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Добірка наукової літератури з теми "English history"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 10 березня 2023

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Статті в журналах з теми "English history"

1

Endelman, Todd M. "ENGLISH JEWISH HISTORY." Modern Judaism 11, no. 1 (1991): 91–110. http://dx.doi.org/10.1093/mj/11.1.91.

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2

Mulvey, Christopher. "The English Project's History of English Punctuation." English Today 32, no. 3 (April 27, 2016): 45–51. http://dx.doi.org/10.1017/s0266078416000110.

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The mission of the English Project (www.englishproject.org) is to explore and explain the English language in order to educate and entertain the English speaker, and 2015 was the year of punctuation for the Project because 6 February 2015 was the 500th anniversary of the death of Aldus Manutius. Aldus was a Venetian printer who shaped the comma, invented the semicolon and created italic fonts. He may have been the greatest punctuator of all time. We ‘punctuated’ the year by looking in turn at the full stop, the semicolon, the colon, the comma, the slash, the hyphen, the parenthesis, the exclamation, the apostrophe, the quotation mark and the question mark. Those twelve provide the fundamentals of English language punctuation, and all of them do more than one job. If we had a complete and unambiguous set of punctuation marks, we might need as many as 50, but the writing world does not want the trouble of such precision. In just same way, the writing world has never accepted the need for 44 separate letters to match the 44 separate sounds of the English language. Providing a separate grapheme (letter) for every phoneme (sound) is the linguist's business. Punctuation marks are ambiguous therefore. They suggest rather than define. They rely on context and the quick wittedness of the reader. If precision is needed, there are proofreader's marks. Merriam-Webster lists 42 of them, but proofreading is a special practice. Punctuation marks are a special set of symbols, and of symbols and signs there is no end. Punctuation marks are regularly appropriated by the devisers of computer languages. Punctuation marks can become logotypes – ‘a single piece of type that prints a word’. The exclamation mark can be made to work like &, $, or @. There are fuzzy edges to the subject of punctuation.

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3

Machan, Tim William. "Inventing English: A Portable History of English." Journal of English and Germanic Philology 108, no. 1 (January 1, 2009): 97–98. http://dx.doi.org/10.2307/20722701.

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4

Finch, G. "Keats and History." English 45, no. 182 (June 1, 1996): 170–75. http://dx.doi.org/10.1093/english/45.182.170.

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5

Sanders, M. "History Against Providence." English 47, no. 189 (September 1, 1998): 250–53. http://dx.doi.org/10.1093/english/47.189.250.

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6

G’anievich, Mahmudov Yusup. "History Of Great Discoveries In Physics." American Journal of Interdisciplinary Innovations and Research 03, no. 03 (March 31, 2021): 64–69. http://dx.doi.org/10.37547/tajiir/volume03issue03-11.

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History of great discoveries in physics french scientist AA Beckerel, german physicist VK Rentgen, english physicist, founder of nuclear physics, polish scientists E. Rutherford, french physicists Maria and Pierre Curie, german scientist G. Schmut, Russian chemist D.I. Mendeleev, english physicist and chemist F. Simple, romanian chemist and physicist G.Heveshi, austrian radiochemist and chemist F.Panet, english physicist J.D.Cockroft, Irish physicist E.T.S. Walton, the english physicist-experimenter J. Chedwick, is directly and indirectly associated with the names of the italian scientist E. Fermi.

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7

Marshall, J. D., and Charles Phythian-Adams. "Rethinking English Local History." Economic History Review 41, no. 2 (May 1988): 317. http://dx.doi.org/10.2307/2596076.

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8

Warren. "Translating English Literary History." Journal of English and Germanic Philology 110, no. 4 (2011): 489. http://dx.doi.org/10.5406/jenglgermphil.110.4.0489.

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9

Collinson, P. "English Cathedrals: A History." English Historical Review CXXII, no. 499 (December 21, 2007): 1382–84. http://dx.doi.org/10.1093/ehr/cem357.

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10

Endelman, Todd M. "Writing English Jewish History." Albion 27, no. 4 (1995): 623–36. http://dx.doi.org/10.2307/4052534.

