Готові списки джерел за темами / English counties

Добірка наукової літератури з теми "English counties"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 28 січня 2023

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Статті в журналах з теми "English counties"

1

Mitch, David, and Christopher Chalkin. "English Counties and Public Building, 1650-1830." Albion: A Quarterly Journal Concerned with British Studies 31, no. 1 (1999): 108. http://dx.doi.org/10.2307/4052838.

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2

Pounds, N. J. G. "Book Review: English Castles: A Guide by Counties." War in History 5, no. 1 (January 1998): 123–26. http://dx.doi.org/10.1177/096834459800500107.

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3

Cook, Mark, and Raymond J. G. Wells. "Waterways in the ‘English Shire Counties’: Some Planning Considerations." Service Industries Journal 5, no. 3 (November 1985): 322–34. http://dx.doi.org/10.1080/02642068500000046.

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4

MacPherson, J. M. H. I. A., and S. C. Donald. "Survey of private nursing homes in seven English counties." BMJ 309, no. 6950 (July 30, 1994): 314. http://dx.doi.org/10.1136/bmj.309.6950.314.

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5

Newton, J. N., and J. Redburn. "Incidence of melanoma in four English counties, 1989-92." BMJ 310, no. 6978 (February 25, 1995): 502–3. http://dx.doi.org/10.1136/bmj.310.6978.502.

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6

Cosford, P., C. Garrett, and K. Turner. "Travel times and radiotherapy uptake in two English counties." Public Health 111, no. 1 (January 1997): 47–50. http://dx.doi.org/10.1038/sj.ph.1900314.

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7

Sweet, R. "Shorter note. English Counties and Public Building, 1650-1850. Christopher Chalklin." English Historical Review 114, no. 457 (June 1999): 731–32. http://dx.doi.org/10.1093/enghis/114.457.731.

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Sweet, R. "Shorter note. English Counties and Public Building, 1650-1850. Christopher Chalklin." English Historical Review 114, no. 457 (June 1, 1999): 731–32. http://dx.doi.org/10.1093/ehr/114.457.731.

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9

Booker, Sparky. "Irish clergy and the diocesan church in the ‘four obedient shires’ of Ireland, c.1400–c.1540." Irish Historical Studies 39, no. 154 (November 2014): 179–209. http://dx.doi.org/10.1017/s0021121400019052.

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Анотація:
In 1435 the Irish council complained to Henry VI that there is not left in the nether parts of the counties of Dublin, Meath, Louth, and Kildare, that join together, out of the subjection of the said enemies and rebels scarcely thirty miles in length and twenty miles in breadth, thereas a man may surely ride or go in the said counties to answer to the king’s writs and to his commandments.The letter was accompanied by a request that the king render payment due to the lord lieutenant Thomas Stanley for his service in Ireland, and also suggested that the king should travel to the colony to help fight off its enemies. Accordingly, the perilous state of English Ireland was almost certainly exaggerated to strengthen the arguments for financial and military support from the crown. Nevertheless this letter demonstrates that in the minds of the settler elite, which staffed the Irish council, the four counties of Dublin, Meath, Louth, and Kildare were the bastion of English rule in Ireland, beset, the council would have us believe, by enemies on all sides. This picture of the ‘four counties’ as the political, and to a certain extent the cultural, stronghold of Englishness in Ireland can be found in other contemporary sources, as the region was perceived as both distinct and distinctly English.
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10

Blake, N. F., and Gillis Kristensson. "A Survey of Middle English Dialects 1290-1350: The West Midland Counties." Yearbook of English Studies 20 (1990): 210. http://dx.doi.org/10.2307/3507532.

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Дисертації з теми "English counties"

1

Lynch, Patricia Christine. "Popular liberalism in the English counties, 1885-1906." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285699.

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2

Winterbotham, Nick. "Museums and schools : developing services in three English counties, 1988-2004." Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421903.

