Celebrating 100 issues of English Today and musing on museums

English Today ◽  
2009 ◽  
Vol 25 (4) ◽  
pp. 24-27
Author(s):  
David Crystal
Keyword(s):  
Subject Matter ◽  
English Language ◽  
The Subject ◽  
Looking Back

ABSTRACTLooking back over 100 issues of English Today, and forward at the prospects for English language museums.‘ET's success’, said a young-looking Tom McArthur in his first editorial, ‘will depend on keeping one's balance and getting all the ingredients right’. A hundred issues later, we can say with some confidence that he certainly managed it. At the time, I don't think anyone knew exactly what all the ingredients were. Now, looking back over the coverage of those hundred issues, we have a pretty good idea. Who would have expected the journal to be so diverse? There are 18 themes identified in the Index to the first 60 issues, published in ET61. Take a look at them in the panel. It is the extraordinary range of the subject-matter, along with its copious and often quirky illustrations, both textual and pictorial, which has given the journal its identity and appeal. The models we looked at when planning the journal, such as History Today, seem staid by comparison.

Some Questions and Comments on What is Called “The Mental Element of the Offence”

1996 ◽  
Vol 30 (1-2) ◽  
pp. 82-105
Author(s):  
Björn Burkhardt
Keyword(s):  
Subject Matter ◽  
English Language ◽  
German Law ◽  
Hebrew Text ◽  
Causal Chain ◽  
Mens Rea ◽  
English Version ◽  
American Law ◽  
The Subject ◽  
Mental Element

In this paper, I shall address three problems: the question of content and limits of the “mens rea” elements (part II), the controversy over the correct concept of negligence (part III), as well as the problem of “divergence from the intended causal chain” (part IV). In doing so, I will compare the regulations of the Israeli draft Code (the “Israeli Draft”) not only with German law, but also with English and American law. Of course, within the scope of this paper I can neither probe deeply into the subject matter nor address all the important questions related to it.Before starting with my questions and comments, I would like to make two introductory remarks:1. First, I have to admit that I am unsure whether I understand correctly the regulations of the Israeli Draft (sec. 19-21, 22, 54). At least three sources of potential misunderstanding exist: first, the English version of the Israeli Draft is a preliminary translation of the Hebrew text. Any translation may shift the meaning of the original and binding Hebrew text. Second, misunderstanding may also result from my rather modest knowledge of the English language.

Landmarks in the Judicial Interpretation of Civil Rights in America

1990 ◽  
Vol 3 (2) ◽  
pp. 1-5
Author(s):  
Henry J. Abraham
Keyword(s):  
Civil Rights ◽  
Subject Matter ◽  
Teaching Methodology ◽  
Judicial Interpretation ◽  
Judicial Process ◽  
Background Material ◽  
The Subject ◽  
University Level ◽  
The University ◽  
Looking Back

Approximately 65 applicants opted for acceptance in this seminar, from whom twenty were ultimately selected. All accepted. They came from seven colleges and thirteen universities, located in ten states; ranked from instructor through professor; ranged in age from 29 to 61; and included seventeen men and three women.Wisely, the objectives of the four seminars conducted under the program constituted both substantive inquiry and teaching methodology. Consequently, my approach to the examination of “landmarks in the judicial interpretation of civil rights in America” was designed to stress the communicative responsibilities of teaching as well as content matter. All too frequently, the latter suffers because of insufficient attention to the former. I did not utilize video aids in the seminar, but I provided sundry types of exhibits that have proved helpful in my now more than four decades of teaching at the university level.Although the thrust of the seminar's aims and context was self-evident, it seemed to me that to address the subject matter without an analysis of seminal components of the nature of the judicial process, in general, and the parameters of judicial power, in particular, would be both short-sighted and dysfunctional. Looking back to the seminar now, I am more persuaded than ever that that resolve was appropriate—for, perhaps quite naturally and understandably in view of the deeply felt components of the subject matter, pre-conceived personal, as well as professional commitments, were indubitably in evidence at the threshold. Consequently, the entire first day's attention to an examination of the lines and limits of the judicial role and the postures of individual jurists would serve as seminal background material for the gravamen of the seminar's remaining days.

