DOCSLIB.ORG

**************X******************************** Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

qUMENT-RESUME ED 316 456 SO 020 410 TITLE National Endowment for the Humanities 23r' Annual Report--1988. INSTITUTION National Endowment for the Humanities (NFAH)I Washington, D.C. PUB DATE 89 NOTE 178p.; Photographs will not reproduce well. AVAILABLE FROMNEH 1988 Annual Report, Room 406, 1100 Pennsylvania Ave. NW, Washington, DC (single copies free while supply lasts). PUB TYPE Reports - Descriptive (141) MRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Categorical Aid; Educational Finance; *Federal Aid; Fellowships; *Grants; *Humanities; Preservation; Research Projects; State Programs IDENTIFIERS Challenge Grants; *National Endowment for the Humanities ABSTRACT Congress established the National Endowment for the Humanities (NEH) in 1965 to support scholarly research, education, and public programs in the humanities. Under the act that established the NEH, the term humanities includes, but is not limited to, the study of the following disclplines: history; philosophy; languages; linguistics; literature; archaeology; jurisprudence; the history, theory, and criticism of the arts; ethics; comparative religion; and those aspects of the social scie. 4es that employ historical or philosophical approaches. This r...tport lists federal funds obligated for grants made in fiscal year 1989 through the Endowment's five divisions (Education Programs, Fellowships and Seminars, General Programs, Research Programs, and State Programs) and two offices (tne Office of Challenge Grants and the Office of Preservation). The 2,113 grant listings are preceded by a brief introduction describing the nature and purposes of the programs administered by each division. The grants themselves are listed in alphabetical order according to each grant-making program. A list of the panelists who evaluated the thousands of applications in fiscal year 1988 is included as well as lists of the senior staff members of the NEH and of the members of the National Council on the Humanities. Two tables present a summary of grants and awards for fiscal year 1988 and a financial report for the same fiscal year. (JB) **************************************X******************************** Reproductions supplied by EDRS are the best that can be made from the original document. ********************************w************************************* - .,-:'11 ,7,- . ,:' ' , r 2; f 1 k- t'.- . "--- '.'.- . ' ,'". I ' a tf: , +, % '''' --------- 111, -: , - l. '-'77.4-1'...72--, Zr.- .1 "'"--11.,° 7-...'...:_.,:1-, .r ....,....,... j...",.-k-,11,_,..'°7M.,,,;,,,4:4:,,,,-- 1 -;--;-,,z,'"47,,,,ffe.. - --- ,..-;71. I ,...% ' -._ ,,,,,&W-424,ex _eli,4:.^,;9#,&-A;;;torli.4,,,,,,,6:K44,... ,,,.., -, .- 1- iC % . U.S. DEPARTMENT OF EDUCATION Office of Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) "It%This document has been reproduced as received from the person or organization- originating it -. D Minor changes have been made to improve reproduction Quality Points of view or opinionsatated in this doCu Mint do not necessarily represent official OERI position oi policy ' NATIONAL ENDOWMENT FOR THE HUMANITIES 23RD ANNUAL REPORT -1988 3 ..: Cover: In Humanities in America, NEH Chairman Lynne V. Cheney noted that in thepast few decades there has been "a remarkable blossoming of the humanities in the public sphere." Pictured isa nighttime chautauqua tent meeting at which the public has gathered to listen to scholars who portray historical figures, suchas Thomas Jefferson. With Endowment support, the Great Plains Chautauqua Society of Bismarck, North Dakota, makes history and literaturecome alive in communities throughout the Midwest. NATIONAL ENDOWMENT FOR THE HUMANITIES 23RD ANNUAL REPORT -1988 NATIONAL ENDOWMENT FOR THE HUMANITIES WASHINGTON, D.C. 20506 ISSN 8755-5492 ....71. "1111)1111, %RI :Uci`tficIsi, ;;; , `C. - -r ... -4 1 1111 Fr 5 `.. ,-- L . V. ..., ....,-i.,'.-r ...: 4, , ' - r.....- '`..715' ...r -,_ A . Ns fe. -.- gv- ;t. eJ dj,("4. rt 3pit, .."..14 b, A 11.1. l'T-.;::s , .'..4"4-a14: .,, 0.-,1-4-z--- 141 ,..4,,,e . -'' ., el k , 73 Iliik,. /246,'Cr `. 1. ;.4,11;int . gIVI° , sr fa -A '4' r t E. .74 0 . - 2 The President The White House Washington, D.C. 20500 April 15, 1989 Dear Mr. President: I have the honor of transmitting to yot, the and secondary schools, for example, the En- annual report of the National Endowment for dowment entered into a cooperative agreement the Humanities for fiscal year 1988. It illustrates with the University of California at Los Angeles our commitment to promote the teaching and to establish the National Center for the Study of learning of the humanities in our society, both History. The center will study current teaching.... inside and outside the classroom. approaches, teacher training, and history text- As noted in Humanities in America, the books in order to develop improved programs Endowment's 1988 congressionally-mandated for history instruction. report, there has been in the