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Academic literature on the topic 'Subject literature'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Subject literature"

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Eagleton, Terry. "The Subject of Literature." Cultural Critique, no. 2 (1985): 95. http://dx.doi.org/10.2307/1354202.

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Halliwell, S. "Subject review. Greek literature." Greece and Rome 45, no. 2 (October 1, 1998): 235–39. http://dx.doi.org/10.1093/gr/45.2.235.

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Gale, M. "Subject review. Roman literature." Greece and Rome 45, no. 2 (October 1, 1998): 239–43. http://dx.doi.org/10.1093/gr/45.2.239.

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Goldstein, Howard, Susan Wickstrom, and Laurie Johnson. "On the Subject of Subjects." Journal of Speech and Hearing Disorders 50, no. 3 (August 1985): 282–86. http://dx.doi.org/10.1044/jshd.5003.282.

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Recent child language intervention literature was analyzed to determine the content and consistency of subject descriptions. The amount and type of descriptive information varied widely both within and among journals. In view of the potential importance of such descriptions and the apparent lack of standards for acceptability, suggestions were developed and forwarded as a working model for describing language-handicapped children in intervention studies.
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Kottow, Andrea R., and Michael H. Kottow. "The disease-subject as a subject of literature." Philosophy, Ethics, and Humanities in Medicine 2, no. 1 (2007): 10. http://dx.doi.org/10.1186/1747-5341-2-10.

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Delbanco, Andrew. "American literature: a vanishing subject?" Daedalus 135, no. 2 (April 2006): 22–37. http://dx.doi.org/10.1162/daed.2006.135.2.22.

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Hubler, Angela. "The Feminine Subject in Children's Literature (review)." Lion and the Unicorn 28, no. 2 (2004): 317–20. http://dx.doi.org/10.1353/uni.2004.0020.

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Trites, Roberta Seelinger. "The Feminine Subject in Children's Literature (review)." Children's Literature Association Quarterly 30, no. 1 (2005): 116–18. http://dx.doi.org/10.1353/chq.2005.0018.

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Komarov, A. S. "Levels of subject communication in fiction literature." MGIMO Review of International Relations, no. 1(34) (February 28, 2014): 277–84. http://dx.doi.org/10.24833/2071-8160-2014-1-34-277-284.

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The article is devoted to personality intercourse between writer and reader in Belles-Lettres. The intercourse between the self of the writer and the self of the reader realizes itself in the processes of writing and reading belles-lettres texts that serve as specific mediators between the two selfs. The article shows the free and personal nature of the intercourse. In the article, the author singles out and gives descriptions of stages/levels of involvement into belles-lettres personality intercourse. The author distinguishes five conventional stages: superficial or shallow stage, contradiction or conflict stage, identity or emotional stage, transcendental stage and supersensitive stage. Degree of openness of selfs to each other and degree of willingness on the part of the participants to express their own selfs serve as criteria of separating one stage from another. Degree of openness of selfs to each other is represented as a degree of the reader's openness to the writer's influence. While degree of willingness to express one's own self is perceived as a degree of the writer's or reader's readiness to reveal their self. The author argues that at each stage of intercourse its participants demonstrate a different degree of their involvement into it, which leads to misinterpretations of texts on the part of the reader and on the whole to misunderstanding between the reader and writer. The reader's transition from one stage to another can have a gradual character. However, the reader's transition to the writer's stage of intercourse can also be instantaneous, which depends on the reader's individual ability of perception as well as the writer's skill. The author of the article comes to the conclusion that understanding or misunderstanding between writer and reader as well as different interpretations of the writer's belles-lettres work by the reader lie at different stages in a degree of the reader's involvement into the intercourse suggested to him/her by the writer. In cases when both parties find themselves at one and the same stage of personal involvement the intercourse between them results in agreement of the written text and its interpretation by the reader. Thus, the writer acquires their readership while the reader discovers the writer who responds to his/her individuality.
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Patabendige, Sasinindu, and Nadeeka Priyadharshani. "Subject." Critical Quarterly 61, no. 3 (October 2019): 60–63. http://dx.doi.org/10.1111/criq.12490.