Publishing in English-Language Journals

2007 ◽  
Vol 14 (3) ◽  
pp. 425-430 ◽  
Author(s):  
Anne J. Davis ◽  
Verena Tschudin
Keyword(s):  
Subject Matter ◽  
English Language ◽  
Western Culture ◽  
Short Article ◽  
The Subject

The need for academics to get their work published can be fraught with problems, especially if they have to publish in the English language and within western culture, both of which may be unfamiliar to them. Before considering a submission, authors need to satisfy the rigors of their studies: suitability of the subject matter for a particular journal; concepts, literature and instruments; and if the English is adequate. These are issues of responsibility of authors to readers and, on the part of editors and reviewers, to authors and through them to students and readers of the submitted texts. This short article elaborates on these themes by detailing specific items of importance.

scholarly journals EFFECTS OF ACADEMIC QUALIFICATIONS ON MALAYSIAN ENGLISH LANGUAGE TEACHERS’ SUBJECT MATTER KNOWLEDGE OF LITERARY DEVICES

2017 ◽  
Vol 6 (1) ◽  
pp. 26-48
Author(s):  
Manickavasagar Govindasamy ◽  
Jariah Mohd. Jan
Keyword(s):  
Subject Matter ◽  
English Language ◽  
Subject Matter Knowledge ◽  
Language Teachers ◽  
English Major ◽  
English Language Teachers ◽  
The Subject ◽  
Academic Qualifications ◽  
Literary Devices ◽  
Better Than

Previous studies in the West have shown teachers who are academically qualified in specific subjects are able to teach better than those with degrees in non-specific subjects (Goldhaber and Brewer, 1996). Such studies within the local context are limited. As such, this study examines the effects of academic qualifications on the subject matter knowledge of literary devices among secondary school English language teachers in a northern district in Malaysia. The analysis revealed that academic qualifications had significantly influenced the subject matter knowledge of literary devices and such knowledge differ significantly among the English major and English minor, TESL and KPLI or Post-graduate Teaching Programme English language teachers. Specifically, the English major language teachers had better subject matter knowledge of literary devices than the non-English major language teachers. The TESL teachers were better than the non-TESL teachers in their subject matter knowledge of literary devices. The subject matter knowledge of literary devices amongst the KPLI English language teachers was lower compared to the non-KPLI language teachers.

Portrayal of Traditional Indian Womanhood in R.K. Narayan’s The Dark Room

2015 ◽  
Vol 2 (2) ◽  
pp. 32-34
Author(s):  
Jeeva C ◽  
Velumani P
Keyword(s):  
Subject Matter ◽  
English Language ◽  
Indian Literature ◽  
Indian Languages ◽  
Western Idea ◽  
The Subject ◽  
Anglo Indian ◽  
Dark Room

The Indo-Anglican literature is different from the Anglo-Indian literature. The former is the genre written and created by the Indians through the English language; the latter is written by the Englishmen on themes and subjects related to India. The Indo-Anglican fiction owes its origin to the translations of various fictional works from the Indian languages into English, notably from Bengali into English. The Indo-Anglican writers of fiction write with an eye and hope on the western readers. This influenced their choice of the subject matter. In Indo-Anglican novels there are Sadhus, Fakirs, Caves, Temples, Vedanta, Gandhi, Rajahs and Nawabs, etc. to are to show the interest of western audience. They represent essentially the western idea of India. But at the same time there are elements of Indianness, Nationalism and Patriotism, glorification of India’s past and sympathy for the teeming millions of the country.