past few decades To assist teachers in becoming more a resurgence of interest in the humanities on knowledgeable about the subjects they teach, the part of the general public. Millions of the Endowment established the NEH/Reader's Americans are attending museum exhibitions, Digest Teacher-Scholar Program. It provides organizing historical societies, and participat- teachers with an opportunity to spend an aca- ing in reading groups, seminars, and lectures demic year of full-time study in the humanities. on historical and cultural topics. They are We continue to encourage colleges and reading books and watching film series that universities to provide rigorous and coherent illustrate our own tradition and those of other programs of education for undergraduates. And cultures. "The remarkable blossoming of the we are proud, as well, to report to you about humanities in the public sphere is one of the our ongoing support of the scholarly research least noted, though most important, cultural on which so many of these other activities developments of the last few decades," our re- depend. port observed, and we at the NEH are proud of A century and a half ago, Alexis de Tocque- our continuing efforts to help in this endeavor. ville described the people of the United States We are also committed to improving hu- as "ever striving toward that immense grandeur Orphans from the manities education in our schools; and during glimpsed indistinctly at the end of the long Children's Aid Society 1988, we particularly focused our efforts on track humanity must follow." We at the Nation- in New York Ci'y, concerns raised in the NEH report, American al Endowment for the Humanities hope that photographed by Memory. To help improve the content and our work in 1988 has helped give Americans a writer and social clearer glimpse of that grandeur. reformer Jacob Riis quality of history education in our elementary at the turn of the century. This photo- Sincerely, graph was used in The End of the Line: Orphan Train, a videotape supported by the' Lynne V. Cheney Missouri Humanitii5 Chairman Council that featured stories about New York children who were adopted by Missouri families. 7 3 / -- . 4 .::: ___r_ Pø* r- . * . -- . r - r d -L_ -. 1' TL , -* 1LL. UlUL - i= . r, .flr-1--- -L .T1J __________________________________________- --.p.. 1 - - .. -'- .,- I' - -V.- -fl I -_.._r :I___ V.-. -r- . --.- . ._ I .r-t a - V.--- ___- - ''- LIIJIr.AwII!. _________ a&_--_ - .. -,'---V------- -7. _ - - -V_ Z:: V. - :. 1l- :._JDIrf ., ____ I .- tlflr--- a -It - _I_ - . - ______.__I____ - I' _.J S__r _____I_.VI. .l - - ___ - 1. miL_ : ..: .. ;II; - - -- _- -.-.---.- _t.- . V-V.--- . -- _ -- - -. * ._ - - - - - - -. V.V -. v. £1! -VVV_ __ - _.1. -a- - -. V. _ - _____V_ - __.t.t__ qJ 4flfltfl a - - I.-- - - -- .*. - -_3_ -V ...I- - - - . ____1 - .V *.- - * - --a - -.- .. ---- ...a. - - 'V - - -- ......... V - .3 - - LI *..,.a3a. ,- ___*___ .-.V - _*__ -V.-- V -. V V UW3d I3I3 - - . ._r -r. I'i 3*l.* -- - .3. ______ - ___V --a---- V. - a _V ..... .. 3___ - T - V -. i - - tIret ,_, ___ ._, -- V.-..--- - "-V... & _JVUfl ---V - -V.-- -V. V.- IL JVVJL *SL - - iL.UI _r _i I.J. ILIMi jir I IitjU it *U-._riu ui Uu i.I u IuIIsJJfltI 'Liii I'J V. jp4.V:ir ui ii. isii I -1 i n 1 iii- p i jrIumNmu-iLrur S IIiD1IjpiuIu.0 .1 .Ji $P lJT'IU. i1j I im _- 1 r-- - _ii i: I imI.LL.VN_a IfliiI Mu1W1ijihPui.IUJL1 u1Ni -- --------Pl--T - - P-VuiuLsl!i.1,T * - 1J V V V V - ___& . Ii' - - && -V_-V ______*_-__ _S_._-.___ - __. - ____ _ _ _ - _ 5_ _ a i--- - - 1V$ .1-U 1Tt1St*-.- P _ _ V - V J-.%' -- . .l_....-.._.__.-.. - ,._L-_... - ._r-- __ V-V. _' .__fL - -__ - J'1 -.--- - p-- V' - - - _V. V--V __Quu,I,__+I1.___V. _.U_. V -__ .JL V. -, -_ *-- - j J_- V V-V J ..-IT - V_u4f_j V_V.L L - -,--. _,_ -V $ 1-1---Tr. L * ' l'W- W - . & - aØAr - fi_ _ -- .j-- __ V. .' .,t J _._ V - - * _ __ -V-VV--V r. - -..- -i- -. - p. - - 0' S S Contents Letters of Introduction6 How the Endowment Works 12 Humanities in America 14 The Jefferson Lecture 16 Division of Education Programs19 Division of Fellowships and Seminars29 Division of General Programs67 Division of Research Programs85 Division of State Programs 115 Office of Challenge Grants 123 Office of Preservation 133 Panelists in Fiscal Year 1968 139 Senior qtafi Members of the Endowment 165 Members of the National Council on the Humanities 167 Detail iron; one of Summary of Grants and Awards for Fiscal Year 1988 168 Beethoven's sketches for the finale of his Ninth Symphony. Financial Report for Fiscal Year 1988 170 In 1988 the Division of Fellowships and Index of Grits 171 Seminars supported a Summer Seminar for School Teachers at Park College in Missouri on "Beethoven's Ninth Symphony: A Historical Perspective." 5 9 From the Deputy Chairman (Programs and Administration) If "Idjisinterested intellectual curiosity is biography, his interest may be piqued to read the life blood of real civilization,"as G. M.
Recommended publications
  • The KNIGHT REVISION of HORNBOSTEL-SACHS: a New Look at Musical Instrument Classification

