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Dissertations / Theses on the topic 'English Republic'
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Shen, Lijun. "A history of English language teaching in the People's Republic of China /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/7759.
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Ngan, Kirsten Nadia. "English Language Teaching and Curricula in the People's Republic of China." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4800.
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Since China's open-door policy of 1978, an increasing number of Western language teachers have entered the People's Republic. Numerous reports criticizing Chinese teaching methods, books, curricula, and students have been written by teachers of English, the cause of which can, in many cases, be related back to teachers' different expectations about language curricula. Dubin and Olshtain's (1986) curriculum framework was utilized in this study to examine the premises of language learning and teaching in China. A questionnaire was sent to teachers and students at seven schools in the People's Republic of China. The questionnaire included a brief needs analysis and questions related to views about language, language learning and education. Data from the 347 student respondents and 34 teacher respondents were used to discuss (i) the priorities of English language teachers and learners in China, and (ii) whether Western methodologies were suitable for use in China. The conclusions drawn from the study were, firstly, that Chinese language teachers and learners rank product over process. Linked to this was the conclusion that no one Western methodology was particularly suitable or unsuitable for use in China. Secondly, it appeared that students in China prioritize passive language skills and passive ways of learning over active language skills and active methods of learning.
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Zhang, Qunying. "Conceptions of a good English language teacher at tertiary level in the People's Republic of China." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38575747.
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Van, Buskirk Craig Michael. "Conflict, accommodation, evasion survival strategies of English Reformed communities in the early Dutch Republic /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Fall2009/c_vanbuskirk_113009.pdf.
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Kuhn, Justin. ""Instructive Recreations": Playbooks and Political Stability in the English Republic, 1649-1660." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu155558224340157.
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Sun, Caiping. "An Introduction to Major University English Tests and English Language Teaching In China." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2444.
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The purposes of this project were to introduce (1) the four main college level English tests used in the People's Republic of China to expatriate English language educators, researchers, curriculum developers, and program designers; and (2) the college English language teaching situation in China to expatriates and give them information on where and how to apply for teaching positions there. The project produced two products to fulfill these goals. First, a paper titled an introduction to major university English tests in China: Their nature, development and importance is now ready to submit for publication. It is a paper that introduces all four of the main college level English tests in China to the outside world. It explains these high-stakes English tests to scholars outside of China. Second, a website, http://www.tesolinchina.blog.com, was created to fulfill the second goal of the project. It is the first website that provides those who are interested in teaching English in China with a complete list of major universities in each geographical region of China as well as other necessary information, and links to these universities.
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Zheng, Xinmin, and 鄭新民. "Pedagogy and pragmatism: secondary English language teaching in the People's Republic of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B30273250.
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Zuo, Huanqi. "Analysis of the experimental College Entrance English Examination in the People's Republic of China, with a proposal for revision." online access from Digital dissertation consortium, 1995. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9620313.
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Andersson, Petter. "Language attitudes in the People’s Republic of China’s leading English-language newspaper, China Daily." Thesis, Stockholm University, Department of English, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7329.
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Since time immemorial, various governments in China have attempted to promulgate writing reforms and speech reforms in order to unite the nation, mostly for political gain. The aim of this paper is to discover and analyze some language issues in the People’s Republic of China, specifically attitudes and comments on spoken usage of Putonghua (also called Modern Standard Chinese), Shanghai dialect, Cantonese and English by researching China Daily’s online newspaper article archive. A few valid articles could be retrieved and they uncovered that Putonghua, Shanghai dialect and Cantonese are all considered prestigious in different regions of the country; furthermore, English is gaining support rapidly, especially in corporate China.
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Song, Yanan. "Beliefs of tertiary-level teachers of English in the People's Republic of China about medium of instruction." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31541896.
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Galluzzo, Anthony Michael. "Revolutionary Republic of letters Anglo-American radical literature in the 1790s /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1610469821&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Zhang, Qunying, and 張群英. "Conceptions of a good English language teacher at tertiary level in the People's Republic of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38575747.
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Wang, Shuping. "Using cooperative learning with crosscultural studies to teach English in The People's Republic of China." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1498.
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Moffat, Rachel Heidi. "Perspectives on Africa in travel writing : representations of Ethiopia, Kenya, Republic of Congo and South Africa, 1930–2000." Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/1639/.
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This thesis establishes contexts for the interrogation of modern travel narratives about African countries. The nineteenth century saw significant advances in travel in Africa’s interior. For the first time much of Africa was revealed to a Western audience through the reports of explorers and other travellers. My thesis focuses on more recent representations of African countries, discussing changes in travel writing in the twentieth century, from 1930–2000. This thesis studies key twentieth-century representations of four African countries: Ethiopia, Kenya, the Republic of Congo and South Africa. I interrogate Western constructions, with a specific focus on narratives by Evelyn Waugh, Wilfred Thesiger, Dervla Murphy and Redmond O’Hanlon. Narratives of South Africa by Laurens van der Post, Noni Jabavu and Dan Jacobson also provide important insights into African self-construction in travel writing, which is, as yet, an under-developed genre in African literature. I begin by sketching a historical framework of the Western idea of Africa which, most recently, has been characterised by nineteenth-century interpretations of the Dark Continent. The process of decolonisation and the emergence of postcolonial discourses have challenged these constructions. An analysis of travel narratives from 1930–2000 reveals a variety of responses to the growing distaste for older, colonial attitudes. Increasingly, Western travellers seek both to create culturally relevant Africas and to subvert older Western creations. Travel writers seek to re-present destinations, to examine and modify existing discourses. There are fewer texts of exploration, but many writers now travel in order to write, looking for new ways to re-imagine and, thereby, rediscover what is already known. Developments in modern thought influence writers’ self-representations, as well as their presentations of the Other. Twentieth-century women construct themselves according to new social constructions of femininity, no longer juxtaposing hardiness with more traditional feminine traits, but proving that their capability and endurance as travellers equals that of men. The traveller is always central to the narrative and so it is always important to interrogate the writer’s self-presentation. Trends in twentieth-century travel narratives reveal an increasingly personal focus; this can bring a unique quality to the account, but also raises questions of authenticity. Foregrounding the creative process of producing a travel narrative reveals the agendas which inform self-presentation. This thesis points towards the potential for much further study on the continual process of re-presenting Africa but, also, the contextualisation of Western travel narratives continually points up the lack of African self-representation in travel writing. There has been little response from Africans to the long history of Western travellers imagining Africa; future dialogues with African texts of self-exploration and self-representation will, potentially, reveal new complexities, bringing greater depth and diversity to the discourses already in place.
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Hayduk, Ulf Christoph. "Hopeful Politics: The Interregnum Utopias." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/703.