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3

Clark, Harry Andrew John. "Conservation advice and investment on farms : a study in three English counties." Thesis, University of East Anglia, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329645.

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4

Richardson, Kay Marie. "Anglo-Norman defence strategy in selected English border and maritime counties, 1066-1087." Thesis, University of Hull, 2001. http://hydra.hull.ac.uk/resources/hull:5424.

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5

Gladwish, Paul Norman. "The sales of confiscated properties after the English Civil War in five counties." Thesis, University of Cambridge, 2002. https://www.repository.cam.ac.uk/handle/1810/272015.

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6

Cowell, Benjamin Josef. "Patrician landscapes, plebian culture : parks and society in two English counties, c.1750-1850." Thesis, University of Nottingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267136.

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7

Litten, Julian W. S. "Post-Reformation vault burial in English churches from 1550 until the introduction of the Metropolitan Interments Act of 1850, with specific reference to the counties of Essex and Somerset." Thesis, Cardiff University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403661.

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8

Morgan, Ailig Peadar Morgan. "Ethnonyms in the place-names of Scotland and the Border counties of England." Thesis, University of St Andrews, 2013. http://hdl.handle.net/10023/4164.

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Анотація:
This study has collected and analysed a database of place-names containing potential ethnonymic elements. Competing models of ethnicity are investigated and applied to names about which there is reasonable confidence. A number of motivations for employment of ethnonyms in place-names emerge. Ongoing interaction between ethnicities is marked by reference to domain or borderland, and occasional interaction by reference to resource or transit. More superficial interaction is expressed in names of commemorative, antiquarian or figurative motivation. The implications of the names for our understanding of the history of individual ethnicities are considered. Distribution of Walh-names has been extended north into Scotland; but reference may be to Romance-speaking feudal incomers, not the British. Briton-names are confirmed in Cumberland and are found on and beyond the fringes of the polity of Strathclyde. Dumbarton, however, is an antiquarian coining. Distribution of Cumbrian-names suggests that the south side of the Solway Firth was not securely under Cumbrian influence; but also that the ethnicity, expanding in the tenth century, was found from the Ayrshire coast to East Lothian, with the Saxon culture under pressure in the Southern Uplands. An ethnonym borrowed from British in the name Cumberland and the Lothian outlier of Cummercolstoun had either entered northern English dialect or was being employed by the Cumbrians themselves to coin these names in Old English. If the latter, such self-referential pronouncement in a language contact situation was from a position of status, in contrast to the ethnicism of the Gaels. Growing Gaelic self-awareness is manifested in early-modern domain demarcation and self-referential naming of routes across the cultural boundary. But by the nineteenth century cultural change came from within, with the impact felt most acutely in west-mainland and Hebridean Argyll, according to the toponymic evidence. Earlier interfaces between Gaelic and Scots are indicated on the east of the Firth of Clyde by the early fourteenth century, under the Sidlaws and in Buchan by the fifteenth, in Caithness and in Perthshire by the sixteenth. Earlier, Norse-speakers may have referred to Gaels in the hills of Kintyre. The border between Scotland and England was toponymically marked, but not until the modern era. In Carrick, Argyll and north and west of the Great Glen, Albanians were to be contrasted, not necessarily linguistically, from neighbouring Gaelic-speakers; Alba is probably to be equated with the ancient territory of Scotia. Early Scot-names, recorded from the twelfth century, similarly reflect expanding Scotian influence in Cumberland and Lothian. However, late instances refer to Gaelic-speakers. Most Eireannach-names refer to wedder goats rather than the ethnonym, but residual Gaelic-speakers in east Dumfriesshire are indicated by Erisch­-names at the end of the fifteenth century or later. Others west into Galloway suggest an earlier Irish immigration, probably as a consequence of normanisation and of engagement in Irish Sea politics. Other immigrants include French estate administrators, Flemish wool producers and English feudal subjects. The latter have long been discussed, but the relationship of the north-eastern Ingliston-names to mottes is rejected, and that of the south-western Ingleston-names is rather to former motte-hills with degraded fortifications. Most Dane-names are also antiquarian, attracted less by folk memory than by modern folklore. The Goill could also be summoned out of the past to explain defensive remains in particular. Antiquarianism in the eighteenth century onwards similarly ascribed many remains to the Picts and the Cruithnians, though in Shetland a long-standing supernatural association with the Picts may have been maintained. Ethnicities were invoked to personify past cultures, but ethnonyms also commemorate actual events, typified by Sasannach-names. These tend to recall dramatic, generally fatal, incidents, usually involving soldiers or sailors. Any figures of secular authority or hostile activity from outwith the community came to be considered Goill, but also agents of ecclesiastical authority or economic activity and passing travellers by land or sea. The label Goill, ostensibly providing 178 of the 652 probable ethnonymic database entries, is in most names no indication of ethnicity, culture or language. It had a medieval geographical reference, however, to Hebrideans, and did develop renewed, early-modern specificity in response to a vague concept of Scottish society outwith the Gaelic cultural domain. The study concludes by considering the forms of interaction between ethnicities and looking at the names as a set. It proposes classification of those recalled in the names as overlord, interloper or native.
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9

