309 research outputs found
The performances of a psychic privacy: waiting for the real Miles Franklin
No full textCurrent scholarship on Miles Franklin emphasises the gaps and contradictions of a secretive and mysterious author. The eagerly awaited release of her private papers was marked by Paul Brunton's 2004 publication of her diaries, an edition that has been conceived and understood as a revelation of "the real Miles Franklin" (Lecture Title, State Library). This thesis disrupts the concept of a "real" Franklin by arguing that these diaries, in their manuscript form, give us more delay. Foregrounding the performative guises of the private diary subject, this thesis establishes that we are, and will always be, waiting for the real Miles Franklin to arrive.
The insights of diary and textual theories illuminate Franklin, I will argue, as one who seeks the proliferative creativity of the anonymous author, and who would use her diary writing to escape definition within public discourse. Yet the tension between creativity and the daily enables us to see how potential is distorted into waiting in the surrogate space of these diaries, as Franklin seeks protection within the nostalgia of a national past and an Edenic vision of the future. This vantage point directs us to identify, as will be seen, the vulnerabilities and instabilities of this space for Franklin, as it implicates her in the dilemma of her times. In this way, we can ascertain how she holds the line as a "spotless virgin" (3 May 1942) in her resistance to the gender performances of new women, her refusal to be defined as one thing or another. This resistance to imitation will also be analysed as it plays out via the curse of Franklin's self-repetition in an Australia that waits, disrupting her attempts to achieve anonymity as the embodiment of a national literary tradition.
In her avoidance of being a private text to be read, Franklin promotes herself, I will contend, as a "world classic" (Franklin Furphy 3) author of and in these diaries, resisting the transition from the readerly to the modernist writerly text at a time of artistic revolution (Barthes S/Z 4). In illuminating Franklin's exposure to these very vulnerabilities as a subject-in-process, in a document intended for posthumous publication, this thesis will establish that she has made a courageous contribution to the complexities of a particular moment within Australian modernit
Impact of water management strategies on populations of rice water weevil, (Coleoptera: Curculionidae)
No full textExperiments were conducted to determine the impact of water management strategies on populations of rice water weevil, Lissorhoptrus oryzophilus Kuschel. One experiment was conducted at the Delta Research and Extension Center during 2017 and 2018. The performance of chlorantraniliprole and thiamethoxam was evaluated in combination with flood removal of a field as a cultural control tactic for rice water weevil. Seed treatments significantly reduced rice water weevil populations at the prelood sample timing, only chlorantraniliprole reduced populations at the post-drainage sample timing. Overall, flood removal had little impact on rice water weevil management. An experiment was also conducted to determine the spatial and temporal distribution of rice water weevil larvae within a furrow irrigated rice production system. This experiment was established across eleven grower fields in major rice producing counties across the Mississippi Delta from 2017 to 2018. Fields were divided into three zones based on free standing water within that portion of the field between irrigation events. Rice water weevil larval populations were reduced in portions of the field that did not remain at two of the three sample timings. An experiment was conducted at the Delta Research and Extension Center during 2017 to determine the impact of various water management strategies and insecticide seed treatments on rice water weevil populations. The –10 cm free standing water management strategy significantly reduced rice water weevil populations from the untreated control. Chlorantraniliprole had significantly higher yields across all water management strategies compared to other seed treatments and the untreated control
Evaluation of agronomic performance and weed control in soybean grown with different row configurations, planting dates, and soil textures
