Letteratura scientifica selezionata sul tema "Central Coast Grammar School"
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Articoli di riviste sul tema "Central Coast Grammar School"
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HUDSON, RICHARD, e JOHN WALMSLEY. "The English Patient: English grammar and teaching in the twentieth century". Journal of Linguistics 41, n. 3 (novembre 2005): 593–622. http://dx.doi.org/10.1017/s0022226705003464.
Testo completoAbstract (sommario):
In the first half of the twentieth century, English grammar disappeared from the curriculum of most schools in England, but since the 1960s it has gradually been reconceptualised, under the influence of linguistics, and now once again has a central place in the official curriculum. Our aim is not only to document these changes, but also to explain them. We suggest that the decline of grammar in schools was linked to a similar gap in English universities, where there was virtually no serious research or teaching on English grammar. Conversely, the upsurge of academic research since the 1960s has provided a healthy foundation for school-level work and has prevented a simple return to old-fashioned grammar-teaching now that grammar is once again fashionable. We argue that linguists should be more aware of the links between their research and the school curriculum.
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Winfield, Linda F. "Lessons From the Field: Case Studies of Evolving Schoolwide Projects". Educational Evaluation and Policy Analysis 13, n. 4 (dicembre 1991): 353–62. http://dx.doi.org/10.3102/01623737013004353.
Testo completoAbstract (sommario):
This study describes changes that occurred in one of the nation’s largest urban school systems on the East Coast following passage of the Hawkins-Stafford Amendments. Case study methods were used to describe the central office and system role and changes at the elementary school level in selected sites. A major emphasis of central office framework for school wide projects (SWPs) was school-based management and instructional frameworks based on effective schools research. The primary type of instructional intervention at the school level was reduction of class size during reading and math instruction. School wide projects offer the potential for improving learning outcomes of disadvantaged students but require coordinated and direct support from the central office and district
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Githinji, Damaris Gakii, e Milton Kigaro Lihanda. "The Influence of School Resources on Instruction of Kiswahili Grammar in Baringo Central Sub-County". Editon Consortium Journal of Kiswahili 1, n. 1 (30 aprile 2019): 1–13. http://dx.doi.org/10.51317/ecjkisw.v1i1.31.
Testo completoAbstract (sommario):
The study set out to investigate how school resources influence the instruction of Kiswahili grammarin Baringo Central Sub-County. Kiswahili is among the core subjects taught in secondary schoolscurriculum in Kenya. It is the official and national language in the Republic of Kenya. There, however,have been several challenges affecting the subject in schools. From the study, it was established that66.7% of sampled schools lacked the necessary teaching and learning resources like library and classeshence impeding academic achievement. The study will be useful in helping school authorities, theMinistry of Education, County authorities and other stakeholders to understand the role played byresource availability in facilitating the instruction of Kiswahili grammar in Baringo Central Sub-County.It recommends that the Ministry of Education, school authorities, County authorities and otherstakeholders should provide enough facilities and resources for teaching and learning like libraries andclassrooms.
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Nilsson, Tore, Pirjo Harjanne e Pernilla Steuer. "Between theory and practice". Apples - Journal of Applied Language Studies 13, n. 1 (19 febbraio 2019): 113–31. http://dx.doi.org/10.17011/apples/urn.201903011692.
Testo completoAbstract (sommario):
The present study explores patterns of cognition among 14 foreign language (FL) teacher students in Sweden regarding teaching oral proficiency and grammar in French German, Italian and Spanish. It is based on reflective cumulative log texts written by the students during a theoretical course in FL pedagogy. The log texts were investigated using qualitative content analysis to uncover central themes and patterns of agency. The findings indicate, among other things, that the FL teacher students hold strong experience-based cognitions regarding teaching both oral proficiency and grammar, and that, regardless if their FL learning experiences at school were based on form-focused teaching or communicative teaching, they struggle to negotiate the role of grammar in a communicative language teaching framework.