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Cecil Roth (1899–1970), the dominant figure in the writing of English Jewish history in the mid-twentieth century, served as president of the Jewish Historical Society of England nine times. In his valedictory presidential address in September 1968, which he titled “Why Anglo-Jewish History?” Roth defended the enterprise—and the society and himself, by extension—against critics who considered it “petty and unimportant” and believed that “after all that has been written on the subject there is nothing more to be discovered.” In his apologia, Roth referred to discoveries made by members of the society that proved that “industrious cultivation of our own modest cabbage patch” contributed to knowledge of both British history and Jewish history in general. In Roth's metaphor, “the inconspicuous inlet of Anglo-Jewish historical research” sometimes branched out into “majestic and…unexplored rivers.” But, in closing, he admitted frankly that what motivated his choice above all was “the pleasure of the thing” rather than high-minded ideals.

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Дисертації з теми "English history"

1

Sinar, Rebecca. "A history of English reflexives : from Old English into Early Modern English." Thesis, University of York, 2006. http://etheses.whiterose.ac.uk/11018/.

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2

Rooney, Lee. "Prophecy in Shakespeare's English history cycles." Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/2003748/.

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Prophecy — that is, the action of foretelling or predicting the future, particularly a future thought to represent the will of God — is an ever-present aspect of Shakespeare’s historical dramaturgy. The purpose of this thesis is to offer a reading of the dramas of Shakespeare’s English history cycles — from 1 Henry VI to Henry V — that focuses exclusively upon the role played by prophecy in representing and reconstructing the past. It seeks to show how, through close attention to the moments when prophecy emerges in these historical dramas, we might arrive at a different understanding of them, both as dramatic narratives and as meditations on the nature of history itself. As this thesis seeks to demonstrate, moreover, Shakespeare’s treatment of prophecy in any one play can be viewed, in effect, as a key that can take us to the heart of that drama’s wider concerns. The comparatively recent conception of a body of historical plays that are individually distinct and no longer chained to the Tillyardian notion of a ‘Tudor myth’ (or any other ‘grand narrative’) has freed prophecy from effectively fulfilling the rather one-dimensional role of chorus. However, it has also raised as-yet-unanswered questions about the function of prophecy in Shakespeare’s English history cycles, which this thesis aims to consider. One of the key arguments presented here is that Shakespeare utilises prophecy not to emphasise the pervasiveness of divine truth and providential design, but to express the political, narratorial, and interpretative disorder of history itself. It is also argued that any conception of the English history plays that rejects homogeneity and even consistency must also acknowledge that prophecy, as a form of historical narrative in essence, cannot be expected to manifest itself in the same ways in each drama throughout Shakespeare’s career. In this sense, the purpose of this thesis is to show that Shakespeare not only uses ‘prophecy’ to construct ‘history’: as a dramatist, he also thinks through ‘prophecy’, in various ways and from multiple perspectives, in order to intensify and complicate our sense of the complexity and drama of history itself. This thesis treats the English chronicle plays in order of composition and performance. While the Introduction contextualizes concepts of prophecy in the early modern period, and its relationship to history in particular, chapters 1–3 address the Henry VI plays and Richard III, with chapters 4 and 5 examining Richard II and the two parts of Henry IV. Henry V is addressed in the Conclusion. The inclusion of the second cycle of histories, rarely interrogated by critics in relation to prophecy, is crucial to the approach taken by this thesis. Unlike previous studies, this thesis privileges prophecy in both the earlier and the later histories, not least because its perceived absence from the plays of the second cycle is capable of informing our understanding of Shakespeare’s historical dramaturgy more generally. What is at stake in this reading of prophecy in Shakespeare’s English histories, both locally in the plays themselves and more generally across the cycles, are questions of causality, identity (both personal and national), monarchy, and the art of theatre itself.

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3

Thomas, Alun Deian. "The making and remaking of history in Shakespeare's History Plays." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/42105/.