No full textPlanting date, seeding rate, soil texture, and row configuration are important factors in soybean production. Each of these factors can impact overall production and yield of soybean immensely. Growers can have difficulty making decisions about how to best manage their production systems with these factors in mind. Therefore, research was conducted from 2019 to 2021 at the Delta Research and Extension Center in Stoneville, MS, to evaluate the agronomic performance, yield components, and weed control of soybean planted with different planting dates, row configurations, soil textures and/or seeding rates. Common row configurations utilized in Mississippi soybean production were compared to a triple-row configuration on raised beds. First planting dates occurred from late-April to early-May and second planting dates followed three weeks later. Each row configuration was planted at 320,000 seed ha-1 for agronomic studies. Seeding Rate Study was initiated where triple-row configuration plots were planted at 320,000, 445,000, and 553,000 seed ha-1. Total dry matter (TDM) was determined by removing a m-2 in each plot at soybean growth stage R6.5 and allowing samples to dry down and weigh them. Harvest index was determined by collecting seed from TDM samples and weighing them. Pod node-1, seed number, and node plant-1 were determined by collecting five random plants from each plot and counting the total number of pods, seed, and nodes. Soybean planted on silt loam at the first planting produced lower seed weight, seed number, and harvest index than soybean on clay soil at either planting date. Two row configurations, single- and triple-row, were planted on raised beds for weed control studies. Programs included PRE only, EPOST, LPOST, PRE fb EPOST, PRE fb LPOST, and PRE fb EPOST fb LPOST. Herbicide timings included 7, 14, 21, and 28 DA-crop emergence and each timing was followed by a sequential application 14 d after the initial application. Triple-row configuration had lower plant densities and produced lower yield than single- and twin-row configurations. Triple-row configuration soybean planted on clay soil and at 445,000 and 553,000 seed ha-1 produced greater yield than any other seeding rate or soil texture
Recommended from our members
Cognitive Congruence and Interactional Behavior of Cotherapists
No full textProponents of the use of cotherapists have stressed the importance of compatibility for effective cotherapy teams; however, the nature of compatibility has received little attention in experimental literature. This study investigated the nature of an effective cotherapy relationship through use of concepts espoused by George Kelly in his personal construct theory. Based on the results of the study, it was recommended that cotherapists be paired on the basis of their cognitive congruence. It was further proposed that cotherapists, especially those low in content congruence, allow themselves sufficient time for case discussion prior to and following their therapy sessions
The Lost State of Franklin: America\u27s First Secession
No full textIn the years following the Revolutionary War, the young American nation was in a state of chaos. Citizens pleaded with government leaders to reorganize local infrastructures and heighten regulations, but economic turmoil, Native American warfare, and political unrest persisted. By 1784, one group of North Carolina frontiersmen could no longer stand the unresponsiveness of state leaders to their growing demands. This ambitious coalition of Tennessee Valley citizens declared their region independent from North Carolina, forming the state of Franklin.
The Lost State of Franklin: America’s First Secession chronicles the history of this ill-fated movement from its origins in the early settlement of East Tennessee to its eventual violent demise. Author Kevin T. Barksdale investigates how this lost state failed so ruinously, examining its history and tracing the development of its modern mythology. The Franklin independence movement emerged from the shared desires of a powerful group of landed elite, yeoman farmers, and country merchants. Over the course of four years they managed to develop a functioning state government, court system, and backcountry bureaucracy.
Cloaking their motives in the rhetoric of the American Revolution, the Franklinites aimed to defend their land claims, expand their economy, and eradicate the area’s Native American population. They sought admission into the union as America’s fourteenth state, but their secession never garnered support from outside the Tennessee Valley. Confronted by Native American resistance and the opposition of the North Carolina government, the state of Franklin incited a firestorm of partisan and Indian violence. Despite a brief diplomatic flirtation with the nation of Spain during the state’s final days, the state was never able to recover from the warfare, and Franklin collapsed in 1788.
East Tennesseans now regard the lost state of Franklin as a symbol of rugged individualism and regional exceptionalism, but outside the region the movement has been largely forgotten. The Lost State of Franklin presents the complete history of this defiant secession and examines the formation of its romanticized local legacy. In reevaluating this complex political movement, Barksdale sheds light on a remarkable Appalachian insurrection and reminds readers of the extraordinary, fragile nature of America’s young independence.
Kevin T. Barksdale is assistant professor of history at Marshall University.
