Thematische Bibliographien / English Literature

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Dissertationen
Bücher
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Konferenzberichte
Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „English Literature“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 30. Juli 2024

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Zeitschriftenartikel zum Thema "English Literature"

Vaninskaya, Anna. „English Literature“. Journal of Victorian Culture 12, Nr. 2 (2007): 276–81. http://dx.doi.org/10.1353/jvc.2007.0041.

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Baron, M. „Devolving English Literature“. English 42, Nr. 172 (01.03.1993): 79–84. http://dx.doi.org/10.1093/english/42.172.79.

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Boboc, A. D. „Middle English Literature“. English 58, Nr. 220 (13.11.2008): 95–97. http://dx.doi.org/10.1093/english/efn042.

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Brewer, Derek. „How ‘English’ is English Literature?“ English Today 1, Nr. 1 (Januar 1985): 39–42. http://dx.doi.org/10.1017/s0266078400013158.

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What do we understand nowadays by the traditional phrase ‘English literature’? Is it the literature of England and England alone, or of the whole British Isles when English is used, or does it cover the literature of all the world when that literature is cast in English?

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Yoon, Goosahng. „English Literature Reading as Literature“. Korean Society for Teaching English Literature 25, Nr. 2 (31.08.2021): 113–42. http://dx.doi.org/10.19068/jtel.2021.25.2.05.

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Riach, Alan, und Robert Crawford. „Devolving English Literature“. Yearbook of English Studies 25 (1995): 295. http://dx.doi.org/10.2307/3508882.

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PALMER, E. „Old English Literature“. Year's Work in English Studies 63, Nr. 1 (01.01.1985): 44–73. http://dx.doi.org/10.1093/ywes/63.1.44.

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HILL, J. „Old English Literature“. Year's Work in English Studies 64, Nr. 1 (01.01.1986): 74–118. http://dx.doi.org/10.1093/ywes/64.1.74.

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HILL, J. „Old English Literature“. Year's Work in English Studies 66, Nr. 1 (01.01.1988): 112–35. http://dx.doi.org/10.1093/ywes/66.1.112.

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Joyce, H. „Old English Literature“. Year's Work in English Studies 67, Nr. 1 (01.01.1989): 118–41. http://dx.doi.org/10.1093/ywes/67.1.118.

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Dissertationen zum Thema "English Literature"

Abdul, Rahman Ramakrishna Rita. „New varieties of English in postcolonial literatures: Malaysian English in Malaysian literature in English“. Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/553.

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This study investigates language choice in Malaysian literature written in English in three different phases of Malaysian sociopolitical development: the Immediate Post Independence Era (1957–1980), the Mahathir Era (1981–2002) and the Current Era (2003–2006).The study is organised around three major objectives. The first examines the development and the use of Malaysian English (MalE) by Malaysian writers; the second examines the extent to which the use of MalE relates to the sociocultural development in Malaysia; and the third explores the significance of shifts in writing style involving the use of localised English. The study identifies, categorises, and analyses instances of MalE in Malaysian literature in English in terms of these three overarching objectives.The outcomes of this study suggest that the use of a nativised endonormative variety of English in Malaysian postcolonial writings is becoming more prevalent, and that such a harnessing of linguistic resources by Malaysian writers has important ramifications in terms of the construction and maintenance of a shared Malaysian national identity.

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Hanley, Jennifer. „English courtesy literature, 1425-1475“. Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/5661.

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Rooney, A. „Hunting in Middle English literature“. Thesis, University of Cambridge, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373693.

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Malo, Roberta. „Saints' relics in medieval English literature“. Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186329116.

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Yandell, John. „Reading literature in urban English classrooms“. Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020708/.

