Words Of Interest Research Articles

Lucky Breaks by Yevgenia Belorusets

Reviewed by: Lucky Breaks by Yevgenia Belorusets Ali Kinsella Yevgenia Belorusets Lucky Breaks Trans. Eugene Ostashevsky. New York. New Directions. 2022. 112 pages. LUCKY BREAKS, by Yevgenia Belorusets, is an experimental approach to the novel that neither follows a traditional story arc nor adheres to strict notions of fiction or non. Comprising thirty vignettes, the book offers glimpses of Ukraine following the 2014 Russian invasion through the lives of ordinary women whose lives have been upset by displacement, death, and loss. Individually no one story serves as a synecdoche for life in contemporary Ukraine, but collectively they offer a polyphonic portrait of a resilient society under siege. Belorusets mostly works as a photographer, which is reflected in her storytelling—momentary glimpses wrapped in imagined histories. Despite its short one hundred pages, the slim volume (printed in an unusually small typeface) is a bit of a slog. The intense brutality of war, which cuts people off from their pasts and futures, operates on the page as well. Belorusets's fractured ultrapresent may well reflect the reality of life in a prolonged, stagnant war. As a novel, however, it fails to provide the cohesion and momentum that pull a reader from one existential disappointment to the next flash of mundane happiness. Perhaps it is better to think of it as a collection of prose poetry, which might also be how translator (and poet) Eugene Ostashevsky sees it. If it is dipped into sporadically, rather than read straight through, each story imprints on the imagination without getting lost in the litany of despair. Fortuitously timed for its publisher, Lucky Breaks offers us an opportunity to reflect on the politics of publishing. Belorusets writes in Russian and has here a Russian-born translator. Neither of these facts is inherently objectionable. Today, however, when the literary world has taken a sudden, intense interest in words coming out of Ukraine, there is a severe dearth of Ukrainian material available in English. Most books on top 10 lists about Ukraine are not written by Ukrainians. The prizewinning I Will Die in a Foreign Land was not written by a Ukrainian. As a translator of Ukrainian myself, I know there are books and articles and essays that deserve a wide, English-speaking readership, yet the link between Ukrainian pen and American press is mostly missing. At a time when Ukrainian culture and language are enduring their most intense attack since the early twentieth century, what does it mean for we anglophones to persist in approaching the country via a colonial power? If nothing else, why are we not more curious about the power of this language that the Russian Empire has fought to suppress, to the brink of self-destruction and the collapse of democracy? (Editor's note: To read Michael M. Naydan's recent recommended reading list of more than forty works by Ukrainian writers translated into English, visit worldlit.org.) Ali Kinsella Chicago Copyright © 2022 World Literature Today and the Board of Regents of the University of Oklahoma

Del latín al vascuence pasando por el navarro: sobre los topónimos navarros terminados en <em>-áin</em>

El hecho de documentarse en Navarra varios centenares de topónimos terminados en -áin (escasos, en el País Vasco) atrajo pronto (al menos, con autoridad, desde 1875) el interés etimológico sobre ellos. Son muchas las hipótesis formuladas, sin haber logrado una solución convincente. Ello se debe a que se ha entendido la citada secuencia final como castellano, cuando, obviamente, por su procedencia corresponde al navarro. Desde este nuevo enfoque, se propone su origen a partir del latín -ANEUS y se justifica su doble y sucesiva evolución: -añ(o) y -áin.

Topic Modeling and Text Analysis for Qualitative Policy Research

This paper contributes to a critical methodological discussion that has direct ramifications for policy studies: how computational methods can be concretely incorporated into existing processes of textual analysis and interpretation without compromising scientific integrity. We focus on the computational method of topic modeling and investigate how it interacts with two larger families of qualitative methods: content and classification methods characterized by interest in words as communication units and discourse and representation methods characterized by interest in the meaning of communicative acts. Based on analysis of recent academic publications that have used topic modeling for textual analysis, our findings show that different mixed‐method research designs are appropriate when combining topic modeling with the two groups of methods. Our main concluding argument is that topic modeling enables scholars to apply policy theories and concepts to much larger sets of data. That said, the use of computational methods requires genuine understanding of these techniques to obtain substantially meaningful results. We encourage policy scholars to reflect carefully on methodological issues, and offer a simple heuristic to help identify and address critical points when designing a study using topic modeling.

