English Literature Research Articles

“These gipsy humanities”: G. P. R. James and the Fictionalization of Gypsies in the 1830s

Abstract Studies of the representations of Gypsies in nineteenth-century English literature generally skirt the 1820s and 1830s, even though arguments have been made that there was a significant shift in the image of the Gypsy at this time, from a romantically unknowable figure to a familiar part of the British landscape and, increasingly, an alter ego for the writer. This article fills the gap and tests the argument by examining Edward Bulwer-Lytton’s The Disowned (1828) and, at greater length, G. P. R. James’s The Gipsy (1835). Both writers use the plot devices available to them as romance novelists to create characters who mediate between Gypsies and non-Gypsies and function as spokesmen for Gypsy ways. It is these characters who idealize Gypsy life, yet their idealizations are ironized and psychologized in such a way that the objectivity of their views is in doubt. As characters, they powerfully anticipate the Victorian notion of the “Romany rye”—the non-Gypsy who lives with Gypsies for extended periods, adopting their lifestyle. Yet before that particular literary construction emerged, Bulwer-Lytton and James were putting pressure on the assumptions behind it, questioning the idea that Gypsy culture was open to meaningful appropriation and highlighting the near impossibility of truly mediating Gypsy experience to non-Gypsy readers.

Allergic Contact Dermatitis in Pediatric Practice.

Allergic contact dermatitis (ACD) is prevalent among pediatric population, adolescent and young adults. Patients with ACD experience a lot of sociopsychological and qualityof- life (QoL) difficulties. Children and their caregivers alike are vulnerable to the burden of ACD. We have, in this paper, provided an overview of ACD and discussed common and unusual causes of ACD. We performed an up-to-date literature review in the English language on "allergic contact dermatitis" via PubMed Clinical Queries, using the keywords "allergic contact dermatitis" in August 2022. The search included meta-analyses, randomized controlled trials, clinical trials, casecontrol studies, cohort studies, observational studies, clinical guidelines, case series, case reports, and reviews. The search was restricted to English literature and children. ACD may be acute or chronic and it affects more than 20% of children and adults with significant quality-of-life impairments. ACD is manifested by varying degrees of cutaneous edema, vesiculation, and erythema. The hypersensitivity reaction is one of the most prevalent forms of immunotoxicity in humans. Localized acute ACD lesions can be managed with high-potency topical steroids; if ACD is severe or extensive, systemic corticosteroid therapy is often required to provide relief within 24 hours. In patients with more severe dermatitis, oral prednisone should be tapered over 2-3 weeks. Rapid discontinuation of corticosteroids can result in rebound dermatitis. Patch testing should be performed if treatment fails and the specific allergen or diagnosis remains unknown. ACD is common and can be a physically, psychologically, and economically burdensome disease. Diagnosis of ACD is primarily based on history (exposure to an allergen) and physical examination (morphology and location of the eruption). Skin patch test can help determine the causative allergen. Allergen avoidance is the cornerstone of management. Topical mid- or highpotency corticosteroids are the mainstay of treatment for lesions on less than 20% of the body area. Severe cases of ACD may require treatment with systemic corticosteroids.

SARS-CoV-2 Encephalitis versus Influenza Encephalitis: More Similarities than Differences.