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Dissertations / Theses on the topic "Subject literature"

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Eisenstein, Paul. "Traumatic Encounters: Literature, The Holocaust, and The Human Subject /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487933648649979.

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Bonnelame, Natasha. "Translated modernities : locating the modern subject in Caribbean literature." Thesis, Goldsmiths College (University of London), 2016. http://research.gold.ac.uk/18517/.

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My thesis sets out to explore the literary representations of Caribbean modernity in selected fiction by Erna Brodber, V.S. Reid, Simone Schwarz-Bart and Joseph Zobel. Reading their texts in relation to modern Caribbean subjectivity, I employ a historiographical approach to pan-Caribbean theoretical movements and link these with the works. I suggest that in the selected fiction we can begin to map a Caribbean modernist literary tradition that seeks to locate the Caribbean subject through terms that reflect the over-determined history and creolised nature of the region. I read their literary representations of Caribbean modernity through the matrix of the plantation, the ship and the creolised city in an attempt to complicate hegemonic discourses that privileges and imposes Western modernity on the development of Caribbean literary modernity. In an attempt to re-locate the Caribbean subject, I suggest that these writers inscribe a series of narrative techniques that complicates traditional Caribbean and Western literary canons. Through the use of the creolised language and folk practices that have long been considered ‘low culture’, they develop a literary discourse that is discomforting and difficult to access. A central aim of my thesis concerns locating the gendered modern subject, who, I argue, has stood on the margins of Caribbean intellectual thought and literary criticism. Underpinning my argument and the basis of my theoretical framework are two observations concerning the Caribbean made by CLR James and Stuart Hall respectively. For James, the Caribbean is a product of a peculiar history, while Hall concludes that for the population of the Caribbean and Caribbean diaspora, a process of translation that significantly differs from hybridity occurred at the point of the region’s present day formation. This notion of a peculiar origin and the process of translation I assert are central to understanding literary representations of Caribbean modernity.
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Camps, James. "Interpretation, the subject and the literature of Georges Bataille." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/74200/.

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This thesis pursues two closely related lines of argument. In the first half, I explore the Bataillean notion of man through his complex relationship with Hegel and Nietzsche. The Janus-like conception that will be dis-covered results from Bataille’s unwillingness to grant priority either to Hegel’s insights concerning the structure of consciousness or to Nietzsche’s claim, contra Hegel, that those putative insights ‘involve a vast and thorough corruption, falsification, superficialization, and generalization’ (The Gay Science) Bataille acknowledges the heuristic value of both thinkers’ work but ultimately refuses to let either become the dominant force within his thought. In the end Bataille’s human being remains caught between the ‘ex-cess’ of Nietzschean Will and the ‘restriction’ of Hegelian consciousness. He sees human existence, much like Freud, as moving with a ‘vacillating rhythm’ (Beyond the Pleasure Principle) between ‘conscious’ and ‘unconscious’ activity. This recognition leads him to conclude that there exists a fundamental ambiguity to human existence – the Impossible – which resists reduction or assimilation to any kind of formal discourse. The second half proceeds to explore this ambiguity in more detail by first teasing out the relationship be-tween the traumatic experiences at the heart of two of Bataille’s novels against the Freudian notion of Trauma (repetition automatism) and its relation to the creation of Identity. This ultimately proves insuffi-cient when it comes to interpreting the actions of Bataille’s fictional characters. However it opens a space within which other methodologies of interpretation, namely those of Lacan, Girard, and Derrida, can be in-vestigated as potential sources of insight into those characters’ psychological structures and motivation. Here they are explored in relation to each other and in order to describe and explain more adequately the ‘impossible’ ambiguity at the heart of Bataille’s novels and conception of the human.
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Harrison, David Christopher James. "Ancestral subject catalogue of chapbook themes." Thesis, University of Surrey, 1996. http://epubs.surrey.ac.uk/844333/.