    The KNIGHT REVISION of HORNBOSTEL-SACHS: a New Look at Musical Instrument Classification

    The KNIGHT REVISION of HORNBOSTEL-SACHS: a new look at musical instrument classification by Roderic C. Knight, Professor of Ethnomusicology Oberlin College Conservatory of Music, © 2015, Rev. 2017 Introduction The year 2015 marks the beginning of the second century for Hornbostel-Sachs, the venerable classification system for musical instruments, created by Erich M. von Hornbostel and Curt Sachs as Systematik der Musikinstrumente in 1914. In addition to pursuing their own interest in the subject, the authors were answering a need for museum scientists and musicologists to accurately identify musical instruments that were being brought to museums from around the globe. As a guiding principle for their classification, they focused on the mechanism by which an instrument sets the air in motion. The idea was not new. The Indian sage Bharata, working nearly 2000 years earlier, in compiling the knowledge of his era on dance, drama and music in the treatise Natyashastra, (ca. 200 C.E.) grouped musical instruments into four great classes, or vadya, based on this very idea: sushira, instruments you blow into; tata, instruments with strings to set the air in motion; avanaddha, instruments with membranes (i.e. drums), and ghana, instruments, usually of metal, that you strike. (This itemization and Bharata’s further discussion of the instruments is in Chapter 28 of the Natyashastra, first translated into English in 1961 by Manomohan Ghosh (Calcutta: The Asiatic Society, v.2). The immediate predecessor of the Systematik was a catalog for a newly-acquired collection at the Royal Conservatory of Music in Brussels. The collection included a large number of instruments from India, and the curator, Victor-Charles Mahillon, familiar with the Indian four-part system, decided to apply it in preparing his catalog, published in 1880 (this is best documented by Nazir Jairazbhoy in Selected Reports in Ethnomusicology – see 1990 in the timeline below).
  • Some English Words Illustrating the Great Vowel Shift. Ca. 1400 Ca. 1500 Ca. 1600 Present 'Bite' Bi:Tə Bəit Bəit

