Academic literature on the topic 'Degree Discipline: English'
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Journal articles on the topic "Degree Discipline: English"
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Kyrykylytsia, Valentyna, Aida Trotsiuk, and Oksana Yasinska. "THE FORMATION OF SCIENTIFIC COMMUNICATION KNOWLEDGE IN ENGLISH IN MASTER’S DEGREE PROGRAM STUDENTS OF NATURAL SCIENCES AND MATHEMATICS." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (April 27, 2022): 90–96. http://dx.doi.org/10.31499/2307-4906.1.2022.256190.
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The article justifies the importance of studying the academic discipline “Scientific Communication in aForeign Language” according to the Master’s degree educational program. The research aims atfinding the ways of the formation of scientific communication knowledge in English. To achieve thisgoal, such methods of pedagogical research as analysis, synthesis, comparison, generalization oftheoretical scientific literature and advanced practical pedagogical experience were used. It has beennoted that the main didactic purpose of this discipline is to develop students’ knowledge of the scientificresearch methodology and the ability to present their own research results. The basic knowledge thatstudents gain in the process of studying the course has been indicated: awareness of the main featuresof scientific style and elements of academic texts; understanding of the rhetoric, stylistics and genreorganization of modern scientific discourse; skills formation of writing the scientific texts of differentgenres (summary, scientific article, abstract, review); awareness of the requirements for writing andpresenting conference abstracts. The conclusion about the effectiveness of the suggested methods ofstudying the scientific aspect in English by Master’s degree program students of natural sciences andmathematics has been made. It has been proposed to conduct further research in the direction of findingthe new effective ways to study the scientific aspect of a foreign language, in particular with the use ofthe latest information and advanced communication technologies.
Keywords: scientific communication; Master’s degree program; English; academic discipline;scientific aspect; educational-scientific program; Master’s degree program students; academic text;research.
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Murillo, Silvia. "The use of reformulation markers in Business Management research articles." International Journal of Corpus Linguistics 17, no. 1 (March 16, 2012): 64–90. http://dx.doi.org/10.1075/ijcl.17.1.03mur.
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This paper investigates the use of reformulation markers as a common metadiscourse device in L1 English and Spanish and in L2 English research articles of a particular discipline, namely Business Management. These markers are considered procedural items, i.e. they encode information on how to process lexical meaning. The general frequency of use of the markers, the types of markers used, the functions most commonly performed and their (non-)parenthetical uses are compared in order to explore the degree of transference in their use by the L1 Spanish academics writing L2 English articles. The results are compared to similar studies on reformulation markers in general English and Spanish and also to studies in other disciplines. The results lead us to conclude that some general rhetorical L1 features are more likely to be adapted in the L2 English texts written by L1 Spanish academics than other more specific grammatical features.
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Gromov, Yevhen, Alla Kolomiiets, Dmytro Kolomiiets, Iryna Mazaikina, and Olga Nalyvaiko. "EUROPEANIZATION OF THE UKRAINIAN SYSTEM OF HIGHER PEDAGOGICAL EDUCATION THROUGH THE IMPROVEMENT OF UNDERGRADUATES’ FOREIGN LANGUAGE COMMUNICATIVE SKILLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 21, 2019): 443. http://dx.doi.org/10.17770/sie2019vol3.3985.
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The article is devoted to the problem of improvement of the foreign language communicative skills of future Masters of Pedagogical Science. Special attention has been given to the issue of gradual introduction into the educational process the practice of teaching undergraduate students some academic disciplines in the English language. The authors share their successful experience of teaching undergraduates of the Physical-Mathematical and the Informational-Technological specialties general-academic disciplines in English. This practice is considered one of the effective ways to increase the students’ foreign language competence. On the example of a general-academic discipline «Methodology and Principles of Scientific Research» the authors prove the urgency and expediency of teaching certain subjects in the foreign languages to the applicants of the Master's Degree in Pedagogical Science. The purpose of this article is to demonstrate the importance of such practice and to show that teaching some general subjects in English can become a significant factor of improvement of the students’ foreign competence, which in turn contributes to the integration of the Ukrainian scientific-pedagogical community into the European academic community.
