6,653 research outputs found
Narrative based on the diaries of John Morgan
No full textScan of a typed narrative based on the diaries of John Hamilton Morgan. Includes text of numerous writings by Morgan. Author of this narrative not stated, but may have been his son, Nicholas G. Morga
Notes for corrections of John Morgan\u27s journal
No full textScan of corrections notes for a narrative based on the journal entries of John Hamilton Morgan from 1875 through 1892, covering his major missionary journeys in the Southern United States and his work in settling some of the Southern converts in the San Luis Valley of Colorado. Author of this narrative unidentified, but may have been Morgan\u27s son, Nicholas G. Morga
Typed version of John Morgan\u27s journal told in the third person (1875-1892): Part [26]
No full textScan of part of a typescript narrative based on the journal entries of John Hamilton Morgan from 1875 through 1892, covering his major missionary journeys in the Southern United States and his work in settling some of the Southern converts in the San Luis Valley of Colorado. Author of this narrative unidentified, but may have been Morgan\u27s son, Nicholas G. Morga
Achieving the intended curriculum in secondary schools
No full textThis dissertation examines the processes involved in determining what the curriculum of a secondary school shall be, and in assessing the degree to which the intended objectives underpinning a defined curriculum are achieved. Evidence is drawn from original source material gathered during the Curriculum Enquiry 11-16, 1977-1983, from direct interviews with headteachers and heads of department in fifteen secondary schools visited regularly over a period of three years, March 1984 - March 1987, and from relevant documentation made available in the schools involved. The research was conducted in two phases: Phase One began with a detailed study and analysis of written responses from 291 teaching departments, questioned in 1981 about departmental aims and objectives, with a view to establishing to what extent curriculum intentions were consciously identified. It continued with a series of repeated visits to nine secondary schools, and detailed discussions on related issues with 54 teachers and 6 headteachers. Information derived from these courses was then used in a detailed survey of all the major influences on curriculum. An objective analysis was then made and written up to show the degree to which these influences could assist or hinder the process of teaching an intended curricular programme. Phase Two concentrated on a second group of 12 carefully chosen schools, which included some of the Phase One schools, where further detailed discussions were held with all the headteachers and with 48 selected heads of departments. The basis of selection of both schools and departments was one of acknowledged success, in terms of the proven high quality of work done and intentions achieved. Senior Advisers and members of H.M. Inspectorate assisted in this selection, as did the headteacher in each school. In these discussions the work of the departments was looked at carefully, and factors which the evidence showed to be particularly important in contributing to their defined success were closely examined. Following this analysis, the findings were written up, and form Chapter Twelve of the dissertation. At all stages due note was taken of a wide range of published educational literature relevant to this subject matter, and the written text contains a considerable number of references to comments made by the writers concerned. Similarly reference is made, where appropriate, to the major educational issues under discussion during the period of research, not least because such issues were directly affecting the thinking and the responses of those interviewed. The subject of this dissertation is, on the basis of the evidence gathered, certain to be a pre-eminent consideration in the five to ten year period following the major developments and upheavals in education which are current or pending at the time of submission. (D82732)</p
John Hamilton Morgan
No full textScan of a typescript with title, John Hamilton Morgan, ending at page 43, where John Morgan is en route to Salt Lake City. Author not given but probably his son, Nicholas G. Morga
Russell V. Morgan Papers
No full textRussell V. Morgan (1893-1952) was an American music educator, former President of the Music Educators National Conference (MENC), now known as the National Association for Music Education (NAfME), (1930-32) and MENC Hall of Fame inductee (1996). Morgan studied music education at Northwestern University where he received a BM (1915), MM (1921), and was awarded an honorary doctorate (1936). During his career, Morgan served as an army bandmaster during World War I, a church organist, a supervisor of music in public schools, and author of articles, books and school texts on music and music education. The Russell V. Morgan Papers covers the period from 1896-1998; the bulk of the materials date from 1920-1952. The collection consists of both personal and professional papers including published and unpublished writings, speeches, correspondence, programs, photographs, clippings, and articles related to the Morgans career as a music educator, his involvement with MENC, and music education and reference materials
Interview with Bernice Morgan
No full textBernice Morgan (nee Vardy) is a Newfoundland author born in 1935 in St. John's. Her most well-known novel is Random Passage (1992) which, along with the
sequel Waiting for Time (1994), was adapted into a CBC television mini-series in 2002. Additional publications include the anthology From This Place: A Selection of
Writing by Women of Newfoundland and Labrador (1977) and Topography of Love (2000). She has received multiple Provincial Arts and Letters Awards; Thomas H. Raddall Atlantic
Fiction Prize (1995); Canadian Authors' Association Literary Prize for Fiction (1995); Artist of the Year by the Newfoundland and Labrador Arts Council (1996); and received
an honorary doctorate from Memorial University in 1998. Morgan has been very active in the province's arts community. She served on the board of the Provincial Arts Council,
the editorial board of Killick Press, the executive of the Writers' Alliance of Newfoundland and Labrador, and the Newfoundland Writers' Guild
Providence College Faculty Author Series 2016-2017: Vance Morgan
No full textIn this installment of the Faculty Authors Series, Vance Morgan (Philosophy, Providence College) discusses his newest book, Freelance Christianity: Philosophy, Faith, and the Real World
Providence College Faculty Author Series 2016-2017: Vance Morgan
No full textIn this installment of the Faculty Authors Series, Vance Morgan (Philosophy, Providence College) discusses his newest book, Freelance Christianity: Philosophy, Faith, and the Real World
Hearing Faces and Seeing Voices: The Integration and Interaction of Face and Voice Processing
No full textCognitive understanding of voice recognition has borrowed much from the area of face processing, both in terms of the theoretical framework within which results are interpreted, and the methodology used to assess performance. A considerable body of research now exists to suggest that voice recognition may proceed in parallel with face recognition, and that the two pathways may combine to inform person recognition. However, rather than being independent or equivalent, these parallel pathways appear to interact to reveal interesting interference effects. The present paper reviews a series of studies that focus on a considerable and growing literature. The vulnerability of voice processing will be explored relative to face processing, and the interaction of these two pathways will be examined with reference to broader theoretical frameworks for person recognition
- …
