Relevant bibliographies by topics / English English literature Performance in literature

Contents

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

Academic literature on the topic 'English English literature Performance in literature'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "English English literature Performance in literature"

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Godfrey, B. "Medieval English Drama: Performance and Spectatorship." English 59, no. 226 (March 31, 2010): 307–9. http://dx.doi.org/10.1093/english/efq008.

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Archer, Harriet, and Paul Frazer. "Introduction: Territory, Politics, and Performance in Tudor Britain." English: Journal of the English Association 68, no. 261 (2019): 101–5. http://dx.doi.org/10.1093/english/efz025.

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Do, Thanh Tung, and Ngoc Khuong Mai. "High-performance organization: a literature review." Journal of Strategy and Management 13, no. 2 (March 17, 2020): 297–309. http://dx.doi.org/10.1108/jsma-11-2019-0198.

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PurposeThis paper aims to review and synthesize notable literature on high-performance organization (HPO), from which future research directions can be recommended.Design/methodology/approachThis narrative literature review analyzes major HPO literature in popular books and peer-reviewed articles published in English in the period between 1982 and 2019.FindingsThe review revealed that HPO literature has evolved multiple times, illustrating the complex and multifaceted nature of this phenomenon. In particular, literature on HPO has evolved in four phases: (1) definitions and conceptual development of HPO; (2) exploration of approaches to achieve HPO; (3) empirical validation of HPO framework; and (4) complicated research models and designs on HPO. Several research gaps were identified, which definitely hold varying research value and can be seen as potential opportunities for future research.Research limitations/implicationsThe focus of this review is on HPO literature published in English rather than cover all existing literature.Originality/valueIt is among the first studies to review the HPO literature and its evolution. This review also recommends constructive areas for future research on HPO to focus on.
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Sa’eed, Sa’eed Sulieman Sorage. "Impact of Teaching English Literature on the Improvement of EFL Learner’s Performance in English Language." Open Journal of Modern Linguistics 11, no. 04 (2021): 647–54. http://dx.doi.org/10.4236/ojml.2021.114050.

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Winston, Jessica. "Gorboduc Now! The First English Tragedy in Modern Print and Performance." English: Journal of the English Association 68, no. 261 (2019): 184–203. http://dx.doi.org/10.1093/english/efz019.

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Abstract This article surveys the modern reception of the first English tragedy Gorboduc, first reviewing references to Gorboduc in popular print and literature and then in performance. For a long time in the popular press, the play formed part of a framework of cultural knowledge that educated people were assumed to have or desire. Productions of Gorboduc grew out of that context. Implicitly hearkening back to the Renaissance ethos of ‘teach and delight’, they offered audiences an appealing way to reinforce their awareness of English drama. Beyond this dominant trend in the play’s reception, Gorboduc has circulated in another way – as a work that not only represents the past but which also speaks to contemporary times. While the play once represented general information that educated people ought to know, clearly this is no longer the case. Considering this fact, this article suggests that it is possible to rehabilitate the play by building on presentist understandings of the play already present in its modern reception in popular print and performance – that is, to emphasise why Gorboduc continues to be relevant by more explicitly framing it and other Tudor plays in relation to topics that dominate the sixteenth century and matter now, such as tyranny, counsel, and territorial disunion.
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Kassem, Hassan M. "Attitudes towards English Literature: The Case of EFL Students at Three Saudi Colleges." Studies in English Language Teaching 8, no. 3 (June 15, 2020): p1. http://dx.doi.org/10.22158/selt.v8n3p1.

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The primary aim of the study was to investigate the attitudes held by Saudi EFL students and the difficulties they have in studying English literature. Another aim was to explore gender differences in attitudes towards English literature. The relationships between (1) general motivational orientations to learn English and attitudes towards English literature, and (2) general motivational orientations to learn English and attitudes towards English literature, and performance in literary courses were also explored. A cohort of 180 Eighth level majors at three Saudi colleges completed a researcher-developed 28-item questionnaire probing their general motivational orientations to learn English and attitudes towards English literature in terms of emotions associating studying English literature, cultural and religious sensitivities about studying English literature and the importance of studying English literature. Participants were found to hold positive attitudes towards English literature. They reported no cultural or religious sensitivities about studying English literature in their context. The difficulties they reported facing when studying English literature included difficult vocabulary and literary terms, difficult content and long pieces of literature, lack of language proficiency, and having to exert great effort. No gender differences were found in attitudes. Intrinsic motivation was found to be a significant predictor of positive attitudes towards English literature. Finally, a significant positive relationship was found between general motivational orientations to learn English and attitudes towards English literature, and performance in literary courses. Instructional implications and suggestions for further research are provided.
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Daif-Allah, Ayman Sabry, and Fahad Hamad Aljumah. "Uncovering Saudi English Language Majors' Cognitive Beliefs about Learning English Literature." English Language Teaching 13, no. 4 (March 25, 2020): 114. http://dx.doi.org/10.5539/elt.v13n4p114.