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Yiu, Nicole, and Ibukun Oluwadara Famakin. "Comparative assessment of senior year student’s confidence in discipline-specific English bridging course." Journal of Educational Research and Reviews 9, no. 3 (March 10, 2021): 61–70. http://dx.doi.org/10.33495/jerr_v9i3.19.135.
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Senior year students of BSc (Hons) in Environmental and Occupational Safety and Health (EOSH) are trained to be future environmental and safety practitioners. However, they usually show relatively weak English ability when proceeding with their study in articulation degree programmes. Their ability to communicate fluently in English is pivotal to the advancement of their career, particularly for numerous international opportunities. All the EOSH students are Chinese and are expected to communicate in English at work, which indicates the importance of English proficiency. Therefore, a trial course perfectly tailored to meet the professional needs of senior year students with job-related examples was developed to improve their confidence level in communication, particularly the syntax, semantics and lexis of English language. The intended objectives were assessed by reviewing students’ performance and feedback. A pre-test and a post-test were conducted to ascertain the English language proficiencies of the students before and after the English bridging course respectively. Further, a pre-designed questionnaire survey was distributed to the senior year students before and after the English bridging course to collect information about their confidence level with four identified areas, including overall language proficiency, specific writing skills, specific listening skills and specific speaking skills. The results showed that the confidence level of senior year students was low before the English bridging course, while the confidence level was moderate after the English bridging course. There was also significant improvement in their confidence level after the English course for all the identified areas. The results suggest that an English bridging course should be conducted in English by native speakers and supplemented with Cantonese from non-native speakers to enhance the understanding and confidence level of the senior year students.
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Shykhnenko, K., H. Haiovych, M. Prokopchuk, and L. Vinnikova. "ENGLISH FOR SPECIFIC PURPOSES DISCIPLINE FOR MASTERS IN PUBLIC ADMINISTRATION LEGAL FRAMEWORK ANALYSIS." Collected Scientific Papers of the Institute of Public Administration in the Sphere of Civil Protection 7 (December 22, 2019): 154–72. http://dx.doi.org/10.35577/iducz.2019.07.12.
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Responding to the modern challenges in the educational domain and an increase interest of the appropriate level of English among the public servants of SESU, the Language Training Department of the Institute of Public Administration in the Sphere of Civil Protection initiated the research work aimed to improve the training content and methodology of teaching English for Specific Purposes for level in the field of expertize 281 ‘Public Administration’ in April 2019.
A significant contribution to the development of the theory, methodology and the certain methodological issue developing were made by a number of scientist such as O. Bykonia, V. Chernysh, Z. Korneeva, G. Dyvnych, R. Makarova, Ya. Mandryk, M. Dyachenko, T. Dudley-Evans, T. Hutchinson, A. Waters, P. Strevens and others.
At the same time, some thorough research of the legal framework in order to reveal the potential premises to improve methodology of teaching English for Specific Purposes for level in the field of expertize 281 ‘Public Administration’ has not been done under the condition of modern reforms in the education domain.
The legal framework in order to reveal the potential premises to improve methodology of teaching English for Specific Purposes for the second (Master) level in field of expertize 281 ‘Public Administration’ is under consideration.
The article outlines the main peculiarities of the current legal framework related to the teaching English for Specific Purpose which is used as the premise for further analysis of the current curriculums used in the Language Training Department of the Institute of Public Administration in the Sphere of Civil Protection. The list of legal framework includes the Law on Education, The Law on Higher Education, The law on State Service, National ESP Curriculum of English.
Clarifying the terminology used in the current regulatory environment in the sphere of professional activities of future public leaders and managers (individual learning curve, competence, learning outcomes, language proficiency, universal design in the sphere of education, curricula) has given the authors an opportunity to reveal the methodological value of the National ESP Curriculum of English and clarify the appropriate language level for Master’s degree students, evaluate the current curriculum used by the Language Training Department of the Institute of Public Administration in the Sphere of Civil Protection.
Foreign language professional competence is a multi-component, hierarchically organized and multi-level phenomenon based on professional skills, knowledge and awareness.