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Ardiansyah, Ade Arip, e Azhar Muhammad. "Implementation of Integrative Arabic Grammar (Nahwu & Sharaf) Curriculum in Islamic Boarding School". Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature 3, n. 3 (31 dicembre 2020): 211–28. http://dx.doi.org/10.22219/jiz.v3i3.13264.
Testo completoAbstract (sommario):
Learning Nahwu & Sharaf is considered a frightening subject by students in Islamic boarding schools and informal Islamic boarding schools. One of the reasons is that the institution's existing curriculum has not been planned and presented correctly. One of the institutions with an integrative curriculum to teach Nahwu & Sharaf subjects considered acceptable is the Darul Uluum Islamic Boarding School.This study aimed to describe Nahwu & Sharaf curriculum development concepts and models at Daarul Uluum Islamic boarding school at Majalengka supporting and inhibiting implementing the curriculum. The method used in this study was qualitative research. Data collection used interviews, the teacher's approach to teaching Nahwu & Sharaf, and the Islamic boarding school syllabus.The results showed that Nahwu & Sharaf curriculum development model was a central de-central, which combined two administrative approaches and the grassroots approach. The supporting factors were: 1) Motivation of leaders of Islamic boarding school; 2) Commitments of leaders of Islamic boarding schoolto develop curriculum, 3) Professional competence of Nahwu & Sharaf teachers, and 4) Input of students who have an initial understanding of the material to be obtainable. The inhibiting factors were: 1) the lack of individual funding allocations; 2) the teacher has not been able to properly teach students the material in Nahwu & Sharaf syllabus; 3) the unequal ability of teachers to teach in class Nahwu & Sharaf subjects; and 4) students feel bored while studying in class.
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Pahalawatta, Upuli, e Amanda Dawson. "An Introduction to Coastal Wilderness Medicine: BEACCHEs". Prehospital and Disaster Medicine 34, s1 (maggio 2019): s142—s143. http://dx.doi.org/10.1017/s1049023x19003169.
Testo completoAbstract (sommario):
Introduction:Beginning Education at Central Coast Hospitals (BEACCHEs) was developed as an experiential wilderness experience to assist with student exposure to new hazards when commencing at a coastal regional hospital. The coast has several hazards which are specific to the area.Aim:To provide students with first responder education for situations commonly encountered on the Central Coast.Methods:Sessions on first responder training specific to coastal and remote locations included: first aid and surf safety with the Ocean Beach Surf-Lifesaving Club and anti-venom education with the Australian Reptile Park. Education was provided regarding the transition from academic to clinical medicine including support and workload management. A two-day workshop was held on the Central Coast. Pre- and post-workshop surveys were conducted with a combination of matrix questions, Likert response scales, and long answer questions. Ethics was obtained. Both quantitative and qualitative responses were analyzed.Results:Excellent feedback regarding this program was received. All students reported an increase in knowledge in all three domains of critical medicine and evacuation issues, student health and workload management, and Central Coast community and environment. The areas of greatest knowledge in each of these domains were the management of surf incidents, signs and symptoms of PTSD, and Central Coast marine and ocean environment. A confidence increase was seen in responding effectively to an emergency, particularly, in response to improvisation in the field. All findings were statistically significant with all P-values <0.01.Discussion:The addition of BEACCHEs to the orientation of medical students at the Central Coast Medical School has demonstrated to be an effective program for allowing students to adjust more quickly to the new clinical environment. Following the success of this program, BEACCHEs is expected to become part of the new Junior Medical Officer orientation in 2019.
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Jefferts, Katharine, Janusz Burczynski e William G. Pearcy. "Acoustical Assessment of Squid (Loligo opalescens) off the Central Oregon Coast". Canadian Journal of Fisheries and Aquatic Sciences 44, n. 6 (1 giugno 1987): 1261–67. http://dx.doi.org/10.1139/f87-149.