From time to time, physicians face challenging diagnostic and therapeutic issues concerning the acute management of children with viral encephalitis. The aim of this article is to provide an updated narrative review on the similarities and differences between SARS-CoV-2 and influenza encephalitis. A PubMed search was performed with the function "Clinical Queries" using the key terms "SARS-CoV-2" OR "Influenza" AND "Encephalitis". The search strategy included metaanalyses, clinical trials, randomized controlled trials, reviews and observational studies. The search was restricted to the English literature and pediatric population. This article compares similarities and contrasts between SARS-CoV-2 and influenza-associated encephalitis. Encephalitis is an uncommon manifestation of both influenza and SARS-CoV-2. Both viruses are associated with fever and respiratory symptoms. However, SARS-CoV-2 patients may only have mild symptoms or be asymptomatic as silent carriers, rendering the disease spread difficult to control. Influenza patients usually have more severe symptomatology and are often bed bound for several days limiting its spread. Influenza is associated with seasonal and annual outbreaks, whereas SARS-CoV-2 has become endemic. Complications of encephalitis are rare in both viral infections but, when present, may carry serious morbidity and mortality. Many long-term sequelae of COVID- 19 infections (long COVID-19) have been described but not with influenza infections. Mortality associated with encephalitis appears higher with influenza than with SARS-CoV-2. Prophylaxis by immunization is available for both influenza and SARS-CoV-2. Specific efficacious antivirals are also available with oseltamivir for influenza and nirmatrelvir/ritonavir for SARS-CoV-2. Steroids are indicated with more severe SARS-CoV-2 but their role is not distinct in influenza disease. Encephalitis is a rare complication of influenza and SARS-CoV-2 infections. Both carry significant morbidity and mortality. Efficacious vaccines for prophylaxis and antivirals for treatment are available for both viruses.

The effect of peer tutoring on pediatric nursing education: a systematic review.

This study aimed to systematically review studies on the effect of peer tutoring on pediatric nursing education for nursing students and identify its contents and characteristics. A comprehensive search was conducted from November to December 2023 across databases including PubMed, Embase, CENTRAL, CINAHL, ProQuest, and others. We included both published and unpublished literature in English or Korean. Three reviewers independently screened and selected eligible studies that involved undergraduate nursing students participating in peer tutoring programs focused on pediatric nursing education. We analyzed quantitative outcomes related to learning effects and learner responses. The quality of the studies was assessed using the revised Cochrane risk-of-bias tool for randomized trials and the risk of bias assessment tool for non-randomized studies. Five studies were reviewed, encompassing randomized controlled trials, a non-randomized controlled trial, a cohort study, and a before-after study. These interventions were conducted in school settings or pediatric clinical environments and featured different forms of peer teaching: horizontal, near-peer, and reciprocal. The tutor-to-tutee ratios ranged from 1:3 to 1:36.5. The educational content covered nursing care for major neonatal diseases, communication skills, medication administration, and resuscitation techniques. Significant improvements in cognitive knowledge and communication skills were observed among nursing students. However, there was noticeable variability in the design and reporting of the studies. Peer tutoring programs can effectively enhance pediatric nursing education by improving nursing students' knowledge and skills. For future meta-analyses, more studies in this field reported according to reporting guidelines are needed.

Exploring mindfulness interventions across cultures: a comparative meta-analysis of mindfulness interventions for athletes in Western and Eastern contexts.

Applying mindfulness training across cultures can be challenging because its internal motivation depends on values, but there are differences between Western and Eastern contexts. This meta-analysis examines the comparative impacts of the Western Mindfulness-Acceptance-Commitment (MAC) approach and the culturally-adapted Chinese Mindfulness-Acceptance-Insight-Commitment (MAIC) mindfulness training for athletes, to explore the importance of cultural adaptation in cross-cultural psychology to psychological skills training. This meta-analysis was registered with Prospero (ID: CRD42023474474) and adhered to the PRISMA principles. The PICO search methodology was employed to identify pertinent Chinese and English literature across six databases (Web of Science, PubMed, Scopus, CNKI, Wanfang, and VIP) from 2003 to 2023. The evidence originated from randomized controlled trials. Effect sizes were evaluated across three primary domains: athletic performance, mindfulness, and psychological flexibility, and heterogeneity and publication bias. Both MAC and MAIC demonstrated positive effects across all outcome categories in 18 studies. MAIC exhibited substantially larger effect sizes compared to MAC. In mindfulness (MAIC: g = 1.273, p < 0.001; MAC: g = 0.521, p = 0.001), sports performance (MAIC: g = 0.945, p = 0.015; MAC: g = 0.550, p < 0.001), MAC did not provide evidence of improved psychological flexibility (g = 0.076, p = 0.747), while MAIC demonstrated significant benefits (g = 0.964, p < 0.001). While MAIC is based on MAC, it yields more significant outcomes. This may be the "Insight" component introduced by MAIC, which skillfully integrates Eastern context. The MAIC strategy not only becomes more appropriate for local athletes but also indirectly enhances their mindfulness, athletic performance, and psychological flexibility, resulting from cultural adaptation. The new idea not only solves the culture shock caused by the direct application of Western MAC approach on Chinese athletes, but also provides a new solution to the problem that there is insufficient evidence to support the effect of the MAC approach on "psychological flexibility." Investigating differential effects between MAC and MAIC contributes to understanding the significance of culturally adapting mindfulness training and transnational movement of practices. The findings will assist practitioners in selecting evidence-based protocols tailored to athlete needs and cultural contexts. Prospero (ID: CRD42023474474).

