Academic literature on the topic 'FoFs (Focus on Forms)'
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Journal articles on the topic "FoFs (Focus on Forms)"
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Muhamad, Maizatulliza, and Richard Kiely. "An Analysis of Focus on Form Practice in Communicative English Language Teaching Classrooms." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 2, no. 2 (2018): 115. http://dx.doi.org/10.21093/ijeltal.v2i2.97.
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In communicative English language teaching classrooms, one of the main issues discussed is the teaching of forms. Research shows that Focus on Form (FoF) practice which focuses on building students’ communicative ability is effective and desirable in helping students acquire their second language. This is unlike Focus on Forms (FoFs) practice which emphasises building students grammatical accuracy. However, many of the studies on FoF practices are designed within a controlled environment with pre-determined categories, which is different from an actual classroom setting. This study is conducted in actual communicative English language teaching classrooms to investigate teachers’ FoF practices. Data were gathered from 15 non-participant classroom observations and interviews with three Malaysian ESL teachers. The data from the observations showed the teachers’ tendency to employ isolated form-focused instructions (I-FFI) and reactive FoF practices in teaching grammar. However, the interviews revealed that the teachers focused more on helping students to master grammatical rules which conformed to the principle of FoFs practice. The contradicting findings suggest a complexity of teachers’ actual practices which is not highlighted by many of the research studies in this area.
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Murtisari, Elisabet Titik, Laura Salvadora, and Gita Hastuti. "ISOLATED AND INTEGRATED GRAMMAR TEACHING IN TERTIARY EFL CONTEXT: INDONESIAN TEACHERS’ BELIEFS." SAGA: Journal of English Language Teaching and Applied Linguistics 1, no. 1 (2020): 17–30. http://dx.doi.org/10.21460/saga.2020.11.9.
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While there are a lot of debates surrounding isolated and integrated grammar teaching, there is still limited research on their uses in EFL settings with larger class sizes and different learning environments. To fill in this gap, this case study investigates teachers’ beliefs toward isolated grammar teaching (Focus on Forms/FoFs) and integrated grammar teaching (largely a version of Focus on Form/FonF) in the context of EFL tertiary language study in Indonesia. The data were obtained by conducting semi-structured interviews with 10 Indonesian teachers of a private university’s English language program. In general, the teachers tended to value one of the approaches for different aspects, but there was less consensus on their effectiveness to promote students’ ability to apply grammar in context. In spite of this, most considered the approaches to complement each other. Nevertheless, over half of the participants indicated that isolated grammar teaching should assume a primary role in their context for practical reasons. Drawing on mostly teachers' experience in grammar teaching, this small-scale research offers more crucial insights into how isolated and integrated grammar teaching like FonFs and FonF are viewed at a more practical level amidst controversies on how to best teach grammar.
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Laufer, Batia. "Focus on Form in Second Language Vocabulary Learning." EUROSLA Yearbook 5 (August 2, 2005): 223–50. http://dx.doi.org/10.1075/eurosla.5.11lau.
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The realization by applied linguists that second language learners cannot achieve high levels of grammatical competence from entirely meaning centered instruction has led them to propose that learners need to focus on form, i.e. to attend to linguistic elements during a communicative activity (Long 1991, De Keyser 1998, Norris and Ortega 2000, Ellis 2001). However, most advocates of Focus on Form (FonF), have also proscribed Focus on Forms (FonFs), the systematic teaching of isolated grammatical items and rules. So far, FonF research has been concerned with grammatical, not lexical, instruction. In this paper, which was originally presented as a plenary session at the 2004 EUROSLA conference, I examine the need for Focus on Form and the proscription of Focus on Forms from the vocabulary learning perspective. First, I argue that, similarly to grammar, comprehensible input is insufficient for acquiring vocabulary, and consequently Focus on Form is an essential component of instruction. I base my argument on the fallacy of the assumptions which underlie the vocabulary-through-input hypothesis: the noticing assumption, the guessing ability assumption, the guessing-retention link assumption and the cumulative gain assumption. Second, I defend Focus on Forms and argue against the claim that attention to form must be motivated by and carried out within a communicative task environment. The defense is based on the nature of lexical competence, which is perceived as a combination of different aspects of vocabulary knowledge, vocabulary use, speed of lexical access and strategic competence. The two arguments above will be supported by empirical evidence from three types of vocabulary learning studies: (a) the ‘classic’ task embedded FonF, (b) task related FonFs, and (c) ‘pure’ FonFs studies, unrelated to any task.
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Steinhart, Hans. "Fettsäuren im Fokus." Forschung 33, no. 1 (2008): 8–11. http://dx.doi.org/10.1002/fors.200890008.
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Gildiner, Alina. "Measuring Shrinkage in the Welfare State: Forms of Privatization in a Canadian Health-Care Sector." Canadian Journal of Political Science 39, no. 1 (2006): 53–75. http://dx.doi.org/10.1017/s0008423906050207.
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Abstract. There is a discussion in the literature about whether, to what extent, and in what ways the welfare state is retrenching or otherwise changing. Both the health policy literature and the broader policy studies literature have tended to focus on economic measures of privatization. This study tests the adequacy of the measures of public-private change proposed by Stoddart and Labelle (1984) by using them to track and analyze the sequence of policy changes in automobile legislation, workers' compensation and health that transformed Ontario's rehabilitation health sector from being almost entirely public in 1990 to being almost entirely private a decade later. It suggests adding what is called “allocative decision-making power” to indicators used to assess public-private change in order to more adequately capture transformations.Résumé. Assiste-t-on au déclin de l'État-providence ou à sa transformation? Quelle est l'ampleur du phénomène? Ce sont des questions qui ont été maintes fois examinées. Or, les analyses des politiques de santé ainsi que les études plus générales des politiques publiques ont tendance à se concentrer sur les mesures économiques de privatisation. La présente étude vise à tester la pertinence des mesures du changement public-privé proposées par Stoddart et Labelle (1984) en les appliquant à la série des changements de politiques en matière de réglementation automobile, d'indemnisation des travailleurs et de santé qui ont fait passer le secteur de la réadaptation du système de santé ontarien d'un statut presque entièrement public en 1990 à un statut presque entièrement privé une décennie plus tard. Cette étude propose d'ajouter la mesure de ce qu'on appelle “ la capacité à prendre des décisions d'allocation ” aux indicateurs traditionnels d'évaluation de l'équilibre public-privé, afin de mieux décrire les processus de changement.
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Triboulet, Jean-Pierre. "Les fous de lecture. Formes cliniques et traitement…" Hegel N° 1, no. 1 (2021): 91–100. http://dx.doi.org/10.3917/heg.111.0091.
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Schermel, Alyssa, Teri E. Emrich, JoAnne Arcand, Christina L. Wong, and Mary R. L'Abbé. "Nutrition marketing on processed food packages in Canada: 2010 Food Label Information Program." Applied Physiology, Nutrition, and Metabolism 38, no. 6 (2013): 666–72. http://dx.doi.org/10.1139/apnm-2012-0386.
