Classes In Literature Research Articles

Analytical and Numerical Investigation for the Inhomogeneous Pantograph Equation

This paper investigates the inhomogeneous version of the pantograph equation. The current model includes the exponential function as the inhomogeneous part of the pantograph equation. The Maclaurin series expansion (MSE) is a well-known standard method for solving initial value problems; it may be easier than any other approaches. Moreover, the MSE can be used in a straightforward manner in contrast to the other analytical methods. Thus, the MSE is extended in this paper to treat the inhomogeneous pantograph equation. The solution is obtained in a closed series form with an explicit formula for the series coefficients and the convergence of the series is proved. Also, the analytic solutions of some models in the literature are recovered as special cases of the present work. The accuracy of the results is examined through several comparisons with the available exact solutions of some classes in the relevant literature. Finally, the residuals are calculated and then used to validate the accuracy of the present approximations for some classes which have no exact solutions.

Teaching Culture and Developing Cultural Diversity Awareness and Intercultural Communicative Competence in Schools with English as the Medium of Instruction: A Pilot Study

The development of cultural diversity awareness (CDA) and intercultural communicative competence (ICC) is recognised as an integral aspect of foreign language teaching and the teaching of linguistic competence due to the inevitable social and cultural connections that stem from globalisation and mobility. Parents who send their children to international schools expect them to become global citizens. Therefore, international schools in which English is used as the lingua franca follow curricula and use teaching materials that can be adapted to the teaching of culture. At the same time, they endeavour to employ teachers who have the experience or flexibility to work with students from different cultures in multicultural settings. The present study explores teachers’ attitudes and practices with respect to the development of CDA and ICC, as well as their students’ responses. The study piloted classroom observation procedures for subsequent use in larger-scale research by the author on the development of CDA and ICC. The pilot study is based on the thematic content analysis of classes in literature and English as an additional language (EAL), observed in an international school in Budapest. The findings reveal that both types of classes included a variety of culture-related activities, although these were mainly limited to English-speaking countries and lacked a critical approach. However, the cultural activities explored and described in the present study can be transferred to the context of the teaching of English as a foreign language (EFL).

Missing and Restoring Meaning

Missing and Restoring Meaning

PEDAGOGICAL DESIGN AT THE UNIVERSITY: «INTERVIEW WITH THE AUTHOR» AS A NONLINEAR METHOD OF TEACHING LITERATURE

This study attempts to demonstrate some non-linear methods and techniques for organizing the educational process at a university within the framework of the modern branch of practical pedagogy - pedagogical design (using the example of studying literature at a university). The definition of the concept of «Pedagogical design» is given; the problem of the need to create a new educational environment is raised, in connection with the increased need for high-quality and relevant knowledge aimed at the realization of the individual in the new digital realities. The relevance and novelty of the undertaken analysis is substantiated. The study presents the results of the analysis of the preferences of the contingent of students and the analysis of the educational environment. The concept of pedagogical activity is substantiated, which implies the introduction of such a genre as an interview (interview with the author) into lectures and practical classes in literature, using innovative technologies and digital capabilities of the educational process within the framework of pedagogical design, the expediency of this form of presentation of educational material is substantiated. An example of the design of educational material in the form of an interview, tested in the framework of a project with the University of Zurich (Switzerland), is proposed.

PROSPECTS OF USING TECHNOLOGIES OF PEDAGOGICAL ERGODESIGN WHILE STUDENTS’ SOFT SKILLS FORMATION

The article describes the technologies of pedagogical ergodesign, and their importance for providing a favorable educational environment and improving the effectiveness of learning outcomes provided by the State standard of Basic Secondary Education. The importance of laying the foundations of soft skills at all stages of educational activities is outlined, which becomes a guarantee of rapid adaptation to the requirements of employers and future professionals’ qualified development, regardless of the chosen field of professional activity in adult life.
 The study analyzes different approaches to soft skills formation in the educational process of general secondary education, in particular during the implementation of technological education. The relevance of the proposed study is due to insufficient coverage of promising areas of students’ soft skills during technology classes in the scientific literature.
 The purpose of the study is to substantiate the use of pedagogical ergodesign technologies as effective means of soft skills formation in technological education classes at the level of basic secondary education.
 It is proven that the technological education industry performs a synthesizing function in the learning process. It is because the issues of projects that are developed and implemented by students in technology classes involve a multi-subject approach; thus, additional conditions are created for the formation of general scientific knowledge, practical skills, and social skills. As a result of scientific research, it is determined that the introduction of ergodesign technologies in the educational process contributes to the activation of students’ educational project activities and can be considered as a pedagogical condition that promotes students’ creative potential, their critical and technical thinking, partnership skills. The positive influence of the introduction of pedagogical ergodesign technologies on the efficiency of soft skills formation in the process of involving students in educational project activities has been clarified.

