Relevant bibliographies by topics / Classical languages – Study and teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Classical languages – Study and teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Classical languages – Study and teaching"

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Holmes-Henderson, Arlene. "Teaching Latin and Greek in Primary Classrooms: the Classics in Communities Project." Journal of Classics Teaching 17, no. 33 (2016): 50–53. http://dx.doi.org/10.1017/s2058631016000131.

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The Classics in Communities project (http://classicsincommunities.org/) is a partnership between members of the University of Oxford, the University of Cambridge and the Iris Project. It was set up in response to the primary curriculum reforms which were implemented in England from September 2014. In the Key Stage 2 (KS2) Languages curriculum policy, for the first time, Classical Greek and Latin can be chosen for study by pupils aged 6-11 in place of a modern language. The project particularly targets schools where Classical languages have not previously featured on the curriculum. It has twin
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Evgenievna Nikitina, Svetlana, and Gulnara Faridovna Dulmukhametova. "TEACHING FOREIGN LANGUAGES TO JOURNALISM AND MEDIA COMMUNICATION STUDENTS: THE COMBINATION OF MODERN AND CLASSICAL APPROACHES." Humanities & Social Sciences Reviews 7, no. 6 (2019): 71–75. http://dx.doi.org/10.18510/hssr.2019.7615.

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Purpose of the study: This research reveals the problem of teaching foreign languages to future journalists. Attention to the issue of learning and teaching foreign languages is dictated by their special role in the professional activities of journalists, which cover almost the entire world's geography and include systematic communication in a foreign language with native speakers.
 Results: Under the conditions of constant transformations, it is not only the student audience that is changing, in particular, journalism and media communication students, by the example of which the high rat
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Korotkina, Irina B. "Teaching Academic English Corpus Trough Word-formation." Higher Education in Russia 28, no. 2 (2019): 94–103. http://dx.doi.org/10.31992/0869-3617-2019-28-2-94-103.

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Classical elements permeate global academic discourse and scientific terminology. Understanding the meanings and functioning of these elements can help multilingual scholars cope with disciplinary literature and write for publication and is therefore essential in teaching English for academic and specific purposes. However, few manuals on academic vocabulary explore word-formation in-depth or use it as a tool to alleviate learning through analysis and synthesis rather than memorizing words. Russian, as many other European languages, is a synthetic language in which affixation is as productive
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Olga Yu., Levchenko. "Organization of Teaching New Languages in Real Schools (Based on Materials of Pre-Soviet Period Editions)." Scholarly Notes of Transbaikal State University 15, no. 5 (2020): 70–78. http://dx.doi.org/10.21209/2658-7114-2020-15-5-70-78.

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The study of the history of domestic foreign language education continues to remain relevant, since some aspects of this problem have not received their comprehensive description. In this regard, the activity of real schools is of undoubted interest, the understanding of the experience of which has practical importance in the context of improving the quality of teaching foreign languages, developing subject concepts and further improving the mathematical and natural science training of students. The issues of real education, which were the subject of special attention of state and public figur
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SAFI, Khadidja. "THE VERBAL SIGNIFIERS IN ARABIC LANGUAGE-A STUDY IN THE IDEATIONAL COMPONENT AND THE INTERPERSONAL COMPONENT-." RIMAK International Journal of Humanities and Social Sciences 03, no. 07 (2021): 17–34. http://dx.doi.org/10.47832/2717-8293.7-3.3.

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Our familiarity with our teaching of Arabic grammar detect the state of phobia that infect the majority of students when they are studied the Arabic grammar (El-nahoo), but, when I analyzed this phenomenon as a teacher and - before - studying this science, I noticed that the beginner Arabic language learner may focus on the grammatical or morphological base independently of its linguistic and current context; as if His classical Arabic is other than the language used with its many names. From a dialect, to a daily language, etc, and it is in fact only one aspect of its development, and the str
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O'Sullivan, Patrick, and Judith Maitland. "Greek and Latin Teaching in Australian and New Zealand Universities: A 2005 Survey." Antichthon 41 (2007): 109–20. http://dx.doi.org/10.1017/s0066477400001787.

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The study of Latin and Ancient Greek at tertiary level is crucial for the survival of Classics within the university sector. And it is not too much to say that the serious study of Greco-Roman antiquity in most, if not all, areas is simply impossible without the ancient languages. They are essential not just for the broad cross-section of philological and literary studies in poetry and prose (ranging at least from Homer to the works of the Church Fathers to Byzantine Chroniclers) but also for ancient history and historiography, philosophy, art history and aesthetics, epigraphy, and many branch
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Kozemirova, Anna. "PROFESSIONAL TRAINING OF TEACHERS OF HUMANITIES IN HIGHER EDUCATION INSTITUTIONS IN GERMANY." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (13) (2021): 25–28. http://dx.doi.org/10.17721/2415-3699.2021.13.06.

