387 Slices
Medium 9781442271340

Heritage of the Markham Car Collection Estrangement from the West Australian Motoring Community

Collections Rowman & Littlefield Publishers ePub

Pauline Joseph

Lecturer in Records and Archives Management, Department of Information Studies, Curtin University, Perth, Western Australia; p.joseph@curtin.edu.au

Abstract The Markham car collection heritage was entrusted with the Western Australian Museum in 1969. Subsequent events caused estrangement between the state’s motoring community and the Museum, and forty-seven years later still engender anger in motoring enthusiasts in Western Australia. Recollections of what actually happened are inconsistent; this paper investigates what happened and what went wrong. A qualitative research approach using interviews, archival records, car club magazines, and newspaper clippings was employed. The interviews were conducted with selected representatives from the motoring community and the Markham brothers. The paper concludes with discussion on the lessons learnt from this controversial incident for the Markham family, motoring community, and cultural institutions. Questions about trust and ethics with sellers, donors, and depositors, including the role of cultural institutions as custodians of national heritage, are posed.

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Medium 9781622500253

The Writing Process: Paraphrasing and Summarizing/ Final Project: Essay

Emily Hutchinson Saddleback Educational Publishing PDF

Basic Skills Practice

The Writing Process:

Paraphrasing and Summarizing

Paraphrasing and summarizing—what’s the difference between the two?

Read these definitions:

Paraphrasing is the act of restating an author’s idea in different words.

The purpose of paraphrasing is to clarify the author’s meaning for the reader.

Summarizing is the act of briefly stating the main ideas and supporting details presented in a longer piece of writing.

Here is an example of an author’s original words followed by a paraphrase:

“Down the mountain, moving beyond a curtain of quivering air, she saw the stage coming, perhaps with letters.” (Wallace Stegner, Angle of Repose) paraphrase: She saw the stage coming from below, possibly carrying mail.

Here is the entire original paragraph and a summary of it:

“Down the mountain, moving beyond a curtain of quivering air, she saw the stage coming, perhaps with letters. If she started in five minutes, she would arrive at the

Cornish Camp post office at about the same time as the stage. But the post office was in the company store, where there were always loiterers—teamsters, drifters, men hunting work—whom Oliver did not want her to encounter alone. And Ewing, the manager of the store, was a man she thought insolent. She must wait another two hours, till Oliver came home, to know whether there was mail. If the truth were known, these days she always looked at his hands, for the gleam of paper, before she looked at his face.” summary: She saw the stage coming, possibly with mail. She could go to the Cornish

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Medium 9781574411713

4: The Repeal of Bilingual Education 2001

Guadalupe San Miguel Jr. University of North Texas Press PDF

THE FINAL PUSH, 1990S

87

spending for the 2002 fiscal year that began October 1, a roughly $7 billion increase over 2001. It set up a comprehensive testing system to identity failing schools and needy students. It also stipulated that failing schools would receive resources to get them back on track, and that students could be offered the option of transferring to another public school or could get tutoring or other supplemental services.36

On January 8, 2002, President Bush signed the No Child Left Behind

Act of 2001 (H.R. 1) into law.37 This legislation amended and reauthorized the ESEA for the next six years. It also reauthorized the BEA of

1994. The former bilingual education act, known as Title VII of the

ESEA, is now Title III of the No Child Left Behind Act. Its official title is

“Language Instruction for Limited English Proficient and Immigrant

Children.”

THE REPEAL OF BILINGUAL EDUCATION, 2001

Title III represents a major overhaul of federal programs for the education of English Language Learners, or as the Bush administration calls them, limited English proficient and recent immigrant students. More particularly, it officially repeals bilingual education and replaces it with an English-only piece of legislation.

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Medium 9781622500277

Verbs: Agreement with Subject

Elliott Quinley Saddleback Educational Publishing PDF

Basic Skills Practice

Verbs: Agreement with Subject

No doubt you already know that singular subjects take singular verbs and plural subjects take plural verbs. singular:

Lance is a Democrat. plural: The Hongs are Republicans.

A fly buzzes.

The flies buzz.

But some cases of subject-verb agreement can cause problems. Here are two examples: collective nouns:

• Does a collective noun indicate a group acting together as a single unit?

Use a singular verb.

The jury has brought in a verdict.

• Does the collective noun indicate members of a group acting individually?

Use a plural verb.

The jury were arguing among themselves.

nouns of measurement:

• Does the noun name an amount of money • Does the measurement or amount refer or a measurement that refers to a sum or to a number of individual units? Use a a whole amount? Use a singular verb. plural verb.

Fifty dollars is the amount that he still owes.

Fifty dollars have been identified as counterfeit.

A. Circle the verb that correctly completes each sentence.

1. Our football team ( compete / competes ) against 10 opponents this year.

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Medium 9780870819018

10. Proclitics

Andrew Cowell University Press of Colorado ePub

Proclitics have been introduced in passing earlier. Note that the Arapaho person markers can be analyzed as anaphoric clitics. However, they can also be analyzed as part of the morphological word in Arapaho due to their unique behavior in taking e/o vowel harmony and their requirement of epenthetic /t/ prior to vowel-initial stems (similar to other grammatical preverbs that require epenthesis, such as /eti/ FUT). On the other hand, the proclitics covered here show neither of these features; they also can be attached to particles (including adverbials) as well as nouns and verbs; they always occur prior to the person markers when both are present; and they do not inhibit initial change when occurring with verbs (nor do they take initial change themselves). They thus are analyzed as not part of the morphological word but rather as proclitics. Here, we cover the most important of these proclitics, including their syntax, morphosyntax, and phonology.

The following list gives the most important proclitics (whose presence is indicated by use of ‘=’ rather than the hyphen in this grammar). When a proclitic interacts with verb stems to require a certain verbal order or mode, this is given in brackets. Many additional examples of these proclitics are given in the relevant sections on the various inflectional orders.

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