Academic literature on the topic 'Psychoanalysis and literature – english-speaking countries'
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Journal articles on the topic "Psychoanalysis and literature – english-speaking countries"
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Cotti, Patricia. "Towards a New Historiography of Psychoanalysis: In Defence of Psychoanalysis as Science – An Essay on George Makari's Revolution in Mind." Psychoanalysis and History 14, no. 1 (January 2012): 133–46. http://dx.doi.org/10.3366/pah.2012.0102.
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Makari's work, Revolution in Mind, presents readers with the opportunity to reconsider and compare the manner in which the history of psychoanalysis has been understood in France and English-speaking countries until now. In demonstrating how the birth of psychoanalysis constituted a legitimate revolution of scientific thought and addressed questions left unanswered by philosophy and human sciences in the middle of the 19th century, G. Makari offers a new historiography of psychoanalysis.
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Solhi Andarab, Mehdi. "The content analysis of the English as an international language-targeted coursebooks: English literature or literature in English?" Cypriot Journal of Educational Sciences 14, no. 1 (March 28, 2019): 69–79. http://dx.doi.org/10.18844/cjes.v14i1.3930.
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The integration of literature and literary works has always played an undeniable role in language education. Despite the existence of a wealth of literature in non-native English-speaking countries, in the majority of the coursebooks, the entire attention is devoted to literary works of the native English-speaking countries. In this study, five coursebooks claiming to be based on English as an international language (EIL) were randomly selected and analysed to investigate to what extent they have incorporated the literatures of native and non-native English-speaking countries. The criteria for the content analysis of the claimed EIL-based coursebooks were based on Kachru’s Tri-Partide Model to categorise the countries, and culture with a small c and Culture with a capital C dichotomy. Results indicated that although the chosen coursebook purports to be based on EIL, less or nearly no attention is given to the literary works of the non-native speakers of English.
Keywords: ELT coursebooks, English as an international language, Kachru’s Tri-Partide model, literature in English
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Chemezova, Ekaterina Rudolfovna. "“Green Man”: Image Transformation in the English-Speaking Countries Literature." Filologičeskie nauki. Voprosy teorii i praktiki, no. 8 (July 2021): 2394–400. http://dx.doi.org/10.30853/phil210424.
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Rintaningrum, Ratna, Aleksandar Kavgić, Marina Garaeva, Lyudmila Shcherbatykh, Mikhail Kosov, Próspero Morán, Kundharu Saddhono, Olga Shalina, Larisa Vatutina, and Olesya Dudnik. "New Concept of Teaching English to Students from Non-English Speaking Countries." Emerging Science Journal 7, no. 6 (December 1, 2023): 2202–15. http://dx.doi.org/10.28991/esj-2023-07-06-020.
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The objective of this study is to compare and underscore the advantages and disadvantages of learning English in non-English speaking countries to propose the concept of a new English teaching method for students from non-English speaking countries (the case of Russia, Spain, Serbia, and Indonesia). The study used a mixed-methods approach with qualitative analysis of literature from Russia, Serbia, Spain, and Indonesia, and a research questionnaire was developed. 1595 participants were recruited for a survey determining their experiences of learning English and students’ perspectives on English teaching methods in non-English speaking countries. The data went through thematic analysis in the qualitative part of the research and descriptive analysis in the quantitative survey-based design. Findings of the qualitative analysis revealed both advantages and disadvantages of teaching English to students in selected countries; however, the main findings reported the presence of cultural barriers and students finding it difficult to form meanings from the English language context. Conceptual thinking helped to understand the role of memory and comprehension when learning a foreign language, whereby research focuses on more novel concepts. Future researchers can focus on the area of neural development of students' memory, which can help guide strategies to teach the English language effectively. Doi: 10.28991/ESJ-2023-07-06-020 Full Text: PDF
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Wulansari, Devi Indah, and Aip Syaepul Uyun. "Strategi Pembelajaran Keterampilan Speaking." Jurnal Dimamu 2, no. 2 (April 30, 2023): 144–50. http://dx.doi.org/10.32627/dimamu.v2i2.733.
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English in speaking skills. Referring to English as the world's largest lingua franca or social language, English today has become the second most spoken language after Chinese. Furthermore, its status has been made as one of the languages that must be learned in almost all countries in the world. Therefore the need to always improve the quality of teaching is fundamental. But in practice, teaching and learning English in the classroom still leaves a lot of homework, especially those related to speaking teaching strategies. The low quality of graduate students in Indonesia in the field of speaking has proven that there is a pattern that needs to be addressed from the English language teaching system in our country. Therefore this study aims to provide an understanding of several types of language teaching strategies that can be implemented in the classroom. By using the method of library research or literature. This article provides an understanding and description of the types of learning strategies that can be used when teaching English.