Lok, Mai-chi Ian, and 樂美志. "Cultural understanding in English studies: anexploration of postcolonial and world Englishes perspectives." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35804749.

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Rawlins, Isabel Bethan. "Counting planes." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001816.

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This collection of prose-poems and flash fiction, together with a few short stories, shows how romantic relationships colour our perspectives on the world. The collection has echoes throughout of speakers' voices, theme, imagery and tone. There is a narrative logic too, but working on a subtle level of echo and resonance
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Книги з теми "English counties"

1

Bond, Chris, ed. The English Counties Delineated, Cornwall. Sheffield, United Kingdom: The Cornovia Press, 2012.

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2

Bond, Chris, ed. The English Counties Delineated: Cornwall. Camborne, UK: The Cornovia Press, 2007.

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3

Bond, Chris, ed. The English Counties Delineated: Cornwall. Camborne, United Kingdom: The Cornovia Press, 2007.

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4

Pettifer, Adrian. English castles: A guide by counties. Woodbridge, Suffolk, UK: Boydell Press, 1995.

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5

English castles: A guide by counties. Woodbridge: Boydell Press, 1995.

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6

Edwards, Viv. A directory of English dialect resources: The English counties. Swindon: Economic and Social Research Council, 1990.

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7

English counties and public building, 1650-1830. London: Hambledon Press, 1998.

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8

Davies, Helen. Sense poetry: London & the home counties. Peterborough: Young Writers, 2012.

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9

Anthony W. A. C. Campbell. The original, monthly numbers of Moule's 'English counties'. (Tring, Herts: Map Collector), 1985.

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10

Shaw, Ian. Locally based shared learning: Surveys in two English counties. London: UK Centre for the Advancement of Interprofessional Education, 1995.

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Частини книг з теми "English counties"

1

Cassidy, Richard. "The English Exchequer, the King, and the Counties from Reform to Civil War, 1258-1264." In Utrecht Studies in Medieval Literacy, 23–46. Turnhout, Belgium: Brepols Publishers, 2020. http://dx.doi.org/10.1484/m.usml-eb.5.120736.

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2

Alarcón, Amado, Antonio Di Paolo, Josiah Heyman, and María Cristina Morales. "6. Returns to Spanish–English Bilingualism in the New Information Economy: The Health and Criminal Justice Sectors in the Texas Border and Dallas-Tarrant Counties." In TheBilingual Advantage, edited by Rebecca M. Callahan and Patricia C. Gándara, 138–59. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092437-007.

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3

Jayendran, Ariacutty, and Rajah Jayendran. "Electronic counters." In Englisch für Elektroniker, 160–67. Wiesbaden: Vieweg+Teubner Verlag, 1996. http://dx.doi.org/10.1007/978-3-322-84907-6_21.

