Relevant bibliographies by topics / English Camp

Contents

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

Academic literature on the topic 'English Camp'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "English Camp"

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Giemza, M. "A Camp Revisited." English 43, no. 177 (September 1, 1994): 236. http://dx.doi.org/10.1093/english/43.177.236.

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Atechi, Samuel. "Is Cameroon Pidgin flourishing or dying?" English Today 27, no. 3 (August 18, 2011): 30–34. http://dx.doi.org/10.1017/s0266078411000356.

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Cameroon Pidgin English (abbreviated to CamP) is one of the languages of wider communication in Cameroon, a country second only to Papua New Guinea in terms of its multiplicity of languages for a relatively small population. CamP is used alongside other languages like English and French (official languages), Fulfulde, Arab Choa, Ewondo and Duala (lingua francas), and over 250 indigenous languages. What is, however, peculiar about CamP is that it is not restricted to a particular class of people or to people from a particular region. A language which arose as a result of the desperate need for a link language between people who spoke mutually unintelligible languages has now established itself as a major force to reckon with in the linguistic landscape of the country. One of the main preoccupations among researchers on CamP has been its relationship with Cameroon English (CamE), which has higher status. While CamE is an official language in the country's constitution, CamP enjoys covert prestige bestowed on it by Cameroonians as a language of wider communication, social interaction, intimacy, etc. However, Cameroonians have been given to understand that the coexistence of CamP and CamE is responsible for the falling standard of English in the country, as a result of which CamP should be eradicated at all costs. This attitude has led to the stigmatisation and intimidation of CamP speakers as educational authorities all over the country attempt to ban the language, and refer to it in such pejorative terms as bad English, poor English, bush English, join join English etc. Such hostility has tended to drive the language underground so that speakers rarely express their liking for the language overtly. They are suspicious of language authorities and thus have developed an ambivalent attitude towards anything that has to do with CamP. Thus if those speakers who use CamP daily as the main medium of communication were to be asked what they think about its status, functions and prospects, the results would be largely negative (Schröder, 2003), not because they do not like the language but simply because they have been intimidated and stigmatised. This ambivalence has caused serious methodological difficulties for researchers, which have marred most results of studies on the functions, status and prospects of CamP. The inability to adopt an appropriate methodology to research the topic has given rise to conflicting findings and statements on the relationship between CamP and CamE, some of which are sometimes truly baffling (see Ngefac & Sala, 2006; Ayafor, 2005; Kouega, 2001; Chia, 2009). Researchers insensitive to the situation carry out research on CamP and obtain results that paint a completely distorted picture of the situation on the ground. In this light, certain basic questions about this relationship remain to be settled: What is actually the relationship between CamP and CamE? Is CamP really facing death? Is CamP losing ground to CamE? Is CamP soon going to lose its identity and idiosyncrasies to CamE or is CamP going to supplant CamE? This paper will consider how various researchers have grappled with these questions. By analysing their statements, it will attempt to explain the controversies that have characterised research on the relationship between CamP and CamE thus far.
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Cheng, Hsiao-Fang. "Learning English: A Study of English Novel Reading Camp." Mediterranean Journal of Social & Behavioral Research 4, no. 2 (August 1, 2020): 31–34. http://dx.doi.org/10.30935/mjosbr/9598.

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Yulianingsih, Wiwin, Gunarti Dwi Lestari, Utari Dewi, and Rezka Arina Rahma. "Learning Society in Accelerating the Increase of English Understanding and Communicating at Mahesa Putri English Camp." Journal of Nonformal Education 7, no. 1 (February 28, 2021): 39–46. http://dx.doi.org/10.15294/jne.v7i1.26481.