    Some English Words Illustrating the Great Vowel Shift. Ca. 1400 Ca. 1500 Ca. 1600 Present 'Bite' Bi:Tə Bəit Bəit

    Some English words illustrating the Great Vowel Shift. ca. 1400 ca. 1500 ca. 1600 present ‘bite’ bi:tә bәit bәit baIt ‘beet’ be:t bi:t bi:t bi:t ‘beat’ bɛ:tә be:t be:t ~ bi:t bi:t ‘abate’ aba:tә aba:t > abɛ:t әbe:t әbeIt ‘boat’ bɔ:t bo:t bo:t boUt ‘boot’ bo:t bu:t bu:t bu:t ‘about’ abu:tә abәut әbәut әbaUt Note that, while Chaucer’s pronunciation of the long vowels was quite different from ours, Shakespeare’s pronunciation was similar enough to ours that with a little practice we would probably understand his plays even in the original pronuncia- tion—at least no worse than we do in our own pronunciation! This was mostly an unconditioned change; almost all the words that appear to have es- caped it either no longer had long vowels at the time the change occurred or else entered the language later. However, there was one restriction: /u:/ was not diphthongized when followed immedi- ately by a labial consonant. The original pronunciation of the vowel survives without change in coop, cooper, droop, loop, stoop, troop, and tomb; in room it survives in the speech of some, while others have shortened the vowel to /U/; the vowel has been shortened and unrounded in sup, dove (the bird), shove, crumb, plum, scum, and thumb. This multiple split of long u-vowels is the most signifi- cant IRregularity in the phonological development of English; see the handout on Modern English sound changes for further discussion.
  • Letter C Introduction This Index Covers Volumes 110–112 and 114–120 Inclusive (1992–2000) of Archaeologia Cantiana, Volume 113 Being the Preceding General Index

    Letter C Introduction This Index Covers Volumes 110–112 and 114–120 Inclusive (1992–2000) of Archaeologia Cantiana, Volume 113 Being the Preceding General Index

    Archaeologia Cantiana - On-line Index 2012 GENERAL INDEX TO VOLUMES CX 1992 ( 110 ) to CXX 2000 ( 120 ) Letter C Introduction This index covers volumes 110–112 and 114–120 inclusive (1992–2000) of Archaeologia Cantiana, volume 113 being the preceding General Index. It includes all significant persons, places and subjects with the exception of books reviewed. Volume numbers are shown in bold type and illustrations are denoted by page numbers in italic type or by (illus.) where figures occur throughout the text. The letter n after a page number indicates that the reference will be found in a footnote and pull-out pages are referred to as f – facing. Alphabetisation is word by word. Women are indexed by their maiden name, where known, with cross references from any married name(s). All places within historic Kent are included and are arranged by civil parish. Places that fall within Greater London are to be found listed under their London Borough. Places outside Kent that play a significant part in the text are followed by their post 1974 county. Place names with two elements (e.g. East Peckham, Upper Hardres) will be found indexed under their full place name. T. G. LAWSON, Honorary Editor Kent Archaeological Society, February 2012 Abbreviations m. married Ald. Alderman E. Sussex East Sussex M.P. Member of Parliament b. born ed./eds. editor/editors Notts. Nottinghamshire B. & N.E.S. Bath and North East f facing Oxon. Oxfordshire Somerset fl. floruit P.M. Prime Minister Berks. Berkshire G. London Greater London Pembs. Pembrokeshire Bt. Baronet Gen. General Revd Reverend Bucks.
  • Terrorists, Despots, and Democracy

