Relevant bibliographies by topics / University of Ghana. Department of French

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

Academic literature on the topic 'University of Ghana. Department of French'

Author: Grafiati
Published: 24 February 2023
Last updated: 24 February 2023

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Journal articles on the topic "University of Ghana. Department of French"

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Laugharne, Richard, and Tom Burns. "Mental health services in Kumasi, Ghana." Psychiatric Bulletin 23, no. 6 (1999): 361–63. http://dx.doi.org/10.1192/pb.23.6.361.

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During March 1998 we had the privilege of visiting the mental health services in Kumasi, Ghana at the invitation of Dr Yaw Osei, Senior Lecturer at the Department of Behavioural Sciences, School of Medical Sciences, University of Science and Technology.
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Kubi, Benjamin. "Department of Ghanaian Languages and Linguistics, University of Cape Coast, Ghana." International Journal of Comparative Literature and Translation Studies 6, no. 2 (2018): 43. http://dx.doi.org/10.7575/aiac.ijclts.v.6n.2p.43.

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Love, as a subject, has received a lot of attention in literature, particularly poetry. This is probably because poetry is traditionally seen as the creative exploration and expression of an individual’s emotion and passion. A genre of Ga oral poetry that has love as its primary subject is the adaawe songs which are sung by Ga maidens. This paper examines an aspect of Ga women’s discourse on love in the songs. Particularly, it examines how love is bemoaned. This was done based on the premise that, as a creative exploration and expression of individuals’ emotions and passions, adaawe songs contribute a unique commentary on the subject of love. Songs which were recorded and transcribed, as well as songs collected from Hamond’s (1970) Obɔade Lalai were analysed, paying attention to content and style. The analysis revealed that love is usually bemoaned when there is lack of continuous interest in a persona by the other party in a love relationship, or when there is a betrayal of love.
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Indrawati, Ni Luh Ketut Mas, Weddha Savitri, and Agung Istri Aryani. "The Capability of Pronouncing French Phonemes by Students of English Department, Udayana University." Lingual: Journal of Language and Culture 5, no. 1 (2018): 43. http://dx.doi.org/10.24843/ljlc.2018.v05.i01.p07.

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This study aims at investigating the ability of the pronunciation of French phonemes by students of English Department, Faculty of Culture, Udayana University. It also intends to analyse the way they articulated the phonemes and identified factors affecting their pronunctiation. This research is very interesting to do considering that the correct pronunciation of a phoneme or sound of a Foreign Language is one of the important points that must be mastered by the learners. The French sound system which is different from Indonesian and English certainly becomes one of the obstacles for students besides their lack of knowledge about the French phonemes. It is important to know which phonemes they have been able to pronounce and which are still difficult for them, so that inovations in teaching French can be made, especially in enhancing students' ability in pronouncing sounds which are considered difficult in French.
 Forty students of English Department who chose French as their elective subject were taken as the population of this study. The data were taken by applying observation method using quesionares, recording, and note taking techniqes. The data were descriptive-qualitatively analysed by applying the theory of phonology.
 
 Keywords : capability, pronunciation, phonemes, French.
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Garay, Kathleen, and Madeleine Jeay. "McMaster University." Florilegium 20, no. 1 (2003): 99–101. http://dx.doi.org/10.3138/flor.20.027.

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Medieval studies are an established part of the curriculum in the Departments of English, French and History at McMaster University. The Middle Ages also figure in courses offered by the Department of Religious Studies. Unfortunately, however, the medieval period is not specifically addressed in the Departments of Philosophy, Music and Art History where the discipline is limited to mentions in survey courses. Overall, we do not have great reason to complain about the present situation. However, we have certainly experienced a loss of scholars over recent years, a loss which is especially marked in the Department of English. We have no assurance that existing positions will be filled when several of the incumbents retire within the next five years.
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Calkin, Siobhain Bly. "Carleton University." Florilegium 20, no. 1 (2003): 109–10. http://dx.doi.org/10.3138/flor.20.031.

