Journal articles on the topic 'Degree Discipline: English Literature'
To see the other types of publications on this topic, follow the link: Degree Discipline: English Literature.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Degree Discipline: English Literature.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
Pope, Randolph D. "Why Major in Literature—What Do We Tell Our Students?" PMLA/Publications of the Modern Language Association of America 117, no. 3 (May 2002): 503–6. http://dx.doi.org/10.1632/003081202x61278.
Full textAbstract:
The progression from language instruction or composition to the higher discipline of literature is no longer the only or even preferred path everywhere. For example, MIT stresses that its literature program goes beyond the traditional:The program in Literature leading to the degree of Bachelor of Science in Literature is equivalent to the curricula in English (or literary studies) of the major liberal arts universities. The Literature curriculum is notable also for its inclusion, along with traditional literary themes and topics, of materials drawn from film and media, from popular culture, and from minority and ethnic culture. (“Major”)
3
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.
Full textAbstract:
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.
4
Melnik, Alla, Katerina Ribakova, and Tetiana Tron. "Professional entrance exam in English curriculum: for Kyiv National Linguistic University applicants. Specialty: 014 secondary education Specialization: 014.021 the English language and literature Educational and professional curriculum: teaching Europ." Scientific and methodological journal "Foreign Languages", no. 3-4 (December 30, 2022): 58–65. http://dx.doi.org/10.32589/1817-8510.2022.3-4.269681.
Full textAbstract:
Professional exam in English for applicants to study in the specialty 014 Secondary education, specialization 014.021 English language and literature, educational and professional program Teaching European languages on the basis of combined technologies (English and another Western European language) (hereinafter referred to as the Professional Exam) is a form of entrance examination for admission on the basis of the obtained bachelor's degree, which provides for the verification of scientific, theoretical and practical training of applicants for admission to Kyiv National Linguistic University for the second (master's) level of higher education.The professional exam aims to determine the level of knowledge and skills of applicants in the main aspects of the practical English language course, a number of theoretical disciplines of the linguistic cycle, as well as their level of proficiency in written language of different functional styles, which determines their readiness to obtain a master's degree.
5
Guo, Wei, and Xin Zhang. "Regional Tourism Performance Research: Knowledge Foundation, Discipline Structure, and Academic Frontier." SAGE Open 12, no. 1 (January 2022): 215824402210880. http://dx.doi.org/10.1177/21582440221088013.
Full textAbstract:
In order to promote the prosperity and development of the research on “regional tourism performance” and better guide the practice of regional tourism development, this paper gives a basic and comprehensive review of the research activities on “regional tourism performance.” Data were collected from 418 English papers (2004–2020) collected from the Web of Science database. This study uses CiteSpace and Gephi to analyze the development of the thematic research from four dimensions: research overview, knowledge base, discipline structure, and research frontier. The study found that “regional tourism performance” is still a hot spot of the future. The existing literature on “regional tourism performance” mainly focuses on constructing models, exploring influencing factors, and innovating management models to improve tourist satisfaction, enhance regional tourism competitiveness, and promote regional economic growth. Panel data, entropy index, data envelopment analysis, bootstrap truncated regression models, coupling coordination degree, and spatial variation are the main research methods. Since 2016, cultural tourism, heritage tourism, rural tourism, tourism destinations competitiveness, and regional tourism governance have become hot topics in the thematic research. This paper is helpful to improve the research efficiency of the thematic research, promote the theoretical results to better guide the practice, and improve the level of regional tourism performance. However, this paper has limitations in terms of concept differentiation and data accuracy.
6
Caballero Aceituno, Yolanda, and Aroa Orrequia-Barea. "English Studies and Literary Education in the Era of Media Manipulation: Context, Perceptions, Feelings and Challenges." Revista Alicantina de Estudios Ingleses, no. 33 (December 23, 2020): 119. http://dx.doi.org/10.14198/raei.2020.33.02.
Full textAbstract:
This article analyses the components of a method of literary education aimed at strengthening critical awareness. It discusses whether the current academic context is hospitable to a literary education that fights against the over-simplification of our epistemological horizons. The popularisation of a utilitarian version of university study, the neglect of reflective practices and the marginalisation of the usefulness of the discipline of literature within the field of English Studies are some of the realities that we currently face. Within this context, a literary education involving activism can play an important role in promoting resistance against the pandemic of media manipulation we are in the midst of. After having examined the views of a group of students at the University of Jaén (Spain) concerning the importance of studying an English Studies degree in contemporary society, it is clear that such an education needs to be based on emotional aspects, paying special attention to the students’ feelings and perceptions. The results of our corpus-based study using Sentiment Analysis techniques evidence the emotional disaffection of students from certain subjects, namely literature, which are specifically aimed at encouraging critical thinking. Thus, one of the future challenges that must be faced is to foster positive emotions in our literature lessons, as they are essential to promote the students’ critical awareness and activism.
7
Ramakrishnan, J., G. Ravi Sankar, and K. Thavamani. "Literature of Aesthetic Plastic Surgery: A Bibliometric Study." Asian Journal of Information Science and Technology 12, no. 1 (April 26, 2022): 8–17. http://dx.doi.org/10.51983/ajist-2022.12.1.3030.
Full textAbstract:
This paper contributes the literature examine inside the discipline of Aesthetic Plastic Surgery. The bibliographic database specifically MEDLINE which covered in the Pub Med had been used in this look at. The literature included for the duration i.e. from the year 2001 to 2020 became considered. A total of 15711 records of literature were observed in the field of Aesthetic Plastic Surgery. In the year 2020 was covered the maximum publication of records (11.7%) and the other years were showed that every year the records of Aesthetic Plastic Surgery were increased compared to the previous year’s except the year 2018. A total of 10607 records were journal articles. A total of 15233 data were in English language forming 96.96% of the total followed by; Chinese (126 records), German (124 records), French (122 records), Turkish (17 records), Italian (15 records), etc. Only three journals are needed to supply one-third of the journal articles for zone-1. In the journal analysis “Aesthetic plastic surgery” contributed 2307 journal articles in the first position and followed by Plastic and reconstructive surgery (911) and The Journal of craniofacial surgery (698) in the second and third position respectively. The United States covered 14 core journals out of 29 core journals. 32.03% of citations listed with the term ‘Aesthetic Plastic Surgery’ in the MEDLINE database for the period of this study have more than five authors. A total of 90.5% of papers are written by means of multi-authors and the average degree of collaboration is arrived at 0.91.
8
Palytsya, Galyna, and Oksana Storonska. "PEDAGOGICAL UNIVERSITY STUDENTS’ PERCEPTION OF THE COURSE ON INTRODUCTION TO GERMANIC LINGUISTICS." Advanced Education, no. 19 (December 29, 2021): 12–19. http://dx.doi.org/10.20535/2410-8286.236512.