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The current study describes the frequency of use of different forms of nutrition marketing in Canada and the nutrients and conditions that are the focus of nutrition marketing messages. Prepackaged foods with a Nutrition Facts table (N = 10 487) were collected between March 2010 and April 2011 from outlets of the 3 largest grocery chains in Canada and 1 major western Canadian grocery retailer. The nutrition marketing information collected included nutrient content claims, disease risk reduction claims, and front-of-pack nutrition rating systems (FOPS). We found that nutrition marketing was present on 48.1% of Canadian food packages, with nutrient content claims being the most common information (45.5%), followed by FOPS on 18.9% of packages. Disease risk reduction claims were made least frequently (1.7%). The marketing messages used most often related to total fat and trans fat (15.6% and 15.5% of nutrient content claims, respectively). Limiting total and trans fats is a current public health priority, as recommended by Health Canada and the World Health Organization. However, other nutrients that are also recommended to be limited, including saturated fats, sodium, and added sugars, were not nearly as prominent on food labels. Thus, greater emphasis should be placed by the food industry on these other important nutrients. Repeated data collection in the coming years will allow us to track longitudinal changes in nutrition marketing messages over time as food marketing, public health, and consumer priorities evolve.
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El Ghoul, Fayçal. "Enfermer et interdire les fous à Paris au XVIIIe siècle : une forme d’exclusion ?" Cahiers de la Méditerranée, no. 69 (December 1, 2004): 175–87. http://dx.doi.org/10.4000/cdlm.796.
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Sheen, Ron. "‘Focus on form’ and ‘focus on forms’." ELT Journal 56, no. 3 (2002): 303–5. http://dx.doi.org/10.1093/elt/56.3.303.
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Harrington, Michael, and Wenying Jiang. "Focus on the forms." Australian Review of Applied Linguistics 36, no. 2 (2013): 132–45. http://dx.doi.org/10.1075/aral.36.2.01har.
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This study examines the effect of recognition-based retrieval practice on vocabulary learning in a university Chinese class. Students (N=26) were given practice retrieving new vocabulary (single or two-character words) in a series of simple form recognition tests administered over four weeks. The test sets consisted of target vocabulary that appeared in the previous week’s lesson and distracter items drawn from upcoming vocabulary. Tests were group-administered via PowerPoint and students used a checklist response to indicate whether a given item had appeared in the previous week’s material. Responses relied on episodic knowledge of previous exposure and required no processing of semantic information. Students were able to reliably identify the target items in the retrieval task with performance on these items being found superior to that for supplementary list control words on midterm and final vocabulary tests. The findings indicate that a focus on word forms can have a measurable effect on vocabulary learning in the classroom and underscores the efficacy of retrievalbased testing (the testing effect, Barcroft, 2007; Roediger & Karpicke, 2006) in facilitating vocabulary learning. The implications for recognition-based retrieval practice in vocabulary instruction in the Chinese classroom are discussed.
Dissertations / Theses on the topic "FoFs (Focus on Forms)"
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Jakobsson, Ina, and Emmalinn Knutsson. "Explicit or Implicit Grammar? - Grammar Teaching Approaches in Three English 5 Textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34559.
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Grammar is an essential part of language learning. Thus, it is important that teachers know how to efficiently teach grammar to students, and with what approach - explicitly orimplicitly as well as through Focus on Forms (FoFs), Focus on Form (FoF) or Focus onMeaning (FoM). Furthermore, the common use of textbooks in English education in Sweden makes it essential to explore how these present grammar. Therefore, to make teachers aware of what grammar teaching approach a textbook has, this degree project intends to examine how and to what degree English textbooks used in Swedish upper secondary schools can be seen to exhibit an overall explicit or implicit approach to grammar teaching. The aim is to analyze three English 5 textbooks that are currently used in classrooms in Sweden, through the use of relevant research regarding grammar teaching as well as the steering documents for English 5 in Swedish upper secondary school. The analysis was carried out with the help of a framework developed by means of research on explicit and implicit grammar teaching as well as the three grammar teaching approaches FoFs, FoF and FoM. Thus, through the textbook analysis, we set out to investigate whether the textbooks present grammar instruction explicitly or implicitly and through FoFs, FoF or FoM. After having collected research on the topic of how to teach grammar, it became apparent that researchers on grammar teaching agree that FoF is the most beneficial out of the three above mentioned approaches, and thus, we decided to take a stand for this approach throughout the project. The results of this study showed that two out of three textbooks used overall implicit grammar teaching through FoM. Moreover, one out of the three textbooks used overall explicit grammar teaching through an FoF approach.
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From, Malcolm. "An Analysis of the way Grammar is Presented in two Coursebooks for English as a Second Language : A Qualitative Conceptual Analysis of Grammar in Swedish Coursebooks for Teaching English." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-43794.
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This essay aims to investigate theoretically how two currently used coursebooks, What’s Up 9 and Solid Gold 1, in a local area of Southern Sweden, present (introduces and covers) grammar. The overall aim is to investigate how grammar is presented, using the present simple and the present continuous as examples. The findings are also mapped to teaching approaches, as well as SLA (Second Language Acquisition) research, to see what approaches are favoured for teaching grammar in the first decades of the 21st century. In order to investigate the course- books, a qualitative content analysis and conceptual analysis was chosen with the presentation of grammar mapped into different categories, by using concepts for teaching and approaches used in SLA. The results show that the two proposed coursebooks favoured a FoFs (Focus on Forms) approach for presenting grammar. Furthermore, the results show that grammar is pre- sented explicitly and, if the teachers use the structures proposed in the coursebook rigidly, they automatically follow a deductive teaching procedure. When using a FoFs, explicit instructions and taking a deductive teaching approach, it may be regarded as the coursebooks suggest a grammar-translation approach as well. However, when observing other exercises connected to the reading texts in the coursebooks, it was detected that both coursebooks favoured a text- based approach for teaching, where the learners are supposed to learn the structure of different texts. In doing so, the grammatical structures are learned subconsciously and implicitly, which indicates that grammar is, in general, taught implicitly in the coursebooks, but presented (intro- duced and covered) explicitly.
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Lessard, Geneviève. "Effets spéculaires dans Les fous de bassan d'Anne Hébert : forme et sens." Thèse, Université du Québec à Trois-Rivières, 1987. http://depot-e.uqtr.ca/5695/1/000567557.pdf.
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Woxinger, Sköld Linnea. "Life Forms." Thesis, Högskolan i Borås, Institutionen Textilhögskolan, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-17101.
