17,116 research outputs found
Peter Johnson Folder
No full text7 pages of family history documents containing and related to Peter T. Johnson; - including: Payette Lake; Bonneville Power administrator; Trus Joist Exec; obi
Johnson, Peter, 3/400017
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/428102Surname: Johnson. Given Name(s) or Initials: Peter. Military Service Number or Last Known Location: 3/400017. Prisoner of War Enquiry Card Index Number: K/15. Division Enquiry: Vic. Rank: T/CPL. Unit: 3rd Battalion Korea326859
Item: [2016.0049.60364] "Johnson, Peter, 3/400017
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Forest inventory: Peter T. Johnson Wildlife Mitigation Unit, Craig Mountain, Idaho. Final Report.
Full text linkThe primary objective of this report is to determine the quantity and quality of existing forest habitat types on the 59,991-acre Peter T. Johnson Wildlife Mitigation Unit (WMU). Products from this effort include a description of the ecological condition, a map of habitat types, and an inventory of forest resources on the WMU lands. The purpose of this and other resource inventories (plant and wildlife) is to assess the current resources condition of the WMU and to provide necessary information to generate a long-term management for this area
Other title: Ethiopia superior
No full textPrime meridian: Cape Verde; Relief shown pictorially.; Watermark; Includes illustrations and decorative cartouche
Beating Mom: How to Win the Power Game
No full textResistance & Representation: Rethinking Childhood Education is a collection of essays, the 12th volume in the Rethinking Education series. Both the volume and the series grow out of a position that challenges the "hegemony" of the psychologically based prevailing perspective in education, especially early childhood education. This edited volume includes chapters applying feminist, critical, multicultural, postcolonial and postmodern theories and methodologies. For the rest of the review, the term post modern will be used as a way to refer to these various theories. In addition to these closely allied theoretical positions, the editors also see the essays connected by a "shared commitment to creating social change and improving the lives of children." The aim of the book is to provide a place to present alternative representations of knowledge and considerations of issues of identity and theory making, as well as to examine resistances and reconceptualizations of traditional practice in early childhood education
LGBTI variations in crime reporting: how sexual identity influences decisions to call the cops
Full text linkResearch 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
sj-pdf-1-aor-10.1177_00034894211036859 – Supplemental material for Flipping the Classroom: An Evaluation of Teaching and Learning Strategies in the Operating Room
No full textSupplemental material, sj-pdf-1-aor-10.1177_00034894211036859 for Flipping the Classroom: An Evaluation of Teaching and Learning Strategies in the Operating Room by Jared Johnson, Emily Misch, Michael T. Chung, Jeffrey Hotaling, Adam Folbe, Peter F. Svider, Cristina Cabrera-Muffly and Andrew P. Johnson in Annals of Otology, Rhinology & Laryngology</p
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
Zechariah 9-14 as the substructure of 1 Peter’s eschatological program
No full textThe principal aim of this study is to discern what has shaped the author of 1 Peter to regard Christian suffering as a necessary (1.6) and to-be-expected (4.12) component of faithful allegiance to Jesus Christ. Most research regarding suffering in 1 Peter has limited the scope of inquiry to two particular aspects—its cause and nature, and the strategies that the author of 1 Peter employs in order to enable his addressees to respond in faithfulness. There remains, however, the need for a comprehensive explanation for the source that has generated 1 Peter’s theology of Christian suffering. If Jesus truly is the Christ, God’s chosen redemptive agent who has come to restore God’s people, then how can it be that Christian suffering is a necessary part of discipleship after his coming, death and resurrection? What led the author of 1 Peter to such a startling conclusion, which seems to runs against the grain of the eschatological hopes and expectations of Jewish restoration ideology?
This thesis analyzes the appropriation of shepherd and fiery trials imagery,
and argues that the author of 1 Peter is dependent upon Zechariah 9-14 for his
theology of Christian suffering. Said in another way, the eschatological program of
Zechariah 9-14, read through the lens of the Gospel, functions as the substructure
for 1 Peter’s eschatology and thus its theology of Christian suffering.
In support of this hypothesis, this study highlights the fact that Zechariah 9-
14 was available and appropriated in early Christianity, in particular in the Passion
Narrative tradition; that the shepherd imagery of 1 Pet 2.25 is best understood
within the milieu of the Passion Narrative tradition, and that it alludes to the
eschatological program of Zechariah 9-14; that the fiery trials imagery found in 1
Peter 1.6-7 and 1 Pet 4.12 is distinct from that which we find in Greco-Roman and OT
wisdom sources, and that it shares exclusive parallels with some unique features of
the eschatological program of Zechariah 9-14; that Zechariah 9-14 offers a more
satisfying explanation for the modification of Isa 11.2 in 1 Pet 4.14, the transition
from 4.12-19 to 5.1-4, why Peter has oriented his letter with the term διασπορά,
and why he has described his addresses as οἶκος τοῦ θεοῦ; and finally that 1 Peter
contains an implicit foundational narrative that shares distinct parallels with the
eschatological program of Zechariah 9-14.
We can conclude that 1 Peter offers a unique vista into the way in which at
least one early Christian witness came to understand and to communicate the fact
that Christian suffering was a necessary feature of faithful allegiance to Jesus Christ
The idler [electronic resource] : By the author of The rambler. With additional essays. In two volumes. The sixth edition.
No full textThe author of the Rambler = Samuel Johnson and others.O & L report frontispieceElectronic reproduction.English Short Title Catalog,Reproduction of original from Bodleian Library (Oxford)
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