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Camp is one form of non-formal education that is used as a place to live while undergoing language courses. This study is generally aimed at determining the learning society in accelerating the improvement of understanding skills and communication skills in a camp-based English course for students in Mahesa Putri Camp in English Village. The purpose of this study is to determine the role of camp as an enhancer of understanding ability, and the role of camp as an acceleration of communication patterns. The research method used is descriptive qualitative which describes something objectively, based on data analysis conducted at the time of data collection and after data collection. Data collection techniques used were observation, interviews and documentation. In this study, the subjects of the study were managers, tutors and students at Mahesa Putri Camp English Village Pare, Kediri. From the results of the study, it was found that the students experienced an increase in understanding of learning and motivation from activities in the campThe importance of this research to provide and understanding of the existence of camp provides an acceleration in learning english.
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Lee, Eunbyul, and Jongmyung Lee. "Doing “English” in Korea: An Ethnographic Research on Overseas English Camp." Journal of Humanities and Social sciences 21 9, no. 6 (December 31, 2018): 961–76. http://dx.doi.org/10.22143/hss21.9.6.69.

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Rachmawati, Meida, Suzana Widjajanti, Ahmad Ahmad, and Aslan Aslan. "The English Camps as Method of Promoting Fun English at Elementary School Level in Indonesia." Tapis : Jurnal Penelitian Ilmiah 4, no. 2 (December 2, 2020): 174. http://dx.doi.org/10.32332/tapis.v4i2.2563.

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This article aimed to promote English in elementary school students through a fun learning method, called the Fun English Camp. Several studies had been conducted to encounter the best solution to handle this issue. The researchers used PRISMA Protocol as an instrument to collect the data that has been widely used in the process of selecting relevant articles. The researchers reviewed twenty five scientific publications, related to Fun English Camp that has become an English learning approach for beginner students. Through a review of twenty five scientific publications, for instance book and journal, the researchers got scientific evidence that introduction of a learning method with the term Fun English camp has an impact on promoting language learning for elementary school children in Indonesia. Thus, the fun English camp method can be an interesting method to be applied by elementary school curriculum design in Indonesia. Keywords: English Camps, Learning Method, Fun English Learning
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Prancisca, Stella. "Fun Meets Knowledge: English Enrichment through Camp America." JELTIM (Journal of English Language Teaching Innovations and Materials) 1, no. 2 (April 21, 2019): 25. http://dx.doi.org/10.26418/jeltim.v1i1.31523.

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American Corner (Amcor) of Tanjungpura University is aware of the need to provide its EFL learners with an English community which facilitate the learners with English speaking atmosphere namely Camp America. Through Camp America program, the participants obtain some crucial learning benefits such as the opportunity of English interactive fun activities in a variety of settings like singing, games, and seminars. Also friendly engaging conversations with native speakers and local fluent English speaking instructors or mentors. Camp America becomes a helpful alternative to tackle limited opportunities of EFL teachers in providing their students with English community and native speakers. Through which the participants can benefit from both recreational English learning and direct engagement with authentic English speaking space that provides participants both target language community and American culture as well as media of enhancing their integrated language skills that they can apply them into a real life practice.
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Song, Jeong-Mee. "Effects of Short Term English Camp on Elementary Students' English Learning Strategies." Studies in Linguistics ll, no. 18 (December 2010): 63–78. http://dx.doi.org/10.17002/sil..18.201012.63.

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Park, Eun-Young. "The Study of English Bible Camp for Children." Theology and the World 95 (March 31, 2019): 291–311. http://dx.doi.org/10.21130/tw.2019.3.95.291.

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Reid, Lynda. "English Camp: Layers of Learning that Changes Lives." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 5, no. 5 (2006): 65–72. http://dx.doi.org/10.18848/1447-9532/cgp/v05i05/39113.

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Dissertations / Theses on the topic "English Camp"

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Štefančík, Jozef. "Analýza projektů mezinárodní spolupráce pro mládež "English Camp"." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-16482.

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Diploma thesis has a theoretical part that presents the chapters of the Project Management theory which are relevant for English Camps. Knowledge from the theoretical part is then in a practical part applied on a specific English Camp which was managed by author of this diploma thesis. Goal of the diploma thesis is to suggest a set of actions in specific spheres of the English Camp management that will eliminate past problems, lessen risk of unfavourable effects and create conditions for better achievement of project goals.
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Khasandi-Telewa, Vicky. "English is must to us : languages and education in Kakuma Refugee Camp, Kenya." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/2408/.

