1,354,496 research outputs found
Creative enterprise in west Yorkshire Arts organisations
No full textThis report describes and theorises the findings of a workshop discussion, commissioned by WYLLN, into the views of arts organizations on the challenges they face in becoming more enterprising and less grant dependent
V-Mail Written by Vincent R. Deignan, Jr. to the Bryant College Service Club Dated June 21, 1943
No full text[Transcription begins] Lt. V. R. Deignan, Jr. 01000224 8th P. O. E. A. P. O. 763 Postmaster New York, N. Y. June 21 Monday
Bryant Service Club Bryant College Providence Rhode Island
Dear Chairman—This is to inform you of my new address and as you can see I am no longer in Boston Mass. Right now I am located somewhere in North Africa where the days are warm and the nights cool. It was a pleasant journey and I can assure you that N. Africa is a beautiful country. I send my regards to all the members of the club and thank you all again for your remembrance at various times during my Army Career. Any news of interest at times would be greatly appreciated. Best of luck to you all.
Vincent R. Deignan, Jr. 1st Lt. A. G. D. Class of ‘31 [Transcription ends
Letter Written by Vincent R. Deignan, Jr. to the Bryant College Service Club Dated August 21, 1942
No full text[Transcription begins] August 21, 1942
Bryant College Service Club Bryant College Providence, R. I.
Gentlemen:
It is indeed with great pleasure that I take this opportunity to thank you for you [sic] thoughtfulness in remembering the boy’s [sic] in the service. The cigarettes are greatly appreciated. I also want to take this opportunity to tell you of my good fortune in being commissioned a Second Lieutenant in the Adjutant General’s Department. I have just finished school at Fort Washington, Md. And now am located at the 8th Port of Embarkation, Army Base, Boston, Mass., you may use that for future mail.
Yours truly, Vincent R. Deignan Jr. VINCENT R. DEIGNAN JR. 2nd Lieut., A. G. D. [Transcription ends
Rhetorical moves in teachers' Powerpoint presentations: Variation across disciplines and school stages
No full textThis study examines the rhetorical characteristics of teachers' PowerPoint presentations, a commonly used yet underexplored genre in school language, across school stages (primary-secondary) and between disciplines. Although there have been empirical studies on the linguistic characteristics of other genres, such as textbooks, PowerPoint presentations have received very little attention despite their widespread use in educational settings. Using Swalesian genre analysis, the present study uncovered six moves and 37 steps in a corpus of 240 PowerPoint presentations, which were selected in a principled manner out of a corpus of school language, across an important phase of education, namely the transition from primary to secondary school. The findings revealed significant variations in the rhetorical structures of PowerPoint presentations across disciplines and school stages. One of the key findings was that secondary school presentations, which became more multifunctional, featured ‘introducing the context’ less while featuring other steps that sought students' contributions more than those of primary schools, highlighting the increase in comprehension demands for students. Our moves/steps framework for the PowerPoint presentations makes the rhetorical characteristics of PowerPoint presentations visible to teachers and trainers and has the potential to ease possible comprehension challenges of students across the school stages
1954 -- Correspondence, NFIP -- letter, 1954-04-15
No full textLetter from Deignan, Stella Leche to Sabin, Albert B. dated 1954-04-15.Sabin Collection Fair Use Policy</a
Alice Deignan, Jeannette Littlemore, Elena Semino (2013). Figurative Language, Genre and Register
No full textThis is a review of:Alice Deignan, Jeannette Littlemore, Elena Semino (2013). Figurative Language, Genre and Register
Alice Deignan, Jeannette Littlemore, Elena Semino (2013). Figurative Language, Genre and Register
No full textThis is a review of:Alice Deignan, Jeannette Littlemore, Elena Semino (2013). Figurative Language, Genre and Register
The Linguistic Challenge of the Transition to Secondary School: A Corpus Study of Academic Language
No full textThis book provides a unique analysis and description of the linguistic challenges faced by school students as they move from primary to secondary school, a major transition, which some students struggle with emotionally and academically. The study:• draws on a bespoke corpus of 2.5 million words of written materials and transcribed classroom recordings, provided by the project's partner schools;• combines quantitative and qualitative approaches to the corpus data to explore linguistic variation across school levels, registers and subjects;• describes the procedures of corpus compilation and analysis of written and spoken academic language, showing how modern corpus tools can be applied to this far-reaching social and educational issue;• uncovers differences and similarities between the academic language that school children are exposed to at primary and secondary school, contrasting this against the backdrop of the non-academic language that they encounter outside school.This book is important reading for advanced students and researchers in corpus linguistics, applied linguistics and teacher education. It carries implications for policymakers and schools looking to support students at this critical point in their schooling.<br/
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Review of Thomas Merton, A Book of Hours, edited with an Introduction by Kathleen Deignan, Foreword by James Finley, illustrations by John Giuliani
No full textThis is a book review of Thomas Merton, "A Book of Hours," edited with an Introduction by Kathleen Deignan, Foreword by James Finley, Illustrations by John Giuliani.
Through this magnificent Book of Hours, Thomas Merton guides the prayers of an "active contemplative" for one week - if one uses it as Kathleen Deignan intended. Deignan has selected texts from Merton's mountainous corpus and arranged them into seven daily, meditative readings. Each day's reading is further divided into texts for dawn, day, dusk, and night. The book was inspired by the "Book of Hours" format first made popular in Europe throughout the Middle Ages, and which is now commonplace in the devotional life of The Church (hence the title: this is merely A Book of Hours).
It is not an academic or theological treatise, nor is it a systematic exposition of contemplation of the hours. Deignan does not even dictate how one reads this book. It is, instead, a call to listen for God in silence, prayer, and contemplation.
While this book is mostly the product of Deignan's imagination, she was not alone in creating it. The book opens with an autobiographical foreword by James Finley, in which he discusses his experiences with Merton and his writing. As it is common for Books of Hours to be illustrated, Deignan again partnered with John Giuliani (the two previously collaborated to produce When the Trees Say Nothing: Writings on Nature [Notre Dame, IN: Sorin Books, 2003]), who provides subtle, beautiful illustrations throughout the course of the book
Using activity theory and Q methodology to model activity and subjectivity in enterprise education
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