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Medieval Studies at Carleton University are in a state of change right now. Recent retirements in some departments have meant that some offerings have disappeared, while recent hirings in other departments have led to an increase in the number and variety of courses offered there. A self-directed interdisciplinary B.A. in Medieval Studies is currently on the books, but has not often been taken up in recent years. Students usually study the Middle Ages as part of a more traditional disciplinary degree program (B.A. in History, B.A. in English). In the History department right now, one course on the Middle Ages is offered, a survey of the history of medieval England, and medieval history is listed as one of the supervised fields for the M.A.. In the College of the Humanities, students have the opportunity to take a more general introduction to the history of the Middle Ages, or a survey of medieval philosophy. Offerings in history and philosophy thus consist mainly of survey courses at the undergraduate level. Survey courses of medieval and Renaissance literature are offered by the French and English departments. Students in French may also take a course in History of the French Language and occasionally a fourth-year seminar in medieval French literature. In the English department, undergraduate students may pursue medieval studies beyond the survey level in a 300-level Chaucer course or in a 400-level seminar in medieval literature whose specific topic varies each year. Graduate courses in medieval literature are also offered each year in the English department's M.A. program. Independent reading courses, too, are offered, while courses such as History of the English Language (which has not been offered in recent years) are being revived. Thus, in some disciplines at Carleton the opportunity to study the Middle Ages has declined, but in others that opportunity has increased and will continue to do so.
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Sankey, Margaret. "French Studies in Australia." Tocqueville Review 29, no. 1 (2008): 175–83. http://dx.doi.org/10.3138/ttr.29.1.175.

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The Department of French Studies at the University of Sydney is the largest and oldest in Australia, with undergraduate and postgraduate students numbering approximately 600. Melbourne, Brisbane, Adelaide and Perth universities also have significant departments, but melbourne and Monash universities (both in Melbourne) are the only others to have Professorial chairs: in the hey-day of French Studies there were 13 professorial chairs in Australian universities and the lack of chairs now signals that French Studies programmes overall have been downgraded, French language programmes and the study of France and the French often becoming part of comparative literature or European studies courses.
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Franceva, I. S. "School of Economic French." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 228–30. http://dx.doi.org/10.24833/2071-8160-2014-5-38-228-230.

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Economic French at MGIMO-University is based on the teaching methods developed by talented Methodist practitioner assistant professor L.L. Potushanskoy. She and her colleagues G.M. Kotova, N. Kolesnikova, I.A. Yudina created well-known in our country methodical complex of three textbooks. This complex is built on clear guidelines to facilitate the natural development of language skills "from simple to complex" and represents the effective approach to language learning: Currently, the department is constantly expanding its boundaries of school teaching economic and business of the French language in accordance with the emerging new special courses on the economics faculties.
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White, Benjamin, Fei Fei, and Marthe Russell. "Research in second language studies at Michigan State University." Language Teaching 42, no. 4 (2009): 530–35. http://dx.doi.org/10.1017/s0261444809990085.

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The Second Language Studies (SLS) Program was established in 2005 with the express purpose of providing ‘a firm foundation in the field of Second Language Acquisition and its application to current second language research and teaching’ (http://sls.msu.edu). Under the leadership of Professor Susan Gass, the program has grown to include 12 core faculty members and 27 Ph.D. students. As an interdisciplinary program, linkages across the university exist with the Department of Linguistics and Germanic, Slavic, Asian, and African Languages; the Department of French, Classics, and Italian; the Department of Spanish and Portuguese; the Arabic Language Instruction Flagship; the M.A. TESOL Program; the Center for Language Education and Research; the English Language Center; the Center for the Support of Language Teaching; the Department of Psychology; and the College of Education.
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Afari, E. S. K., and C. A. A. Yegblemenawo. "Apports de la télésérie à l’amélioration de la compétence d’expression orale du FLE à l’école normale." Asemka: A Bi-Lingual Literary Journal of University of Cape Coast, no. 10 (September 1, 2020): 94–116. http://dx.doi.org/10.47963/asemka.vi10.276.