    Terrorists, Despots, and Democracy

    Terrorists, Despots, and Democracy: What Our Children Need to Know Terrorists, Despots, and Democracy: WHAT OUR CHILDREN NEED TO KNOW August 2003 1 1627 K Street, NW Suite 600 Washington, DC 20006 202-223-5452 www.edexcellence.net THOMAS B. FORDHAM FOUNDATION 2 WHAT OUR CHILDREN NEED TO KNOW CONTENTS WHY THIS REPORT? Introduction by Chester E. Finn, Jr. .5 WHAT CHILDREN NEED TO KNOW ABOUT TERRORISM, DESPOTISM, AND DEMOCRACY . .17 Richard Rodriguez, Walter Russell Mead, Victor Davis Hanson, Kenneth R. Weinstein, Lynne Cheney, Craig Kennedy, Andrew J. Rotherham, Kay Hymowitz, and William Damon HOW TO TEACH ABOUT TERRORISM, DESPOTISM, AND DEMOCRACY . .37 William J. Bennett, Lamar Alexander, Erich Martel, Katherine Kersten, William Galston, Jeffrey Mirel, Mary Beth Klee, Sheldon M. Stern, and Lucien Ellington WHAT TEACHERS NEED TO KNOW ABOUT AMERICA AND THE WORLD . .63 Abraham Lincoln (introduced by Amy Kass), E.D. Hirsch, Jr., John Agresto, Gloria Sesso and John Pyne, James Q. Wilson, Theodore Rabb, Sandra Stotsky and Ellen Shnidman, Mitchell B. Pearlstein, Stephen Schwartz, Stanley Kurtz, and Tony Blair (excerpted from July 18, 2003 address to the U.S. Congress). 3 RECOMMENDED RESOURCES FOR TEACHERS . .98 SELECTED RECENT FORDHAM PUBLICATIONS . .109 THOMAS B. FORDHAM FOUNDATION 4 WHAT OUR CHILDREN NEED TO KNOW WHY THIS REPORT? INTRODUCTION BY CHESTER E. FINN, JR. mericans will debate for many years to come the causes and implications of the September 11 attacks on New York City and Washington, as well as the foiled attack that led to the crash of United Airlines flight 93 in a Pennsylvania field. These assaults comprised far too traumatic an event to set aside immediately like the latest Interstate pile-up.
  • 2001 Annual Report

    2001 Annual Report

    NATIONAL ENDOWMENT FOR THE HUMANITIES 2001 annual report Contents About NEH 2 Jefferson Lecture 3 National Humanities Medalists 4 Education 6 Preservation and Access 18 Public Programs 35 Research 50 Challenge Grants 72 Federal State Partnership 80 Office of Enterprise 87 Summer Fellows Program 90 Panelists 90 Senior Staff Members 128 National Council 130 Financial Report 131 2001 NEH Annual Report 1 The National Endowment for the Humanities In order “to promote progress and scholarship in the humanities and the arts in the United States,” Congress enacted the National Foundation on the Arts and the Humanities Act of 1965. This act established the National Endowment for the Humanities as an independent grant-making agency of the federal government to support research, education, and public programs in the humanities. In fiscal year 2001, grants were made through Federal-State Partnership, four divisions (Education Programs, Preservation and Access, Public Programs, and Research Programs) and the Office of Challenge Grants. The act that established the National Endowment for the Humanities says, “The term ‘humanities’ includes, but is not limited to, the study of the following: language, both modern and classical; linguistics; literature; history; jurisprudence; philosophy; archaeology; comparative religion; ethics; the history, criticism, and theory of the arts; those aspects of social sciences which have humanistic content and employ humanistic methods; and the study and application of the humanities to the human environment with particular attention to reflecting our diverse heritage, traditions, and history and to the relevance of the humanities to the current conditions of national life.” The National Endowment for the Humanities supports exemplary work to advance and disseminate knowledge in all the disciplines of the humanities.
  • How Ought We Live?

