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Materiality of Writing in Early Mesopotamia

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Book Series: Materiale Textkulturen ISSN: 2198-6940 ISBN: 9783110459630 9783110459821 Year: Volume: 13 Pages: vi, 301 DOI: 10.1515/9783110459630 Language: English
Publisher: De Gruyter
Subject: History
Added to DOAB on : 2017-01-25 14:17:58
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This volume presents recent research on the relationship between the material format of text-bearing artefacts, the texts they carry, and their genre. The essays cover a vast period, from the counting stones of the late 4th millennium BCE to the time of the Great Hittite Kingdom in the 2nd millennium BCE. The breadth of substantive focus allows new insights of relevance to scholars in both Ancient Middle Eastern studies and the humanities.

Keywords

Materiality --- writing --- text --- Mesopotamia

To Be, or Not to Be: Paraphrased

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ISBN: 9789491914089 Year: Pages: 150 DOI: 10.21983/P3.0227.1.00 Language: English
Publisher: punctum books
Subject: Languages and Literatures
Added to DOAB on : 2019-03-29 11:21:07
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To Be, or Not to Be: Paraphrased is an expanding deconstruction of Hamlet’s famous existential question, achieved by putting the line through paraphrasing software 50 times. With each permutation, the quotation grows longer and its meaning is distorted, causing the question to question its own existence by acting as a faulty self-replicator, a nonsensical self-affirmation that destroys itself in the process of becoming. This controlled explosion of a sentence was performed by Bardsley Rosenbridge as part of his work with the Dark Meaning Research Institute, a group of parasemantic experimenters developing innovative ways to extract hidden meaning from the world around us.

Developing and Assessing Academic and Professional Writing Skills

Authors: ---
Book Series: Forum Angewandte Linguistik - F.A.L. ISBN: 9783653960471 9783653960488 9783631673621 Year: Pages: 205 Language: English
Publisher: Peter Lang International Academic Publishing Group
Subject: Education --- Languages and Literatures --- Linguistics
Added to DOAB on : 2019-01-15 13:32:54
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Academic literacy used to be considered a complex set of skills that develop automatically as a by-product of academic socialization. Since the Bologna Reform with its shorter degree programmes, however, it has been realized that these skills need to be fostered actively. Simultaneously, writing skills development at all levels of education has been faced with the challenge of increasingly multilingual and multicultural groups of pupils and students. This book addresses the questions of how both academic and professional writing skills can be fostered under these conditions and how the development of writing skills can be measured.

Variance in Arabic Manuscripts. Arabic Didactic Poems from the Eleventh to the Seventeenth Centuries - Analysis of Textual Variance and Its Control in the Manuscripts

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Book Series: Studies in Manuscript Cultures ISSN: 2365-970X ISBN: 9783110460582 9783110460001 Year: Volume: 5 Pages: xi, 430 DOI: 10.1515/9783110460582 Language: English
Publisher: De Gruyter
Subject: Languages and Literatures
Added to DOAB on : 2017-01-25 16:28:41
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In Arabic and Islamic studies, the subject of variance in general and that of textual variation in particular has not been investigated exhaustively so far. In the present book the variation in texts of the “closed transmission” will be studied, focusing on a small corpus of didactic and model poems, with a view to establishing what degree of text stability and change was allowed by the medium manuscript. Categories of variance (relating to work-titles, text, number of verses and their sequence, page-layout, context) and the means of controlling them in the manuscripts of the poems are identified and detailed descriptions of the copies are given.The monograph also includes a presentation of some major traits of the cultural background to the study of Arabic didactic poetry and of its dissemination in which memorization has played a crucial role. The intended readers,editors and other users of manuscripts, are helped to acquaint themselves with the methods employed in the manuscripts to control variation and they are given an overview of the large spectrum of Arabic didactic poetry and of its place in the traditional culture of learning in Islamicate societies.

The Writing System of Scribe Zhou. Evidence from Late Pre-imperial Chinese Manuscripts and Inscriptions (5th-3rd Centuries BCE)

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Book Series: Studies in Manuscript Cultures ISSN: 2365-970X ISBN: 9783110459302 9783110459319 Year: Volume: 4 Pages: xiv, 328 DOI: 10.1515/9783110459302 Language: English
Publisher: De Gruyter
Subject: Linguistics --- Languages and Literatures
Added to DOAB on : 2017-01-25 16:51:02
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This book investigates the nature of regional variation in the early Chinese writing system through bamboo manuscripts and inscriptions dating from the late pre-imperial China (5th-3rd centuries BCE). Diachronic and synchronic comparisons of graphic details show that none of the well-recognized regional varieties developed independently from one another. Furthermore, differences in graphic components can be accounted for as alternations of graphs that are compatible in their semantic or phonetic values. The phonological systems underlying various regional orthographies unanimously point to a single coherent sound system with some mixture of dialect pronunciations. This strongly suggests that all the late pre-imperial regional scripts derived from a kind of orthographic meta-system based on one spoken standard language. This orthography and its phonological systems should reasonably be dated to ca. 9th century BCE, just about the time when the earliest known Chinese lexicography "Book of Scribe Zhou" (ca. 830 BCE) was written. The conclusions of this book have further implications on reading and understanding manuscript texts in general as well as on using them as data for linguistic studies.