Testudines as Sentinels for Monitoring the Dissemination of Antibiotic Resistance in Marine Environments: An Integrative Review.

Dissemination of antibiotic resistance (AR) in marine environments is a global concern with a propensity to affect public health and many ecosystems worldwide. We evaluated the use of sea turtles as sentinel species for monitoring AR in marine environments. In this field, antibiotic-resistant bacteria have been commonly identified by using standard culture and sensitivity tests, leading to an overrepresentation of specific, culturable bacterial classes in the available literature. AR was detected against all major antibiotic classes, but the highest cumulative global frequency of resistance in all represented geographical sites was against the beta-lactam class by a two-fold difference compared to all other antibiotics. Wastewater facilities and turtle rehabilitation centres were associated with higher incidences of multidrug-resistant bacteria (MDRB) accounting for an average of 58% and 49% of resistant isolates, respectively. Furthermore, a relatively similar prevalence of MDRB was seen in all studied locations. These data suggest that anthropogenically driven selection pressures for the development of AR in sea turtles and marine environments are relatively similar worldwide. There is a need, however, to establish direct demonstrable associations between AR in sea turtles in their respective marine environments with wastewater facilities and other anthropogenic activities worldwide.

ДОСЛІДНИЦЬКА ДІЯЛЬНІСТЬ НА УРОКАХ УКРАЇНСЬКОЇ МОВИ ТА ЛІТЕРАТУРИ ЯК ЗАСІБ ФОРМУВАННЯ КЛЮЧОВИХ КОМПЕТЕНЦІЙ УЧНІВ

The article discloses and describes the formation of research skills in the lessons of the Ukrainian language and literature, highlights the essence of research activities, presents the main definitions and formulates its own vision for the definition of this concept. A group of principles has been identified that meet the requirements of research work and contribute to the formation of research skills of students in the process of studying the Ukrainian language and literature. Based on the analysis of psychological and pedagogical literature and the author’s own pedagogical experience, the main methods are determined that contribute to the formation of analytical abilities among students, the ability to compare, classify and generalize information. The stages of organization of research work of students at the institutions of general secondary education by means of consistent integration of science and educational process are disclosed. One of the effective forms of conducting classes in the Ukrainian language and literature in the process of forming research skills is defined as a lesson-study. Its structure was submitted, the main stages were described. It has been proved that the use of elements of problematic, search, research, heuristic methods makes the learning process more productive. The development of students’ research skills helps to achieve certain goals: to raise students’ interest in learning and to motivate them to achieve better results