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The period of English history between the second Civil War and the Restoration opened up seemingly unlimited possibilities for shaping the country's future. The period likewise witnessed an unprecedented surge of political imagination, a development which is particularly visible in Interregnum utopianism. More than ever before, utopianism orientates itself to a hopeful and expectant reality. It is no longer fictional or contemplative. Its ambitions and fulfilment are political; there is a drive towards active political participation. Utopianism reshapes its former boundaries and reinvents itself as reality utopianism. Considering this new reality-orientated identity, the utopias of the 1650s are especially useful in providing an insight into the political imagination of this period. This thesis studies three reality utopias of the 1650s: Winstanley's The Law of Freedom, Harrington's Oceana and Hobbes's Leviathan. Each work represents a uniquely different utopian vision: Winstanley imagines an agrarian communism, Harrington revives classical republicanism, and Hobbes stresses absolute sovereignty. These three different utopian visions not only illustrate the range of the political imagination; they provide an opportunity to examine different ways to deal with the existing political and social concerns of the Interregnum and different perspectives for ideal solutions. Interregnum utopianism is shaped by the expectations and violence of the English Revolution and accordingly it is characterised by the heightened hopes and fears of its time. Despite substantial differences in the three utopias, the elemental hopes and fears expressed in these works remain similar. The hope for change and a better future is negotiated textually with a fear of anarchy and violence. In the end a compromise between opportunity and security has to be found. It is this compromise that shapes the face of Interregnum utopianism and reflects a major aspect of the post-revolutionary political imagination in England.
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Hayduk, Ulf Christoph. "Hopeful Politics: The Interregnum Utopias." University of Sydney. English, 2005. http://hdl.handle.net/2123/703.
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The period of English history between the second Civil War and the Restoration opened up seemingly unlimited possibilities for shaping the country�s future. The period likewise witnessed an unprecedented surge of political imagination, a development which is particularly visible in Interregnum utopianism. More than ever before, utopianism orientates itself to a hopeful and expectant reality. It is no longer fictional or contemplative. Its ambitions and fulfilment are political; there is a drive towards active political participation. Utopianism reshapes its former boundaries and reinvents itself as reality utopianism. Considering this new reality-orientated identity, the utopias of the 1650s are especially useful in providing an insight into the political imagination of this period. This thesis studies three reality utopias of the 1650s: Winstanley�s The Law of Freedom, Harrington�s Oceana and Hobbes�s Leviathan. Each work represents a uniquely different utopian vision: Winstanley imagines an agrarian communism, Harrington revives classical republicanism, and Hobbes stresses absolute sovereignty. These three different utopian visions not only illustrate the range of the political imagination; they provide an opportunity to examine different ways to deal with the existing political and social concerns of the Interregnum and different perspectives for ideal solutions. Interregnum utopianism is shaped by the expectations and violence of the English Revolution and accordingly it is characterised by the heightened hopes and fears of its time. Despite substantial differences in the three utopias, the elemental hopes and fears expressed in these works remain similar. The hope for change and a better future is negotiated textually with a fear of anarchy and violence. In the end a compromise between opportunity and security has to be found. It is this compromise that shapes the face of Interregnum utopianism and reflects a major aspect of the post-revolutionary political imagination in England.
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Williams, Sandra June. "An analysis of the readings of cultural indicators embedded in children's literature texts." Thesis, Coventry University, 1998. http://curve.coventry.ac.uk/open/items/e4118f36-c711-b0ef-03d9-c63be4781495/1.
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The thesis identifies cultural indicators of Englishness through an analysis of readings of children's literature texts. These were taught on a children's literature course to Czech student-teachers at the Pedagogical Faculty, Brno in the Czech Republic from 1992 to 1995. The aim has been to identify cultural indicators of Englishness embedded in the texts and to reveal myths of national identity. This has been achieved by using a cross-cultural perspective whereby the Czech readings have been used to identify taken-for-granted aspects of English culture. The outcome has been to provide a paradigm for the exploration of culture in and through children's literature texts and to argue that children's literature should be incorporated into the Teaching of English as a Foreign Language and cultural studies for non-native speakers of English. In addition the methodological implications for the teaching of children's literature texts in the EFL classroom are discussed. The theoretical position which underpins the work is phenomenological in that it is an investigation of meanings. The readings by the Czech students and then the researcher were considered from two theoretical positions. An ethnographic perspective has been employed using the work of Geerz and Cohen to investigate the readings of three cohorts of Czech students who are outsiders to English culture. The reactions of the Czech students to the texts significantly reveal the legacy of the totalitarian system which began to end with the fall of the Berlin Wall in November 1989. Literary theory has been applied by the researcher to investigate the texts from an insider's perspective. Reader response theories involving the notion of the implied reader (Iser) and horizons of expectations (Jauss) are adopted to reveal and interrogate a culture's notions of childhood. It is established in the thesis that hitherto a sociological perspective has been taken with children's literature texts in the investigation of ideology with reference to class, race and gender. These have been oppositional readings which locate English children's literature as a site for the socialisation of children into the norms, values and beliefs of dominant society. It is argued in this thesis that by a careful investigation of the texts from a literary perspective and using the cross-cultural information gained, another view might be taken which is that English children's literature texts are less than normalising.
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Pei, Miao, and 裴淼. "Scaffolding and participation in classroom interaction: perspectives from English immersion teaching in thePeople's Republic of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37391471.
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Craven, Alexander J. "Coercion and compromise : Lancashire provincial politics and the creation of the English Republic c.1648-1653." Thesis, University of Manchester, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540983.
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This thesis is a study of the creation of the English commonwealth from a provincial perspective. It seeks to understand the processes undertaken by the state and populace during the creation of a new and unpopular regime. It examines the impact of the republic on the personnel of local government, and also the impact of the provinces on the creation of the republic. Ultimately, it shows that local government was effective and efficient under the republic. The first chapter assesses changes to the personnel of local government after the revolution, finding that large numbers of men suspected to be hostile to the republic withdrew or were removed from all branches of local government. Chapter two demonstrates that Lancashire's magistrates were still governing the county effectively under the Commonwealth. It also finds that the republic presented godly magistrates with an opportunity to pursue a reformation of manners. The third chapter examines the reorganisation of the county's military forces after 1649, finding that the militia was wholly remodelled. It also assesses the implications of the successful imposition of the Engagement oath within Lancashire. Finally, it considers the consequences for the state of the heavy burden of large numbers of soldiers in Lancashire. Chapter four finds that tax collection was efficient in Lancashire, but that the administration of sequestration in Lancashire was a constantly impeded by local concerns. It considers the uses to which sequestration revenues were put in Lancashire, finding that the money successfully endowed many of Lancashire churches with much improved livings. Chapter five examines the state of the church within the county, finding that the Presbyterian ministers were a constant impediment to the peace of the republic, but were themselves hindered by divisions within their own congregations. The creation of the republic brought to an end the effective running of the Presbyterian classis system created in Lancashire, even though many congregations were using the Presbyterian Directory. The thesis concludes that the republic was governing Lancashire successfully, and that there is no evidence in the county of structural problems that made the collapse of the republic inevitable.