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Evidence shows that learners' performance is largely influenced by their cognitive beliefs about learning. The main purpose of the present study is to identifying the cognitive beliefs of Saudi English Language major students in order to get a deeper insight into their inner thoughts about studying literature and to find out the effect of gender on deciding their preferences. A total of 71 male and female English language major Saudi students of the English Language and Translation Department in the Main Campus at Qassim University participated in the study. Data were collected quantitatively and qualitatively by means of students’ questionnaires and interviews. Findings show that participants hold both motivating and demotivating/unrealistic cognitive beliefs about literature learning. The results provide valid evidence on the participants' informed awareness of the social and academic benefits of learning English literature and uncovered their supportive cognitive beliefs that might enhance willingness to study foreign literature. Likewise, it is revealed that issues related to difficulty of literature learning, classroom practices, curriculum and career opportunities have created the established demotivating cognitive beliefs underlying participants' disinclination to literature study. Results also show that analysis of learners' cognitive beliefs would help modify unrealistic beliefs about literature learning and help create a motivating learning environment suitable for the growth of students’ knowledge. The study concluded that cognitive beliefs are the key word for the success of any educational development endeavors and should always be at the center of any learning process being the inner self human power that drives learners’ major behaviors toward their learning preferences and choice of courses. The study recommends identification of learners' cognitive beliefs so as to provide guidelines to English literature instructors to tailor their teaching methods to learners' realistic cognitive beliefs to avoid mismatches with classroom practices. The study also recommends investigating the global structure of the students’ cognitive beliefs to guide educationists in developing curricula that would help students acquire knowledge in an organized manner, and to improve it.
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Whardani, Ayudya, and Margana Margana. "Interlanguage performed by students of English literature study program." LingTera 6, no. 1 (May 19, 2019): 30–40. http://dx.doi.org/10.21831/lt.v6i1.18867.

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The present study attempts to present the evidence of how learners of English as Second Language perform the target language by involving 20 participants from one of state universities in Yogyakarta. The participants are sitting in the first semester majoring English Literature. In investigating the target language performance this study used a writing assignment namely recount text in order to identify language development in relation to grammar acquisition comitted by the learners. Errors made by the learners tend to show interlanguage that the learners performance gains immediate status between native language and target language. The study found that the leaners explored 15 grammar aspects including past tense, modality, to + infinitive , gerund, make, passive voice ,sentence elements, prepositions, articles, collocations, singular and plural nouns, pronouns, relative pronouns, question word order and native language transfer. The approximate cause of the errors are overgeneralization , learning strategy and native transfer. Moreover, overgeneralization becomes the most frequent in making errors that is by consistently using past tense in dealing with verbs. Thus, it is suggested that the teacher is necessary to sharpen the material spesifically based on actual evidence of learners’ performance in order to accomodate what the learners need.
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Seaber, Luke. "Rethinking G. K. Chesterton and Literary Modernism: Parody, Performance, and Popular Culture. By Michael Shallcross." English: Journal of the English Association 67, no. 258 (2018): 290–92. http://dx.doi.org/10.1093/english/efy028.

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Paulusma, Polly. "‘Me and Not-Me’: Folk Songs, Narrative Perspectives, and The Gender Imaginary in Angela Carter’s Shadow Dance." English: Journal of the English Association 69, no. 265 (2020): 145–71. http://dx.doi.org/10.1093/english/efaa011.