Testo completoAbstract (sommario):
Squid (Loligo opalescens) were surveyed acoustically in an area off the Oregon coast using dual-beam and echo integrator techniques. The method developed is shown to be feasible for in situ estimation of target strength, distribution, and abundance of midwater squids. Average target strength was estimated both while drifting with a squid school and cruising over one. The values derived, −58.6 to −58.7 dB, are much lower than previous estimates, but more realistic in relation to the target strength of fishes. Schools judged to be fish or squid showed little difference in depth or size, but varied significantly in geographic distribution. Density estimates ranged from 9.9 t/km2 in a known spawning area to 0.93 t/km2 in an adjacent area.
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Medina, Elsa, Richard Grassl e Mary Fay-Zenk. "Fun with Triangular Numbers". Mathematics Teaching in the Middle School 20, n. 2 (settembre 2014): 116–23. http://dx.doi.org/10.5951/mathteacmiddscho.20.2.0116.
Testo completoAbstract (sommario):
It is a beautiful summer day on the central coast of California. While some students are enjoying days at the park or at the beach, forty middle school students are in a classroom solving challenging mathematics problems. And they are loving it!
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Mudrák, József. "A debreceni Kossuth Lajos Tudományegyetem archontológiája 1950–1990 XII. rész". Gerundium 9, n. 3 (18 marzo 2019): 127–46. http://dx.doi.org/10.29116/gerundium/2018/3/8.
Testo completoAbstract (sommario):
The Archontology of Lajos Kossuth University of Arts and Sciences (1950–1990), Part XII : Teacher Training Gramm ar School and Teacher Training Primary School. The Archontology of Kossuth University for the School of Arts, the School of Sciences, and for the so-called „Central Units” between January 1, 1950, and December 31, 1990, was compiled on the basis of the personal cards and personal files of the Personnel Department of the Rector’s Office, and the scantily documented section for the 1950s was supplemented from the annually arranged documentary material of the Personnel Office. Even so, however, the existing material fails to be complete. It is impossible to compile the archontology with perfect accuracy. Part XII presents the complete list pertaining to the teacher training grammar school and teacher training elementary school.
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Murniati, Cecilia Titiek, e Angelika Riyandari. "THE IMPLICATION OF PRE-SERVICE TEACHERS BELIEF ABOUT GRAMMAR TEACHING AND LEARNING FOR ENGLISH LANGUAGE POLICY IN INDONESIA". Celt: A Journal of Culture, English Language Teaching & Literature 16, n. 1 (20 luglio 2016): 133. http://dx.doi.org/10.24167/celt.v16i1.566.
Testo completoAbstract (sommario):
Recent studies have suggested that teachers beliefs have a significant influence on actual classroom practice and, consequently, on students achievements. However, little research has been done to investigate the influence of Indonesian language policy and teachers beliefs. The study reported seeks to examine the influence of English language policy on pre-service teacher's beliefs about the teaching of English language grammar in Indonesian schools. The research participants were pre-service teachers who have taken the subjects of Structure, Teaching Methods, and Micro-teaching in three public and private universities in Central Java and Yogyakarta Special District. Due to time and scheduling limitations, the sampling method used in this study was convenient sampling. Documentation, survey schedules, interviews, focus group discussions were used to gather the data. The findings revealed that although the language policy in Indonesia has put English language teaching and learning within the framework of communicative competence since the enactment of the 2006 School-based Curriculum, the pre-service teachers still believed that traditional method of teaching grammar (explicit grammar instruction) was imperative to use. The pre-service teachers tended to exclude English language policy enacted by Indonesian government in their discussion about teachers beliefs. Instead, the pre-service teachers constructed their beliefs about English language grammar teaching and learning process on their prior experiences in learning and teaching grammar.
Tesi sul tema "Central Coast Grammar School"
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Ampah-Mensah, Alfred. "A qualitative study of basic school teachers' use of language for mathematics classroom interaction in the Cape Coast Metropolitan area of the Central Region of Ghana : the case of three teachers in two schools". Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541620.
Testo completo
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Eather, Bronwyn. "A grammar of Nakkara (Central Arnhem Land Coast)". Phd thesis, 1990. http://hdl.handle.net/1885/132899.