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This thesis seeks to offer a substantial bibliographical resource for the study of chapbook literature in the early-modern period. It lists all titles known to have been published in the 'prestructure' (or format) of the chapbook before 1700. Furthermore it details the development of titles and themes from their earliest cultural origins (whether in the form of folk-plays, or printed literature). The inclusion of items associated by theme and subject allows the texts themselves to be shown in the context of other printed productions of the time that relate to them. There is no hard and fast rule here. Some texts are associated by title similarity, some by subject similarity, and some by the use of the same theme. As well as including associated texts for each title, they are often given for groups of titles (ie. gender, medical, cookery, anti-Welsh). These are not comprehensive lists. In each case the basis for the selection will be given. The section numbers will correspond with those of the relevant sections of a forthcoming comprehensive study of the origin and development of chapbook literature to 1700. The basic layout runs from Tales (early romances - popular legends - rogues and jests - apprentice literature) through didactic texts (incl. gender), and fables to conduct texts that use narrative, and then those which don't (complement books). Next come other 'how-to' guides. Then garlands, 'useful' information, riddles and trivia. The work continues with miscellanies, and concludes with texts relating to the production and distribution of cheap print. The general movements within sections or within the whole are from fiction to non-fiction, and from texts with earlier origins to those with later, complementing the prose study. The main titles in each section are ordered alphabetically by keywords and preceded by an index. Each entry is chronologically ordered.
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Kendrick, Michelle R. "The technological subject : gender, writing and hypermedia /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/9357.

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Gill, Valerie Philbrick. ""Song of Myself" and the Divided Subject." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539625607.

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Thompson, Ruthe Marie 1957. "Working mother: The birth of the subject in the novel." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288733.

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One of the primary objectives of the realist novel has been to imitate the linguistic processes that assert and maintain the idea of a coherent identity. In Working Mother: The Birth of the Subject in the Novel, I present a developmental view of the birth of the subject as articulated by some of the architects of the novel. In an examination of James and Henry Austen's Loiterer, Jane Austen's Pride and Prejudice, Harriet Beecher Stowe's Uncle Tom's Cabin, and Henry James' Washington Square, I locate and analyze narrative sites that mirror, presage, and/or encourage the production of readerly subjectivity across the body of a female or feminized figure, usually a mother. I employ a psychoanalytic and semiotic point of view to demonstrate the mother's role in narrative subject formation via the process of "suture." Margaret Homans, Christine Boheemen, and others have argued that the novel--and indeed all of Western culture--depends upon the repression of the mother. In Homan's useful formulation "the mother's absence is what makes possible and makes necessary the central projects of our culture." Active subjugation, incorporation, and disavowal of the maternal--ejecting the mother from the story, separating her from the protagonist, and from the reader--enable subjects to be produced in the novel form. Aggressivity as well as narcissism, disavowal as well as incorporation, help to jettison the originary feminine from the novel, leaving an absent space in which the subject can enunciate.
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Lyle, Messina. "Reviving the Subject: A Feminist Argument for Mimesis in Literature." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2204.

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For centuries we have taken for granted Aristotle's assertion that fiction must encourage emotional identification by representing life realistically. With the development of a more pluralistic society, Postmodernist writiers have come to question that assumption. Having repudiated our ancestor's notions of identity, these writers create stories whose sole purpose is to comment on other stories. However, as some feminist critics have shown us, we must each have an identity in order to have the collaborative society that is the Postmodernist's goal. Therefore, the notion that a story must make a sensory impression on us and stand on its own as a story in itself is just as valid today as it was in the past.
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Kenny, Deborah Anne. "Anatomies of the subject : Spinoza and Deleuze." Thesis, Queen Mary, University of London, 2006. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1886.