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Following series of observation and interactions with French students in Gbewaa College of Education, Pusiga, it was discovered that the said students find it difficult expressing themselves orally using the most basic sentences in French. This raises serious concerns about the teaching strategies being employed in teaching and learning of the French language in the Colleges of Education. To address this difficulty, this research was conducted with the main objective to examine the impact of the use of serial movies as teaching aid on oral expression of French language learners in Colleges of Education in Ghana with the aid of smartphones. The data were gathered from the Department of French in Gbewaa Colleges of Education. Three instruments (observation, interview and test) were used in this research. A two group (control and experimental) experimental design was adopted. The mean scores of participants‟ pre-test and post-test were compared to verify if the use of serial movies in French lessons could enhance the learners‟ oral communication skills. It was discovered that the use of serial movies in teaching French boosts learners‟ performance in oral communication. The research hence recommends that serial movies could be used in teaching French language lessons in order to enhance the oral communication competencies among learners
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Awanbor, J. E. "French Language Teacher Trainees Perception of Pedagogical Content Knowledge in French Language." Journal of Educational and Social Research 9, no. 3 (2019): 246–53. http://dx.doi.org/10.2478/jesr-2019-0043.

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Abstract The overall goal of this study was to find out French language teacher trainees perception of pedagogical content knowledge in French language. The study adopted a descriptive survey design. The population comprised of all 415 French undergraduate students’ in the Department of Educational Foundations, Faculty of Education and, the Department of Foreign Languages, Faculty of Arts of a Nigerian University. A total of 108 French students were selected from the population through a simple random sampling technique as the sample for the study. A likert type questionnaire with a four point scale was validated by three experts. Using the Cronbach Alpha statistic, a reliability coefficient of 0.75 was obtained. Data was analyzed using means and standard deviation and a criterion mean of 2.50 was used for acceptance and rejection. The results show that Pedagogical Content Knowledge (PCK) is capable of developing French teacher trainees’ competences in problem solving skills, erases possible misconceptions and erroneous reasoning, simulates the use of various representations and instruction of knowledge and helps in the development of proactive thinking, attitude and self-confidence. It was therefore, recommended that more methodology courses should be designed and implemented to help the trainees content knowledge as well as pedagogical content knowledge so that they can serve effectively as twenty first century language teachers.
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Dissertations / Theses on the topic "University of Ghana. Department of French"

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Ally, Shireen A. "Servants & saints? sociology and sociologists in Apartheid South Africa a case study of the shift to a Marxist, oppositional sociology in the Sociology department at the University of Witwatersrand, Johannesburg, 1975-1989 /." 2001. http://catalog.hathitrust.org/api/volumes/oclc/50046016.html.

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Thesis (M.S.)--University of Wisconsin--Madison, 2001.<br>Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 123-134).
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Books on the topic "University of Ghana. Department of French"

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University of Ghana. Linguistics Department, ed. A Legon reader in Ghanaian linguistics. Ayebia Clarke Publishing Ltd, 2014.

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Anne, Frémiot, та University of Nottingham. Dept. of French., ред. Fin de siècle?: Postgraduatesʼ conference, Department of French, University of Nottingham, Saturday, May 31, 1997. Dept. of French, University of Nottingham, 1998.

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McGill University. Department of Rare Books and Special Collections. What was thus by chance begun: The Napoleon collection of McGill University : selected prints and illustrated books. McGill University, Department of Art History, 1991.

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Gender Analysis Workshop (1992 Legon, Ghana). Proceedings of the Gender Analysis Workshop: Organized by the Development and Women's Studies Programme (DAWS) of the Institute of African Studies, University of Ghana, Legon 14-16 July, 1992 within the framework of the British Council link between DAWS and the Department of Sociology, University of Liverpool. Edited by Kumekpor Maxine, Manuh Takyiwaa, Adomako Akosua, and University of Ghana. Development and Women's Studies Programme. Development and Women's Studies Programme], 1992.

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Moneglia, Massimo, and Alessandro Panunzi, eds. Bootstrapping Information from Corpora in a Cross-Linguistic Perspective. Firenze University Press, 2010. http://dx.doi.org/10.36253/978-88-8453-529-0.