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Abstract It is a little-known fact that Angela Carter was a traditional folk singer during the 1960s, that she played the English concertina, and that she co-founded a folk club in Bristol with her first husband, Paul Carter. A newly unearthed private archive of her folk song notes from the decade, which includes her musical notations and a recording of her singing, allows us to develop new understandings of her folk praxis and, when laid alongside her private journal entries, the folk album sleeve notes she penned, her undergraduate dissertation, and other unpublished papers, a whole host of possible new readings of her literary work emerges. This essay explores just one: gender fluidity in folk song performance and its impact upon Carter’s interpretations of gender identity in her debut novel, Shadow Dance. I will suggest that Carter learned gender ambiguity from her folk singing, and that her experience of singing afforded her freedoms to explore versions of sexual performance and gendered selfhood through male characters. More broadly, I will suggest that she buried musical folk song features into the structures of her writing to present her prose as a form of audial performance.
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Dissertations / Theses on the topic "English English literature Performance in literature"

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Silva, Elise Christine. "Terror, Performance and Post 9/11 Literature." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2724.

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This project explores 9/11 as a performative act that is re-represented in post 9/11 fiction. Although many scholars have engaged spectacle theory to understand the event, this project asserts that performance theory gives a more dynamic and ethical reading of post 9/11 literatures like Jonathan Safran Foer's Extremely Loud and Incredibly Close and Don DeLillo's Falling Man. The aforementioned post 9/11 texts showcase narrative performances and also give formal performances for an audience of readers. Theatricality in these texts promotes dialogue and healing through interactive communication.
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Ishikawa, Naoko. "The English clown : print in performance and performance in print." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/2951/.

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This thesis examines how and why the English clown emerged and declined by focusing on jest-books and comic actors such as Tarlton, Kemp and Armin. The jest-book, Tarlton’s Jests is the key publication in the development of jester-clowns in Renaissance drama. This account traces the authoring, editing, and printing of jest-book publications, along with the transmission of their copy-texts to clarify the dissemination of theories of clownery. The thesis explores the English clown tradition based on the presences of Kemp and Armin, who in their writing practices link the development of clowning in print to the theatre stage. This study then offers a critical analysis of the influence of jesting heroes on comic characters in play-texts from Shakespeare to Dekker and Heywood. By considering the rich resources of jests appropriated by these playwrights, the various forms of the clowns’ development are clarified. The tradition and characteristics of the English clown resulted from a unique cultural synergy: the connection between the stage clowning of the time and its underlying theories. This interaction between societal change and the resultant cultural products is considered as an achievement of the Early Modern interdependence between print and performance.
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Hill-Vásquez, Heather. "The possibilities of performance : mediatory styles in Middle English religious drama /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9355.

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Harradine, David John. "Chronographies : performance, death and the writing of time." Thesis, Queen Mary, University of London, 2005. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1855.

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This thesis explores the interconnecting themes of time, death and the subjective in relation to performance, the performative and the critical act of writing. It is structured as a heterogenous series of case studies of a range of performed and petformative events, each offering a focus for an investigation of how the key terms of time and death operate in and around that event, and of how those terms lead to other areas of investigation. It deploys analytical and conceptual frameworks from, amongst others, the disciplines of psychoanalysis, queer theory, cultural studies, the visual arts, literary theory and performance studies to develop a series of interdisciplinary readings of subjects including the perfonnative construction of subjectivity, the temporality of photography, the temporal and spatial aspects of domestic architecture in relation to performance and installation, and the epistolary exchange as performance event. The thesis also addresses the problematics of how to engage in the process of critical writing in response to the ephemerality of performance, and theorises "performative writing" in relation to the broader themes of time and death. A range of textual forms are deployed in the text, including fictional autobiography, love letters, instructions for scientific experiments, prose poems and fragmented essays in multiple voices. By repeatedly reinventing the form through which the writing is presented, the thesis also implicitly explores the limits of textuality in the context of the creation and presentation of the doctoral thesis itself.
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Pauley-Gose, Jennifer H. "IMPERIAL SCAFFOLDING: THE INDIAN MUTINY OF 1857, THE MUTINY NOVEL, AND THE PERFORMANCE OF BRITISH POWER." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1147108754.

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O'Neill, Sinéad. "A history of opera in performance : Verdi's Macbeth at Glyndebourne, 1938 to 2007." Thesis, Queen Mary, University of London, 2010. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1319.