English for Specific Purposes as a discipline can be considered as the tool for developing special professional skills that create the premises to deal efficiently with challenges concerning public management, political-legislation, social-economic issues.
The further analysis of the universal design in the educational sphere also let the authors clarify the teaching materials peculiarities; correlate the international current testing system with NATO STANAG 6001 used within SESU and explain the necessity to implement В1 (CEF) /СМР1+(NATO STANAG 6001) for Master’s degree students in in the field of expertize 281 ‘Public Administration’.
The analysis of the current legal framework related to the second (Master) educational level in field of expertize 281 ‘Public Administration has revealed the fact that, on the one hand, the current curricula structural elements and content as the elements of educational design comply with the legislation norms, on the other hand, the issues of looking for improving the training content and efficient teaching techniques to obtain the desirable language level for Master’s degree students have to be under further consideration.
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Zhen, Zeng. "On Academic Identification of College English Teacher in Terms of Discipline in Chinese Higher Education." Higher Education Studies 9, no. 4 (October 10, 2019): 120. http://dx.doi.org/10.5539/hes.v9n4p120.
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The paper looked into faculty of Chinese College English (CE)(or CE faculty on the paper) , a great proportion of teachers teaching English for all non-English majors in higher education institutions, through analysis of CE faculty recruitment process, symbiosis of researching and teaching in their performances, as well as their restrained professional development in China higher education. It’s demonstrated that disciplinary identity on campus is the premise of being successfully fulfillment of the function of teaching and learning in higher education; CE faculty are supposed to effectively perform their duty in line with their professionals defined and developed by the discipline they are trained by. It’s discussed that for securing and protecting the efficiency and academic status of CE and CE faculty, there should be a accrediting process for CE the course accreditation and for CE faculty with academically educational program awarding degree, which is guaranteed for CE being recognized a important and legalized academic activity serving Chinese higher education as its very first design.
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Ai, Bin, Lifei Wang, and Alexander Kostogriz. "Becoming a Teacher of Business English in China: A Critical Narrative." Chinese Journal of Applied Linguistics 42, no. 2 (June 26, 2019): 182–98. http://dx.doi.org/10.1515/cjal-2019-0011.
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Abstract In the Chinese higher education sector, Business English, a newly emerging discipline, has attracted great attention, and since it was approved officially in 2007, about 400 universities and colleges have offered this degree course to students. Among in-service Business English teachers, some of them have transferred from teaching English for General Purposes. Business English teachers face many changes and challenges to their professional identity, yet few scholars have looked into the identity construction of these teachers. Using critical narrative as a method, this paper closely examines the identity construction experiences of the first author and two other Business English teachers. It is found that the participants, including the first author himself, have endured identity negotiations and various challenges in turning from a teacher of English for General Purposes to a teacher of Business English. These teachers’ experiences and their perception of identity construction and professional development throw light on the changing pedagogy and practice of Business English in Chinese universities.
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Khan, Shahzeb, and Amra Raza. "Influencing the ‘Plastic Mind’ Catechetics of Imperialism in Instituting English Literary Studies in British Punjab." Academic Journal of Social Sciences (AJSS ) 4, no. 4 (February 4, 2021): 1013–25. http://dx.doi.org/10.54692/ajss.2020.04041361.
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This paper pivots on catechetics of imperialism which were identified in an archival study of question papers of MA English examinations which were conducted by Punjab University, Lahore, between 1882 and 1918. This catechetical strategy, the study reveals, was needed due to pedagogically imperial needs of the discipline and rested on the double-helical foundation of imperial literature and history. The double-helical foundation, the paper argues, was necessitated because of the exclusive and imperial conception of the discipline which was resistant to any initiatives which might disturb this arrangement. A couple of aberrations in this formulation, a book of translated poems from local literature which was made part of the poetry curriculum in 1884, and the subject of Comparative Grammar were thus quickly dispensed with. The exclusive focus on English writers, culture, literature, and history created a metanarrative of English cultural prowess and enabled the creation of pliant subjectivities suitable for the fulfillment of colonial operations. The study relies on a tranche of question papers for the masters in English degree. The paper is thus an attempt to reveal clandestine, grand narratives of cultural imperialism that lurk beneath the innocuous texts that are stockpiled in a curriculum which are disseminated through a catechetical strategy.