The Ghosts of World War II: The Year in France

The Ghosts of World War IIThe Year in France Joanny Moulin (bio) France is no country for grand old men. The first remarkable event of the year in France in the field of life writing was no doubt the publication of Alain's diaries: Journal inédit 1937–1950. Alain is the pen name of Émile-Auguste Chartier (1868–1951), a French philosopher who has become less well-known in recent years, but who had been a role model of sorts for intellectuals like Raymond Aron, Georges Canguilhem, Julien Gracq, André Maurois, or Simone Weil, and who remained a favorite of lycée classes in philosophy and literature until the 1980s at least. The discovery of his diaries came as a shock, because in them Alain very frankly reveals his anti-Semitism: on January 28, 1938, he wrote, "Je voudrais bien, pour ma part, être débarrassé de l'antisémitisme, mais je n'y arrive point" [As far as I am concerned, I would like to be rid of anti-Semitism, but I cannot] (63). On August 3, 1940, he wrote: "On verra peut-être si, les juifs éliminés de tout pouvoir, les choses vont mieux. Il se peut mais je n'en sais rien" [Perhaps we shall see if, once the Jews have been eliminated from all sort of power, things go better. It may be, but I don't know] (432), while on July 23 of the same year, he expressed anti-patriotic opinions and wished for the victory of Nazi Germany: "J'espère que l'Allemand vaincra; car il ne faut pas que le genre de Gaulle l'emporte chez nous" [I hope Germany will prevail, for the De Gaulle style must not be allowed to prevail in this country] (420). The posthumous damage done to his reputation that followed was all the more painful because Alain had so long been considered a wise man. In retrospect, by the damning aspects of the man's private thoughts revealed by this volume, his works suddenly appeared undeserving of being read. A sense of shame was added to this disappointment for those who had admired the philosopher and would certainly not have had they known these repugnant sides of him. Shortly after Alain's diaries came out, Michel Onfray published Solstice d'hiver: Alain, les juifs, Hitler et l'Occupation, one of those half-critical, half-biographical essays, for which he has a predilection, that clearly aims at finishing the work of destroying the former intellectual icon. Onfray, a media-savvy maverick [End Page 49] philosopher who prides himself on speaking outside the university, pounced on Alain as another of those great men of the past, like Freud or Tocqueville, whose statues it is his trademark to pull down. Onfray insists on Alain's acceptance of the Vichy regime, his condemnation of the Résistance, his condoning of Gobineau's racial theories, and his silence on these issues once World War II was over. However, Onfray is not averse to great men as such, as his prefacing of a French translation of Ralph Waldo Emerson's work, Representative Men [Hommes représentatifs], seems to indicate. In fact, he tends to play the part of a moral umpire, damning some figures of the past and lionizing others. Thus, his biographical essay on Henry David Thoreau, Vivre une vie philosophique: Thoreau le sauvage, is a panegyric, although it cannot avoid demonstrating that Thoreau's life was in accordance with his philosophical principles only up to a point. "À quoi sert le grand homme?" [What is the use of the great man?] Onfray asks. He continues: À être un modèle—il nous faut le suivre; à contaminer par son expérience; à générer de nouveau de grands hommes; autrement dit, à assurer le progrès de l'humanité qui, péché contre le marxisme, ne s'accomplit pas avec les masses, mais avec les individualités d'exception. (l. 196) [To be a model that we must follow, to influence through experience, to generate other great men, thus insuring the progress of mankind which, notwithstanding Marxism, is not brought about by the masses, but by exceptional individuals.] French biography, it...

The Realization of the Hermeneutical Approach to the Text in Practical Classes in the Literature during the Work with Students of Philological Faculty

The article is devoted to the problem of implementation of hermeneutical approach to the text. The author who has worked with students of philological faculty for more than 25 years is concerned about the tendency of a pragmatic approach to the text of an artistic work which manifests in the fact that a modern student-reader refers to the work often without entering into a mental dialogue with the author of the text but only watches the development of events. The result of this reading is the lack of own interpretation of the text, inability to determine the role of symbolic details, highlight the author's position. As a way out the author offers practical classes in literature based on the hermeneutical approach to the text.

Book Review: Ghosts in Popular Culture and Legend

The co-editors are June Pulliam, who teaches classes in horror literature, YA fiction, and film, and Anthony Fonesca, who has written about horror and also has a background in information literacy. They previously co-authored Hooked on Horror: A Guide to Reading Interests in the Genre, and have now applied their talents and expertise to create a work that contains accessible information about a popular topic.

ELECTRE TRI-nB: A new multiple criteria ordinal classification method

This paper presents a new method for multiple criteria ordinal classification (sorting) problems. In an ordinal classification problem, the categories (also called classes in related literature) are pre-defined and ordered, from the best to the worst or from the worst to the best. The actions (not necessarily known a priori) are assigned to the different ordered categories. Several ELECTRE type methods were designed to deal with this kind of problem. However, none of them proposes a characterization of the categories through a set of limiting profiles. This is the novelty of the current method, which may be considered as an extension of ELECTRE TRI-B. It fulfills a set of structural requirements: uniqueness of the assignments, independence, monotonicity, homogeneity, conformity, and stability with respect to merging and splitting operations. All these features will be presented in the current paper and illustrated through three examples.

