Studying attitudes to English usage

English Today ◽  
2013 ◽  
Vol 29 (4) ◽  
pp. 3-12 ◽  
Author(s):  
Ingrid Tieken-Boon van Ostade
Keyword(s):  
Main Part ◽  
Historical Context ◽  
Lexical Semantic ◽  
English Usage ◽  
The Individual ◽  
The University ◽  
Newcastle Upon Tyne ◽  
Time Subject ◽  
General Acceptability ◽  
As If

Attitudes to English Usageis the title of a book published in 1970 by W. H. Mittins, Mary Salu, Mary Edminson and Sheila Coyne from the University of Newcastle upon Tyne that reported on an enquiry held among some 450 informants concerning the acceptability of 55 usage items. These items had been selected because they were at the time ‘subject to variation in practice and dispute in theory’ (Mittins et al., 1970: 4), and they include sentences likeHe refused to even think about it,It looked like it will rainandEveryone has their off-days. In each case the offensive feature had been highlighted so that informants would know what they had to comment on:to even think(a split infinitive), the use oflikeforas if, and oftheirwith a singular antecedent (everyone). For fifty sentences the informants had to indicate acceptability in informal speech, informal writing, formal speech and formal writing, and for the remaining five only for informal and formal writing, since usage of these items was believed to be restricted to writing (1970: 4). The sentences were subsequently ranged from highest general acceptability (did not doaswell as) to lowest (veryunique), and correlations were calculated with the occupation of the informants (students, teachers, lecturers, examiners and non-educationists), while the items were also classified as colloquial (pretty reliable), etymological (data is), grammatical (did it quicker) and lexical/semantic (inferred/implied), or as language myths, ‘where the censorious tend to invoke a prescription of dubious authority’ (dangling participles) (1970: 15). The main part of the book dealt with the individual constructions, analysing the reasons for their status as debated usage items and providing further historical context in the process.

scholarly journals With Reverence for the Word

2005 ◽  
Vol 22 (1) ◽  
pp. 96-99
Author(s):  
Aisha Geissinger
Keyword(s):  
Historical Context ◽  
Religious Traditions ◽  
University Of Toronto ◽  
Faith Tradition ◽  
The Bible ◽  
Nuanced Understanding ◽  
The Individual ◽  
The University ◽  
Historical Issues ◽  
Exegetical Tradition

This ground-breaking work is a collection of papers originally given at anacademic conference on the interpretation of scripture in medieval Judaism,Christianity, and Islam, which was held at the University of Toronto in1997. Of equal interest to scholars and students of medieval Judaism,Christianity, and Islam, particularly those concerned with the place of thescriptures in these religious traditions, it demonstrates both the diversitywithin these three faiths’ exegetical traditions as well as their many crossculturalsimilarities.Following a short preface, which briefly outlines the work’s purposesand scope, the book is divided into three sections, each of which containsthe chapters related to each faith tradition. Each section begins with itsown introduction to the history and methods of the medieval exegesis ofthe relevant faith tradition, which provides the non-specialist reader witha historical context in which to place the individual chapters. The introductionsalso draw the reader’s attention to some parallel developmentsand possible interfaith influences among these exegetical traditions,while at the same time promoting a nuanced understanding in order toavoid facile comparisons. The book contains both a general subject indexand an index to citations from the Bible, Rabbinic literature, and theQur’an.Part 1, which contains 10 chapters on medieval Jewish exegesis, isarguably the most vibrant portion of this book. It conveys a sense of thedepth and breadth of this exegetical tradition, as well as the variety ofapproaches that are being used to study it, and the potential such studieshave for shedding light on a variety of historical issues ...