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The article is devoted to the topical problem of professional training of teachers of humanities in higher education institutions in Germany. The problems and features of basic competencies that are formed in teachers of humanities in training in higher education institutions are considered. Objectives of the study: to investigate the professional training of teachers of humanities; consider the structure of higher education institutions in Germany; to analyze the presentation of the main material on the professional training of teachers of higher education institutions in Germany. Based on th
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Wyland, Russell M. "An Archival Study of Rhetoric Texts and Teaching at the University of Oxford, 1785––1820." Rhetorica 21, no. 3 (2003): 175–95. http://dx.doi.org/10.1525/rh.2003.21.3.175.

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The study of rhetoric at Oxford enjoyed a privileged place within the classical curriculum. Yet historical treatments of both Oxford and rhetoric are silent on which texts students read, how reading lists evolved, and how the methods of teaching rhetoric responded to internal and external pressures. By using institutional records and personal papers, this essay pieces together which classical rhetoric texts students read, and how the authorities taught rhetoric during a time when curriculum reform efforts promoted both renewed emphasis on the classics and increased attention to the "new learni
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Dementyeva, Тamara М. "German as a Second Foreign Language for Russian Students – A Dilemma of Choice: Classical or Pluricentric German?" Vestnik Tomskogo gosudarstvennogo universiteta, no. 464 (2021): 181–92. http://dx.doi.org/10.17223/15617793/464/21.

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The article raises the problem of teaching German as a second foreign language within the framework of a pluricentric approach. Its relevance for the Russian undergraduate and graduate students is dictated by the modern needs and opportunities to obtain further education in the Common European higher institutions of Germany (D), Austria (A), the German-speaking part of Switzerland (CH), as well as the opportunity to participate in various international student exchange support programs of these countries. The aim of this article is to assess the willingness of the bachelor’s and master’s stude
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(Vasnev), Theodosius. "Historical experience: teaching at the Tambov Seminary in the 1870–1880s." Tambov University Review. Series: Humanities, no. 183 (2019): 180–85. http://dx.doi.org/10.20310/1810-0201-2019-24-183-180-185.

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The streamlining history of the educational process in the Tambov Governorate should be attributed to the end of the 18th century, according to the decree of 1798. However, this did not lead to the religious schools improvement. In this connection, at the beginning of the 19th century, reforms of the spiritual and educational system of seminaries were carried out. As a result of the reform, the Tambov Seminary, which preserved the best traditions of the pre-reform school, re-ceived a qualitative update. However, there were still unresolved issues in the educational process. The methods of teac
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Dissertations / Theses on the topic "Classical languages – Study and teaching"

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Morton, Anne Caroline. "The place of classical civilization in the school curriculum." Thesis, Rhodes University, 1985. http://hdl.handle.net/10962/d1001444.

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Classical Studies, as a subject, has not been seriously presented in many schools until fairly recently. Britain initiated the introduction of Classical Studies to the school curriculum in 1974, and interest has continued to grow steadily in other countries like America, New Zealand, Australia and Canada. This thesis was started on the assumption that this entirely new subject could be introduced into the curriculum for standard six and seven pupils at South African schools, for reasons which will be given later. As work continued on the thesis, the 1985 syllabus for Latin lent it further impe
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Stear, Ezekiel Glenn. "Dual-language drama as a door to classic literature." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3270.

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The author believes that the mediation of classic literature through drama would increase student's opportunity for academic success on the secondary and post-secondary levels of education. This project develops curriculum and materials using dramatic adaptations of ancient literature created by the author.
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Ho, Yuen-ying, and 何婉瑩. "The effect of introducing a computer software in enhancing comprehension of classical Chinese text." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957869.

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Ekron, Anna Cecilia. "Vocabulary : it's all about words working together : an interactive multimedia program to improve senior phase English first additional language learners’ functional vocabulary through an increased understanding of everyday authentic texts and classical and contemporary poetry." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/1829.

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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2008.<br>The continuing decline in Matriculation pass rates is a matter of concern for government, educators, parents and students in South African schools. According to official statistics, only 8% of South Africans are mother-tongue English speakers, yet English is the chief language of learning and teaching in South African schools. Researchers relate the poor pass rate to inadequate proficiency in English of both English First Additional Language learners and some of their teachers. Research has further revealed a
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Vanhalme, Charlotte. "Citoyenneté postmoderne et didactique des langues anciennes: quel projet d'autonomie intellectuelle pour l'apprenant ?" Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209794.

