Готові списки джерел за темами / Academic writing

Добірка наукової літератури з теми "Academic writing"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 10 березня 2023

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Зміст

  1. Статті в журналах
  2. Дисертації
  3. Книги
  4. Частини книг
  5. Тези доповідей конференцій
  6. Звіти організацій

Статті в журналах з теми "Academic writing":

1

Sunaiyah, Salma, Wahyudi Siswanto, Taufik Dermawan, and Muakibatul Hasanah. "Student Academic Writing Knowledge and Skills or Student Academic Writing Competence in Indonesia." NeuroQuantology 20, no. 2 (February 28, 2022): 240–66. http://dx.doi.org/10.14704/nq.2022.20.2.nq22285.

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This study discusses academic writing in terms of competence. Knowledge and skills are elements of competence. Revised Bloom's educational taxonomy written by Lorin W. Anderson and David W. Krathwohl used to discuss academic writing knowledge. Objective tests are used to capture students' knowledge of academic writing. Interviews were used to capture students' academic writing skills. Factual knowledge was found: students can mention the contents of the bibliography based on the elements that have been determined by various styles of writing. Conceptual knowledge: students can recognize the requirements for choosing a topic, categorized students can recognize the requirements for choosing a topic. Procedural knowledge: students can carry out bibliography writing procedures based on various versions categorized students can carry out bibliography writing procedures based on various styles, namely APA style, ASA style, Chicago style and MLA Style. Metacognitive knowledge: students can use mnemonic strategies to memorize the contents of the bibliography based on the elements that have been determined by various writing styles. ASA style, Chicago style and MLA Style.
2

Kiriakos, Carol Marie, and Janne Tienari. "Academic writing as love." Management Learning 49, no. 3 (February 18, 2018): 263–77. http://dx.doi.org/10.1177/1350507617753560.

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Writing is presented in hegemonic academic discourse as a rational and predictable activity that targets publications in the right journals. Nevertheless, many academics struggle with writing. In this article, we draw attention to how writing is experienced as an embodied, sensuous, emotional, social, and identity-related activity. Specifically, we aim to advance this comprehensive understanding of academic writing with the concept of love. By understanding love as action rather than feeling, we can foster our love for writing both as practice and in practice. We can learn to deal with the struggle by writing every day and approaching writing with dedication. By advocating the perspective of love, we seek to encourage discussion on academic writing so that it reflects the multifaceted experiences of writers, and unleash its potential in confusing and disrupting the masculine order in academia. Love offers a language to talk about vulnerability and courage, and viewing writing in the light of love helps us to learn more about ourselves and our activities as writers of management.
3

Herman, David J., and Marc W. Redfield. "Academic Writing." PMLA 104, no. 5 (October 1989): 898. http://dx.doi.org/10.2307/462584.

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4

Foxwell, Elizabeth. "Academic writing." Nursing Standard 22, no. 41 (June 18, 2008): 59. http://dx.doi.org/10.7748/ns.22.41.59.s44.

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5

Chenery-Morris, Sam. "Academic writing." Nursing Standard 22, no. 52 (September 3, 2008): 59. http://dx.doi.org/10.7748/ns.22.52.59.s35.

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6

Lightfoot, Steven. "Academic writing." Nursing Standard 22, no. 8 (October 31, 2007): 59. http://dx.doi.org/10.7748/ns.22.8.59.s45.

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7

Beatriz Coelho Soares, Bruna. "ACADEMIC WRITING." Revista Gênero e Interdisciplinaridade 3, no. 03 (July 4, 2022): 228–35. http://dx.doi.org/10.51249/gei.v3i03.823.

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Writing an academic text can be a very challenging process for undergraduates and graduate students. One of the explanations is the fact that it is a skill that not all people master or have ease. In addition, scientific writing is part of a broader thought-making process and involves revisions and rewrites until the design of the final product. Therefore, this material arises as a result of consulting and advisory experiences for the preparation of academic papers.
8

Paltridge, Brian. "Academic writing." Language Teaching 37, no. 2 (April 2004): 87–105. http://dx.doi.org/10.1017/s0261444804002216.