Språkpolitiska inslag i kampen mot diskriminering

This article takes an interest in words and expressions evolving as part of the fight against discrimination, derogatory attitudes and oppression. A point of departure is that linguistic changes relating to increased diversity sometimes become the object of public criticism, which in turn may produce challenges to writers and journalists, as well as to language-planning activities. The aim is to investigate new naming practices within a framework of political justice agendas of people facing discrimination, and to relate this type of language development to the work of languageplanning institutions. This study is mainly based on interviews with representatives of three Swedish organizations whose members are engaged in activism or education: the disability movement, the LGBTQ movement, and an antiracist organization. It is also based on text examples from Mediearkivet and Korp (Språkbanken) relating public discourse. Analytical results indicate that different ideological standpoints (such as tolerance policies or norm critique) generate different types of naming practices and word meanings that often exist in parallel. Suggested language-planning activities to enable viable recommendations could involve an update of ideological points of view and the identification of meaning variation regarding potentially useful expressions.

Developing EFL Learners Vocabulary by Reading English Comprehension in EFL Classroom

Vocabulary development by reading comprehension is an important issue in case of English language learning. There is always an interconnection between vocabulary and reading comprehension or text and it is unavoidable. There are a lot of ways to develop vocabulary. After judging these ways researchers have shown three ways of effective vocabulary development (Mezynski, 1983; Stahl and Fairbanks, 1986): (a) wide reading, (b) direct instruction, (c) building an interest in words. Wide and independent reading is also important to develop the vocabulary of the learners because through this they come into contact of new vocabularies. Words like serenity, contaminate, stabilize, phenomenon, and anxiety are necessary to make critical distinctions in the physical and social world in which we live (Stanovich, 1992) and which help learners to develop sensitivity to the subtleties in language and thought (Olson, 1986). This paper aims at examining whether reading English comprehension helps to develop vocabulary knowledge of the EFL learners in EFL classroom. To find out how reading English comprehension help to develop vocabulary of the EFL learners two things are checked: 1) whether the learners are trying to understand the meaning of the word at the time of reading comprehension, and 2) after knowing the meaning of the words whether there is any change in understanding the comprehension passage. The data was collected through mcq tests and twenty participants were selected from a second semester EFL classroom of a private university. The collected data reveals that reading comprehension is an effective way for lexical development. This research also reveals the importance of regular reading for the progress of word stocks.

Poubelle, Bottin, Jacuzzi... l'histoire étonnante de 101 noms proprement communs! by Frédérick Gersal

Reviewed by: Poubelle, Bottin, Jacuzzi... l'histoire étonnante de 101 noms proprement communs! by Frédérick Gersal Samira Hassa Gersal, Frédérick. Poubelle, Bottin, Jacuzzi... l'histoire étonnante de 101 noms proprement communs! L'Opportun, 2018. ISBN 978-2-36075-548-6. Pp. 223. This is by no means an academic book. It is intended for general readers who have an interest in words and their origin and as such it may be useful for French teachers. [End Page 234] Gersal is a French television and radio journalist who specializes in history and French culture. His goal, he says, is to share his passion for words and the stories behind their meaning. The book provides an approximately two-page history of 101 alphabetized words, originally people's names, that have entered into daily usage, such as poubelle, after Eugène Poubelle, prefect who in 1884 ordered Parisian landlords to provide garbage bins for tenants, and of course sandwich, after the Earl of Sandwich. The words are chosen for the interesting history behind them, not to cover each letter of the alphabet. Included are personal names like Isabelle and Kamel and names of cities like Cordoue and Damas. Some further examples will convey the level of interest of the book for students. Readers learn that denim fabric for blue jeans was made in Gênes (Genoa), Italy, and brought to America by a certain Levis Strauss, and that the same city gave birth to the famous génoise sponge cake. Words like argus and atlas are linked to Greek mythology, while béchamel sauce was created by Monsieur Béchamel, born in Rouen in 1630. Bluetooth is more than wireless technology: the name comes from Danish king Harald Bluetooth (910–986), known for unifying his country. Chantilly whipped cream draws its name from the chateau in Chantilly, where chef François Vatel chose to end his life rather than suffer dishonor when an order of fish failed to be delivered. Viennoiserie pastry comes from Vienna, of course, birthplace of the croissant, which was imported by Marie-Antoinette of Austria when she married Louis XVI. Gersal's simple, lighthearted style aims to entertain, with numerous puns and jokes. His entry for tupperware begins, "Mais non, ce n'est pas pour vous mettre en boîte" (205). The book's accessibility and personal tone bring linguistics into public awareness. The selection of words is somewhat random and the book lacks any chronological, thematic, or other organization, but it could be a fun read for students, allowing them to see the connection between names, history, and culture in an enjoyable nonacademic format. Samira Hassa Manhattan College, New York Copyright © 2019 American Association of Teachers of French