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Life Forms is an examination of organic shapes in textile material and garments. The clothes deals with questions of tactile and emotional attraction in fashion, while the project as a whole is an attempt to constantly let creativity and curiosity be a part of the process.By using a method of letting go of the control and see what chance and the properties of the material might lead to, this work has become a growing organism of its own.The end result is a group of unique pieces, all in different materials and colour shades. They’re held together by concept as well as relations in tone and cuts. The collection could be viewed as a visual statement or worn with lots of care and love.<br>Program: Modedesignutbildningen
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D'Amico, Melanie Lynn. "Comparing focus on form instruction to focus on forms and focus on meaning instruction of the Spanish direct object clitic pronouns." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0014865.
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Markina, Elena. "Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian as a Foreign Language." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/666176.
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The present study explores the impact that task-supported language teaching (TSLT) and task- based language teaching (TBLT) have on the acquisition of case forms and verbs of motion in Russian and on learners’ written and oral production. From a methodological point of view, the study follows a pre-test – immediate post-test – delayed post-test design. Data have been obtained from first and second year students of the University of Barcelona (n=54) with a low level of proficiency in Russian. Each learner was assigned to a task-supported (TS) or task-based (TB) group and received 14 hours of corresponding treatment. The TSLT treatment for the first year students focused on the use of prepositions and case forms, and the treatment for the second year students involved the Russian verbs of motion with and without prefixes. For the TBLT treatment, the acquisition of the same linguistic items was analysed. These items were present in the tasks designed for the experiment. Data were obtained by means of three grammar tests (fill in the blanks, multiple choice and grammaticality judgment tests), a written task which required learners to write a letter / an email to a friend and two oral tasks (room description and map task). Measures include the target-like use of prepositions, case forms and verbs of motion in the grammar tests and in oral and written production, the number of errors per words for general accuracy, the number of clauses per T-unit and the mean length of clause for syntactic complexity, Guiraud’s Index of lexical richness for lexical complexity, and speech rate for oral fluency. Statistical tests related to the use of prepositions and case forms show that both approaches provided positive results in the immediate post-test, however, neither task-supported nor task-based treatment led to a significant improvement in the long-term perspective. On the other hand, participants in both groups demonstrated a significant improvement in the target-like use of verbs of motion produced in their oral and written performance and used in their grammar tests. In written production, learners’ syntactic complexity measured by means of clauses per T- unit and lexical complexity significantly increased after the treatment, whereas phrasal complexity (mean length of clause) did not change over time. Written accuracy significantly improved in both groups immediately after the treatment. However, learners in the TB group maintained this improvement three months after the treatment, whereas the accuracy of learners in the TS group decreased to the level they had before the treatment. In oral production, learners in both groups significantly improved their general accuracy in the performance of the map task. Lexical complexity and fluency improved in both oral tasks. As for syntactic complexity, no changes were found in any of the tasks. The comparison of the effects that the two types of treatment have had on different aspects of learners’ production reveals that participants in the TS and the TB groups have not significantly differed on accuracy, syntactic complexity and fluency of their oral and written performance. Task-supported and task-based treatments also had a similar effect on accuracy in the use of Russian prepositions and case forms. However, learners in the TB group have showed significantly better results than learners in the TS group as far as lexical complexity and the target-like use of verbs of motion are concerned.<br>El presente estudio explora el impacto en la adquisición del ruso como lengua extranjera de TSLT (Task-supported language teaching) y TBLT (Task-based language teaching). El objeto de análisis es la adquisición de los casos y de los verbos de movimiento en la producción oral y escrita en los parámetros de la complejidad, corrección y fluidez. El estudio experimental sigue el diseño de pre-test ‒ post-test inmediato ‒ post-test diferido. Los datos han sido obtenidos a partir del trabajo con estudiantes de primer y segundo curso de la Universidad de Barcelona (n=54) con un nivel elemental de competencia en lengua rusa. Dos grupos de estudiantes han trabajado con la metodología TSLT y otros dos con TBLT. Cada uno de los 4 grupos ha recibido 14 horas de formación. Los datos analizados se han obtenido a partir de tests gramaticales (espacios en blanco, selección múltiple y tests de gramaticalidad), una tarea escrita consistente en escribir una carta a un amigo, y dos tareas orales (la descripción de una habitación y una Map task). El análisis estadístico de la adquisición de las preposiciones y las formas declinadas muestra que tanto con TSLT como TBLT se consiguen resultados satisfactorios en el post-test inmediato, pero no en el post-test diferido. En cambio, independientemente del tipo de instrucción, los participantes sí han demostrado progresos significativos en su competencia de los verbos de movimiento. En la producción escrita, la complejidad sintáctica medida en proposiciones por T-unit y la complejidad léxica aumentan significativamente después de la instrucción. La corrección mejora significativamente en ambos grupos en el post-test inmediato y en el post-test diferido del grupo TBLT. En la producción oral, los estudiantes de ambos grupos mejoran su corrección en la tarea Map task, la complejidad léxica y fluidez en ambas tareas orales, pero no consiguen progresos significativos en lo que respecta a la complejidad sintáctica en ninguna de las dos tareas. La comparación de los dos tipos de instrucción muestra que los estudiantes de los grupos TBLT consiguen mejores resultados que los de TSLT en lo que se refiere a complejidad léxica y verbos de movimiento.
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Drever, Mina. "Investigating the role of an explicit pedagogic focus on grammatical forms and corrective feedback in multilingual classrooms in England." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394217.
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Rocha, Eleomarques. "The Acquisition of the English Present Perfect by a Speaker of Brazilian Portuguese." ScholarWorks@UNO, 2004. http://scholarworks.uno.edu/td/71.
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This study contributes to the debate about the importance of focus on form to adult second language acquisition with an investigation of a Portuguese-speaking adult's acquisition of English present perfect from a historical, correlational, and qualitative viewpoint. Using a husband-wife interaction in the L1, it investigates whether explicit grammar instruction and error correction can lead to automatic production. The focus of the study, the distinction between L1 present simple and L2 present perfect, is contrasted with a control distinction: L1 stative and L2 progressive. The importance of these distinctions is that both are semantically challenging for the L2 acquirer; therefore, they might require focus on form. This study argues against claims based on Krashen's input hypothesis that only comprehensible input can promote acquisition and that explicit data and negative evidence only affect performance. The results confirm the importance of noticing (Schmidt and Frota, 1986) as an essential aspect of adult second language acquisition. With a thorough look at the semantics of the present perfect, the study shows that focus on form is highly recommended for the acquisition of complex structures.
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Kayumba, Viviane Banza. "Sujet : l’analyse du thème "Quête identitaire" et de la forme dans les deux romans de Dany Laferrière : Le cri des oiseaux fous et Le goût des jeunes filles." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14141.
