scholarly journals Postcolonial reading of select poems of A.K.Ramanujan

2020 ◽  
Vol 13 (3) ◽  
pp. 1229-1232
Author(s):  
Maaran Sivalingam

The  proposed  paper  will  attempt  at  making  a  close  scrutiny  of  A.K.Ramanujan’s  poems  ‘Snakes’,  ‘A poem on particulars’, and ‘Small-scale reflections on a great house’,  in  the  light  of  postcolonialism .  Though many  attempts   have  already  been  made  at   highlighting   postcolonial  and  postmodern  traits,  in  many  Indian  poems  in  English,  they  have  not  fore grounded  the  points  of  deviation,  while  applying  these  theories  to  Indian   poems  written in  English.  The  present  paper  will  take  up  the  use  of  the  English  language  and  projection  of  macrocosmic  self  (nation)  through  the  microcosmic  self  (family)  for  analysis   and  demonstrate  how  A.K.Ramanujan’s  poems  mentioned  above  can  be  seen  as   exemplifying  them  in  clear-cut  as  well  as  concrete  terms. Besides  showing  the  scope  for  interpreting  these  three  poems  from  this    perspective,  the  proposed  paper  also  argues  that  it  is  the  interplay  of  binary  opposites  such  as  the  colonizer  and  the  colonized  in  terms  of  handling  the  form  and  individual  self  and  the  collective  self  in  terms  of  the  content  that  makes  possible  the  postcolonial reading  of  these  three poems.

2019 ◽  
Vol 67 (4) ◽  
pp. 899-930
Author(s):  
Han-Ru Zhou

Abstract Principles form part and parcel of our law and legal discourse, so much so that we seldom think of what they are and what they entail. For centuries they have been invoked daily to interpret and argue about the law. But when it comes to matters of constitutional law, principles are further called upon to perform a perennially controversial function: to help police the boundaries of state action. In most common law jurisdictions with a written constitution, this function of principles runs against the generally accepted view that the exercise of judicial review must ultimately be governed and restricted by the terms of the national constitution. This Article argues that the exercise of judicial review based on principles is not confined to that view, once the relationship between principles and the constitution is unpacked and recontextualized. While the English-language literature on principles over the past half-century has been dominated by a select group of Anglo-American scholars, there is a wealth of untapped insights from other parts of the world. One of the major contributions by continental legal theorists even predates the earliest modern Anglo-American writings on the subject by more than a decade. Overall, the law literature in common law and civil law systems reveals a significant degree of commonalities in the basic characters of principles despite the absence of initial evidence of transsystemic borrowings. The wider conceptual inquiry also displays a shift in the focus of the debate, from the protracted search for a clear-cut distinction between rules and principles towards a redefinition of principles’ relationship with “written” law, be it in the form of a civil code or a constitutional instrument. From this inquiry reemerge “unwritten” principles not deriving from codified or legislated law although they have been used to develop the law. Translated into the constitutional domain, these unwritten principles bear no logical connection with the terms of the constitution. Their main functions cover the entire spectrum from serving as interpretive aids to making law by filling gaps. The theoretical framework fits with an ongoing four-century-old narrative of the evolution of constitutional principles and judicial review across most common law-based systems. Constitutional principles are another area where Anglo-American law and legal discourse is less exceptional and more universal than what many assume. Throughout modern Western history, legal battles have been fought and ensuing developments have been made on the grounds of principles. Our law and jurisprudence remain based on them.


2017 ◽  
Vol 10 (5) ◽  
pp. 234 ◽  
Author(s):  
Abdul Fattah Soomro ◽  
Mansoor S. Almalki