Qualitative research in complex regional pain syndrome (CRPS)

To answer the first question, qualitative research (QualR) in edicine has a long track record although somewhat shorter in the rea of pain. A search in PubMed using the search words “qualitaive” “research” “pain” gives 3479 hits. A quick review of the first 40 rticles shows that over half actually are on clinical pain syndromes nd the process goes back several years. The structure and practice f QualR are both well established and comprehensive texts on this ave been published as the authors point out [2]. Although often considered “not scientific” by those doing quanitative research, many in quantitative research in pain use methods erived from QualR. As the authors of this paper also point out, onald Melzack began developing the McGill pain questionnaire MPQ) by talking to a patient with phantom limb pain on sevral occasions, fascinated by her descriptions of the pain [3]. The escription by Melzack of the process makes interesting reading. is background as a part time author of lay literature perhaps was ehind this interest in words but Melzack used a quasi-QualR techique and the MPQ that resulted now is routinely used in clinical ain research.

EVoc Strategies: 10 Ways to Use Technology to Build Vocabulary

Vocabulary knowledge is key to comprehension and expression. For students in the intermediate grades, the need for breadth and depth of vocabulary accelerates as they encounter more challenging academic texts in print and on the Internet. Drawing on research‐based principles of vocabulary instruction and multimedia learning, this article presents 10 eVoc strategies that use free digital tools and Internet resources to evoke students' engaged vocabulary learning. The strategies are designed to support the teaching of words and word learning strategies, promote students' strategic use of on‐demand web‐based vocabulary tools, and increase students' volume of reading and incidental word learning. The strategies emphasize developing students' interest in words as they read, view, interact with, and create word meanings in digital and multimedia contexts. Teachers are invited to ‘go digital with word learning’ and experiment with integrating technology to improve their students' vocabulary and reading comprehension.

Children's Language Improvement Possibilities

Development and improvement of children’s language generally takes place on three levels: the rst level – parents, the in€uence of language in the family, the second level – the in€uence of language at school (pre-school and primary school), and the third level – the in€uence of language in the environment (the yard, the street or the local area). A child exists in a world full of words. It intuitively more or less understands and applies the most frequently heard words and expressions in the everyday speech. A child’s language is largely in€uenced by the family, teachers, as well as friends and other people that are considered by the child to be its authority. All of these sources play a certain role in the processes of language acquisition and development of speech culture. Linguistic communication is also closely associated with learning the accepted norms of behaviour, use of means of language expression in particular communication situations, their appropriate or inappropriate use. It is known that a wide range of linguistic means, a rich vocabulary, knowledge of the meanings and function peculiarities of words are required for the expression of thoughts, feelings and judgements, Enrichment of vocabulary is closely tied with the intellectual growth of a child. There are diverse ways of enriching their lexicon and evoking interest in words. Imperfections in children’s vocabulary have various reasons: the inability of parents to cultivate the language of their children in the pre-school age, insucient performance of teachers in identifying the value of words, lack of unied requirements in the area of speech culture cultivation for teachers of various lessons (kindergarten) and of all subjects (primary school). Childhood is both the fundament of life and language learning. Only by fully acquiring one’s native language and by developing speech can a person become part of the cultural life in his or her native country and exist as a creative personality, qualitatively perform tasks at work and successfully engage in communication.

<i>The Earth on Show: Fossils and the Poetics of Popular Science, 1802–1856</i> (review)

