57,215 research outputs found
Ma Mississippi Belle, 1900
No full textThe piano score for Ma Mississippi Belle with music by John Rosamond Johnson and lyrics by Bob Cole and James Weldon Johnson. Robert Allen Cole was a Black lyricist. John Rosamond Johnson was a Black composer. Cole wrote the words alongside Johnson\u27s brother James Weldon Johnson, a Black American writer and civil rights activist.https://digitalcommons.usf.edu/aa_sheet_music/1257/thumbnail.jp
Tracy Johnson
No full textTracy Johnson is serving a one year detail assignment as the Assistant Program Manager for the Space Launch System Program managed at NASA’s Marshall Space Flight Center. She assists the SLS Program Management Office in the execution of the Program objectives working across the organization and with stakeholders. She assists in planning, directing, and coordinating the development of America’s deep-space rocket for human and scientific exploration.
As the Senior Program Safety Integration Engineer in the Chief Safety and Mission Assurance (S&MA) Office, Ms. Johnson has been an integral part of the SLS team. Prior to this assignment, she was the Technical Lead for S&MA for the SLS Booster Project where she had served in the same role for the Space Shuttle Program.
Ms. Johnson began her career at NASA in 2007 as an engineer in S&MA after serving NASA in a similar capacity as a contract employee with Hernandez Engineering, Inc. She also worked as a process engineer with International Paper in Courtland, Alabama.
A graduate of the University of Alabama with a BS in Chemical Engineering, Ms. Johnson has received several awards including the NASA Silver Snoopy Award, a Marshall Space Flight Center Director’s Commendation and numerous group achievement awards.https://commons.erau.edu/space-congress-bios-2016/1040/thumbnail.jp
LGBTI variations in crime reporting: how sexual identity influences decisions to call the cops
No full textResearch shows that people vary in their willingness to report crime to police depending on the type of crime experienced, their gender, age, and their race or ethnicity. Whether or not lesbian, gay, bisexual, transgender, and intersex (LGBTI) and heterosexual people vary in their willingness to report crime to the police is not well understood in the extant literature. In this article, I examine variations in LGBTI respondents' attitudes, subjective norms, and perceived behavioral control on their intentions to report crimes to the police. Drawing on a survey of LGBTI individuals sampled from a Gay Pride community event and online LGBTI community forums (N = 329), I use quantitative statistical methods to examine whether LGBTI people's beliefs in police homophobia are also directly associated with the behavioral intention to report crime. Overall, the results indicate that LGBTI and heterosexual people differ significantly in their intention to report crime to the police, and that a belief in police homophobia strongly influences LGBTI people's intention to underreport crime to the police
Cooperative Legacy Project oral history interview with Robert Johnson
No full textSouth Dakota Farmers Union Communications Director, Chuck Groth, Cooperative Legacy Project interview with Robert Johnson, 2001 South Dakota Association of Cooperative Hall of Fame inducte
Variations on the Author
No full text“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Evaluative and speaker-positioning function bundles in spoken academic English. English as a Medium of Instruction at UNIBO
No full textLexical bundles, “the most frequent recurring lexical sequences in a register” (Biber et al 1999, ch. 13) have been investigated across a range of different genres. They have been found to mark ideology in political debate (Partington & Morley 2004), while possibly register-idiosyncratic variations have been found in argumentative discourse (Miller & Johnson, 2014a, 2014b, 2009). Morley (2004) and Murphy and Morley (2006) examine their discourse-marking function of introducing the writer’s evaluation in newspaper editorials, also with the aid of patterns of metaphors in newspaper editorials and news reports.
In the field of academic English, mastery of lexical bundles has been recognised as essential for fluent speech (Hyland 2012). The frequency of certain lexical bundles has been compared in different genres and registers (conversation and academic prose: Biber & Conrad 1999), while Biber et al (2004) and Biber and Barbieri (2007) have compared them in university spoken and written registers, and DeCarrico and Nattinger (1988, 1992) and Nesi and Basturkmen (2006) have focussed on lexical bundles in spoken academic registers among native speakers of English.
Following Miller and Johnson’s investigations of lexical bundles such as we must, it is time and it is + ADJ (2014a, 2014b, 2009) in argumentative discourse typical of parliamentary proceedings, where some register-idiosyncratic variation emerged, this paper aims to investigate other evaluative and speaker-positioning function bundles (Halliday 1985). Instead of parliamentary discourse, however, the present study focuses on the spoken Academic English of non-native English-speaking Italian native lecturers during lectures at an Italian University. While both academic genres, lectures and office hours are different on a level of interaction, with interaction being an inherent characteristic of the latter, while the former, particularly in the Italian academic context, still tends to be monologic with little space for participation from students. Lecturer discourse in the two genres is scrutinised in relation to the function bundles used, particularly those indicating the stance towards or opinion of the speaker towards a particular proposition, for example the likelihood of it taking place, its importance, or its necessity (Biber et al. 2004, Biber & Barbieri 2007), and occurring in the phraseology It v-link ADJ (+ that/to...).
Selected lectures and office hours from the macro-areas of Physical Sciences and Social Sciences were recorded and transcribed to form the EmiBO corpus (Johnson & Picciuolo 2022) of nearly 240,000 words. A comparative corpus investigation was performed using SketchEngine (Kilgarriff et al. 2004) to compare frequent phraseology across macro-areas and genres. The aim of this study is to reveal patterns in usage of this particular phraseology across macro disciplinary area (Physical Sciences compared with Social Sciences subjects), and subgenre (lecture vs office hour sessions).