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History is a problem for the history plays. The weight of ‘true’ history, of fact, puts pressure on the dramatic presentation of history. Not fiction and not fact, the plays occupy the interstitial space between these opposites, the space of drama. Their position between the binary opposites of fact and fiction allows the history plays to play with history. They view history as a problem to be solved, and the different ways in which each play approaches the problem of history gives us a glimpse of how they attempt to engage and deal with the problem of creating dramatic history. Each history play rewrites the plays that preceded it; the plays present ‘history’ as fluid and shifting as competing narratives and interpretations of the past come into conflict with each other, requiring the audience to act as historians in order to construct their own narrative of events. In this way the plays dramatise the process of remaking history. This can be seen in the relationship between the two parts of Henry IV, which restage the same narrative in a different emotional key, and the way that Henry IV’s retelling of the events of Richard II from his own perspective at the conclusion of 1 Henry IV forces the audience to re-evaluate the events of the earlier play, reinterpreting the dramatic past and imaginatively rewriting the play in light of the new perspective gained on events. The history plays thus create a new, dramatic history, a history without need for historical precedent. The plays deliberately signal their departure from ‘fact’ through anachronism, deviation from chronicle history and wholesale dramatic invention. In this sense the plays deliberately frustrate audience expectations; knowledge of chronicle history does not provide foreknowledge of what will happen onstage. History in the theatre is new and unpredictable, perhaps closer in spirit to the uncertainty of the historical moment rather than the reassuring textual narrative of the chronicles.

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4

DiCuirci, Lindsay Erin Marks. "History's Imprint: The Colonial Book and the Writing of American History, 1790-1855." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280362004.

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5

Bondarchuk, Julia. "Ukrainian-English literary dialogue: history, state, prospects." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18494.

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6

Sebire, M. (Mark). "The conflict between the personal and the social in Salman Rushdie’s Shame; ‘History’ vs. ‘history’." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201512122298.

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Анотація:

At its most simplistic, the novel Shame is a tale about the birth of the nation of Pakistan. Its author, Salman Rushdie, is perhaps uniquely placed to tell this tale. He was born in Bombay, then British India, on 19th June, 1947 to a wealthy Muslim family of Kashmiri descent. Less than two months after his birth, his country was subject to major political change. British India was divided, and the nation of Pakistan was created on 14th August, 1947. The following day India gained its independence from Britain. Rushdie was therefore born at a pivotal point in his country’s history. His upbringing and education is equally pivotal as it provides an insight into his writing style and perspective, as he is a product of both the Indian and British educational systems. The central theme of this paper is that there are two distinct versions of history which are exposed in Shame; the official ‘History’ — with a capital ‘H’ — of the state, and the unofficial, personal ‘histories’ — with a small ‘h’ — of the characters in the novel. There is also the historical perspective of the author as well, which makes objective criticism complicated. The narrative process within the novel is a complex dialectic between the personal and the social; between what the state wishes people to believe has happened, and what people have actually witnessed, with the acknowledged limitations of memory and hindsight. The truth is a tantilising mirage; the closer the reader believes they are to it, the more Rushdie’s playful style leads them away. There are many views of the past depicted in the novel, therefore, but none of them could be described as definitive; they are all flawed by the subjectivity of the human condition. What Rushdie is doing, however, is forcing the reader to make up their own mind; to create their own ‘history’ from the versions he presents. As well as being labelled as postcolonial writing, the novel has been described as postmodern fiction. Both of these assertions are examined in this paper. The “different” techniques that Rushdie applies in the telling of his story will be addressed in the first section of this paper. The second part of this paper details what I believe to be the main theme of the novel, which is the question of the nature of history, and the individual’s place within society. In telling his story, Rushdie is “creating” a history of his own. What is striking about this novel is that it illuminates the hazy uncertainty which exists between what people believe to be “fact” and what they see as “fiction”, and this is, of course, Rushdie’s point.

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7

Safran, Morri. ""Unsex'd" texts : history, hypertext and romantic women writers /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3026209.

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8

Davall, Nicole Elizabeth. "Shakespeare and concepts of history : the English history play and Shakespeare's first tetralogy." Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/65797/.

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Анотація:

Divided into three large chapters, this thesis explores sixteenth-century concepts of history, considers how those concepts appear in Elizabethan history plays on English history, and finally looks at Shakespeare’s first tetralogy of history plays. The aim of the thesis is to consider in some detail the wider context of historical and dramatic traditions in Tudor England to gain a better appreciation of how they influenced possible readings of Shakespeare’s early history plays. Chapter One looks at how medieval approaches were modified in the fifteenth century. St. Augustine’s allegorical method of biblical exegesis made it possible to interpret history from inside the historical moment by allowing historically specific incidents to stand for trans-historical truths. However, the sixteenth-century chronicle tradition shows an increasing awareness of the difficulties of interpreting history. Chapter Two looks at early English history plays outside of the Shakespearean canon. History plays borrowed the conventions of comedy, tragedy and the morality play to provide frameworks for interpretation. Nevertheless, early histories such as Kynge Johan, Edmund Ironside, Famous Victories, Edward III, The True Tragedy, and The Troublesome Reign did not fit comfortably within established dramatic modes, leading to history’s gradual recognition as a separate genre. Chapter Three looks at the contribution Shakespeare’s plays made to the developing genre. The un-unified dramatic structure of the Henry VI plays denies the audience a stable framework within which to interpret events. In Richard III, a clear tragic framework appears, but is undermined by a strong thread of irony that runs through the play. History appears in the tetralogy as a repetitive cycle of violence perpetuated by characters’ attempts to memorialise the past while failing to learn from it. The crisis presented by history is the necessity of acting on partial information, while the promise of fuller understanding is projected into an unknowable future.