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This thesis centres on an examination of Gilles Deleuze's non-subject centred philosophy and the influence of the earlier (seventeenth century) work of Benedict Spinoza, whom Deleuze describes as one of an "alternative" tradition of philosophers, and whom he claims as an antecedent. Historically, the subject has always appeared as a question, or as in question, as a problem around which concepts cluster. The focus here is on Deleuze's approach to the problem of subjectivity, his treatment of it and his attempt to configure an "antisubject" based on his own transformations of Spinozist concepts, which he takes up and modifies for his own purposes. The proposal is that Spinoza provides a key or a way into Deleuzean concepts, and at the same time that Deleuze's readings of Spinoza's theories reinvigorate them. What unites Spinoza and Deleuze, and is a recurring theme of this thesis, is that they both conduct their critiques and elaborate models from within a conceptual framework of a radical immanence that opposes all transcendence, and especially the' transcendent subject of consciousness. It is on the basis of Spinoza's radical immanence and his non-analogical approach to Being/beings that Deleuze constructs a theory of becoming - as "de-individualising" process - that will be his alternative to models of the subject based on identity.
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Hudson, Nicola Anne. "Food : a suitable subject for Roman verse satire." Thesis, University of Leicester, 1991. http://hdl.handle.net/2381/8236.

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This thesis looks in particular at a number of satires by the Roman poets Horace and Juvenal in which food is prominent: Horace's Satires 2.2, 2.4 and 2.8 and Juvenal's satires 4, 5, 11 and 15. Where relevant the works of Lucilius and Persius have also been brought into the scope of the study. It begins with a discussion of the reasons why food might be considered a suitable subject for Roman verse satire (considering the nature of food and of eating, and the nature of the genre), and a brief survey of the forms which food takes in the genre. This is followed by an analysis of the gastronomic terminology which the satirists use to achieve a satirical rather than a gastronomic effect. The body of the study is taken up with the specific areas which interest the satirists when they deal with food: the antithesis of town and country diet, gastronomy, the dinner party ('cena'), gluttony and cannibalism. For the most part these are dealt with on a satire by satire, chapter by chapter basis. In the case of the town versus country antithesis, however, Horace's Satire 2.2 is used as a starting point for the discussion of the subject in Persius' and Juvenal's satires. The thesis suggests that the satirists create for the reader's entertainment a number of 'perfect' misinterpretations of the proper role of food: the failure to see food as nutrition, the over-intellectualisation of the subject, and the abuse of conviviality, among others. Roman verse satire does not, therefore, provide a comprehensive or accurate picture of eating habits during the period in which the satirists wore writing. it does, however, offer the satirically attuned reader a sophisticated and literary discussion of diners, 'cooks' and cannibals in the broader moral, social and cultural context.
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Books on the topic "Subject literature"

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University of East London. Department of Cultural Studies. Subject area: Literature. London: TheUniversity, 1993.

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University of East London. Department of Cultural Studies. Subject area: Literature. London: TheUniversity, 1993.

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Armstrong, Tony. SAT subject test: Literature. 2nd ed. New York: Kaplan Pub., 2007.

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Publishing, Kaplan, ed. SAT subject test: Literature. 2nd ed. New York: Kaplan Pub., 2007.

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Armstrong, Tony. SAT subject test: Literature. 2nd ed. New York: Kaplan Pub., 2007.

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Montgomery, Paula Kay. Approaches to literature through subject. Phoenix, Ariz: Oryx Press, 1993.

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University of East London. Department of Cultural Studies. Literature subject area: Area handbook. London: TheUniversity, 1993.

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Myers-Shaffer, Christina. SAT subject test in literature. 5th ed. Hauppauge, NY: Barron's Educational Series, 2011.

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Christina, Myers-Shaffer, ed. SAT subject test in literature. 4th ed. Hauppauge, N.Y: Barron's Educational Series, Inc., 2008.

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The feminine subject in children's literature. New York: Routledge, 2002.