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4

Birrell, T. A., Jos Blom, Frans Korsten, and Frans Blom. "English Counter-Reformation Book Culture*." In Aspects of Recusant History, 189–98. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Variorum collected studies: Routledge, 2020. http://dx.doi.org/10.4324/9780429346057-13.

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5

Prinsloo, Mastin. "2. What Counts as English?" In English - A Changing Medium for Education, edited by Constant Leung and Brian V. Street, 22–40. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697721-004.

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6

Feick, Diana, and Petra Knorr. "Developing Multilingual Awareness Through German-English Online Collaboration." In Language Learning in Anglophone Countries, 331–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56654-8_17.

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Ronald, Richard, and Christian Lennartz. "Declining Homeownership in Liberal, English Speaking Countries." In The Routledge Handbook of Housing Policy and Planning, 117–25. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315642338-10.

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Elder, Catherine, and John Read. "Post-Entry Assessments in Other Countries." In Assessing English Proficiency for University Study, 70–92. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137315694_4.

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Heugh, Kathleen, and Blasius Agha-ah Chiatoh. "15. ‘Hydra Languages’ and Exclusion versus Local Languages and Community Participation in three African Countries." In Why English?, edited by Pauline Bunce, Robert Phillipson, Vaughan Rapatahana, and Ruanni Tupas, 171–84. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783095858-018.

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Sterzuk, Andrea, and Hyunjung Shin. "English Monolingualism in Canada: A Critical Analysis of Language Ideologies." In Language Learning in Anglophone Countries, 53–70. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56654-8_4.

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Тези доповідей конференцій з теми "English counties"

1

Belkindas, Misha, Josef Olenski, and Alexey Ponomarenko. "Statistical training for Russian-speaking countries: combination of international quality and availability." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.131002.

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There is a strong demand for well-trained staff among national statistical offices of the former USSR countries. Before the USSR collapse, most of statisticians were educated in Moscow. Currently, there is a lack of own training facilities in most of countries of the Commonwealth of Independent States (CIS), so the staff training is a very significant problem. Language is an additional problem, because most of international training courses are conducted in English, but English speakers are still rare among local statisticians. At the same time, average share of Russian speakers in NSOs of all countries of the CIS region is about 96%. A special training center (International Institute for Training in Statistics - MISO) was established in Moscow in the year of 2011. Currently it provides a random set of short courses on different statistical topics in Russian in cooperation with international partners. But this is only the first step. NSOs are interested in well prepared systematically educated managers in official statistics and high-level experts/methodologists. Thus, the next step should be the development of a Master in Official Statistics Program (MOS). Paper describes concept of this MOS program.
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2

Zhao, Gaimei. "Cognition of Mainstream Culture and Subculture in English-speaking Countries." In 2017 International Conference on Education, Culture and Social Development (ICECSD 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icecsd-17.2017.16.

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3

Dimeski, Nikola. "BUSINESS ENGLISH AS THE LINGUA FRANCA IN THE MACEDONIAN COMPANIES – A STRATEGY FOR THE FUTURE." In Economic and Business Trends Shaping the Future. Ss Cyril and Methodius University, Faculty of Economics-Skopje, 2021. http://dx.doi.org/10.47063/ebtsf.2021.0015.