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My motivation to study Dany Laferrière's novels is inspired by the fact that the majority of studies or analyses made on works from francophone former colonies, are focused on cultural aspects and deal with questions of nationality or social problems. Furthermore, these works, favouring a thematic approach, are considered as testimonial works and are relegated to a lower level than works from the metropole. Formal and stylistic understanding of this literature needs further research. From this viewpoint, Haitian francophone literature still has areas that require deeper investigation. This provides justification for the present research, focused on works by Dany Laferrière, the Haitian francophone author. Two of his works: le goût des jeunes filles (Young girls' cravings), and le cri des oiseaux fous (The screech of crazy birds) are analysed. A big part of these novels is autobiographical. This raises the following questions which we will try to elucidate. Is the author the narrator in those novels? Also, is he the main character, Vieux Os? In le goût des jeunes filles, the narrator is now in his new homeland, in Miami. Through is aunt's character, he drew the picture or the reality of the country of exile. He is also presenting three days he passed with a group of young girls, when he was in Haiti. He remembers how he was initiated to make love for the first time in his life. From there, he depicts the revolt of a young girl, against the oppressing middle class into which she is born. She leaves the perverted circle of her class and joins a group of young liberated girls. Dany Laferrière presents a novel of social observation, which castigates chaotic times created by a sordid dictatorship that results in teenagers' immorality and debauchery. The second novel, le cri des oiseaux fous, set in the time of Bébé Doc Duvalier and the militia, the tontons macoutes, deals with the anguish of the Haitian people, who are afflicted, impoverished and tortured by the dictators. Dany Laferrière depicts violence and abuse of power. The torture inflicted on opponents to the regime deprives mothers of their sons and their husbands, who, in order to protect their lives, are obliged to go into exile. Dany Laferrière stirred my interest because he presents a work of the moment. His novels portray adolescence, dictatorial tyranny and the integration of the exile into a new homeland. Laferrière brings up a worthwhile debate: how to become western when one comes from Haiti (Africa, Asia)? In his quest for identity, the author raises the issues of the contemporary struggle of hybrid identity. The two novels relate the personal trajectory of the author, to illustrate what he has become: a writer. My concern was, firstly, to understand, and to explain through the narrator's socio-historical trajectory, his interest to become a writer. I show that in these works the author projected himself as the narrator. For this phase, I relied on Bourdieu's method "la sociocritique" which allowed me to discover the origin of the author's obsession with the question of identity. He refused to be dictated by politics and wanted to work in the field he chose: literature. This refusal to be constrained is a sign of the search for identity. Secondly, my study has investigated the narrative techniques used by Laferrière, through the analysis of narration. Using one of Philippe Lejeune's works, I examined the relationship between the narrator, the author and the hero. Genette's narratology approach led my way in this study. It is impossible to deal with Laferrière's works as simple examples of francophone literature. At the end of my analyses, I found important literary merit in the organisation of related events. I have shown that Dany Laferrière is a talented writer and his works are an inexhaustible source from which one can draw.
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Lorenzi, Mikaela, and Sofia Bergström. ""I can tell a story that my dads friend tell me" : A corpus- and interview-based study on grammar education, with focus on verb forms." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-275268.
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This study consists of two methods: textual analysis and interviews, which are based on text from The Uppsala Learner English Corpus (ULEC), and teachers as interview objects. The textual analysis investigates errors made by students in year seven and year nine, regarding the construction of different verb forms in written English essays. A potential difference between errors made in year seven and nine is also examined. Moreover, the interview based analysis investigates professional junior high school teachers’ teaching methods and attitudes towards grammar. The errors investigated in the textual analysis are compared with the responses of the teachers’ perception of common errors in verb forms made by their students. The textual analysis showed that the most common errors made regard spelling within the verb phrase, auxiliary verbs, subject-verb agreement, and irregular verbs, and that year seven had a higher frequency of errors than year nine in most categories, even if the results differed inconsiderably. The analysis of the interviews of the teachers found that teachers, in general, enjoy grammar, and aim to have a student-centered approach, however, the teachers testify of characteristics of traditional teacher-centered grammar teaching. It is reasoned that traditional teacher-centered grammar teaching is fundamentally established, where teachers today appear not to acquire the tools to move away from the teacher-centered approach onwards to a student-centered grammar teaching. We reason that the education of L2 teachers needs to be reformed and provide tools to help teachers achieve a student-centered approach, and therein enable students to become more successful in grammar.
Books on the topic "FoFs (Focus on Forms)"
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Seminar on Music Research: a Focus on Musical Forms (2003 NCPA, Mumbai). Seminar on Music Research, a Focus on Musical Forms. ITC Sangeet Research Academy, 2003.
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Federal National Mortgage Association. Customer Education Group., ed. Investor accounting: Focus on cash. FannieMae, Customer Education Group, 1994.
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Foltz, Jonathan. Out of Focus. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190676490.003.0004.
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This chapter explores the contacts and conflict between novelistic point of view and the practice of cinematic spectatorship. It focuses on H. D.’s singular contributions to the film journal Close Up (1927–1933). This film criticism was an important context for developing the forms of prose experimentation that would occupy her during the early 1930s. In detaching vision from a presumed subject, H. D. found that film asks its viewers not only to see but to translate encrypted “abstract . . . remote . . . symbolical” meanings from the “raw-picked” images that pass across the screen. This literary appropriation of spectatorship would come to structure her contemporaneous work, The Usual Star. This novel exemplifies the formal ambition of H. D.’s prose innovations, suggesting an alternate history of the modernist novel in which the totemic value of point of view had been dislodged.
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Whitlock, T. Forms of Crime. Edited by Paul Knepper and Anja Johansen. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199352333.013.7.
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In the eighteenth and nineteenth centuries servants ordering goods falsely in the names of their masters and criminals posing as wealthy customers defrauded tradespeople alongside outright shoplifters and thieves. . The institution of harsh shoplifting laws in the 1600s and trade protection societies’ attempts at self-policing in the 1700s failed to stem the tide. Developments in marketing like open displays, bazaars, and the department store multiplied the opportunities for crime and led to an atmosphere of fraud that encouraged crime by both retailer and consumer. The Victorian medicalization of crime created the “kleptomaniac,” whose cases dominated the debate over shoplifting from the late nineteenth to the twentieth centuries. Newer scholarship on retail crime promises to balance studies of the gendered nature of shoplifting and the historical emphasis on the middle classes by reintroducing the importance of the less visible working-class retail criminal and expanding beyond the department store–centered focus.
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Halperin, Sandra, and Oliver Heath. 12. Interviewing and Focus Groups. Oxford University Press, 2017. http://dx.doi.org/10.1093/hepl/9780198702740.003.0012.
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This chapter considers different types and forms of interviewing, including focus groups, and how they should be conducted. Interviews are a popular method of data collection in political research. They share similarities with surveys, but these similarities relate mostly to structured interviews. The chapter focuses on semi-structured interviews, including focus groups, the emphasis of which is to get the interviewee to open up and discuss something of relevance to the research question. After describing the different types and forms of interview, the chapter explains how interview data can be used to confirm or disconfirm a hypothesis or argument. It also shows how to plan and carry out an interview and how the type and wording of questions, as well as the order in which they are asked, affect the responses you get. Finally, it examines the interviewing skills that will ensure a more successful outcome to an interview.