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This thesis presents an argument for a reconceptualisation of how literature is read in secondary urban English classrooms and of what is accomplished through the activities of reading. In the discourse of policy and in theorised accounts of practice, the reading that is undertaken in classrooms has tended to be construed as either a poor substitute or merely a preparation for other reading, particularly for that paradigmatic literacy event, the absorbed and simultaneously discriminating consumption of the literary text by the independent, private reader. This thesis argues for a broader - historically, ethnographically, psychologically and theoretically informed - understanding of what constitutes reading, for a fully social conception of the sign and of sign-making and for a social model of learning. It draws on data gathered through classroom observation and digital videotape of English lessons taught over the course of a year by two teachers in a secondary comprehensive school in East London. It situates such data, and the interpretation of such data, in culture and history, in the culture and history of the researcher as well as of the participants in the research, school students and their teachers. Attention is paid to the pedagogy of the two teachers, to the constraints that operate on them and to the choices that they make. The thesis presents an interpretation of school students' engagement with literary texts as an active, collaborative process of meaning-making. Literature, instantiated in multiple forms in these classrooms, functions not as a valorised heritage to be transmitted so much as a resource for the students' work of cultural production and contestation.

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Wolfe, Catherine Ann. „The audience of Old English literature“. Thesis, University of Cambridge, 1994. https://www.repository.cam.ac.uk/handle/1810/270452.

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Citrome, Jeremy J. „The surgeon in medieval English literature /“. New York : Palgrave Macmillan, 2006. http://catalogue.bnf.fr/ark:/12148/cb41014151z.

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Brannigan, John Gerard. „Literature's poor relation : history and identity in the writing and criticism of nineteen-fifties literature“. Thesis, University of Bedfordshire, 1995. http://hdl.handle.net/10547/620747.

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All the major critics of postwar literature regard the fifties as a period in which literature was inept, conservative and conformist. This thesis argues that fifties literature was instead an active and successful agent in problematising conservative political orthodoxies, and in articulating alternative identities and politics. The study is concerned with two major themes: the relationship between literature and history, and the critical reputation and location of literature in nineteen-fifties Britain. It begins from positions that are already evident in postwar literary criticism towards both of these themes. Literature is understood in much of the critical writing of postwar Britain to be representative of social trends and attitudes, and its meaning is determined largely according to particular understandings of postwar British history and society. The literary text, if understood as 'representative', is capable of offering the reader direct access to the society of its production, and of reflecting the dominant trends and attitudes in a given period. Because it is the most recent period of realism in the history of English literature, the fifties seem to be particularly susceptible to this view. Reading fifties literature in the light of poststructuralist thinking on textuality and representation, this study argues that literature is not representative bu negotiates identities and social experiences of the fifties in a much more diverse way. These negotiations are demonstrated in readings of the work of John Osborne, Brendan Behan and Sam Selvon, and elaborated theoretically in the concluding chapters of the study. Literature's Poor Relation demonstrates that fifties literature is able to manoeuvre into a space wherein it can articulate oppositional and critical stances towards power, by firstly, imitating social detail and literary traditions, and secondly, reading these details and traditions in such was as to deconstruct them. The appearance of representativeness serves to seduce the reader into desiring the text (the idea that Look Back in Anger was representative attracted many of its original audiences to see it), and its readings and interpretations of history and identity deflect the reader's desire towards oppositional and critical moments in the text.

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Doubler, Janet M. Fortune Ron. „Literature and composition a problem-solving approach to a thematic literature course /“. Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713214.

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Thesis (D.A.)--Illinois State University, 1987.
Title from title page screen, viewed July 26, 2005. Dissertation Committee: Ronald J. Fortune (chair), Glenn A. Grever, Elizabeth E. McMahan, Patricia A. Chesebro, Janice Neuleib. Includes bibliographical references (leaves 170-177) and abstract. Also available in print.

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Baton, Hannah Rachel. „Cultivation and wildness in middle English literature“. Thesis, Royal Holloway, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497224.

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Bücher zum Thema "English Literature"

John, Mannion, Hrsg. English and English Literature. London: Letts Educational, 2003.

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Littell, McDougal, Hrsg. McDougal, Littell literature: English literature. Evanston, Ill: McDougal, Littell & Company, 1987.

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National Association for the Teaching of English. Post 16 Committee., Hrsg. AS English and English literature. Sheffield: National Association for the Teaching of English, 1993.

