30,613 research outputs found
Jacob Read to John Kean, April 25, 1794
No full textJacob Read wrote from Charleston, South Carolina to John Kean in Philadelphia. Read informed Kean of a discrepancy between accounts.https://digitalcommons.kean.edu/lhc_1790s/1544/thumbnail.jp
Jacob Read to John Kean, April 28, 1792
No full textJacob Read in Savannah, Georgia wrote to John Kean, addressed to Philadelphia, PA. This letter discussed banking and financial issues. People included: Judge Grimké, British merchants, Mrs. Kean, Mrs. Livingston, Brockholst Livingston, Mrs. Read, Capt. Donovan, Richard Wylly. Places included: State of Georgia, Beaufort, Charleston.https://digitalcommons.kean.edu/lhc_1790s/1327/thumbnail.jp
2018 recipient: April Schultz, Professor of History
No full textThis image is undated but was copied from Dr. Schultz\u27s History Dept. webpage. The award was presented on April 23, 2018. Read the full award narrative at http://digitalcommons.iwu.edu/iwuaaup_win/8https://digitalcommons.iwu.edu/iwuaaup_wingall/1008/thumbnail.jp
The construction of Karen Karnak: The multi-author-function
No full textThis thesis is situated within the comparatively recent developments of Web 2.0 and the emergence of interactive WikiMedia, and explores the mode of authorship within a Read/Write culture compared to that of a Read/Only tradition. The hypothesis of this study is that the role of the audience has become merged with the author, and as such, represents new functions and attributes, distinct from a more conventional concept of authorship, in which the roles of audience and author are more separate. Read/Write and participatory culture, as defined by this study, is focused on collaboration, and includes the influences of D.I.Y. culture, Open-Source practices and the production of text by multiple authors. Multi-authorship presents a re-thinking of several concepts which support the notion of the individual author, since the focus of multi-authorship is not on attribution and ownership of a finished text, but on the continued malleability of a text. Modes of multi-authorship, demonstrated in the use of the pseudonyms Alan Smithee and Karen Eliot, represent declarative authors whose names signify multiple origins, whilst concurrently indicating a distinct body of work. The function of these names form an important context to this study, since primary research involves the construction of an experimental mode of multi-authorship utilising WikiMedia technology and the interaction of thirty nine participants, who are invited to create a body of work under the collective pseudonym Karen Karnak. The data generated by this experiment is analysed using aspects of Michel Foucault's author-function to identify and determine power structures inherent in the WikiMedia context. The interplay of power structures, including concepts such as identity, ownership and the body of work, affect the resulting mode of authorship and contribute to the construction of Karen Karnak, suggesting further areas of research into the emerging multi-author
Understanding the Video Game Experience through Reader Response Theory
No full textThe world of literacy has expanded alongside technology, and new literacies are being used as an alternative or an addition to traditional text. By including video gaming as literacy, the connection can be made between students’ multi-modal world outside of school with the world of literacy they encounter in school. As a way to look at the gaming experience, a case study of 15 participants examined three mainstream video games using Louise Rosenblatt’s reader response theory. In this qualitative study, interview transcripts about the gaming experience are coded for themes relating to reader response theory. The literature does not currently contain substantial research regarding how the gaming experience and reading experience are similar, so this study begins to add to the present literature by demonstrating that at least for these games the presence of the components of the theory can be evaluated in much the same way as the reading experience
Bridge Engineering Section, April 2011
No full textThis archived document is maintained by the Oregon State Library as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Title from PDF caption (viewed on April 11, 2014)"Updated April 28, 2011."Mode of access: Internet from the Oregon Government Publications Collection.Text in Englis
The Effects of Parent-Led Read-Alouds of Nonfiction Books on First-Graders' Vocabulary Acquisition and Motivation to Read
No full textABSTRACT
Title of dissertation: THE EFFECTS OF PARENT- LED READ-ALOUDS OF NONFICTION BOOKS ON FIRST-GRADERS' VOCABULARY ACQUISITION AND MOTIVATION TO READ
Rebecca April Gibson, Doctor of Philosophy, 2007
Dissertation directed by: Dr. Mariam Jean Dreher
Department of Curriculum and Instruction
This study investigated the effects of parent-led interactive read-alouds of nonfiction books on first-graders. Evidence suggests that nonfiction read-alouds in the classroom can improve children's vocabulary and motivation to read. This study used a pre/post experimental design to investigate whether parent-led read-alouds can lead to similar gains. Parents of first-grade students were invited to participate in the study. Half of the pool of interested parents was randomly assigned to the intervention group. The intervention group parents attended a training session on how to engage their children in interactive read-alouds. Children of consenting parents then had access to a lending library of 500+ nonfiction books, containing 10 target books with selected target vocabulary (32 words). First-graders whose parents were not randomly assigned to the intervention group, became the control group. Control group parents and children had access to an identical intervention after data were collected.
Treatment fidelity measures included Parent and Child Title Recognition Tests. Statistically significant Time X Treatment Interaction effects were found for both the Parent and Child Title Recognition Tests. These findings indicate that intervention group parents and children recognized a greater number of target books than control group parents and children after the intervention occurred.
Receptive and expressive measures of the children's knowledge of the target vocabulary, as well as a motivation to read measure, were used to measure effects.
Initial analyses showed the control and intervention group were equivalent on pretest measures. The results for the receptive vocabulary showed a main effect for Time, with students in both groups increasing in receptive vocabulary; however the Time X Treatment Interaction was not statistically significant. Nor was the Time X Treatment Interaction for the motivation to read measure statistically significant. However, the analysis revealed a statistically significant Time X Treatment Interaction, with a very large effect size, for expressive vocabulary. This finding indicates that the intervention group was able to produce more accurate verbal definitions of target vocabulary after the intervention than the control group. Thus, children's expressive vocabulary benefited from parent-led nonfiction read-alouds
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
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