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This dissertation is a history of Glyndebourne Festival Opera’s productions of Verdi’s Macbeth. The first three chapters document each of the three productions, which are directed by Carl Ebert (1938), Franco Enriquez (1964), and Richard Jones (2007). The final chapter is an analysis – focusing on the score’s staging potential – of the opera itself. The analysis is used to draw together and clarify the various staging interpretations discussed in the previous three chapters. The Glyndebourne Archives form the main source for the first two chapters, and my observation of rehearsals and performances informs the third. Historical context is particularly important in the first chapter, while dramaturgical analysis comes to the fore in the second and third. In all cases, the individual production as art work is the main subject of my research. The interaction of music and stage is of particular importance. The methodological challenges presented by exploring something as ephemeral as live performance are discussed in the introduction, and kept in mind throughout. This dissertation is the first major study of Glyndebourne Festival Opera’s creative work. As such, it takes a first step towards the scholarly investigation of the history of opera production in Britain.
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Jones, Winifred Maria. "Shakespeare's dialogic stage : towards a poetics of performance." Thesis, University of Birmingham, 1999. http://etheses.bham.ac.uk//id/eprint/4436/.

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Shakespearian performance scholarship is arguably looking for a methodology that can integrate the study of performative work with critical analysis and theory. As an intervention in this discussion, I propose a poetics of performance, a term intended as a playful appropriation of Stephen Greenblatt's poetics of culture but one that restores the central omission of actual performance to his study of Renaissance subjectivity in dramatic texts. This is a systematic study of four plays, The Taming of the Shrew, The Merchant of Venice, Hamlet and Richard II in productions on stage and screen between 1927-1995, arranged diachronically and in dialogic pairings (drawing on 'Bakhtinian thought'). Utilising Greenblatt's discussion of cultural exchange and symbolic acquisition, and restoring Greenblatt's omission of diachronic 'appropriation', I consider the reception of the performative work, drawing attention to interpretative patterns, and enquire into the structuring historical contingency of the Renaissance locus. In considering the 'iteration' of a Shakespearian text (ie: that which enables it to activate transpositions beyond its originating history) I suggest that materialist critics are responding to a valued "art' work and that it is Shakespearian performance scholarship itself that has created the anomalous page/stage debate which it presently seeks to circumvent.
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Napier, Gray Kathryn F. "Speech, text and performance in John Eliot's writing." Thesis, University of Glasgow, 2003. http://theses.gla.ac.uk/7220/.

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John Eliot (1601-1690) was one of the first English missionaries to settle in the New World. Over the past four centuries his life and missionary work with the Algonquian Indians of Massachusetts Bay, New England, have been documented in various forms including biographies, poems, fiction and children's stories. In addition to his active missionary work, Eliot was also a profile writer and translator: he contributed to many promotional pamphlets, authored one of the most controversial commonwealth treatises of the seventeenth century, published fictional dialogues of Algonquian Indians, composed language and logic primers to help in the translation of Massachusett into English and vice versa. His most ambitious and famous publication is his translation of the Bible into the Massachusett dialect of Algonquian. Throughout the twentieth century, Eliot's reputation as a missionary and a translator has received much critical attention, especially from historians of the colonial period. However, given recent moves to expand the canon of colonial literature, it is surprising that there is no book-length literary analysis of his work. In order to redress this balance and consider Eliot's work from a literary rather than a historical perspective, this thesis considers the written records of direct speech, conversations, speeches, dialogues and deathbed confessions of Algonquian Praying Indians, in order to investigate the use and manipulation of written and spoken communicative strategies. By considering Eliot's work in terms of speech, text and performance, this thesis traces the performative nature of cultural identity through the emergence and inter-dependence of English, New English, Indian, and Praying Indian identities.
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Schmid, Julie Marie. "Performance, poetics, and place: public poetry as a community art." Diss., University of Iowa, 2000. https://ir.uiowa.edu/etd/189.

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This dissertation refuses the assumption that poetry is a dying art form. In this study, I focus on poets Marc Smith, David Hernández, Patricia Smith, and Bob Holman. I place the work of these four poets within the context of the contemporary performance poetry movement and argue that from their position on stage, in the recording studio, or in front of the camera, they use the performance to forge bonds across racial, ethnic, class, and gender divides. Throughout this study, I trace the evolution of the contemporary performance poetry movement from the local to the national, the embodied to the virtual. I combine original research on public poetries such as the poetry slam, the poetry-music ensemble, and video-poetry and synthesize a variety of critical approaches, including cultural studies, postcolonial theory, and ethnomusicology. I analyze specific elements of the performance--the voice, music, the body on stage, and the dialogic relationship betwee performer and audience--and discuss how these poets use the poetry event to articulate a poetry-community-in-the-making. Throughout this study, I argue that these poetry events demand our active engagement with the performance and use emergent technologies to document and analyze this poetry community. As such, "Performance" ultimately demands that we not only rethink the relationship between these poets and their communities, but that we rethink the place of poetry in contemporary American culture.
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Brown, Joanne Elizabeth. "Reinterpreting Troilus and Cressida : changing perceptions in literary criticism and British performance." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7359/.