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This thesis explores the interaction between context and attitude in the languagein- education experiences of multilingual refugees in Kakuma Refugee Camp in Northern Kenya, East Africa. The aim was to discover how they respond to policy and practice in language-in-education and the macro-societal influences that affect their attitudes. I wanted to find out the realities the refugee learners face as a corollary of the policy and practice, and their responses towards these realities. I used an approach based on Critical Ethnography to collect and analyse the data. This generated a diversity of data, allowing for triangulation. I drew on several theoretical frameworks to explore the diverse themes emerging from the data: Cummins' (2000) Transformative Pedagogy, Phillipson's (1992, 1999) Linguistic Imperialism, and Kachru's (1983, 1994) World Englishes. I found that the provision of language education for the refugees follows the mainstream Kenyan policy, a relic of colonialism, whereby English is the medium of instruction from Class Four onwards. Mother tongues or Swahili may, in theory, be used for the lower classes but the practice is often not so. Many refugees have a love-hate relationship with English. They find it hard to master, yet like it as a passport to resettlement, jobs and further education. A few appreciate Swahili but many ofthe Sudanese find it burdensome and unnecessary. Arabic, French and Mother tongues are both appreciated and disliked, but most find their usefulness reduced. The learners face harsh realities, as most not only have to learn the new languages but also have them used as media of instruction. They devise a range of strategies to respond to these realities, for instance, making their way into English Language support classes even if by trickery .and impersonation. This study seeks to contribute to the research literature by exploring how context and attitude affect each other in the education of learners in the temporary setting of a refugee camp.
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Ertin, Serkan. "Perpetuation Of The Gay Male Stereotype: A Study On Camping &amp." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614433/index.pdf.

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This study intends to analyse the terms camp and closet in Alan Hollinghurst&rsquo
s fiction, since all four of his novels - The Swimming-Pool Library (1988), The Folding Star (1993), The Spell (1998), and The Line of Beauty (2004) - investigate the gay male experience throughout the late-twentieth century The point in analysing these terms in Hollinghurst&rsquo
s work is to find out whether the author writes from the margin or in the centre to recreate the origin. Gay subjectivities are of great concern to this study, yet it does not mean that it will be a product of identity politics. Identity politics does regard gender, race, or ethnicities, which are nothing but social constructions, as fixed or biologically determined traits. Thus, identity politics, while trying to recentre the decentred and marginalised identities, re-establishes the binary structure of the Western thought. This study analyses how Hollinghurst, by camping and closeting the gay male, re-produces homosexuality as a distinct identity with a subculture of its own.
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Pegg, Brian Peter. "The taphonomic history of the vertebrate faunal assemblage from British Camp, San Juan Islands, Washington." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ51445.pdf.

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Hodgen, Jacob Michael. ""Boot Camp for the Psyche" : inoculative nonfiction and pre-memory structures as preemptive trauma mediation in fiction and film /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2506.pdf.

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Martin-Liggins, Stephanie Marie. "Georgia Douglas Johnson: The voice of oppression." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1240.

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Omerovic, Aida. "Transforming registers:context and pupil writing at English 7." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-36763.

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The aim of this essay was to investigate whether pupils with higher grades based on formative assessment were more successful at adapting informal texts into formal texts.Six pupils in English 7 were asked to write an informal blog entry about their favorite hobby/pastime and a formal entry also about their favorite hobby/pastime intended for an English encyclopedia. The pupils that were selected were assessed as havingformative grades A-E. The ability to transform informal into formal texts was assessedquantitatively by counting a number of lexical and grammatical features. The results showed that pupils with a higher formative grade did not experience significant difficulties in adapting their language and switching from informal to formal language. The results also showed that the usage of slang and contractions among the pupils with lower grades was maximized.
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Balizet, S. "Sha" G. "A dynamic simulation assessment of english as a second language students' academic readiness." Scholar Commons, 2005. http://scholarcommons.usf.edu/etd/2970.

