146 research outputs found
Finding Aid for the Lee Annis Collection (MUM00758)
No full textDr. Lee Annis is the author of Big Jim Eastland: The Godfather of Mississippi (2016), a biography of U.S. Senator James O. Eastland of Mississippi. This collection contains his research notes, including notes of oral interviews, recordings, and manuscripts of the book
Dr. Annis Shaver
No full text2009-2010 recipienthttps://digitalcommons.cedarville.edu/faculty_innovator/1008/thumbnail.jp
Defining indigenous plants: some problematic species from Norfolk Island
No full textDefining indigenous species may at first appear straight forward; most botanical texts provide similar definitions. The consistent requirement of such definitions is the lack of human intervention in the occurrence of the species within the area under consideration. Islands around the world have been invaded by plant species brought to their shores by humans. They are also places where self-introduced species can be continually arriving, as they have done for millennia. Scrutiny of the situation on Norfolk Island (1200 km east of Australia) finds that the distinction between indigenous and introduced taxa is sometimes unclear. There is also inconsistency regarding the acceptance of self-introduced species as indigenous. This paper explores these issues and notes that they are more important than idle botanical curiosity, because control of introduced (weed) species is a major area of activity in managing protected natural areas
A system of epistemic logic : [an honors thesis (HONRS 499)]
No full textThis paper examines two systems of logic that have been proposed for the notions of belief and/or knowledge. The first section looks at and criticizes a system proposed by Robert Ackermann. The second section is concerned with explicating the major points of a system put forth by Jaakko Hintikka. In the third section, an original attack is made upon the "KK-Thesis," which is a theorem provable by both of the systems mentioned above. The fourth and final section of this paper is an attempt by the author to develop a system of epistemic logic which will avoid the criticisms leveled at the other two.Special thanks are extended to Dr. David Annis, whose inspiration and guidance have made the following study possible.Thesis (B.?.)Honors Colleg
‘Making of a Woman Minister’ Rev. Annis Ford Eastman and Elmira, New York
No full textThis paper explores the life and career of one of the United States’ first female ministers, Rev. Annis Ford Eastman (1852-1910). Remembered today as being the author of Mark Twain’s eulogy and as the mother of American writer Max Eastman and co-author of the Equal Rights Amendment Crystal Eastman, the Reverend Eastman had a career that was exceptional in its own right. Reverend Eastman was ordained when it was practically unheard of for a woman to preach. Not only was she ordained but she was invited to speak at national conferences and was frequently published in religious and civic journals. Despite her skills as an orator, author, and theologian, her career was actualized, in part, because of her relationship with her husband, Rev. Samuel Eastman. Another contributing factor to her ordination was its location. The Eastmans moved around New York State’s Burned-Over District before settling in Elmira, just north of the Pennsylvania border. While the Burned-Over District had a rightful reputation for militant progressivism, Elmira was unique in its political situation. Mid-nineteenth-century Elmira was a hotbed for radical religious and political thought under the control of a politically progressive railroad tycoon. Annis Eastman’s career reached its peak in the 1890s, as the United States transitioned between the Gilded Age and the Progressive Era. Her position as a woman minister and the politics that she espoused given her platform are emblematic of that shift
‘Making of a Woman Minister’ Rev. Annis Ford Eastman and Elmira, New York
No full textThis paper explores the life and career of one of the United States’ first female ministers, Rev. Annis Ford Eastman (1852-1910). Remembered today as being the author of Mark Twain’s eulogy and as the mother of American writer Max Eastman and co-author of the Equal Rights Amendment Crystal Eastman, the Reverend Eastman had a career that was exceptional in its own right. Reverend Eastman was ordained when it was practically unheard of for a woman to preach. Not only was she ordained but she was invited to speak at national conferences and was frequently published in religious and civic journals. Despite her skills as an orator, author, and theologian, her career was actualized, in part, because of her relationship with her husband, Rev. Samuel Eastman. Another contributing factor to her ordination was its location. The Eastmans moved around New York State’s Burned-Over District before settling in Elmira, just north of the Pennsylvania border. While the Burned-Over District had a rightful reputation for militant progressivism, Elmira was unique in its political situation. Mid-nineteenth-century Elmira was a hotbed for radical religious and political thought under the control of a politically progressive railroad tycoon. Annis Eastman’s career reached its peak in the 1890s, as the United States transitioned between the Gilded Age and the Progressive Era. Her position as a woman minister and the politics that she espoused given her platform are emblematic of that shift
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Americanization: The immigrant's bridge to assimilation