Self-directed learning research: An imperative for transforming the educational landscape

Authors: ---
ISBN: 9781928396017 Year: Pages: 332 DOI: 10.4102/aosis.sdlr.2016.03 Language: English
Publisher: AOSIS Grant: North-West University
Subject: Education
Added to DOAB on : 2017-03-10 11:03:27
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This book will benefit specialists in the field of the education sciences. It represents significant progress in knowledge production. Self-directed learning has become increasingly important, not only for education in South Africa but also for education sciences in the international arena. This is a result of the changing education landscape, caused by the demands of the 21st century as well as the rapid change in knowledge production. Learners should be equipped with skills to take responsibility for their own learning. New innovative strategies should be incorporated into teaching and learning in order to meet the changing demands in education. Traditional teacher-centred practices are still the norm in most South African schools and higher-education institutions and do not adequately prepare students for lifelong learning in the 21st century. The content focuses on the theory behind self-directed learning, explores strategies such as cooperative learning, problembased learning, case-based teaching and large-group teaching that enhance self-directed learning and the use of blended learning in a self-directed learning environment. The book demonstrates how self-directed learning can be enhanced in mathematics, computer-science and life-science education and through the use of student tutors for geography. Digital technology could, for example, also be used in innovative ways for education in isiZulu folk poetry. The findings are based on original empirical research and a sound theoretical-conceptual framework. In an environment of rapidly changing knowledge production, this book responds to the challenge of how to equip learners with the necessary skills to take responsibility for their own learning. The book presents innovative teaching and learning strategies for meeting the changing demands in education. Group activities, the responsibilities of learners and the obstacles that hinder their learning are analysed, and the way in which educators can support them is discussed. Educational values such as mutual trust are discussed, and self-directed assessment is explored. This is a timely collective work authored by experts who subscribe to the approach of self-directed learning. Educators should discover new teaching and learning strategies and value the integration of self-directed learning in the classroom.

Disrupted Idylls

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Book Series: Slavische Literaturen ISBN: 9783653958102 9783653958119 9783631668030 Year: Pages: 357 Language: English
Publisher: Peter Lang International Academic Publishing Group
Subject: Sociology --- Gender Studies --- Social Sciences --- Languages and Literatures
Added to DOAB on : 2019-01-15 13:32:55
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The study provides a close analysis of literary works by women in late-18th- and early-19th-century Russia, with a focus on Anna Naumova, Mariia Pospelova, and Mariia Bolotnikova. Political, social and feminist theories are applied to examine restrictions imposed on women. Women authors in particular were fettered by a culture of feminisation strongly influenced by the French philosopher Jean-Jacques Rousseau. As Sentimentalism and its aesthetics began to give way to Romantic ideals, some provincial Russian women writers saw an opportunity to claim social equality, and to challenge traditional concepts of authorship and a view of women as mute and passive.

A scholarly contribution to educational praxis

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ISBN: 9780620730600 Year: Pages: 370 DOI: 10.4102/aosis.2016.saep12 Language: English
Publisher: AOSIS Grant: North-West University
Subject: Education
Added to DOAB on : 2017-04-16 00:08:20
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This publication contains original research targeting scientific specialists in the field of education. Not only is the disposition of its research endeavours grounded on a philosophical basis, it is also embedded in the empirical. The research methodology of each chapter emanates from applicable philosophical assumptions in the form of an applicable theoretical and conceptual framework. The latter forms a firm basis for the application of sound empiricism. Both qualitative and quantitative empirical approaches were alternatively applied in the various chapters. The content of each chapter was meticulously analysed before being finally accepted. In response to the call for chapters, 26 abstracts were received. After evaluation of these abstracts, 24 authors were granted the opportunity of submitting full manuscripts for evaluation. Subsequently the latter were submitted to a rigorous double-blind peer review process. These manuscripts were submitted to at least two or three specialist reviewers in their particular fields of specialisation. All of these review reports are preserved and kept for enquiry and assessment. The content of the current book was chosen from a selection for a 2014 publication which did not obtain a subsidy from the DHET, titled Nuances of Teaching Learning and Research, published by AndCork Publishers. After careful re-evaluation, a much smaller number of chapters was selected, substantially reworked and considerably extended, after which the chapters were again submitted to a double-blind peer review process. Ultimately, of the 26 abstracts originally received only 10 were finally accepted as suitable for publication in the current volume. Finally, in terms of the requirements set by clause 6.12 of the Department of Higher Education and Training policy on reworked publications, this book now contains more than 50% original content not published before. The content of this book adds to the body of scholarly knowledge in education. In his evaluation of the book, Acting Executive Dean, Faculty of Education and Training, Professor Akpovire Oduaran, made the following remarks: To a large extent, the ideas put together in this book have come from data generated not just from literature found in books and journals but actual interactions with educators and the learning environment. So then, what the reader is offered in this volume is the articulation of ideas that have been interrogated, structured and presented in surprisingly simplistic and yet incisive and academically enriching content that can match the standards of scholarship that is available in the Western World. Yet, what makes this book so welcome, relevant and timely, is the fact that it is built around Afrocentric theories and practices such as one may find in imported literature.

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2016 (8)