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AR is hypothesized to comprise above-threshold academic language proficiency, personal characteristics, topical knowledge, academic skills, and academic auxiliaries (motivation, study skills, engagement, work drive, emotional stability, affective schemata, and metacognitive strategies).The participants were 36 international adults, studying pre-university academic English at intensive institutes in Florida who volunteered to take the CLEAR during the summer of 2004. Data were collected via the CLEAR multiple-choice knowledge test and essay test, teacher ratings, examinee feedback, and external measures.Results showed the CLEAR knowledge test functions well at the item level although overall scores are only moderately consistent. The essay scoring consistency was satisfactory, perhaps partly due to the purpose-built scoring tool Good support for content-related validity claims was found for the dynamic simulation overall, for the stimulus materials, for the knowledge test items, for the essay prompt, and for the essay scoring tool. The concurrent measure of teacher ratings correlated with the knowledge test, but not with the content-based essay. Concerning construct-related claims of validity, support was evinced through the literature review as well as through inter-subtest correlation. External measures suggested some discriminant evidentiary support. Examinees perceived that the CLEAR closely resembled the target environment, they judged the CLEAR quality to be a key feature, and they would recommend the CLEAR to a friend for the growth experience.
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Akinyeye, Caroline Modupe. "Exploring the Teaching and Learning of English (L2) Writing : A Case of Three Junior Secondary Schools in Nigeria." University of the Western Cape, 2015. http://hdl.handle.net/11394/5089.

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Philosophiae Doctor - PhD
Nigeria is one of the most multilingual nations in Africa which consists of over 450 languages (Adegbija, 2004; Danladi, 2013). It has a population of more than 150 million people, with three major languages, namely Hausa, Yoruba and Igbo, and a number of minority languages. Despite its linguistic and cultural diversity, English is the main medium of instruction from primary to tertiary education. The negative effects of learning through the medium of English second language (L2) are evidenced in the learners’ poor achievement in the external examination results of the National Examination Council (NECO) and the West African Examination Council (WAEC). There is an assumption that learners’ poor performance in English (L2) is due to little attention given to English writing in schools, and the use of less appropriate or effective teaching approaches (Babalola, 2011). There is a special concern about the poor writing proficiency levels of learners, particularly in the Junior Secondary School (JSS) phase which is an exit to Senior Secondary School level where learners are expected to show strong academic literacy skills. Writing is a process which is central to learners’ learning across the curriculum and it enables learners not only to access knowledge from different sources, but also to display the acquired knowledge in different domains. Learners’ poor writing skills are a great concern given that English (L2) is the main medium of instruction at all levels of education in Nigeria. In light of the above, this study set out to explore the pedagogical strategies and problems encountered by both teachers and learners in English (L2) academic writing in Junior Secondary School (JSS 3) classrooms in the Ekiti State, Nigeria. Guided by Second Language Acquisition theory, the study explored the factors that influence second language learning, in relation to the sociocultural and contextual factors that influence learners’ writing abilities. Through the lens of the Genre Pedagogical Theory and the Social Constructivist theory, it investigated teachers’ pedagogical strategies in English (L2) writing, and analysed learners’ written texts in order to understand the extent to which they reflected the features of specific genres that support learners’ writing skills. Four JSS3 teachers in three schools were purposively selected to participate in the study. The study employed a qualitative research paradigm, underpinned by the interpretive theory. Through the use of an ethnographic design, the day-to-day happenings such as thoughts and engagements of both teachers and students in the English (L2) lessons were observed and recorded by means of an audio-recorder in order to build a comprehensive record of the participants’ practice in the classroom. In addition, both semi-structured and unstructured interviews were conducted with the individual teachers. The students’ written texts and other relevant documents were collected and analysed for the purpose of data triangulation. Ethical considerations such as informed consent, voluntary participation, respect and anonymity of participants were observed throughout the study. In this study, the findings show that the teaching of English (L2) writing is still a challenge to many teachers due to a variety of factors which include linguistic, pedagogical and structural factors. As a result, learners’ academic writing suffers, especially writing to learn at secondary school level. Specifically, the findings of this study indicate that the teachers made use of traditional teaching approaches in the teaching of English (L2) writing as against the approaches recommended in the curriculum. The study also reveals that most of the JSS(3) students’ level of proficiency in English writing is below the expected levels stipulated in the curriculum document, although some of them displayed good basic interpersonal communication skills (BICS), Other contributing factors to the learners’ low academic writing proficiency in English (L2) include teachers’ limited understanding and application of the Genre-Based Approach in teaching writing, inadequate language teaching and learning resources, learners’ limited exposure to English (L2) and limited writing opportunities. The study concludes that while the use of the Genre-Based Approach is not the only strategy to enhance learners’ writing skills, the teaching of writing remains crucial as it is central to language use in different knowledge domains. Students’ writing proficiency is critical for cognitive and socio-economic development as it has implications for students’ access to knowledge and academic literacy which spills over to tertiary education. In a country like Nigeria where the main language of instruction is English, there is a need to prioritise teacher development and to revisit the curriculum to determine how it meets the academic needs of learners in this century.
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Sage, Geoffrey Brandon. "The muwashshah, zajal, and kharja : what came before and what became of them." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32454.