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The progress of society, in all areas, largely depends on the quality and the advancement of the companies in one country. Since the economy of a country is the primary drive for progress, the corporate world must evolve and advance in order to keep up with the trends and the constant changes in the business environment and thus continue the progress of societies. This paper aims to provide an understanding of the importance of business English as a lingua franca in advancing Macedonian businesses. Although the primary purpose for developing business English has been business interaction among English-speaking and non-English speaking companies, with time, the companies have dragged in native languages turning business English into a lingua franca in the corporate world. Therefore, not only has business English progressed into the backbone of international trade, which is crucial for the economic development of the countries, but it also became essential for the companies' internal communication, which is vital for their operation and performance. That being said, the main implication of this paper is to enlighten Macedonian society on the significance of introducing business English as the lingua franca in Macedonian companies. By discussing and analysing specific areas on how business English can improve the competitiveness of the Macedonian companies and workforce, the researcher proposes a strategy for the future based on; introduction of a Business English course in the Macedonian educational system, training of employees, employment of staff conversant with English, use of simple vocabulary and repetition of statements, and embracing language diversity.
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4

Timiri, Sai Chandra Mouli. "Rise and Decline of Languages: A Struggle for Survival." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.3-3.

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Shifts in language presence are often predicated on the political and economic power of its users, where power level correlates with the longevity of the language. Further, during language contact, any resistance between the communities may lead to political and social conflict. The dominant language usually prevails, subjugating the weaker speech communities to the point where they adapt in various ways, processes which effect hegemonies. Language contact also motivates bilingualism, which takes effect over years. This paper suggests that, observing colonization through certain Asian countries, and centrally India, phonological influences have become conspicuous. Postcolonial contexts have selected language identities to assert local linguistic and sociocultural identities through specifying phonetic uniqueness. The study notes that economic trends alter this process, as do political factors. The study investigates how the role of English as an official language and lingua franca in India predicates the selection of certain phonetic patterns so as to legitimize identities of language communities. As such, Indian Englishes have developed their own unique varieties of language, through this process.
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Pylypenko, Inna. "ENGLISH LANGUAGE TERMINOLOGICAL SYSTEM: PROBLEMS DEFINITION AND CLASSIFICATION OF TERMS." In Relevant Trends of Scientific Research in the Countries of Central and Eastern Europe. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-002-5-16.

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6

Liashuk, Xenia. "THE IMAGE OF ENGLISH-SPEAKING COUNTRIES CONSTRUCTED IN EFL COURSE BOOKS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1965.

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Rossinsky, Alexander, and Ekaterina Rossinskaya. "Protestantism and Its Effect on Spiritual Traditions of English-Speaking Countries." In Proceedings of the International Conference Communicative Strategies of Information Society (CSIS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/csis-18.2019.64.

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Loboda, M., and L. Litvinova. "RICHARD THE LIONHEART, THE ENGLISH KING." In Manager of the Year. FSBE Institution of Higher Education Voronezh State University of Forestry and Technologies named after G.F. Morozov, 2022. http://dx.doi.org/10.34220/my2021_140-142.

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The article is dedicated to the English King Richard the Lionheart. The authors explore the reasons for the popularity of this king with the English, they made Richard the hero of countless English medieval ballads and songs. The article provides general biographical information on Richard the Lionheart, examining the dynastic grounds for his ascension to the English throne. Opposite to other English kings, Richard received his second noble name “Lionheart” as a result of the Crusade. His amazing courage and even rage for the Holy Sepulchre struggle, sacrifice, energy, commitment to the holy ideals, the talent of a warrior, human kindness are considered the undoubted positive qualities of the king. As the British think these are the basis for this English king to become famous in the history of the country and in the memory of the people. But some historical sources are rather critical towards well-established opinion about Richard the Lionheart, however, the fact of popular recognition of him as a real king, warrior and defender remains unquestionable.
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He, Gan, and Xiaoli Huang. "Cooperative Learning in the Teaching of “An Introduction to English-Speaking Countries”." In Proceedings of the 2019 International Conference on Advanced Education Research and Modern Teaching (AERMT 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aermt-19.2019.29.

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Stepanova, Valentina V. "INSTITUTE OF COURT INTERPRETERS IN THE ENGLISH-SPEAKING COUNTRIES: STRENGTHS AND WEAKNESSES." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021122.

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Звіти організацій з теми "English counties"

1

Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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2

Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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Анотація:
The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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3

Chou, Daniel. Counting AI Research. Center for Security and Emerging Technology, July 2022. http://dx.doi.org/10.51593/20220010.