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This article reviews research and developments that are relevant to second language students writing in academic settings. First, it reviews research into writing requirements at undergraduate and postgraduate levels of study. It then discusses the particular socio-cultural context of academic writing, including the notions of genre and discourse community, and the politics of academic writing. The article then reviews descriptions of academic writing that draw on register studies, discourse studies, genre studies, and corpus studies. This includes cross-cultural comparisons of academic writing, disciplinary differences in academic writing, and critical views on the nature of academic writing. The article then reviews the development of approaches to the teaching of academic writing. The article concludes with a discussion of the assessment of academic writing and indications for future research in the area of second language academic writing.
9

Akhtar, Rubina. "The Effects of ESL Student‟s Attitude on Academic Writing Apprehensions and Academic Writing Challenges." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 5404–12. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020247.

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10

Kaldor, Susan, and Judith Rochecouste. "General academic writing and discipline specific academic writing." Australian Review of Applied Linguistics 25, no. 2 (January 1, 2002): 29–47. http://dx.doi.org/10.1075/aral.25.2.04kal.

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Статті в журналах Дисертації Книги

Дисертації з теми "Academic writing":

1

ライ・ウェイリン, ポール. "Academic Writing(A) : Logical Thinking Skills In Academic Writing." 名古屋大学オープンコースウェア委員会, 2014. http://hdl.handle.net/2237/20447.

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2

(UPC), Universidad Peruana de Ciencias Aplicadas, Torres Nadhia Orquidia Priscilla Briceño, Diez Luis Ramón Sandoval, and Saenz Regina Carolina Terry. "Academic writing - TR193 201801." Universidad Peruana de Ciencias Aplicadas (UPC), 2018. http://hdl.handle.net/10757/623631.

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El curso de Escritura Académica es electivo y pertenece a la línea de segundas lenguas en la carrera de Traducción e Interpretación, es de carácter teórico-práctico, está dirigido a los estudiantes que posean un nivel intermedio de inglés (B1) según el Marco Común Europeo de Referencia para las Lenguas y busca desarrollar la competencia general de comunicación escrita. Estando inmersos en la era de la información, comunicarse de manera efectiva es fundamental para propiciar el entendimiento y la convivencia pacífica en un mundo globalizado. En la actualidad, somos testigos de cómo la comunicación escrita traspasa los límites de espacio y tiempo y del impacto positivo y/o negativo que tiene dentro de la sociedad y en la reputación de las personas. Por consiguiente, resulta imprescindible desarrollar la competencia de comunicación escrita puesto que escribir correctamente garantiza un buen desempeño académico y profesional y aumenta las posibilidades de empleabilidad y desarrollo profesional dentro de una organización al ser una herramienta que facilita la comunicación entre sus miembros. El curso está diseñado para que el estudiante adquiera paulatinamente las destrezas propias de la expresión escrita empezando con el análisis estilístico de textos auténticos escritos en inglés para luego proceder con la organización y redacción de párrafos y finalmente terminar con la elaboración de diversos tipos de ensayos académicos en inglés. Para llevar el curso de Escritura Académica, el estudiante deberá haber culminado el curso de Inglés 5 siendo este el prerequisito del mismo.
3

Wojdylo, John. "Towards Academic Writing with Substance." 名古屋大学教養教育院, 2013. http://hdl.handle.net/2237/21060.

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4

Kemp, Andrew. "CHARACTERISTICS OF ACADEMIC WRITING IN EDUCATION." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2709.