Testo completoAbstract (sommario):
Chapter 1: In the first chapter I present a brief overview of the Nakkara language and its
speakers. We look firstly at the linguistic type and point out that Nakkara belongs to the
Non-Pama Nyungan family of Australian languages. Some of the salient features of the
language are pointed out and comparisons drawn with other languages in the area.
Alternative names used to refer to this language are listed, followed by descriptions of the
traditional land estates of Nakkara speakers. The remainder of the chapter provides a
backdrop for the language description by outlining relations with traditional neighbours,
involvement with ceremony, arts and crafts, recent history and the language and its
speakers today.
Chapter 2: This chapter describes the phonology of Nakkara and includes phonemic
analysis, stress patterns, phonotactics and word structure, phonological and morphological
rules and orthographic representation. The most detailed area of analysis in this chapter is
the interpretation of an audible stop contrast in the language. Stop length is introduced as a
significant phonetic factor in the phonemic interpetation of Nakkara sounds.
Chapter 3: This chapter is entitled Morphological Preliminaries. It gives a typological
profile of the language and introduces most of the technical terms used in the morphological
analysis of Nakkara. The parts of speech (or word classes) used in this description are also
introduced here, as well as the morpho-syntactic notions of core, outer-core and peripheral
levels.
Chapter 4: The morphology of Nakkara is extensive and is therefore divided into three
separate chapters. In this chapter we examine nominal morphology in general, looking
firstly at independent pronoun morphology^ then at pronominal affixes. Lastly the
morphological functions of non-pronominal affixes and postpositions are introduced.
Chapter 5: This and the following chapter deal with the morphology of verbal structures in
the language. In chapter five the verb-complex (VC) is defined and the morphological
components of the verbal pronominal prefix are analysed extensively. This introduces the
notions of verb transitivity and valency, pronominal participant identification, the morphology of tense, status and polarity distinctions as well as Imperative and Hortative
constrictions. A
Chapter 6: This chapter deals with verb-stem morphology in Nakkara. We examine and
categorise verb conjugations and look at the idiosyncrasies of monosyllabic verbs in this
language. Other verb-stem components introduced are the orientation afffixes as well as the
reflexive, reciprocal and inchoative affixes.
Chapter 7: This chapter examines the form and function of the remaining word-classes and
thus represents a bridge between description of the morphology and syntax of this
language. These word-classes include qualifiers of space, place and time, interrogatives
and indefinites, connective and introductory particles, mood particles and adjuncts (which
function something like manner adverbials).
Chapter 8: This final chapter looks beyond morphology to the structure of both simple and
complex clauses in Nakkara. We examine firstly the occurrence of different types of verbless clauses in the language and then look at simple and complex verbal clauses.
Libri sul tema "Central Coast Grammar School"
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Jane, Austin, e Central Coast Grammar School, a cura di. Twenty: A short history of Central Coast Grammar School. Erina Heights, N.S.W: Central Coast Grammar School, 2005.
Cerca il testo completo
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Logan, Keith Gregory, a cura di. Homeland Security and Intelligence. 2a ed. ABC-CLIO, LLC, 2017. http://dx.doi.org/10.5040/9798400666162.
Testo completoAbstract (sommario):
Now updated and expanded for its second edition, this book investigates the role intelligence plays in maintaining homeland security and emphasizes that effective intelligence collection and analysis are central to reliable homeland security. The first edition of Homeland Security and Intelligence was the go-to text for a comprehensive and clear introduction to U.S intelligence and homeland security issues, covering all major aspects including analysis, military intelligence, terrorism, emergency response, oversight, and domestic intelligence. This fully revised and updated edition adds eight new chapters to expand the coverage to topics such as recent developments in cyber security, drones, lone wolf radicalization, whistleblowers, the U.S. Coast Guard, border security, private security firms, and the role of first responders in homeland security. This volume offers contributions from a range of scholars and professionals from organizations such as the Department of Homeland Security, the Center for Homeland Defense and Security at the Naval Postgraduate School, the National Intelligence University, the Air Force Academy, and the Counterterrorism Division at the Federal Law Enforcement Training Center. This breadth of unique and informed perspectives brings a broad range of experience to the topic, enabling readers to gain a critical understanding of the intelligence process as a whole and to grasp what needs to happen to strengthen these various systems. The book presents a brief history of intelligence in the United States that addresses past and current structures of the intelligence community. Recent efforts to improve information-sharing among the federal, state, local, and private sectors are considered, and the critical concern regarding whether the intelligence community is working as intended—and whether there is an effective system of checks and balances to govern it—is raised. The book concludes by identifying the issues that should be addressed in order to better safeguard our nation in the future.