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Pei, Miao. "Scaffolding and participation in classroom interaction perspectives from English immersion teaching in the People's Republic of China /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37391471.
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Lee, Tien-chen. "Using Web-based CALL to Improve English Language Mastery at the Republic of China Air Force Academy." NSUWorks, 2007. http://nsuworks.nova.edu/gscis_etd/665.
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The Republic of China, as a Foreign Military Sales country, has relied heavily on the United States (US) for military arms and supplies. Most of those arms need ongoing operational support and training from the US military. Due to this continued need for training in the US, the Republic of China Air Force Academy (ROCAF A), a military institution educating future Air Force officers, has been emphasizing English learning for its cadets. However, since the traditional instructor-centered method tends to encourage cadets to wait passively as receivers of knowledge, results have not been satisfactory based on their American Language Course Placement Test (ALCPT) scores, a standardized proficiency test used for measuring English ability. Literature indicates that blended learning is more effective than the traditional classroom type of instruction or purely online learning. In addition, due to the advances and popularity of Web-based and multimedia technologies, Computer Assisted Language Learning (CALL) facilitates English learning in many ways and has become an important English learning tool.
The study designed a blended approach incorporating the Web-based activities into traditional classroom instruction to facilitate cadets' English learning and improve their ALCPT test scores. A commercial online CALL English learning system was licensed specifically for the current ROCAF A English class; the new learning approach was developed, implemented, and evaluated. The goal of the study was to use the proposed blended learning approach to improve the cadets' English language listening and reading comprehension thereby increasing the number of cadets qualified for training in the US.
The treatment was conducted with six classes of senior cadets in two groups over an eight-week period for three hours per week. The changes in ALCPT test achievement resulting from the treatment were found to have no statistically significant difference, but the experimental group actually showed greater improvement on the listening section, had more cadets (17) score higher than 70 than the control group (8), and had the only three cadets who scored higher than 80. In addition, the overall percentage of cadets in the two groups who scored higher than 70 (31.6%) was greater than the senior cadets of the last year, 2005 (16.8%). The cadets and the instructor in the experimental group, in general, had positive attitudes toward the use of the blended approach for learning and teaching.
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Lazarick, Leonard W. "China's smiling face to the world Beijing's english-language magazines in the first decade of the People's Republic /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3276.
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Thesis (M.A.) -- University of Maryland, College Park, 2005.Thesis research directed by: Dept. of History. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Jackson, Williams Kelsey. "John Aubrey's antiquarian scholarship : a study in the seventeenth-century Republic of Letters." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:8e4dcd98-ba97-45d4-ac33-e64f8e0dd1e4.
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The writings of John Aubrey (1626-1697) cover a variety of subjects, including natural philosophy, mathematics, educational theory, biography, and magic, among others. His principal scholarly interest, however, was antiquarianism, the early modern discipline which embraced subjects such as archaeology, anthropology, and palaeography. This thesis is a study of Aubrey’s antiquarian writings within the context of the European Republic of Letters. It begins with a revisionary survey of antiquarianism in England, 1660-1720, and proceeds to map his personal contacts and library before studying each of his major antiquarian works in detail. Aubrey emerges from this as a product of his time, but somewhat unusual in his eclectic use of the antiquarian tradition and his blending of antiquarian and natural philosophical methodologies. He was receptive to the latest scholarship, regardless of its origin, and his antiquarian writings were never mere antiquarianism, but moved beyond technical scholarship to address wider issues concerning the origins of English culture, the evolution of religion, the antiquity of the earth, and the nature of human invention. Aubrey is now best known for his so-called Brief Lives, a series of biographies of contemporaries, and this thesis also includes a chapter studying the Lives as a form of antiquarianism. It argues that their keen observation and unconventional form are due to a mixture of antiquarian minuteness with traditions of Theophrastan character-writing and Tacitean historiography and that previous readings of them rely too heavily upon an outdated view of Aubrey as eccentric and peripheral to the larger intellectual movements of the century. This thesis concludes with a reassessment of Aubrey’s scholarship and an argument that the patterns revealed highlight the insufficiency of current theories of antiquarian development in the early modern period. It also argues for the “literary” quality of Aubrey’s work and emphasises the importance of reading his antiquarian texts within the context of early modern definitions of literature.
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Kim, EunYoung 1979. "A study of culture teaching in English classes in Korea and rural elementary schools in the Republic of Korea /." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83188.
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This study explores culture teaching in English classes in urban and rural elementary schools in Korea from the perspectives of both teachers and students. Language and culture theories provide a framework for the data interpretation. As well, qualitative research methodology depicts a picture of much deeper understanding for teachers' and students' perceptions. Interviews were audiotape recorded as a primary tool to gather information for the inquiry for three months (May-July, 2004). Data also included document analysis and participant observations in schools. From the research findings, I conclude that not only can teachers not fully engage in culture teaching in elementary English education, but also students are not exposed to sufficient cultural education. Sociocultural contexts significantly affect teachers' and students' perceptions of English-speaking cultures and their English education. Elementary English textbooks also play an essential role in culture teaching in Korea.
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朱曉燕 and Xiaoyan Judy Zhu. "The development of pedagogical content knowledge in novice secondary school teachers of English in the People's Republic of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B30256628.
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McDonald, Willis Burr III. "An ink-stained neoclassicist: Joel Barlow and the publication of poetry in the early Republic." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/3498.
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This study examines the literary career of the eighteenth-century American poet Joel Barlow. Because Barlow, unlike his peers, came to fully embrace print-based methods of authorship and advertising, between 1790-1810 he emerged as the most widely read American poet. Employing a book studies methodology, this project focuses on the publication details surrounding each of Barlow's poems including: his relationships with his publishers, the physical shape and appearance of his works, the cost of those works, how those works were advertised, and the extent of their geographic distribution. The arc of Barlow's career was extraordinary. Barlow's development, his transformation from a standard eighteenth-century club poet who relied on manuscript circulation and oral performance in the 1770s to an international man of letters and a periodical fixture by 1800, highlights the possibilities and limitations of American literary publishing during the early national period. Importantly, Barlow's ability to emphasize, rather than elide, his personal identity in the press, forces scholars to reevaluate their notions of late eighteenth-century republican print culture.
Barlow's career also impacts our reading of American literary history. In an age of caution and deference in American poetry, Barlow was driven to maximize his audience, publishing his poems across all price points and in every medium offered by the time. Barlow's efforts at self-promotion, coupled with his staunch republican politics, allowed his poems to take on a life of their own in the era's fiercely partisan press. Thanks to his association with the transatlantic republican movement and radical religious thinkers, this study suggests that poems such as the "Conspiracy of Kings," (1792) "The Hasty Pudding," (1796) and the Columbiad (1807) enjoyed audiences as large and as economically diverse as those of popular fiction. Even in an age marked by the rise of the novel and the beginnings of romanticism, An Ink-Stained Neoclassicist contends that Barlow's proto-mass audience reveals the persistent popularity and cultural importance of neoclassical verse in the intellectual life of many Americans at the turn of the nineteenth century.