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Gibbons, William. Love in Thousand Monstrous Forms. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190265250.003.0008.
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Borrowing Mikhail Bakhtin’s notion of the grotesque, this chapter explores how the use of remixed classical works contributes to the game Catherine’s pervasive focus on opposing dualities. The chapter describes in detail how, for example, music comments on the real world and horrific dreamworld experienced within the game by the main character, Vincent, who is in the midst of a major life crisis. It explores how the careful selection of musical works in Catherine, along with the irreconcilable combination of high and low arts, mirrors dualistic structures found throughout the game, from the mixing of unlikely gameplay genres to its narrative details.
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Marenbon, John. 5. Institutions and literary forms. Oxford University Press, 2016. http://dx.doi.org/10.1093/actrade/9780199663224.003.0005.
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‘Institutions and literary forms’ explains how the history of Latin Christian philosophy is strikingly different from the other three traditions, because so much of the best work took place in, and was shaped by, institutions dedicated to teaching and learning. In Islamic lands, the focus of teaching and learning was on the relationship between teacher and pupil. In all four traditions, medieval philosophizing centred around commentary, but there was also a tendency for thinkers to try to bring together in a single work (summa or treatise) their understanding of the whole of philosophy or theology. Dialogues and other literary forms, such as versification and novels, were also used.
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National Endowment for the Humanities. Division of Research and Education Programs, ed. Education development and demonstration: Humanities focus materials development, curricular development and demonstration, dissemination and diffusion, special opportunity : teaching with technology : grant application, instructions and forms. National Endowment for the Humanities, Division of Research and Education Programs, 1996.
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Sinke, Suzanne M. Written Forms of Communication from Immigrant Letters to Instant Messaging. Edited by Ronald H. Bayor. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199766031.013.024.
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This article discusses written communications by international migrants across time, from immigrant letters to instant messaging. Chronologically, it ranges from the nineteenth century to the end of the twentieth century, and spatially, the focus is on the United States and those who migrated to or from the country. It covers the definition of an immigrant letter, particularly as it relates to systematic study of the genre, and some of the cultural associations bound to the term. It relates issues of literacy—who could write and how well—and the status of postal connections, how they influenced the production and distribution of correspondence by migrants. Other sections explore how scholars have used epistolary records by migrants as sources for various topics and in several disciplines, and types of analysis they use for both written and electronic communications, including e-mail. Finally, there are suggestions for further study of correspondence related to immigration.
Book chapters on the topic "FoFs (Focus on Forms)"
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Han, Maoan, and Pei Yu. "Comparison of Methods for Computing Focus Values." In Normal Forms, Melnikov Functions and Bifurcations of Limit Cycles. Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-2918-9_3.
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Santabarbara, Stefano, Anna Paola Casazza, Erica Belgio, Radek Kaňa, and Ondřej Prášil. "Light Harvesting by Long-Wavelength Chlorophyll Forms (Red Forms) in Algae: Focus on their Presence, Distribution and Function." In Photosynthesis in Algae: Biochemical and Physiological Mechanisms. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33397-3_11.
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Nagel, Thomas, Uwe-Jens Görke, Heinz Konietzky, et al. "Introduction to GeomInt." In GeomInt–Mechanical Integrity of Host Rocks. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61909-1_1.
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AbstractThe use of the subsurface as a source of resources, a storage space and for installing underground municipal or traffic infrastructure has become much more intensive and diverse in recent years. In addition to classical anthropogenic interventions such as mining, oil and gas production or tunnel construction, other forms of underground use have come into the focus of economic, political and scientific research, particularly in connection with the transformation of energy systems.
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Huegler, Nathalie, and Natasha Kersh. "Social Inclusion, Participation and Citizenship in Contexts of Neoliberalism: Examples of Adult Education Policy and Practice with Young People in the UK, The Netherlands and Ireland." In Young Adults and Active Citizenship. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_4.
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AbstractThis chapter focuses on contexts where public discourses regarding the education of young adults have been dominated by socio-economic perspectives, with a focus on the role of employment-related learning, skills and chances and with active participation in the labour market as a key concern for policy makers. A focus on ‘employability’ alone has been linked to narrow conceptualisations of participation, inclusion and citizenship, arising in the context of discourse shifts through neoliberalism which emphasise workfare over welfare and responsibilities over rights. A key critique of such contexts is that the focus moves from addressing barriers to participation to framing social inclusion predominantly as related to expectations of ‘activation’ and sometimes, assimilation. Key target groups for discourses of activation include young people not in education, employment or training (‘NEET’), while in- and exclusion of migrant and ethnic minority young people are often framed within the complex and contradictory interplay between discourses of assimilation and experiences of discrimination. These developments influence the field of adult education aimed at young people vulnerable to social exclusion. An alternative discourse to ‘activation’ is the promotion of young people’s skills and capabilities that enables them to engage in forms of citizenship activism, challenging structural barriers that lead to exclusion. Our chapter considers selected examples from EduMAP research in the UK, the Netherlands and Ireland which indicate that as well as framing the participation of young people as discourses of ‘activation’, adult education can also enable and facilitate skills related to more activist forms of citizenship participation.
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Ryghaug, Marianne, and Tomas Moe Skjølsvold. "Democratic and Participatory Pilot Projects?" In Pilot Society and the Energy Transition. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61184-2_3.
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AbstractThis chapter starts from the normative assumption that since pilot projects are key sites in the shaping of future societies, it is essential that they are conducted in an inclusive and democratic way. Building on key perspectives from STS, we focus on two aspects: First, we consider participation as an orchestrated and distributed phenomenon, highlighting the fact that the way actors participate in such innovation activities will be shaped by technologies, assumptions and the work of a series of actors related to pilot projects. Consequently, we also note how new forms of participation can be actively nurtured. Second, we explore the role of technologies in shaping material participation. Here, we explore how material traits might produce new forms of awareness, knowledge or literacy, and new practices or action, amounting to what we call energy citizenship.
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Levine, Caroline. "Hierarchy." In Forms. Princeton University Press, 2015. http://dx.doi.org/10.23943/princeton/9780691160627.003.0004.
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This chapter argues that if we consider closely the workings of hierarchical forms, we will find that they exert a far less orderly and systematic kind of domination than we might expect. It begins with a reading of Sophocles's Antigone. In this tragedy, the playwright sets a number powerful hierarchies in motion, almost all of them organized as simple binaries: masculine over feminine, king over subjects, friends over enemies, gods over humans. As these meet and intersect in the course of the dramatic action, a firm insistence on one hierarchy typically ends up reversing or subverting the logic of another, generating a political landscape of radical instability and unpredictability. The second section of the chapter expands to include other forms: what happens when bounded wholes and rhythms, too, come into the picture, organizing our experience atop or alongside hierarchies? Do these different, nonhomologous forms work with or athwart one another? The focus will be gender norms, a problem of longstanding interest in literary and cultural studies.