Full textAbstract:
The present article investigates foreign language teacher training quality enhancement by surveying pedagogical university students’ opinions on important aspects of the course of Introduction to Germanic Linguistics within the Educational Programme for Bachelor’s Degree in Education. The prime purpose is to study the perception of the above-mentioned optional course by Drohobych Ivan Franko State Pedagogical University (DIFSPU) students, with a focus on its content, organization and relevance to foreign language teacher training as well as on its professional competence formation efficiency. The complexity of the problems involved requires a combination of different methods, i.e. empirical, theoretical and statistical ones. 42 undergraduate DIFSPU students majoring in 014 “Secondary Education (English Language and Literature)” and 014 “Secondary Education (German Language and Literature)” took part in the experiment. The main survey tool was a questionnaire reflecting the parameters of assessing the course of Introduction to Germanic Linguistics. The data collected provides a solid basis for the revision of the course content, structure, organization, educational significance and efficiency, based on the direct participants’ assessments and comments. The students’ feedback reveals: 1) unanimous approval of the content and organizational principles of the discipline; 2) mixed opinions on its importance in the structure of the Educational Programme for Bachelor's Degree in Education; 3) variability of the course efficiency assessments. The data obtained allow for determining the conditions of an efficient implementation of Introduction to Germanic Linguistics into educational practice, such as prior familiarization of students with its aim and essence, emphasis on its applicability and optionality as well as its adaptation to the level and needs of future teachers. The data interpretation equally contributes to establishing the prospects of enhancing the course: 1) proportionalizing diverse types of educational activities; 2) increasing flexibility and variability in the educative process organization; 3) more efficiently interiorizing its content in terms of professional education priorities for future teachers of the English and German languages.
9
Alder, Emily. "Becoming a student of English: Students’ experiences of transition into the first year." Arts and Humanities in Higher Education 17, no. 2 (January 29, 2016): 185–203. http://dx.doi.org/10.1177/1474022216628303.
Full textAbstract:
This study explored the transition to university as experienced by first-year students of English studies. The first year has been identified by existing research as a critical time for new students in terms of their persistence and success on their degree programme. However, there is a need for further research in the current UK higher education climate, especially within subject disciplines. Attempts to account for successful transition have investigated students’ social integration, the institutional environment, and theories of approaches to learning. In particular, the study drew on research into academic socialisation and academic literacies to examine students’ accounts of joining first year and their development of student identities. While describing anxieties and concerns about adjusting to the new practices and discourses of English literature at university level, students’ identification with their chosen subject appeared closely implicated in their engagement with university study and their academic identity formation. The study adopted a phenomenographic methodology suited to suggesting interpretative narratives of the experiences of small groups of participants.
10
Calkin, Siobhain Bly. "Carleton University." Florilegium 20, no. 1 (January 2003): 109–10. http://dx.doi.org/10.3138/flor.20.031.
Full textAbstract:
Medieval Studies at Carleton University are in a state of change right now. Recent retirements in some departments have meant that some offerings have disappeared, while recent hirings in other departments have led to an increase in the number and variety of courses offered there. A self-directed interdisciplinary B.A. in Medieval Studies is currently on the books, but has not often been taken up in recent years. Students usually study the Middle Ages as part of a more traditional disciplinary degree program (B.A. in History, B.A. in English). In the History department right now, one course on the Middle Ages is offered, a survey of the history of medieval England, and medieval history is listed as one of the supervised fields for the M.A.. In the College of the Humanities, students have the opportunity to take a more general introduction to the history of the Middle Ages, or a survey of medieval philosophy. Offerings in history and philosophy thus consist mainly of survey courses at the undergraduate level. Survey courses of medieval and Renaissance literature are offered by the French and English departments. Students in French may also take a course in History of the French Language and occasionally a fourth-year seminar in medieval French literature. In the English department, undergraduate students may pursue medieval studies beyond the survey level in a 300-level Chaucer course or in a 400-level seminar in medieval literature whose specific topic varies each year. Graduate courses in medieval literature are also offered each year in the English department's M.A. program. Independent reading courses, too, are offered, while courses such as History of the English Language (which has not been offered in recent years) are being revived. Thus, in some disciplines at Carleton the opportunity to study the Middle Ages has declined, but in others that opportunity has increased and will continue to do so.
11
Rosales, Ariel C., and Ma Eugenia M. Ilagan. "Grammatical Competence of Grade 11 Learners." University of Bohol Multidisciplinary Research Journal 7, no. 1 (September 30, 2019): 128–37. http://dx.doi.org/10.15631/ubmrj.v7i1.124.
Full textAbstract:
In the K-12 Curriculum, the Senior High School Curricula tend to neglect purely grammar disciplines as it focuses on English literature. The study intended to identify the grammatical competence of the Grade 11 learners of Ubay National Science High School for the academic year 2018-2019. The study was quantitative research using a purposive random sampling design employing the modified questionnaire based on the English for Linguistics Project (Malicsi, 2017). The tool was pre-tested and underwent item analysis for the reliability and validity of the test questions. The subjects were 139 Grade 11 learners enrolled from the four strands offered by the school. The data were collected, tallied, and treated. Results revealed that morphology was the area where the learners are highly competent, and they are moderately competent in both semantics and syntax. Generally, the grammatical competence among Grade 11 learners is “moderately competent.” There is a significant degree of variance in the three areas of grammar. The variance lies in the area of morphology containing the word inflections and compounding in which learners got most of the high scores.
12
Badia, Giovanna. "Faculty Knowledge of Information Literacy Standards Has an Impact in the Classroom." Evidence Based Library and Information Practice 8, no. 2 (June 10, 2013): 242. http://dx.doi.org/10.18438/b8w03z.
Full textAbstract:
Objective – To discover how faculty perceives information literacy and examine whether professors in different disciplines view and approach information literacy differently. Particularly, the study seeks to address the following questions:
• “How do faculty members define or understand information literacy? Are they familiar with existing standards such as [those from the Association of College and Research Libraries] ACRL? Does the development of a local definition of information literacy impact faculty understanding?
• How important do instructors believe information literacy to be for their students? How do they address information literacy, or expect it to be addressed within the curriculum?
• Are there disciplinary differences in faculty attitudes toward and approaches to information literacy?” (p. 227)
Design – Survey, i.e., an online questionnaire followed by interviews.
Setting – Colleges and universities in the United States.
Subjects – 834 faculty members in anthropology, the natural sciences, computer science, English literature, psychology, and political science from a sample of 50 American colleges and universities with undergraduate degree programs.
Methods – An email, containing a link to a brief online survey, was sent to 834 professors from academic institutions across the United States. Three faculty members from each department in six different disciplines from each institution were contacted. The survey contained a mix of closed and open-ended questions and could be completed in less than 10 minutes. Respondents were asked to supply their contact information if they agreed to be phoned for a follow-up interview. The interview consisted of six questions that were posed to all participants, with some changes depending on the answers given.