“Dr. Barksdale writes with admirable clarity, explaining convoluted events with engaging and accessible prose, a straight-forward organizational structure, and a rare sense of passion.”—David C. Hsiung, Juniata College, author of Two Worlds in the Tennessee Mountains: Exploring the Origins of Appalachian Stereotypes
“The Lost State of Franklin speaks to a range of important issues in Southern history, issues that transcend narrow debates about North Carolina and Tennessee history. No scholar has done more to delineate the myths surrounding Franklin\u27s statehood from the bitter political battles that animated southern frontier society.”—Peter S. Carmichael, Eberly Professor of Civil War Studies, West Virginia University, author of The Last Generation: Young Virginias in Peace, War, and Reunion
“A riveting and complex story of settlers and leaders who struggled to establish and maintain an independent government. Although short-lived and often forgotten, Franklin rightly deserves Barksdale’s engaging account.”—Paul H. Bergeron, Professor of History Emeritus, University of Tennessee
“Kevin Barksdale’s painstakingly researched and elegantly written study of America’s first secession is required reading for everyone interested in early America, the frontier, and Appalachia.”—Ronald L. Lewis, Professor of History Emeritus, West Virginia University
“The State of Franklin’s ill-fated quest for statehood is among the most intriguing episodes on the early American frontier and a pivotal movement in the nation’s political history. In Kevin Barksdale’s very able hands, this struggle transcends its Tennessee and Appalachian setting to become an even more significant reflection on the meanings of democracy and independence in the tenuous and tumultuous post-revolutionary era of westward expansion and nation-building.”—John C. Inscoe, author of Race, War, and Remembrance in the Appalachian South
The Lost State of Franklin belongs in the reference collection of any local history buff.”—Bristol Herald Courier
“Deeply researched and painstakingly annotated, this work will be of particular interest to scholars studying the antebellum South. Recommended for Southern history collections in academic libraries.”—Library Journal
“[Barksdale] provides a balanced and accessible account that would interest anyone curious about our regional history.”—Chattanooga Free Press
“I was glad to see a study like this in print, and I recommend it to everyone interested in the eighteenth century or the southern frontier. Thanks to Barksdale’s work, we now have a much clearer picture of this brief but fascinating episode in Tennessee history than we’ve ever had before. The \u27Lost\u27 State of Franklin didn’t endure, but in terms of scholarship, it isn’t lost anymore.”—Past in the Present
“Barksdale has provided a nuanced and insightful examination of the state of Franklin. The book will serve as a must-read for students of the ‘lost’ state and of the frontier experience more broadly.”—Ohio Valley History
“Kevin Barksdale presents the first scholarly study of the so-called “lost state” of Franklin since Samuel Cole Williams took up the subject in 1933.”—North Carolina Historical Review
“In this welcome contribution to the problems of governance in the early republic, Kevin Barksdale presents a history of the failed State of Franklin. Franklin\u27s rise and fall remains an important counterpoint to much of American history because it is a story of failed possibilities.”—Tennessee Historical Quarterly
“The Lost State of Franklin has a quality of déjà vu, which gives the reader the impression that the story has played out elsewhere. That is because the book is a microlevel reflection of the American experience. Perhaps that explains why it is so captivating and, more importantly, why it is so relevant.”—Journal of American History
“Barksdale’s careful deconstruction of both the myths and realities of the \u27lost\u27 state of Franklin should make this book a standard reference for future scholars.”—American Historical Review
“The book will be valuable for regional specialists and students interested in frontier politics, as well as Appalachian history and memory more broadly.”—West Virginia History
“In the twentieth century, the story of Franklin appeared in memorials and exhibits and even inspired an outdoor drama and two romance novels. The story of Franklin deserves to be explored for its legacy in all three centuries.”—Register of the Kentucky Historical Society
“His book is an important study of community grow on the trans-Appalachian frontier at a time when the guidelines for future expansion were being shaped.”—Journal of Southern Historyhttps://uknowledge.uky.edu/upk_united_states_history/1029/thumbnail.jp
Christmas shoppers at Fifth and Pine, Seattle, 1954
No full textSigns in image read: Hotel Benjamin Franklin. Outrigger. Moss. Orpheum - James Stewart, Grace Kelly [...] Rear Window. Inch's. Frederick & Nelson. Jewelers. Gregg Shorthand in 6 weeks - inquire today.