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David, Deirdre. Prologue. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198729617.003.0001.
Testo completoAbstract (sommario):
Pamela Hansford Johnson’s childhood was spent in a theatrical household in Battersea. Her grandfather had been treasurer to Sir Henry Irving, and her mother and her aunts at one time or another were all on the stage. Her father was largely absent when she was growing up since he was a Chief Railway Storekeeper on the African Gold Coast. He died when she was eleven years old. She attended a Clapham grammar school where she was an excellent student but for financial reasons was forced to leave school and take a course in shorthand-typing. While working in a West End bank for four years, she published her first novel and began to mix with a crowd of young writers. Exotically good-looking, she attracted many admirers, among them the conductor Leopold Stokowski.
Capitoli di libri sul tema "Central Coast Grammar School"
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Halupka, Ivan. "DSL for Grammar Refactoring Patterns". In Central European Functional Programming School, 446–58. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15940-9_12.
Testo completo
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Brincker, Benedikte, e Lene Holm Pedersen. "A Walk on the Wild Side – On the Motivation of Immigrant Workers to Provide Public Service in Greenland". In Springer Polar Sciences, 197–212. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_13.
Testo completoAbstract (sommario):
AbstractThis chapter explores the recruitment and turnover of a particular type of immigrant workers, namely, school teachers in Greenland. The central research question is: What are the motivational bases for recruitment and turnover of school teachers, comparing the West and East coast of Greenland? A wider discussion is whether particular motivational forms are worth fostering in the educational sector in Greenland, and if they may hold a potential for mitigating some of the recruitment problems the educational sector in Greenland is facing. The chapter focuses in particular on three motivational forms: Public Service Motivation, Sense of Community/Sense of Community Responsibility, and “excitement motivation”. By exploring their potential for mitigating turnover among school teachers in Western and Eastern Greenland, the chapter offers insights into how motivational forms interact and overlap. This insight may help practitioners actively mitigate turnover among school teachers and underlines the potential that lies in the intersection between public management and community psychology for both practitioners and researchers.
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Akpınar, Ömer, e Feryal Çubukçu. "Exploring the Language Learning Challenges of Dyslexics". In Advances in Early Childhood and K-12 Education, 7–25. IGI Global, 2023. http://dx.doi.org/10.4018/979-8-3693-0066-4.ch002.
Testo completoAbstract (sommario):
Dyslexia is a specific learning disability which influences the ability to learn the language. Dyslexic individuals have difficulties in some aspects of the language such as reading, writing, vocabulary, grammar, and spelling. Hence, this chapter is an attempt to find out the challenges that learners with dyslexia encounter in vocabulary and grammar skills in learning a foreign language. In this study, the qualitative research paradigm was undertaken where an instrumental case study was administered on eight dyslexic children at the middle school on the west coast of the country. The present study was carried out utilizing a dyslexia checklist involving vocabulary and grammar items. Small group instruction with the learners was conducted and a dyslexia checklist was used on a weekly basis to measure the learners' improvement in vocabulary and grammar skills. Findings revealed that learners exhibited high performance in grammar and vocabulary.
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Harrison, Stephen. "Tony Harrison and Rome". In Tony Harrison and the Classics, 57–76. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198861072.003.0003.