Main Results – Regardless of discipline, the majority of faculty members who responded to the survey thought that information literacy competencies were important for their students to master. The majority also rated their students as only “somewhat strong” in “identifying scholarly materials, identifying reliable/authoritative information, finding relevant information, citing sources properly, synthesizing information, and searching databases” (p. 229). Professors’ answers differed within different disciplines when it came to showing their own knowledge of information literacy standards, such as those of ACRL, and assessing the abilities of their students. For example, biology students’ web searching skills were rated higher than students in English literature and anthropology. When faculty were asked their opinions about who should be responsible for information literacy instruction, there was no straight answer. Many professors agreed that it is the responsibility of both faculty and librarians. Those faculty members who were knowledgeable about information literacy standards were also among the ones who included information literacy instruction in their courses and thought it was important for their students to learn.
Conclusion – According to the author, the study results show that possibilities continue to exist for librarians to be part of information literacy endeavours, but it is still up to the librarians to start and maintain conversations with faculty on this topic. Because faculty members have not yet found systematic methods for integrating information literacy into the curriculum, they might be open to librarians’ suggestions and ideas on this topic. “Perhaps the most important finding of this study is that knowledge of and familiarity with information literacy standards is more closely associated with whether faculty address information literacy in their courses than any other variable including disciplinary area” (p. 232). Therefore, it is the librarian’s responsibility to engage in discussions with faculty about information literacy.
13
Khodakovsky, A. A., and N. I. Voloshchuk. "Analysis of the functioning of the educational and research laboratory “Pharmadar” in the context of the preparation of a Ph.D. on the example of the pedagogical load of the cycle of choice “Preclinical experimental research”." Reports of Vinnytsia National Medical University 23, no. 3 (September 2, 2019): 486–89. http://dx.doi.org/10.31393/reports-vnmedical-2019-23(3)-24.
Full textAbstract:
The cycle of choice “Preclinical experimental research” is an integral component of the compulsory discipline “Pharmacology”. Successful pedagogical training of scientific personnel (graduate students) became possible thanks to the development of the curriculum, which, first of all, became possible thanks to the efforts of the scientific personnel of the Pharmadar Educational and Research Laboratory. They provide not only the functioning of the cycle, but also carry out the scientific and practical burden of fulfilling the tasks of scientific research and economic calculation programs. The composition of the mandatory documentation of pedagogical (educational) work, on which the training of graduate students studying the cycle “Preclinical Experimental Research” is carried out, includes: a practical training program for applicants for the degree of candidate of medical sciences in the specialty 14.03.05 – “pharmacology”; the provision on attaching to the Department of Pharmacology approved by the Academic Council in order to master the mandatory program “222 – medicine, pharmacology”; thematic and calendar plans; independent work; list of additional literature; guidelines The laboratory staff, with the help of graduate students and doctoral students, have developed, improved and patented a number of methods for providing preclinical studies. Thus, the functioning of an educational research laboratory creates an optimal and rational scientific and practical basis for the preparation of a Ph.D. by mastering a post-graduate cycle of choice “Preclinical experimental research”, which was shown by the example of the functioning of the laboratory. In the future, it is appropriate and promising to develop a curriculum for English-speaking students, given the constant increase in their number among university entrants, and as a result — increase in the proportion of foreign citizens, among graduates and entering postgraduate study.
14
Chaynikova, G. R. "Analysis of Adaptation of Students Studying under the Flipped Classroom Model to the Conditions of Distance Learning." Open Education 24, no. 5 (October 28, 2020): 63–71. http://dx.doi.org/10.21686/1818-4243-2020-5-63-71.
Full textAbstract:
Purpose of study. In the situation of the coronavirus pandemic, distance learning technologies have become the only way to organize the educational process. The transition to distance learning required both adaptation of the content, tools and methods of teaching to the new conditions, and adaptation on the part of students, in particular, it demanded from them to be much more independent and responsible, as well as the ability to effectively use their time. In this connection, the aim of the study was to analyze how the technology of blended learning allows students to better adapt to the conditions of distance learning.Materials and methods. The author considered the following as the main indicators of students’ adaptation to distance learning: 1) actual results of learning activities; 2) the degree of students’ satisfaction with the results of their learning activity; 3) self-assessment of readiness to use ICT tools in learning process, development of independent work and self-organization skills, self-report on the psychological state. The analysis of pedagogical literature on blended learning made it possible to identify a number of important principles which the learning process should be based on in the flipped classroom model, the analysis of which, in turn, showed that they fully correspond with the principles of distance learning. All this suggests that blended learning as a component of full-time instruction, implemented from the first term when teaching English as an academic discipline, should help students better adapt to the conditions of distance learning. To confirm this hypothesis, an analysis and comparison of the results of learning activities in the conditions of blended and distance learning, as well as a questionnaire of students were conducted.Results. Comparison of the current and final performance in English as an academic subject in the conditions of blended and distance learning did not reveal any significant changes. Survey analysis showed that the transition to distance learning was a challenge for most students and demanded from them to make significant efforts to adapt, which was manifested in a decreased level of satisfaction with the results of their learning activities in general, an increased level of anxiety, as well as highlighting a number of difficulties that they had to face. However, a comparison of data obtained on the discipline “English language”, where training was initially built on the flipped classroom model, and data on distance learning in general allows the author to conclude that the technology of blended learning makes it possible to reduce a number of difficulties, in particular, technical difficulties when switching to distance learning, and the indicator of satisfaction with the results of their learning activities shows that the flipped classroom model allows students to more fully realize their abilities and achieve the desired results not only in the conditions of blended learning, but also when switching to distance one.Conclusion. The analysis made it possible to show a significant potential of blended learning in the conditions of introducing information technologies in education. At the same time, it is necessary to keep in mind the importance of pedagogical support in the context of e-learning.
15
Cope, Nicholas. "Evaluating locally-developed language testing." Australian Review of Applied Linguistics 34, no. 1 (January 1, 2011): 40–59. http://dx.doi.org/10.1075/aral.34.1.03cop.
Full textAbstract:
The study reported here investigates the predictive validity of language assessments by ‘Direct Entry’ programs at an Australian University – programs developed on site for Non English Speaking Background international students, principally to provide (i) pre-entry academic and language preparation and (ii) language assessment for university admissions purposes. All 138 students in the sample had entered degree studies via one of the three programs that made up the locally-developed Direct Entry pathway. Inferential statistics (correlation and regression) showed the assessments awarded by two programs to satisfactorily predict academic outcomes, while predictive validity for one was not demonstrated. Descriptive statistics (mean pass rates and academic averages) then revealed a pattern of relatively poor academic performance in certain university disciplines to which particular Direct Entry programs were dedicated. Informed by principles of language program evaluation, the study’s outcomes were seen as both summative and formative: remedial strategies are accordingly recommended. While the specific relevance of the study’s findings is to the particular institutional context in which the study was conducted, the study instantiates a perspective on language assessment validation of broader relevance in an Australian context where locally-developed Direct Entry programs – about which the research literature is largely silent – are increasingly widespread.