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Rainsford, Dominic. Literature in English. Second edition. | New York City : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429277399.

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Thacker, Robert. English-Canadian literature. Washington, D.C: Association for Canadian Studies in the United States, 1989.

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Fannon, Beatrice, Hrsg. Medieval English Literature. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-46960-1.

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Goldie, Matthew Boyd, Hrsg. Middle English Literature. Malden, MA, USA: Blackwell Publishing Ltd, 2003. http://dx.doi.org/10.1002/9780470753583.

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Niles, John D. Old English Literature. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781118598818.

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Gill, Richard. Mastering English Literature. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13596-7.

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Dalrymple, Roger, Hrsg. Middle English Literature. Oxford, UK: Blackwell Publishing Ltd, 2004. http://dx.doi.org/10.1002/9780470756126.

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Buchteile zum Thema "English Literature"

Brown, D. D., W. S. Hyde und E. C. Pettet. „English Literature“. In Handbook for History Teachers, 1017–21. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-177.

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Peck, John, und Martin Coyle. „Old English Literature“. In A Brief History of English Literature, 1–13. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-35267-5_1.

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Peck, John, und Martin Coyle. „Middle English Literature“. In A Brief History of English Literature, 14–33. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-35267-5_2.

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Peck, John, und Martin Coyle. „Old English Literature“. In A Brief History of English Literature, 1–13. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-137-10794-7_1.

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Peck, John, und Martin Coyle. „Middle English Literature“. In A Brief History of English Literature, 14–33. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-137-10794-7_2.

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McCarthy, Conor. „Middle English Literature“. In Love, Sex & Marriage in the Middle Ages, 192–217. 2. Aufl. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003147404-24.

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McCarthy, Conor. „Old English Literature“. In Love, Sex & Marriage in the Middle Ages, 186–91. 2. Aufl. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003147404-23.

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Alexander, Michael, und Felicity Riddy. „Old English Literature“. In The Middle Ages (700–1550), 1–111. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-20155-6_1.

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Alexander, Michael, und Felicity Riddy. „Middle English Literature“. In The Middle Ages (700–1550), 113–581. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-20155-6_2.

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Conklin, Kathy, und Josephine Guy. „English language and English literature“. In The Routledge Handbook of English Language and Digital Humanities, 494–510. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003031758-26.

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Konferenzberichte zum Thema "English Literature"

Wahyu Nurhayati, Dwi Astuti. „Teaching Components and Types of Syllable using Video towards EFL Students: Implementing an E.S.A. Approach“. In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0010020301040114.

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Sulistyo, Teguh, Maria Cholifah und Siane Herawati. „A Class Blog: Cultivating Students’ Writing Accuracy within Collaborative and Competitive Atmospheres“. In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0010020401150120.

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Bandu, Darwis Jauhari, Ishak Abdulhak, Dinn Wahyudin und Rusman. „Implementation of the Curriculum of Multiple Intelligence based English for Islamic Studies to Increase Language Competency“. In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009302600050010.

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Ardi, Havid, Mangatur Rudolf Nababan, Djatmika und Riyadi Santosa. „The Translation of English Politeness Marker in Giving Invitation into Indonesian: Does It Influence the Illocution?“ In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009316500110016.

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Khusniyah, Thoyyibatul, und Rohmani Nur Indah. „Implementing Effective Language Functions to Create EFL Interactive Learning Atmosphere“. In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009398400170025.

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Bahrani und Gusti Puspita Nirwana. „The Influence of Daily Speaking Rules towards the Students’ Speaking Ability at the Eleventh Grade of Islamic Boarding School“. In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009425400260032.

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Jufrizal und Lely Refnita. „From V-O-S to S-V-O Language?: A Diachronic Study on Word-order Typology of Minangkabaunese“. In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009428400330040.

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Syahid, Ahmad Habibi, Anita, Mohamad Rohman, Ida Nursida und Afif Suaidi. „Metalinguistic Awareness and Individual Language Learners in Foreign Language Learning“. In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009431700410048.