Method-based pedagogies are commonly applied in teaching English as a foreign language all over the world. However, in the last quarter of the 20th century, the concept of such pedagogies based on the application of a single best method in EFL started to be viewed with concerns by some scholars. In response to the growing concern against the concept of a method, some scholars started to offer alternatives to a method in different forms. Kumaravadivelu is one of the scholars who offers his post-method macro-strategic framework as an alternative to method-based pedagogies. This small-scale study explores English language practitioners’ experience and their views about applying method-based and post-method pedagogies. Semi-structured pre- and post-interviews were conducted from eight participants. The pre-interviews investigated the teacher-participants’ views about the method-based pedagogies in practice and the post-interviews aimed at knowing the prospects and concerns in the application of post-method pedagogies in their context. Although participants were skeptical of the concept of methods, they considered them useful in making contribution towards learning and teaching English. They found post-method pedagogies as more preferable option to method-based pedagogies in ELT on the ground; the post-method pedagogies, according to them, give broad directions while specific methods make teachers to work within narrow guidelines. However, they showed certain concerns in the application of such pedagogies in their context.


2015 ◽  
Vol 7 (2) ◽  
pp. 1 ◽  
Author(s):  
Hussam Rajab ◽  
Alhasan Al-Sadi

<p align="left">This small-scale, quantitative study investigated the reading habits and interests of Saudi English-as-a-foreign-language (EFL) students at a university-level preparatory year program (PYP). The study aimed to identify certain habits and preferences of EFL learners with regard to various personal practices of the reading process in first language (L1) as well as in second language (L2). The study utilized a custom-designed, 10-item questionnaire on a Likert scale format in order to gain more insights into the manners with which students may or may not approach reading. The participants were newly-registered, male and female students (<em>n=330</em>) on the university PYP course with mixed English Language proficiency. Analysis of the data collected using descriptive statistical tools indicated several issues relating to the reading habits in general, including students’ lack of interest as well as lack of motivation towards ‘academic reading’ in both L1 and L2. However, the analysis revealed a greater level of engagement in reading in social media contexts. The study has several implications for future research and pedagogy in EFL reading as well as implications for the EFL classroom. </p>


2011 ◽  
Vol 56 (1) ◽  
pp. 98-107 ◽  
Author(s):  
Constantine Sedikides ◽  
Lowell Gaertner ◽  
Erin M. O’Mara

2011 ◽  
Vol 8 (3) ◽  
pp. 435-451 ◽  
Author(s):  
Daniel Statman

AbstractAccording to a widespread view, the same constraints that limit the use of otherwise immoral measures in individual self-defense apply to collective self-defense too. I try to show that this view has radical implications at the level of jus in bello, implications which have not been fully appreciated. In particular, if the necessity condition must be satisfied in all cases of killing in war, then most fighting would turn out to be unjust. One way to avoid this result is to adopt a contractualist view of killing in war, a view which interprets the necessity condition in a way that is more permissive with regard to killing combatants in war. At least in this respect, a contractualist view of killing in war has an advantage over other candidates in explaining how wars might be fought justly.


2013 ◽  
Vol 112 (1) ◽  
pp. 73-88 ◽  
Author(s):  
Manuel Gonçalves-Pereira ◽  
José Loureiro ◽  
Bruno Trancas ◽  
Ana Papoila ◽  
José Miguel Caldas-de-Almeida

Professionalism and empathy are crucial in clinical settings. An association would be expected between empathic attitudes and altruistic motivations for a medical education. However, data is scarce in first-year students, and a previous small-scale study did not fully confirm the hypothesis that personoriented motives would have a strong relationship to empathy. The present study tested this association in a larger sample. 202 first-year medical students ( M age = 19.0 yr., SD = 2.7; 67.3% women) were assessed cross-sectionally, using the Vaglum and colleagues' indexes on motives for choosing medicine (security/status, person-orientation, and interest in the natural sciences) and the Jefferson Scale of Physician Empathy for students. There was a weak association between empathy and person-orientation, but the evidence regarding links between empathy and the three motivation scores was low overall. In this Portuguese sample there was not a clear-cut association between empathy and motivations for medical school.