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Alsop, Sian, and Hilary Nesi. "Issues in the development of the British Academic Written English (BAWE) corpus." Corpora 4, no. 1 (May 2009): 71–83. http://dx.doi.org/10.3366/e1749503209000227.
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The British Academic Written English (BAWE) corpus is a collection of texts produced by undergraduate and Master's students in a wide range of disciplines, for assessment as part of taught degree programmes undertaken in the UK. The majority of the contributors to the corpus are mother tongue speakers of English, but, in order to be included in the corpus, each assignment had to be judged proficient by assessors in the contributor's discipline, regardless of the writer's mother tongue. The corpus contains, therefore, only texts that have met departmental requirements for the given level of study. University writing programmes are typically aimed at undergraduate and Master's students, and it would be useful for writing tutors to know more about student assignment genres and the linguistic features of successful writing at undergraduate and Master's level. However, most large-scale descriptive studies of academic writing focus on published or publicly accessible texts, or learner essays on general academic topics, probably because there are practical difficulties associated with collecting large amounts of well-documented student output. This paper charts the experience of collecting data for the BAWE corpus, highlighting the problems we encountered and the solutions we chose, with a view to facilitating the task of future developers of academic student writing corpora.
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Nabok, А. І., and І. V. Borysenko. "CONTENT PECULIARITIES OF THE ACADEMIC DISCIPLINE «FOREIGN LANGUAGE FOR PROFESSIONAL PURPOSES» (ON THE BASIS OF MA SPECIALITY «PSYCHOLOGY»)." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2022, no. 1 (June 22, 2022): 131–40. http://dx.doi.org/10.32755/sjeducation.2022.01.131.
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Recent sociological surveys reflect direct dependence of economic growth in European countries on the level of their citizens’ skills of English as the Language of International Communication. Taking this fact into consideration there is an increasing need for capacity building in the sphere of the English language in the learning process of higher educational establishments in general and on the MA level in particular, which will enable all-round growth of every citizen. The relevance of learning English to broaden educational and professional horizons and capacities encourages Ukraine to develop state initiatives aimed at providing labour market with competitive graduates; to promote integration of educational and academic components into international and European communities; to support in-depth and systematic English language learning as a high-priority state policy area. A state educational vision as a predictable result in the sphere of developing English language learning strategy by 2025 is considered the basis for implementing specific recommendations and steps. According to recent projections a concessive adoption of the strategy will likely result in the increase of the English language skills among students and teachers, more attention to and better reputation of English due to high quality methods, free access to educational resources, professional growth of the academic personnel, relevant content of the disciplines taught. The last of the listed actions is of great interest to the developers of the Master courses “Foreign Language for Specific Purposes”. It stems from the fact that Master’s Degree is obtained according to the academic and professional components of educational programmes. Specifically professinal components as a system of essential constituents within the scope of a chosen profession define the anticipated competences an individual must acquire, which results in the content peculiarities of the academic discipline “Foreign Language for Specific Purposes”. Key words: the second educational level, “Foreign Language for Specific Purposes”, psychologists, interdisciplinary approach, competence approach, knowledge, competences, skills.
Books on the topic "Degree Discipline: English"
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Anno, Mariko. Piercing the Structure of Tradition. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781939161079.001.0001.
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What does freedom sound like in the context of traditional Japanese theater? Where is the space for innovation, and where can this kind of innovation be located in the rigid instrumentation of the Noh drama? This book investigates flute performance as a space to explore the relationship between tradition and innovation. This first English-language monograph traces the characteristics of the Noh flute (nohkan), its music, and transmission methods and considers the instrument's potential for development in the modern world. The book examines the musical structure and nohkan melodic patterns of five traditional Noh plays and assesses the degree to which Issō School nohkan players maintain to this day the continuity of their musical traditions in three contemporary Noh plays influenced by William Butler Yeats. The book's ethnographic approach draws on interviews with performers and case studies, as well as the author's personal reflection as a nohkan performer and disciple under the tutelage of Noh masters. The book argues that traditions of musical style and usage remain influential in shaping contemporary Noh composition and performance practice, and the existing freedom within fixed patterns can be understood through a firm foundation in Noh tradition.