Testo completoAbstract (sommario):
Tony Harrison’s school study of Latin was a central part of the Leeds Grammar School education that created tensions with his working-class roots. At the University of Leeds, he began a doctoral thesis on translations of Virgil. This chapter traces Tony Harrison’s engagement with Roman literature and culture in, for example, the translations of Catullus and Martial and his many allusions to other Roman poems and plays. The chapter demonstrates that this engagement shows features characteristic of Harrison’s work as a whole: pillorying and defiance of oppressive political authority, fascination with ancient spectacle, and an impressive range of literary allusion.
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Newmeyer, Frederick J. "American structuralism and European structuralism". In American Linguistics in Transition, 43–79. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192843760.003.0002.
Testo completoAbstract (sommario):
Abstract The leading American linguists from the twenties to the forties had their roots in the European linguistic tradition. However, starting in the late thirties, American structuralists had an overwhelmingly negative view of the theories and analyses being developed by their European colleagues. The Americans had a positivist world view and avoided analysis of meaning, while for the European structuralists, meaning was central. This mutual animosity started to change in the late forties to a certain extent, in particular after the arrival of European refugee scholars such as Roman Jakobson. Importantly, in the mid-fifties many ‘European ideas’ were incorporated into early generative grammar by Noam Chomsky and, especially, Morris Halle. Nevertheless, the leading European structuralists in the fifties and the sixties almost all rejected transformational grammar. Modern functional linguistics in the US owes a great debt to linguistics of the Prague school and their ideas about ‘functional sentence perspective’.
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Goudie, Andrew S. "The Kalahari and the Southern African Interior". In Great Warm Deserts of the World, 183–214. Oxford University PressOxford, 2002. http://dx.doi.org/10.1093/oso/9780199245154.003.0007.
Testo completoAbstract (sommario):
Abstract The western and central portions of southern Africa are drylands (Fig. 7.1). On the western coast there is the Namib, in the south there is the Karoo, and in the middle there is the Kalahari. The last of these was described by a colonial explorer of the old school (Makin, 1929: 16): So far the Kalahari Desert has been one of the lost lands. A few white men entered it, but not all of them returned. It has been the great mystery desert of Africa, less known than the Sahara, which the French have mapped and explored thoroughly within the past few years. Moreover, it has none of the romantic attributes of the Garden of Allah. It has not been visited by the passionate novelist, nor can it boast of luxurious caravanserai where ice-cream and jazz add to the dangers of the desert. It has been accepted as a wilderness, and left at that.
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Kapeliuk, Olga. "General overview of Ethiosemitic". In The Oxford Handbook of Ethiopian Languages, 399—C20P33. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780198728542.013.20.
Testo completoAbstract (sommario):
Abstract Several theories were suggested as to the origin of Ethiosemitic, ranging from the immigration by one or several waves of speakers of Semitic from South Arabia to the Western coast of the Red Sea and up to the designation of East Africa as the original habitat of Semites in general. Ethiosemitic, at all its stages, conforms to the basic structure of Semitic with discontinuous consonantal roots providing the basic meaning and fixed patterns of vowels, inserted between them, rendering the grammar and lexicon. Modern Ethiosemitic is characterized by phonemization of labialized velar consonants; by the presence of palatalization; by the reduction of short i and u to zero or to the central short vowel ǝ; by the creation of a plethora of new verb stems through reduplication of one of the syllables of the basic verb; by the creation of a copula replacing nominal sentences and, under the influence of co-territorial Cushitic, by an overall change of word order running gradually from the relatively less important information to the most important, namely to the main predicate and the negation, both placed at the end of the sentence.
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Ostapchuk, Oxana A. "Ukrainian Language in the Practice of Education: Textbooks of the (Post)Revolutionary Time (the Late 1910s and Early 1920s)". In The “native word”: The Belarusian and Ukrainian languages at School (Essays on the history of mass education from the mid-nineteenth century to the middle of the twentieth), 255–72. Nestor-Istoriia, 2021. http://dx.doi.org/10.31168/4469-2043-3.11.