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Swartz, Karen, and Junije Polozhani. "Us and Them : A study concerning how culture is perceived and taught in Sweden and the Former Yugoslav Republic of Macedonia." Thesis, University of Kalmar, School of Human Sciences, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-2461.
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The aim of this study is to investigate whether culture is perceived and taught in similar ways in regard to the study of English during the final year of compulsory schooling in Sweden and the Former Yugoslav Republic of Macedonia. In order to achieve this, relevant parts of policy documents and teaching materials from both school systems are analyzed – based on a framework which was devised using Claire Kramsch’s definition of culture as a foundation – and discussed. Our findings indicate that culture is not perceived and taught similarly in regard to the study of English during the final year of compulsory schooling in the two school systems we examine. In Sweden, based upon that which is expressed in the policy documents, it appears that learning about culture is seen as a natural component of language learning. On the hand, this does not appear to be the case in regard to the Former Yugoslav Republic of Macedonia. While representations of culture are present in the teaching materials examined from each region, the ways in which it is portrayed reflect that which is set forth in the policy documents, i.e., culture is more fully integrated in the textbook used in Sweden than it is in the one used in Macedonian classrooms. Our study is of interest to those active within the field of education because an increasingly globalized world means that classes are being comprised of increasingly heterogeneous groups of students. Having insight into differences that exist between school systems may lead to a greater understanding of the situation that exists in one’s own corner of the world.
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Lu, Vivian Yann-Ling. "The Socio-cultural Content Analysis of English as a Foreign Language Textbooks Used in Junior High School in Taiwan, Republic of China." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5171.
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The English textbooks evaluated are used to prepare students for the competitive high school entrance examinations in Taiwan, thus students spend a great deal of time studying them. Though the textbooks were stated to be designed for language and cultural learning purposes, it seems no study exists that examines to what degree there is clear articulation between the government's stated culture learning goal and actual textbook content. Therefore, this study examines to what degree the textbooks allow students to reach said goal, that is, "to increase culture awareness of the societies and cultures of foreign countries and our own" (Junior High English Language Curriculum 1985, p.l). This study intends to answer five major questions: (1) what is the scope of the cultures presented?; (2) what sub-cultures represent Chinese and foreign cultures?; (3) what is the nature of inter and intracultural interactions between characters?; ( 4) what level( s) of culture do the textbooks deal with?; (5) how is the socio-cultural information presented? Hernandez's dissertation (1986) was followed in developing this study: the coding system was developed to correspond to the five questions above, and content analysis was the study method used. Data was gathered from two textbooks. Research revealed that the textbooks did not reflect the stated cultural study goal. The textbooks provided a narrow spectrum of socio-cultural elements, presenting the American culture as the only representative of foreign cultures. Both American and Chinese socio-cultural elements were portrayed on the surface level. Little interaction existed between Chinese and American cultures, with relationships confined to primarily acquaintances, and the issues discussed limited to daily life and trivial issues. The readings emphasized surface level culture with few attempts at linking more overt behavioral and cultural features. Most of the readings discussed information from a historical view, and the post-reading questions presented in the textbooks focused on a factual nature.
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Wolfgang, Bonnie J. "The silence of the forest : a translation from French to English with analysis and literature review." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1033635.
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The Central African Republic is a small country located in the center of Africa. It is a very young nation in terms of political independence, but as the CAR emerges as a nation, it has begun to produce valuable authors who write for the French speaking world. This thesis is an attempt to bring part of the CAR's literature to the United States.Le Silence de la Foret was written by Etienne Goyemide and not only describes the culture of the mainstream population of the CAR, but also that of Pygmies. Although the book is a novel, the cultural aspects are not fictitious. This thesis is a translation of Goyemide's novel into English so that it can be made accessible to the English speaking world.The process of translating such a literary work required and increased knowledge and understanding of both French and English. In attempting to capture the style and tone of the author, careful attention was given to such aspects as tense, syntactic structures, register and vocabulary. A chapter of the thesis is devoted to describing the problems encountered during translation and the reasoning for the translations chosen.Department of English
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Shamsher, Mahmood Ali. "Problems of cohesion and coherence in the writing of non-native advanced learners of English : the case of 4th year English specialists, College of Education, Sana'a University, The Republic of Yemen." Thesis, University of Strathclyde, 1994. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21321.
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For a long time writing as a language skill has been neglected in the curriculum of the English Department, College of Education, Sana'a University. One can see the effect of this negligence in the students' poor writing performance, most worryingly when they are on the verge of their B. A. graduation. On several occasions I have noticed that 4th Year B. A. English Specialists are confronted by obstacles whenever they are asked to write a piece of composition. Upon reading the students' written performance one will find it a hard task to retrieve the precise intended meaning. This practical problem leads to the purpose of this study, which is to investigate, cohesion and coherence properties and the problems associated with them in the writings of non-native advanced speakers of English. The study is a detailed examination of both controlled and free open-ended writing tasks of 37 students in their final 4th Year B. A., English course, the English Department, College of Educati on, Sana'a University. The current study depends on the works of M. A. K. Halliday and R. Hasan (1976) when it comes to investigate the internal cohesive problems in the subjects' performance. The study also relies on Michael Hoey's work On the Surface of Discourse (1983) to examine. the cohering aspects in the subjects' written performance. I have made particular use of Hoey's Problem/Solution structural scheme. I feel that this schematic structure can be easily applied by non-native writers of this background in their writing process. In addition, a number of text types that the subjects chose to write fit into such a scheme. The study is divided into two main parts. Part one extending from chapter one to five provides a theoretical background for the study. In the second part extending from chapters six to nine I provide a detailed analysis and investigation of a number of controlled and authentic writing tasks. In the last chapter I present a general conclusion for the researh and some recommendations for improving the writing standards of our students. The findings reveal that in the area of cohesion, non-native writers of this background do not face severe problems in the internal cohesive world of the text either in controlled or free open-ended writing tasks. Nevertheless, in dealing with writing as an authentic process, the subjects can be confronted by some minor hindrances that might emerge at certain intervals; these do not form major obstacles that might lead towards a total barrier between the writer and the reader, and meaning is retrievable on all occasions. However, the findings also reveal that the subjects confronted problems in the area of coherence as a global organisation of a given text. This has been observed in both controlled and free open-ended writing tasks. Sentences and their sequence organisation seem to have caused considerable problems for a substantial number of the subjects. In addition, features associated with the process of coherence, such as Field, general knowledge, experience and logic, have in one way or another contributed to a certain extent in adding to the above weakness. The study has also embarked on finding ways and means of minimising such problems towards their gradual elimination. This was tested by conducting a number of workshops involving open-ended free writing tasks. The results obtained reveal that workshops and the collective work in the classroom do contribute a great deal in improving and enhancing the writing process.
