scholarly journals The Typographic Imagination: Reading and Writing in Japan’s Age of Modern Print Media

2021 ◽  
Vol 55 (2) ◽  
pp. 497-502
Author(s):  
Jonathan E. Abel

A tension runs through Nathan Shockey’s well-researched book of essays on the topic of the medial transition to print culture; it is this: does the value of print material lie within its semantic content or within its market value? Although at several points the book refers to this as a dialectic as though each side of the tension were in equal balance, ultimately Shockey is more concerned with the latter notion of books and print as media objects in the world rather than as conveyors of meaning. This is evidenced by the preponderance of instances in which he highlights that reading does not matter and where writing (in the sense of the noun not the gerund) does or simply is matter.

Econometrics ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 28
Author(s):  
Vincenzo Candila

Recently, the world of cryptocurrencies has experienced an undoubted increase in interest. Since the first cryptocurrency appeared in 2009 in the aftermath of the Great Recession, the popularity of digital currencies has, year by year, risen continuously. As of February 2021, there are more than 8525 cryptocurrencies with a market value of approximately USD 1676 billion. These particular assets can be used to diversify the portfolio as well as for speculative actions. For this reason, investigating the daily volatility and co-volatility of cryptocurrencies is crucial for investors and portfolio managers. In this work, the interdependencies among a panel of the most traded digital currencies are explored and evaluated from statistical and economic points of view. Taking advantage of the monthly Google queries (which appear to be the factors driving the price dynamics) on cryptocurrencies, we adopted a mixed-frequency approach within the Dynamic Conditional Correlation (DCC) model. In particular, we introduced the Double Asymmetric GARCH–MIDAS model in the DCC framework.


2022 ◽  

Edward FitzGerald (b. 1809–d. 1883) was an English poet and translator, best remembered today for a single work, his Rubáiyát of Omar Khayyám (1859). FitzGerald was born into an extremely wealthy family in Suffolk. After graduating from Cambridge, where he had spent perhaps the happiest years of his life and formed a number of lifelong friendships, FitzGerald returned to Suffolk. There he lived very modestly, either in a cottage on the outskirts of his family’s estate or in rented lodgings in a nearby town, occupying himself with reading and writing. In the early 1850s he began to translate from Spanish, publishing Six Dramas of Calderon in 1853. The very free and unliteral method of translation he used in this work would mark all of his later translations as well, which included works by Aeschylus, Sophocles, and the Persian poet Jámí. But it was his translation, or adaptation, of certain rubáiyát (quatrains) attributed to the 12th-century Persian polymath Omar Khayyám that caused a worldwide sensation. The first edition of Rubáiyát of Omar Khayyám, which FitzGerald published anonymously (like his other works), in 1859, consisted of seventy-five quatrains. At first no one noticed or purchased the small, pamphlet-like book, but a few years later it was discovered by chance by members of the Pre-Raphaelite circle, who became passionately devoted to it. A second edition of 110 quatrains was published in 1868 and began to draw attention in North America as well as in Britain. Two more editions followed, each varying fairly significantly from the others, before FitzGerald’s death in 1883, by which time the poem was known throughout the world. It was translated into numerous languages, and Omar Khayyám clubs were founded in many cities. Critics have attributed this popularity to the poem’s frank embrace of a skeptical, resigned, epicurean view of life, which caught the spirit of a doubting, world-weary age. Its very success—by 1900 the Rubáiyát was the most popular and most frequently reprinted poem in English—led to its being dismissed and ignored by literary critics for much of the 20th century. But a critical revival began in the late 1990s, as scholars started to reappraise the poem’s cultural significance as well as its literary achievement.


2007 ◽  
Vol 77 (2) ◽  
pp. 187-203 ◽  
Author(s):  
MARGARET METZGER

In this Voices Inside Schools essay, a veteran teacher shares her reflections on a classroom unit entitled "How Language Reveals Character." The goal of the unit is to help adolescents read and write critically through an exploration of literary characters' language. Beginning by drawing on adolescents' fascination with one another, Metzger first asks students to analyze the language of their peers as an entry point to thinking about how language and character may be connected. The unit then moves on to ask students to transfer their analytic skills to the world of fiction and how language reveals character in literary texts. Metzger focuses on life inside her classroom, how the unit is taught, how students respond, and how teachers can expand on the concepts of language and character through additional reading and writing activities.