16
Legas, Alebachew Mohammed, and Antehun Atanaw Mengistu. "The practice and guidance and counseling in Amhara region Ethiopia." Global Journal of Guidance and Counseling in Schools: Current Perspectives 8, no. 3 (December 29, 2018): 119–27. http://dx.doi.org/10.18844/gjgc.v8i3.3605.
Full textAbstract:
The Practice of guidance and counseling service in Amhara region public university’s Ethiopia.
Alebachew Mohammed1 and Antehun Atanaw2
1Department of psychology, Debere Tabor university E-mail, alebemohaa@gmail.com
2Department of English language and literature, Debere Tabor university E-mail, antehuns@gmail.com
Abstract
Supporting students through their academic and social development are central mission of any university. This study aimed to assess the practice of guidance and counseling service in Amhara region public universities. The study was conducted on Bahir Dar university, Wollo university and Debre Tabor university. Through using sample size determination formula 576 regular students by stratified random sampling and 4 counselors using comprehensive sampling techniques were selected. The data was gathered through observation, interview and questionnaire. The collected data were analyzed qualitatively through narration of words and descriptive statistics of frequency and percentage. The finding indicates all counselors except Debre Tabor university don’t have female counselors as well all are first degree. Furthermore, the average the ratio of one counselor is 5-10,000 students. Regarding the awareness, majority of student 69%-77.1% of student don’t know the office location of the counselor. Approximately 1% of Bahir Dar university, 3% of Debere Tabor university, 4% of Wollo university students were reported using the service. Among this 28(50.9%) of student evaluated the service as not helpful. Regarding the referral of student by academic staffs (Instructors, departments and Faculty’s) to counselor found poor. Furthermore, counselors are not formally delegated to attend issues that concern students like Forum, discipline and HIV etc. which might be helpful for the intervention. All university use Regular government working time and no night, weekend, telephone counseling service. Student consult their problems mainly to their friends, mothers and religious father. Teachers and counselors are among the least possible source of advisee. In conclusion, the general service provision of guidance and counseling were found poor and given less attention by universities. Thus, ministry of education and the university officials should give due attention by restructuring the office and allocation of resource and experts.
Key word; guidance and counseling, student, counselor, personal and social problems
17
Hofmeyr, Isabel. "How Bunyan Became English: Missionaries, Translation, and the Discipline of English Literature." Journal of British Studies 41, no. 1 (January 2002): 84–119. http://dx.doi.org/10.1086/386255.
Full textAbstract:
On 31 October 1847, the John Williams, a ship of the London Missionary Society, left Gravesend for the Pacific Islands from whence it had come. Its cargo included five thousand Bibles and four thousand copies of The Pilgrim's Progress in Tahitian. Like other such mission ships, the John Williams had been funded by the pennies and shillings of Sunday school subscription and had become a huge media spectacle. It was but one of the many international propaganda exercises at which mission organizations so excelled.This picture of The Pilgrim's Progress (1678 and 1684) at the center of an international web is an appropriate one. Written in the wake of the English Revolution, the book had rapidly been disseminated to Protestant Europe and North America. By the late 1700s, it had reached India and by the early 1800s, Africa. Yet, some one hundred years on, this avowedly international image of The Pilgrim's Progress had been turned inside out. From being a book of the world, it had become a book of England. Today, John Bunyan is remembered as a supremely English icon, and his most famous work is still studied as the progenitor of the English novel. Roger Sharrock, in his introduction to the Penguin edition of The Pilgrim's Progress, best exemplifies this pervasive trend of analysis. His introduction begins by acknowledging Bunyan's international presence, but this idea is then snapped off from the “real” Bunyan who is local, Puritan, and above all English.
18
Dimitriu, Ileana. "A “Translated” Discipline: English as Intercultural Communication." Journal of Literary Studies 26, no. 2 (June 2010): 12–32. http://dx.doi.org/10.1080/02564711003683626.
Full text
19
Chase, Thomas, and Robert Scholes. "The Rise and Fall of English: Reconstructing English as a Discipline." Journal of the Midwest Modern Language Association 34, no. 3 (2001): 70. http://dx.doi.org/10.2307/1315479.
Full text
20
Smith, Nigel. "Literature and Church Discipline in Early Modern England." Studies in Church History 43 (2007): 317–30. http://dx.doi.org/10.1017/s0424208400003302.
Full textAbstract:
That English literature is suffused with religion is news to no one; the English language is throughout history part of the structure of the Church or churches. But there is a way in which Church history and English literature have been missing each other for a good many years. This is in part because, until recently, religion in literature has been the preserve of relatively small groups of enthusiasts with partisan views. Their work has appeared unattractive or irrelevant to a largely secular mainstream that has been preoccupied with the ‘political’ (as opposed to the religious) in early modern literary studies (this is especially so with regard to the drama). But we now have an account of Church history that is more sophisticated and variegated, more attuned to confessional variety and its politics, local and national. This is crying out for engagement with literary studies in ways that literary scholars would find compelling, not least in offering many solutions to the kinds of questions they have come to ask. To some extent the dialogue has already begun, and indeed several exemplary studies are cited in what follows. Nonetheless, we are at the beginning of what may well be a long and extremely fruitful interdisciplinary encounter.
21
Tilson, Alistair. "English Language, English Literature: The Creation of an Academic Discipline by Jo McMurtry." ESC: English Studies in Canada 16, no. 4 (1990): 483–86. http://dx.doi.org/10.1353/esc.1990.0009.
Full text
22
Huisman, Rosemary. "The discipline of English Literature from the perspective of SFL register." Language, Context and Text 1, no. 1 (February 4, 2019): 102–20. http://dx.doi.org/10.1075/langct.00005.hui.
Full textAbstract:
AbstractThe paper first traces the history and elaboration of the tertiary discipline English Literature through the 19th and 20th centuries to the present day, with special focus on the axiology, the values, given to the discipline and with a brief account of literary criticism and literary theory. It then refers to the work on registerial cartography in systemic functional linguistics (SFL) and explores the register of the contemporary discipline in first-order field of activity and second-order field of experience, with examples from the language of webpages and exam papers of Australian universities. It continues with a brief overview of the author’s own work using SFL in the study ofthe poeticandthe narrativein English poetry and prose fiction of different historical periods and concludes with a caveat on the central disciplinary process, that of interpretation.
23
Acharya, Pushpa Raj. "Rabindranath Tagore and World Literature." Literary Studies 28, no. 01 (December 1, 2015): 71–84. http://dx.doi.org/10.3126/litstud.v28i01.39577.
Full textAbstract:
Courses on world literature in English translations indicate to a new popular trend in the discipline of comparative literature in North American universities. Some scholars like David Damrosch promote the practice as a new way of doing comparative literature, but others like Gayatri Chakravorty Spivak think that an encyclopedic survey of world literatures in English translations confirms the logic of globalization. Whether the world literature courses and anthologies in English translation inspire enthusiasm or invite reservation, the question "What is world literature?" has come to the fore as one of the central concerns of the discipline. In 1907, eighty years after German poet Johann Wolfgang von Goethe in Germany coined the term Weltliteratur, Rabindranath Tagore in India expressed his views on “comparative literature” translating it as vishwa sahitya, “world literature.” My paper is a reading of Tagore’s lecture on world literature. Tagore envisions world literature as a creative transgression that activates a persistent human struggle for a bonding between aesthetics and alterity.