Reviewed by: The Earth on Show: Fossils and the Poetics of Popular Science, 1802–1856 Sharon Ruston The Earth on Show: Fossils and the Poetics of Popular Science, 1802–1856. By Ralph O'Connor. Chicago and London: Chicago University Press, 2007. ISBN 0 226 61668 1. Pp. xiii + 541. £26.50. This book is utterly brilliant. Ralph O'Connor's argument, in brief, is that 'science, a group of practices defined against the imagination, was promoted in literary texts using imaginative techniques'. This should not be such a challenging notion, though it clearly still is, and a contentious one at that. O'Connor's main subject is geology and by the end of the book it is proved that a template for writing about geology first emerged at the beginning of the nineteenth century. Throughout, we repeatedly see evidence of the patchwork of well-worn poetic quotation, allusions to visual and dramatic spectacle, mythology and visions of apocalypse that successfully popularised geology. Byron looms large in this study and often his visions of a world long past are appropriated, re-interpreted and creatively altered by men of science writing about the antediluvian past. [End Page 91] As befits a book that reflects on the rhetorical and literary style of scientific writing, O'Connor's own exposition is suitably poetic itself ('geological writings […] were windows into a brave new world richer than romance'). This book is readable, fun and, despite its immense size (it is a beast of a book, but a modern one at that), it is a page-turner. The author is expert in the discipline of literary criticism as much as in history of science, and in the epilogue to the book there is a plea for a greater connection to be made between the two. Declaring that he intends to look at science as literature, O'Connor's study examines not simply what geologists communicated to the public but how this information was communicated. O'Connor is better than many literary scholars at the close analysis of texts: not simply in his attention to genre and the many interesting forms of generic hybridity that writing on geology used, but also in his interest in words. It is all too easy to ignore the poetic epigraph used to open a chapter of any book with its marginal position in relation to the main text, or to skim over an author's quotation after noting that it is yet another example of the long-lasting influence of Milton or Byron. Particularly in his discussion of the textual accompaniments to visual shows, O'Connor examines these quotations with the attention they deserve – finding that they are used to 'elicit rehearsed responses' – and looks into the mechanics of how they work. We discover in their reappearance through a century of writing on geology that such quotations have not only attained canonical status in these genres, but that they have also acquired a significance and authority not present in the original. In O'Connor's reading, the poet thus becomes the geologist and poetry lends the text the authority it needs. The alteration of the original poetic text, such as changing the tenses of verbs or even the words themselves, is part of this process. O'Connor does not regard this activity as misquotation but as both a deliberate and an inventive practice. Geology in its infancy needed the gravitas afforded by poetry; poetry could lend a degree of legitimacy to geology's potentially controversial message. As part of his project O'Connor has to grapple with, carefully divest or re-invest contemporary terms with their appropriate significance: 'literature' and 'Romanticism' are no exceptions (neither, indeed, are 'scientist' and 'dinosaur'). He is also alive to the changed definitions of terms such as 'curious', 'curiosity' and 'interesting'. O'Connor wishes to return to the idea 'not that science writing and literature enjoyed a fruitful relationship, but that scientific writing was literature' and he means 'literature' here as a 'more inclusive concept', used, as it was in the eighteenth and nineteenth centuries, to include 'scientific and historical writing as well'. He is always admirably careful in his own terminology, and critical of those who...

The mind as the essence of words: A linguistic philosophical analysis of the classification teaching of Yongming Yanshou

Along with the Chan’s “linguistic turn”, the significance of sutras, which were despised and even regarded as the obstacle to complete enlightenment, became accepted by the Chan. Due to Yanshou’s contributions, the principle that emphasized the diversity of teaching in terms of the relationship between meaning and expression in the Sui and Tang Dynasties has been changed into a system which stressed the importance of the root/branches relationship of the mind and words. According to Yanshou, the conflict between the Chan and doctrinal teachings is resolved by highlighting the significance of words. Yanshou’s work greatly inspired the Chan’s interest in words in the Song Dynasty.

Imagery factors in the Spanish version of the Verbalizer-Visualizer Questionnaire.

The factor structure and internal consistency reliability of the Spanish version of the Verbalizer-Visualizer Questionnaire was analyzed. 969 male and female high school students completed the questionnaire and the Gordon Test of Visual Imagery Control. Factor analysis indicated that the questionnaire comprises five factors: "interest in words," "dream vividness and frequency," "verbal fluency," "task performance difficulty," and "ways of thinking and acting." The internal consistency was very low (Cronbach alpha = .30). The correlation between scores and those on the Gordon test was statistically significant because N was large but very weak (r =.08, p<.05). The questionnaire measured five distinct factors, and this should be taken into account when using the Spanish version rather than a coherent dimension.

A Disaster, by Any Other Name

My interest in words and their meaning, as well as the problems I have confronted with translation and interpretation in several languages in the fields of both engineering and disaster management for more than fifty years, have prompted me to research the etymology of the word disaster and its translation in languages other than English as well as its linguistic, etymological, cultural and social connotations. This paper does not pretend to be a learned treatise on the subject, nor does it concern itself with the sociological or disaster research and management definitions of disaster. In this paper I will only attempt to reflect my interest in words and the potential pitfalls of the translation processes.