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Tracking the output of a country’s researchers can inform assessments of its innovativeness or assist in evaluating the impact of certain funding initiatives. However, measuring research output is not as straightforward as it may seem. Using a detailed analysis that includes Chinese-language research publications, this data brief reveals that China's lead in artificial intelligence research output is greater than many English-language sources suggest.
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4

Kaminski, Linda, Magaly Lavadenz, Elvira Armas, and Grecya López. No. 11, November 2022: Insights from Co-Designed English Learner Improvement Networks. Center for Equity for English Learners, November 2022. http://dx.doi.org/10.15365/ceel.policy.12.

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This research brief presents a case study of an English Learner Improvement Network (ELIN), a group of educators focused on a shared problem of practice in English Learner education and supported through extensive collaboration between researchers and practitioners in English Learner education and Improvement Science. The case study involves an urban school district and a charter organization each serving between 50-80% of students who have ever been English Learners. The research brief identifies five key themes that contribute to knowledge of the English Learner Improvement Networks’ ability to support English Learner improvement: (1) Expert Partnerships Support Improvement; (2) Context Impacts Improvement; (3) Smaller Steps Lead to Larger Changes; (4) Collaborative Coaching Counts; and (5) Teacher Leaders Support Implementation. This ELIN is highlighted as a model of a systemic and coherent approach to educational improvement for ELs through the extensive collaboration provided in English Learner content and Improvement Science process.
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5

Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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6

Liang, BiYan, BiYan Liang, and Jian Wang. A Meta Analysis of the Efficacy of Tonic Method in Traditional Chinese Medicine for AIDS Immunological Nonresponses. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0077.

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Review question / Objective: To evaluate the efficacy of tonic method in treating AIDS immunological nonresponses. Eligibility criteria: ①Study type: RCT based on tonic method in TCM for AIDS INRs. The language was limited to Chinese and English. ②The research object: HIV/AIDS patients with any disease stage; the intervention objects were adults with no gender restrictions. ③Intervention measures: The treatment group was treated with tonic prescriptions combined with ART, including four types of prescriptions for nourishing qi, nourishing blood, nourishing yin, or nourishing yang; the dosage, frequency, and method were not limited. The control group was treated with ART or mock agent and placebo. ④Outcome indicators: The observation indicators reported in the included studies should include at least one of the following indicators: 1) Effective rate of immune function reconstruction: formulated in accordance with "AIDS (Adult) Chinese Medicine Diagnosis and Treatment Program" (2016 Edition) , effective: CD4 + T lymphocyte counts increased by ≥ 50 cells/l or ≥ 30%, invalid: CD4+ T lymphocyte counts decreased by ≥ 50 cells/l or ≥ 30%; total effective rate = effective number/total number; 2) CD4+T lymphocyte counts level.
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7

Adeniran, Adedeji, Dozie Okoye, Mahounan P. Yedomiffi, and Leonard Wantchekon. COVID-19 Learning Losses, Parental Investments, and Recovery: Evidence from Low-Cost Private Schools in Nigeria. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/120.

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About 2 billion children were affected by school closures globally at the peak of the COVID-19 pandemic. This has led to documented learning losses while children were out of school, and an especially precarious future academic path for pupils in developing countries where learning and continued enrolment remain important issues. There is an urgent need to understand the extent of these learning and enrolment losses, and possible policy options to get children back on track. This paper studies the extent of learning losses and recovery in Africa's most populous country, Nigeria, and provides some evidence that a full recovery is possible. Using data from a random sample of schools, we find significant learning losses of about .6 standard deviations in English and Math. However, a program designed to slow down the curriculum and cover what was missed during school closures led to a rebound within 2 months, and a recovery of all learning losses. Students who were a part of the program do not lag behind one year later and remain in school.
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8

Rudman, Debbie Laliberte, and Rebecca M. Aldrich. Social Isolation, Third Places, and Precarious Employment Circumstances: A Scoping Review. University of Western Ontario, 2022. http://dx.doi.org/10.5206/otpub.2022.54.