24
Golovyashkina, M. A. "Dostoevsky in English Literature." Язык и текст 7, no. 1 (2020): 49–56. http://dx.doi.org/10.17759/langt.2020070104.
Full textAbstract:
There is the task of studying the degree of influence of the famous works of F.M. Dostoevsky on English-language literature and culture in general. Statements are given and the opinion of the great English-speaking literary classics about the works of Dostoevsky and the Russian-language novel is described. The author considers the main critical articles, essays and theses related to the Dostoevsky and his works, written by famous English-speaking novelists and literary critics of that era and the next one. Among them: Matthew Arnold, George Gissing, George Meredith, Oscar Wilde and others. The article describes the interpretation of their opinions about the great Russian writer’s works and on the degree of his influence on the literary trends of his contemporaries. The author gives a comparison between the images of the characters of the Dostoevsky novels and other English-speaking authors, which is sometimes amazing. In addition, the article presents a list of special courses that are currently being studied at universities and colleges in the USA and Great Britain dedicated to Dostoevsky.
25
Rosslyn, F. "Literature for the Masses: The English Literature Degree in 2004." Cambridge Quarterly 33, no. 1 (January 1, 2004): 1–10. http://dx.doi.org/10.1093/camqtly/33.1.1.
Full text
26
Rosslyn, F. "Literature for the Masses: The English Literature Degree in 2004." Cambridge Quarterly 34, no. 3 (January 1, 2005): 313–22. http://dx.doi.org/10.1093/camqtly/bfi034.
Full text
27
Chi, Do Na. "Vietnamese EFL Students’ Critical Thinking In An English Literature Course." Journal of Ethnic and Cultural Studies 9, no. 1 (January 9, 2022): 77. http://dx.doi.org/10.29333/ejecs/899.
Full textAbstract:
While critical thinking is one of the ultimate requirements for students and is integrated into assessment practices in higher education, there has not been a definitive view of what it means and how it can be achieved. This limitation challenges students when they neither recognize the need to demonstrate critical thinking nor successfully perform it. To reconceptualize critical thinking in higher education, this study emphasizes how critical thinking is defined, performed, and evaluated in an English Literature course in Vietnamese higher education. Following the analyses of the course documents, the students’ writing with the lecturer’s comments, and the interview with the lecturer, the study revealed the distinctive view of critical thinking in relation to the characteristics of the writing genre and the Literature discipline. For critical thinking being discipline-oriented and genre-based, successfully performing critical thinking was also found challenging to the students given their limited understanding of the lecturer’s conceptualization of critical thinking in this particular course. This study therefore suggests pedagogical implications to support the explication of this concept to students to improve their academic performances.
28
Jay, Paul. "Beyond Discipline? Globalization and the Future of English." PMLA/Publications of the Modern Language Association of America 116, no. 1 (January 2001): 32–47. http://dx.doi.org/10.1632/pmla.2001.116.1.32.
Full textAbstract:
Economic and cultural globalization threatens the nation-state's ability to control institutions like the university, where a general emphasis on national subjectivities and ideologies is giving way to a focus on diasporic and postnational formations. Globalization challenges our tendency in literary studies to organize programs and curricula along national lines. This is particularly true for English literature, the contemporary production and consumption of which no longer take place within discrete national borders but unfold in a complex system of transnational economic and cultural exchanges. As we reorganize our approach to English in this context, we need to develop a thorough understanding of the key terms, issues, and debates that have marked the rise of globalization studies. Most important, we need to resituate English in a global framework without subjecting postnational literatures to the colonizing effects of some of our traditional hierarchies and practices.
29
Jay, Paul. "Beyond Discipline? Globalization and the Future of English." Publications of the Modern Language Association of America 116, no. 1 (January 2001): 32–47. http://dx.doi.org/10.1632/s0030812900105012.
Full textAbstract:
Economic and cultural globalization threatens the nation-state's ability to control institutions like the university, where a general emphasis on national subjectivities and ideologies is giving way to a focus on diasporic and postnational formations. Globalization challenges our tendency in literary studies to organize programs and curricula along national lines. This is particularly true for English literature, the contemporary production and consumption of which no longer take place within discrete national borders but unfold in a complex system of transnational economic and cultural exchanges. As we reorganize our approach to English in this context, we need to develop a thorough understanding of the key terms, issues, and debates that have marked the rise of globalization studies. Most important, we need to resituate English in a global framework without subjecting postnational literatures to the colonizing effects of some of our traditional hierarchies and practices.
30
Atkin, T. "NICOLE R. RICE, Lay Piety and Religious Discipline in Middle English Literature." Notes and Queries 58, no. 2 (April 12, 2011): 300–301. http://dx.doi.org/10.1093/notesj/gjr024.
Full text
31
Dove, M. "NICOLE E. RICE. Lay Piety and Religious Discipline in Middle English Literature." Review of English Studies 62, no. 254 (January 27, 2011): 302–3. http://dx.doi.org/10.1093/res/hgp047.
Full text
32
Shannon Gayk. "Lay Piety and Religious Discipline in Middle English Literature (review)." Journal of Medieval Religious Cultures 36, no. 2 (2010): 259–62. http://dx.doi.org/10.1353/mrc.2010.0005.
Full text
33
Appleford, Amy. "Lay Piety and Religious Discipline in Middle English Literature (by Nicole Rice)." Yearbook of Langland Studies 24 (January 2010): 219–22. http://dx.doi.org/10.1484/j.yls.1.102118.
Full text
34
Wood, Diana. "Discipline and Diversity in the Medieval English Sunday." Studies in Church History 43 (2007): 202–11. http://dx.doi.org/10.1017/s0424208400003211.
Full textAbstract:
The medieval Church had strict disciplinary rules about how Sunday should be observed, but in England there was considerable diversity in interpreting and honouring them. The medieval English Sunday is a vast and challenging subject, yet despite this, and the controversy excited by the Sunday Trading Act of 1994 which allowed shops to open, it has excited little recent attention.The discipline of Sunday was laid down in the Third Commandment (Exod. 20: 8–11), where Christians were ordered to keep holy the Sabbath day and told ‘In it thou shalt not do any work.’ This was reinforced in canon law, in episcopal mandates, in commentaries, in theological treatises, in sermons, inpastoralia, and in popular literature. The Sunday Christ, the image of Christ surrounded by craftsmen’s tools, which enshrined the idea that Sunday working with such implements crucified him anew, adorned the walls of many late medieval English parish churches. Secular rulers, starting with Wihtred of Kent (695), included Sabbath-keeping in their legislation. Diversity occurred in the varying interpretations of the law on Sunday observance, and in the patchiness of its enforcement. The questions to be addressed here are, firstly, what actually constituted Sunday? Secondly, what were people supposed to do on Sundays, and did they do it? Finally, how well observed was the work prohibition as applied to Sunday trading?
