198,164 research outputs found
Letter from Jacky M. Bradley to James B. Finley
No full textJacky tells of a visit to Finley\u27s uncle, John Finley, who is well considering his age. He lives with his son-in-law and granddaughter, Hannah McCorkle. Conditions are not much better in Jacky\u27s circuit (Lancasterville Circuit). The colored population seem much more engaged than the whites. He writes about the fire in Charleston and the great damage done to the churches. It is hoped, through subscription and collection, that these churches can be rebuilt better than before. He expresses pleasure over the near completion of Finley\u27s book on the history of the Indians. Jacky\u27s two children (James and Richard) are both in good health. Abstract Number - 774https://digitalcommons.owu.edu/finley-letters/2280/thumbnail.jp
Letter from Jacky M. Bradley to James B. Finley
No full textJacky has recently been appointed to the Alachua Circuit in Florida (Savannah District, South Carolina Conference). He writes about conditions there -- the warm summer, the plentiful fruits and flowers, the moss-covered trees, etc. More important is his work of carrying the Gospel to the lost and ruined world. He then gives a short synopsis of the story of his life, including the death of his father [John McKnitt Bradley (1772-1827)]. Abstract Number - 81https://digitalcommons.owu.edu/finley-letters/1079/thumbnail.jp
Jacky Tar
No full textjackatar nRuidhle Cailleach Eachainn Mhoir: "or, Cawdor Fair." KEY C STRATHSPEY d'.,t:l.,s _l.d'_:m s.,l:m s :s. _l,t_ D.C. d'.,t:l.,s _l.d'_:m r.r:m.,s l :S: s.d'.-:d'.,r' d'.,r':d'.,t _l,r'_-:r'.,d' r' : d'.r' D.S. m'.,r':d'.,t d'.,t:l.,s l.td':td'.r' d' :d. Ruidhlidh Cailleach Eachainn Mhoir Agus seataidh Seonaid, Ruidhlidh cailleach Eachainn mhoir Agus seataidh Seonaidh! Another version of "Ruidhlidh Cailleach Eachainn Mhoir." :- Ruidlidh Ceat leis a' ghun mhor, Agus seataidh Seonaid. Ruidhlidh Ceat leis a' ghun mhor, Agus seataidh Seaonaid; Orea 'Chailleach bh'air an sp�r, Ris a' Chailleach bh'air an lar, 'S ro mhath 'dhannsadh mis' "Jacky Tar," Anns an l�ithean m'oige. Separate version:- Sud sibh, 'illean, cuirbh ribh, 'S mise bean na bainnse, 'S fhe�rr leam fh�in na mile crun Gur h-i 'n nochd an oidhche!PRINTED ITEMW.J.KIRWIN April 1973JH Apri 1973Used I and SupUsed INot usedjackie tar, jackitar, jack-o-tar, jackotaw, jacky tar, jack-tar, jackyChecked by Sarah Budgell on Tue 07 Apr 2015; Checked by Cathy Wiseman on Mon 06 Jul 201
Disengaged and disaffected young people: surviving the system
No full textThere are counter narratives of youth as at risk and as buoyant and agentive. The article maps the conceptual terrain concerning resilience, wellbeing, buoyancy, enjoyment and happiness and selects two factors related to the successful navigation of schooling, a self-sense of competence and relatedness to others. It analyses data from a subset of a national dataset, from sixty five young people considered to be disaffected or disengaged by their school or college. It explores the perceptions of young people that the difficulties they encounter are in part a result of their own behaviour and in part a product of the system. Hirschman’s theory of exit voice, loyalty is used to explore their choices. The articles concludes that schools act to maintain homeostasis and that a subset of young people are at long term risk due to organisational and national unwillingness to decouple economic benefit from maintenance of the existing system
Leaders’ orientations to diversity: two cases from education
No full textThis article explores two case colleges in England to consider how context, conceptualisation, orientation and action interact in relation to diversity issues in leader ship. Focus group and individual interview data are analysed. Context is perceived as influential in shaping concepts and action. In one case, the diversity and socio-economic disadvantage of the community create a perceived imperative to address diversity, resulting in multiple conceptions of diversity and systemic action. In the second case, the context of a perceived homogeneous community interacts with an equal opportunities conceptualization of diversity to justify little or no action. A tentative theoretical model is suggested to frame further enquir
MANAJEMEN KESAN MAHASISWA PENGGUNA INSTAGRAM PADA AKUN INSTAGRAM KOMUNITAS UNIVERSITAS NEGERI SURABAYA SEBAGAI AJANG PENUNJUKAN EKSISTENSI DIRI
No full textPenelitian ini dilakukan untuk mengidentifikasi jargon file dan manajemen kesan yang dilakukan oleh mahasiswa Unesa sebagai pengguna Instagram pada akun komunitas Unesa dalam menunjukan eksistensi diri. Penelitian ini menggunakan metode Online Research Method(ORMs), berjenis kualitatif Online/Web 2.0 dari M. Jacky (2012) dengan prespektif teori manajemen kesan Erving Goffman. Subjek dalam penelitian ini adalah akun Instagram mahasiswa Unesa yang masuk dalam akun komunitas Unesa dengan kriteria yang telah ditentukan. Data yang dikumpulkan dalam penelitian ini diperoleh dari internet dengan mengamati secara online. Analisis dilakukan dengan analisis hacking (2012) dan dikaji dengan teori manajemen kesan Erving Goffman. Hasil dari penelitian ini adalah unsur setting, penampilan dan juga gaya (manner) menjadi sebuah kekuatan untuk melakukan manajemen kesan. identifikasi Manajemen kesan dalam penelitian ini adalah kesan smart people, kesan kekinian, kesan islmai, dan kesan sebagai seorang fotografer, Sedangkan fitur-fitur dalam Instagram dimanfaatkan untuk memperoleh dan menunjukan eksistensi diri.Kata Kunci : Mahasiswa, Manajemen kesan, Kualitatif onlin
L’Egalite des Genres dans L’Education: voir au dela de la Parite. Forum des politiques éducatives de l’IIPE
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