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Jing, Zhen. "Fundamental principles of insurance contract law and practice in the People's Republic of China : a comparative study with English and Australian counterparts." Thesis, Queen Mary, University of London, 2001. http://qmro.qmul.ac.uk/xmlui/handle/123456789/25787.
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The Insurance Law 1995 (PRC) is the first comprehensive insurance legislation since the foundation of the People's Republic of China in 1949. It consists of insurance contract law and insurance regulation. This study concerns only the insurance contract law, focusing on three fundamental principles, namely the principles of insurable interest, utmost good faith, and subrogation. The main theme of this study is that, through examination and analysis, and by comparative methodology, of the provisions relating to the three principles, problems in these provisions are to be found and recommendations on how to amend them are to be proposed. It is intended this study will also help us to understand other similar problems in the whole Chinese insurance contract law. Many concepts adopted in the Insurance Law (PRC) are English in origin. This research attempts to trace the origin and the evolution of these concepts in England and to seek their real meanings in order to find and solve problems of confusions, ambiguities, contradictions and unfairness in Chinese insurance law. The Australian Insurance Contracts Act 1984 codifies the common law and insurance practice in Australia and mitigates the common law for its harshness to consumers and is regarded as a model for insurance law reform. So many Australian approaches are suggested as suitable to follow in order to amend Chinese law. This thesis starts with a brief introduction stressing the purpose and methodology of this research. Then the background is laid down concerning China's politics, economic reform, legal system and the development of China's insurance industry, under which the Insurance Law has been shaped. This is followed by three chapters - the main part of this study dealing with the three fundamental principles of the insurance contract law by examining and comparing the Chinese approach with the English and Australian counterparts. By doing so, problems in the Insurance Law are identified and better solutions are figured out. This research concludes with an emphasis on the urgency for amendment of the Chinese insurance contact law by summarising the preceding examination and analysis of the three principles. It finally ends with a number of proposed amendments of relevant provisions of the Insurance Law which it is hoped will provide useful models for the improvement of the whole Chinese insurance law.
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Tam, Fung Yi May. "Genre analysis of the reading passages in two series of textbooks used in Hong Kong and the People's Republic of China." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/384.
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Sidenholm, Emelie. "French Makes Communication and Structures Make English : An Analysis of Official Language-Teaching Documents in the Democratic Republic of the Congo and Sweden." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-74411.
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The Democratic Republic of the Congo is one of the least developed countries in the world and its school system needs to be improved. The aim of this research is to find out what the Congolese state expects from language teaching (French and English), how this is described in the curriculum, and whether this differs from the curriculum of a more developed country, such as Sweden. Through a content analysis, the language view, the role of the teacher and views of pupil participation are investigated. The Swedish curriculum and the Congolese programme of French show similarities by communicative and constructivist views, while the Congolese programme of English demonstrates behaviouristic features. This study can serve as an example of how the language context, i.e., second language v. foreign language, as well as the national culture, influence the curriculum.Demokratiska republiken Kongo är ett av världens minst utvecklade länder och dess skolsystem är i behov av en förbättring. Språk är en viktig del i utvecklingen av landet. Syftet med den här uppsatsen är att ta reda på vad den kongolesiska staten förväntar sig av sin språkundervisning, hur den beskrivs i styrdokument samt om den skiljer sig från läroplanen i ett mer utvecklat land som Sverige. Genom en kvalitativ innehållsanalys har uppfattningar om uppsatsens teman; språksyn, lärarens roll och elevdeltagande, hittats. Materialet som analyserats är den kongolesiska skolans program för franska och engelska, samt den svenska läroplanen inklusive kursplanerna för franska och engelska. Analysen avser de första åren i den kongolesiska sekundärskolan och det svenska högstadiet, vilka motsvarar varandra när det gäller elevernas ålder. Skillnaden i DR Kongo mellan andraspråk (franska) och främmande språk (engelska) berörs.Den svenska läroplanen samt det kongolesiska programmet för franska visar många likheter genom att lyfta fram kommunikativa och konstruktivistiska perspektiv. Det kongolesiska programmet för engelska har däremot behavioristiska drag. Lärarens olika roller och hur elevdeltagande lyfts fram förstärker dessa språksyner. De två kongolesiska programmen liknar dock varandra när det gäller synen på hur läraren ska behandla språkliga fel i klassrummet. Studien kan ses som ett exempel på hur språkkontexten, d.v.s. andraspråk och främmande språk, likväl som den nationella kulturen påverkar läroplaner.
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Bughio, Faraz Ali. "Improving English language teaching in large classes at university level in Pakistan." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/45170/.
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This thesis describes a collaborative Action Research project that works to improve the quality of English language teaching (ELT) and learning in a public sector university in Pakistan. It demonstrates how teachers and students can take responsibility for engaging in active learning and teaching by developing their roles beyond traditional models of teaching and learning. The findings of the study are validated through critical thinking, the active critique of colleagues and students who participated in the study, reflection on critical aspects of data collection and by contextualising findings within existing literature. The thesis comprises eight chapters. Chapter one provides an introduction. It presents the overall organization of the thesis. This includes the aims of the study, rationale of the research, brief overview of methodology and the structure of the thesis. In chapter two, the literature review focuses on the defining factors of large class teaching and learning. Much of the research on large classes is written in the context of the West and has limited application to the problems of developing countries. Existing literature suggests a need for further work on large class teaching and learning in the developing world. In chapter three I present the Context of the Study. I provide an historical overview of language policies in Pakistan which have influenced the educational structure and the development of the country. The status and importance of the English language in Pakistan is highlighted. I outline the classification of various English language teaching institutes in Pakistan. The chapter concludes with an account of teaching and learning and the sociopolitical conditions that affect the educational process at University of Sindh, Jamshoro Pakistan (UoSJP), the site of the project. Chapter four discusses the methodology of the study. It is divided into two sections. In section one I outline the rationale behind the choice of Action Research as a methodological framework for an intervention strategy. In the second section, I discuss the research design, and various data collection tools used for the study. In chapter five, I discuss the first reconnaissance phase of data collection. This has several foci: the teaching methods currently used in large classes at UoSJP; the students and teachers perceptions of ELT and the socio-political conditions that affect teaching and learning. Overall this chapter exposes the complexities involved in teaching at UoSJP and provides the basis for developing an intervention strategy. Chapter six presents the intervention phase of the action research strategy aimed at introducing cooperative practices. It contains the narrative of how a new teaching strategy was planned and collaboratively conducted in two different classes. Chapter seven focuses on the findings of the research and the analysis of data. I also reflect on the key emerging themes of both phases of the project. Evaluation criteria in action research are also discussed along with the monitoring strategy. The final chapter looks at the future implications of the study and offers practical guidelines on the management of large classes. There is a concluding reflection on critical issues that might affect future research. The thesis promotes ‘learner-focused' teaching through critical reflection on professional practice. The study also suggests how students can be empowered to take control of their own learning, by giving them autonomy and, by creating a socially just and democratic atmosphere in class. It also shows how large classes, exceeding a hundred students, can be managed by changing teaching methods and by increasing students' participation through group learning and the deployment of group leaders.