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According to Stangl (1994), Jalongo (2002), Richards and Miller (2005) and a host of other authors regarding publishing in educational journals, understanding the audience for an article is of utmost importance. Huff (1999) notes that an author must understand the audience for whom s/he writes. While much of this understanding of audience comes down to suitable topics (Silverman, 1982), articles must also fit the style of the journal to which it is being presented (Olsen, 1997). With this in mind, the purpose of this study is to characterize the writing style of academic writing in education. This research will involve exploring and analyzing various education and research journals, and through an analysis of individual education articles, delineating the writing style for academic writing in education. By looking at the various components of writing style, a writing style or various writing styles found in scholarly writing in education was determined. It was found that there is a definite style in academic writing in education with two other distinct subsets--journals associated with specific associations and journals with a purely quantitative focus. It is suggested that specific curriculum and instruction in writing style be added to the current study of research.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD
5

Dubcovsky, Laura. "In search of incipient academic writing /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2003. http://uclibs.org/PID/11984.

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6

Repository, Manager. "Thesis writing guide." Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/4598.

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Masters in Public Administration - MPA
Candidates for higher degrees often have unnecessary difficulty with the technical aspects of writing a thesis. They can expect expert supervision in conducting their research and drawing conclusions, but the responsibility for presenting their work in the correct way is theirs alone. This Guide has been developed in response to student needs. It explains the simple technical requirements for presenting a thesis. It is the candidate's responsibility to meet these requirements. No Master's or Doctoral candidate can have a valid reason for submitting technically unsatisfactory work.
7

Johnson, Karen Gabrielle. "Bridging academic writing with service-learning measuring student perceptions and learning outcomes of an academic writing course /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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8

Saba, Maggie Sami. "Writing in a New Environment: Saudi ESL Students Learning Academic Writing." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/54012.

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This qualitative case study sought to gain a deeper understanding of the obstacles that students from the Kingdom of Saudi Arabia face when learning English in a writing course that implements critical thinking and writing process pedagogy. The study took place over five months at the Virginia Tech Language and Culture Institute in spring 2012. While ten participants--six female and four male Saudi Arabian ESL students--participated in this study, these findings focus primarily on one male and one female student. The aim of this focus was to give a rich and in-depth description of the two students. Two main queries guided this study: 1) How do sex differences affect Saudi students' perception of their teachers' and peers' authority? 2) How do those perceptions affect their development as writers and critical thinkers when learning in an intensive writing course at the high intermediate level? The researcher documented data through three sources: classroom observation, interviews with ESL students and teachers, and student writing samples.
Ph. D.
9

Bormann, Vanessa Rae. "Writing for Change and Changing Writing: Service Learning, First-Year Composition and Writing about Writing." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5136.

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Through a piloted model of curriculum designed for ENC 1101 this teacher-research study investigated how service-learning can shape the experiences of both teachers and students in the first-year composition classroom. The research aimed to determine the ways in which enhancement occurred for students and teachers through evaluation of student coursework, a post-semester student focus group and a faculty interview. Focusing on the impacts of this curriculum on a part-time teacher, this study also aimed to bring to light some of the challenges inherent in service-learning within FYC, while offering ways to mediate those challenges in both course design and departmental implementation. As a result of this project, recommendations were made for modification of this curriculum to be used as an option for instructors alongside appropriate professional development, which is essential to the success of service-learning in FYC. Continued research dealing with various approaches to using service-learning in FYC was also recommended.
ID: 031001299; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Error in paging: p. ii followed by 2 unnumbered pages which are followed by p. ii-iii.; Adviser: .; Title from PDF title page (viewed March 11, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 126-129).
M.A.
Masters
English
Arts and Humanities
English; Rhetoric and Composition
10

Lai, Wai Ling. "Introducing a Logical Thinking Approach to Teaching Academic Writing: Why is Logical Thinking Education Needed in Academic Writing." 名古屋大学教養教育院, 2013. http://hdl.handle.net/2237/21056.

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Книги з теми "Academic writing":

1

Ventola, Eija, and Anna Mauranen, eds. Academic Writing. Amsterdam: John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/pbns.41.