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There have historically been numerous connections between the way that medieval Iberian Muslims conceptualized love, lust, and desire and the ways in which Western Europeans have expressed those same concepts, especially as potentially derived from the literary genre of the muwashshah, a particular form of (primarily) medieval Hispano-Arabic poetry. Specifically, the muwashshah and its particular expression(s) of romantic love have helped in causing a series of paradigm shifts (with a definition borrowed from Kuhn to apply to the humanities) within Western ideology. This thesis focuses on the transformative effect of such Hispano-Arabic poetry within Western culture, as well as its connections with the following: Greco-Roman concepts of poetics, earlier Arabic poetry, and post-Hispano-Arabic Arabic poetry. It explores the concept of intersectionality within Hispano-Arabic culture, demonstrating how Hispano-Arabic sources may have influenced European interpretations of romantic relationships as well as how the muwashshah survived within an Arabic context. While mostly existing as a substratum within European culture, the muwashshah has had lasting influence upon European culture. The domains of love and desire provide a particularly apt example, as they involve not simply technology (civilian or military) but demonstrate the origin of a distinct change in the expression of emotion within European culture. At a fundamental level, Western Europe has adopted some of these Hispano-Arabic (as derived from a Muslim viewpoint) values. Regardless of further conflict between Europeans and Muslim cultures, they share parts of a common heritage, expressed differently, but with partial derivations, large or small, from a single source. Such exploration demonstrates the deep interconnectedness of what has heretofore been considered a separated, solely Western (Christian) European culture and that of the Islamic world, derived from one of the original points of intersection between Muslim culture and Western Christian culture, as well as how Arabic culture addressed its outliers.
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Books on the topic "English Camp"

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Rao, Cheryl. Camp adventure. New Delhi: Children's Book Trust, 2001.

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Galler, Meyer. Soviet camp speech. Jerusalem: Magnes Press, The Hebrew University, 1994.

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Camp in literature. Jefferson, N.C: McFarland & Co., 2006.

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Horton, Bobby, and Anita Quick. Civil War camp songs. Shattuc, Ill: Long Branch Books, 2012.

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Drew, Simon. Camp David: Nonsense in art. Woodbridge, Suffolk: Antique Collectors' Club, 1992.

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Camp songs, folk songs. [Place of publication not identified]: Xlibris, 2014.

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Sherman, Allan. Hello muddah, hello faddah: (a letter from camp). New York: Scholastic, 2007.

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Miriel, Lenore, ed. Ruby Camp: A Snowy River series. North Melbourne, Vic: Spinifex Press, 1998.

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Tamajao 241: A POW camp on the river Kwai. Rochford: Paul-Leagas, 1987.

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Lou, Busch, and Davis Jack E. ill, eds. Hello muddah, hello faddah: (a letter from camp). New York: Dutton Children's Books, 2004.

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Book chapters on the topic "English Camp"

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Alyasin, Abdulqader. "ELT in a War-Affected Context: One Teacher’s Coping Strategies and Practical Responses in a Syrian Camp School." In International Perspectives on Teaching English in Difficult Circumstances, 155–74. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-53104-9_8.