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9

Threlfall-Sykes, Judy. "A history of English women's cricket, 1880-1939." Thesis, De Montfort University, 2015. http://hdl.handle.net/2086/12262.

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This thesis is a study of the history of women’s cricket from the 1880s until 1939. Although the primary focus of this thesis is the interwar years, it explores the earliest forms of women’s cricket to provide context for the motivation of individuals to promote the game as acceptable for women, and of those who denounced its suitability. By exploring societal concerns over correct masculine and feminine behaviour and ideals, this thesis provides insight into the methods that contemporaries adopted to contrast these restrictions. Through a detailed examination of local newspapers and archival sources, this thesis investigates the reactions by society to the concept of women playing what was hitherto seen as a masculine sport. In particular it examines the relationship not only between the women and men who organised cricket on a national scale, but between middle- and working- class women and how class played an equally important role as gender as a restricting influence on opportunities for working-class women to participate in leisure. As a consequence, this thesis will demonstrate the willingness of working-class women to participate in physical activities when given the opportunity, either through their male counterparts, or the workplace. Although academic work on the history of women’s sport is an expanding field, little attention has been paid to specific team games, with the exception of football. Similarly, research on women’s sport has primarily focused on women of the upper- and middle-classes, with the activities of working-class women being largely overlooked. This thesis aims to expand our knowledge of women’s cricket by not only providing a detailed examination of the national sporting organisations, but also to redress the knowledge gaps surrounding the participation in sport by working-class women.

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10

Beck, David. "Thoroughly English : county natural history, c.1660-1720." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/58036/.

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This thesis focuses upon the county natural history, a genre of writing unique to England in the late seventeenth and early eighteenth century which spanned subjects which we might now refer to as genealogy, heraldry, cartography, botany, geology, and mineralogy, among others, while retaining a focus on a single county. It situates the genre firmly as a successor to local antiquarianism and chorography in Tudor and early Stuart England. In focusing on a single genre which spans both historical and natural topics, methodologies of enquiry from several historiographic fields are utilized: particularly heavily drawn upon are historical geography, historical epistemology, as well as cultural histories of both history and religion. The thesis aims to make two specific historiographic contributions. Firstly, it demonstrates the value of integrating cultural histories of natural objects and the landscape with historical epistemology. As well as being an object of philosophical or “scientific” knowledge, nature and the landscape held significant cultural meaning, particularly when located in historical narratives and understood as part of God’s world. This is exposed particularly clearly in chapter four’s discussion of physicotheology’s duality: both biblical and natural study combined to emplace God in the landscape. Secondly the thesis offers a reflection on the meanings of locality, place, and the construction of the landscape utilized in historical geography and the history of science. In this period both the nation and physical landscape were envisaged as constructed from discrete “parts”, counties. This is set in the context of earlier, and better known, ‘nation’ constructions, Camden’s construction of the nation by analogy to the human body around the turn of the seventeenth century, and Defoe’s construction of the nation as a trade network centred upon London in 1724.

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Книги з теми "English history"

1

Viault, Birdsall S. English history. New York: McGraw-Hill, 1992.

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2

History of English. London: Routledge, 1997.

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3

Watson, Nadine English. English family history. Baltimore: Gateway Press, 1985.

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4

History of English. 2nd ed. New York: Routledge, 2005.

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5

Watson, Nadine English. English family history. Baltimore: Gateway Press, 1985.

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6

Gaimar, Geffrei. Estoire des engleis =: History of the English. Oxford: Oxford University Press, 2009.

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7

Estoire des engleis =: History of the English. Oxford: Oxford University Press, 2009.

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8

Shana, Poplack, ed. The English history of African American English. Malden, Mass: Blackwell Publishers, 1999.