    How Ought We Live?

    How Ought We Live? The Ongoing Deconstruction of Our Values Mark Nielsen This thesis is submitted to the School of History and Philosophy at the University of New South Wales in fulfilment of the requirements of the PhD in Philosophy 2010 ii iii Dedication For Theresa and Charlotte. iv Acknowledgements Firstly, I would like to thank my supervisor, Paul Patton, for his generous support in assisting me in the creation of this thesis. I am particularly grateful for his patience and understanding in relation to the research method I have used. I would also like to thank my co-supervisor, Rosalyn Diprose, for her generous support. Finally, I would like to thank my wife, Theresa, for her unwavering support over the years and for reminding me of what is important in life. v Table of Contents Title Page i Thesis/Dissertation Sheet ii Originality Statement, Copyright Statement and Authenticity Statement iii Dedication iv Acknowledgements v Table of Contents vi Introduction: Horizontal Philosophy and the Construction of an Ethical Rhizome 1 Macro-Sociological Plateaus 1. The Salesman as Values Educator: A Lesson From a Primary School Teacher 25 2. Feeling Unhappy and Overweight: Overconsumption and the Escalation of Desire 38 3. The Politics of Greed: Trivial Domestic Democracy 52 Philosophical Plateaus 4. The Democratic Rise of the Problem of ―How Ought We Live?‖ 67 5. Living in the Land of Moriah: The Problem of ―How Ought We Sacrifice?‖ 80 6. Welcome to the Mobile Emergency Room: A Convergence Between Ethics and Triage 101 7. Diagnostic Trans-Evaluation and the Creation of New Priorities 111 8.
  • The Early Middle English Reflexes of Germanic *Ik ‘I’: Unpacking the Changes

    The Early Middle English Reflexes of Germanic *Ik ‘I’: Unpacking the Changes

    Edinburgh Research Explorer The early Middle English reflexes of Germanic *ik ‘I’: unpacking the changes Citation for published version: Lass, R & Laing, M 2013, 'The early Middle English reflexes of Germanic *ik ‘I’: unpacking the changes', Folia Linguistica Historica, vol. 34, no. 1, pp. 93-114. https://doi.org/10.1515/flih.2013.004 Digital Object Identifier (DOI): 10.1515/flih.2013.004 Link: Link to publication record in Edinburgh Research Explorer Document Version: Publisher's PDF, also known as Version of record Published In: Folia Linguistica Historica Publisher Rights Statement: © Lass, R., & Laing, M. (2013). The early Middle English reflexes of Germanic *ik ‘I’: unpacking the changes. Folia Linguistica Historica, 34(1), 93-114. 10.1515/flih.2013.004 General rights Copyright for the publications made accessible via the Edinburgh Research Explorer is retained by the author(s) and / or other copyright owners and it is a condition of accessing these publications that users recognise and abide by the legal requirements associated with these rights. Take down policy The University of Edinburgh has made every reasonable effort to ensure that Edinburgh Research Explorer content complies with UK legislation. If you believe that the public display of this file breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately and investigate your claim. Download date: 28. Sep. 2021 The early Middle English reflexes of Germanic *ik ‘I’: Unpacking the changes1 Roger Lass & Margaret Laing University of Edinburgh The phonological shape of the PDE first-person nominative singular pronoun ‘I’ is assumed to have a simple history.
  • Justice Jackson and the Second Flag-Salute Case: Reason and Passion in Opinion Writing

    Justice Jackson and the Second Flag-Salute Case: Reason and Passion in Opinion Writing