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Weganofa, Riza, Anisa Fitriani, Ayu Liskinasih, Gunadi Harry Sulistyo und Punadji Setyosar. „Comic Script and Its Effect towards Vocabulary Mastery“. In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009434900490052.

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Hidayat, Didin Nuruddin, Asep Mutaqin Abror, Alek und Zaharil Anasy. „A Narrative Discourse Analysis of an Indonesian L2 Learner’s Account“. In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009836000530064.

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Berichte der Organisationen zum Thema "English Literature"

Ennis, Faith. Explorations in English: A Literature Portfolio. Ames (Iowa): Iowa State University, Mai 2024. http://dx.doi.org/10.31274/cc-20240624-697.

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Castro Carracedo, Juan Manuel. The Recapitulatio: An Apocalyptic Pattern in Middle English Literature. Edicions de la Universitat de Lleida, 2019. http://dx.doi.org/10.21001/itma.2019.13.01.

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Marôco, Ana Lúcia, Sónia Gonçalves und Fernanda Nogueira. Antecedents and consequences of work-family balance: A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Oktober 2022. http://dx.doi.org/10.37766/inplasy2022.10.0112.

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Review question / Objective: What are the antecedents and consequences of work-family balance? Eligibility criteria: s inclusion criteria it was established that only original peer-reviewed articles would be included, whose: 1) object of study are active workers; 2) concept of family-work relationship under study is effectively the work-family balance (and not only the absence of work-family conflict); 3) language used is English, Spanish and Portuguese. The exclusion criteria for articles/works were: 1) the object of the study is not active workers (such as spouses of workers or other family members such as children, future active workers, unemployed or even retired workers); 2) the concept of work-family relationship used is the conflict work-family and/ or work-family enrichment; 3) in languages other than English, Spanish or Portuguese; 4) designated as gray literature (such as theses, books, book chapters, and conference proceedings,...)

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Johnston, Kathryn. Lexical Bundles in Applied Linguistics and Literature Writing: A Comparison of Intermediate English Learners and Professionals. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5366.

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Burstein, Jill. Duolingo English Test Responsible AI Standards. Duolingo, März 2023. http://dx.doi.org/10.46999/vcae5025.

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Artificial intelligence (AI) is now instantiated in digital learning and assessment platforms. Many sectors, including tech, government, legal, and military sectors, now have used formalized principles to develop responsible AI standards. While there is a substantial literature around responsible AI more generally (e.g., Fjeld et al., 2020; Gianni et al., 2022; and, NIST, 20231 ), traditional validity frameworks (such as, Xi, 2010a; Chapelle et al., 2008; Kunnan, 2000; and, Kane, 1992) pre-date AI advances, and do not provide formal standards for the use of AI in assessment. The AERA/APA/NCME Standards (2014) pre-date modern AI advances, and include limited discussion about the use of AI and technology in educational measurement. Some research discusses AI application in terms of validity (such as Huggins-Manley et al., 2022, Williamson et al., 2012, and Xi, 2010b). In earlier work, Aiken and Epstein (2000) discuss ethical considerations for AI in education. More recently, Dignum (2021) proposed a high-level vision for responsible AI for education, and Dieterle et al (2022) and OECD (2023) discuss guidelines and issues associated with AI in testing. The Duolingo English Test (DET)’s Responsible AI Standards were informed by the ATP (2021) and ITC-ATP (2022) guidelines, which provide comprehensive and relevant guidelines about AI and technology use for assessment. New guidelines for responsible AI are continually being developed (Department for Science, Technology & Innovation, 2023).

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Litwin, Tomasz, Lukasz Smolinski, Agnieszka Antos, Bembenek Jan, Czlonkowska Anna, Iwona Kurkowska-Jastrzębska, Adam Przybyłkowski und Marta Skowronska. Early neurological deterioration in Wilson’s disease: a systematic literature review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2022. http://dx.doi.org/10.37766/inplasy2022.9.0111.