Dying and killing: euphemisms in current English

English Today ◽  
2010 ◽  
Vol 26 (4) ◽  
pp. 51-52 ◽  
Author(s):  
Gerry Abbott
Keyword(s):  
Subject Matter ◽  
English Language ◽  
Daily Life ◽  
Social Situation ◽  
Human Beings ◽  
The Social ◽  
The Subject ◽  
Linguistic Universal

Euphemisms have no doubt been used ever since the birth of languages, and surely constitute a linguistic universal. We are all aware of them and we all use them when it is desirable to avoid drawing attention to the less pleasant aspects of daily life such as the need to empty one's bladder or bowel. They are respectful in that they show concern for the feelings of our fellow human beings; the more delicate the social situation and the more unpleasant the subject matter we refer to, the more careful we must be in selecting a euphemism for the purpose. Perhaps the most painful fact to deal with socially is the death of someone known to the person we are addressing, and for this purpose the English language puts a copious word-hoard at our disposal.

scholarly journals THE CONFLICTS IN THE DRAMA SCRIPT LOVE BEFORE BRAINZ ADAPTED FROM THE NOVEL ENTITLED WARM BODIES BY ISAAC MARION AS MATERIAL FOR TEACHING DRAMA CLASS

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Anugrah Cahyo Hudi
Keyword(s):  
Subject Matter ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
The Novel ◽  
Final Project ◽  
Library Research ◽  
The Subject

The main purposes of the final project are finding out the conflicts happen in the drama script “Love before Brainz” adapted  from the novel entitled Warm Bodies by Isaac Marion as material for teaching drama class, finding out the most dominant conflicts in the drama script and discusses the contributions of the final project in English language teaching. Library research is used in this final project. Library research points out not on the result, but on the process. The writer deals with some books that are available in the library. The information is obtained by reading books, searching internet and other references related to the subject matter. To analyze the conflicts in the drama script “Love before Brainz”, the writer reads the play script in order to understand the content of it many times. After analyzing the conflicts in the drama script, the writer finds the most dominant conflicts and the contributions of this study in English language teaching. From this drama script, the writer knows that the most dominant conflicts is man versus man. Because the conflicts happen between R (zombie) with Julie, Julie with her father (colonel Grigio), and R with Julie’s father

scholarly journals Super-Material Culture: Thinking Through a New Discourse of Ruins

eTopia ◽  
2016 ◽  
Author(s):  
Alysse Kushinski
Keyword(s):  
Built Environment ◽  
Material Culture ◽  
Subject Matter ◽  
The Future ◽  
The Subject ◽  
Architecture Theory ◽  
A Site ◽  
Material Form ◽  
Looking Back ◽  
The Way

The discourse on ruins, like ruins themselves, is fragmented and dispersed. Representing both decay and what remains, the ruins’ relationship to temporality is complicated—they can be construed as means for both looking back, as well as looking towards the future. The recent resurgence of literature and theory on the subject matter is consolidating existing work and defining new lines of inquiry. This article investigates the current discourse on ruins through three recent texts. Significant to them all is the dialectical nature of the ruin as both the absence of, and endurance of, material form. All three texts consider ruins through the lens of the built environment and problematize classic conceptions of ruination in consideration of the contemporary moment. Looking at ruination through architecture theory provides a contrast to the romantic accounts of ruins that originally defined the discourse. Through these texts we can see certain limitations of the discourse of ruins, but also visible are nuanced approaches that redefine the ruin as more than just a site or object, but also a set of processes that reflect our relationships to material culture and the built environment. To this I assert a necessity to reconfigure the way we de ne ruins in light of the contemporary moment. The discourse of ruins, while still speaking through earlier tropes of a fragmented ruin studies, is no longer just a survey of the subject of the ruin—it is becoming a mode through which we evaluate the changing nature of our relationship to material culture. KEYWORDS: Ruins, Ruination, Architecture, Super-materiality, Waste 

scholarly journals PERANCANGAN DESAIN VIDEO MATERI PEMBELAJARAN UNTUK MAHASISWA DKV DALAM MEDIA DIGITAL YOUTUBE

2021 ◽  
Vol 3 (2) ◽  
pp. 257
Author(s):  
Januar Ivan ◽  
Agung Eko Budi Waspada ◽  
Elda Franzia Jasjfi
Keyword(s):  
Subject Matter ◽  
Visual Communication ◽  
English Language ◽  
Design Thinking ◽  
Visual Communication Design ◽  
Communication Design ◽  
Generation Z ◽  
Media Platform ◽  
The Subject ◽  
Production House