Attitudes to English Usage: An Enquiry by the University of Newcastle upon Tyne Institute of Education English Research Group

Language ◽  
1973 ◽  
Vol 49 (4) ◽  
pp. 939
Author(s):  
Edward Finegan ◽  
W. H. Mittins ◽  
Mary Salu ◽  
Mary Edminson ◽  
Sheila Coyne
Keyword(s):  
Research Group ◽  
English Usage ◽  
The University ◽  
Newcastle Upon Tyne

scholarly journals Narratives of ethnic identity and language among young Pannonian Ruthenians in Serbia

Adeptus ◽  
2019 ◽  
Author(s):  
Marina Sakač
Keyword(s):  
Ethnic Identity ◽  
Historical Context ◽  
Northern Region ◽  
Ethnic Communities ◽  
Linguistic Identity ◽  
Strategic Positioning ◽  
Nation States ◽  
The Individual ◽  
Novi Sad ◽  
The University

Narratives of ethnic identity and language among young Pannonian Ruthenians in SerbiaThis article offers a study of narratives of ethnic identity among young Ruthenians in Serbia. The analysed data comes from in-depth interviews and questionnaires conducted in 2016 with nine informants studying at the University of Novi Sad. The narrative approach has proven to be most suitable, especially when trying to understand the individual perspective of one’s ethnic and linguistic identity. In order to understand Ruthenians as an ethnic minority in Serbia, the study also provides a brief overview of the historical context, including information on Ruthenian migration from Transcarpathia to Vojvodina in the eighteenth century, their strategic positioning towards the nation states they have lived in, their Greek-Catholic denomination as a factor distinguishing them from other ethnic communities, as well as the intersubjective understanding of their ethnic identity. Vojvodina, the northern region of Serbia, where they live, is a multicultural and multi-confessional province, which has proven to be both an opportunity and a challenge for this community. The historical overview also presents how they have obtained their minority rights since their migration to the region. Narracje tożsamości etnicznej i języka wśród młodych Rusinów Panońskich w SerbiiNiniejszy artykuł poświęcony jest narracjom tożsamości etnicznej wśród młodych Rusinów w Serbii. Analizowane dane pochodzą z wywiadów pogłębionych i badań kwestionariuszowych przeprowadzonych w roku 2016 wśród dziewięciorga rozmówców studiujących na Uniwersytecie w Nowym Sadzie. Podejście narracyjne zostało wybrane jako najwygodniejsze do zbadania osobistych spojrzeń na własną tożsamość etniczną i językową. Aby pomóc w zrozumieniu położenia Rusinów jako mniejszości etnicznej w Serbii, praca przedstawia również w zwięzły sposób kontekst historyczny, w tym informacje o migracji Rusinów z Zakarpacia do Wojwodiny w XVIII wieku, strategie ich funkcjonowania w państwach narodowych, na obszarze których zamieszkiwali, grekokatolicką identyfikację religijną, stanowiącą czynnik odróżniający ich od innych miejscowych społeczności, oraz indywidualne sposoby rozumienia tożsamości etnicznej. Położona w północnej Serbii Wojwodina to region wielokulturowy i wielowyznaniowy, co przynosi rusińskiej wspólnocie zarówno trudności, jak i korzyści. Zawarte w artykule spojrzenie na historię ukazuje ponadto proces zdobywania praw mniejszości przez Rusinów po ich migracji do obecnego miejsca zamieszkania.

Virginia Woolf and Being-in-the-world

2017 ◽  
Author(s):  
Emma Simone
Keyword(s):  
Virginia Woolf ◽  
Historical Context ◽  
The Political ◽  
Cartesian Dualism ◽  
Self And Other ◽  
The World ◽  
Binary Oppositions ◽  
The Individual ◽  
The Relationship ◽  
Existential Perspective