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Review question / Objective: The frequency and predictors of early neurological deterioration in patients with Wilson’s disease (WD). Condition being studied: Early neurological deterioration in WD. Eligibility criteria: All studies published until 15 September 2022 for original studies (prospective and retrospective), and case series or case reports analyzing early neurological deterioration in WD. Included will be studies published in English.

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Oliveira, Hugo, und Jorge Bonito. Practical work in science education: A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Januar 2023. http://dx.doi.org/10.37766/inplasy2023.1.0023.

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Review question / Objective: Main question: What is the current state of the art, on practical work, in science teaching at the pre-university level? Subquestions: a) What aspects are integrated into the concept of practical work? b) What are the advantages attributed to the development of practical work in science teaching? c) What types/strategies of assessment are carried out in the development of practical work? d) What are the disadvantages attributed to the development of practical work in science teaching? Eligibility criteria: Inclusion criteria: Complete and Open Access documents; Peer-reviewed studies; Studies developed on the teaching of science in pre-university teaching establishments; Publications written in English. Exclusion criteria: Systematic literature reviews; Graduation dissertations; Master's dissertations; Publications prior to 2011.

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Murillo, Marco. Examining English Learners’ College Readiness and Postsecondary Enrollment in California. Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.policy.8.

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Given a growing asset-based approach to equipping English Learners (ELs) with the knowledge and skills to enter and succeed in postsecondary education, this brief examines ELs’ college readiness and postsecondary education outcomes in California. It includes a brief summary of relevant literature on college readiness among EL students. Researchers then present data retrieved from the California Department of Education on college readiness and postsecondary education. The results show that EL students lack access to college preparatory courses, have a low rate of meeting the state’s College/Career Indicator, and enroll in postsecondary education at lower rates than other groups. This policy brief concludes with recommendations for state-, district-, and school-level improvements for ELs’ college readiness and postsecondary enrollment.

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Lehberger, Mira, und Sven Grüner. (Why) Do farmers’ Big Five personality traits matter? – A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, März 2022. http://dx.doi.org/10.37766/inplasy2022.3.0138.

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Review question / Objective: We aim at answering the following two research questions: 1. How and when do researchers use the Big 5 personality traits when focusing on farmers (research questions, measurement of personality traits)? 2. Do the Big 5 personality traits contribute to explaining (economic) behaviors of farmers? Eligibility criteria: We consider all studies published in the English language, which include primary empirical data from farmers and explicitly focus on the construct of the big five-personality traits and include a measurement of at least one big five-personality traits. We include studies from all available years and include all types of publications.

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Shaba, Varteen Hannah. Translating North-Eastern Neo-Aramaic Idioms into English. Institute of Development Studies, Januar 2023. http://dx.doi.org/10.19088/creid.2023.002.

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North-eastern Neo-Aramaic (also known as NENA) languages and literature are a prosperous and encouraging field of research. They abound with oral traditions and expressions that incorporate various spoken forms including everyday language, tales, songs, chants, prayers, proverbs, and more. These are used to transfer culture, knowledge, and community values. Some types of oral forms are idioms and fixed expressions. Idioms are extremely problematic to translate for a number of reasons, including: cultural and linguistic differences between languages; their specific connection to cultural practices and interpretations, and the difficulty of transferring the same meanings and connotations into another language with accuracy. This paper explores how to define and classify idioms, and suggests specific strategies and procedures to translate idioms from the NENA dialect Bartella (a local Aramaic dialect in Nineveh Plain) into English – as proposed by Baker (1992: 63–78). Data collection is based on 15 idioms in Bartella dialect taken from the heritage play Khlola d baretle teqta (Wedding in the old Bartella). The findings revealed that only three strategies are helpful to transfer particular cultural conceptualisations: using an idiom of similar meaning and form; using an idiom of similar meaning but different form, and translation by paraphrasing. Based on the findings, the author provides individuals and institutions with suggestions on how to save endangered languages and dialects, particularly with regard to the religious minorities’ heritage. Key among these recommendations is encouraging researchers and scholars to direct translation projects and activities towards preserving minority languages with their oral heritage and cultural expressions, which are susceptible to extinction.

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