scholarly journals Cutis Marmorata Telangiectatica Congenita Associated with Hemiatrophy

2020 ◽  
Vol 2020 ◽  
pp. 1-5
Author(s):  
Alexander K. C. Leung ◽  
Joseph M. Lam ◽  
Kin Fon Leong
Keyword(s):  
English Literature ◽  
Vascular Network ◽  
The Other ◽  
Body Asymmetry ◽  
Other Hand ◽  
Cutis Marmorata Telangiectatica Congenita ◽  
Entire Limb

Cutis marmorata telangiectatica congenita is characterized by the presence of a bluish-purple reticulated cutaneous vascular network on the skin intermixed with telangiectasia and occasionally prominent veins at birth. Areas of the skin within the reticulated cutaneous vascular network may be normal, erythematous, atrophic, and, at times, ulcerated. Areas of ulcerations and focal cutaneous and subcutaneous atrophy occasionally occur resulting in body asymmetry. On the other hand, cutaneous and subcutaneous atrophy, extensive and severe enough leading to hemiatrophy, of the entire limb is rare. A search of the English literature revealed only eight documented cases to which we are adding two more cases.

scholarly journals PROBLEMS IN THE APPLICATION OF GOOGLE TRANSLATE AS A LEARNING MEDIA IN TRANSLATION

2020 ◽  
Vol 4 (2) ◽  
pp. 384-389
Author(s):  
Christanta Rejuna Phanes Sembiring Brahmana ◽  
Rudy Sofyan ◽  
Dian Marisha Putri
Keyword(s):  
Qualitative Method ◽  
English Literature ◽  
The Other ◽  
Data Sources ◽  
Case Study Approach ◽  
Study Approach ◽  
Language Structure ◽  
Other Hand ◽  
Descriptive Qualitative

This paper is concerned with the problems in the application of Google Translate as a translation tool. The discussion focuses on the identification of the problems faced by the translators. This research was conducted by using the descriptive qualitative method with a case study approach. Some theories supporting this research were proposed by Munday, Imre, and also Ghasemi and Hasemian. The data sources in this research were taken from the questionnaires given to students of English Literature Department of USU. From the analysis, it was found that the biggest problems often faced by the students of English Literature Department of USU were the inaccuracy and mismatch of the meaning translated which reached 31%, followed by the inaccuracy of the language structure in the translation result which reached 30%. On the other hand, the findings also showed that the best solution to deal with these problems was to make self-corrections and check the meaning of some suspected words in the dictionary and make the best choice according to the context. With the same percentage of 29%, it could be concluded that the two solutions were claimed to be the best and most efficient for the students. The conclusion was that the use of Google Translate as a learning media in translation could be accepted and applied in the classroom. Based on the results of this analysis, it was revealed that students had already known how to solve the problems of using Google Translate.

scholarly journals John Stanley Gardiner, 1872-1946

1947 ◽  
Vol 5 (15) ◽  
pp. 541-553 ◽  
Keyword(s):  
Natural History ◽  
Trinity College ◽  
English Literature ◽  
The Other ◽  
Natural History Society ◽  
Future Career ◽  
Trinity College Dublin ◽  
Other Hand ◽  
School Career ◽  
Sixth Form

John Stanley Gardiner was born 24 January 1872, in Belfast, the younger son of the two children of the Reverend John Jephson Gardiner of Trinity College, Dublin. His father became Rector of Black Torrington, in Devonshire, a pleasant country village with a nearby trout-stream where the young Gardiner acquired an early love of fishing which remained with him throughout his life. Here he also became a reasonably good shot which proved of value to him when on his expeditions abroad, whether for the collection of specimens or for food. There is no record of his first schooling which begins with his entry in January 1885 to Marlborough College. Here, although he won a prize for English literature and one for science and a laboratory prize, he did not have an outstanding school career in the strict scholastic sense and did not reach the sixth form. On the other hand it was at Marlborough that the seeds of his future career as a zoologist were sown, as is shown by the steady stream of notes, observations and papers read, labelled J. S. G., in the Reports of the School Natural History Society which he joined in 1887, in which year he won the ‘Stanton’ prize for ornithology and also compiled a list of the birds of the district. In 1888 he was elected a member of the committee of the Society.

scholarly journals Acquiring English in EFL Classroom: Role of Literature

2019 ◽  
Vol 9 (1) ◽  
pp. 17
Author(s):  
Md. Momin Uddin
Keyword(s):  
English Literature ◽  
The Other ◽  
Efl Learners ◽  
Other Hand ◽  
English Speak

This paper deals with how English literature can help EFL learners acquire English like ESL speakers. EFL learners usually learn English by learning its vocabulary and grammatical rules from books. ESL speakers, on the other hand, pick up the grammatical rules and vocabulary of English by directly getting into the environment where English is the medium of communication and acquire the language like the native. ESL speakers can speak English with native-like fluency and express their ideas in English like the native, but EFL learners, despite being capable of writing and speaking grammatically correct English, most often fail to speak with native-like fluency. Words seem to get stuck in their throats, and they often fumble and falter when speaking because their vocabulary remains poor in content. Nor can they express the true spirit of their ideas in their cultivated, grammatical English because they learn it in isolation without seeing how a native uses it. This paper argues that by studying English literature, EFL learners can grow awareness of the culture of the English and see how the English speak, feel, dream, and express their heart in English, and thus they can learn English like ESL speakers.

