3,665 research outputs found
Lettre de Hugh Allan à Alexander Morris sur la nomination de Morris au poste de juge en chef de la Cour du Banc de la Reine du Manitoba
No full text2 pages, originalLettre de Hugh Allan à Alex[ander] Morris sur : la nomination de Morris [au poste de juge en chef de la Cour du Banc de la Reine du Manitoba]
Lettre de Hugh Allan à Alexander Morris sur du minérai de fer
No full text2 pages, originalLettre de Hugh Allan à Alexander Morris sur : du minérai de fer, appartenant à Morris, qu'il a montré aux deux plus grands fabricants de fer au pays (Baird and Co. et Merry and Cunningham) et le prix du minérai de fer et de la fonte brute
Hugh Block Interview, 1974
No full textIn this interview, former blacksmith Hugh Block discusses some of the secret codes of a blacksmith and plays some old tunes on a harmonica.https://digitalcommons.morris.umn.edu/mnoralhistories/1020/thumbnail.jp
Hugh and Alene Morris, 1900
No full textPhotographs and ephemera from a collection of vaudeville performers, acts and stage productions primarily from the American vaudeville circuit from the late 1800s and early 1900.
Handwritten on mount: Hugh
On verso of image: Hugh & Alene Morris, 1900
PH Coll. 583.144To order a reproduction, inquire about permissions, or for information about prices see:
http://www.lib.washington.edu/specialcollections/services/reproduction/reproduction
Please cite the Order Numbe
Hugh B. Robards Interview, 1976
Full text linkHugh Robards was born January 11, 1894 in Alexandria, Minnesota. He graduated from Carleton College in 1916 and served in the infantry in World War I. He was discharged in 1920, at which time he returned to Alexandria to take over operation of the Cowing Robards hardware store.
In this interview, Hugh Robards discusses the early founding and development of the store, obtaining the Our Own Hardware franchise in 1913, advertising, business fluctuations in the Depression and World War II, and the rationing of products during World War II. He also discusses the time he spent in France during World War I, tourism in Alexandria, and the civic duties of citizens.https://digitalcommons.morris.umn.edu/mnoralhistories/1087/thumbnail.jp
Hugh Morris, 1900
No full textPhotographs and ephemera from a collection of vaudeville performers, acts and stage productions primarily from the American vaudeville circuit from the late 1800s and early 1900.
On verso of image: Hugh Morris, 1900
PH Coll. 583.143To order a reproduction, inquire about permissions, or for information about prices see:
http://www.lib.washington.edu/specialcollections/services/reproduction/reproduction
Please cite the Order Numbe
UA3/3 Baccalaureate Address
Full text linkBaccalaureate speech delivered by Hugh Morris regarding The Great Society
Twentieth-century poetry and science : science in the poetry of Hugh MacDiarmid, Judith Wright, Edwin Morgan, and Miroslav Holub
No full textThe aim of this thesis is to arrive at a characterisation of twentieth century poetry and science by means of a detailed study of the work of four poets who engaged extensively with science and whose writing lives spanned the greater part of the period. The study of science in the work of the four chosen poets, Hugh MacDiarmid (1892 – 1978), Judith Wright (1915 – 2000), Edwin Morgan (1920 – 2010), and Miroslav Holub (1923 – 1998), is preceded by a literature survey and an initial theoretical chapter. This initial part of the thesis outlines the interdisciplinary history of the academic subject of poetry and science, addressing, amongst other things, the challenges presented by the episodes known as the ‘two cultures’ and the ‘science wars’. Seeking to offer a perspective on poetry and science more aligned to scientific materialism than is typical in the interdiscipline, a systemic challenge to Thomas Kuhn’s The Structure of Scientific Revolutions (1962) is put forward in the first chapter. Additionally, the founding work of poetry and science, I. A. Richards’s Science and Poetry (1926), is assessed both in the context in which it was written, and from a contemporary viewpoint; and, as one way to understand science in poetry, a theory of the creative misreading of science is developed, loosely based on Harold Bloom’s The Anxiety of Influence (1973). The detailed study of science in poetry commences in Chapter II with Hugh MacDiarmid’s late work in English, dating from his period on the Shetland Island of Whalsay (1933 – 1941). The thesis in this chapter is that this work can be seen as a radical integration of poetry and science; this concept is considered in a variety of ways including through a computational model, originally suggested by Robert Crawford. The Australian poet Judith Wright, the subject of Chapter III, is less well known to poetry and science, but a detailed engagement with physics can be identified, including her use of four-dimensional imagery, which has considerable support from background evidence. Biology in her poetry is also studied in the light of recent work by John Holmes. In Chapter IV, science in the poetry of Edwin Morgan is discussed in terms of its origin and development, from the perspective of the mythologised science in his science fiction poetry, and from the ‘hard’ technological perspective of his computer poems. Morgan’s work is cast in relief by readings which are against the grain of some but not all of his published comments. The thesis rounds on its theme of materialism with the fifth and final chapter which studies the work of Miroslav Holub, a poet and practising scientist in communist-era Prague. Holub’s work, it is argued, represents a rare and important literary expression of scientific materialism. The focus on materialism in the thesis is not mechanistic, nor exclusive of the domain of the imagination; instead it frames the contrast between the original science and the transformed poetic version. The thesis is drawn together in a short conclusion
Liberating learning: experiences of MOOCs
No full textThe study reported here sought in-depth accounts of learning on a MOOC from ten people who completed one of the University of Southampton’s first two such courses during 2014. Its goal is to better understand their motivations for studying in this way, and the learning opportunities and problems they encountered. Findings were discussed with five academics involved in leading, developing and teaching on the MOOCs in order to explore issues from both perspectives. Given the small-scale nature of the project no specific recommendations are made as a result of it. Instead, the final paragraphs offer reflections from the project team about how the research is likely to impact their own practice in the future, and suggestions about how learners might make the most of the opportunities MOOCs offe
Morris K. Udall - Central Arizona Project
No full textMorris K. Udall to Hugh Woodward re: letter from Woodward to Stewart M. Brandborg, September 23, 1966
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