Book chapters on the topic "Degree Discipline: English"
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Longstaffe, Stephen. "Employability and the English Literature Degree." In English Studies: The State of the Discipline, Past, Present, and Future, 83–99. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137478054_7.
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Han, Jinghe. "Pragmatic Transfer: Reflecting on the Use of EMI Lecturers’ Pragmatic Markers." In SpringerBriefs in Education, 83–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19904-2_6.
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AbstractAcknowledging the critical nature of EMI lecturers as bi- or multilinguals, this Chapter continues the investigation into cross-linguistic influence now turning attention to its pragmatic features. It focuses on the Chinese lecturers’ metalinguistic skills, particularly the L1 (Chinese) to L2 (English) transfer in their use of pragmatic markers (PMs). The investigation is informed by current studies arguing that highly proficient L2 language users do not necessarily make the most effective teachers, and the capacity to employ pragmatic strategies is essential to engage students’ learning; and that from amongst all the competencies in which lecturers should be proficient, one of the most essential is pragmatic competence. This Chapter provides an analysis of the participating EMI lecturers’ verbal characteristics of the PMs they implemented in their teaching. Whilst acknowledging individual differences, the trend of PM use and the degree of pragmatic transfer revealed in this group’s EMI teaching can be explained in terms of their pedagogical ideologies and subsequent practice, culturally influenced teacher-student relationships, the EMI discipline and its relevant subject matter and the lecturers’ language cognition as L2 users.
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Pierce, Janine M., and Donna M. Velliaris. "Widening the Lens." In Advances in Logistics, Operations, and Management Science, 22–38. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9691-4.ch002.
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To meet the challenge of bridging the digital divide among Net Generation students and Higher Education (HE) lecturers, a ‘Storyboard' methodology was piloted at the South Australian Institute of Business and Technology (SAIBT). Within an Associate Degree in Management program, a digital story-telling assessment task was introduced into a ‘Communication in Organisations' course to augment culturally diverse students' engagement with the discipline, as well as advance their English-language proficiency and academic achievement. Photos were gathered and shared over the trimester to capture students' reflections on what they were learning and how that felt at the time. Students then digitally collated the photos into a final original and introspective photo-story ‘film' that encapsulated the challenges, realisations and successes of the teaching and learning journey.
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Liu, Guoying, Zuochen Zhang, Clayton Smith, Shijing Xu, Karen Pillon, and Haojun Guo. "Plagiarism and Information Literacy Workshops for International Students." In Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education, 240–64. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5030-4.ch013.
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The population of international students has increased significantly at the University of Windsor in recent years, and the university takes a variety of actions to address several key issues of interest to international students, including academic integrity, English language development, and writing support. This chapter reports findings from a multi-year collaborative project that was designed to enhance international students' library and academic literacy, with a focus on the understanding of plagiarism and measures to prevent it. A number of workshops that involved students at different levels were delivered to students from the English language improvement, undergraduate, and graduate programs. Research data collected from these workshops indicate that students benefited from the workshops, although at different degrees because of various factors, such as academic discipline, English language proficiency, previous educational experience. Further research can be conducted to explore ways to optimize such programs to meet the needs of students, particularly international students.
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Willetts, David. "Where: Globalization." In A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.003.0020.