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Tacho, Elizabeth. "When arīven Came to England: Tracing Lexical Re-Structuring by Borrowing in Middle and Early Modern English. A Case Study." In Studies in the History of the English Language V, 231–64. Berlin, New York: DE GRUYTER MOUTON, 2010. http://dx.doi.org/10.1515/9783110220339.2.231.

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Trollope, Frances. "Chapter XV: Camp-Meeting." In Domestic Manners of the Americans. Oxford University Press, 2014. http://dx.doi.org/10.1093/owc/9780199676873.003.0017.

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It was in the course of this summer that I found the opportunity I had long wished for, of attending a camp-meeting, and I gladly accepted the invitation of an English lady and gentleman to accompany them in their carriage to the spot where...
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Grantley, Darryll. "‘What meanes this shew?’: Theatricalism, Camp and Subversion in Doctor Faustus and The Jew of Malta." In Christopher Marlowe and English Renaissance Culture, 224–38. Routledge, 2018. http://dx.doi.org/10.4324/9780429461460-13.

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Tamte, Roger R. "Officially Under Way." In Walter Camp and the Creation of American Football, 11–18. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252041617.003.0003.

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The American system of residential colleges is conducive to athletic play in the colleges and to student management of intercollegiate athletic competition. Rugby becomes more widely accepted by student decision makers after Harvard and Yale play a second game in 1876 (when Yale defeats Harvard in part because of better physical training and preparation). Later in 1876, students from four colleges form the Intercollegiate Football Association (IFA) and install playing rules that, with only a few exceptions, are verbatim with English rugby rules.
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Tamte, Roger R. "Making It Their Own." In Walter Camp and the Creation of American Football, 23–25. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252041617.003.0005.

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Soon after beginning rugby, American college players spontaneously begin to modify it, purposefully kicking the ball backward to a waiting backfield player. Thereby, they allow planning rather than happenstance and runs around a scrum instead of trying to force the ball through in English rugby style. The American players also tend to spread out across the field and rely on lateral passing of the ball to avoid tackles, again to skirt the scrum rather than force the ball forward. Camp is chosen captain of the Yale football team in his junior year.
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Tamte, Roger R. "Fourth Year." In Walter Camp and the Creation of American Football, 35–41. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252041617.003.0008.

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American student rule makers in 1879 incrementally change their scrimmage rule, removing words that call for English rugby’s scrimmage methodology of players forcing themselves and the ball toward the opponent’s goal, thus aligning the rule with actual American practice. Princeton in 1879 uses safeties, which have no scoring significance, to hold Yale to a tie. The Yale Courant editorially calls for safeties to count in the scoring. Camp loses the election of class poet by a wide margin, but a poem he wrote is chosen in sealed competition as the class poem.
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Tamte, Roger R. "Given a New Era." In Walter Camp and the Creation of American Football, 4–11. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252041617.003.0002.

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Walter Camp is born into an era of dramatic technological advance and social change, which bring him game and competition opportunities. The game of rugby had developed at Rugby School in England, with the first known written rules for football being prepared by Rugby students in 1845, just fourteen years before Camp is born. Camp is a New Englander with seven generations of Connecticut ancestors, beginning with Plymouth Rock–era English immigrants. His immediate family mixes both academic and business aptitudes and interests. From boyhood on, Camp is physically active, spending time on the water every summer (he grew up three blocks from the New Haven harbor), exercising to build up his body, wrestling, practicing, and competing in athletic games. He attends Hopkins Grammar School, a New Haven college-preparatory school, and helps establish athletic teams representing the school in competition.
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"Chapter Six Camp and the Hermaphroditic Gaze in Sir David Lyndsay’s Ane Satyre of the Thrie Estaitis." In On the Queerness of Early English Drama, 146–70. University of Toronto Press, 2021. http://dx.doi.org/10.3138/9781487538866-008.

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Hurl-Eamon, Jennine, and Lynn MacKay. "'A Letter from the English Camp at Varna', Daily News, 22 June 1854, P. 5." In Women, Families and the British Army 1700-1880, 257. Routledge, 2020. http://dx.doi.org/10.4324/9781003017974-109.