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Rosenfeld, Colleen Ruth. "Indecorous Forms." In Indecorous Thinking. Fordham University Press, 2018. http://dx.doi.org/10.5422/fordham/9780823277919.003.0008.
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This coda argues that Ben Jonson’s Every Man Out of His Humor reveals that the poet and playwright had a more complex relation to figures of speech and the canon of elocutio than literary criticisms and its history of the plain style has previously acknowledged. With special focus to the figures of antithesis, periphrasis, and simile, this coda argues that Jonson’s apparent parody of Elizabethan eloquence and its conspicuous artifice becomes a celebration of the inventive capacities of figures of speech. In a closing reading of Carlo Buffone’s poesie on the occasion of a dead dog, it argues that Jonson approaches an anatomy of form and its capacities through the virtuosic expression of “the law of the conservation of forms.”
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Gailus, Andreas. "Brains (Benn)." In Forms of Life. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501749803.003.0006.
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This chapter explores modernist figurations of life in Gottfried Benn who developed his poetics through an engagement with and rejection of earlier models of vitalism. Benn's avant-garde Ronne novellas, written during World War I, deconstruct the Kantian belief in the mind's capacity to unify sensory data, replacing the latter's emphasis on formal unity with an emphasis on linguistic and bodily disarticulation. Himself a medical doctor, Benn writes literature in part as a pathology report, finding in the focus on disintegrating bodies and subjectivities an opening toward a new prose and therefore a new way of conceptualizing the human bios.
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Domede, Annie Bangtegan, and Autumn Dinkelman. "Survey Forms for Data Collection." In Global Perspectives on Quality Assurance and Accreditation in Higher Education Institutions. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8085-1.ch010.
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Data collection is done through various methods including but not limited to surveys, interviews, observations, document analysis, focus groups, and oral histories. Each of these methods employs data gathering tools in order to facilitate the collection of information or data. In this section, the survey method, particularly the survey instrument or survey form, is discussed. Specifically, this chapter will focus on the fundamental factors to consider when developing the form to ensure coming up with relevant, unbiased, and focused questions, which will yield relevant and appropriate answers. In addition, considerations to take into account for proper administration of a survey form will be covered as well as the guidelines for a better and more accurate interpretation of survey data.
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Halperin, Sandra, and Oliver Heath. "12. Interviewing and Focus Groups." In Political Research. Oxford University Press, 2020. http://dx.doi.org/10.1093/hepl/9780198820628.003.0012.
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This chapter considers different types and forms of interviewing, including focus groups, and how they should be conducted. Interviews are a popular method of data collection in political research. They share similarities with surveys, but these similarities relate mostly to structured interviews. The chapter focuses on semi-structured interviews, including focus groups, the emphasis of which is to get the interviewee to open up and discuss something of relevance to the research question. After describing the different types and forms of interview, the chapter explains how interview data can be used to confirm or disconfirm a hypothesis or argument. It also shows how to plan and carry out an interview and how the type and wording of questions, as well as the order in which they are asked, affect the responses you get. Finally, it examines the interviewing skills that will ensure a more successful outcome to an interview.
Conference papers on the topic "FoFs (Focus on Forms)"
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Babai, Laszlo, Xi Chen, Xiaorui Sun, Shang-Hua Teng, and John Wilmes. "Faster Canonical Forms for Strongly Regular Graphs." In 2013 IEEE 54th Annual Symposium on Foundations of Computer Science (FOCS). IEEE, 2013. http://dx.doi.org/10.1109/focs.2013.25.
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Walters, C., and R. Zhang. "PDA access to Internet content: focus on forms." In 36th Annual Hawaii International Conference on System Sciences, 2003. Proceedings of the. IEEE, 2003. http://dx.doi.org/10.1109/hicss.2003.1174245.
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Harms, Johannes, Christoph Wimmer, Karin Kappel, and Thomas Grechenig. "Design space for focus+context navigation in web forms." In the 2014 ACM SIGCHI symposium. ACM Press, 2014. http://dx.doi.org/10.1145/2607023.2610272.
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Ke, Cheng, Wang Yingwei, Hou Xiaoli, and Yang Yajun. "Computer-assisted formative assessment in language classrooms: Focus and forms." In Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028897.
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Bobková, Marcela, and Ladislav Lovaš. "THE RELATIONSHIP BETWEEN AUTONOMOUS VERSUS EXTERNAL MOTIVATION AND REGULATORY FOCUS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact060.
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"The objective of the study is to investigate the relationship between different forms of motivation mindsets. The integrative model of motivated behavior (Meyer, Becker, & Vandenberghe, 2004) indicates relations between the forms of motivation identified in the self-determination theory (Deci & Ryan, 1985) and the regulatory focus theory (Higgins, 1997, 1998). A concept of goal regulation proposes relations between autonomous versus external motivation and promotion versus prevention focus. The research involved 288 university students. Participants rated their motivation for three personal goals on scales assessing self-concordance (Sheldon & Elliot, 1999). The regulatory focus was assessed by the Regulatory Focus Questionnaire (RFQ, Higgins et al., 2001). It was found that autonomous motivation was significantly positively related to promotion focus. Furthermore, autonomous motivation predicted promotion focus. Between external motivation and prevention focus a significant relationship was not confirmed. However, external motivation significantly negatively correlated with promotion focus."
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Shestera, Elena, Nikolay Urtegeshev, Iraida Selutina,, and Anton Shamrin. "Prosody of focus in statements of the Altai language." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0046/000461.
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The prosody of verbal word forms in the narrative utterances of the Altai language is under consideration in the article. In this work, in addition to the acoustic analysis in the Praat program, we took into account the subjective perception of native speakers. In the simple statements the intonation declines on the predicate when realizing the topic of the utterance. The focus of the utterance may be expressed by pitch and intensity peak.
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Andrews, Iruthayaraju, Venkata Karthik Avala, Prasanta K. Sahoo, and Sudarshanaram Ramakrishnan. "Resistance Characteristics For High-Speed Hull Forms with Vanes." In SNAME 13th International Conference on Fast Sea Transportation. SNAME, 2015. http://dx.doi.org/10.5957/fast-2015-012.
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In this paper an attempt has been made to investigate the resistance characteristics of high-speed round bilge hull forms fitted with a vane in the stern region of the vessel. The Hull Vane ® is a fixed foil located below the waterline, aft of the stern of the vessel. The Hull Vane® reduces the generation of waves and the vessel’s motions in waves. The focus of this paper is to compare the total resistance of a single model from the AMECRC series of round bilge hull forms with and without Hull Vane® attached to the hull.
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Sabini, Maurizio. "The Architectural Foundation of New Urban Forms: The Case of Venice." In 1995 ACSA International Conference. ACSA Press, 1995. http://dx.doi.org/10.35483/acsa.intl.1995.41.