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2

Bailey, Stephen. Academic Writing. Fifth Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315169996.

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3

Bailey, Stephen. Academic Writing. London: Taylor & Francis Group Plc, 2004.

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4

Stephen, Bailey. Academic Writing. London: Taylor & Francis Inc, 2004.

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5

Fang, Zhihui. Demystifying Academic Writing. New York: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003131618.

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6

Taylor, Karen. Writing academic reviews. Peterborough, Ont: Trent University, Academic Skills Centre, 2003.

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7

Savage, Alice. Effective academic writing. New York: Oxford University Press, 2007.

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8

Holten, Christine. Mastering academic writing. Pacific Grove, [Calif.]: Heinle & Heinle Publishers, 1998.

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9

Kirton, Bill. Brilliant academic writing. Harlow, England: Pearson, 2012.

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10

Hogue, Ann. Writing academic English. 4th ed. White Plains, NY: Pearson Longman, 2006.

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Частини книг з теми "Academic writing":

1

Firth, Miriam. "Academic writing." In Employability and Skills Handbook for Tourism, Hospitality and Events Students, 264–85. Abingdon, Oxon; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351026949-15.

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2

Ó Siochrú, Cathal. "Academic writing." In A Student Guide to Writing Research Reports, Papers, Theses and Dissertations, 197–220. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003107965-9.

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3

Rau, Gerald. "Academic writing." In Writing for Engineering and Science Students, 135–40. New York, NY : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9780429425684-13.

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4

Kaufhold, Kathrin, and Karin Tusting. "Academic writing." In The Routledge Handbook of Linguistic Ethnography, 356–70. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9781315675824-26.

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5

Bailey, Stephen. "Academic Vocabulary." In Academic Writing, 189–95. Fifth Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315169996-38.

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6

Bailey, Stephen. "Academic Vocabulary." In Academic Writing, 196–201. Fifth Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315169996-39.

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7

Bailey, Stephen. "Basics of Writing." In Academic Writing, 3–9. Fifth Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315169996-2.

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8

Bailey, Stephen. "Writing Longer Papers." In Academic Writing, 234–41. Fifth Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315169996-48.

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9

Bailey, Stephen. "Writing in Groups." In Academic Writing, 253–56. Fifth Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315169996-51.

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10

Myers, Greg. "Strategic Vagueness in Academic Writing." In Academic Writing, 3. Amsterdam: John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/pbns.41.04mye.

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Тези доповідей конференцій з теми "Academic writing":

1

Eremina, Svetlana V. "Academic writing." In SPIE Proceedings, edited by Valery V. Tuchin. SPIE, 2003. http://dx.doi.org/10.1117/12.518878.

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2

Rohmah, Naelul, and Ahmad Bukhori Muslim. "Writing Anxiety in Academic Writing Practice." In Thirteenth Conference on Applied Linguistics (CONAPLIN 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210427.053.

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3

Dolzhich, Elena, Svetlana Dmitrichenkova, and Yoandry Sanchez Pozuelo. "MASTERING L2 ACADEMIC WRITING SKILLS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1415.

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4

Simsek, Duygu, Simon Buckingham Shum, Anna De Liddo, Rebecca Ferguson, and Ágnes Sándor. "Visual analytics of academic writing." In Proceedins of the Fourth International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2567574.2567577.

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5

Yu, Li. "Visualization Analysis of Academic Writing." In Proceedings of the 2019 4th International Conference on Social Sciences and Economic Development (ICSSED 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icssed-19.2019.67.

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6

Uckelmann, Dieter, and Anke Pfeiffer. "The Writing Factory: Structured Collaborative Academic Writing in Engineering." In 2021 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2021. http://dx.doi.org/10.1109/educon46332.2021.9453907.

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7

Nga, Tran Thanh. "Academic Writing: Attitudes and Self-efficacy." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.5.