<p>Abstrak</p><p><em>YouTube </em>merupakan media video digital yang digunakan untuk melihat tayangan hiburan, berita, pembelajaran dan lain-lain, dimana penggunanya berada pada usia 19-34 tahun. Dengan banyaknya tayangan video yang tersebar, namun apakah memiliki edukasi yang sesuai dengan pembelajaran saat ini?. Mahasiswa saat ini sebagai generasi Z atau <em>iGeneration, </em>terutama mahasiswa bidang studi DKV<em> </em>sangat memaksimalkan <em>YouTube </em>sebagai kebutuhan belajar. Maka dari itu, dibutuhkannya video materi pembelajaran yang sesuai dengan Rencana Pembelajaran Semester (R.P.S) mahasiswa/i DKV. Metode yang digunakan adalah <em>Design Thinking.</em> Meninjau mahasiswa/i dikelas, dan media video <em>YouTube </em>konten pembelajaran<em>. </em>Wawancara dilakukan terhadap mahasiswa/i di kelas, kepada praktisi rumah produksi mengenai tahapan untuk membuat sebuah karya video. Pada akhirnya, bahwa mahasiswa/i mata kuliah Multimedia Dasar mendapati kesulitan, diantaranya dalam proses pencarian data di media video <em>YouTube, </em>menggunakan bahasa inggris, penjelasan yang sulit untuk diaplikasikan dalam tugas. Video yang sesuai dengan mahasiswa/i, yang dapat menyampaikan informasi dengan bahasa sederhana, agresif, visual yang menarik dan dinamis, dapat diterima melalui indera penglihatan dan pendengaran menurut sifat dan karakter generasi Z. Strategi video materi pembelajaran yang disampaikan menggunakan narasi materi pembelajaran (gaya video generasi Z) melalui tahap pembukaan, penjelasan materi, visualisasi materi dan penutup. Semua tahapan ini diolah menjadi karya visual video melalui produksi dan pasca produksi</p><p><strong><em>Keyword:</em> generasi z, strategi video, video pembelajaran, <em>Design Thinking, YouTube</em>.</strong></p><p> </p><p>Abstract</p><p><em>YouTube</em> is a digital video media platform where one can view entertainment, news, education, and many other shows with a userbase mostly in the age range of 19-34 years old. Considering the website has so many videos, does it have enough educational value for today’s learning process? Today’s university students are considered as part of <em>Generation Z</em> or <em>iGeneration</em>, and they use websites like <em>YouTube</em> as part of their studies, especially those majoring in Visual Communication Design. Therefore, it necessitates videos containing relevant subject matters for Visual Communication Design students. The method used is <em>design thinking</em>. Students of Basic Multimedia class are observed in class, including their learning content on <em>YouTube</em>. The students are then interviewed about any difficulties they might have had while using the platform, such as browsing through the website’s contents, using the English language, and any explanations or wordings that might be difficult to apply in their studies. A production house practitioner was also interviewed regarding the process of making videos. The videos need to be able to convey information with simple and aggressive language, along with interesting and dynamic visuals that can easily be accepted by <em>Generation Z</em> students. The strategy used for this type of learning is narration of subject matter (<em>Generation Z</em> video style) consisting of an opening, explanation of the subject matter, visualization of the subject matter, and a conclusion. All these steps are used to make educational videos through the processes of production and post-production.</p><p><strong>Keywords: <em>Generation Z</em>, video strategy, educational video, <em>design thinking, YouTube</em></strong></p>

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