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The achievements of Romance language corpus-driven studies deserve more attention from the scientific community at the world level for both their quantity and quality. This book contains papers given at the 3rd International LABLITA Workshop in Corpus Linguistics (Italian Department, University of Florence, June 4th-5th 2008 ), and it aims at integrating new ideas and results derived from Romance language corpora in the framework of the overall achievements of Corpus Linguistics. The volume contains the contribution of a leading scholar of Corpus Linguistics (Douglas Biber), and a set of articles presented to Biber by notable European researchers and those from other countries. Papers report on long-term studies ranging from Italian to Spanish, French, Brazilian Portuguese and Japanese.
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Cresti, Emanuela, and Iørn Korzen, eds. Language, Cognition and Identity. Extensions of the endocentric/exocentric language typology. Firenze University Press, 2010. http://dx.doi.org/10.36253/978-88-6453-226-4.

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An endocentric language is a language whose verbs are lexically precise and concrete whereas its nouns are abstract and vague. An exocentric language has lexically precise and concrete nouns and abstract verbs. The Germanic languages prove to be endocentric and the Romance languages exocentric. The lexical differences entail differences at other levels as well, linguistic as well as extralinguistic. This multilingual volume contains a selection of papers presented at the two day Italian-Danish linguistic seminar Lingua, cognizione e identità: estensioni della tipologia delle lingue endo- ed esocentriche held at the Italian Department of the University of Florence on the 22nd and 23rd of September 2009. The papers challenge the endo-/exocentric approach at various levels (lexicon, grammar, language infrastructures, socio cultural reflections) with examples from the Romance languages (Italian and French) and the Germanic languages (English, German and Danish).
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A, Anyimadu Amos, and University of Ghana. Dept. of Political Science., eds. Intellectual freedom in Ghana: Proceedings of conference organised by the Department of Political Science, University of Ghana, Legon, 24-25 June 1994. Anansesem Publications, 1994.

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Whittem, Arthur F., and Percy W. Long. French for Soldiers: Prepared for the Department of University Extension Massachusetts Board of Education. Harvard University Press, 2013.

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Ghana's transition to constitutional rule: Proceedings of a seminar organised by the Department of Political Science, University of Ghana, Legon. Ghana Universities Press, 1991.

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Parkin, John. FRENCH HUMOUR.Papers based on a Colloquium held in the French Department of the University of Bristol, November 30th 1996. Rodopi Bv Editions, 1999.

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Book chapters on the topic "University of Ghana. Department of French"

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Krause, Virginia. "Refugees and Forced Migration: An Engaged Humanities Course in French and Francophone Studies." In Migration, Displacement, and Higher Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-12350-4_5.

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AbstractThis chapter recounts the development of a community-engaged course on refugees and displacement with a broad Humanities orientation offered in the Department of French and Francophone Studies at Brown University. It relates the overall structure of the course as well as the forging of a partnership with Women’s Refugee Care, an NGO supporting refugees from Central Africa living in Providence. Finally, the chapter explores the connections between the literary and theoretical texts on the course syllabus and the projects that students undertook in collaboration with the Women’s Refugee Care community.
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Harrington, John, and Ambreena Manji. "Conservatives, Nationalists, and American Romantics Debating Legal Education in Kwame Nkrumah’s Ghana." In American Legal Education Abroad. NYU Press, 2021. http://dx.doi.org/10.18574/nyu/9781479803583.003.0006.

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In 1957, Ghana became one of the first independent states in Africa. Its new president, Kwame Nkrumah, opened the Ghana School of Law in November. In January 1959, a law department was founded at the University of Ghana. In this chapter, we explore the struggles over legal education that took place in Ghana. The faculty was the first in Africa to attract support from the Ford Foundation’s initiative to support teaching and research in new law schools. Ford provided not only funding but also support to expatriate staff from the United States working at the university alongside local and British colleagues. The purpose of legal education was a key intellectual and political battleground. We examine the conflict over the relative roles of the university law department and the Ghana Law School and explore how key protagonists positioned themselves in the debates. We argue that legal education in Ghana can be understood through the lenses of the cold war and nationalist politics, in particular with reference to Nkrumah’s deteriorating relationship with the United States, which led to the deportation of the American dean of the university law faculty in 1964.
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Miller, Craig A. "Tulane University: 1926–1935." In A Time for All Things. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190073947.003.0002.