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Rodríguez-Feria, Pablo, Katarzyna Czabanowska, Suzanne Babich, Daniela Rodríguez-Sánchez, Fredy Leonardo Carreño Hernández, and Luis Jorge Hernández Flórez. "Defining Leadership in Undergraduate Medical Education, Networks, and Instructors: A Scoping Review." International Medical Education 2, no. 1 (March 9, 2023): 49–70. http://dx.doi.org/10.3390/ime2010006.
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Reviews of the literature on leadership training in undergraduate medical education have been conducted since 2014. Previous reviews have not identified networks, defined leadership, studied the selection criteria for instructors, nor analyzed leadership as interprofessional or transprofessional education. This scoping review fills these gaps. Inclusion criteria included use of competency-based education to teach leadership in universities, and quality assessment. Indexes and grey literature in Spanish, Portuguese, and English languages were included from six databases. Hand searching and consultation were employed for selected bodies of literature. This review identified leadership interventions in nine countries which had national and international networks primarily in English-speaking and European countries. No literature was found in Spanish-speaking or Portuguese-speaking countries, nor in Africa. Teaching leadership was linked mainly with undergraduate medical education and interprofessional education. This review identified 23 leadership and leader definitions and underscored the importance of including values in leadership definitions. Instructors were selected by discipline, role, experience, and expertise. This review may be used to inform the teaching of leadership in undergraduate medical curricula by suggesting potential networks, reflecting on diverse leadership definitions and interprofessional/transprofessional education, and assisting in selection of instructors.
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Ali, Rafaquat, Bushra Shoukat, and Ali Ahmad Kharal. "Dependence of Academic Performance on English Speaking Anxiety in Academic Programs of English Medium Instructional Context." Review of Economics and Development Studies 7, no. 4 (December 31, 2021): 501–14. http://dx.doi.org/10.47067/reads.v7i4.410.
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Most countries in the world have adopted English Medium instruction in universities. The increasing global trend of the English language as the medium of instruction has made researchers focus on students' adjustment and performance in English medium instructional contexts. One key issue highlighted in English medium instruction is English speaking anxiety. The literature has pointed out that English language speaking anxiety among students has a dependency on their personal and interpersonal worries and the context of learning. Pakistan is also a country that has adopted English medium instruction at different levels of education. Therefore, the current study probed the dependencies of English language speaking anxiety on students' academic programs and how these anxieties impact students' academic performance in Pakistan. The survey study design consisted of convenience or accidental sampling. The structural equation modeling helped researchers infer the significance of academic programs' impact on academic performance, the effect of language anxiety dimensions on academic performance, and the impact of academic programs on academic performance via English-speaking anxieties. The academic departments significantly impact students' academic performance directly and indirectly through language-speaking anxieties.
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Mandal, Indrajeet, Amal Minocha, Jason Yeung, Steve Bandula, and Jeremy Rabouhans. "Interventional radiology training: a comparison of 5 English-speaking countries." British Journal of Radiology 93, no. 1105 (January 2020): 20190340. http://dx.doi.org/10.1259/bjr.20190340.
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Objective: To compare key characteristics of interventional radiology (IR) training in the UK with four other English-speaking countries (USA, Canada, Australia and New Zealand) and summarise requirements for training. Methods: Main features examined were career pathway and requirements, examinations required, specific competition for IR and the process of applying for training as an international medical graduate. Data were collected from official governing body publications, literature and personal experience. Results: Several differences were highlighted, including length of training (ranging from 6 to 9 years after medical school), length of IR-specific training (ranging from 1 to 3 years) and examinations required (USA and Canada have additional IR-specific examinations). The level of competition is generally high, in all countries. Conclusions: With the demand for IR services set to increase over the next few years, it is crucial that more IR specialists are trained to meet this demand. Awareness of training structures in other countries can highlight opportunity and pitfalls, and help ensure the number of highly trained interventional radiologists in the UK continues to grow.
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Furnham, Adrian, and Aseel Hamid. "Mental health literacy in non-western countries: a review of the recent literature." Mental Health Review Journal 19, no. 2 (June 3, 2014): 84–98. http://dx.doi.org/10.1108/mhrj-01-2013-0004.
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Purpose – The purpose of this paper is to produce a comprehensive and tabulated review of the many and scattered papers on public mental health literacy, with particular focus on people's ability to recognise mental illness and beliefs about the treatment. Design/methodology/approach – This was a review and tabula study. Comprehensive tables describe studies: the first looks at the beliefs of three different groups (the general public, students and young people) within developed English-speaking countries, and the second on studies from non-English-speaking countries. Findings – Some illnesses like depression and schizophrenia are well researched and others like anxiety or personality disorders largely ignored. The conclusion considers terminological (the loose use of different terms), theoretical (little or no theoretical models) and methodological (heavy reliance on printed, culture-bound vignettes) issues in the developing area of research. Originality/value – No such review exists and this therefore should be of considerable value to people working in the area.