CheNER: a tool for the identification of chemical entities and their classes in biomedical literature.

BackgroundSmall chemical molecules regulate biological processes at the molecular level. Those molecules are often involved in causing or treating pathological states. Automatically identifying such molecules in biomedical text is difficult due to both, the diverse morphology of chemical names and the alternative types of nomenclature that are simultaneously used to describe them. To address these issues, the last BioCreAtIvE challenge proposed a CHEMDNER task, which is a Named Entity Recognition (NER) challenge that aims at labelling different types of chemical names in biomedical text.MethodsTo address this challenge we tested various approaches to recognizing chemical entities in biomedical documents. These approaches range from linear Conditional Random Fields (CRFs) to a combination of CRFs with regular expression and dictionary matching, followed by a post-processing step to tag those chemical names in a corpus of Medline abstracts. We named our best performing systems CheNER.ResultsWe evaluate the performance of the various approaches using the F-score statistics. Higher F-scores indicate better performance. The highest F-score we obtain in identifying unique chemical entities is 72.88%. The highest F-score we obtain in identifying all chemical entities is 73.07%. We also evaluate the F-Score of combining our system with ChemSpot, and find an increase from 72.88% to 73.83%.ConclusionsCheNER presents a valid alternative for automated annotation of chemical entities in biomedical documents. In addition, CheNER may be used to derive new features to train newer methods for tagging chemical entities. CheNER can be downloaded from http://metres.udl.cat and included in text annotation pipelines.

Multiobjective programming under (φ, d)-V-type I univexity

In this paper, we have introduced a new class of (φ, d)-V-type I univex, quasi (φ, d)-V-type I univex, pseudo (φ, d)-V-type I univex, quasi-pseudo (φ, d)-V-type I univex and pseudo-quasi (φ, d)-V-type I univex functions in case of nonlinear multiobjective programming problem where functions involved are nondifferentiable and illustrated through non-trivial examples that this class extends some known classes in literature. Various Karush-Kuhn-Tucker type sufficient optimality conditions are obtained under this newly introduced class of functions. Also, for mixed type multiobjective dual program, we have established weak, strong, converse and strict converse duality results in order to relate the efficient and weak efficient solutions of primal and dual problem.

Nonsmooth multiobjective optimization involving generalized univex functions

In this paper, we have considered a class of constrained nonsmooth multi objective programming problem involving semi-directionally differentiable functions from a view point of generalized convexity. A new generalized class of (dI—ρ—σ)-V-type I univex functions is introduced under which various weak, strong, converse and strict converse duality theorems are established for Mond-Weir type dual program in order to relate the efficient and weak efficient solutions of primal and dual problem. Also, we have illustrated through various non-trivial examples that this class extends many earlier studied classes in literature.