The most frequent adjective in this phrase in argumentative discourse in Miller and Johnson (2009) was important and its synonyms. Investigation will show whether the same holds true for the academic context, in particular as regards production by non native speakers. Groom’s (2005) semantic divisions for categorising the evaluators are used. My hypothesis is that this phrase, an example of ‘explicit’ stance marking, is mainly used to further the informational content of the lecture, signalling the lecturer’s opinion of the importance or relevance of the information to follow.
Appropriate use of lexical bundles is an essential component of fluent spoken and written academic production, making it possible to distinguish between the novice and expert user (Nesi & Basturkmen 2006; Hyland 2012). This is particularly relevant in the Italian university context, where English as a Medium of Instruction is a fairly recent phenomenon and many Italian lecturers do not have a high level of English language proficiency (Campagna & Pulcini 2014: 180). While competent English language speakers have a greater reserve of options to draw on, including both implicit and explicit markers (Deroey 2018), less confident speakers might tend to overuse or misuse this phrase. In order to investigate this, corpus findings were tested against a corpus of academic spoken English produced by native speaking lecturers (BASE).
Biber, D. & Barbieri, F. (2007). Lexical bundles in university spoken and written registers. English for Specific Purposes, 26 (3), pp. 263–286.
Biber, D., Conrad, S. & Cortes, V. (2004). ‘If you look at...’: Lexical bundles in university teaching and textbooks. Applied Linguistics, 25 (3), 371–405.
Biber, D., Conrad, S., & Reppen, R. (1998). Corpus linguistics: Investigating language structure and use. Cambridge University Press, Cambridge, MA.
Biber, D., Johansson, S., Leech, G., Conrad, S. & Finegan, E. (1999). Longman Grammar of Spoken and Written English, Pearson Education Ltd., Harlow, Essex.
Biber, D. & Conrad, S.( 1999). Lexical bundles in conversation and academic prose. In Hasselgard, H. & S. Oksefjell (eds), Out of Corpora. Amsterdam: Rodopi, 181-190.
Campagna, S. & Pulcini, V. (2014). English as a Medium of Instruction in Italian Universities. Textus 1, 173-190.
DeCarrico, J. & Nattinger, J.R. (1988). Lexical phrases for the comprehension of academic lectures, English for Specific Purposes, 7(2), 91–102.
DeCarrico, J. and Nattinger, J. R. (1992). Lexical Phrases and Language Teaching. Oxford: Oxford University Press.
Deroey, K. L. B. (2018). The representativeness of lecture listening coursebooks: Language, lecture authenticity, research-informedness. Journal of English for Academic Purposes, 34, 57-67.
Groom, N. (2005). Pattern and Meaning across genres and disciplines: an exploratory study. Journal of English for Academic Purposes, 4, 257-277.
Halliday, M.A.K. (1985). Dimensions of Discourse Analysis: Grammar. In Webster J.J. (ed.), The Handbook of Discourse Analysis, Vol. 2: Dimensions of Discourse, Academic Press, London, pp. 29-56.
Hyland, K. (2012). Bundles in Academic Discourse. Annual Review of Applied Linguistics, 32, 150-169.
Johnson, J.H. & Picciuolo, M. (2022). The EmiBO Corpus. A resource for investigating lecture discourse across disciplines and lecture modes in an EMI context. Lingue e Linguaggi, 53, 253-272.
Kilgarriff, A., Rychlý, P., Smrž, P., Tugwell, D. (2004). The Sketch Engine. Proceedings of the 11th EURALEX International Congress, pp. 105-116.
Miller, D.R. & Johnson J.H. (2009), Phraseological choice as ‘register-idiosyncratic’ evaluative meaning? A corpus-assisted comparative study of Congressional debate. Paper given at the Corpus Linguistics Conference, Liverpool UK, 21-23 July, 2009.
Miller D.R. & Johnson, J.H. (2014a). ‘Register-idiosyncratic’ evaluative choice in Congressional debate: a corpus-assisted comparative study. In Fontaine, L., Bartlett, T. & O’Grady, G. (eds.), Systemic Functional Linguistics. Exploring Choice, Cambridge University Press, Cambridge, pp. 432-453.
Miller, D.R. & Johnson, J.H. (2014b). Evaluative phraseological choice and speaker party/gender. A corpus-assisted comparative study of register-idiosyncratic meaning in Congressional debate. In Thompson, G. & Alba-Juez, L. (eds.), Evaluation in Context, John Benjamins, Amsterdam /Philadelphia, pp. 345-366.
Morley, J. (2004). The Sting in the tail? Persuasion in English editorial discourse. In Partington, A., Morley J. & Haarman L. (eds), Corpora and Discourse. Bern: Peter Lang, pp. 239-255.
Murphy, A.C. & Morley, J. (2006). The peroration revisited. In Bhatia, V.K. & M. Gotti (eds) Explorations in specialized genres. Bern: Peter Lang pp. 201-215.
Nesi, H. & Basturkmen, H. (2006). Lexical bundles and discourse signaling in academic lectures. International Journal of Corpus Linguistics, 11, 283–304.
Partington, A. & Morley, J. (2004). At the heart of ideology: Word and cluster/bundle frequency in political debate. Practical Applications in Language and Computers, 179-192
President John Cleek
No full textDr. John Cleek, the second president of Johnson County Community College, is standing in the conference room with a ma
President John Cleek
No full textDr. John Cleek, the second president of Johnson County Community College, is standing in the conference room with a ma
President John Cleek
No full textDr. John Cleek, the second president of Johnson County Community College, is standing in the conference room with a ma
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Lyndon B. Johnson 1948 Campaign
No full textLyndon B. Johnson 1948 Campaign, Lyndon B. Johnson shaking hands with a ma
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