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Michael moves to New Orleans, has eye-opening experiences in the French Quarter, and his first-semester grades suffer. Influential professors shape his love of learning and research. He encounters Alton Ochsner, Chief of Tulane Department of Surgery and a highly influential future mentor. He has dramatic and defining clinical experiences at New Orleans’ Mercy and Charity Hospitals. While still a medical student, Michael invents a new transfusion syringe. The legendary surgeon and polymath Rudolph Matas befriends the eager young Michael, becoming another revered role model. DeBakey graduates from medical school at the top of his class and decides to become a surgeon, training under Ochsner.
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Eyifa-Dzidzienyo, Gertrude A. M. "Archaeology displays in universities." In The Oxford Handbook of Museum Archaeology. Oxford University Press, 2022. http://dx.doi.org/10.1093/oxfordhb/9780198847526.013.25.

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Abstract Archaeology collections and displays have been central to universities around the world. This chapter examines archaeology displays in museums in Ghana, placing emphasis on the Museum of Archaeology, a teaching museum situated in the Archaeology and Heritage Studies Department at the University of Ghana, Legon. The chapter presents an overview of archaeological displays in Ghana, the challenges of the Archaeology Museum in managing and displaying archaeological collections, and university students’ perspectives on archaeology displays. It is argued that archaeology displays are significant not just for archaeology students but for many university disciplines through object-based learning, and that students benefit from having agency in their creation. The chapter concludes that cultural awareness, identity creation, as well as an understanding of the past among Ghanaian students are greatly influenced by the cultural materials that are excavated and displayed in museums. There is therefore the need for more archaeology displays in Ghanaian museums.
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Franc, Catherine. "Preparation for the year abroad in the second-year language module at the University of Manchester." In Perspectives on the year abroad: a selection of papers from YAC2018. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.39.1049.

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Every year, around 120 students of French at the University of Manchester (UoM) prepare to go on their compulsory Year Abroad (YA). They are free to choose between different options: studying in France and the French-speaking world, working in diverse sectors throughout the French-speaking world, or becoming a language assistant. This wealth of choice can make pre-departure decisions difficult. Furthermore, once students are abroad, there seems to be a gap between their expectations and the reality of living abroad. This can result in anxiety and a lack of engagement with the target culture and language. This chapter presents the ways in which the Department of French Studies at UoM is helping students prepare for the YA by including specific activities and topics in its language module curriculum. It first examines the issues students encounter before and during their YA, then the solutions that have been implemented, and finally the impact of this programme.
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Franc, Catherine, and Annie Morton. "The Use of VLE for Monitoring Independent Language Learning in Large Cohort Provision." In Computer-Assisted Foreign Language Teaching and Learning. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2821-2.ch015.

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The Department of French at the University of Manchester is currently innovating in eLearning in order to enhance both language provision and student performance. Within the context of the core language module Independent Learning Programme, they are exploring ways to enhance new technologies to address following questions: how to encourage our large cohort of French studies students throughout their degree to engage in regular and systematic independent learning; how to equip them with appropriate language specific and transferable skills for lifelong independent learning; and how to enhance intrinsic motivation particularly with extrinsic motivational factors such as feedback and feedforward.
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Boateng, John Kwame. "Education, Social Capital, Physical, and Psychological Access to Healthcare Among Female Migrants in Informal Settlements in Accra City, Ghana." In Advances in Electronic Government, Digital Divide, and Regional Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8134-5.ch012.

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This chapter reports on a study carried out by the Department of University of Ghana Learning Centers regarding the factors influencing migrant women's access to healthcare, lifelong learning, and the kind of link existing between this access and livelihood creation in six informal settlement areas of Accra city. The findings showed positive correlation between women's level of education and both physical and psychological access to healthcare. It was equally found that access to a regular source of income built a high level of self-determination in women of the informal settlements. Armed with this high level of self-determination, women were able to access healthcare and lifelong learning without needing the permission of husbands or members of family. Policies aimed at strengthening training attendants in pre- and post-natal emergency life-saving care are recommended for the informal settlement areas.
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Boateng, John Kwame. "Education, Social Capital, Physical, and Psychological Access to Healthcare Among Female Migrants in Informal Settlements in Accra City, Ghana." In Research Anthology on Advancements in Women's Health and Reproductive Rights. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-6299-7.ch023.