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Troilus and Cressida is the unusual instance of a Shakespearean play which had long been read and commented upon before stage practitioners explored it in the theatre. My thesis examines the changing perceptions of the play’s characters, paying attention to the chronological relationship between revisions in literary criticism, much of which was written with little proximity to performance, with reinterpretations during its British stage history. The thesis has a particular focus on issues of gender and sexuality. Both the theatre and literary criticism reflected and responded to social change in their dealings with this play, but they did so at different moments. By using the case of Troilus and Cressida, I examine whether theatrical practice or academic literary criticism has acted as the more efficient cultural barometer. Revisions of Cressida are my central example and I also examine the reinterpretations of eight other characters. The delayed acceptance of the play into the theatre means that the claims of relevance become especially acute. Despite the perceived progressive potential of performance, I conclude that theatrical representations of characters in this play have been slow to change in relation to the revisions seen on the pages of literary criticism.
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Books on the topic "English English literature Performance in literature"

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Harstad, James R. The read-along handbook: Performance English. Honolulu: Curriculum Research & Development Group, University of Hawaii, 1996.

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Zeami, performance notes. New York: Columbia University Press, 2008.

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The performance of pleasure in English Renaissance drama. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2003.

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Conference on Literature in Northern Nigeria (3rd 2005 Kano, Nigeria). Writing, performance and literature in Northern Nigeria: Proceedings of the 3rd conference on literature in Northern Nigeria. Edited by Ahmad Saʼidu B, Bhadmus Muhammed O, and Conference on literature in Northern Nigeria (3rd : 2005 : Kano, Nigeria). Kano, Nigeria: Dept. of English and French, Bayero University, 2006.

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Conference on Literature in Northern Nigeria (3rd 2005 Kano, Nigeria). Writing, performance and literature in Northern Nigeria: Proceedings of the 3rd conference on literature in Northern Nigeria. Edited by Ahmad Saʼidu B, Bhadmus Muhammed O, and Conference on literature in Northern Nigeria (3rd : 2005 : Kano, Nigeria). Kano, Nigeria: Dept. of English and French, Bayero University, 2006.

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Graham, Kenneth J. E. The performance of conviction: Plainness and rhetoric in the early English Renaissance. Ithaca: Cornell University Press, 1994.

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Bigliazzi, Silvia. Sull'esecuzione testuale: Dal testo letterario alla performance. Pisa: ETS, 2002.

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This action of our death: The performance of death in English Renaissance drama. Newark, Del: University of Delaware Press, 1989.

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Staging masculinities: History, gender, performance. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2003.

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Alan Moore: Comics as performance, fiction as scalpel. Jackson: University Press of Mississippi, 2009.

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Book chapters on the topic "English English literature Performance in literature"

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Richetti, John. "Performance in Eighteenth-Century English Verse." In A Companion to British Literature, 189–206. Oxford, UK: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118827338.ch64.

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Stevens, Andrea. "Drama as Text and Performance." In A New Companion to English Renaissance Literature and Culture, 502–12. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444319019.ch77.

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Davis, Joel B. "The Performance of Astrophel and Stella in the 1591 Quartos." In The Countesse of Pembrokes Arcadia and the Invention of English Literature, 79–117. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230339705_3.

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Hattaway, Michael. "Playhouses, Performances, and the Role of Drama." In A New Companion to English Renaissance Literature and Culture, 42–59. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444319019.ch42.

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Conklin, Kathy, and Josephine Guy. "English language and English literature." In The Routledge Handbook of English Language and Digital Humanities, 494–510. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003031758-26.

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Peck, John, and Martin Coyle. "Old English Literature." In A Brief History of English Literature, 1–13. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-35267-5_1.

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Peck, John, and Martin Coyle. "Middle English Literature." In A Brief History of English Literature, 14–33. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-35267-5_2.

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Peck, John, and Martin Coyle. "Old English Literature." In A Brief History of English Literature, 1–13. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-137-10794-7_1.

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Peck, John, and Martin Coyle. "Middle English Literature." In A Brief History of English Literature, 14–33. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-137-10794-7_2.