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Conference papers on the topic "English Camp"

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Saini, Sandeep, and Vineet Sahula. "Neural Machine Translation for English to Hindi." In 2018 Fourth International Conference on Information Retrieval and Knowledge Management (CAMP). IEEE, 2018. http://dx.doi.org/10.1109/infrkm.2018.8464781.

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Iunda, Daria Ruslanovna, and Elena Iurevna Pishkova. "Classification of Non-Equivalent Vocabulary." In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98741.

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The article deals with studying the classification of non-equivalent vocabulary by L.S. Barkhudarov and analysing the English texts of legal articles. Based on the present research, the authors came to a conclusion about the frequency of usage of certain group of non-equivalent vocabulary in juridical texts.
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Seloma, Portia, and Sam Ramaila. "PEDAGOGICAL PRACTICES ADOPTED BY TEACHERS WHEN TEACHING LEARNERS TAKING ENGLISH AS FIRST ADDITIONAL LANGUAGE IN LIFE SCIENCES CLASSROOMS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end020.

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This study examined pedagogical practices adopted by teachers when teaching learners taking English as First Additional Language in Life Sciences classrooms. The inquiry adopted a generic qualitative design located within the interpretivist paradigm and involved purposively selected Life Sciences teachers and grade 10 learners from South African township schools as participants. Qualitative data was collected through semi-structured interviews and classroom observations. The empirical investigation is underpinned by the Cognitive Academic Language Proficiency (CALP) as the underlying theoretical framework. The study uncovered a myriad of instructional challenges facing Life Sciences teachers and learners associated with the use of English as a medium of instruction while it is taken as a First Additional Language by the learners. In particular, the terminology used in Life Sciences as a key knowledge domain posed fundamental instructional challenges in relation to meaningful development of enhanced learners’ conceptual understanding of scientific phenomena. Theoretical implications for meaningful science teaching and learning are discussed.
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Milosavljević, Miroslav, Isidora Milošević, and Jelena Milosavljevic. "TERMINOLOŠKO I POJMOVNO ODREĐENjE BANKE KAO SUBJEKTA USLUŽNOG PRAVA." In XVII majsko savetovanje. Pravni fakultet Univerziteta u Kragujvcu, 2021. http://dx.doi.org/10.46793/uvp21.243m.

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In order to determine the essence of the bank, as an economic entity, the authors first determined its definition, both terminologically and conceptually. Furthermore, the theoretical and lexicographic definition of the bank is analyzed, as well as the definitions given in the positive law of the Republic of Serbia and in comparative law, primarily in the states that emerged from the former republics of SFRY, and then in English and German law, as well as the EU. The authors came to the conclusion that there is a common denominator for all analyzed definitions on the basis of which the terminological and conceptual definition of a bank is precisely determined.
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Castillo, Maria Paula, Isabel Cristina Tunarrosa, Lina Maria Chacon, and Luis Carlos Belalcazar. "Exposición personal a Material Particulado 2.5 en sistemas de transporte masivo de Bogotá y Medellín [Not available in English]." In 2019 Congreso Colombiano y Conferencia Internacional de Calidad de Aire y Salud Pública (CASP). IEEE, 2019. http://dx.doi.org/10.1109/casap48673.2019.9364035.

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Empler, Tommaso, Fabio Quici, Adriana Caldarone, Alexandra Fusinetti, and Maria Laura Rossi. "Chiese fortificate all’Isola d’Elba tra l’XI e XVI secolo." In FORTMED2020 - Defensive Architecture of the Mediterranean. Valencia: Universitat Politàcnica de València, 2020. http://dx.doi.org/10.4995/fortmed2020.2020.11483.