35
Kenjabaev, Jahongir. "The implementation of literature in teaching speaking for advanced students." Общество и инновации 3, no. 2 (April 13, 2022): 262–65. http://dx.doi.org/10.47689/2181-1415-vol3-iss2-pp262-265.
Full textAbstract:
The English language teaching tradition has been subject to tremendous change, especially throughout the twentieth century. Perhaps more than any other discipline, this tradition has been practiced, in various adaptations, in language classrooms all around the world for centuries.
36
Shan, Wei, Chen Liu, and Jing Yu. "FEATURES OF THE DISCIPLINE KNOWLEDGE NETWORK: EVIDENCE FROM CHINA." Technological and Economic Development of Economy 20, no. 1 (January 28, 2014): 45–64. http://dx.doi.org/10.3846/20294913.2014.825460.
Full textAbstract:
Interdisciplinary knowledge exchange constitutes a network with discipline nodes and knowledge flow edges. Using data on Chinese academic literature, the current paper establishes a discipline knowledge network and analyses its structural features. Citation analysis is first used to measure the flow of knowledge between disciplines to build a discipline knowledge network. Subsequently, the features of the network, such as degree distribution, degree correlation, knowledge flow mode and other structure properties, are then analysed based on complex networks and social network theory. The tail of the degree distribution of this discipline knowledge network is in concordance with exponential distribution. The network has also a distinct hierarchical structure. Moreover, the knowledge flow between disciplines is directional. It flows from certain basic and academic disciplines to the applied disciplines.
37
Hunsucker, R. Laval. "Master’s Students in History Could Benefit from a Greater Library Sensitivity and Commitment to Interdisciplinarity, and from More Efficient Document Delivery." Evidence Based Library and Information Practice 6, no. 3 (September 14, 2011): 64. http://dx.doi.org/10.18438/b8xk81.
Full textAbstract:
Objective – This study sought to determine the characteristics of research materials used by history students in preparing their master’s theses. Of which information resources formats did such students make use, and in what proportions? What was the age distribution of resources used? What was the dispersal over journal titles and over subject classification, i.e., the degree of interdisciplinarity? To what extent did the master’s students make use of non-English-language materials? To what extent did their institution’s library hold the resources in question?
The investigator was especially interested in finding quantitative support for what he terms two “hypotheses.” The first of these is that historical research depends to a high degree on monographs, journal articles being far less important to it than they are to research in, especially, the natural sciences and technology. The second is that the age distribution of resources important to historical research is much flatter and longer than that of resources upon which researchers in the natural sciences and technology rely.
Design – Citation analysis, supplemented with comprehensive catalogue searches.
Setting – Southern Connecticut State University (SCSU), a mid-sized public university located in New Haven, Connecticut, U.S.A.
Subjects – MA and MS theses (N=47) successfully submitted to the Department of History over the period from academic year 1998/1999 through academic year 2007/2008, inclusive.
Methods – The investigator initially identified the theses through a search of the online catalogue (“Consuls”) of the Connecticut State University system, and retrieved all of them in either electronic or hard-copy form. He then subjected all citations (N=3,498) listed in the references sections of these theses to an examination in order to identify for each cited resource the format, the age, the language, and, in the case of scholarly journal articles, the journal of publication. He carried out bibliographic searches in order to rectify any citations which he had noted to be faulty or incomplete. The study took no account of possible additional citations in footnotes or endnotes or in the text, and did not measure citation intensity (whether, for instance, a thesis referred only once, or perhaps many times, to a given resource). Duplicates “were ignored.” He furthermore performed systematic searches in Consuls and in the Library of Congress (LC) online catalogue in order to establish, insofar as possible, into which assigned LC Classification class each resource fell, and whether it belonged to the holdings of the SCSU library. “Holdings,” as used here, includes physical resources owned, as well as those resources to which the library has licensed access. Not marked as either “held” or “not held” were: resources available online without restriction or charge, items not identified in either Consuls or the LC catalogue, and all government documents. Ages of cited resources were calculated based on the edition or version date actually given in a student’s citation, without any consideration of a possible earlier date of the original version of the publication or document concerned.
Main Results – Format, age distribution, and journal frequency. The local citation analysis found that 53.2% of all cited resources were monographs, 7.8% were scholarly articles, 5.3% were contributed chapters in books, and 0.6% were dissertations or theses. Non-scholarly periodicals accounted for 15.7%, government documents for 6.7%, and freely available web documents for 4.1%. The remainder, approximately 6.5%, comprised archival papers, judicial documents, directories, interviews, posters, audiovisual materials, and 13 other formats. Cited resources, measured back from the date of acceptance of the citing thesis, ranged from 0 to 479 years old; the mode was 3 years, but the median was “25” (p. 170) or “26” (p. 177) years. Just over 70% (i.e., 2,500 cited resources) were more than ten years old. Almost one thousand of the cited resources were fifty or more years old. The 274 scholarly journal articles included in the references sections were spread over 153 distinct journal titles, of which 105 titles made only one appearance, and 136 titles three or fewer appearances. The mean was 1.8 appearances.
Subject dispersal and language. Of the 2,084 cited resources for which LC classification was locatable, 51.5% had a classification other than history, i.e., other than class C, D, E, or F. Nearly two thirds (66.0%) of the cited scholarly journal articles had appeared in journals with a focus other than history. (Note: table 4 is incorrect, precisely reversing the actual ratio.) Of all cited items, 98.5% were in the English language. Half (27) of the non-English-language resources cited were in Korean, all cited in the same thesis. Books (i.e., monographs plus compilations from which contributed chapters were cited) accounted for 87.0% of foreign-language citations. More than four fifths of the examined theses (83.0%) cited not a single non-English-language resource.
Local holdings. Of all 3,498 cited items, 3,022 could be coded as either “held” or “not held” by the SCSU library. Of the items so coded (not, as indicated on p. 180, of all cited items), scarcely two fifths (41.0%) belonged to the library’s holdings. The holdings percentage was highest (72.6%) for the 274 scholarly journal articles cited, followed by the 186 contributed chapters (50.0%), the 550 non-scholarly periodical items (49.5%), and the 1,861 monographs (46.8%). For other cited formats, the percentage was much lower, and in some cases, e.g., for the 55 archival and the 44 judicial documents, it was 0.0%. Of the 54 foreign-language resources cited, the institution’s library held only two.
Conclusion – The investigator concludes that his study’s findings do indeed lend quantitative support to his two “hypotheses.” This outcome will surprise few, if any, librarians; it is in accord with what Koenig (1978) long ago saw as a matter of “intuition” and “all conventional wisdom,” something that many subsequent studies have confirmed. Sherriff accordingly recommends, firstly, that collections which strive to support historical research should, in matters of acquisition policy and budget allocation, take serious account of that field’s relatively strong dependence on monographs. Secondly, the data on age distribution carry obvious implications for librarians’ decision-making on matters such as de-accessioning and weeding, relegation to remote storage, and retrospective acquisitions. This finding should also be considered, for instance, in connection with preservation policy and the maintaining of special collections. He even suggests that librarians “need to teach students the value of reviewing literature historically and showing them how to do so effectively” (p. 177).