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Анотація:
Academic writing is an indispensable requirement at tertiary level. The relationship between writing skills and attitudes towards writing has received much attention from scholars. However, less is known about how EFL learners’ attitudes towards academic writing are correlated with their self-efficacy in this particular skill. Thus, the present study aims at examining this relationship among third-year English major learners at a university in Ho Chi Minh City. A total of 89 learners participated in the study by completing a questionnaire. Data collected were analyzed using quantitative methods. Results showed that there was no difference in academic writing self-efficacy among the participants whereas the females felt more positive about their academic writing compared to the males. Notably, a correlation exists between academic writing attitudes and self-efficacy. These findings confirmed the need of raising teachers’ awareness of motivational factors that can increase academic writing attitudes and self-efficacy among EFL learners.
8

Cong, Xiaofang, Dan Wang, and Jiaxin Zou. "Research on Worldwide Academic Writing Course Based on the Analysis of Multinational Academic Writing Literature." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.30.

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9

Mansour, Deena Mohammad. "Using COCA to Foster Students’ Use of English Collocations in Academic Writing." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5301.

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Анотація:
Using Corpora in foreign language teaching is on of the very efficient ways in proposing solutions for pedagogical issues, either through adopting a corpus-based teaching approach or through using the corpus in developing material. Developing academic writing competence is a challenging pedagogical issue for English teachers as well as learners. Second language learners come across considerable challenges as they are developing their academic writing competence. One of these challenges is the use of English collocations since that learning about collocations is of a crucial importance. Hence, due to the wide variety of collocations and their different types, one of the challenges that face both L2 learners of English as well as teachers is how to use English collocations successfully in academic writing due to the fact that collocational awareness and proficiency is a necessity for competent written discourse especially in academic writing. Therefore, academic writing proficiency is one of the major problematic areas that university students encounter. This paper focuses on how to direct students to a more effective use of Corpus of Contemporary American English (COCA) in order to foster their learning process of different English collocations, and use English collocations accurately in their academic writings. This paper illustrates search mechanisms and search strings that could be implemented effectively on COCA to get more representative and accurate collocation results. Keywords: corpus, academic writing, collocations, COCA
10

Minotti, Tony. "Writing with Colors." In International Academic Conference on Teaching, Learning and Education. Global, 2019. http://dx.doi.org/10.33422/tleconf.2019.09.579.

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Звіти організацій з теми "Academic writing":

1

Bakogiannis, Angelos, Dr Clive Hedges, and Dr Evie Papavasiliou. One-to-one Academic Writing Tutorials: A Scoping Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2023. http://dx.doi.org/10.37766/inplasy2023.2.0063.

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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Russell, Margo. A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2022.

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4

Bailey, Audrey. The Effect of Extended Instruction on Passive Voice, Reduced Relative Clauses, and Modal Would in the Academic Writing of Advanced English Language Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3194.

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5

Romova, Zina, and Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, September 2015. http://dx.doi.org/10.34074/rsrp.42015.

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In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2004). We consider the value of multi-drafting, where learners reflect on the learning of a text type characteristic of the students’ future imagined community. We explore Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15). Introduced by a discussion of how theoretical perspectives on learning and assessing writing engage with portfolio production, the study presented here outlines a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing [AW] at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, which was transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). Students identified a range of advantages of teaching and learning AW by portfolio. One of the identified benefits was that the selected text types within the programme were perceived as useful to the students’ immediate futures. This careful choice of target genre was reflected in the overall value of the programme for these learners.
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Mager, Franziska, and Silvia Galandini. Research Ethics: A practical guide. Oxfam GB, November 2020. http://dx.doi.org/10.21201/2020.6416.