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‘High, high above the North Pole, on the first day of 1969, two professors of English Literature approached each other at a combined velocity of 1200 miles per hour.’ That vivid opening to David Lodge’s Changing Places captures how globalization has reached the modern university. We saw in Chapter Four that only 28 per cent of British academics are defined as ‘sedentary’ having never worked abroad. 50 per cent have worked abroad for up to two years. The rest have migrated, moving away for more than two years or coming back after such a long stay abroad. We have fewer sedentary academics than any comparable country, apart from Canada which has an open border with the US. Thirty-six per cent of German researchers are sedentary—and 52 per cent of Italians. Half of research papers by British academics are now co-authored with someone overseas and they are more likely to be cited. David Lodge’s two professors were travelling back to the future: in the Middle Ages Europe’s universities formed a highly integrated international system. The structure of the medieval disciplines was the same across Europe and so were the key texts. There was a common language of scholarship—Latin. Degrees were recognized across Christendom, entitling a teacher to teach anywhere (the ‘Licentiate ubique docendi’). Scholars and students such as Thomas Aquinas or Erasmus moved between Rome, Paris, and Cologne. Now Europe’s Bologna and Erasmus programmes are gradually re-creating levels of integration which our universities achieved in the Middle Ages: we must hope that Brexit does not cut Britain off from this. The Bologna process is not an EU programme: it is an intergovernmental declaration agreed in 1999 which sets a common structure of university study to make it easy for students to move between European countries. Heavily influenced by the English model, it specifies that a Bachelor’s degree takes 3–4 years, a Master’s degree 1–2 years, and a doctorate 3–4 years. Erasmus, by contrast, is the EU programme for promoting student and academic exchanges. It has proved particularly fruitful: over a million babies have now been born to students who met a partner from a different EU country as a result of the Erasmus programme.
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Liakhova, Elena Georgievna. "Metodika formirovaniia inoiazychnoi mezhkul'turnoi professional'noi kompetentsii u obuchaiushchikhsia neiazykovogo vuza po napravleniiu "Reklama i sviazi s obshchestvennost'iu"." In Pedagogy and Psychology of Modern Education, 75–85. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-99372.
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Teaching a foreign language of a specialty in the bachelor's system is becoming more and more practice-oriented. The purpose of the study is to develop and scientifically substantiate a methodology for teaching a foreign language with elements of professionalization on the basis of identifying and comparing the national Russian culture code of goods and services and the national code of goods and services of the foreign language culture of the country of the foreign language being studied. The results of the conducted pedagogical experiment allow us to conclude that it is possible to increase the effectiveness of teaching students in the sphere of advertising and public relations by including the presented methodology in the curriculum for the discipline «Professional communication in English», as well as, when teaching other languages in the systems of bachelor's and master's degrees.
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Edwards, Patricia, Mercedes Rico, Eva Dominguez, and J. Enrique Agudo. "Second Language E-Learning and Professional Training with Second Life®." In Web-Based Education, 867–87. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch060.
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Web 2.0 technologies are described as new and emerging for all fields of knowledge, including academia. Innovativee-learning formats like on-demand video, file sharing, blogs, Wikis, podcasting and virtual worlds are gaining increasing popularity among educators and students due to their emphasis on flexible, collaborative and community-building features, a promising natural channel for the social constructivist learning theory. This chapter addresses the application of e-learning in university degree programs based on exploiting the practical, intensive and holistic aspects of Second Life® (SL™). Although the specific framework dealt with is English as a foreign language, it seems feasible to assume that the learning processes are equally transferable to other disciplines. In light of the aforementioned premises, the outlook of e-learning 2.0 approaches require action research and shared experiences in order to back up or challenge the claims andexpectations of the academic community concerned withbest practices in education.
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Dasgupta, Subrata. "An Explosion of Subparadigms." In It Began with Babbage. Oxford University Press, 2014. http://dx.doi.org/10.1093/oso/9780199309412.003.0019.