THE OTHER: IDENTITY DIMENSIONS OF FEMININE ‘SELF’ IN DORIS LESSING’S SHORT STORIES COLLECTION “A MAN AND TWO WOMEN”

Short fiction by British women writers from the postwar era of the 20th century demonstrates an enduring focus on the essence of female identity. This paper examines short stories by Doris Lessing, a prominent figure in British literature, who has yet to receive proper attention in Ukrainian literary criticism. To address the issue of British female identity in the postwar period, the researcher employed new criticism methods, specifically close reading and feminist criticism, namely gynocritics (E. Showalter), as well as comparative analysis. The examination of selected short stories by D. Lessing revealed certain patterns in the author’s style. Her formal skill is marked by the principle of duplication, which includes: a) repetition of problems, such as marital crises and polygamy (e.g., “A Man and Two Women”, “Each Other”, “To Room Nineteen”); b) duplication of character names (“Each Other”); c) recurrence of plot situations, such as adultery (“A Man and Two Women”, “To Room Nineteen”), and characters’ unhealthy states, including personality disorders (“Dialogue”) and madness (“To Room Nineteen”); d) use of dual narrative perspectives (“To Room Nineteen”, “Dialogue”). The issues related to female identity in D. Lessing’s collection of short stories are presented within two broader contexts: marriage and extramarital relations. Accordingly, two main forms of female individuality emerge: a) the betrayed wife (“A Man and Two Women”, “To Room Nineteen”) and b) the mistress (“Between Men”, “Our Friend Judith”) and her modification, the free woman (“Dialogue”). Despite being mature, intelligent, and experienced, all these characters remain lonely and unhappy.

Argentine literature in English: publishing translations subsidized by PROSUR (2010–2020)

ABSTRACT This article focuses on national institutes' translation policies and draws on works that have recast the notion of soft power for the study of cultural production. Our goal is to analyze how Argentine literature circulates abroad, specifically through translations into hypercentral English, with subsidies from the Programa Sur de Traducciones (South Translation Program, or PROSUR). We trace the history of PROSUR – run by the Argentine Ministry of Foreign Affairs, International Trade, and Worship – and analyze statistical data from institutional databases. Likewise, we study the catalogues, collections, websites, and paratexts of the books sold by a group of publishing houses that have received PROSUR subsidies. Our article suggests that, regardless of the various traits of the titles and the specific profiles of each publishing house, we may identify common trends in relation to how the presses exercise soft power, produce meaning, and introduce Argentine literature in three main ways that we define as political resistance, Latin American literature, and women's writing. Thus, this article is a contribution to the notion of soft power by shifting the focus away from the intent around cultural policy and toward frequently overlooked considerations around the practices of the recipients of cultural policies.