    University of Missouri School of Law Scholarship Repository Faculty Publications Faculty Scholarship 2011 Justice Jackson and the Second Flag-Salute Case: Reason and Passion in Opinion Writing Douglas E. Abrams University of Missouri School of Law, [email protected] Follow this and additional works at: https://scholarship.law.missouri.edu/facpubs Part of the Law Commons Recommended Citation Douglas E. Abrams, Justice Jackson and the Second Flag-Salute Case: Reason and Passion in Opinion Writing, 36 Journal of Supreme Court History 30 (2011). Available at: https://scholarship.law.missouri.edu/facpubs/890 This Article is brought to you for free and open access by the Faculty Scholarship at University of Missouri School of Law Scholarship Repository. It has been accepted for inclusion in Faculty Publications by an authorized administrator of University of Missouri School of Law Scholarship Repository. For more information, please contact [email protected]. Legal Studies Research Paper Series Research Paper No. 2015-01 Justice Jackson and the Second Flag-Salute Case: Reason and Passion in Opinion Writing Douglas E. Abrams 36 JOURNAL OF SUPREME COURT HISTORY 30 (2011) This paper can be downloaded without charge from the Social Sciences Research Network Electronic Paper Collection at: http://ssrn.com/abstract=2547781 Electronic copy available at: http://ssrn.com/abstract=2547781 Justice Jackson and the Second Flag-Salute Case: Reason and Passion In Opinion Writing by Douglas E. Abrams University of Missouri School of Law (36 JOURNAL OF SUPREME COURT HISTORY 30 (2011)) Electronic copy available at: http://ssrn.com/abstract=2547781 Justice Jackson and the Second Flag-Salute Case: Reason and Passion In Judicial Opinion Writing I.
  • A Study of DOM in Asturian ('Dialectu Vaqueiru')

    A Study of DOM in Asturian ('Dialectu Vaqueiru')

    journal of language contact 13 (2020) 96-140 brill.com/jlc A Study of DOM in Asturian (‘Dialectu Vaqueiru’) Avelino Corral Esteban Lecturer (Tenure-track Associate Professor) of Linguistics, Department of English Philology, Faculty of Arts, Universidad Autónoma de Madrid, Madrid, Spain [email protected] Abstract The present paper explores Differential Object Marking in a variety of Asturian (West- ern Iberian Romance) spoken in western Asturias (northwestern Spain). This ancestral form of speech stands out from Central Asturian and especially from Standard Span- ish. For a number of reasons, ranging from profound changes in pronunciation, vo- cabulary, morphology and information structure to slight but very relevant effects on syntax. The main goal of this study is to examine the special marking of direct objects in order to find out what triggers the distribution of Differential Object Marking in this variety. To this aim, this paper will examine, from a variationist perspective, the influ- ence of a number of semantic and discourse-pragmatic parameters on the marking of direct objects in this Western Asturian language as well as in Standard Spanish1 and Central Asturian (which is generally considered the normative variety of Asturian). The results obtained from this comparison will allow us to outline the differences be- tween these three varieties in terms of object marking, shedding more light on the ori- gin and function of Differential Object Marking in Spanish. Keywords Asturian language – Vaqueiru dialect – Differential Object Marking – information structure – topicality – distinguishing function 1 Although Standard (European) Spanish originated in, and has come to be based on, the Cas- tilian dialect more than any other variety, I will use the term ‘Standard Spanish’ throughout the paper for the sake of neutrality.
  • Yet None with Truer Fervour Sing’: Coronation Song and the (De)Colonization of African Choral Composition

    Yet None with Truer Fervour Sing’: Coronation Song and the (De)Colonization of African Choral Composition