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Cai, Deborah Annette Horness. "Analysis of writings in English regarding the church of the Three Self Patriotic Movement and the house church in the People's Republic of China." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.
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Haines, Katherine Jane. "Literary networks and the making of 21st century African literature in English : Kwani Trust, Farafina, Cassava Republic Press and the production of cultural memory." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/67649/.
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Simon, Stephen Andrew. "Austro-American Reflections: Making the Writings of Ann Tizia Leitich Accessible to English-Speaking Audiences." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3543.
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Ann Tizia Leitich wrote about America to a Viennese audience as a foreign correspondent with the unique and personal perspective of an immigrant to the United States. Leitich differentiates herself from other Europeans who reported on America in her day by telling of the life of the average working American. In so doing, Leitich uses her work as a foreign correspondent to create a new identity for Austria between the World Wars. Leitich uses America in the 1920's and 1930's as a cultural mirror in which the new Republic of Austria can see itself. Leitich's perspective of America is not only useful to the German-speaking audiences of her time, but also sheds light on America in the interwar period to readers of all backgrounds. Unfortunately, the influence of Leitich's journalism is currently limited to German-speaking audiences. Included are 31 translations of Leitich's articles for the benefit of English-speaking audiences to assist in further analysis of implications of her work.
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Ahmed, Irfan. "Investigating students' experiences of learning English as a second language at the University of Sindh, Jamshoro, Pakistan." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/43289/.
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The recent emphasis on the importance of English language teaching and learning in public universities in Pakistan has resulted in the introduction of a new English as Second Language (ESL) programme including revised teaching approaches, content and assessment. However, to date, no rigorous and independent evaluation of this new programme has been undertaken particularly with respect to students' learning and experiences. This thesis seeks to address this gap by examining the effects of the new ESL programme on students' learning experiences, as well as teachers' perspectives and the broader institutional context. The study uses a qualitative case study approach basing its findings on the responses of purposively sampled students (n=17) and teachers (n=7) from the Institution of English Literature and Linguistics (IELL), University of Sindh, Jamshoro, Pakistan (UoSJP). Semistructured interviews, observations and document review were used as the main tools to collect a wide variety of data. The analysis of the data was informed by different theories including Symbolic Interactionism, Community of Practice, and Bourdieusian notions of habitus, field and capital. These theories offered an approach which bridges the structure and agency divide in understanding students' learning experiences. The study employed the concepts of institutional influences to examine the impact of UoSJP's policies and practices on the teaching and learning of the ESL programme. The concept of community, which is understood as the community of the ESL classroom, is used to examine the interactions of students-students and students-teachers. The notion of identity was used to examine the interaction of students' gender, rurality, ethnicity and previous learning experiences with different aspects of the ESL programme. In relation to institutional influences, the study found that UoSJP's institutional policies and practices are shaped by its position in the field of higher education, and in turn, these influences shape teaching and learning in the ESL programme. Specifically, UoSJP defines its capital as higher education for all, which in practice translates as admitting students who have been rejected by other universities and/or cannot afford private universities' high fees. In order to meet the language needs of disadvantaged students from non-elite English and vernacular medium schools, UoSJP offers the ESL programme. This initiative aims to improve students' English language skills in their first two years, and to fulfil requirements set by the Higher Education Commission (HEC). However, the university's treatment of the ESL programme significantly impacts on teaching and learning in terms of its policies and practices, in relation to faculty hiring, teacher training, relationship between the administration and ESL teachers, number of students in ESL classrooms, assessment criteria, ESL quality assurance, and learning support resources like up-to-date libraries. In relation to the community of ESL classroom, the study found that participation plays an important part in defining students' roles and their relationship with teachers and peers in the classroom. Teachers' pedagogic strategies and large classes were found to be influential factors affecting students' participation in the classroom. It was found that teachers use different pedagogic strategies, which define them as facilitators or knowledge transmitters accordingly. The facilitators allow students' full participation in the classroom by listening to their opinions, respecting their arguments, appreciating their feedback, acknowledging their contributions to the class, and demonstrating empathy to their problems. When in class with these teachers, students feel encouraged, confident and motivated to participate in the classroom. By contrast, the knowledge transmitters prefer monologue lectures when teaching ESL, and strongly discourage students' participation. Students are usually not allowed to ask questions or express their concerns to these teachers. In their presence, students revealed that they lacked confidence, and felt discouraged and demotivated from participating in the classroom. Moreover, in the context of large classes only students sitting on the front-benches are given opportunities of participation, while those at the back of the classroom are considered to be educationally weak, inactive, therefore ignored in interactive activities. The treatment of these students by teachers and students at the front of the class alike limits their participation in the classroom. In relation to identities, the study found that students frequently foreground their gender identities, rural-ethnic identities and identities as medical or engineering students in interaction with different aspects of the ESL programme. Some aspects of ESL textbooks including units which depict stereotypical gender roles conflict with female students' gender identities; units which are based on exclusively Western, urban contexts conflict with students' rural-ethnic identities, and units that are based on graph-comprehension conflict with students' identities as medical students. While others aspects of ESL textbooks particularly those units that are constructed on experiences and activities which are exclusively associated with men in Pakistan such as driving complement female students' gender identities; and those units which are set in a village, and focus on the culture and life of villages complement students rural-ethnic identities. Moreover, it was found that female students struggled in maintaining their role as ESL learners in comparison with their gender roles as sister and daughter. This thesis provides new insights into students' learning experiences and ESL in higher education. It also contributes to and enhances the literature on higher education in Pakistan. Furthermore, it enables policy-makers to reflect upon their policies, as well as provides suggestions to the UoSJP and its teachers.
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Kalala, Laurent Beya. "An appraisal study of language usage and use for literacy in second language acquisition: An investigation into English textbooks used in the Democratic Republic of Congo." University of the Western Cape, 2018. http://hdl.handle.net/11394/6794.
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Philosophiae Doctor - PhDSince a number of studies on textbooks in Second Language Acquisition (SLA) have shown that textbooks hold a major place in education (De Guzman, 2000; Oakes & Saunders, 2004), this study proposes to investigate the content of an English Language Teaching (ELT)/ English as a Second Language (ESL) textbook used in 6th form secondary school (Grade 12) in the DRC, Go for English 1RE. It aims to identify and evaluate the content of this ELT textbook so as to deduce and derive main insights for the determination or not of its appropriateness and relevance in terms of its contribution to language use and literacy in the ELT/ESL curriculum of the DRC. The study draws its theoretical underpinning from two theories: the Cunningsworth’s textbook analysis theory and McDonough and Shaw evaluation theory. As research design, the study adopts an a descriptive, exploratory and interpretive design which draws on both quantitative and qualitative data collected on the basis of textbook evaluation checklist and semi-structured interviews. In regard to the procedural orientation, the study uses descriptive and content analysis to analyze, interpret and examine both interviews and textbook evaluation likert-scale checklist data. In respect of its data, the study uses ‘mixed methods approach’. Both qualitative and quantitative data come from 259 teacher and student participants on the basis of two different samples. The quantitative data comes from 209 student participants and 25 teacher participants and the qualitative data from 10 student participants and 15 teacher participants. The findings attest to the general content of "Go for English 1RE ELT" textbook in regard to language activities and tasks related to its subject matter, to the quality and nature of language it contains, and finally to the diversity in its subject matter and its cultural aspects, is suitable for language use and literacy skills development. However, even though its content is suitable, the findings also indicate that this ELT textbook is not well adapted to Congolese 6th form secondary school students’ level.