Using the ‘First words’ frieze

‘I know what that says!’ What an exciting landmark those words are! We all want children to be able to read - and suddenly they're pointing to a word in a shop, in the street, in a book and they're saying it. But is this really reading? Aren't they just looking at the packet, the picture, remembering you say the name of it? Yes, it really is reading, it's the beginning of supported single word recognition - and it shows that children have grasped the vital idea that those shapes make a word we say. Our new series of posters is designed to help with this stage, and to encourage children's interest in words.

Tickets to the Theatre: Opening the curtain on a Dialogue with Words

Describes how two different middle school teachers transformed the study of vocabulary in their classrooms by engaging students’ interest in words, moving the study of vocabulary into students’ worlds through theatre and through word tickets and a student-created museum.

Academic Interests and Perceived Competence in American, Japanese, and Korean Children

Children in Grades 2 through 5 from Korea, Japan, and the United States reported on their interests and perceived competence in a variety of academically and socially related domains and indicated their views on gender advantages in areas of interest. Comparisons by country, gender, and age were conducted. Children made many similar responses across countries. Predicted differences suggesting greater academic interests and perceived competence among children from Korea and Japan and social interests among children from Japan were only partially supported. In many cases, the responses of American and Korean children were most alike. American children generally had the highest perceived competence. Interest in words and numbers but not ideas declined with age across countries. Gender differences were common and often stronger than differences between countries or ages. Across countries, boys showed more interest and perceived competence for numbers and things, whereas girls showed more interest and perceived competence for words.

Personal Names and Name Changes

The subject of personal names, when approached from an academic point of view, has attracted the attention of a variety of disciplines. The psychologist (Drury & McCarthy, 1980; Marcus, 1976; Rickel & Anderson, 1981; Strumpfer, 1978) is interested in names because names often affect a person's identity; the sociologist (Besnard, 1979; Zweigenhaft, 1981) is interested in names because names codify relationships and can thus determine conflict and cooperation between groups; the anthropologist (Azevedo, 1980; Carucci, 1984; Chuks-Orji, 1972; Koopman, 1979; Lasker, 1980) is interested in the subject because the name that a group of people relates to serves as a conceptual label for cultural consistency. This element of consistency also causes the historian and political scientist (McClure, 1979; Smith, 1950; Stewart, 1979; Yonge, 1966) to take an interest in names; such scholars recognize that changes in names often reflect major changes in society. Although it is this latter area of interest that has had the greatest influence on the present research, it should be noted that areas of academia outside of the social and behavior sciences have also studied the subject of names. Linguistics (Adler, 1978; Shankle, 1955/1976) is an obvious example. Less obvious, perhaps, is the interest that philosophers (Greet, 1948; Zabeeth, 1968) hold in names. The philosophical interest stems from a more general interest in words, and how words relate to the perceived world. African American scholars (Tyman-Thompson, 1978; Walker, 1977) have, in particular, been interested in the subject of personal names. This is perhaps because one of the more visible aspects of recent social change among African Americans is the increased use of non-

Creating Interest in Words with Literature

Creating Interest in Words with Literature

Satiation of interest in words as a function of their familiarity

On the basis of Hebb's ideas it was hypothesized that interest would satiate faster for highly familiar words than for less familiar words. Satiation of interest was measured by recording the frequency of alternations of eye fixations during prolonged viewing of pairs of words. Pairs of highly familiar words produced significantly higher rates of alternation than did less familiar word pairs. This effect was more pronounced during the second halves of the exposure periods than during the first. The more familiar words also resulted in more fixations away from the words. Data from a questionnaire indicated that the highly familiar words were more interesting than the less familiar words under conditions of brief exposure. This finding supported an interpretation of the above results in terms of the initial interest value of the stimuli.

You English Words.

<h3>The Romance of Words.</h3> By Ernest Weekley, MA. Price, $1.25. Pp 175, with no illustrations. Dover Publications, Inc. (paperback), 180 Varick St, New York 14, 1961. Ernest Weekley, who died almost a decade ago, first published a monograph entitled "The Romance of Words" in 1911. Recently it has been reissued as a paperback by Dover Publications, Inc. It is Weekley's final (1949) edition of his well-known work. I read this along with John Moor's book,<i>You English Words</i>, a book which gets its title from You English words I know you: You are light as dreams Tough as oak, Precious as gold, As poppies and corn, Or an old cloak... —Edward Thomas:<i>Words</i> Anybody with even a passing interest in exchanging ideas, acquiring information, or, as people tend to say now as they aim at profundity, communicating, has an interest in words. This interest should be far-reaching in its scope