    ‘YET NONE WITH TRUER FERVOUR SING’: CORONATION SONG AND THE (DE)COLONIZATION OF AFRICAN CHORAL COMPOSITION by CHRISTINE LUCIA Abstract: In 1937, the Se(Sotho) composer, Mohapeloa published ‘Coronation Song’ a short a cappella choral work that celebrates the coronation of King George VI and which is ostensibly rooted in his colonial experience of the British Protectorate of Basutoland. It was reprinted in Morija in 1939 as ‘Coronation March’, by which time it was clear that this song’s political message was at odds with his other songs. Reprinted in 1945, 55, 66, and 80 with minor changes, the song becomes increasingly anachronistic. Mohapeloa suddenly rewrote it in the mid 1970s, 10 years after Lesotho gained independence, by transforming it into a patriotic song, ‘Lesotho Our Heritage’ (‘Lesotho Lefa la Rōna’). This article traces the song’s journey through decades of political change by means of a close hermeneutic reading of its text, musical language and structure, arguing that the music had always identified with two political tendencies, the one European and colonizing, the other American and decolonizing. It was this ambiguity that kept Mohapeloa’s interest and led to his last version of the song, finally published only in 2015. Keywords: Mohapeloa, Coronation Song, colonial, decolonial, Basutoland, Lesotho, choral, analysis, history, harmony, tonality. Introductory remarks Little detailed musical analysis has yet been applied to colonial and postcolonial African composition in order to lay bare the lasting damage inflicted on indigenous musical languages by what Kofi Agawu has called “musical violence of a very high order” that accompanied other forms of colonial violence (Agawu 2016a: 337).
  • Whole Day Download the Hansard

    Whole Day Download the Hansard

    Wednesday Volume 672 26 February 2020 No. 30 HOUSE OF COMMONS OFFICIAL REPORT PARLIAMENTARY DEBATES (HANSARD) Wednesday 26 February 2020 © Parliamentary Copyright House of Commons 2020 This publication may be reproduced under the terms of the Open Parliament licence, which is published at www.parliament.uk/site-information/copyright/. 299 26 FEBRUARY 2020 300 Stephen Crabb: As we prepare to celebrate St David’s House of Commons Day, now is a good moment to celebrate the enormous and excellent progress that has been made in reducing unemployment in Wales. Does my right hon. Friend Wednesday 26 February 2020 agree that what is really encouraging is the fact that the long-term lag between Welsh employment levels and the The House met at half-past Eleven o’clock UK average has now closed, with more people in Wales going out to work than ever before? PRAYERS Simon Hart: I am grateful to my right hon. Friend and constituency neighbour for raising this issue. He will be as pleased as I am that the figures in his own [MR SPEAKER in the Chair] constituency, when compared with 2010, are as good as they are. It is absolutely right that the Government’s job, in collaboration with the Welsh Government if that is necessary, is to ensure we create the circumstances Oral Answers to Questions where that trend continues. He has my absolute assurance that that will be the case. Christina Rees (Neath) (Lab/Co-op): Will the Secretary WALES of State provide the House with specific details on how many people have been affected by the catastrophic flood damage to residential properties and businesses The Secretary of State was asked— across Wales, and exactly how much has been lost to the Universal Credit Welsh economy so far? Simon Hart: I should start by saying that, during the 1.
  • ED351246.Pdf

    ED351246.Pdf

    DOCUMENT RESUME ED 351 246 SO 022 469 TITLE National Endowment for the Humanities, Twenty-Sixth Annual Report, 1991. INSTITUTION National Endowment for the Humanities (NFAH), Washington, D.C. REPORT NO ISSN-8755-5492 PUB DATE 92 NOTE 202p.; For the 24th Annual Report, see ED 322 064. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Elementary Secondary Education; *Federal Aid; *Federal Programs; *Grants; Higher Education; *Humanities; Research IDENTIFIERS *National Endowment for the Humanities ABSTRACT This report contains brief descriptions of National Endowment for the Humanities programs as well as a complete listing of all Endowment grants, entered by the division and program in which they were funded, for fiscal year 1991 (October 1,1990 through September 30, 1991). The contents of the report are as follows; "Twenty Years of the Jefferson Lecture"; "Letter from the Deputy Chairman"; "How the Endowment Works"; "National Tests"; "The Charles Frankel Prize, Division of Education Programs"; "Division of Fellowships and Seminars"; "Division of Public Programs"; "Division of Research Programs"; "Division of State Programs"; "Office of Challenge Grants, Office of Preservation"; "Panelists in Fiscal Year 1991"; "Senior Staff Members of the Endowment"; "Members of the National Council on the Humanities"; "Summary of Grants and Awards for Fiscal Year 1991"; "Financial Report for Fiscal Year 1991"; and "Index of Grants." (DB) *********************************************************************** Reproductions