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Rising rates of social isolation in Canada and other middle- and high-income countries have turned scholarly attention to the kinds of places that facilitate social connections. “Third places” - physical and virtual places beyond home (first places) and work (second places) - are thought to foster social interaction, connection, belonging, and support. This evidence brief reports on a SSHRC funded knowledge synthesis that linked understandings about “third places” with situations of precarious employment, given that people facing precarious employment circumstances often lack the social opportunities and resources associated with stable workplaces. This scoping review assessed what is known about the types and characteristics of “third places” that help maintain social connectedness and address social isolation for adults experiencing precarious employment circumstances. The project examined English-language research articles published in multidisciplinary academic journals between 2012 and 2022. The review captured diverse forms of employment (i.e., gig work, involuntary part-time work, seasonal work, temporary migrant work) characterized as transient, non-permanent, unpredictable, having few worker protections or rights, and associated with low or unpredictable remuneration, as well as cyclical and long-term unemployment. In addition to synthesizing study results, findings attend to how studies addressed diverse social positions and studies’ geographic locations, methodologies, methods, and quality. The goal of the project was to understand the current state of knowledge on this topic; create dialogue about how social isolation can be addressed through precarious workers’ engagement with “third places”; and identify opportunities for stakeholders to partner on place-based interventions with people experiencing precarious employment circumstances.
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9

Rahmé, Marianne, and Alex Walsh. Corruption Challenges and Responses in the Democratic Republic of Congo. Institute of Development Studies, January 2022. http://dx.doi.org/10.19088/k4d.2022.093.

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The Democratic Republic of the Congo (DRC) consistently scores in the lowest rungs of global indexes on corruption, integrity and wider governance standards. Indeed, corruption of different sorts pervades public and corporate life, with strong ramifications for human development. Although the DRC is one of the richest countries in the world in terms of natural resources, its people are among the globe’s poorest.Corruption in the extractive industries (minerals and oil) is particularly problematic in terms of scale and its centrality to a political economy that maintains elites and preserves the highly inequitable outcomes for the majority. The politico-economic elites of the DRC, such as former President Joseph Kabila, are reportedly significant perpetrators but multinationals seeking valuable minerals or offering financial services are also allegedly deeply involved. Corruption is therefore a problem with national and international roots.Despite national and international initiatives, levels of corruption have proven very stubborn for at least the last 20 years, for various reasons. It is a structural and not just a legal issue. It is deeply entrenched in the country’s political economy and is driven both by domestic clientelism and the fact that multinationals buy into corrupt deals. This rapid review therefore seeks to find out the Corruption challenges and responses in the Democratic Republic of Congo.Grand level corruption shades down into the meso-level, where for instance, mineral laden trucks are systematically under-weighted with the collusion of state officials. With severe shortfalls in public funding, certain public services, such as education, are supported by informal payments. Other instances of petty corruption facilitate daily access to goods and services. At this level, there are arguments against counting such practices as forms of corruption and instead as necessary survival practices.To address the challenge of corruption, the DRC is equipped with a legal system that is of mixed strengths and an institutional arsenal that has made limited progress. International programming in integrity and anti-corruption represents a significant proportion of support to the DRC but much less than humanitarian and governance sectors. The leading international partners in this regard are the EU, US, UNDP, UK, African Development Bank, Germany and Sweden. These partners conduct integrity programming in general governance issues, as well as in the mineral and forest sectors.The sources used in this rapid review are gender blind and converge on a very negative picture The literature ranges from the academic and practitioner to the journalistic and investigative, and taken as a whole, is of good quality, drawing on different types of evidence including perceptions and qualitative in-country research. The sources are mostly in English with two in French.
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10

Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.

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The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.
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