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Since the declining phase of the Modem Movement, the geography of disciplinary power has considerably changed and there has been an increasing loss of social significance for architecture. However, urban design, seen as a “mode” of architecture, rather than as a discipline in itself, has still a primary role to play against this trend, for there are instances and places where urban form, more than feasibility studies, or planning programmes, calls for attention. Such a new role for the discipline can be found in a new approach by which architecture is foremost seen as the art of environmental relations. An interesting case-study in this regard can be the city of Venice, and particularly the areas of its latest (industrial) development, which are presently the focus of major rehabilitation projects. Some academic projects are used to show how voids and spaces are as important as buildings and volumes and that environmental relations among them, as well with the existing set-up, are founding elements of a new “urban form”. What these designs try to demonstrate is the existence of an urban demand of form by the city which only architecture, through its “mode” of urban design, can properly address. A demand for a new, though fragmented and partial, “architecture of the city”.
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Ushakova, I. B. "THE DEVELOPMENT OF CRITICAL THINKING FOR HIGHER STUDENTS: NOTES OF THE ENGLISH TEACHER." In New forms of production and entrepreneurship in the coordinates of neo-industrial development of the economy. PD of KSUEL, 2020. http://dx.doi.org/10.38161/978-5-7823-0731-8-2020-233-238.
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The paper is devoted to critical thinking development techniques in the process of teaching and learning English at the University. A wide range of “critical thinking” definitions and interpretations was studied to single out those ideas that help to form the basis for choosing particular critical thinking development techniques. In this paper we focus on our didactic experience in developing critical thinking skills of law students.
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Smirnova, Yana, Aleksandr Mudruk, and Anna Makashova. "Lack of joint attention in preschoolers with different forms of atypical development." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-29.
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The article analyzes the problem of the deficit of the mechanism of joint attention, which affects the formation of the child's ability to separate intentions as a social foundation for the processes of mastering cognitive functions, using speech and learning. The study is devoted to a comparative analysis of the picture of atypical joint attention in a sample of children with different forms of developmental disabilities. To understand the normative and deficient manifestations of joint attention, a comparative study of a sample of typically developing preschool children with groups of children with atypical development was carried out. The aim of the study was to highlight the manifestation of a deficit in joint attention, which prevents involvement in dyadic (bilateral) interactions with an adult, which are necessary for the comprehensive development and learning of a child. Methodology. In an experimental situation of real interaction of a child with an adult and with the help of an eye tracker, it was possible to fix eye movements as a marker of joint attention in real time. The specificity of the functional organization of oculomotor activity as an indicator of the child's participation in joint attention is highlighted. Results and its discussion. Methods of tracking eye movements made it possible to analyze critical shifts of attention, changes in focus of attention, gaze shifting, eye recognition as an informative sign and perception of the partner's gaze direction as a necessary condition for the effective establishment of an episode of joint attention. Conclusions. The following were recorded as diagnostic markers of joint attention disorders in preschoolers with different forms of atypical development: difficulties in following the direction of an adult's gaze; anticipatory actions of the child or decision-making by the method of "guessing" / "trial and error"; the predominance of the orientation of the child's attention to the object, and not to the adult; dispersion of fixations of visual attention; the use of additional multimodal means of establishing joint attention (head turn, gestures, speech, etc.); decrease in the accuracy of fixing visual attention.
Reports on the topic "FoFs (Focus on Forms)"
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Burns, Danny, Marina Apgar, and Anna Raw. Designing a Participatory Programme at Scale: Phases 1 and 2 of the CLARISSA Programme on Worst Forms of Child Labour. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/clarissa.2021.004.
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CLARISSA (Child Labour: Action-Research-Innovation in South and South-Eastern Asia) is a large-scale Participatory Action Research programme which aims to identify, evidence, and promote effective multi-stakeholder action to tackle the drivers of the worst forms of child labour in selected supply chains in Bangladesh, Nepal, and Myanmar. CLARISSA places a particular focus on participants’ own ‘agency’. In other words, participants’ ability to understand the situation they face, and to develop and take actions in response to them. Most of CLARISSA’s participants are children. This document shares the design and overarching methodology of the CLARISSA programme, which was co-developed with all consortium partners during and since the co-generation phase of the programme (September 2018–June 2020). The immediate audience is the CLARISSA programme implementation teams, plus the Foreign, Commonwealth & Development Office (FCDO). This design document is also a useful reference point for other programmes trying to build large-scale participatory processes. It provides a clear overview of the CLARISSA programmatic approach, the design, and how it is being operationalised in context.
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Marchais, Gauthier, Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, et al. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.017.
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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The study shows that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. Our results show that the Twa minority of Tanganyika has not only been more exposed to violence during the Twa-Bantu conflict, but also that exposure to violence has more severe effects on the Twa in terms of educational outcomes. We analyse key mechanisms, in particular spatial segregation, and the social segregation of schools along ethnic/identity lines. We also analyse the interaction between ethno-cultural marginalisation and economic, social and gender-related marginalisation.
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Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, et al. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.048.
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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The study shows that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. Our results show that the Twa minority of Tanganyika has not only been more exposed to violence during the Twa-Bantu conflict, but also that exposure to violence has more severe effects on the Twa in terms of educational outcomes. We analyse key mechanisms, in particular spatial segregation, and the social segregation of schools along ethnic/identity lines. We also analyse the interaction between ethno-cultural marginalisation and economic, social and gender-related marginalisation.
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Conviviality-Inequality in Latin America, Maria Sibylla Merian Centre. Conviviality in Unequal Societies: Perspectives from Latin America Thematic Scope and Preliminary Research Programme. Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America, 2017. http://dx.doi.org/10.46877/mecila.2017.01.
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The Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America (Mecila) will study past and present forms of social, political, religious and cultural conviviality, above all in Latin America and the Caribbean while also considering comparisons and interdependencies between this region and other parts of the world. Conviviality, for the purpose of Mecila, is an analytical concept to circumscribe ways of living together in concrete contexts. Therefore, conviviality admits gradations – from more horizontal forms to highly asymmetrical convivial models. By linking studies about interclass, interethnic, intercultural, interreligious and gender relations in Latin America and the Caribbean with international studies about conviviality, Mecila strives to establish an innovative exchange with benefits for both European and Latin American research. The focus on convivial contexts in Latin America and the Caribbean broadens the horizon of conviviality research, which is often limited to the contemporary European context. By establishing a link to research on conviviality, studies related to Latin America gain visibility, influence and impact given the political and analytical urgency that accompanies discussions about coexistence with differences in European and North American societies, which are currently confronted with increasing socioeconomic and power inequalities and intercultural and interreligious conflicts.
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Wandji, Dieunedort, Jeremy Allouche, and Gauthier Marchais. Vernacular Resilience: An Approach to Studying Long-Term Social Practices and Cultural Repertoires of Resilience in Côte d’Ivoire and the Democratic Republic of Congo. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/steps.2021.001.