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Patrickson Stewart, Sonia G., and Nadine Newman. "User services in the digital environment." Library Review 66, no. 4/5 (July 4, 2017): 213–34. http://dx.doi.org/10.1108/lr-07-2016-0058.
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Purpose The purpose of this paper is to ascertain from literature, ways in which information technology is being utilized in the provision of user services in academic libraries in developed and developing countries; explore the implications of the under-utilization of information technology in offering user services to patrons in academic libraries in the English-speaking Caribbean; and offer suggestions regarding the acquisition of information technology to enhance user services in academic libraries in the English-speaking Caribbean. With the advent of new technology, user services in information-centered institutions must adapt and make changes in the way information is presented and accessed. Design/methodology/approach The authors have undertaken a review of literature from available scholarly papers to discover the expectations of modern library users, and how inventive academic libraries have to become to create a paradigm shift from the “antiquated” to “modern” user services to meet client expectations and to stay relevant in the information age. Findings The reviewed literature highlighted the various ways in which academic libraries, particularly those in developed countries, are employing information technology in their service offerings. The literature highlights the necessity for Academic Libraries in the English-speaking Caribbean to also utilize information technology for optimum user service if they are to attain international standard. Originality value This is one of the first attempts at examining and documenting the need for changes in user services in the English-speaking Caribbean. While the literature is replete with information on ways in which academic libraries are using information technology to serve their patrons, this paper offers a synopsis of the developments in this regard.
Dissertations / Theses on the topic "Psychoanalysis and literature – english-speaking countries"
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Mackinnon, Jeremy E. "Speaking the unspeakable : war trauma in six contemporary novels." Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09PH/09phm15821.pdf.
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Includes bibliographical references (leaves 246-258) Presents readings of six novels which depict something of the nature of war trauma. Collectively, the novels suggest that the attempt to narrativise war trauma is inherently problematic. Traces the disjunctions between narrative and war trauma which ensure that war trauma remains an elusive and private phenomonen; the gulf between private experience and public discourse haunts each of the novels.
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Nott, Michael J. "Photopoetry : a critical history of collaborations between poets and photographers in the Anglophone world, 1845-2015." Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/7811.
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This thesis examines the history of collaborations between poets and photographers in the Anglophone world, from 1845 to 2015, and argues for a new form of art distinct from the photobook. It identifies a new body of work, ‘photopoetry', and develops this discovery into a critical exegesis of its forms and potentials. Proceeding chronologically, this thesis explores photopoetic history from its nineteenth-century roots to modern-day collaborations between renowned poets and photographers. Chapter I examines early experiments in photopoetic form, including scrapbooks and stereographs, and identifies two thematic trends characterising photopoetic history to the present day: the picturesque and the theatrical. The second chapter focuses on the identity politics of photopoetic books in the late-nineteenth and early-twentieth centuries, exploring how the relationship between poem and photograph can both perpetuate and subvert representations of the objectified other, from British India to the American South. Chapter III theorises Imagism from a photographic perspective, examining how, in the absence of any discernibly modernist photopoetry book, the most important dialogue between poem and photograph was enacted within Imagist verse. It proceeds to examine the introduction of urban environments into early-to-mid-twentieth-century photopoetry. Chapter IV analyses the reinterpretation of photopoetic topography in mid-to-late-twentieth-century collaborations, exploring how picturesque landscapes in nineteenth-century photopoetry were reinvented as immersive environments that echoed the rise of photopoetic co-authorship and the development of more symbiotic, less literal photopoetic relationships. The fifth chapter expands upon ideas analysed in Chapter IV, arguing how, in narrowing both poetic and photographic focus to objects rather than picturesque vistas, twenty-first-century photopoetry encourages a non-linear approach to reading and viewing, abandoning the ‘journey' paradigm of earlier photopoetry. Overall, this thesis represents the first book-length history of photopoetry, and expounds both a new area of analysis for scholars of text and image, and a new critical discourse for such analyses.
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Eriksson, Rebecca. "Differences in Applying the Terms “Sex” and “Gender” Across Scientific Authors Active in English and Non-English Speaking Countries." Thesis, Umeå universitet, Institutionen för psykologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184141.