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Book chapters on the topic "Subject literature"

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Neyrat, Frédéric. "Materialism and Subject." In Literature and Materialisms, 54–74. New York : Routledge, 2020. |Series: Literature and contemporary thought: Routledge, 2020. http://dx.doi.org/10.4324/9781315560502-4.

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Galchinsky, Michael. "Laughter and the Subjected Subject." In The Modes of Human Rights Literature, 53–82. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31851-6_3.

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Parkin-Gounelas, Ruth. "The Subject of Hysteria." In Literature and Psychoanalysis, 131–62. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-137-13362-5_6.

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Olsson, Ulf. "Literature as Coerced Speech: Handke’s Kaspar." In Silence and Subject in Modern Literature, 149–62. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137350992_7.

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Laga, Barry. "Becoming a subject." In Using Key Passages to Understand Literature, Theory and Criticism, 14–21. Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780203710173-2.

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Olsson, Ulf. "Introduction: Cordelia’s Silence, or Spoken Violence." In Silence and Subject in Modern Literature, 1–34. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137350992_1.

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Olsson, Ulf. "The Exemplary Becomes Problematic, or Gendered Silence: Austen’s Mansfield Park." In Silence and Subject in Modern Literature, 35–57. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137350992_2.

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Olsson, Ulf. "The Secrets of Silence: Hawthorne’s The Scarlet Letter, Musil’s ‘Tonka’." In Silence and Subject in Modern Literature, 58–81. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137350992_3.

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Olsson, Ulf. "Refusal, or The Mute Provocateurs: Melville’s Bartleby Meets Gombrowicz’s Ivona." In Silence and Subject in Modern Literature, 82–102. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137350992_4.

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Olsson, Ulf. "The Other of Monologue: Strindberg, Camus, Beckett." In Silence and Subject in Modern Literature, 103–24. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137350992_5.

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Conference papers on the topic "Subject literature"

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David, Prof Maya, and Dr Francisco Perlas Dumanig. "Border Crossings: Use of Linguistic Studies across Subject Disciplines." In Annual International Conference on Language, Literature and Linguistics. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-3566_l315.70.

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Ritonga, D. I., A. K, and S. Tanjung. "Development of a Geography Booklet as Learning Media Based on Subject Literature." In Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.3-11-2018.2285633.

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Nugraha, Haris Santosa, Temmy Widyastuti, and Ade Sutisna. "The Quality of Course Subject Test Items In Sundanese Language Education Program." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007172806580663.

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Kriswantoro, Sri Haryono, and Syahru Romadhoni. "The Implementation Of Tactical Approach On Football Subject To Enhance Cooperative Values." In Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.62.

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Lipovka, V. O. "Text activity in literature lessons as an effective tool development of meta-subject competencies of students." In SCIENCE OF RUSSIA: TARGETS AND GOALS. LJournal, 2019. http://dx.doi.org/10.18411/sr-10-10-2019-30.

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Ayele, Workneh Y., and Gustaf Juell-Skielse. "Unveiling Topics from Scientific Literature on the Subject of Self-driving Cars using Latent Dirichlet Allocation." In 2018 IEEE 9th Annual Information Technology, Electronics and Mobile Communication Conference (IEMCON). IEEE, 2018. http://dx.doi.org/10.1109/iemcon.2018.8615056.

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Jastrzębowski, Artur. "BILATERAL IMPACT BETWEEN ACCOUNTING AND RELIGION ON THE EXAMPLE OF THE INFLUENCE ON THE SUBJECT LITERATURE." In 2nd International Scientific Conference. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2018. http://dx.doi.org/10.31410/itema.2018.667.

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Romero-Cózar, Jeanette, Araceli García-Yeguas, Manuel Gázquez, Julio Reyes, Miguel Bruno, Antonio Contreras, and Juan José Muñoz-Pérez. "METEOROLOGY FOR MARITIME STUDENTS. LITERATURE SEARCH FOR RELEVANT INFORMATION ON METEOROLOGICAL SUBJECT AND PROMOTION OF TEAMWORK." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0309.