Conceptualizing Africa

A gathering of African intellectuals in 2016—Ateliers de la Pensée I [Workshops of Thought]—aimed to be a “renewal of French-speaking Afro-diasporic critical thinking; it also served as an impetus for generating new perspectives concerning … Africa’s future” (2). Somewhat ironically, the participants—some of whose essays appear in To Write the Africa World—seem to have widely accepted one key idea as a significant part of their thinking: double consciousness. First clearly articulated more than a century before by W.E.B. Dubois, that awareness reverberates through many of their twenty-one collected articles. Yet only one among them, Hourya Bentouhami, actually mentions “DuBois’s reflections” on the subject, describing them “as a strange and painful cognitive disjunction … in the dialogue of the soul with itself”(125). Another contributor, Benaouda Lebdai, instead credits Sudanese born British writer Jamal Maljoub with integrating “his status of being double” as part of his authorial identity (53). Other writers of essays included in the book merely assume an understanding of the concept as fundamental to their thought and, perhaps more importantly, in conveying a concept of Africa to the wider world.

An Exploration of the Ability of AI to Assist College English Writing Teaching

The paper is an exploratory paper on AI-assisted college English writing teaching, which mainly discusses the problems of traditional college English writing teaching as well as the potential and practical strategies of AI technology in teaching.

Translation of Puns Based on Dirk Delabastita’s Theory on Pun Translation: A Case Study of The Trials of Apollo 2: The Dark Prophecy

Pun is a prominent linguistic structure in English literature and its translation has always been a major problem for translators. This thesis agrees with Dirk Delabastita’s view that puns, with certain techniques, can be translated into another language with their functions intact. With Dirk Delabastita’s theory on the translation of puns, this thesis analyzes The Trials of Apollo 2: The Dark Prophecy by Rick Riordan and its Simplified Chinese version Yuyan Anying translated by Weiming Gao, focusing on the accuracy and the use of the language of the pun translations. The results show that the Simplified Chinese version has some excellent translations and some flaws. It obtains a better use of editorial techniques to help explain the translation than the other methods mentioned in Dirk Delabastita’s theory. Furthermore, since the main readers of the original book and the translated version are both children and teenagers, the request for humorous language will rise and the translated version needs improving to meet this request. Some of the author’s suggestions for improvements are given accordingly.

Impacts of long-term climate change on human health: a global scoping review

Abstract Introduction Research output on climate change and human health is growing rapidly. This can make it difficult to find and use relevant information to develop public health action. Methods We present a global scoping review of the rapidly growing quantitative research output on long-term climate change and human health. We searched Scopus, Embase, and PubMed for quantitative, English language literature published between January 2000 and June 2021 that referenced climate change and human health in titles, abstracts, or keywords. Results From 36,956 publications we identified 754 relevant studies. Europe, the Americas, and the Western Pacific were studied much more often than other WHO regions. Research on temperature and vectors accounted for 70% of all included publications. Malaria, diarrheal diseases, and cardiovascular diseases were the most studied specific health outcomes. We found very few studies on non-communicable diseases in low- and middle-income countries. Retrospective publications (153) showed effects of climate change are already occurring worldwide. Most studies on tick-borne encephalitis, malaria, and lower respiratory infections associated with air pollution found impacts caused by climate change have increased. The strongest attribution of climate change was found for heat-related impacts. In prospective publications (626) diarrheal diseases, and impacts associated with heat and chemical air pollution were most consistently projected to increase. Future vector-borne disease impacts were projected to be highly location specific. Some studies demonstrated adaptation can effectively reduce impacts, while noting that capacity to adapt differs greatly between population groups. Conclusions Our findings underline climate change impacts are diverse and complex. Future research should prioritize the relatively understudied regions most vulnerable to climate change, such as Africa, and impacts beyond those related to temperature and vector-borne diseases.