The Monologue of Browning

1918 ◽  
Vol 11 (2) ◽  
pp. 121-144
Author(s):  
George Herbert Palmer
Keyword(s):  
Middle Age ◽  
English Literature ◽  
The Other ◽  
Robert Browning ◽  
Quarter Century ◽  
Personal Lives ◽  
Other Hand ◽  
Lyrical Ballads ◽  
Set Up

Hardly another poet in the whole course of English literature has met with such violent and continuous partisanship as Robert Browning. When Wordsworth put forth his epoch-making little volume of Lyrical Ballads, he too met derision, but it lasted only twenty years. By the time he reached middle age his position as a master was assured, and his limitations were well understood. Over Browning disputation has continued longer. Throughout his life and during the quarter-century since his death he has had ardent assailants and just as ardent defenders. Persons of standing declare the man a barbarian, who broke into the fair fields of verse with poetry cacophonous in sound, obscure in expression, and shocking in subject. On the other hand, there are those who regard Browning as half divine. He is a prophet, they say, and has so disclosed to them the significance of their personal lives that they cannot hear any criticism of him without a shiver. Sometimes Browning is set up in laudatory antagonism to Tennyson, or Tennyson in antagonism to Browning; and certainly these poets do differ fundamentally. But are their differences disparaging or supplemental? I believe I shall find the safest approach to my heated subject if, without praise or blame, I coolly note some of the points of contrast between the two.

The Recusancy of Hamlet

2011 ◽  
Vol 30 (3) ◽  
pp. 435-440
Author(s):  
Peter Milward
Keyword(s):  
Jane Austen ◽  
English Literature ◽  
The Other ◽  
Long Period ◽  
The Past ◽  
Other Hand ◽  
The One ◽  
Year 2000 ◽  
Scholarly Attention

As Jane Austen would say, it is a truth universally acknowledged, even among Shakespeare scholars, that Shakespeare is the great enigma in English literature. To some extent this truth was partially covered up during the long period of Shakespeare scholarship when any discussion of Shakespeare's religion was considered taboo. But in the past couple of decades this taboo has been lifted to the extent that the theme proposed for the biennial Shakespeare Conference at Stratford in the year 2000 was ‘Shakespeare and Religions’. On the other hand, so far from resolving the Shakespearian enigma, the recent weakening of the taboo has only served to bring it more prominently into the foreground of scholarly attention and discussion. And of all the plays that may be said to centre on this enigma, it hardly needs to be said that Hamlet is not only one among many but the one play that may be called uniquely so—as being the most problematic of all Shakespeare's so-called ‘problem plays’.

A study of cometary eruptions through OH radio-lines

1999 ◽  
Vol 173 ◽  
pp. 249-254
Author(s):  
A.M. Silva ◽  
R.D. Miró
Keyword(s):  
Short Duration ◽  
Growth Curves ◽  
The Other ◽  
Initial Mass ◽  
Radio Lines ◽  
Other Hand ◽  
Sudden Rise

AbstractWe have developed a model for theH2OandOHevolution in a comet outburst, assuming that together with the gas, a distribution of icy grains is ejected. With an initial mass of icy grains of 108kg released, theH2OandOHproductions are increased up to a factor two, and the growth curves change drastically in the first two days. The model is applied to eruptions detected in theOHradio monitorings and fits well with the slow variations in the flux. On the other hand, several events of short duration appear, consisting of a sudden rise ofOHflux, followed by a sudden decay on the second day. These apparent short bursts are frequently found as precursors of a more durable eruption. We suggest that both of them are part of a unique eruption, and that the sudden decay is due to collisions that de-excite theOHmaser, when it reaches the Cometopause region located at 1.35 × 105kmfrom the nucleus.

Closing the GAP—A 5Å Scanning Microscope

1969 ◽  
Vol 27 ◽  
pp. 6-7
Author(s):  
A. V. Crewe
Keyword(s):  
Normal Form ◽  
The Other ◽  
Resolving Power ◽  
Scanning Microscope ◽  
Conventional Microscope ◽  
Other Hand ◽  
Closing The Gap ◽  
Thermal Sources ◽  
Better Than ◽  
Transmission Microscope

We have become accustomed to differentiating between the scanning microscope and the conventional transmission microscope according to the resolving power which the two instruments offer. The conventional microscope is capable of a point resolution of a few angstroms and line resolutions of periodic objects of about 1Å. On the other hand, the scanning microscope, in its normal form, is not ordinarily capable of a point resolution better than 100Å. Upon examining reasons for the 100Å limitation, it becomes clear that this is based more on tradition than reason, and in particular, it is a condition imposed upon the microscope by adherence to thermal sources of electrons.

Life Beyond 1MeV

1980 ◽  
Vol 38 ◽  
pp. 30-33
Author(s):  
K.H. Westmacott
Keyword(s):  
Electron Microscopy ◽  
Past Experience ◽  
The Other ◽  
Good Case ◽  
Other Hand ◽  
The U.S

Life beyond 1MeV – like life after 40 – is not too different unless one takes advantage of past experience and is receptive to new opportunities. At first glance, the returns on performing electron microscopy at voltages greater than 1MeV diminish rather rapidly as the curves which describe the well-known advantages of HVEM often tend towards saturation. However, in a country with a significant HVEM capability, a good case can be made for investing in instruments with a range of maximum accelerating voltages. In this regard, the 1.5MeV KRATOS HVEM being installed in Berkeley will complement the other 650KeV, 1MeV, and 1.2MeV instruments currently operating in the U.S. One other consideration suggests that 1.5MeV is an optimum voltage machine – Its additional advantages may be purchased for not much more than a 1MeV instrument. On the other hand, the 3MeV HVEM's which seem to be operated at 2MeV maximum, are much more expensive.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Stories and the Self

2020 ◽  
Vol 32 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Stefan Krause ◽  
Markus Appel
Keyword(s):  
Meta Analysis ◽  
The Self ◽  
The Other ◽  
Lower Degree ◽  
Contrast Effects ◽  
Self Perception ◽  
Self Perceptions ◽  
Other Hand ◽  
The One ◽  
Implicit And Explicit

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.

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