4,702 research outputs found
Evva Kenney Heath letter to Louise Kenney
No full textLetter from Evva Kenney Heath to her mother, Louise Kenney. In the letter, Evva discusses her difficulty in getting a government appointment due to her race. John, mentioned on page three of the letter, is Evva's brother.
Evva Kenney was born and grew up in Cardington, Ohio, where she attended the predominantly white Cardington-Union Schools and graduated from high school in 1897. After teaching for a year in West Virginia, Evva moved Columbus in the spring of 1898 and began taking business courses at Parsons Community College. She later married Henry Heath and the couple attended Howard University Law School. She and Henry founded their own law firm, Heath & Heath Attorneys and Counselors at Law, and practiced in Washington, D.C. In 1907, Evva returned to Cardington to care for her ailing mother. Evva became ill early in 1908 and died in 1909 at the age of 29
Evva Kenney Heath letter to her mother
No full textEvva Kenney Heath, a lawyer in Washington, D.C, wrote this letter to her mother in Cardington, Ohio, September 10, 1906. In the letter, she discusses a man her husband is trying to have released from jail, the segregated schools in Washington, and a prize fight between a white and a "colored" man. The letter is written on letterhead from the Heath's law practice.
Evva Kenney was born and grew up in Cardington, Ohio, where she attended the predominantly white Cardington-Union Schools and graduated from high school in 1897. After teaching for a year in West Virginia, Evva moved Columbus in the spring of 1898 and began taking business courses at Parsons Community College. She later married Henry Heath and the couple attended Howard University Law School. She and Henry founded their own law firm, Heath & Heath Attorneys and Counselors at Law, and practiced in Washington, D.C. In 1907, Evva returned to Cardington to care for her ailing mother. Evva became ill early in 1908 and died in 1909 at the age of 29
Evva Belle Kenney letter to family
No full textLetter from Evva Belle Kenney, a schoolteacher in Bramwell, West Virginia, to her mother, brother, and sister in Cardington, Ohio. In this letter she describes her first impressions of the trials and tribulations of a schoolteacher. It was written September 2, 1897; she had begun teaching August 30, 1897.
Evva Kenney was born and grew up in Cardington, Ohio, where she attended the predominantly white Cardington-Union Schools and graduated from high school in 1897. After teaching for a year in West Virginia, Evva moved Columbus in the spring of 1898 and began taking business courses at Parsons Community College. She later married Henry Heath (who is mentioned in this letter), and the couple attended Howard University Law School. She and Henry founded their own law firm, Heath & Heath Attorneys and Counselors at Law, and practiced in Washington, D.C. In 1907, Evva returned to Cardington to care for her ailing mother. Evva became ill early in 1908 and died in 1909 at the age of 29
THE THUMPER / le JIMMY HEATH SEXTET
No full textTitre uniforme : [For all we know]Comprend : FOR MINORS ONLY / Jimmy HEATH - WHO NEEDS IT ? / Wynton KELLY - DON'T YOU KNOW I CARE ? / RUSSELL et ELLINGTON - TWO TEES / Jimmy HEATH - THE THUMPER / Jimmy HEATH - NEWKEEP / Jimmy HEATH - FOR ALL WE KNOW / LEWIS et COOTS - I CAN MAKE YOU LOVE ME / RUSSELL et de ROSE - NICE PEOPLE / Jimmy HEATHBnF-Partenariats, Collection sonore - BelieveContient une table des matière
‘Governing in hard times’: the Heath government and civil emergencies – the 1972 and the 1974 miners’ strikes.
No full textPhDThis thesis examines how the government of Edward Heath (Prime Minister 1970-74) managed the two most significant domestic political and economic crises which determined both its fate and its long term reputation; first, the 1972 miners’ strike and secondly, the 1973-4 miners’ dispute and the three-day week.
Its defeat by the miners in 1972 was an enormous humiliation from which the Heath government never fully recovered. The violent mass picketing which accompanied the strike shook both the government’s and the public’s confidence in the ability of the state to maintain law and order. Their victory boosted the miners’ confidence to take industrial action again in the autumn of 1973 when their position was strengthened by the oil price rise in the wake of the Yom Kippur war. This led to the imposition of a three-day week on industry which ended in the general election of February 1974 and the fall of the Heath Government.
This thesis uses the new material in the National Archives to examine the interplay between these events and the government machinery for handling civil emergencies. It reveals the manner in which Heath’s first attempt to reform the system was defeated by Whitehall resistance. The incompetent handling of the 1972 miners strike then strengthened the case for reform and led to the thorough overhaul of contingency planning which laid the foundations for the system which exists to the present day.
It examines the factors which influenced the handling of the crises, including the relationship between the Prime Minister and his colleagues, between ministers and officials, the problems posed by external events and the cumulative exhaustion which placed ministers and officials as well as the machinery of government under increasing strain
Assessment practices in teaching English as an international language
No full textThe growth of English as an international language has challenged the validity of many assessment practices, especially in contexts where students are learning English as an international language (EIL). The constructs of many tests center on standardized, inner circle English language norms, and the content of these tests are often sampled from similar contexts. EIL research challenges the validity of these practices in a globalized world, where speakers are using English in its plurality within fluid cultures and contexts. When assessing EIL, it is necessary to refocus practices to center on learners' strategic competence in using the language rather than their grammatical knowledge of it. Although assessment practices in classroom contexts are reflexive to change, standardized testing remains more resistant to change due to inherent difficulties in measuring language use, as opposed to linguistic knowledge of language forms
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
sj-docx-1-las-10.1177_00238309231156918 – Supplemental material for The Interaction Effect of Pronunciation and Lexicogrammar on Comprehensibility: A Case of Mandarin-Accented English
No full textSupplemental material, sj-docx-1-las-10.1177_00238309231156918 for The Interaction Effect of Pronunciation and Lexicogrammar on Comprehensibility: A Case of Mandarin-Accented English by Yongzhi Miao, Heath Rose and Sepideh Hosseini in Language and Speech</p
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