Virginia Woolf and Being-in-the-world: A Heideggerian Study explores Woolf’s treatment of the relationship between self and world from a phenomenological-existential perspective. This study presents a timely and compelling interpretation of Virginia Woolf’s textual treatment of the relationship between self and world from the perspective of the philosophy of Martin Heidegger. Drawing on Woolf’s novels, essays, reviews, letters, diary entries, short stories, and memoirs, the book explores the political and the ontological, as the individual’s connection to the world comes to be defined by an involvement and engagement that is always already situated within a particular physical, societal, and historical context. Emma Simone argues that at the heart of what it means to be an individual making his or her way in the world, the perspectives of Woolf and Heidegger are founded upon certain shared concerns, including the sustained critique of Cartesian dualism, particularly the resultant binary oppositions of subject and object, and self and Other; the understanding that the individual is a temporal being; an emphasis upon intersubjective relations insofar as Being-in-the-world is defined by Being-with-Others; and a consistent emphasis upon average everydayness as both determinative and representative of the individual’s relationship to and with the world.

‘A Routh O’ Auld Nick-Nackets’ – the antiquarian collection of John Rae

2015 ◽  
Vol 36-37 (1) ◽  
pp. 163-183
Author(s):  
Paul Taylor
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Social Context ◽  
Moral Education ◽  
The United States ◽  
Representative Case ◽  
National Museums ◽  
The Individual ◽  
The University

John Rae, a Scottish antiquarian collector and spirit merchant, played a highly prominent role in the local natural history societies and exhibitions of nineteenth-century Aberdeen. While he modestly described his collection of archaeological lithics and other artefacts, principally drawn from Aberdeenshire but including some items from as far afield as the United States, as a mere ‘routh o’ auld nick-nackets' (abundance of old knick-knacks), a contemporary singled it out as ‘the best known in private hands' (Daily Free Press 4/5/91). After Rae's death, Glasgow Museums, National Museums Scotland, the University of Aberdeen Museum and the Pitt Rivers Museum in Oxford, as well as numerous individual private collectors, purchased items from the collection. Making use of historical and archive materials to explore the individual biography of Rae and his collection, this article examines how Rae's collecting and other antiquarian activities represent and mirror wider developments in both the ‘amateur’ antiquarianism carried out by Rae and his fellow collectors for reasons of self-improvement and moral education, and the ‘professional’ antiquarianism of the museums which purchased his artefacts. Considered in its wider nineteenth-century context, this is a representative case study of the early development of archaeology in the wider intellectual, scientific and social context of the era.

IMAGERY AND EMOTIONS IN THE PIANO PIECE „THE SICK DOLL“ FROM CHILDREN’S ALBUM OF P . I TCHAIKOVSKY

2020 ◽  
Vol 11 (1) ◽  
pp. 110-113
Author(s):  
Smilena Smilkova ◽  
Keyword(s):  
At Risk ◽  
Social Work ◽  
Short Story ◽  
Special Educational Needs ◽  
Social Pedagogy ◽  
Sound Image ◽  
The Individual ◽  
The Right ◽  
The University ◽  
Art Pedagogy

The proposed material examines the creative task of students majoring in Social Pedagogy at the University „Prof. Dr. Assen Zlatarov“ in Burgas, and studying the discipline Art Pedagogy – Part 1 – Music. In the course of the lecture course students get acquainted with the elements of musical expression, as a means of figurative representations and impact of music, with different techniques concerning individual musical activities, with the endless and diverse opportunities that music provides in the use of art pedagogy for social work teachers.Verbal interpretation of music is a necessary component when working with children with special educational needs, at risk and in the norm. Looking at Tchaikovsky’s short and extremely figurative piano piece „The Sick Doll“ from his charming „Children’s Album“, in the form of a short story, tale or essay, students express their personal vision, feeling and transformation of the musical image. The aim of the task is to transcribe the sound image into a verbal one. This requires speed, flexibility and logic in thinking, through imagination and creativity in its manifestation. Children love to listen, especially when they are involved. In search of the right way to solve problems and situations, future social educators could successfully benefit from the conversion of sound into words, according to the needs and deficits of the individual or group.