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In 1962, purdue University in West Lafayette, Indiana, in the United States opened a department of computer science with the mandate to offer master’s and doctoral degrees in computer science. Two years later, the University of Manchester in England and the University of Toronto in Canada also established departments of computer science. These were the first universities in America, Britain, and Canada, respectively, to recognize a new academic reality formally—that there was a distinct discipline with a domain that was the computer and the phenomenon of automatic computation. There after, by the late 1960s—much as universities had sprung up all over Europe during the 12th and 13th centuries after the founding of the University of Bologna (circa 1150) and the University of Paris (circa 1200)—independent departments of computer science sprouted across the academic maps on North America, Britain, and Europe. Not all the departments used computer science in their names; some preferred computing, some computing science, some computation. In Europe non-English terms such as informatique and informatik were used. But what was recognized was that the time had come to wean the phenomenon of computing away from mathematics and electrical engineering, the two most common academic “parents” of the field; and also from computer centers, which were in the business of offering computing services to university communities. A scientific identity of its very own was thus established. Practitioners of the field could call themselves computer scientists. This identity was shaped around a paradigm. As we have seen, the epicenter of this paradigm was the concept of the stored-program computer as theorized originally in von Neumann’s EDVAC report of 1945 and realized physically in 1949 by the EDSAC and the Manchester Mark I machines (see Chapter 8 ). We have also seen the directions in which this paradigm radiated out in the next decade. Most prominent among the refinements were the emergence of the historically and utterly original, Janus-faced, liminal artifacts called computer programs, and the languages—themselves abstract artifacts—invented to describe and communicate programs to both computers and other human beings.
Conference papers on the topic "Degree Discipline: English"
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Armie, Madalina, José Francisco Fernández Sánchez, and Verónica Membrive Pérez. "ESCAPE ROOM AS A MOTIVATING TOOL IN THE ENGLISH LITERATURE CLASSROOM AT TERTIARY EDUCATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end058.
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The escape room, also known as escape game, is a gamification tool that aims to promote increased motivation and improved teamwork (Wood & Reiners, 2012). Recently, escape rooms have achieved prominence in the classroom as pedagogical instruments valid for any type of discipline. In the educational field in particular, the escape room can be defined as an action game in real time where the players, in teams, solve a series of puzzles or problems and carry out tasks related to the curricular contents worked on throughout the course, in one or more rooms with a specific objective and at a specific time (Nicholson, 2015). To do this, learners must put into practice the knowledge acquired about a particular subject, as well as their creative and intellectual abilities, and deductive reasoning. Despite being a pedagogical tool that has emerged as an innovative element in the last five years or so, the use of escape rooms for teaching-learning the English language at different educational levels has been studied qualitatively and quantitatively (Dorado Escribano, 2019; López Secanell & Ortega Torres, 2020). However, there is no study on the applicability of the escape room in the English literature classroom at the tertiary educational level. This paper aims to demonstrate how the inclusion of this innovative pedagogical tool can serve not only for teaching the language, but also for working on theoretical-practical contents of subjects focused on literary studies of the Degree in English Studies. In order to achieve the proposed objectives, the study will focus on the identification of types of exercises to implement as part of the educational escape room aimed at a sample of students; the preparation of tests/ exercises based on the established objectives; the design of a pre- and a post- questionnaire based on the established objectives; the implementation of the escape room in the literature class and the evaluation of the impact of this educational tool to foster students’ motivation.
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Rebane, Gala, and Maik Arnold. "EXPERIMENT D‘ – SERIOUS GAME FOR THE DEVELOPMENT OF INTERCULTURAL COMPETENCES. CONCEPT, CONTENT, AND EXPERIENCES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end080.
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The paper presents an intercultural serious game ‘Experiment D’, which was developed in a cooperation between the junior professor of Intercultural Competence (Chemnitz University of Technology) and the chair of Social Work Management (FHD Dresden – University of Applied Sciences). The game was successfully tested and assessed in the summer term 2017 and 2018. The main plot consists of a communicative negotiation and strategic handling of a complex situation at university that involves various stakeholders, both within and without it. The game fosters cultural awareness and self-reflection, appreciation of and a creative approach towards diversity, as well as general communicative, social, and team competences. Since it does not require any specialised prior knowledge, ‘Experiment D’ potentially addresses students of all disciplines. The participants of the two test sessions were students of the study fields MERGE Technologies for Resource Efficiency (study component “Soft Skills”, Faculty of Mechanical Engineering) and Intercultural Communication and Competence (compulsory study component Intercultural Learning, Faculty of Humanities) at the Chemnitz University of Technology. Ethnicity, nationality, first language(s), degree of proficiency in English and German, and academic background were all factors that engendered a highly diverse game setting. Aside from the concept of the game, as well as its methodology and didactics, the paper also discusses the results of its assessment.