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Il s’agit de déterminer si différents constats posés initialement relatifs à l’évolution de la société et du monde scolaire sont les épiphénomènes d’une tendance générale ou s’ils sont simplement issus d’une synchronie fortuite. De l’analyse de ces constats émergent des problématiques qui se cristallisent autour de concepts. D’une part, on identifie la perception de la citoyenneté, de l’autre, le développement d’un projet d’autonomie intellectuelle, assorti d’une conscientisation des apprentissages. Nous traitons d’abord les questions relatives à la citoyenneté dans le cursus scolaire avant d’
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Alfozan, Abdulrahman Ibrahim. "Assimilation in classical Arabic : a phonological study." Thesis, University of Glasgow, 1989. http://theses.gla.ac.uk/1144/.

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This thesis deals with the phenomenon of assimilation, a natural phonological process, in classical Arabic. It consists of three chapters: The first chapter of the thesis deals with the Arabic sounds in isolation: their points of articulation and manners of articulation with reference to the views of both Arab linguists and scholars of Tajw{=i}d. Secondary sounds, both accepted and rejected, are mentioned too. A brief discussion is devoted to the distinctive features, with particular reference to those that seem to have been described inaccurately by some early or modern linguists. The second
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Nyamilandu, Steve Evans McRester Trinta. "Contextualising Classics teaching in Malawi : a comparative study." Thesis, University of St Andrews, 2016. http://hdl.handle.net/10023/9427.

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The thesis of this study is that Classical studies at the University of Malawi, Chancellor College, has been taught with almost no reference to its African context, yet the Classical world, as Ogilvie (1979:2) observed ‘is far removed in time, geography, and philosophy from the world of Africa'. Classics in Malawi is currently taught as in the West, with which it has immediate ties, but if there are to be meaningful gains on the part of students learning Classics in Malawi, we need to contextualise its teaching. The purpose of this study was to identify ways in which Classics teaching at under
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Sharland, Suzanne Jane. "Horace in dialogue : a Bakhtinian study of speakers, interlocutors, addressees and audiences in the moralising satires of horace sermones books one and two." Doctoral thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/7824.

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Bibliography: leaves 320-347.<br>This thesis examines a selection of poems from both books of Horace's Satires against a backdrop of the dialogic theoretical system conceptualised by the Russian thinker Mikhail Mikhailovich Bakhtin (1895-1975). The thesis proposes examining Horatian satire or sermo, as Horace himself termed his genre, as the 'conversation' that this name implies it is. Bakhtin himself observed that Horace's Satires were one of the works that could be considered ancient forebears of modern novelistic dialogic discourse, although he failed to elaborate on this. The thesis takes
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Dlol, Sarah. "How Ethnicty is Represented in Teaching Aids : A Literature Study of two English Teaching Aids." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19332.

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The aim of this essay is to analyze how two teaching aids is representing ethnicity and how the teaching aids is maintaining the multicultural view, as the Swedish curriculum recommends (Lgr 2011). The two teaching aids are What's Up (2007) and Wings (2010). Ajagán - Lester (1999) claims in his article that the western norm is represented in teaching aids and how the representation of "The other" is important part of our worldview because of the fact "The Other" is contradiction to "Us". Ajagán - Lester (1999) also believes teaching aids construct an ethnic self - understanding and that this p
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Mathey, Alain Bernard. "Teaching languages the natural way with visual cues." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/403.

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Books on the topic "Classical languages – Study and teaching"

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Bruni, Elsa M. Greco e latino: Le lingue classiche nella scuola italiana (1860-2005). Armando, 2005.

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Adrados, Francisco Rodríguez. Defendiendo la enseñanza de los clásicos griegos y latinos: Casi unas memorias (1944-2002). Ediciones Clásicas, 2003.

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Gally, Michèle. Le bûcher des humanités: Le sacrifice des langues anciennes et des lettres est un crime de civilisation! A. Colin, 2006.

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Gally, Michèle. Le bûcher des humanités: Le sacrifice des langues anciennes et des lettres est un crime de civilisation! Colin, 2006.

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Franco, Gianotti Gian, ed. Piemonte antico: L'antichità classica, le élites, la società fra Ottocento e Novecento. Edizioni dell'Orso, 2014.

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Hriberšek, Matej. Klasični jeziki v slovenskem šolstvu 1848-1945. Založba ZRC, 2005.

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Encuentro Científico y Pedagógico (1st 1995 Vitoria, Spain). Historia y métodos en la enseñanza de las lenguas clásicas: I Encuentro Científico y Pedagógico : actas. Edited by Bartolomé Gómez Jesús. Servicio Editorial de la Universidad del País Vasco, 1996.