Sherriff considers a number of further (tentative) conclusions to be warranted or suggested by the results of this study. First of all, that historical research is now characteristically an interdisciplinary matter, in the sense that it requires extensive access to information resources, including journals, which libraries have traditionally not classified as belonging to the discipline of history itself. For a library supporting such research, this phenomenon “has implications for matters including collection budgets, reference work, bibliographic instruction, and the location of collections and departmental libraries” (p. 168). It also means “that librarians working with history students and history collections need to be aware of the relevant resources in other disciplines. This can improve reference work, research assistance, and bibliographic instruction; it may also help the coordination of acquisitions across departmental lines” (p. 179). Secondly, one may conclude that “there is no ‘core’ collection of journals for history” (p. 178) which will be able to satisfy a large proportion of master’s students’ research needs. Thirdly, the fact that a library such as SCSU’s holds significantly less than half of what master’s students require for preparing their theses “may exercise a narrowing effect on students’ awareness of the existing literature on their topics” (p. 180), “increases the importance of departmental faculty, reference librarians, and subject specialist librarians drawing students’ attention to resources beyond the library’s catalogues and collections” (p. 180), and requires that the library give serious attention to effective document delivery arrangements. Finally, this study’s finding that only a small percentage of master’s students in history made use of non-English-language materials, but then in certain cases used them rather extensively (27 Korean items cited in one thesis, ten Italian in another, nine Spanish in yet another), suggests that acquisition, or at least proactive acquisition, of such materials needn’t be a priority, as long as, once again, the students concerned have easy access to efficient and affordable document delivery services. Sherriff does concede, however, that his finding could indicate “that students are unaware of relevant resources in other languages or are aware of them but lack the language skills necessary to use them” (p. 179).
38
Dobrova, Tatiana. "INTERCULTURAL ASPECTS OF MASTERING ENGLISH LANGUAGE THEORETICAL DISCIPLINE BY CHINESE STUDENTS." Методички видици 9, no. 9 (December 3, 2018): 133. http://dx.doi.org/10.19090/mv.2018.9.133-143.
Full textAbstract:
The process of globalization experienced by the whole international community could not but influence higher professional education. Russia is becoming an effective actor of the global educational space. Russian universities attract young people not only from the former Soviet Republics but also from China. The number of students from the PRC in Saint Petersburg State University is increasing year after year. The Department of Linguistics with its Bachelor program “English Language and English Literature” is especially popular. Today effective higher education is impossible without using a competence approach. The main goal is to make the graduates competent enough to work professionally. Here English Pragmatics and namely English Speech Act Theory are in the focus of our attention. The article is an attempt to analyze six years of experience of teaching Chinese students Theoretical grammar of the English Language and English Speech Act Theory.
39
Carter, Susan, and Russell Poole. "Threshold to discipline discourse: An English literature first year limen into advanced literacy." Australian Journal of Language and Literacy 35, no. 1 (February 2012): 69–81. http://dx.doi.org/10.1007/bf03651874.
Full text
40
Nekrasova, I. V. ""CODES" OF THE RUSSIAN CLASSIC AND THEIR PERCEPTION OF MODERN CULTURE AND LITERATURE." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 23, no. 79(1) (2021): 102–9. http://dx.doi.org/10.37313/2413-9645-2021-23-79(1)-102-109.
Full textAbstract:
The article describes the author's program of the discipline of the master's degree course "Transformation "of the codes of" Russian classics in the world art" within the professional cycle of the master's program "Russian literature in the world art space". The author dwells in detail on the theoretical problems of the discipline, analyzes the five main modules on which the working program of the discipline is based. Special attention is paid to the problem of perception of classical codes at the present stage of the literary process. As evidence-based examples, the works of Russian literature of recent years, up to 2021, are used.
41
Miller, Richard E. "Composing English Studies: Towards a Social History of the Discipline." College Composition and Communication 45, no. 2 (May 1994): 164. http://dx.doi.org/10.2307/359004.
Full text
42
Khan, Shahzeb, and Amra Raza. "‘To terrify and Harmonize’: on The Need of Historicizing The Emergence of The ‘Fatal Discipline’ in Pakistan." Academic Journal of Social Sciences (AJSS ) 4, no. 2 (June 25, 2020): 292–308. http://dx.doi.org/10.54692/ajss.2020.04021048.
Full textAbstract:
The genesis of English as a university discipline has been widely discussed in various international contexts. However, in Pakistan, no comprehensive, critical study has come to the fore until now. The socio-political significance of university disciplines cannot be studied without relevant historicizations. Similarly, this lack of historical narratives of academic disciplines causes a lack of critical engagement with the process of disciplinary formation and evolution and thus, so far, the academic disciplines in Pakistan seem devoid of self-critique—a process which is of vital importance to the well-being of postcolonial societies. The present paper highlights English nationalistic fervour as a factor which played its part in the establishment of the discipline in England and identifies some of the ‘deeper contexts’ (Viswanathan, Uncommon Genealogies, 2000) of the discipline’s institutionalization through available histories of the discipline. The paper argues that the discipline of English literature in Pakistan, which is popularly conceived to be aesthetically autonomous, innocuous, and apolitical, has various historico-political dimensions that must be taken into account if the discipline has to play a humanely progressive and critically conducive role in the local context.
43
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.
Full textAbstract:
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.
44
Cui, Xiuyun. "Academic Influence of China’s Sports Social Discipline Based on Bibliometrics." Mobile Information Systems 2021 (May 18, 2021): 1–9. http://dx.doi.org/10.1155/2021/9988847.
Full textAbstract:
Background. To accurately evaluate sports social discipline’s academic influence in China, a model of academic influence evaluation of sports social discipline in China based on bibliometrics is proposed. Objective. A statistical model of the academic influence of sports social discipline is constructed, the word frequency statistics method is used to measure the literature, and the semantic characteristic quantity of the sports social discipline academic influence is extracted, using the literature method and logical analysis method to analyze sports’ social value in the Internet era from healthy sports. The combination of sports and medical treatment can comprehensively promote physical and mental health. Methods. The dual semantic feature decomposition method is used to analyze sports social discipline’s academic influence. The statistical analysis model of sports social discipline academic influence is established. The principles of fuzzy pattern recognition include the principle of maximum membership degree and proximity degree. Results. The comprehensive relative closeness of the distribution of literature statistics on sports and social disciplines’ academic influence is constructed. The linear programming analysis of literature statistics is carried out using the standardized grid computing method. Conclusions. The combination of association rule feature extraction and semantic feature extraction is used to realize the quantitative calculation of literature statistics and academic influence. The simulation results show that the statistical analysis of the academic influence of sports and social discipline by this method is accurate, and the level of confidence is high.