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Petit-Frere, Jessica. "Edwidge Danticat and Shadows: The Farming of Bones As a Vehicle for Social Activism." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2492.
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The Farming of Bones is Edwidge Danticat’s novel about Amabelle Desir, a Haitian migrant in the Dominican Republic during the 1937 Haitian massacre. The Massacre is a historical fact presented through a fictional text that acts as a testimonial. The purpose of this thesis is to demonstrate how Danticat, in her role as an activist, urges readers to become social justice seekers and enter the discourse of race. Through an examination of Carl Jung’s and Vodou’s shadow theories in regards to the construction of a racial identity by Haitians and Dominicans, I uncover the racial narratives in place from Haiti’s colonization and independence to our current time. Danticat, through the novel, moves the reigning racial paradigm out of the shadow and thus allows readers to reflect on its effects. Thus it is not only the characters in the novel that must confront the shadow, but the readers themselves.
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Trittibach-Andres, Monika. "Communicative interaction in the English language classroom : a field study of a western teacher as change agent in two Chinese primary schools in Zhong Shan, People's Republic of China." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1037.
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The purpose of this study was to investigate the influence of a 'Change Agent' in teaching English as a Foreign Language (EFL) in Chinese primary schools, and to determine whether changes were perceivable in the number and type of communicative interactions that occurred in EFL classrooms. The Department of Education of Zhong Shan, People's Republic of China, welcomed this research as the communicative approach to teaching English is sanctioned by the authorities. However, the formality of the actual classroom in primary schools often precludes much use of this method. An Investigation of the influence of a Westerner in the role of 'Change Agent' (teacher trainer), may provide more information on adequate EFL teacher training. As Penner (1995) pointed out, these Change Agents need to be aware of the pedagogical complexities between the traditional/formal and the communicative teaching approach in China and have had experience in EFL leaching. As such, the study was of particular relevance to both the Chinese EFL teachers and the Education Department of Zhong Shan. It was also of benefit to future decisions in EFL teacher training because it explored the situation of primary school settings and the demands on adequate input of methodology which up to now has not yet been investigated in primary settings. Using both qualitative and quantitative research methods, this study investigated the use of the communicative method in two Standard 4 classrooms at different schools, prior to and after an in-service and the work with a Change Agent. The researcher was the Change Agent and acted as both a participant observer and as a teacher model while team teaching with the teachers from the two classes. Interviews, questionnaires and field notes provided the qualitative data, while counts of number and type of communicative interactions before and after intervention provided the quantitative data. Data on type and number increase in communicative interaction after the researcher's intervention ceased, suggested that the two Chinese EFL teachers were able to promote more communicative interaction and initiated more permanent change in their EFL teaching approach. The implication for more and better communicative interaction is that the teachers of both classes planned, designed and implemented relevantly more pair and group work and material provision after the in-service. The Department of Education of the Southern District of Zhong Shan and the teachers of the research classes positively commented on the external contact with a foreign EFL teacher. Thus, direct influence of a Western teacher as Change Agent who promoted communicative interaction directly at the school premises was considered a relevant and new approach.
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Anderson, Daniel Paul. "Plato's Complaint: Nathan Zuckerman, The University of Chicago, and Philip Roth's Neo-Aristotelian Poetics." online version, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=case1196434510.
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Iyer, Padmini. "Risk, rakhi and romance : learning about gender and sexuality in Delhi schools : young people's experiences in three co-educational, English-medium secondary schools in New Delhi, India." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/59533/.
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Based on multi-method research with Class 11 students (aged 15-17) and their teachers at three English-medium, co-educational secondary schools in Delhi over nine months in 2013-14, this thesis explores how young people's understandings and experiences relate to national and international understandings of gender, sexuality and education. The thesis examines the interplay between institutional practices and students' agency within schools (drawing on Connell's 2000 framework), while I use the concept of ‘sexual learning' in order to consider young people's experiences both within and beyond the classroom (Thomson & Scott 1991). Study findings indicate the influence of concerns about adolescent sexuality on school curricula and on disciplinary practices, which sought to maintain gender segregation in co-educational spaces. The thesis also reveals the ways in which narratives of girlhood and masculinities shaped young people's lives; particularly in the wake of the December 2012 gang rape case in Delhi, these gender narratives were both contradicted and reinforced by seemingly ubiquitous stories of sexual violence. Stories of sexual violence also formed a source of gendered, risk-based sexual learning, which reinforced risk-based narratives of sexuality within formal and informal sources of sexual learning accessed by young people. The thesis also reveals heterosocial dynamics within school peer cultures as an important source of sexual learning. Students proved adept at negotiating assumptions about ‘appropriate' interactions such as idealized rakhi (brother-sister) relationships, and formed less restrictive heterosocial friendships and romantic relationships. In particular, stories about peer romances emerged as an alternative source of sexual learning, which undermined dominant risk-based narratives of young people's sexuality and offered more positive understandings of pleasure and intimacy. A key methodological contribution is the use of a narrative analytical framework in which Plummer's (1995) sexual stories are considered in terms of Andrews' (2014) political narratives. Using this framework, the thesis examines the text and context of ‘small stories' told within research encounters, and the interrelations between these micro-narratives and macro-narratives of gender, sexuality and education in post-liberalization India. This framework facilitates the examination of interrelations between local experiences and national and international understandings in the thesis. A key substantive contribution of the study is to address a lack of research on how young people learn about gender and sexuality in Indian schools. As the study largely captures the experiences of urban, middle-class young people, the thesis also contributes to the existing body of literature on middle-class experiences in post-liberalization India (e.g. Gilbertson 2014; Sancho 2012; Donner & De Neve 2011; Lukose 2009), and specifically underlines the importance of education as a site for middle-class young people's negotiation of gendered and sexual politics.
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LeGris, Hannah Fraser. "HYBRIDITY, TRAUMA, AND QUEER IDENTITY: READING MASCULINITY ACROSS THE TEXTS OF JUNOT DÍAZ." UKnowledge, 2014. http://uknowledge.uky.edu/english_etds/9.