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Alexander, Michael, and Felicity Riddy. "Old English Literature." In The Middle Ages (700–1550), 1–111. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-20155-6_1.

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Conference papers on the topic "English English literature Performance in literature"

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"ENGLISH LANGUAGE SKILLS FOR COMMUNICATIVE PERFORMANCE AND EMPLOYABILITY-AN OVERVIEW." In 2nd National Conference on Translation, Language & Literature. ELK Asia Pacific Journals, 2015. http://dx.doi.org/10.16962/elkapj/si.nctll-2015.11.

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Aydawati, Emilia Ninik, Dwi Rukmini, Dwi Anggani Linggar Bharati, and Sri Wuli Fitriati. "The Effect of Online Peer Review Activities on Students’ Academic Writing Performance." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.50.

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Von Sperling, Otto, and Marcelo Ladeira. "Mining Twitter Data for Signs of Depression in Brazil." In VII Symposium on Knowledge Discovery, Mining and Learning. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/kdmile.2019.8785.

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The literature on computerized models that help detect, study and understand signs of mental health disor- ders from social media has been thriving since the mid-2000s for English speakers. In Brazil, this area of research shows promising results, in addition to a variety of niches that still need exploring. Thus, we construct a large corpus from 2941 users (1486 depressive, 1455 non-depressive), and induce machine learning models to identify signs of depression from our Twitter corpus. In order to achieve our goal, we extract features by measuring linguistic style, behavioral patterns, and affect from users’ public tweets and metadata. Resulting models successfully distinguish between depressive and non-depressive classes with performance scores comparable to results in the literature. We hope that our findings can become stepping stones towards more methodologies being applied at the service of mental health.
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Rodgers, C. "A Performance Diagnosis of the 1939 Heinkel He S3B Turbojet." In ASME Turbo Expo 2004: Power for Land, Sea, and Air. ASMEDC, 2004. http://dx.doi.org/10.1115/gt2004-53014.

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The historical development of the world’s first pure jet propelled aircraft, the Heinkel He 178, and its turbojet the He S3B has been extensively documented, however only limited descriptions of the engine and component aero-thermo-dynamic performances have, as yet, been published in open English literature. The basic He S3B engine flowpath configuration of a radial compressor mounted back-to-back with a radial inflow turbine, intrigued the author as one excellent example of the pre WW11 radial turbomachinery ingenuity and expertise, to the extent that it prompted this diagnosis. Recognizing that some of the historically quoted HeS3B performance data may be dubious, attempts have been made to coalesce data from multiple sources into a more consistent account by conducting a detailed engine performance analysis. HeS3B engine performance characteristics are recreated based upon predicted meanline component maps derived from engine drawings and supporting data recently published by AIAA in his biography “Dr Hans von Ohain — Excellence in Flight”. Predicted engine performance parameters at both a five minute and maximum continuous rating are itemized, together with thrust/rpm/temperature variations at part speed conditions.
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URBONIENĖ, Jūratė, and Indrė KOVERIENĖ. "A COMPARATIVE INVESTIGATION OF ENGLISH LANGUAGE PROFI-CIENCY AND ACADEMIC PERFORMANCE OF CURRENT UNDERGRAD-UATE STUDENTS WITH SPECIAL REFERENCE TO GENERATION Z: RURAL VERSUS URBAN STUDENTS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.159.