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The aim of this present study was to examine whether scientific authors active in English-speaking countries differ from those in non-English-speaking countries in their use of the terms ‘sex’ and ‘gender’. Based on earlier science, findings have shown that the first language (L1) and second language (L2) differ in the neural processes of the brain and working memory. Research has also shown that women tend to communicate in a more polite and involved manner compared to men. Based on such findings, we compare authors’ tendency to use the terms sex and gender correctly, as a function of their sex and whether they were affiliated to a country with English as first language (EFL) or English as second language (ESL). The hypothesises of this study were (1) scientists affiliated to universities located in EFL countries are more likely to use the terms sex and gender correctly, compared to scientists affiliated to universities in ESL countries, and (2) female scientists are more likely to use the term gender, when they are actually referring to sex, than male scientists and are also less likely to use the term sex when they are referring to gender, compared to male scientists. Results supported the first but not the second hypothesis. Further results are analyzed and discussed based on theories from cognitive science.Syftet med denna studie var att undersöka om vetenskapliga författare som är verksamma i engelsktalande länder skiljer sig från dem i icke-engelsktalande länder när det gäller att använda de engelska termerna ”sex” och ”gender”. Baserat på tidigare vetenskap har fynd visat att första språket (L1) och andraspråket (L2) skiljer sig åt i arbetsminne och hjärnans neurala processer. Forskning har också visat att kvinnor tenderar att kommunicera på ett mer artigt och involverat sätt jämfört med män. Baserat på sådana resultat jämför vi författarnas tendens att använda termerna kön och kön korrekt, som en funktion av deras kön och om de var affilierade till ett land med engelska som första språk (EFL) eller engelska som andraspråk (ESL). Hypoteser i denna studie var (1) forskare som är anslutna till universitet i EFL-länder är mer benägna att använda termerna kön och kön korrekt, jämfört med forskare som är anslutna till universitet i ESL-länder, och (2) kvinnliga forskare är mer benägna att använda begreppet gender, när de faktiskt menar sex, än manliga forskare och är också mindre benägna att använda termen sex när de menar gender, jämfört med manliga forskare. Resultaten stödde den första men inte den andra hypotesen. Ytterligare resultat analyseras och diskuteras utifrån teorier från kognitionsvetenskap.
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Mackinnon, Jeremy E. "Speaking the unspeakable : war trauma in six contemporary novels / Jeremy E. Mackinnon." Thesis, 2001. http://hdl.handle.net/2440/19791.
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Includes bibliographical references (leaves 246-258)258 leaves ; 30 cm.
Presents readings of six novels which depict something of the nature of war trauma. Collectively, the novels suggest that the attempt to narrativise war trauma is inherently problematic. Traces the disjunctions between narrative and war trauma which ensure that war trauma remains an elusive and private phenomonen; the gulf between private experience and public discourse haunts each of the novels.
Thesis (Ph.D.)--University of Adelaide, Dept. of English, 2001
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Osinubi, Taiwo Adetunji. "Argonauts of the black Atlantic : representing slavery, modernity, and the colonising moment." Thesis, 2005. http://hdl.handle.net/2429/18222.
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This dissertation is a comparative analysis of the uses of tropes of marginality in
American, Caribbean, British, and African fiction that engages with the aftermaths of the
trans-Atlantic slave trade and slavery. This study begins by exploring the utility of the
frame of Paul Gilroy's concept of the "black Atlantic" as a heuristic model for
understanding encounters with slavery and the slave trade as phases of an emerging
capitalist modernity. I suggest that, within this heuristic framework, marginality is
always variable, contingent and changing. Several positions of marginality might even
emerge in conflict with each other, since the ideological deployments of slavery in the
U.S., the Caribbean, and in African countries are not always in concert. In fact, it is
through the study of conflicts and tensions between such seemingly unified marginalities
that their differences become discernible. As a result, the common theme in the texts I
examine is the need to create communities of listeners who can discern the
transformations of the colonising moment in the disparate sites of the diaspora. The
practice of listening is a step in apprehending the forms of marginalisation and occlusions
of the violence of colonisation that continue at different sites.
In the five chapters of this dissertation, I read stories by Edgar Allan Poe and
Herman Melville, and novels by Richard Wright, Toni Morrison, Caryl Phillips, Maryse
Conde, Joseph Conrad, Ayi Kwei Armah, Amos Tutuola, Yaw Boateng, and Syl Cheney-
Coker. I focus, particularly, on the use of animals, spatial boundaries, literacy, orality,
and tropes of listening in the selected texts. I show that these authors use the opposition
of visual and aural metaphors to draw attention to the limits of their characters'
knowledge in order to highlight the situatedness of each character in processes of
marginalisation that continue to unfold. Further, as much as these narratives excavate the
afterlives of slavery, they are also engaged in the task of differentiating them in order to
identify the necessary site-specific tasks of reparation or repair.Arts, Faculty of
English, Department of
Graduate
Books on the topic "Psychoanalysis and literature – english-speaking countries"
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Churchill, Winston. Churchill's History of the English-speaking peoples. New York: Greenwich House, 1991.