Handwritten on sleeve: Christmas - Seattle - 1954 (Shopping crowds).
Date photograph was filed at the Seattle Post-Intelligencer (date of photograph and file date may differ by a month or more): November 26, 1954.1 acetate negative: b&w; 4 x 5 in
Founders Online Correspondence Metadata
No full textThis dataset is a cleaned version of the Founders Online (founders.archives.gov) author/recipient metadata available as of June 2020, formatted as an edge file for network analysis. This metadata includes only letters with authors and recipients, and does not include metadata for documents in the Founders Online database with no author or no recipient, such as receipts or account books. Source/Target pairs for network analysis were created between each author and recipient. In the case of multiple authors or multiple recipients, were split into multiple records with only one author and one recipient each. For example, the letter Sarah Read to Benjamin and Deborah Franklin, 10 April 1734, was split into two records: one with ‘author: Sarah Read’ and ‘recipient: Benjamin Franklin,’ and the other with author: ‘Sarah Read, recipient: Deborah Franklin.’ Links were not made between multiple authors or recipients of a letter. Names were standardized with as little change as possible: for example, the spellings Jacquelin Ambler, Jaqueline Ambler, and Jacquelin (Jaquelin) Ambler in the transcriptions were merged into simply Jacquelin Ambler. Gender of individuals in the network was assigned by first names or historical fact, or if ambiguous for a pseudonym, group of people, or unidentifiable, was left marked NA. The dataset includes 163,671 edges between more than 17,000 individuals. Fields also include the original title of the letter, papers project within Founders Online, permalink to the letter transcription and year, month, and date of the letter
The nature of science education: does it cause female students’ disaffection with science
No full textThis thesis seeks to answer the question 'Why are students disaffected with science?' Students' disaffection is described in terms of their dislike for science education. Support for the idea that students dislike science is found within the literature reviewed. A possible answer is in the nature of science education. Thus rather than the problem lying with students not understanding science ideas within the education system, it may be that the science is simply impossible to understand. So a major part of the nature of science education is that it is impossible to understand. This possibility is explored with a group of 74 female Bachelor of Education students. The students' perceptions of science are explored, using a research methodology based around interviews about past events. The students’ perceptions of science were that they as students did not like it and that it was not understandable. At this point, it was decided to further interview the students after having experienced an intervention based upon making the science more understandable. These results suggest that the students now have a better understanding of science and that many of them also like it as well. These results support the raising of the question: Does the nature of science education cause female students' disaffection with science
GeoGame: jogo didático para a interpretação crítica de representação cartográfica do espaço geográfico
No full textConsidering that the object of study of Geography is the geographical
space, we affirm that it is essential that the school teaching of Geography be able
to enable students to develop skills and competences necessary to read and
understand space and its analytical dimensions, such as landscape – whose
highlighted content is that of morphology - and the territory – with emphasis on
power relations. Thus, knowing how to read landscapes, understanding the
contradictions of the territory and thus interpreting the cartographic representation
of space with this perspective is a way to grasp reality in an updated, critical and
contextualized way. Thus, the present work aims to produce a didactic game
about the critical interpretation of cartographic representation of geographical
space, to be used by elementary school students in the process of teaching and
learning in Geography. The game produced is characterized by being digital and
compatible with one of the most used platforms in the world for the operation of
smartphones – Android. Thus, the research was structured from bibliographical
research on geographical space, landscape, territory, cartographic representation
of space, didactic game and teaching of Geography. Also, lectures were held and
dialogued about the content of the game developed, with students of the 9th grade
of elementary school of state public school of Santa Cruz (RN), as this is the
space of professional praxis of the author of the work; application of a
questionnaire with these students about the teaching of Geography; and