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Fortified churches between the eleventh and sixteenth centuries on Elba IslandAgainst the threat of Islamic, Norman and Greek pirates, starting from the eighth century, or due to conflicts with the Genoese, Catalans, Neapolitans and French, up to the English and Dutch corsairs from the sixteenth century, Elba island is organized with a respectable defensive apparatus, especially thanks to the Pisans and the Lordship of the Appiano. In addition to a system of fortresses, towers positioned on the shore of the beaches and watch towers placed on the mountain, the presence of some fortified churches from the eleventh century until the sixteenth century is very unusual: the church of San Niccolò in San Piero in Campo, the church of Sant’Ilario, the church of San Niccolò in Poggio, and of the church of Saints Martyrs Giacomo and Quirico in Rio nell’Elba. Main tasks of the research are: study of the transformations of the churches of San Niccolò in San Piero in Campo and of the church of Sant’Ilario, located on the southern slope of Monte Capanne, where was used the construction technique of the granite of the Elba; the way of communicating cultural heritage among scholars or tourists who are fascinated by such structures. Through an initial operation of instrumental survey with 3D laser scanning and drone photogrammetry it is possible to return the current 3D models of the churches. The second step goes on two main directions: on one hand identifying the conservative restoration operations for the fortified churches; on the other hand allowing the dissemination to a wider public of the history of the two fortified churches.
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Maryska, Milos, Petr Doucek, and Lea Nedomova. "Comparison of Applicant's Results for Studies from Russia and Vietnam at the University of Economics, Prague." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3708.

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Aim/Purpose: The aim of this paper is analysis of applicants for study at the University of Economics, Prague (UEP) that are coming from foreign countries. The second aim is to learn the graduation rate of foreign students. Background: Knowledge about applicants results are important for changing entrance exams according to the changing situation in high school education systems and according to the changing requirements coming from teachers at UEP. The background question is, if the both components of entrance exams should have the same significance. Methodology: Entrance exams results were analysed for 2009-2016 period. We used standard statistics methods supported by the IBM SPSS tool and Microsoft Excel. All data were processed by way of Microsoft SQL Server. We analyzed the faculties that require Mathematics and English entrance exams. We are comparing mainly results of applicants from Russia and Vietnam. For graduation rate estimations the logit model approach has been applied. The data for our analysis came from UEP information systems and hard-copy applications and were then set anonymous. Contribution: Detailed analysis of situation at the UEP and guideline on how to process similar research at another universities. Paper offers comparison of Russian education system results in Mathematics and English with the education system of Vietnam. Further contribution is for Vietnamese potential applicants for study in the Czech Republic. Findings: Based on our analysis, we concluded that total number of applicants for studies was 109,996 students at the UEP during the analyzed period and applicants from Vietnam 1,686 and from Russia 7,227. For studies were accepted 717 applicants from Vietnam (42.5%) and 1,986 applicants from Russia (27.5%). We were also able to prove a slightly positive correlation between the number of points obtained for the English entrance exam and the mathematics entrance exam. However, this correlation goes slightly downhill over time. Further findings are from logit model of correlation between number of obtained points and successfully studies completion. The border for effective acceptance of students from this data set is approximately 170 obtained points in entrance exam. Recommendations for Practitioners : This analysis offers results of entrance exams on UEP from English and Mathematics. Recommendation could be held in comparison of education systems efficiency in Russia and Vietnam in these two areas with reflection requirements on students of economy at University of Economics, Prague. Recommendation for Researchers: The way of analysis, number of analyzed sample, final data and conclusions from this research. Using logit model for study success rate modeling. Offer for cooperation in analysis of entrance exams data queues. Impact on Society: Comparison of entrance exams results on University of Economics, Prague between Russian and Vietnamese applicants for study in the area of economics. Comparison of education systems effectiveness in Vietnam and in Russia in relation to economics studies in EU country. Future Research: Process this analysis in longer period and extend for another countries and nationalities. Next step planned for this is year is analysis of relation among results of Mock Entrance Exams – Entrance Exams – Study Results. This is long-term plan. In next 5 years, we should be able to answer question if there is some probability, that students failed during standard entrance exams when these students pass mock exams for example because he was in stress?
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Reports on the topic "English Camp"

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Zhou, Nan, Chris Marnay, Ryan Firestone, Weijun Gao, and Masaru Nishida. The potential for distributed generation in Japanese prototype buildings: A DER-CAM analysis of policy, tariff design, building energy use, and technology development (English Version). Office of Scientific and Technical Information (OSTI), October 2004. http://dx.doi.org/10.2172/837812.

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