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Churchill, Winston. A history of the English-speaking peoples. London: Folio Society, 2003.
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Maria, Zoppi Isabella, and Gruppo di studio delle culture letterarie dei paesi anglofoni, francofoni e iberofoni (Italy), eds. Routes of the roots: Geography and literature in the English-speaking countries. Roma: Bulzoni, 1998.
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Winston, Churchill. A history of the English-speaking peoples. Toronto: McClelland and Stewart, 1988.
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Winston, Churchill. A history of the English-speaking peoples. New York: Dorset Press, 1990.
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Mapping Africa in the English speaking world: Issues in language and literature. Newcastle upon Tyne: Cambridge Scholars, 2010.
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1943-, Davis Geoffrey V., and Conference on Commonwealth Literature and Language Studies in German-Speaking Countries (11th : 1988 : Aachen, Germany and Liège, Belgium), eds. Crisis and conflict essays on southern African literature: Proceedings of the XIth Annual Conference of Commonwealth Literature and Language Studies in German-Speaking Countries, Aachen-Liège, 16-19 June, 1988. Essen: Verlag Die Blaue Eule, 1990.
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King, Gisela. Experimental investigations for the purpose of scientific proving of the efficacy of homoeopathic preparations: A literature review about publications from English-speaking countries. Hannover: [s.n.], 1988.
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Passions of the voice: Hysteria, narrative, and the figure of the speaking woman, 1850-1915. Baltimore: Johns Hopkins University Press, 1995.
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1939-, Greer Germaine, and Showalter Elaine, eds. The Cambridge guide to women's writing in English. Cambridge: Cambridge University Press, 1999.
Find full textBook chapters on the topic "Psychoanalysis and literature – english-speaking countries"
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Keller, Andreas. "Mammon und Passion ‚ins Deutsche versetzet‘: Transfer der Sprache und Erhebung der Seele am Beispiel der Parallelübersetzungen Joseph Halls im deutschen Protestantismus." In Neues von der Insel, 41–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 2024. http://dx.doi.org/10.1007/978-3-662-66949-5_3.
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ZusammenfassungDuring the 16th century the english language is not very common in the german areas. In the course of the continued Reformation movements, however, demand is increasing for personally oriented devotional literature, which British authors appear to be better able to meet. In this way, multiple versions of individual texts are created in parallel in German, which, in addition to meditation and devotion, also introduce very specific phenomena of a social reality that are relatively unknown in German-speaking areas. As Joseph Hall shows, questions such as financial speculation, capital increase or commercial law, psychology or character development are particularly attractive for readers in German-speaking countries who are completely focused on heart and inwardness. More precise comparisons of individual translations show the different techniques of the translators, but also the different interests of their regional readership.
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Christiansen, Bryan. "Best Practices for Teaching ESL in Higher Education." In Using Literature to Teach English as a Second Language, 52–64. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4670-3.ch003.
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This chapter examines three realities in the typical higher education English as a second language (ESL) classroom in non-English speaking countries and how they can be resolved to enhance student learning and teaching performance by native- and non-native English-speaking instructors alike. The British Council in 2018 estimated approximately 1.7 billion people were learning and using the English language worldwide in 2015, and the number is only expected to grow in the coming years. Therefore, the importance of this chapter in examining best ESL teaching practices should be obvious. The chapter is based on the author's extensive ESL background in seven nations since 1982 at higher education institutions as well as an integrated literature review related to the practice of teaching ESL.
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Smith, Patriann, and Alex Kumi-Yeboah. "Consolidating Commonalities in Language and Literacy to Inform Policy." In Advances in Linguistics and Communication Studies, 393–420. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8668-7.ch016.
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This chapter demonstrates how literacy and language planning and policy (LPP) research may be consolidated to inform recommendations for local language policy development and pedagogical literacy instruction in the English-speaking Caribbean region. To achieve this goal, we first identify patterns in literacy research across countries and contexts in the English-speaking Caribbean region, noting assumptions underlying the literature. We then discuss the ways in which language use evolved in one of these English-speaking Caribbean countries, noting the impact of historical and global forces. In presenting St. Lucia as a critical case where Language Planning and Policy (LPP) research, and particularly, the ways in which the historical epochs in which this research has been undertaken influenced the evolution of language use in the country, we identify strategic, epistemological and macro sociopolitical insights emanating from our discussions of language use in this Majority World nation.
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Úcar, Xavier. "Social Pedagogy and Socio-educational Work with Young People." In Working with Young People, 13–31. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190937768.003.0002.