FROM PLUTARCH TO STRACHEY

4 2 Y F R O M P L U T A R C H T O S T R A C H E Y W I L B U R C R O S S Vol. 11, October 1921 Biography next to fiction is the kind of reading most people now like best. As I once wrote a book on the novel and have since written the lives of two humorists, I naturally go with the majority. But this is not the main reason. When a man (or a woman) accomplishes something worth while in art, letters, science, statesmanship , or business, I try to find out what I can about his life and personality. Behind this desire which I have with the rest of the modern world is more than mere curiosity. Life for most people is a rather di≈cult piece of business. So we want to know not only how others have turned the trick against fortune; we want to know also all the details of the game as they have played it. Perhaps we want to learn how to do the very same thing that somebody else has done – how, say, to write a novel like one of Thackeray’s or how to amass a fortune and die a philanthropist like Carnegie. Surely, too, we all have the instinct to vary and lengthen our own lives by living several other lives vicariously at the same time. Biography is thus a sort of Life Extension Bureau. A man who has read many biographies should have acquired a fairly good working knowledge of human nature, though he may never have mastered 4 3 R the Freudian psychology or wandered very far from a small university town. This modern love for biography, intense as it now is, is no new thing. Someone, perhaps, will some day write a little treatise and call it ‘‘The Development of Biography’’ after the name of similar books on the drama and the novel designed for college classes in literature and for those women’s clubs that consume whole editions of such handbooks. That man (or woman), who perhaps is living somewhere even now, may try to show how biography like fiction disengaged itself from history of the kind Herodotus wrote; but if he is wise he will come quickly to those wonderful Parallel Lives by Plutarch, some of which I have just read in the late Professor Perrin’s exact and beautiful English. If he be a Dr. Dryasdust , he will dwell on the fact that the Greek biographer gives few dates for the events he describes, and that there are no footnotes telling how the anecdotes concerning Caesar or Alcibiades or the rest can be run down to their sources. It must be a relief to Plutarch, wherever he may be, to know that, quite apart from hearsay and anecdote, many of the documents he used, have been lost beyond recovery, so that he can no longer be checked up at all points by the scientific historians of the present age. But Dr. Dryasdust even, though he may lament that he has no field here for the exercise of his gifts, will hardly fail to see how perfect is the art and workmanship within those limits that Plutarch set for himself. The historian of biography will have to tell about the impetus that Plutarch gave to biographical writing throughout Western Europe during and after the Renaissance, showing by the way how Vasari and Walton, for example, varied the art they learned from their master. He will probably say that these writers fixed the form of a biography which, though it still survives as in Mr. Strachey’s portraits of eminent Victorians, is really but an enlarged character-sketch with a brief summary at the end. He may turn aside to tell how the biographical method was taken over into hundreds of novels through the seventeenth and eighteenth centuries . He will be tempted to write some interesting pages on death-bed scenes from Cleopatra to Colonel Newcome, closing with the remark that they are less frequent now, perhaps because 4 4 C R O S S Y death has been robbed of...

Working Girls in the West: Representations of Wage-Earning Women (review)

Reviewed by: Working Girls in the West: Representations of Wage-Earning Women Linda Kealey (bio) Lindsey McMaster . Working Girls in the West: Representations of Wage-Earning Women. UBC Press. xii, 210. $32.95 There is much to like in this revised doctoral thesis on representations of working women in Western Canada. As a literary scholar, the author examines how women are portrayed in periodicals, newspapers, fiction, poetry, and autobiography. She argues that there was an intense debate around the turn of the century involving the role of working women. McMaster, however, is not content merely to analyze the discourse that surrounds Western working women; she asserts in the introduction that she has 'tried to retain a sense of the real and material as well, so that the importance of women's agency and experience is recognized.' Working girls, she says, ignited 'society's imagination and its storytelling urges,' but they also helped to shape narratives of domesticity and resistance to them. Chapter 1 examines the ways that white women were represented as carrying out the ideals of colonial settlement, while chapter 2 analyzes [End Page 580] how working girls were represented in Canadian writing. In the latter the author draws on the often-cited poem by Marie Joussaye, 'Only a Working Girl,' first noted by historian Wayne Roberts in the 1970s and discussed in my own 1998 study, Enlisting Women for the Cause: Women, Labour and the Left in Canada, 1890-1920. The author also features three novels and a collection of short stories dealing with working women for this chapter, though these particular selections are never explained. In chapter 3 McMaster delves into moral issues, noting that morality was always part of the debate on women's work. Here she uses white slave narratives and an autobiography of a prostitute who had a long career in the business to illustrate society's obsession with the vulnerability of working women. Women's agency comes to the fore in chapter 4, where the author looks at women's labour activism through two well-known labour disputes: the Winnipeg General Strike in 1919 and the Vancouver Laundry Workers Strike of 1918. Although the author has some interesting observations on the role of working women's leisure activities as integral to the labour movement's sense of solidarity, the chapter fails to place the labour unrest in the context of war and postwar labour conditions. The fifth chapter dissects the mixed race workplace and contemporary views, particularly anti-Asian prejudice, through a Vancouver murder case and subsequent attempts to prevent Chinese employers from hiring white women. Although the author mentions Native women workers in British Columbia's canneries in this chapter, there is no discussion of their work or how it was represented. In the concluding chapter, McMaster argues that the representations of working women differed from east to west, using only the works examined in chapter 2; one wonders if a different selection of titles would alter her conclusions. One important point she does make is the central importance of the figure of the working girl as a 'symbolic figure of social transformation.' As the West became settled and new industries took root, young working women represented a new era and their presence piqued the public's curiosity. On the other hand, working women's problematic exploitation also concerned those aware of the low wages and poor working conditions, yet few took their plight seriously, preferring to see them as 'just girls' who were temporary and transient employees. One cannot help but wish that McMaster's discussion had been more securely tied to the historical context and to the existing scholarship on the history of Canadian women's work and labour activism. Nevertheless, readers will find that this is an engaging text that could be used in classes in Canadian and women's literature and in women's history. The figure of the working woman continues endlessly to fascinate us and reverberates even today in popular culture. [End Page 581] Linda Kealey Linda Kealey, Department of History, University of New Brunswick Copyright © 2010 University of Toronto Press Incorporated