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Capurso, Angela. Un futuro dal cuore antico: Buone pratiche nella didattica delle lingue classiche. Osanna, 2009.

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Antonio, Alvar, González Castro José Francisco, and Sociedad Española de Estudios Clásicos, eds. Actas del XI Congreso Español de Estudios Clásicos: Santiago de Compostela, del 15 al 20 de septiembre de 2003. Sociedad Española de Estudios Clásicos, 2005.

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Education, Ontario Ministry of. Classical studies and international languages: The Ontario curriculum, grades 11 and 12, 2000. The Ministry, 2000.

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Book chapters on the topic "Classical languages – Study and teaching"

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Liubashenko, Olesia, and Olga Yashenkova. "Extending the Scope of the English Exit Exam: A Study from a Ukrainian Classical University." In Second Language Learning and Teaching. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62884-4_20.

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Muchnik, Malka, Marina Niznik, Anbessa Teferra, and Tania Gluzman. "Teaching the Four Languages in Israel." In Elective Language Study and Policy in Israel. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-34036-4_3.

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Thomas, Lynn, and Hafdís Guðjónsdóttir. "Self-Study Across Languages and Cultures." In International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6880-6_44.

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Sabba, Claudia Georgia, and Ubiratan D’Ambrosio. "An Ethnomathematical Perspective on the Question of the Idea of Multiplication and Learning to Multiply: The Languages and Looks Involved." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_8.

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AbstractThis chapter invites appreciation of the development of an ethnomathematical perspective on the question of the idea of multiplication. The teaching approach described here is grounded on miniprojects that integrate diverse areas of knowledge. It reveals a style of work being performed in the Waldorf Schools of São Paulo, Brazil, where the concept of multiplication is constructed together with the geometry of plane figures through the elaboration of mathematical thinking together with figures mounted on a circular wooden table. The sequence highlights ideas of context connected to the use of cellular phones by the students to introduce the concept of proportionality by taking photos of their bodies and faces, and then using them to study Leonardo da Vinci’s Vitruvian Man.
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Isoda, Masami, and Raimundo Olfos. "Problematics for Conceptualization of Multiplication." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_3.

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AbstractThis chapter addresses the problematics for the conceptualization of multiplication in school mathematics and fundamental difficulties, which include semantics for defining multiplication meaningfully, syntax in relation to languages, and difficulties that originate from historical transitions. The chapter discusses the contradictions or inconsistencies in the various meanings of multiplication in school mathematics situations. Many of these problems of multiplication are originated from European languages. This discussion of these problematics provides some answers to the questions posed in Chap. 2 and provides bases for the necessity to consider the Japanese approach described in Chaps. 4, 5, 6, and 7 of this book. The terminology of multiplication discussed here is related to mathematical usages of multiplication in relation to situations and models. Educational terminology used for multiplication to explain the curriculum and task sequences for designing lessons are discussed in Chap. 4 of this book.
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Huang, Liang, Yinan Peng, Zhenyu Wu, Zhihao Yuan, Huan Wang, and Hui Liu. "Pseudo Context-Sensitive Models for Parsing Isolating Languages: Classical Chinese — A Case Study." In Computational Linguistics and Intelligent Text Processing. Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/3-540-36456-0_5.

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Ballester-Roca, Josep, and Camilla Spaliviero. "CLIL and Literary Education: Teaching Foreign Languages and Literature from an Intercultural Perspective—The Results of a Case Study." In Teaching Language and Content in Multicultural and Multilingual Classrooms. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56615-9_9.

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Péchoux, Romain, Simon Perdrix, Mathys Rennela, and Vladimir Zamdzhiev. "Quantum Programming with Inductive Datatypes: Causality and Affine Type Theory." In Lecture Notes in Computer Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45231-5_29.

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AbstractInductive datatypes in programming languages allow users to define useful data structures such as natural numbers, lists, trees, and others. In this paper we show how inductive datatypes may be added to the quantum programming language QPL. We construct a sound categorical model for the language and by doing so we provide the first detailed semantic treatment of user-defined inductive datatypes in quantum programming. We also show our denotational interpretation is invariant with respect to big-step reduction, thereby establishing another novel result for quantum programming. Compared to classical programming, this property is considerably more difficult to prove and we demonstrate its usefulness by showing how it immediately implies computational adequacy at all types. To further cement our results, our semantics is entirely based on a physically natural model of von Neumann algebras, which are mathematical structures used by physicists to study quantum mechanics.
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Turner, Frank M. "Victorian Classics: Sustaining the Study of the Ancient World." In The Organisation of Knowledge in Victorian Britain. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263266.003.0007.