2020 ◽  
Vol 9 (3) ◽  
pp. 258-262
Author(s):  
Svetlana S. Vasilenko

The paper discusses possibilities and ways of studying concepts in teaching foreign languages to students-interpreters. The author notes that modern didactic research has interdisciplinary nature, analyzes the theory of the concept from the point of view of linguistics, cultural studies and psycholinguistics. The author also notes the fact of creation of linguo-conceptodidactics as a new scientific direction. The paper presents a linguodidactic understanding of the concept, analyzes its structure and semantic content. The author describes in detail the process of foreign language concepts acquisition and presents it as a sequence of several stages. The acquisition of foreign language concepts is associated with the development of concept competence. The paper notes that the acquisition of foreign language concepts should go in parallel with the acquisition of foreign language lexis. In addition, it is necessary to use authentic materials in teaching foreign languages that allows forming a conceptual picture of the world of native speakers. Acquisition of foreign language concepts is especially important for students-interpreters who study several foreign languages and are faced with the problem of translating foreign concepts and phenomena of foreign language reality. The paper presents how conceptuality can be realized in teaching foreign languages. The author gives a practical example of studying the English concept Travel, offers examples of exercises and tasks for mastering it, as well as mnemonic techniques for memorizing lexemes that represent the concept. In the paper is stressed, that the concepts should be included in the content of foreign language teaching to students-interpreters. This contributes to the development of correct ideas about foreign language reality, understanding the facts of the native and foreign language culture, i.e. cultural reflection development.


Diksi ◽  
2015 ◽  
Vol 15 (2) ◽  
Author(s):  
Suyono

Literacy-activity behavior, the behavior of doing literacy activities (i.e.,reading and writing), is very important for students in the completion of theirstudy, their advancement into a higher level of formal education, their preparationfor entrance into the world of work, and their life-long education in society.Therefore, such behavior needs to be developed in students at school.As an effort to develop it in a planned, systematic, and serious way, aprogram, strategy, and supporting facility for the development of senior highschool students’ literacy-activity behavior based on scientific activities with anappeal and reliability already tested through developmental research have beendeveloped.Through empiric try-out and conceptual validation, the program, strategy,and supporting facility have been found to be capable of attracting students’interest and at the same time sufficiently reliable in improving students’awareness, motivation, skill, and fondness of doing literacy activities at schoolKeywords: literacy, literacy-activity behavior, development of literacy activitybehavior


2019 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Muhammad Rohmadi

<p>Library and print media as a medium for the dissemination of information and knowledge resource centers. Both the media must have the positive integration of mutual benefi t. It is a form of strengthening the various models of information disseminated directly and indirectly. Various models of literacy and knowledge appeared in the print media and it is presented in the library. Therefore, it is necessary to unify the vision synergistic effort between the library and print media so that it can occur symbiotic mutualism between the library and the print media in a variety of contexts of science and technology and the arts.</p><p>Key words: symbiotic mutualism, libraries, print media, reading, and writing.</p>


Author(s):  
Claire Knowles

The rediscovery of the Della Cruscans, a late-eighteenth century poetic coterie, has helped to revive an interest in papers of “elegance” such as John Bell’s the World, which established a successful template for the late eighteenth-century newspaper, one that was exploited by many of the papers that followed in its wake. In this chapter, Claire Knowles examines the contribution made to this paper not only by women in general, but by one woman in particular, Mary Wells. Wells was a popular actress and the mistress of the paper’s proprietor, Edward Topham. She was implicated in the paper’s establishment and played an important role in its daily running. By examining Wells’ largely unacknowledged role at the World alongside the work of the female poets that the paper encouraged, Knowles suggests that the paper can be seen as an important example of the increasing feminisation of print media in the late-eighteenth century.


Author(s):  
J. T. Torres

This chapter uses cognitive theory of information processing to demonstrate the role of visual learning in the context of reading and writing. According to the theory, individuals do not take a singular approach to processing information. Rather, they experience the world through visual and verbal channels. Information is then organized by working memory into more comprehensive models—the visuo-spatial sketchpad and the phonological loop. The author considers pedagogical strategies for writing instruction that rely on the multimedia principle, which states that our minds work best when learning combines the visual with the aural. The specific mission of the chapter is to show how the multimedia principle can benefit writing instruction in three different contexts: 1) reading and writing comprehension, 2) narrative writing, and 3) grammar usage. The chapter concludes with the suggestion that learning through images is not just a cultural phenomenon, but also a scientific one.


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