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Amelia, Rizki, and Sandy Tegariyani Putri Santoso. "21st Century Skills in Project Based Learning Integrated STEM on Science Subject: A Systematic Literature Review." In International Conference on Engineering, Technology and Social Science (ICONETOS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210421.085.

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mabruroh, mabruroh, abdul zaid, and imam bahroni. "Design of Learning Media of Arabic Subject for Informatics Engineering Study Program." In Proceedings of the 2nd International Conference on Language, Literature and Education, ICLLE 2019, 22-23 August, Padang, West Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.19-7-2019.2289512.

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Reports on the topic "Subject literature"

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Tellis, D. A. Australian geoscience literature - subject distribution and comparative use. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1994. http://dx.doi.org/10.4095/193971.

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Cechinel, Clovis, and Joao Alberto Martins Rodrigues. ASSOCIATION OF DELIRIUM AND FRAGILITY IN HOSPITALIZED ELDERLY: SYSTEMATIC REVIEW. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2021. http://dx.doi.org/10.37766/inplasy2021.9.0022.

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Review question / Objective: What is the relationship between delirium and frailty in hospitalized elderly people? The objective of this research is to analyze the association between frailty and delirium in hospitalized elderly people, through a systematic literature review. Condition being studied: Frailty and delirium in hospitalized aged. Information sources: A specific search strategy for the language of each database was developed using, initially, the Medical Subject Headings (MEsH) descriptor and later translated to specific descriptors (Descriptors in Health Sciences (DeCS) and Embase Subject Headings (Emtree)). The search strategy will be applied by the researchers in the MEDLINE databases through the Pubmed Portal; Scielo; VHL; EMBASE, CINAHL, Scopus and Web of Science through the CAPES Journal Portal; CENTRAL via Cochrane.
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Bridges, Todd, Jeffrey King, Jonathan Simm, Michael Beck, Georganna Collins, Quirjin Lodder, and Ram Mohan. Overview : International Guidelines on Natural and Nature-Based Features for Flood Risk Management. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/41945.

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The application of natural and nature‑based features (NNBF) has grown steadily over the past 20 years, supported by calls for innovation in flood risk management (FRM) and nature‑based solutions from many different perspectives and organizations. Technical advancements in support of NNBF are increasingly the subject of peer‑reviewed and other technical literature. A variety of guidance has been published by numerous organizations to inform program‑level action and technical practice for specific types of nature‑based solutions. This effort to develop international guidelines on the use of NNBF was motivated by the need for a comprehensive guide that draws directly on the growing body of knowledge and experience from around the world to inform the process of conceptualizing, planning, designing, engineering, constructing, and operating NNBF.
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Herbert, Siân. Donor Support to Electoral Cycles. Institute of Development Studies (IDS), April 2021. http://dx.doi.org/10.19088/k4d.2021.043.

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This rapid literature review explains the stages of an election cycle, and how donors provide support to electoral cycles. It draws mainly on policy guidance websites and papers due to the questions of this review and the level of analysis taken (global-level, donor-level). It focuses on publications from the last five years, and/or current/forthcoming donor strategies. The electoral cycle and its stages are well-established policy concepts for which there is widespread acceptance and use. Donor support to electoral cycles (through electoral assistance and electoral observation) is extremely widespread, and the dominant donors in this area are the multilateral organisations like the United Nations (UN) and the European Union (EU), and also the United States (US). While almost all bilateral donors also carry out some work in this area, “almost all major electoral support programmes are provided jointly with international partners” (DFID, 2014, p.5). Bilateral donors may provide broader support to democratic governance initiatives, which may not be framed as electoral assistance, but may contribute to the wider enabling environment. All of the donors reviewed in this query emphasise that their programmes are designed according to the local context and needs, and thus, beyond the big actors - EU, UN and US, there is little overarching information on what the donors do in this area. While there is a significant literature base in the broad area of electoral support, it tends to be focussed at the country, programme, or thematic, level, rather than at the global, or donor, level taken by this paper. There was a peak in global-level publications on this subject around 2006, the year the electoral cycle model was published by the European Commission, International Institute for Democracy and Electoral Assistance (International IDEA), and United Nations Development Programme (UNDP). This review concludes by providing examples of the electoral assistance work carried out by five donors (UN, EU, US, UK and Germany).
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5

DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Gidengil, Courtney, Matthew Bidwell Goetz, Margaret Maglione, Sydne J. Newberry, Peggy Chen, Kelsey O’Hollaren, Nabeel Qureshi, et al. Safety of Vaccines Used for Routine Immunization in the United States: An Update. Agency for Healthcare Research and Quality (AHRQ), May 2021. http://dx.doi.org/10.23970/ahrqepccer244.

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Objective. To conduct a systematic review of the literature on the safety of vaccines recommended for routine immunization in the United States, updating the 2014 Agency for Healthcare Research and Quality (AHRQ) report on the topic. Data sources. We searched MEDLINE®, Embase®, CINAHL®, Cochrane CENTRAL, Web of Science, and Scopus through November 9, 2020, building on the prior 2014 report; reviewed existing reviews, trial registries, and supplemental material submitted to AHRQ; and consulted with experts. Review methods. This report addressed three Key Questions (KQs) on the safety of vaccines currently in use in the United States and included in the Centers for Disease Control and Prevention’s (CDC) recommended immunization schedules for adults (KQ1), children and adolescents (KQ2), and pregnant women (KQ3). The systematic review was supported by a Technical Expert Panel that identified key adverse events of particular concern. Two reviewers independently screened publications; data were extracted by an experienced subject matter expert. Studies of vaccines that used a comparator and reported the presence or absence of adverse events were eligible. We documented observed rates and assessed the relative risks for key adverse events. We assessed the strength of evidence (SoE) across the existing findings from the prior 2014 report and the new evidence from this update. The systematic review is registered in PROSPERO (CRD42020180089). Results. A large body of evidence is available to evaluate adverse events following vaccination. Of 56,608 reviewed citations, 189 studies met inclusion criteria for this update, adding to data in the prior 2014 report, for a total of 338 included studies reported in 518 publications. Regarding vaccines recommended for adults (KQ1), we found either no new evidence of increased risk for key adverse events with varied SoE or insufficient evidence in this update, including for newer vaccines such as recombinant influenza vaccine, adjuvanted inactivated influenza vaccine, and recombinant adjuvanted zoster vaccine. The prior 2014 report noted a signal for anaphylaxis for hepatitis B vaccines in adults with yeast allergy and for tetanus, diphtheria, and acellular pertussis vaccines. Regarding vaccines recommended for children and adolescents (KQ2), we found either no new evidence of increased risk for key adverse events with varied SoE or insufficient evidence, including for newer vaccines such as 9-valent human papillomavirus vaccine and meningococcal B vaccine. The prior 2014 report noted signals for rare adverse events—such as anaphylaxis, idiopathic thrombocytopenic purpura, and febrile seizures—with some childhood vaccines. Regarding vaccines recommended for pregnant women (KQ3), we found no evidence of increased risk for key adverse events with varied SoE among either pregnant women or their infants following administration of tetanus, diphtheria, and acellular pertussis vaccines during pregnancy. Conclusion. Across this large body of research, we found no new evidence of increased risk since the prior 2014 report for key adverse events following administration of vaccines that are routinely recommended. Signals from the prior report remain unchanged for rare adverse events, which include anaphylaxis in adults and children, and febrile seizures and idiopathic thrombocytopenic purpura in children. There is no evidence of increased risk of adverse events for vaccines currently recommended in pregnant women. There remains insufficient evidence to draw conclusions about some rare potential adverse events.
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