The moderate voice of John Sherman and the Republican agenda 1855-1898

Republican John Sherman, United States Congressman, Senator, Treasury Secretary, and Secretary of State had a political career of major importance from 1855 to 1898, yet there have been only casual references by historians and only two biographies of him, with the most recent published in 1902. From a strong Whig Party background, he was first elected to the United States House of Representatives in 1854; switching to the Republicans that same year. Then elevated to the Senate in 1861, he served in that body throughout the Civil War and Reconstruction when he was the most important voice of party unity and moderation. In 1877, the new President Rutherford Hayes appointed Sherman Secretary of the Treasury. He returned to the Senate after the Hayes administration where he sat for the following 15 years. In this particularly notable period, he not only led the upper house, but he engineered more bills in Congress which bore his name than any other member of either house. These included the critically important Sherman Silver Purchase Act, the Sherman Anti-Trust Act and Sherman Inter-State Commerce Act. In 1897 he left the Senate finally when William McKinley appointed him Secretary of State. ^ Through this long, distinguished career, Sherman was involved in all the important legislation that brought the country through the Civil War and Reconstruction and into the post-war world of the Gilded Age of rapid industrialization, and urban growth, Politically, he never strayed far from the nationalistic and economic principles of the Whig Party, and brought both these values to bear in the Republican Party that dominated American political life from 1860 to 1900. Similarly, party loyalty and loyalty to the President always characterized his service. He was indeed, an exemplar of political and statesmanship. ^ While research for this dissertation included review of both journal and monographic literature, its basis lies more critically in primary research in unpublished archival material in repositories from Maine to Ohio, in particular the Library of Congress. ^

Assistant Professor and FCE Co-PI, John Kominoski and collaborators, Chris McVoy and Jim Brock, are investigating the foundational role of floc in the structural and functional attributes of the ridge and slough ecosystems of the Central Everglades.

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The effects of word prediction and text-to-speech technologies on the narrative writing skills of students with specific learning disabilities

This study investigated the effects of word prediction and text-to-speech on the narrative composition writing skills of 6, fifth-grade Hispanic boys with specific learning disabilities (SLD). A multiple baseline design across subjects was used to explore the efficacy of word prediction and text-to-speech alone and in combination on four dependent variables: writing fluency (words per minute), syntax (T-units), spelling accuracy, and overall organization (holistic scoring rubric). Data were collected and analyzed during baseline, assistive technology interventions, and at 2-, 4-, and 6-week maintenance probes. ^ Participants were equally divided into Cohorts A and B, and two separate but related studies were conducted. Throughout all phases of the study, participants wrote narrative compositions for 15-minute sessions. During baseline, participants used word processing only. During the assistive technology intervention condition, Cohort A participants used word prediction followed by word prediction with text-to-speech. Concurrently, Cohort B participants used text-to-speech followed by text-to-speech with word prediction. ^ The results of this study indicate that word prediction alone or in combination with text-to-speech has a positive effect on the narrative writing compositions of students with SLD. Overall, participants in Cohorts A and B wrote more words, more T-units, and spelled more words correctly. A sign test indicated that these perceived effects were not likely due to chance. Additionally, the quality of writing improved as measured by holistic rubric scores. When participants in Cohort B used text-to-speech alone, with the exception of spelling accuracy, inconsequential results were observed on all dependent variables. ^ This study demonstrated that word prediction alone or in combination assists students with SLD to write longer, improved-quality, narrative compositions. These results suggest that word prediction or word prediction with text-to-speech be considered as a writing support to facilitate the production of a first draft of a narrative composition. However, caution should be given to the use of text-to-speech alone as its effectiveness has not been established. Recommendations for future research include investigating the use of these technologies in other phases of the writing process, with other student populations, and with other writing styles. Further, these technologies should be investigated while integrated into classroom composition instruction. ^