No full textThis content analysis of English language textbooks used during the Americanization period (1914--1924) sought to determine the discourse on immigration during this period in American history. The findings brought to light representations that can be applied to the current discourse on immigration and the expected assimilation or acculturation of those immigrants who would become American citizens.Through language textbooks, immigrants learn grammatical language forms, culture and cultural language. Cultural language or pragmatic language is necessary for the second language learner to be able to communicate clearly in the new speech community found in America. Americanization textbooks taught immigrants about American democracy, the qualities and characteristics that make a good citizen, and proper grammatical and pragmatic language forms.Using a content analysis model, this study sought to determine whether or not the Americanization textbook authors provided instruction for the specific themes of Democracy, Good Citizenship and Pragmatic Language. Thirty-four textbooks and 16 language methodologies published during this period were examined for explicit and implicit evidence of instruction in the three themes. Results of the study showed that Democracy was well represented via 13 categories throughout the textbooks. Good Citizenship was depicted twice as often as Democracy via 18 categories. However, Pragmatic Language was represented by 10 categories made up of nine speech acts and humor, but appeared only 10% as often as those categories representing Good Citizenship.By analyzing the emphasis given to instruction in Democracy, Good Citizenship and Pragmatic Language, one begins to understand the discourse on immigration during the Americanization period. It is clear that while the Americanization movement sought to have immigrants look and act like Americans, they were not taught the necessary language that would allow them to blend into the American speech community, thus forever leaving them outside the culture of power. Understanding this discourse enables those involved with educating today's immigrants to recognize the current discourse on immigration and alter those areas of instruction that do not allow immigrants the best opportunity to learn the elements of culture and cultural language that would allow them to fit into and engage in mainstream American society.</p
Americanization: The immigrant's bridge to assimilation
No full textThis content analysis of English language textbooks used during the Americanization period (1914--1924) sought to determine the discourse on immigration during this period in American history. The findings brought to light representations that can be applied to the current discourse on immigration and the expected assimilation or acculturation of those immigrants who would become American citizens.Through language textbooks, immigrants learn grammatical language forms, culture and cultural language. Cultural language or pragmatic language is necessary for the second language learner to be able to communicate clearly in the new speech community found in America. Americanization textbooks taught immigrants about American democracy, the qualities and characteristics that make a good citizen, and proper grammatical and pragmatic language forms.Using a content analysis model, this study sought to determine whether or not the Americanization textbook authors provided instruction for the specific themes of Democracy, Good Citizenship and Pragmatic Language. Thirty-four textbooks and 16 language methodologies published during this period were examined for explicit and implicit evidence of instruction in the three themes. Results of the study showed that Democracy was well represented via 13 categories throughout the textbooks. Good Citizenship was depicted twice as often as Democracy via 18 categories. However, Pragmatic Language was represented by 10 categories made up of nine speech acts and humor, but appeared only 10% as often as those categories representing Good Citizenship.By analyzing the emphasis given to instruction in Democracy, Good Citizenship and Pragmatic Language, one begins to understand the discourse on immigration during the Americanization period. It is clear that while the Americanization movement sought to have immigrants look and act like Americans, they were not taught the necessary language that would allow them to blend into the American speech community, thus forever leaving them outside the culture of power. Understanding this discourse enables those involved with educating today's immigrants to recognize the current discourse on immigration and alter those areas of instruction that do not allow immigrants the best opportunity to learn the elements of culture and cultural language that would allow them to fit into and engage in mainstream American society.</p
Americanization: The Immigrant\u27s Bridge to Assimilation
No full textThis content analysis of English language textbooks used during the Americanization period (1914--1924) sought to determine the discourse on immigration during this period in American history. The findings brought to light representations that can be applied to the current discourse on immigration and the expected assimilation or acculturation of those immigrants who would become American citizens.Through language textbooks, immigrants learn grammatical language forms, culture and cultural language. Cultural language or pragmatic language is necessary for the second language learner to be able to communicate clearly in the new speech community found in America. Americanization textbooks taught immigrants about American democracy, the qualities and characteristics that make a good citizen, and proper grammatical and pragmatic language forms.Using a content analysis model, this study sought to determine whether or not the Americanization textbook authors provided instruction for the specific themes of Democracy, Good Citizenship and Pragmatic Language. Thirty-four textbooks and 16 language methodologies published during this period were examined for explicit and implicit evidence of instruction in the three themes. Results of the study showed that Democracy was well represented via 13 categories throughout the textbooks. Good Citizenship was depicted twice as often as Democracy via 18 categories. However, Pragmatic Language was represented by 10 categories made up of nine speech acts and humor, but appeared only 10% as often as those categories representing Good Citizenship.By analyzing the emphasis given to instruction in Democracy, Good Citizenship and Pragmatic Language, one begins to understand the discourse on immigration during the Americanization period. It is clear that while the Americanization movement sought to have immigrants look and act like Americans, they were not taught the necessary language that would allow them to blend into the American speech community, thus forever leaving them outside the culture of power. Understanding this discourse enables those involved with educating today\u27s immigrants to recognize the current discourse on immigration and alter those areas of instruction that do not allow immigrants the best opportunity to learn the elements of culture and cultural language that would allow them to fit into and engage in mainstream American society
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