2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Anja Burkert

AbstractThis article reports on a small-scale study conducted among first and second-year students of English at the University of Graz in the winter semester 2013–2014. The aim of the study was to determine the extent to which students in their peer-group interactions were using language efficiently as a means of thinking and learning together. To this end, audio-recordings were made of pairs and groups of students working collaboratively on various tasks in three different English language classes. The article begins by briefly reviewing previous work on the joint construction of knowledge and understanding via learner-to-learner talk. Although this work pertains to collaborative learning in learners’ L1, the participants in the study, most of whom were future teachers of English, communicated in the target language at B2 level and thus seemed to constitute a group of learners to whom the literature equally applied. The next part of the article describes the teaching/learning context and the pedagogical approach followed, which is guided by the principles of learner autonomy. This is followed by an analysis of three transcripts of audio-recordings, and the article concludes by considering the implications for future practice of the insights gained.


2020 ◽  
Vol 2019 (1) ◽  
pp. 67
Author(s):  
Mari Nakamura

Research shows that Japanese students’ motivation for English study tends to decline as they move through their schooling and that secondary-level students’ schoolwork-related anxiety rises as they grow older. In this practice-oriented paper, I first discuss the learning background and needs of junior and senior high school students at my private language school. I then describe small-scale “creative projects” that I design and implement with the aim of fostering the students’ intrinsic motivation for English language learning and to improve their confidence in expressing and discussing original ideas in English. The description of a sample project illustrates the project goal, class profile, and project procedure. My reflective comments regarding the effectiveness of the project in achieving the above-mentioned goals are also provided. Finally, the limitations of creative projects and possibilities of further improvements are discussed. 数々のリサーチが日本の中高生の英語学習への意欲は学年が上がるほどに減退し、彼らの学習についての不安は成長とともに高まると示唆している。この実践報告レポートでは、まず筆者の主宰する民間英語教室での中高生の学習状況と彼らが有する独特のニーズを自己決定理論と内発的動機づけに関する理論の観点を通して紹介する。次に、彼らの英語学習への内発的動機を育み、英語で独自のアイディアを表現する自信を高めるために当校で開発、実施している小規模な創造的プロジェクトを解説する。プロジェクトの描写ではプロジェクトの目的、クラス構成と活動手順を示し、プロジェクトが目的を果たす上での効果についての指導者の振り返りコメントも提示する。また最後に、現在の創造的プロジェクトの限界と今後の改善の可能性を述べる。


2021 ◽  
pp. 360-377
Author(s):  
Asma Al Aufi ◽  
Vikas Rao Naidu

Learning Management System (LMS) has become an integral part of education technology in every institution. Almost all the Higher Education Institutions (HEIs) are using LMS to facilitate their teaching and learning processes. The study aims to evaluate the effectiveness of LMS and the basic perception of students on the usage of LMS and various plugins to support their learning process not only to ensure its quality but also to evaluate different strategies for its future enhancement. Hence, this study adopts a developmental evaluation framework to assess students’ satisfaction and perception of using the (LMS) in their experiential Flipped Learning (FL) of English language modules. The methodology follows the pragmatic paradigm based on Dewey’s theory to allow for mixed-method instruments to be employed for a better understanding of the LMS, exploring its challenges and opportunities. This small-scale evaluative study involved a survey of 70 respondents and a focus group of ten students in a private HEI in Oman to explore their FL experience in English modules. The depiction of this experience represented positive responses emphasizing how FL technology-enhanced individualized/experiential learning reinforced in life-long learning skills suitable for career practice. Recommendations are offered for LMS to facilitate enhanced flipped teaching implementation, promoting a student-centered environment ideal for a broader approach of active learning in HEI contexts.


Author(s):  
Faisal Al-Maamari

The academic curriculum is developed through a systematic process whereby content is created through the alignment of needs to stakeholder or target group. This qualitative research study features a small-scale, English for academic purpose (EAP) needs analysis (NA) of three credit-bearing EAP programs and the corresponding departmental programs conducted at a Language Center at a higher education institution in Oman. Based on interview, observational and documentary data, the analysis showed divergences in academic literacy (writing and reading) between the EAP and content programs. Principally, the findings pointed to the presence and operation of a group of informal orders and the emergence of two interrelated stories: public and real. The public story purported to blame the learner’s English language proficiency for unfavorable performance at EAP and Departmental levels, whereas the real story revealed that institutional factors were equally responsible. The paper ends by making a few conclusions about the importance of heeding informal order when carrying out needs analysis.


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