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This chapter provides an overview of the history of Victorian classical studies. The teaching and knowledge of the Classics in Britain had expanded throughout the Victorian era as the number of educational institutions grew and as the numbers of people with the aspiration for social mobility through education had similarly expanded. More people wanted some kind of knowledge of the classical languages and the classical world because they provided avenues for advancement in secondary schools, the universities, the church, the military, the professions and the civil service. The chapter also describes the major role played by George Grote in British and European classical study. Grote forged a progressive intellectual identity for the study of ancient languages, literature, philosophy and history. He introduced dynamic modern ideas into classical scholarship and sustained the Classics as a force of modern instruction.
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Ghaffari, Mahbod. "University of Cambridge Asian, Middle Eastern and Persian studies during the pandemic." In The world universities’ response to COVID-19: remote online language teaching. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.52.1279.

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This case study will focus on the COVID-19 lecturers’ experience in the Faculty of Asian and Middle Eastern Studies (FAMES) at the University of Cambridge. After a brief background about how the academic year works in the University of Cambridge and an introduction about the situation after the outbreak of COVID-19 in the UK, the author will discuss about the measures taken by the faculty and the way the teaching was conducted in the FAMES in general and Persian language courses in particular. Then, the challenges and problems regarding online teaching in Department of Middle Eastern Studies (DMES) will be highlighted. Finally, a short explanation about the way the examination and assessment were handled in the faculty will be provided. The findings show excellent management and steady leadership turned the classic classroom-based teaching to remote and online teaching. Also, professional collaboration and performance of lecturers along with the ongoing technical and training support were the main factors to go through the critical phase of the pandemic’s impact successfully. It seems that the language teachers have gained valuable experience and skills in teaching languages differently, which can be deployed in future post pandemic situations.
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Conference papers on the topic "Classical languages – Study and teaching"

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Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.

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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teachi
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Canfarotta, Daniela, Janet Wolf, and Raquel Casado-Muñoz. "Digital competences and teaching of classical languages." In TEEM'18: Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality. ACM, 2018. http://dx.doi.org/10.1145/3284179.3284216.

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Tian, Xiaoning, and Qian Zhao. "Study on the Teaching Strategies of Reading Foreign Literary Classics in the Context of Big Data." In 7th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.310.

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Jin, Yashu. "Study on the Teaching of Chinese Classics Reading and Chinese Writing in Schools for Nationalities." In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.084.

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Mader, Sebastian, and François Bry. "Phased Classroom Instruction: A Case Study on Teaching Programming Languages." In 11th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0007655702410251.

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Turró, Carlos, Juan Carlos Morales, and Jaime Busquets-Mataix. "A study on assessment results in a large scale Flipped Teaching Experience." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8141.

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During the last academic year, Universitat Politècnica de Valencia (UPV) developed a large scale experience in flipped teaching (FT), with 64 different courses and 3083 students (2512 unique). Teachers could decide to participate in the experience on their own, and in quite a number of courses we have groups with FT and groups without it. Assessment of the students was done using classical systems (mostly written exams). Evaluation of the experience was done through several ways: First we did a qualitative survey to teachers and students, and then we carried out an analytical study about the r
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Zeng, Li. "Study on the Effectiveness of Chinese Classical Poetry Texts Aiding Dance Teaching in Normal Colleges." In Proceedings of the 3rd International Conference on Art Studies: Science, Experience, Education (ICASSEE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icassee-19.2019.149.

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Makarova, E. N., and I. S. Pirozhkova. "Digital Storytelling as a Means of Competence Development in Teaching Foreign Languages: Experimental Study." In International Scientific Conference “Digitalization of Education: History, Trends and Prospects” (DETP 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200509.125.

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Kapustina, Liubov Viktorovna. "TEACHING FOREIGN LANGUAGES: BETWEEN DIDACTIC PRINCIPLES AND PRAGMATISM." In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-320/322.

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Abstract:
Foreign language teachers have been forced to position themselves as thoughtful practitioners who are looking for opportunities to combine the principles of methodology and pragmatism in order to most effectively fulfill their mission. It is the efficiency of the foreign languages course that is the main goal today. The purpose of this study is to analyze the didactic principles of teaching foreign languages so that teachers could combine various didactic principles with modern trends in learning
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Lin, Yinhua. "A Study on Blended Learning Mode Applied in Foreign Languages Teaching as Exemplified by Microlecture." In CIPAE 2021: 2021 2nd International Conference on Computers, Information Processing and Advanced Education. ACM, 2021. http://dx.doi.org/10.1145/3456887.3457082.

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