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This chapter reports on a study carried out by the Department of University of Ghana Learning Centers regarding the factors influencing migrant women's access to healthcare, lifelong learning, and the kind of link existing between this access and livelihood creation in six informal settlement areas of Accra city. The findings showed positive correlation between women's level of education and both physical and psychological access to healthcare. It was equally found that access to a regular source of income built a high level of self-determination in women of the informal settlements. Armed with this high level of self-determination, women were able to access healthcare and lifelong learning without needing the permission of husbands or members of family. Policies aimed at strengthening training attendants in pre- and post-natal emergency life-saving care are recommended for the informal settlement areas.
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BUCHART, Mélanie. "Enseignement-apprentissage dématérialisé du FLE en Finlande." In Distances apprivoisées. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4860.

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In the spring of 2020, in Finland as in most countries of the world, the Covid-19 epidemic has caused a shift in university education from all face-to-face to all digital. In the language department, digital tools have been present for a long time and the university is already promoting the development of mediated learning outside Covid. The difference this time was the forced and sudden aspect of mediatised learning. This generated questions about the pedagogical uses of technology, the reconceptualisation of the teaching of French as a foreign language, the shaking of the traditional posture of the teacher, his or her professional and identity repositioning, as well as the reception by learners of these digital practices. This article presents the main lines of a survey carried out in Finland, after two months of confinement and online teaching (March-April 2020), among teachers and learners of French at the university.
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Hunt, Tony. "Brian Woledge 1904–2002." In Proceedings of the British Academy, Volume 153 Biographical Memoirs of Fellows, VII. British Academy, 2008. http://dx.doi.org/10.5871/bacad/9780197264348.003.0016.

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Brian Woledge (1904–2002), a Fellow of the British Academy and formerly Fielden Professor of French at University College London (UCL), devoted his professional life, with remarkable consistency of purpose, to understanding the Old French Language. As head of department at UCL, he would encourage students to take options in comparative philology and in phonetics. In the pursuit of such interests, Woledge's own commitment was absolute and unwavering and he rejoiced in sharing them. In 1930, thesis completed, the young scholar contemplated his future with greater equanimity, for he was armed with his first major publication, a study dedicated to Paul Barbier. In 1967, Woledge was for some months Andrew Mellon Visiting Professor at the University of Pittsburgh, and three years later received an honorary doctorate from the University of Aix-en-Provence. After his retirement he was a Leverhulme Emeritus Research Fellow 1972–1973 and 1973–1974, and in 1989 was elected to Senior Fellowship of the Academy.
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Conference papers on the topic "University of Ghana. Department of French"

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Sowah, Robert A., Godfrey A. Mills, Appah Bremang, and Stephen K. Armoo. "Integrating MATLAB/Simulink technical computing environment into engineering education pedagogy in Ghanaian Universities: — A case study for University of Ghana, Computer Engineering Department." In 2012 IEEE 4th International Conference on Adaptive Science & Technology (ICAST). IEEE, 2012. http://dx.doi.org/10.1109/icastech.2012.6381073.

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Régnier, Jean-Claude. "Statistical Education and E-Learning." In Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03203.

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Since the start of the 2002 academic year, the Department of Sciences of Education of the University of Lyon2, in partnership with the University of Rouen and the CNED (Centre National d'Enseignement à Distance ) of Poitiers (France), has put forward a pedagogical plan of action allowing students to prepare a B.SC degree in Sciences of Education. The goal of this article is the presentation of the problematic of the teaching - learning of the Statistics in this context. Key-words: guidance, e-learning, statistical education, teaching and learning of statistics . A long French version of this article is accessible to URL : ftp://nte.univ-lyon2.fr/users/regnier/public/IASE/BERLIN/.
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