TRANSLATION OF THE MYSTERY PLAY NOAH, FROM THE PERSPECTIVE OF DYNAMIC EQUIVALENCE THEORY

The general aim of this work was to translate the mystery play Noah, from medieval English literature. To this end, this article presents the theory behind the translation proposal: Dynamic Equivalence Theory (Nida, 2001). In addition to Nida (idem), our research was based on Orlin (2006), Herenkov (2011), Palmer (2008), Bell (1991), Venuti (1995) and Pym (2010). Since the methodological proposal is a Middle English work, we consulted online dictionaries of Middle English terms, online libraries specializing in medieval literature, and online translation tools. The result of this work (translation of the play Noah into Portuguese) can be found at the end of this article. In this way, we hope to have contributed to the democratization of reading, the dissemination of knowledge, and the perpetuation of knowledge.

Research on the Value of Poetry Teaching for English Majors in Applied Undergraduate Universities Under the Background of the New Liberal Arts

The emphasis of the traditional teaching environment on English instrumentality has resulted in the marginalization of poetry teaching for English majors in applied undergraduate universities. The construction of the new liberal arts affirms the importance of the English literature curriculum and also inspires people to re-evaluate the potential and unique value of English poetry teaching. English poetry is the material for the cultivation of students’ patriotism. Its condensed space contains multi-disciplinary knowledge, its long history makes it bear rich cross-cultural information, its beautiful language helps improve students’ aesthetic and creative ability and its dialectical thinking stimulates students’ critical thinking. English poetry teaching is an effective way to cultivate international compound talents with Chinese feelings required by the new liberal arts construction for applied undergraduate English majors.

A comparative study of voice in Chinese English-major undergraduates’ timed and untimed argument writing

As a somewhat elusive and occlusive concept, voice can be a challenging and formidable hurdle for second language (L2) writers. One area that exemplifies this struggle is timed argument writing, where authors must position claims, ideas, and individual perspectives to an existing knowledge base and scholarly community under the confines of time. To enrich our understandings of voice construction in L2 English writers’ timed writing, we explored how 41 Chinese English-major undergraduates deployed authorial voice in two prompt-based argument writing tasks (timed versus untimed). We also sampled their self-reported knowledge, use, and understanding of voice through a survey-based instrument. To compare the quantity and quality of voice construction between the two samples, we measured 10 voice categories, three voice dimensions, and overall voice strength. Results showed that only two categories displayed statistically significant differences in terms of frequencies, but all three voice dimensions and overall voice strength scored significantly higher in untimed writing samples. Based on the results of our text analysis and survey, we further highlight the complexities of voice in L2 writing, provide evidence in support of existing voice rubrics, and make practical suggestions for teaching and assessing voice in writing.

A Review of Empirical Research on English Writing Instruction Based on Cognitive Linguistic Approach

The complexities of writing pose various difficulties for those learning a second language, making it a principal area of academic research in linguistics. Lately, breakthroughs in the field of cognitive linguistics have spurred the development of innovative techniques and approaches to studying English composition instruction. Studies that integrate a cognitive linguistic approach (CLA), particularly the principles of schema theory, have demonstrated a considerable uplift in the proficiency, productivity, and overall competence of learners when it comes to writing. The objective of this paper is to methodically compile and integrate these research insights, with the goal of providing a foundation for further exploration in the sphere of cognitive linguistics and educational strategies.

An Action Research on the Effects of “Production-Oriented Approach” on Senior High School Students’ English Writing

The present study explored the effects of &amp;ldquo;production-oriented approach&amp;rdquo; (POA) on senior high school students&amp;rsquo; English writing. 8-week action research of English writing in a senior high school in Inner Mongolia, China was carried out. The data were collected through writing tests and the questionnaire to answer the following research questions: What are the effects of POA on the senior high school students&amp;rsquo; English writing performance and their critical thinking skills (CTSs)? The research results show that: 1. teaching writing based on POA could improve the language and content of English writing. In specific, concerning language, POA could improve the syntactic complexity, lexical diversity, lexical variation of complexity, fluency, and accuracy of English writing. However, there was no significant effect on the structure of English writing. 2. POA positively influenced students&amp;rsquo; CTSs, especially in the dimensions of analysis, curiosity, justice, cognitive maturity, open-mindedness, and tenacity. However, the writing teaching with POA did not influence the dimensions of truth-seeking and self-confidence. Finally, combined with the research findings, some suggestions for improving senior high school students&amp;rsquo; English writing and CTSs were put forward, and the limitations of this research and directions for the future research were discussed.