45
Raley, Rita. "On Global English and the Transmutation of Postcolonial Studies into “Literature in English”." Diaspora: A Journal of Transnational Studies 8, no. 1 (March 1999): 51–80. http://dx.doi.org/10.3138/diaspora.8.1.51.
Full textAbstract:
What does it signify to speak of a World Literature in English? In what ways might diaspora studies and transnationalism be linked to the contemporary phenomenon of global English, with a mode of comprehending the world that holds English at its center? What can diaspora studies and transnationalism learn from the “language question” frequently raised in discussions of both cultural imperialism and postcolonial writing? What can they learn from the question of globalism now so ubiquitous in contemporary criticism? How does the Literature in English concept relate, on the one hand, to Edouard Glissant's outline of the “liberation” that results from compromising major languages with Creoles (250), and, on the other, to Fredric Jameson's implicit yearning for a philosophical universal linguistic standard not circumvented by linguistic heteroglossia (16-7)? These questions outline the conceptual terrain of this article, in which I read the discursive transmutation of the discipline of Postcolonial Studies into “Literature in English” as both symptom and cause of the emerging visibility of global English as a recognizable disciplinary configuration situated on the line between contemporary culture and the academy. Over the course of this article, I chart this discursive transmutation and its necessary preconditions—the critical investiture in the “global,” the renewed attention to dialects, the abstraction of the “postcolonial”—as a way of articulating profound reservations about the “new universalisms,” of which Literature in English is a primary instance.
46
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.
Full textAbstract:
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.
47
Lim, Jia Wei, Juliana Othman, and Yueh Yea Lo. "Implementing a discipline-specific reflective critical thinking module for Literature in English in Malaysia." Innovations in Education and Teaching International 56, no. 6 (January 22, 2019): 690–99. http://dx.doi.org/10.1080/14703297.2019.1567370.
Full text
48
Wali, Mohan K. "Introduction." Canadian Journal of Botany 66, no. 12 (December 1, 1988): 2603–4. http://dx.doi.org/10.1139/b88-355.
Full textAbstract:
The year 1985 was a landmark in Canadian biology, for it witnessed both the first Canadian Congress of Biology and the 80th birthday of Professor Vladimir Joseph Krajina. Because Krajina's work has had an impact on more than one biological discipline, we believed that the congress would be an appropriate forum to pay tribute to one of Canada's premier ecologists and botanists. Krajina has done much to awaken Canada's environmental consciousness and shape its ecological thinking and, in the process, has made major contributions to the international discipline of ecology.Professor Krajina was born in 1905 in Slavice, a small Moravian village in Czechoslovakia. Historians of science have characterized 1905 as “the miraculous year.” That was the year Albeit Einstein published the theory of relativity and George Santayana began his book The Life of Reason with the following first line printed in boldface, “Man affects his environment, sometimes to good purpose.” E. M. Forster published his Where Angels Fear to Tread, Vladimir Lenin his Two Tactics of Social Democracy in the Democratic Revolution, and Sigmund Freud his Three Contributions to the Theory of Sex. That year, the English novelist and science educator C. P. Snow was born, and the Canadian provinces of Alberta and Saskatchewan were formed.It was a very significant year for ecology as well. The first American textbook, Research Methods in Ecology, was published by a then little-known ecologist named Frederick E. Clements. Carl Raunkiaer in Denmark published his Types biologiques pour la géographie botanique, later to be cited in ecological literature as Raunkiaer's system of life forms and biological spectra. In addition, Karel Domin, who would become Krajina's mentor, published Das böhmische Mittelgebirge in Czechoslovakia.Krajina received his doctorate at the age of 22 from Charles University in Prague. There, he rose to become Professor of Botany and Head of the Department of Plant Sociology and Ecology. Krajina was a major force in the Second World War. A champion of democracy and possessing immense foresight and fortitude, he provided strategic information to the Allies, not without great personal hardship. This aspect of his life is beyond the scope of this review, but many volumes are available that document his indomitable courage and his contributions (see, for example, J. Korbel, The Communist Subversion of Czechoslovakia, Princeton University Press, Princeton, NJ, 1959). After the war, he received both military and civilian medals and was elected to the Czechoslovakian parliament.He arrived in Vancouver in 1949. Not in possession of his transcripts or even a reprint of his own work, he joined the University of British Columbia as Lady Davis Foundation Fellow and Special Lecturer, and later attained the rank of full professor. It was here that he developed the ecological schema that bear his imprint and guided 33 students through their doctoral and master's programs. Highly respected as a teacher and researcher, he has left an indelible mark on Canadian ecology. His contributions have been recognized by honorary degrees from major universities, by medals of honor from many societies, and in several feature films on environment from the National Film Board of Canada. Even today, he remains active in finalizing his massive treatise on the ecology of British Columbia vegetation.In presenting this series of papers as a tribute to Professor Krajina, it was the intention of the organizers to reflect on two contemporary topics of ecology, rather than present a comprehensive overview or a complete documentation of Krajina's contributions. What is presented here, therefore, is a series of ecological vignettes on community organization and ecosystem conservation, areas of science in which Professor Krajina has played a major role.The organizers extend their warm thanks to Professor Jennifer Shay of the University of Manitoba for her help and assistance, to Professor Jack Major for writing the epilogue, to Professor Taylor A. Steeves, who encouraged the publication of this symposium, and to Professor Paul F. Maycock, Associate Editor of the Canadian Journal of Botany, who edited this series of articles.
49
Vučićević, Ana, and Aleksandra Rakić. "Textual metadiscourse in academic book reviews in Serbian and English." Зборник радова Филозофског факултета у Приштини 50, no. 3 (2020): 269–92. http://dx.doi.org/10.5937/zrffp50-23692.
Full textAbstract:
This paper examines the forms and patterns of use of the markers of textual metadiscourse in the academic book reviews from the fields of humanities (linguistics and literature) and social sciences (sociology, history, and ethnography) in both Serbian and English languages. The principal aim of our research was to attempt to establish a potential variation in the use of these markers with regard to the parameters of the type of markers, discipline, and language in which the reviews were written. The qualitative-quantitative analysis was carried out according to the model provided by Blagojević (2008). As for the first parameter, the comparison showed the predominance of logical textual connectives in comparison to both other textual connectives and markers of discourse actions/references to discourse across disciplines and languages. When it comes to the parameter of discipline, linguistics, literature and sociology reviews contained the greatest number of markers. Regarding the language criterion, cumulatively speaking, more markers were observed in the reviews in Serbian than in the reviews in English. However, the difference was rather subtle and it pointed to similarities rather than disparities in the use of these markers.
50
Williams, Paul, Chris Murray, Matt Green, and Dean Chan. "The academic study of comics within degree programmes in English literature." Journal of Graphic Novels and Comics 5, no. 2 (March 21, 2014): 211–28. http://dx.doi.org/10.1080/21504857.2014.889730.
Full text