Teaching & Learning Guide for: Teaching the Middle Ages on Film: Visual Narrative and the Historical Record

A comparatively new medium, film can be used for a range of discussions about the ways in which history is recorded, edited, shaped, and remembered; it is also useful for teaching contemporary interpretation of older literatures. Like historical fiction – or works of art more generally – movies with historical themes are most productively studied in their broader contexts, alongside, and in conjunction with, written sources. The classroom provides a perfect venue for such study. While reading and analyzing older texts, students can also be taught to read films for their authenticity, their accuracy or inaccuracy of detail in portraying the past, and for effective (or ineffective) use of purposeful or intentional anachronism, among other approaches. Film enhances the study of texts; careful reading of texts may, in turn, lead to more critical evaluation of film.

Quasi-stationary distributions for Lévy processes

In recent years there has been some focus in work by Bertoin, Chaumont and Doney on the behaviour of one-dimensional Lévy processes and random walks conditioned to stay positive. The resulting conditioned process is transient. In earlier literature, however, one encounters for special classes of random walks and Lévy processes a similar, but nonetheless different, type of asymptotic conditioning to stay positive which results in a limiting quasi-stationary distribution. We extend this theme into the general setting of a Lévy process fulfilling certain types of conditions which are analogues of known classes in the random walk literature. Our results generalize those of E.K. Kyprianou for special types of one-sided compound Poisson processes with drift and of Martínez and San Martín for Brownian motion with drift, and complement the results due to Iglehart, Doney, and Bertoin and Doney for random walks.

Is There a Place for Service Learning in Literary Studies?

Although literary specialists have yet to embrace service learning in any systematic way, Ellen Cushman and several others are urging us to move in that direction. Cushman suggests that literary specialists link the love of art and human decency with the larger community (Public In tellectual 335). She argues that literature and textual interpretation can be powerfully instructive when it comes time to understand the conflicts taking place in students' and community residents' daily lives. Most sig nificant, she proposes that literary specialists engage in community lit eracy work in order to gain necessary currency to thrive, even survive, in their discipline (Service Learning 210).1 In the last several years, I have embarked on projects bringing together service learning, women's literature, and multicultural literature. Many of my experiences with service learning in classes in multicultural literature confirm the positive possibilities in this pairing, especially in relation to advancing multicultural issues and complicating students' understandings of difference. In many ways, my students developed more-complex multi cultural understandings through reading literature while also working in an inner-city public school, an after-school program for disadvantaged chil dren, or a domestic abuse shelter. But problems and challenges remain in the effort to integrate service learning with literature. I am especially con cerned that service learning in literary studies may undermine literary stud ies rather than imbue it with the cultural significance Cushman envisions.

“I'll Be Home for Christmas”: Misrule and the Paradox of Gender in World War II‐Era Christmas Films

The Journal of American CultureVolume 28, Issue 4 p. 345-356 “I'll Be Home for Christmas”: Misrule and the Paradox of Gender in World War II-Era Christmas Films Carolyn Sigler, Carolyn Sigler University of Minnesota DuluthSearch for more papers by this author Carolyn Sigler, Carolyn Sigler University of Minnesota DuluthSearch for more papers by this author First published: 08 November 2005 https://doi.org/10.1111/j.1542-734X.2005.00239.x Carolyn Sigler is an assistant professor of English at the University of Minnesota Duluth, where she teaches classes in Victorian literature, children's literature and culture, and popular culture. She has published articles on these subjects in such journals as Dickens Studies Annual, Children's Literature, and Clues. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume28, Issue4December 2005Pages 345-356 RelatedInformation