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9

P, Taylor A. J. English history, 1914-1945. New York: Oxford University Press, 1985.

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10

Gramley, Stephan. The History of English. Second edition. | London ; New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780429460272.

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Частини книг з теми "English history"

1

Borlongan, Ariane Macalinga. "History." In Philippine English, 9–26. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429427824-3.

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2

Claus, Peter, and John Marriott. "The English tradition." In History, 105–22. Second edition. | Abingdon, Oxon ; New York : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315684673-6.

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3

Hyde, G. M. "‘Essential English history’?" In D. H. Lawrence, 37–57. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-20775-6_4.

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4

Gill, Richard. "Shakespeare’s English history." In Mastering Shakespeare, 329–39. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14551-5_28.

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5

Douch, R. "English Local History." In Handbook for History Teachers, 827–32. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-131.

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6

Gramley, Stephan. "Old English." In The History of English, 27–54. Second edition. | London ; New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780429460272-2.

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Gramley, Stephan. "Old English." In The History of English, 55–77. Second edition. | London ; New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780429460272-3.

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8

Gramley, Stephan. "Middle English." In The History of English, 78–110. Second edition. | London ; New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780429460272-4.

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9

Gramley, Stephan. "Middle English." In The History of English, 111–39. Second edition. | London ; New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780429460272-5.

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10

Kühberger, Christoph. "English Abstracts." In Public History - Angewandte Geschichte, 431–46. Bielefeld, Germany: transcript Verlag, 2021. http://dx.doi.org/10.14361/9783839453582-021.

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Тези доповідей конференцій з теми "English history"

1

Odinokaya, Maria Aleksandrovna, and Aleksey Nikolaevich Pyatnitsky. "English in India: history and prospects." In International applied research conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-118509.

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2

YArovaya, O. V. "How to memorize English words easier using associations." In Scientific trends: Philology, Culturology, Art history. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-26-07-2020-06.

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3

Odinokaya, Maria Aleksandrovna, and Aleksey Nikolaevich Pyatnitsky. "English in India: history and current problems." In International applied research conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-118451.

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4

Ratcliffe, J. "GESER IN ENGLISH: A SHORT HISTORY OF TRANSLATION." In The Epic of Geser — the spiritual heritage of the peoples of Central Asia. BSC SB RAS, 2020. http://dx.doi.org/10.31554/978-5-7925-0594-0-2020-10-12.

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5

Syam, Nur Ina. "Modality in Teaching English." In 9th Asbam International Conference (Archeology, History, & Culture In The Nature of Malay) (ASBAM 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220408.056.

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6

Belova, L. V. "Ways of representing English phraseological units with the “light” component in art discourse." In Scientific Trends: Philology, Culturology, Art history. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/spc-26-11-2019-01.

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7

Hutova, E. R., and M. R. Nartokova. "Comparative study of phraseological units expressing emotional state of a person in English and Russian." In Scientific Trends: Philology, Culturology, Art history. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-26-05-2020-07.

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8

Minyar-Beloroucheva, Alla. "CONSTRUCTING CREATIVE ENVIRONMENT FOR TEACHING ENGLISH TO HISTORY STUDENTS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1871.

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9

Vinogradova, Svetlana. "History Of Semantic Development Of Relative Adjectives In English." In International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.05.154.

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10

Avdeeva, O. I., and YA R. SHikanyan. "Features of the semantics of phraseological units with the meaning of time in Russian and English." In Scientific trends: Philology, Culturology, Art history. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-26-07-2020-01.

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Звіти організацій з теми "English history"

1

O’ Brien, Gisela, Magaly Lavadenz, and Elvira Armas. Project-Based Learning for English Learners: Promises and Challenges. CEEL, 2014. http://dx.doi.org/10.15365/ceel.article.2014.1.

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In this article the authors explore project-based learning (PBL) as an avenue for meeting the needs of English learners against the backdrop of both the 2010 California Common Core State Standards and the 2012 English Language Development Standards. They begin with a definition and brief history of PBL. The authors then propose and expanded version of PBL that considers the unique linguistic needs of ELs and conclude with two promising examples from two California school districts.

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2

Jennings, John M. Modern African, Asian, Latin American, and Middle Eastern Military History: A Bibliography of English-Language Books and Articles Published From 1960-2013. Fort Belvoir, VA: Defense Technical Information Center, March 2014. http://dx.doi.org/10.21236/ada597440.