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Understanding the audience is the key to successful communication. Therefore, an effective teacher has to consider manifold differences among the students in any given classroom: the characteristics of the students, the mindset of the generation, the variety of learning styles, the students’ needs and goals, and their educational background. Since Aleksandras Stulginskis University (ASU) awards the degrees in food sciences and agriculture, a sizeable part of the students come to study from rural areas. Recent educational research in the USA, UK and Lithuania have revealed a significant difference in the academic performance of the students from rural and urban areas, however, it is still an unresolved problem for the educational institutions in Lithuania. This area has an insubstantial amount of research documented. Thus, the current research aims at investigating the relationship between the location of the school, a student graduated from, and the results of the English Language Diagnostic Test as well as analysing the academic performance of the Agronomy Faculty students through the 2nd, 3rd and 4th semesters. The study focuses on our current undergraduate students - the always-connected, app-happy, smartphone-dependent, born with the Internet, technology, and social media Generation Z. The research methods involve the statistical and comparative analyses of the urban and rural student academic performance (diagnostic test results, examination grades of the 2nd, 3rd and 4th semesters) in the English language; the theoretical assumptions based on the related scientific literature and documents on educational statistics, and the investigation of motivational factors influencing the academic performance of the Generation Z students in line with the processed survey results. The research was initiated in 2015, student academic performance was monitored through the period from 2015 to 2017, and the survey was administered in 2017. The research findings indicate that students from rural schools have an inferior level of the English language compared to the students that finished schools in urban areas, whereas the examination results through the second, third and fourth semesters unveiled an unexpected tendency. Figures show that students from rural schools not only managed to catch up with their colleagues from urban schools, but also outperformed their urban-school peers by roughly increasing rates of their performance. The research evidence could aid teachers and education policy makers, providing a better understanding of Generation Z students from rural and urban areas and factors influencing students' performance.
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Bhalloo, Insiya, Kai Leung, and Monika Molnar. "Well-established monolingual literacy predictors in bilinguals." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0013/000428.

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An important component of early reading intervention is effective literacy screening tools. Literacy precursor screening tools have been primarily developed for early identification and remediation of potential reading difficulties in monolingual Englishspeaking children, despite the significant proportion of bilingual children worldwide. This systematic literature review examines whether the precursor literacy skills commonly used in monolingual English-speaking children have been assessed and found to predict later reading skills in simultaneous bilingual children. Our findings demonstrate that the nine major literacy precursors identified in monolingual children also significantly correlate with reading performance in simultaneous bilingual children. These nine literacy precursors are phonological awareness, letter knowledge, serial recall, oral language comprehension, vocabulary, grammar, memory, non-verbal intelligence and word decoding.
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"Influence of Religion and Vedic Literature in Indian English Literature." In Nov. 20-22, 2017 Kuala Lumpur (Malaysia). URST, 2017. http://dx.doi.org/10.17758/urst.iah1117017.

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Abdullah, Shaima. "Studying English Literature. The Pedagogical Aims." In 8TH INTERNATIONAL VISIBLE CONFERENCE ON EDUCATIONAL SCIENCE AND APPLIED LINGUISTICS. Ishik University, 2017. http://dx.doi.org/10.23918/vesal2017.a33.

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Riyandari, Angelika. "Indonesian Local Literature For English Teaching." In The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.08.

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Malla García, Noelia. "Teaching English Literature in English as a Foreign Language (EFL) Classrooms." In The 5th Human and Social Sciences at the Common Conference. Publishing Society, 2017. http://dx.doi.org/10.18638/hassacc.2017.5.1.226.

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Reports on the topic "English English literature Performance in literature"

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Castro Carracedo, Juan Manuel. The Recapitulatio: An Apocalyptic Pattern in Middle English Literature. Edicions de la Universitat de Lleida, 2019. http://dx.doi.org/10.21001/itma.2019.13.01.

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Johnston, Kathryn. Lexical Bundles in Applied Linguistics and Literature Writing: A Comparison of Intermediate English Learners and Professionals. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5366.

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Furey, John, Austin Davis, and Jennifer Seiter-Moser. Natural language indexing for pedoinformatics. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/41960.

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The multiple schema for the classification of soils rely on differing criteria but the major soil science systems, including the United States Department of Agriculture (USDA) and the international harmonized World Reference Base for Soil Resources soil classification systems, are primarily based on inferred pedogenesis. Largely these classifications are compiled from individual observations of soil characteristics within soil profiles, and the vast majority of this pedologic information is contained in nonquantitative text descriptions. We present initial text mining analyses of parsed text in the digitally available USDA soil taxonomy documentation and the Soil Survey Geographic database. Previous research has shown that latent information structure can be extracted from scientific literature using Natural Language Processing techniques, and we show that this latent information can be used to expedite query performance by using syntactic elements and part-of-speech tags as indices. Technical vocabulary often poses a text mining challenge due to the rarity of its diction in the broader context. We introduce an extension to the common English vocabulary that allows for nearly-complete indexing of USDA Soil Series Descriptions.
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O'Malley, J. M., R. P. Russo, and A. U. Chamot. Basic Skills Resource Center. A Review of the Literature on the Acquisition of English as a Second Language: The Potential for Research Applications. Fort Belvoir, VA: Defense Technical Information Center, May 1985. http://dx.doi.org/10.21236/ada160395.