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Any research must follow ethical principles, particularly when it involves people as participants and is likely to impact them. This is standard practice in academic research and a legal requirement in medical trials, but also applies to research carried out by Oxfam. Oxfam’s work focuses on vulnerable populations, and takes place under difficult circumstances. When research takes place in such vulnerable and fragile contexts, high ethical standards need to be met and tailored to the specific characteristics of each situation. Oxfam welcomes the adaptation of this guideline by other NGOs, community organizations and researchers working in fragile contexts and with vulnerable communities. The guideline should be read together with other relevant Oxfam and Oxfam GB policies and protocols, including the guidelines on Writing Terms of Reference for Research, Integrating Gender in Research Planning and Doing Research with Enumerators. A flowchart summarizing the guideline is also available to download on this page.
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Hwa, Yue-Yi, and Lant Pritchett. Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs). Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/02.

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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, effective teaching profession. We call these principles the 5Cs: choose and curate toward commitment to capable and committed teachers. These principles are rooted in the fact that teachers and their career structures are embedded in multi-level, multi-component systems that interact in complex ways. We also outline five premises for practice, each highlighting an area in which education authorities and organisations can change the typical status quo approach in order to apply the 5Cs and realise the vision of empowered teaching profession.
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Birnbaum, David J., Ralph Cleminson, Sebastian Kempgen, and Kiril Ribarov. White Paper on Character Set Standardization for Early Cyrillic Writing after Unicode 5.1. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49898.

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The White Paper on Character Set Standardization for Early Cyrillic Writing after Unicode 5.1 emerged from discussions among the authors at the "Slovo" conference in Sofia in 2008. It is partially a response to documents published by the Serbian Academy of Arts and Sciences. It has been written for the benefit of medieval Slavic philologists.
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Moro, Leben, and Alice Robinson. Key Considerations: Cross-Border Dynamics between Uganda and South Sudan in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, December 2022. http://dx.doi.org/10.19088/sshap.2022.045.

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This brief summarises key considerations concerning cross-border dynamics between South Sudan and Uganda in the context of the 2022 outbreak of Ebola in Uganda, and the risk of the spread of the virus into South Sudan. It is one of four briefs exploring cross-border dynamics in the context of the outbreak, alongside Kenya, Rwanda and Tanzania. The outbreak is of the Sudan strain of Ebola (Sudan Virus Disease, SVD). SVD is used in this paper to refer to the current outbreak in East Africa, whereas outbreaks of Zaire Ebolavirus disease or general references to Ebola are referred to as EVD. The outbreak of SVD began in Mubende, Uganda, on 19 September 2022. At the time of writing (25 November), there had been 141 confirmed cases and 55 deaths, including seven health workers. Infections had been confirmed in nine districts in Uganda, including in Kampala – a major transport hub. Vaccines used in previous Ebola outbreaks are effective against the Zaire strain of Ebola, and vaccines that could work against the Sudan strain remain under investigation. As of November 2022, there have been no confirmed cases of SVD imported into South Sudan, although several alerts have been investigated. However, the fear that travellers from Uganda might bring the disease into South Sudan has spurred preparations by government institutions and partner organisations, building on the experiences acquired during past outbreaks, particularly Ebola and COVID-19. An EVD High Level Taskforce has been formed, chaired by the Minister for Cabinet Affairs and co-chaired by the Minister of Health. The South Sudan Ministry of Health (MoH) has activated the Public Health Emergency Operation Centre (PHEOC) and Incident Management System (IMS). A national EVD Readiness Plan has been developed and endorsed by the government. A free hotline (number 6666) is in place, which can be used either to report suspected cases or for information on Ebola. Training of staff at border entry points has started. This brief is based on a rapid review of published and grey literature, and informal discussions with the South Sudan Red Cross, IOM, academics from University of Juba, and the PHEOC. It was requested by the Collective Service and was written by Leben Nelson Moro (University of Juba) and Alice Robinson (London School of Economics). It was reviewed by colleagues at the University of Bath, the PHEOC, Internews, Anthrologica, the Institute of Development Studies and the Collective Service. The brief is the responsibility of the Social Science in Humanitarian Action Platform (SSHAP).

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