A University Education

2017 ◽  
Author(s):  
David Willetts
Keyword(s):  
Higher Education ◽  
Modern Society ◽  
University Education ◽  
Modern World ◽  
Controversial Issues ◽  
The Us ◽  
The Individual ◽  
The University ◽  
First Time ◽  
The Relationship

Universities have a crucial role in the modern world. In England, entrance to universities is by nation-wide competition which means English universities have an exceptional influence on schools--a striking theme of the book. This important book first investigates the university as an institution and then tracks the individual on their journey to and through university. In A University Education, David Willetts presents a compelling case for the ongoing importance of the university, both as one of the great institutions of modern society and as a transformational experience for the individual. The book also makes illuminating comparisons with higher education in other countries, especially the US and Germany. Drawing on his experience as UK Minister for Universities and Science from 2010 to 2014, the author offers a powerful account of the value of higher education and the case for more expansion. He covers controversial issues in which he was involved from access for disadvantaged students to the introduction of L9,000 fees. The final section addresses some of the big questions for the future, such as the the relationship between universities and business, especially in promoting innovation.. He argues that the two great contemporary trends of globalisation and technological innovation will both change the university significantly. This is an authoritative account of English universities setting them for the first time in their new legal and regulatory framework.

Interpretation of Electron Transfer Spectra of Iridium (IV) and Osmium(IV) Mixed Chloro-Bromo Complexes

1967 ◽  
Vol 22 (6) ◽  
pp. 945-954 ◽  
Author(s):  
Chr. Klixbüll Jørgensen ◽  
W. Preetz
Keyword(s):  
Electron Transfer ◽  
Faraday Effect ◽  
Spin Orbit Coupling ◽  
Spin Orbit ◽  
University Of Virginia ◽  
First Order ◽  
Order Of Magnitude ◽  
Moderate Difference ◽  
The University ◽  
As If

The previous M.O. treatment of unsubstituted hexahalides has been modified, taking the results on Faraday effect obtained at the University of Virginia into account. The absorption spectra previously measured of the complexes (M=Os, Ir) trans-MCl4Br2— and trans-MCl2 Br4— are interpreted by a M.O. treatment for the symmetry D4h as electron transfer transitions, including a first-order relativistic (spin-orbit coupling) correction. The concept of holohedrized symmetry is sufficiently valid to allow a description of MCl5Br— and MClBr5— as if they were tetragonal with centre of inversion and ƒac-(or cis-)MCl3Br3— as if they were cubic. It is shown that the ligand-ligand antibonding effects have the same order of magnitude as the moderate difference in optical electronegativity between Cl- and Br-.

scholarly journals Debunking the Apartheid Spatial Grid: Developing a Socially Just Architecture Curriculum at a University of Technology

2021 ◽  
Vol 56 (1) ◽  
pp. 135-149
Author(s):  
Asanda Ngoasheng
Keyword(s):  
Interior Design ◽  
Knowledge Production ◽  
Curriculum Change ◽  
Historical Context ◽  
Student Body ◽  
University Of Technology ◽  
Curriculum Intervention ◽  
Spatial Grid ◽  
The University ◽  
Current Curriculum

Traditional universities are often interrogated on their pedagogic underpinnings, while universities of technology are often left unchallenged on knowledge production. Universities of technology are often assumed to be transformed because they are a post-apartheid creation, with a mainly black, working-class student body. This assumption has led to little interrogation of the university of technology and its relationship with knowledge production. This paper explores the nature of curriculum contestation and reform at a university of technology. It outlines the historical context of a university of technology and its approach to curriculum development, which has implications for current curriculum transformation efforts. Using autoethnographic research methodology, the paper tracks a multi-year journey towards the development of a transformative, socially just curriculum intervention in the extended curriculum programme for the Architecture and Interior Design programme at a university of technology. The paper concludes that curriculum change does not happen in a vacuum, that it is political, difficult and emotionally taxing, and that it is best done in collaboration with different education stakeholders.

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