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The literature on social pedagogy has highlighted the difficulty for those in English-speaking contexts to gain a precise picture of social pedagogy due to its relatively recent incorporation into social work in English-speaking countries, where pedagogy has always referred to teaching–learning processes. In this chapter, social pedagogy is introduced as a theoretical and methodological perspective to work with people of any age, but specifically with the young. The theoretical traditions of social pedagogy in Europe and the diverse ways to professionalize in different countries are presented first. Next, the chapter analyzes the current characterization of social pedagogy and the main issues still pending. The chapter concludes by presenting the principals of social pedagogy when working with youngsters.
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Armie, Madalina, María Enriqueta Cortés de los Ríos, Ángeles Jordán Soriano, Nuria del Mar Torres López, and María del Mar Sánchez Pérez. "Using PBL to Teach English Language and Culture at the Tertiary Level." In New Perspectives in Teaching and Learning With ICTs in Global Higher Education Systems, 152–64. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8861-4.ch009.
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The aim of this research is to display how project-based learning (PBL), one of the most innovative methodologies in the contemporary educational panorama, can be beneficial in teaching culture in English language classes at the tertiary level. Students will be due to produce a final project that examines cultural elements in several English-speaking countries combining various disciplines, such as geography, history, literature, and economics. The results will be drawn from two questionnaires: a pre-task survey that will assess the expectations and motivation levels of tertiary students in connection to this pedagogical approach and a post-task survey which will—in this case—assess the effects of these final results in students' motivation and the potential changes concerning their views on PBL.
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Schneider, William H. "The Eugenics Movement in France, 1890-1940." In The Wellborn Science, 69–109. Oxford University PressNew York, NY, 1990. http://dx.doi.org/10.1093/oso/9780195053616.003.0003.
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Abstract Eugenics movements in non-English-speaking countries have yet to be studied enough to produce a significant secondary literature, and one result of this lack of information has been the suspicion, if not presumption, that eugenics was a peculiarly Anglo-Saxon affair. This, in turn, has permitted the development of a very narrow definition of eugenics based on some peculiarly English and American circumstances, such as an early acceptance of Mendelian heredity, or strong race and class prejudice. Historians of biology have further narrowed the perspective by viewing eugenics as an infertile offshoot of an emerging genetics with which it shared common origins.
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Constantine, Mary-Ann, and Éva Guillorel. "The Ballads." In Miracles and Murders. British Academy, 2017. http://dx.doi.org/10.5871/bacad/9780197266199.003.0004.
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This section comprises a selection of thirty-five Breton ballads, presented in the original Breton with English translations. Each ballad text is followed by a short analysis giving, where possible, information on its provenance and exploring the literary and historical context of the events it describes. Reference is also made to other versions and occasionally to international parallels. The material covers a wide range of topics, from shipwrecks and murders to penitential journeys, the plague, scenes from war and encounters in love. It draws on themes from the European medieval literary tradition, the literature of other Celtic-speaking countries, and events from Breton history, particularly from the turbulent early modern period.
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Matheolane, Retselisitsoe. "Learners' Well-Being in Lesotho Schools." In Advances in Educational Marketing, Administration, and Leadership, 145–60. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7090-9.ch007.
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Schools are suitably located to provide learners with well-being and mental health services due to available skills and resources. The purpose of this literature study is to determine Lesotho school-going learners' well-being using the OECD well-being model. Google search was used to locate literature on learners' well-being and the provision of mental health in schools in Lesotho. Thematic data analysis was used to reveal ways in which Lesotho schools provide well-being. The results revealed that Basotho learners' well-being needs attention in all four dimensions. Learners do not have adequate food, some are HIV positive, while others are pregnant at an early age. Cognitively, Basotho learners were found to perform poorly compared to their counterparts in 14 English-speaking African countries. At the Junior Certificate level, Basotho learners countrywide do not perform well in Mathematics and Science. Socially, learners are beaten at school and at home. This study recommends that policies be developed and implemented to improve learners' well-being.
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Gronier, Guillaume. "Psychometric Analyses in the Transcultural Adaptation of Psychological Scales." In Psychometrics - New Insights [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.105841.
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Measurement scales play an important role in the methodology of psychological research and practice. They make it possible to obtain scores linked to numerous individual characteristics (feeling of hope, perceived stress, experience, felt well-being, etc.) and thus to draw up a profile of respondents or to compare several situations with each other according to their psychological impact. Most of the research on the construction of these scales is Anglo-Saxon and, therefore, proposes scales in English. However, many non-English speaking countries feel the need to use these scales for their studies, which requires them to be translated into a target language. This proposed chapter describes the steps and psychometric analyses required to adapt an English scale in another language. Based in particular on the recommendations of the International Test Commission and the APA Standards of Practice for Testing, this chapter aims to guide researchers who wish to undertake the translation of a psychological scale. It also includes an analysis of the literature on the translation practices of some one hundred scales, translated and published recently in various scientific journals.