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3

Prysyazhnyi, Mykhaylo. UNIQUE, BUT UNCOMPLETED PROJECTS (FROM HISTORY OF THE UKRAINIAN EMIGRANT PRESS). Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11093.

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In the article investigational three magazines which went out after Second World war in Germany and Austria in the environment of the Ukrainian emigrants, is «Theater» (edition of association of artists of the Ukrainian stage), «Student flag» (a magazine of the Ukrainian academic young people is in Austria), «Young friends» (a plastoviy magazine is for senior children and youth). The thematic structure of magazines, which is inferior the association of different on age, is considered, by vital experience and professional orientation of people in the conditions of the forced emigration, paid regard to graphic registration of magazines, which, without regard to absence of the proper publisher-polydiene bases, marked structuralness and expressiveness. A repertoire of periodicals of Ukrainian migration is in the American, English and French areas of occupation of Germany and Austria after Second world war, which consists of 200 names, strikes the tipologichnoy vseokhopnistyu and testifies to the high intellectual level of the moved persons, desire of yaknaynovishe, to realize the considerable potential in new terms with hope on transference of the purchased experience to Ukraine. On ruins of Europe for two-three years the network of the press, which could be proud of the European state is separately taken, is created. Different was a period of their appearance: from odnogo-dvokh there are to a few hundred numbers, that it is related to intensive migration of Ukrainians to the USA, Canada, countries of South America, Australia. But indisputable is a fact of forming of conceptions of newspapers and magazines, which it follows to study, doslidzhuvati and adjust them to present Ukrainian realities. Here not superfluous will be an example of a few editions on the thematic range of which the names – «Plastun» specify, «Skob», «Mali druzi», «Sonechko», «Yunackiy shliah», «Iyzhak», «Lys Mykyta» (satire, humour), «Literaturna gazeta», «Ukraina і svit», «Ridne slovo», «Hrystyianskyi shliah», «Golos derzhavnyka», «Ukrainskyi samostiynyk», «Gart», «Zmag» (sport), «Litopys politviaznia», «Ukrains’ka shkola», «Torgivlia i promysel», «Gospodars’ko-kooperatyvne zhyttia», «Ukrainskyi gospodar», «Ukrainskyi esperantist», «Radiotehnik», «Politviazen’», «Ukrainskyi selianyn» Considering three riznovektorni magazines «Teatr» (edition of Association Mistciv the Ukrainian Stage), «Studentskyi prapor» (a magazine of the Ukrainian academic young people is in Austria), «Yuni druzi» (a plastoviy magazine is for senior children and youth) assert that maintenance all three magazines directed on creation of different on age and by the professional orientation of national associations for achievement of the unique purpose – cherishing and maintainance of environments of ukrainstva, identity, in the conditions of strange land. Without regard to unfavorable publisher-polydiene possibilities, absence of financial support and proper encouragement, release, followed the intensive necessity of concentration of efforts for achievement of primary purpose – receipt and re-erecting of the Ukrainian State.

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4

Zhytaryuk, Maryan. UKRAINIAN JOURNALISM IN GREAT BRITAIN. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11115.

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Professor M. Zhytaryuk’s review is about a book scientific novelty – a monograph by Professor M. Tymoshyk «Ukrainian journalism in the diaspora: Great Britain. Monograph. K.: Our culture and science, 2020. 500 p. – il., Them. pok., resume English, German, Polish.». Well-known scientist and journalism critic, Professor M. S. Tymoshyk, wrote a thorough work, which, in terms of content, is a combination of a monograph, a textbook and a scientific essay. This book can be useful for both students and practicing journalists or anyone interested in the history of the Ukrainian diaspora, Ukrainian journalism and Ukrainian culture. The author dedicated his work to Stepan Yarmus from Winnipeg, Canada – archpriest, journalist, editor, professor. As the epigraph to the book were taken the words of Ivan Bagryany: «Our press, born under the sword of Damocles of repatriation», not only survived and survived to this day, but also showed a brilliant ability to grow and develop. It was shown that beggars that had come to the West without money at heart can and know how to act so organized. It was also an example of how a modern «enbolshevist» and «denationalized» by the occupier man person is capable of a combined mass action».

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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.

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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice is comprised of over 350 annotations from both recent and seminal literature (released between 1984–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university and district partnerships, digital learning for ELs, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.

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