Notice bibliographique
Résumé
M O N T A N A T H E M A G A Z I N E O F W E S T E R N H I S T O R Y 72 of the Great Migration. By including studies of Houston, Spokane, and Oklahoma, Ruffin and coeditor Dwayne Mack illustrate the western migration of African Americans in the early twentieth century. Though the essays are insular in nature, they are tied together by the anthology’s shared arguments and separated into five components that “explore community formation, multiculturalism, civil rights and black empowerment, artistic empowerment and identity, and U.S. West scholarship in a twenty-first- century context” (26). Each of these sections propels the claim that Black Western life often differed from Black life in the rest of the country. Perhaps most emblematic of this divergence is Emily Lutenski’s “The New Negro Frontier: Jean Toomer, Wallace Thurman, and African American Modernism in the West.” Lutenski purposes the authors’ unpublished writings about the West as an allegory for Black western migration and Black Western life, using the two well-known Harlemites to reimagine African American presence in the twentieth-century West. This assertion simultaneously challenges preconceived understandings of the Great Migration and explores Toomer and Thurman’s conceptualizations of themselves in the West vis-à-vis Harlem. Lastly, Mack and Ruffin establish the interracial nature of many Black organizations in the West, including the Universal Negro Improvement Association and the Black Arts Movement. Freedom’s Racial Frontier will be useful tostudents and teachers of Western history and African American history but is generally accessible to a wide audience as well. Educators at any level will benefit from this anthology and its deconstruction of the myth of the white West. Secondary educators will benefit from Julian Kunnie’s “Apartheid in Arizona? HB 2281 and Arizona’s Denial of Human Rights to Peoples of Color,” which clearly articulates the dangers of centralized secondary curriculums, citing Arizona’s ban of ethnic studies in 2010. Freedom’s Racial Frontier pushes the direction of African American Western history to answer new and important questions facing the region. Ryan McCarty University of Montana Pacing Dakota Thomas D. Isern North Dakota State University Press, Fargo, 2018. $29.95 cloth. Thomas D. Isern’s voice should be familiar; he regularly offers up “Plains Folk”on North Dakota’s Prairie Public Radio. In Pacing Dakota, you cannot hear the actual timbre of his voice, but if you concentrate, you certainly can gain the conversational style,the friendly asides, the droll humor, and the intense affection Isern has for his adopted home state. Pacing Dakota is a grassroots celebration of North Dakota, with an occasional nod to Saskatchewan and South Dakota, in which Isern spins his narratives of German-Russian pastries, barn dances, semi-reformed prostitutes, the power of a church’s tolling bells,the resurrection of barns,and the making of memories. The point of it all is the celebration of one’s fellows and the ability of a good conversation “to invest the land with story, make a place of it, a work that is never finished. . . . From the countless stories, sources first of mere delight, come certain emergences, patterns that constitute understandings, maybe even a grain of wisdom. We should all live so long” (72). Our first ever digital issue— African Americans in Montana and the West—is available online for free! mhs.mt.gov/pubs/MMWHDigitalIssueSum2020 R E V I E W S | S P R I N G 2 0 2 1 73 Pacing Dakota is laden with sensory stimulants. You can hear the men’s quartet at Canaan Moravian Brethren Church on Christmas Eve as easily as you can see its sanctuary illuminated by flickering candle light. You can taste the sauerkraut at St. Mary’sCatholicChurchinBarnesCounty,aswellasthepickled herring, hard Christmas chocolates, and ribboncandies sold by Pisek’s J-Mart.If these do not stir the senses, perhaps the restoration of a German-Russian homestead in Dunn County can do the job. In an effort at authenticity, volunteers from Preservation North Dakota and Isern’s classes plastered the homestead ’s walls with fresh manure from the cattle of the...
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».