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This working paper aims to situate our research project within the various debates around resilience. It advocates a historical, cultural and plural approach to understanding how communities develop and share resilient practices in contexts of multiple and protracted crises. A focus on ‘vernacular’ resilience, as embedded in social practices and cultural repertoires, is important since conventional approaches to resilience seem to have overlooked how locally embedded forms of resilience are socially constructed historically. Our approach results from a combination of two observations. Firstly, conventional approaches to resilience in development, humanitarian and peace studies carry the limitations of their own epistemic assumptions – notably the fact that they have generic conceptions of what constitutes resilience. Secondly, these approaches are often ahistorical and neglect the temporal and intergenerational dimensions of repertoires of resilience. In addition to observable social practices, culture and history are crucial in understanding the ways in which vernacular and networked knowledge operates.
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Wandji, Dieunedort, Jeremy Allouch, and Gauthier Marchais. Vernacular Resilience: An Approach to Studying Long-Term Social Practices and Cultural Repertoires of Resilience in Côte d’Ivoire and the Democratic Republic of Congo. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/steps.2021.002.
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This working paper aims to situate our research project within the various debates around resilience. It advocates a historical, cultural and plural approach to understanding how communities develop and share resilient practices in contexts of multiple and protracted crises. A focus on ‘vernacular’ resilience, as embedded in social practices and cultural repertoires, is important since conventional approaches to resilience seem to have overlooked how locally embedded forms of resilience are socially constructed historically. Our approach results from a combination of two observations. Firstly, conventional approaches to resilience in development, humanitarian and peace studies carry the limitations of their own epistemic assumptions – notably the fact that they have generic conceptions of what constitutes resilience. Secondly, these approaches are often ahistorical and neglect the temporal and intergenerational dimensions of repertoires of resilience. In addition to observable social practices, culture and history are crucial in understanding the ways in which vernacular and networked knowledge operates.
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James, Christian, Ronald Dixon, Luke Talbot, Stephen James, Nicola Williams, and Bukola Onarinde. Assessing the impact of heat treatment on antimicrobial resistant (AMR) genes and their potential uptake by other ‘live’ bacteria. Food Standards Agency, 2021. http://dx.doi.org/10.46756/sci.fsa.oxk434.
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Addressing the public health threat posed by AMR is a national strategic priority for the UK, which has led to both a 20-year vision of AMR and a 5-year (2019 to 2024) AMR National Action Plan (NAP). The latter sets out actions to slow the development and spread of AMR with a focus on antimicrobials. The NAP used an integrated ‘One-Health’ approach which spanned people, animals, agriculture and the environment, and calls for activities to “identify and assess the sources, pathways, and exposure risks” of AMR. The FSA continues to contribute to delivery of the NAP in a number of ways, including through furthering our understanding of the role of the food chain and AMR.Thorough cooking of food kills vegetative bacterial cells including pathogens and is therefore a crucial step in reducing the risk of most forms of food poisoning. Currently, there is uncertainty around whether cooking food is sufficient to denature AMR genes and mobile genetic elements from these ‘dead’ bacteria to prevent uptake by ‘live’ bacteria in the human gut and other food environments - therefore potentially contributing to the overall transmission of AMR to humans. This work was carried out to assess these evidence gaps.
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Phillips, Jake. Understanding the impact of inspection on probation. Sheffield Hallam University, 2021. http://dx.doi.org/10.7190/shu.hkcij.05.2021.
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This research sought to understand the impact of probation inspection on probation policy, practice and practitioners. This important but neglected area of study has significant ramifications because the Her Majesty’s Inspectorate of Probation has considerable power to influence policy through its inspection regime and research activities. The study utilised a mixed methodological approach comprising observations of inspections and interviews with people who work in probation, the Inspectorate and external stakeholders. In total, 77 people were interviewed or took part in focus groups. Probation practitioners, managers and leaders were interviewed in the weeks after an inspection to find out how they experienced the process of inspection. Staff at HMI Probation were interviewed to understand what inspection is for and how it works. External stakeholders representing people from the voluntary sector, politics and other non-departmental bodies were interviewed to find out how they used the work of inspection in their own roles. Finally, leaders within the National Probation Service and Her Majesty’s Prisons and Probation Service were interviewed to see how inspection impacts on policy more broadly. The data were analysed thematically with five key themes being identified. Overall, participants were positive about the way inspection is carried out in the field of probation. The main findings are: 1. Inspection places a burden on practitioners and organisations. Practitioners talked about the anxiety that a looming inspection created and how management teams created additional pressures which were hard to cope with on top of already high workloads. Staff responsible for managing the inspection and with leadership positions talked about the amount of time the process of inspection took up. Importantly, inspection was seen to take people away from their day jobs and meant other priorities were side-lined, even if temporarily. However, the case interviews that practitioners take part in were seen as incredibly valuable exercises which gave staff the opportunity to reflect on their practice and receive positive feedback and validation for their work. 2. Providers said that the findings and conclusions from inspections were often accurate and, to some extent, unsurprising. However, they sometimes find it difficult to implement recommendations due to reports failing to take context into account. Negative reports have a serious impact on staff morale, especially for CRCs and there was concern about the impact of negative findings on a provider’s reputation. 3. External stakeholders value the work of the Inspectorate. The Inspectorate is seen to generate highly valid and meaningful data which stakeholders can use in their own roles. This can include pushing for policy reform or holding government to account from different perspectives. In particular, thematic inspections were seen to be useful here. 4. The regulatory landscape in probation is complex with an array of actors working to hold providers to account. When compared to other forms of regulation such as audit or contract management the Inspectorate was perceived positively due to its methodological approach as well as the way it reflects the values of probation itself. 5. Overall, the inspectorate appears to garner considerable legitimacy from those it inspects. This should, in theory, support the way it can impact on policy and practice. There are some areas for development here though such as more engagement with service users. While recognising that the Inspectorate has made a concerted effort to do this in the last two years participants all felt that more needs to be done to increase that trust between the inspectorate and service users. Overall, the Inspectorate was seen to be independent and 3 impartial although this belief was less prevalent amongst people in CRCs who argued that the Inspectorate has been biased towards supporting its own arguments around reversing the now failed policy of Transforming Rehabilitation. There was some debate amongst participants about how the Inspectorate could, or should, enforce compliance with its recommendations although most people were happy with the primarily relational way of encouraging compliance with sanctions for non-compliance being considered relatively unnecessary. To conclude, the work of the Inspectorate has a significant impact on probation policy, practice and practitioners. The majority of participants were positive about the process of inspection and the Inspectorate more broadly, notwithstanding some of the issues raised in the findings. There are some developments which the Inspectorate could consider to reduce the burden inspection places on providers and practitioners and enhance its impact such as amending the frequency of inspection, improving the feedback given to practitioners and providing more localised feedback, and working to reduce or limit perceptions of bias amongst people in CRCs. The Inspectorate could also do more to capture the impact it has on providers and practitioners – both positive and negative - through existing procedures that are in place such as post-case interview surveys and tracking the implementation of recommendations.