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Murillo, Marco. Examining English Learners’ College Readiness and Postsecondary Enrollment in California. Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.policy.8.

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Given a growing asset-based approach to equipping English Learners (ELs) with the knowledge and skills to enter and succeed in postsecondary education, this brief examines ELs’ college readiness and postsecondary education outcomes in California. It includes a brief summary of relevant literature on college readiness among EL students. Researchers then present data retrieved from the California Department of Education on college readiness and postsecondary education. The results show that EL students lack access to college preparatory courses, have a low rate of meeting the state’s College/Career Indicator, and enroll in postsecondary education at lower rates than other groups. This policy brief concludes with recommendations for state-, district-, and school-level improvements for ELs’ college readiness and postsecondary enrollment.
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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.
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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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McCarthy, Noel, Eileen Taylor, Martin Maiden, Alison Cody, Melissa Jansen van Rensburg, Margaret Varga, Sophie Hedges, et al. Enhanced molecular-based (MLST/whole genome) surveillance and source attribution of Campylobacter infections in the UK. Food Standards Agency, July 2021. http://dx.doi.org/10.46756/sci.fsa.ksj135.

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This human campylobacteriosis sentinel surveillance project was based at two sites in Oxfordshire and North East England chosen (i) to be representative of the English population on the Office for National Statistics urban-rural classification and (ii) to provide continuity with genetic surveillance started in Oxfordshire in October 2003. Between October 2015 and September 2018 epidemiological questionnaires and genome sequencing of isolates from human cases was accompanied by sampling and genome sequencing of isolates from possible food animal sources. The principal aim was to estimate the contributions of the main sources of human infection and to identify any changes over time. An extension to the project focussed on antimicrobial resistance in study isolates and older archived isolates. These older isolates were from earlier years at the Oxfordshire site and the earliest available coherent set of isolates from the national archive at Public Health England (1997/8). The aim of this additional work was to analyse the emergence of the antimicrobial resistance that is now present among human isolates and to describe and compare antimicrobial resistance in recent food animal isolates. Having identified the presence of bias in population genetic attribution, and that this was not addressed in the published literature, this study developed an approach to adjust for bias in population genetic attribution, and an alternative approach to attribution using sentinel types. Using these approaches the study estimated that approximately 70% of Campylobacter jejuni and just under 50% of C. coli infection in our sample was linked to the chicken source and that this was relatively stable over time. Ruminants were identified as the second most common source for C. jejuni and the most common for C. coli where there was also some evidence for pig as a source although less common than ruminant or chicken. These genomic attributions of themselves make no inference on routes of transmission. However, those infected with isolates genetically typical of chicken origin were substantially more likely to have eaten chicken than those infected with ruminant types. Consumption of lamb’s liver was very strongly associated with infection by a strain genetically typical of a ruminant source. These findings support consumption of these foods as being important in the transmission of these infections and highlight a potentially important role for lamb’s liver consumption as a source of Campylobacter infection. Antimicrobial resistance was predicted from genomic data using a pipeline validated by Public Health England and using BIGSdb software. In C. jejuni this showed a nine-fold increase in resistance to fluoroquinolones from 1997 to 2018. Tetracycline resistance was also common, with higher initial resistance (1997) and less substantial change over time. Resistance to aminoglycosides or macrolides remained low in human cases across all time periods. Among C. jejuni food animal isolates, fluoroquinolone resistance was common among isolates from chicken and substantially less common among ruminants, ducks or pigs. Tetracycline resistance was common across chicken, duck and pig but lower among ruminant origin isolates. In C. coli resistance to all four antimicrobial classes rose from low levels in 1997. The fluoroquinolone rise appears to have levelled off earlier and among animals, levels are high in duck as well as chicken isolates, although based on small sample sizes, macrolide and aminoglycoside resistance, was substantially higher than for C. jejuni among humans and highest among pig origin isolates. Tetracycline resistance is high in isolates from pigs and the very small sample from ducks. Antibiotic use following diagnosis was relatively high (43.4%) among respondents in the human surveillance study. Moreover, it varied substantially across sites and was highest among non-elderly adults compared to older adults or children suggesting opportunities for improved antimicrobial stewardship. The study also found evidence for stable lineages over time across human and source animal species as well as some tighter genomic clusters that may represent outbreaks. The genomic dataset will allow extensive further work beyond the specific goals of the study. This has been made accessible on the web, with access supported by data visualisation tools.
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