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Ochoa-Morales, Heberto. "The Globalization Paradigm and Latin America's Digital Gap." In Global Information Technologies, 3250–59. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-939-7.ch230.
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The Andean Community of Nations (CAN) and others countries in Latin America (LA), as any less developed countries (LDCs), are located by inception on the wrong side of the “digital gap”. Therefore, these countries confront an enormous challenge from the network revolution that is unfolding. Globalization represents a new paradigm composed of integrated and interdependent economies. The Globalization Index (GI) determines the rank of the countries within the model. This index is composed of several variables in which economic integration and technology, among others, play a very important role in country classifications. Currently, a diminishing trend of FDIs is preponderant in the region, and this affects the knowledge-based society and also the efforts to make these countries members of the new globalization paradigm. Dessler (2004) stated that globalization is the tendency of firms to augment their sales, ownership, and manufacturing facilities to new markets located abroad. The research literature is consistent with the definition of globalization. Hill (2003), among others, agreed that the term globalization refers to a new paradigm in which the world economy is more integrated and interdependent. Therefore, this integration demands new methodologies and mechanisms to allow countries to perform their new roles within this emerging framework. A preponderant element in this new array is the convergence of computer-based power and telecommunications. These parameters are interrelated to computing infrastructure, new communication technology, and governmental policies that will make the old telecommunication model, a monopoly, obsolete; therefore, a new paradigm will evolve that makes this technology accessible to everyone through a new system that promotes and encourages competition within the private sector (Ochoa-Morales, 2003c). Also, convergence that is taking place with computing and telecommunication demonstrates the importance of the development of this sector and the socioeconomic impact on the economic perspective and to the stimulus of economic growth (Ochoa-Morales, 2003a). Kearney (2003) classified countries using a Globalization Index (GI), which determines the rank of the country as a more global country. Sixty-two countries that represent 85% of the world’s population compose the sample used. The index is epitomized by 13 variables grouped in four baskets: (1) economic integration, (2) personal contact, (3) technology, and (4) political engagement. Economic integration is represented by trade, foreign direct investments (FDIs) and portfolio capital flows, and income payments and receipts. Personal contact consists of international travel and tourism, international telephone traffic, and cross-border transfers. Technology is characterized by number of Internet users, Internet hosts, and secure servers; and political engagement is characterized by number of memberships in international organizations, UN Security Council missions in which each country participates, and the quantity of foreign embassies hosted by the countries. The ranking for the year 2003 shows Ireland as number one, Switzerland number two, and the United States as eleventh. Ireland has large investments in high-tech and information technology. Its Internet infrastructure is still growing, and the number of secure servers has increased 32.6% from 337 to 500 in 2002. Also, it has been the most talkative country in the world, included heavy domestic and international traffic. The above is unequivocal proof of the high correlation that exists between technology, a parameter of the new paradigm, and access to new markets that will be the cornerstone of globalization. According to Kearney (2003), one variable is economic integration in Latin America (LA), and the Caribbean economic integration is extant. Numerous regional and multilateral agreements are present such as the Andean Community of Nations (CAN), composed of Bolivia, Ecuador, Colombia, Peru, and Venezuela; MERCOSUR, composed of Brazil, Paraguay, Uruguay, and Argentina; The Group of Three (3), composed of Colombia, Mexico, and Venezuela; and the CARICOM, composed of English speaking countries (Islands) within the Caribbean Basin (Secretaria, 1998). Ochoa-Morales (2001) stated that, from an economic perspective, the outcome is trade and therefore stimulus to economic growth. Foreign direct investments (FDIs) can greatly contribute to a host country’s economy providing the required factors of production are present, making the countries more competitive within the globalization framework. Schuler and Brown (1999) emphasized that the most important occurrence in the location of the FDIs is the support or impediment exercised by the institutions in the host country. Another important factor within the GI is technology characterized among other parameters by Internet users and Internet hosts. In LA, the growth rate of the Internet has been the highest in the world, and the number of users has increased 14-fold within the 1995 to 1999 period (UIT, 2000). The literature defines teledensity as the number of main telephone lines for every 100 inhabitants, excluding wireless access. This term is also used as a parameter to measure the level of telecommunication infrastructure of any country. A review of the literature also shows the existence of a high correlation between teledensity and economic development, and a negative one between teledensity and population size has been found (Mbarika, Byrd & Raymond, 2002).
Conference papers on the topic "Psychoanalysis and literature – english-speaking countries"
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Sapon, Evgeny, Ann Butova, Olesia Kisel, and Angeliena Dubskikh. "PODCASTS AS A MEANS OF DEVELOPING ENGLISH LISTENING AND SPEAKING SKILLS FOR STUDENTS OF TECHNICAL UNIVERSITIES." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-113.