application of the game developed in the same school space, with the analysis of
the data resulting from this application. Thus, we conclude that the proposed game
is an important didactic resource, as it offers the Geography teacher interesting
methodological alternatives for the development of skills and competences defined
in the official documents of the country, thus enabling students to read critically the
cartographic representation of geographical space.Considerando-se que o objeto de estudo da Geografia é o espaço
geográfico, afirmamos ser imprescindível que o ensino escolar de Geografia seja
capaz de possibilitar que os estudantes desenvolvam habilidades e competências
necessárias para ler e compreender o espaço e suas dimensões analíticas, como
a paisagem – cujo conteúdo destacado é o da morfologia – e o território – com
destaque para as relações de poder. Desse modo, saber ler paisagens, entender
as contradições do território e, assim, interpretar a representação cartográfica do
espaço com essa perspectiva é um caminho para a apreensão da realidade de
modo atualizado, crítico e contextualizado. Assim, o presente trabalho objetiva
produzir jogo didático acerca da interpretação crítica de representação
cartográfica do espaço geográfico, para ser utilizado por estudantes do Ensino
Fundamental no processo de ensino e aprendizagem em Geografia. O jogo
produzido se caracteriza por ser digital e compatível com uma das plataformas
mais utilizadas no mundo para o funcionamento de smartphones – Android.
Destarte, a pesquisa foi estruturada a partir de investigação bibliográfica sobre
espaço geográfico, paisagem, território, representação cartográfica do espaço,
jogo didático e ensino de Geografia. Outrossim, foram realizadas aulas
expositivas e dialogadas acerca do conteúdo do jogo desenvolvido, com
estudantes do 9º ano do Ensino Fundamental de escola pública estadual da
cidade de Santa Cruz (RN), por ser este o espaço da práxis profissional do autor
do trabalho; aplicação de questionário com esses estudantes, sobre o ensino de
Geografia; e aplicação do jogo desenvolvido no mesmo espaço escolar, com a
análise dos dados decorrentes dessa aplicação. O jogo foi avaliado de forma
positiva pelos estudantes, bem como proporcionou que estes tivessem melhor
compreensão do espaço geográfico. Sendo assim, concluímos que o jogo
proposto é um importante recurso didático, pois, oferece ao professor de
Geografia alternativas metodológicas interessantes para o desenvolvimento de
habilidades e competências definidas nos documentos oficiais do país,
possibilitando, assim, aos estudantes a leitura crítica da representação
cartográfica do espaço geográfico
Conceptualizing Identity as Performance in Young Adult Dystopian Literature
No full textYoung Adult Literature has historically been read as a genre that encourages singular identity formation. Scholars have argued that this literature inspires young adult readers to find their true identity by showcasing characters in the process of identity construction. However, when read through the lens of performance theory - a vast field that encompasses many disciplines such as sociology, psychology, anthropology, literature and theatre - it becomes evident that YAL actually encourages the formation of multiple roles and identities. This genre features characters trying on new roles, casting assigned roles aside, and assuming new identities to best suit their settings. As such, this project focused on identity formation as performance in YAL dystopian literature and the impact this has on the subgenre, real young adults, and its part in the current crossover trend.
YAL is currently aggressively performative, but it has always been thus. In order to examine this trait this project used texts that have been written over the past 30 years such as: The Giver, The House of the Scorpion, Catching Fire, Mockingjay, and Little Brother. It is apparent in all of these dystopian tests that multiple identity performance is an inherent trait of the genre - and always has been. Many YAL text feature characters in the throes of identity formation who assume different roles in order to gain control of their strictly controlled environments. This notion is particularly important for adolescents to recognize because once these young people realize that identity is a performance, performance that allows adolescents to assume power in their lives, they can become comfortable in their own real settings. Young adults are then able to transition into the many roles that await them in the adult world more effectively. This project draws upon theories written by performance theorists such as: Bertolt Brecht, Erving Goffman, Richard Schechner (and others) and also applies current scholarly readings to these YAL dystopian texts in order to argue that YAL does and has always encouraged the formation of multiple identities and roles
- …
