and literary marketplace puts
female selfhood under pressure. In chapter three, I explore the eyewitness accounts of
British women in the French Revolution. I argue that, for these writers, connecting
personal identity to political history is an enabling source of self-definition but it also
exposes them to the risks of self-fragmentation.
In my focus on the social function of women's life writing, I present an alternative to
the traditional alignment of the eighteenth-century autobiographical subject with the
autonomous self of individualism. These narratives allow us to reconsider the
productive and problematic dialectic between personal expression and representative
selfhood, self-authorship and collective narratives, and individualism and social
being. They suggest that women's life writing has the potential to be both the self-expression
of a unique heroine and the self-inscription of a politicised subject
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