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In 2020, the world was swept by the COVID-19 pandemic, which made significant changes to all areas of human activity, including the educational process. In many countries, including Russia, universities were transferred to distance learning, so teachers had to change the work format. The closing of educational institutions and their urgent transition to online training are fraught with obvious problems that pose a challenge to the entire education system. However, along with challenges and problems, the new learning format provides a wide range of opportunities and prospects for changing and improving education systems. Since it became impossible to give studies in classrooms, university teachers had to use original methods and principles to organize the learning process. One of the didactic principles in teaching is the principle of visibility and, in terms of the implementation of this principle, the Internet has extensive opportunities for teachers of foreign languages. Increasingly, the term "Web 2.0 technologies" appears in scientific and pedagogical literature. It is a complete rethink of building the learning process. There are many Web 2.0 platforms such as blogs, social bookmarking service, podcast, LearningApps, Mindmeister, Quizlet, etc. The purpose of the study is to consider the possibility of using such Web 2.0 technology as a podcast to develop listening and speaking skills in English. The urgency of this problem is due to the increased focus on the integration of computer technologies into pedagogical practice. The article provides "podcast" definition, describes classification, the linguodidactic potential, and the main characteristics of podcast as a method of foreign language teaching. The novelty of the work lies in the description of the experience in using podcasts in teaching English listening and speaking to students of Nosov Magnitogorsk State Technical University. The authors come to the conclusion that the informativeness of visual and oral series, the image dynamism, wide didactic possibilities, accessibility at a convenient for the user time, as well as ease of use, make podcasting promising in the practice of teaching foreign languages. Analysis, synthesis, and generalization method are used in the research.
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Rasheed, Rozhvin Adnan. "The Role of Social Support on EFL Learners’ Motivation at Iraqi Kurdistan Universities in Three Provinces." In 3rd International Conference on Language and Education. Cihan University-Erbil, 2023. http://dx.doi.org/10.24086/iclangedu2023/paper.968.
Full textAbstract:
The attitudes of Arabic-speaking countries to English have shifted significantly over the past ten years, with more emphasis on learners and learning than on teachers and teaching. The general conclusion of the literature is that a deeper understanding of language learners' motivation can have a beneficial effect on the Kurdistan language learning process. English Language Learning in Iraqi Kurdistan, which began as Kurdistan opened up rapidly to the outside world and experienced significant economic growth, is regarded as compulsory learning. The current study aimed to identify Kurdish students' motivation level and examine the effect of social support on the motivation of EFL students in three public universities in Iraqi Kurdistan Universities. Three instruments were employed to measure L2 motivation level and social support. The researcher collected the data through an online survey technique from 363 first-year Kurdish university students. Data were analysed using descriptive and simple regressions. The descriptive statistics showed that Kurdish first-year students have a high level of integrative and instrumental motivation. The study revealed that Kurdish students experienced a moderate level of social support from family, peers, and teachers. Theoretically, the findings may shed light on the role of social support and in predicting undergraduates' motivation to learn English. From a practical perspective, the results may raise awareness of parents, teachers, and peers to enhance undergraduate students' motivation to learn English.
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Thị Thảo dang, ly, Sean Watts, and Trung Quang Nguyen. "Massive Open Online Course: International Experiences and Implications in Vietnam." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3745.
Full textAbstract:
Aim/Purpose: This research critically reviews literature examining the prior empirical and case study research studies to help educators and to shape the conceptual framework of what and how to prepare for MOOCS (Massive Open Online Courses), especially in Vietnam, SouthEast Asia, and developing countries. Background: MOOCs are a disruptive trend in education. Several initiatives have emerged recently to support MOOCS, and many educational institutions started offering courses as MOOCS. Designing a MOOC is not an easy task. Educators need to face not only pedagogical issues, but logistical, technological, and financial issues, as well as how these issues relate and constrain each other. The ‘MOOC’ phenomenon is only just beginning to register with many educational policy makers in Vietnam. Currently, little guidance is available for educators to address the design of MOOCs from scratch keeping a balance between all these issues. Methodology: This study is a qualitative, case study and participant observation research with critical analysis of literature on MOOCs toward implementation of online learning in Vietnam. It began as a broad search for research on online teaching and the authors went into participant observation in courses in Vietnam and elsewhere. Contribution: Until now, designing a MOOC has not yet fully considered applications in non-native English speaking countries, such as Vietnam. This study gives guidance for educators to address the design of MOOCs from scratch keeping a balance between identified issues to shape the conceptual framework of what and how to prepare for MOOCS. Main MOOC development foci should be teachers and learners’ attitudes, as well as infrastructure toward teaching and learning in cyberspace specifically in Vietnam and SouthEast Asia.