Strategy Analysis: Integrating Chinese Traditional Culture into the Teaching of English Literature Courses

As the spiritual treasure of the Chinese nation, the outstanding traditional Chinese culture, with its unique philosophical thoughts, values, historical inheritance and artistic forms, is of great significance for cultivating students’ intercultural communication ability and enhancing cultural self-confidence. Under the background of globalization, integrating excellent traditional Chinese culture into the teaching of British and American literature courses can not only enrich the course content and broaden students’ horizons, but also promote the exchange and integration of Eastern and Western cultures, and cultivate students’ global vision and critical thinking ability. Based on this, this paper actively explores the specific strategies for integrating excellent traditional Chinese culture into the teaching of British and American literature.

Africanness and Britishness Pedigree and Research of African English literature

As an intersection of African literature and English literature, Afro-British literature has become a common carrier of “Africanness” and “Englishness”, not only upholding the thick tradition of African local culture, but also powerfully supporting and expressing “Africanness” through its potential discourse of resistance and emancipatory demands. Not only does it hold on to the thick African local cultural tradition and strongly support and speak of “Africanness”, but it also intervenes in, subverts and reshapes “Britishness” through its potential discourse of resistance and demand for liberation. Afro-British literature has made an important contribution to the mutual understanding and appreciation of the two literary traditions and to the connection of cultures, ethnic groups and societies in two different regions across the oceans, providing an excellent and realistic blueprint for the construction of culture in the post-imperial and post-racial era, and shaping a paradigm for the construction of community in the context of globalization and pluralism nowadays.

Primary Intraoral Granulocytic Sarcoma: A Case Report and Review of Literature

AbstractGranulocytic sarcoma (GS) is a rare extramedullary malignant tumor composed of immature granulocytes, including myeloblasts, promyelocytes, and myelocytes. In most cases, these are associated with persisting blood dyscrasias such as acute myeloid leukemia and chronic myeloid leukemia. To date, 32 cases of GS involving orofacial region have been reported in the English literature. Out of these, only a few presented without any systemic complications. This case reports an unusual occurrence of GS without any associated leukemia involving the mandible of a 29-year-old male patient. Hematoxylin and eosin–stained sections revealed the presence of numerous rounds to ovoid myeloblasts with a multilobated, vesicular nucleus and a prominent nucleolus. The cells stained positive for Cluster of Differentiation 68, lysozyme, and myeloperoxidase. He later underwent chemotherapy but succumbed in the interim period of chemotherapy. We hereby report a unique case of GS of mandible in an apparently healthy individual who deteriorated rapidly; an early and accurate diagnosis of which could have been life-saving.

Research on English Language and Literature Teaching Strategies Based on Situational Teaching Method

The teaching of English language and literature not only focuses on developing students’ English language proficiency but also emphasizes their understanding and cognition of the cultural connotations behind the English language. This dual focus aims to cultivate students’ cross-cultural communication skills and practical English skills. The application of the situational teaching method can create corresponding learning scenarios based on English language knowledge, thereby enriching students’ learning experiences and understanding within these scenarios. This method has significant advantages in enhancing the effectiveness of English language and literature teaching. Consequently, this paper first analyzes the significance of applying the situational teaching method in university-level English language and literature instruction. It then proposes several strategies for implementing this method, with the goal of enhancing students’ language awareness, cultural literacy, and comprehensive English skills.