Testo completoAbstract (sommario):
Under analysis in this essay are the first mass textbooks in the Ukrainian language, which spread in schools after a radical change in the language situation after the 1917 revolution. Special attention is paid to the period of 1917-1919, which was marked by a real publishing boom in this field. In order to examine the form and the content of native-tongue education, not only are textbooks as such taken into account, but also materials of linguistic and methodological discussion of that time, in order to examine the form and the content of native-tongue education. This work also actively utilizes regional archival material from the territory of Central Ukraine (primarily Podillia). The analysis showed that the main aim of the textbooks and manuals from the 1910s was enhancing the communicative status of the Ukrainian language in society. The text- books created the necessary communicative environment for a new educated Ukrainian speaker, who had practical skills in the fields of Ukrainian grammar, stylistics, and syntax.
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Nelson, Scott Reynolds, e Carol Sheriff. "A Region Reconstructed And Unreconstructed The Postwar South". In A People at War, 295–314. Oxford University PressNew York, NY, 2007. http://dx.doi.org/10.1093/oso/9780195146547.003.0013.
Testo completoAbstract (sommario):
Abstract Ohioan Albion W. Tourgée was a slender, diminutive college student at the University of Rochester when Confederates fired on Fort Sumter. In the spring of 1861, he quit school to become a private soldier in a New York infantry regiment. His baptism by fire came at Bull Run, where he was struck by a carriage wheel, which injured his back and destroyed an eye. Tourgée returned to his parents’ home in Ohio to recuperate and study law. It was a brief recuperation. In July of 1862 he accepted a commission as a lieutenant in the 105th Ohio volunteers. By October, he and his men were pursuing Confederate General Braxton Bragg in neighboring Kentucky, then moving into central Tennessee. Captured there in January 1863, Tourgée spent five months in Confederate military prisons, including the notorious Salisbury Prison in North Carolina, before being exchanged. Whether from the wound at Bull Run or from his time in prison, Tourgée became sickly, with a lung impairment that his friends called an ague. In December 1863, Tourgée was allowed to resign his commission. Returning home to marry his grammar school sweetheart, he missed his regiment’s glory days in the siege of Atlanta, the March to the Sea, and the march through the Carolinas.In 1864 and 1865, while Tourgée recovered from his injuries, his regiment played an important part in the conclusion of the war. By cutting off Georgia and the Carolinas from Richmond, the 105th helped starve both the capital of the Confederacy and the Army of Northern Virginia. In early April 1865, General Lee surrendered the Army of Northern Virginia, and the war appeared to be over.
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Steinberg, Paul F. "Scaling Down". In Who Rules the Earth? Oxford University Press, 2015. http://dx.doi.org/10.1093/oso/9780199896615.003.0014.
Testo completoAbstract (sommario):
Dominical is a small town nestled on the Pacific coast of Costa Rica, where tropical forests spill onto the sandy shores of its world-renowned beaches. Dominical has a laid-back atmosphere of surf shops, open-air restaurants, and children in school uniforms weaving between the puddles and rocks on their way to class. But behind the scenes, something else is going on in Dominical. A clue can be found alongside the dirt road that runs through the center of town, where a billboard for Century 21 Real Estate depicts a happy couple overlooking their oceanfront property, accompanied by the English-language caption “Your Piece of Paradise!” The sign provides a glimpse of the larger forces at play in this remote corner of Central America. A frenzy of speculative real estate development is underway, led by foreigners vying for their own piece of paradise before the remaining lots are all sold by the local farmers whose families have inhabited the land for generations. One such farmer is Juan Carlos Madrigal. I visited Juan Carlos with a group of students in 2008 during one of my annual trips to Costa Rica, to learn more about how local landowners are coping with these pressures. This land has been in his family for a long time, its towering tropical forest encompassing tree plantations, bean, and cocoa crops, and sweeping views of the ocean. After a hike across the property, we cooled off in a swimming hole below a large waterfall, one of many in the area, which thundered down from the lush jungle above, the water volume swollen by seasonal rains. After toweling off we sat down and began the interview, discussing his vision for the future of this land. A humble yet dignified man with wrinkles deepened from decades of farming, Madrigal reported that a group of Americans had recently approached him with an offer to buy his property for a million dollars. Shaking his head, he said that of course he refused.