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When writing about Junot Díaz’s Drown (1996) Brief Wondrous Life of Oscar Wao (2007) and This is How You Lose Her (2012), I focus on the iterations of masculinity depicted and embodied by Yunior de las Casas, the primary narrator of this collection. I explore the links between diaspora, hybridity, masculinity, and trauma, arguing that both socio-historical and personal traumatic experience reverberates through the psyches and bodies of Díaz’s characters. I demonstrate the relationship between Yunior’s navigation of the United States and the Dominican Republic and his ever-shifting sexuality, self-presentation, and gender identity. The physical and discursive spaces he must traverse contain multiple, contradictory narratives about how to be a man; within Díaz’s collection, we witness Yunior’s coming-to-terms with the way that these stories of masculinity are rendered dysfunctional and incoherent. Accordingly, Yunior uses the hegemonic discourses of masculinity as a way to cloak his own queer difference, ambivalently interacting and identifying with characters marked as Other. In this analysis, I read Yunior’s masculinity as reactionary to the expectations of Domincan society, and also explore how he shaped by migration, trauma, and unspeakable queer desire.
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Walker, Jessica Lorraine. "Our Anglo-Saxon ancestors : Thomas Jefferson and the role of English history in the building of the American nation." University of Western Australia. School of Humanities, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0209.
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This thesis contends that Anglo-Saxon studies made a powerful contribution to Thomas Jefferson's development of public concepts of American identity and nationalism in ways that have been elided by scholars preoccupied with Jefferson's classicism. Jefferson's comprehensive survey of Anglo-Saxon grammar, language, law and emigration provided him with a precedent for revolution and helped him develop a model of American nationhood. Jefferson's detailed study of the Anglo-Saxon era set him apart from writers on both sides of the Atlantic in the period 1750-1860, and this thesis will argue that to generalize his interest as 'whig history' or a subscription to a theory of Teutonic superiority is unjustified. Chapter One considers Jefferson's educational background, his exposure to Anglo-Saxon history and the degree to which he might have been encouraged to pursue it. Previous studies of Jefferson's Anglo-Saxonism have presumed that there was a 'Gothic font' from which American Founding Fathers could drink; the detailed study of Anglo-Saxon historiography in this chapter will show otherwise. Chapter Two is concerned with a detailed examination of the collections of books relating to Anglo-Saxon history and language that Jefferson collected throughout his lifetime. If Jefferson was concerned with whig dialogues, or interested in the Saxons as a product of a passion for Tacitus we should find evidence of it here. In fact, the study of Jefferson's library in Chapter Two demonstrates that Jefferson was genuinely an expert Anglo-Saxon scholar and regarded that knowledge base as a political tool. Chapters Three and Four constitute detailed examinations of the nationalist use to which Jefferson put his understanding of early English history. Chapter Three considers the problem of shared heritage with Britain confronting the American statesman in the 1760s and 1770s and his employment of pre-Norman history in resolving this conflict. Chapter Four enlarges upon the study of American national identity, with specific reference to the linguistic debates following on the Revolution. This chapter revolves around a reconsideration of Jefferson's Anglo-Saxon Essay and his attempts to introduce this language into the education of future American statesmen. Jefferson's examination of Anglo-Saxon history, when considered in this light, seems oddly discordant with the simplistic notion of Jefferson as a founder of Teutonic superiority. Chapter Five is interested in Jefferson's impact on historical rhetoric in the nineteenth century. Thomas Jefferson used English history as an aid to separating an American nation from the British Empire and he believed that Americans could look to their Anglo-Saxon ancestors for a precedent that would justify their independence from Britain. He saw in Anglo-Saxon studies a means for appropriating those parts of English history that could underpin a national identity defined by freedom, initiative, and perhaps a racial predilection for democracy, while simultaneously rejecting Britain's authority in his present.
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Volckmer, Katharina Barbara Emmy. "Society and its outsiders in the novels of Jakob Wassermann." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:84e42410-5b61-4299-a2c3-f69d89b4921e.
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This thesis looks at a number of Jakob Wassermann’s novels and the ways in which society is depicted in them. Seen as a whole, Wassermann’s oeuvre can therefore be understood as an attempt to portray (mostly) German society at different historical stages. The periods in question are Biedermeier Germany, the Wilhelmine era, the years of the Great War and finally the Weimar Republic, the depiction of all of which reveal Wassermann as a fierce critic of his time. In addition to this interest in society, this thesis will examine Wassermann’s concern with various outsider figures which complement his portrayals of society. The outsider figures Wassermann seems to be mostly interested in are the Jew, the woman, the child and the homosexual man. However, Wassermann is not just interested in these outsiders on their own but also draws extensive parallels between the various forms of exclusion they experience in a society dominated by the Gentile man or, as in the case of the child, by the adult. These parallels have proven to be revelatory and have led to new insights into Wassermann’s works. The dynamic of the outsider vs. society is, however, in many ways no longer applicable to those novels written during and after the Great War. Instead Wassermann now combines his interest in the figure of the outsider with an interest in the depiction of character. At the same time character becomes a mirror not only for the society Wassermann portrays in his writing but also for the society he lived in. This makes for an altogether more complex but also more intriguing structure of his later writing. This thesis will examine how all these different elements when combined offer new ways of looking at Wassermann’s writing.
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Fortier, Jonathan. "Shelley's unquiet republics : freedom and the inner self." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365557.
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Fiorentini, Alexandre. "La pensée politique d'Adhémar Esmein : l'historien du droit." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM1028/document.
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Cette thèse en histoire du droit et des idées politiques s'intéresse à un juriste républicain de la fin du XIX° siècle, qui a connu les débuts de la III° République parlementaire. Son oeuvre juridique est passionnante, érudite, minutieuse. Il démontre que le droit peut être renouvelé par la méthode empirique de l'histoire. L'histoire est le reflet de la vie des peuples et donc de la société. Du point de vue des sources du droit, il rehausse quelque peu la coutume et la jurisprudence afin d'adapter la loi, prise au sens formelThis thesis in story of the law and the political ideas is interested in a republican jurist of the end of XIX °century, which knew the beginning of III ° parliamentary Republic. His legal work is fascinating, erudite, and meticulous. He demonstrates that the law can be renewed by the empirical method of the story. The story is the reflection of the life of the peoples and thus the society. From the point of view of the sources of the law, he enhances a little the custom and the decisions of the Court to adapt the law, taken in the formal sense
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Lang, Miloš. "Daňová soustava v období první československé republiky." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-10816.
Full textAbstract:
There is the explenation of tax system in Czechoslovakia during 20's and 30's in 20th century. This study is focused on transformation and consolidation of tax law which are connected with Czechoslovak's establishemenent. There is the characteristics of each point of tax structure, codification and specific problems. The second part of study answers on the question: "Why so huge reform of direct taxes was done in the late of 20's? What was the reason and consequence?" There is some information about Karel Engliš -- Minister of Finance. The analytic part of this study includes national budget, revenues and statistics about tax burden and taxation. The aim of this study is comparision of tax structure before and after the tax reform in 1927. There was made some international statistics, too.
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Hammersley, Rachel. "The influence of English republican ideas on the political thought of the Cordelier Club." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367679.
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