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    Wyświetlanie 1-2 z 2
    Tytuł:
    Factors Influencing the Hope Level of Iranian English Major Students
    Autorzy:
    Ganji, Mansoor
    Samani, Farzane Safarzade
    Sadeghi, Elahe
    Powiązania:
    https://bibliotekanauki.pl/articles/2129918.pdf
    Data publikacji:
    2021
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    academic hope
    agent
    English-major
    hope
    Iranian
    Opis:
    This study aimed to measure the hope level of Iranian English-major students and also to find out if their gender, academic degree, years spent in a program, and GPA were associated with their hope level. To reach these aims, the Integrative Hope Scale developed by Sharpe, McElheran, and Whelton (2017) was modified, checked for validity, and piloted. Then, it was distributed among 206 English-major students doing their BA, MA, and PhD in different universities of Iran, chosen through random and snowball sampling. The analysis of the data through non-parametric tests showed that although undergraduate and postgraduate students enjoyed a higher level of hope, there was no significant difference in the students’ hope level based on their academic degree. Furthermore, no significant relationship was found between students’ levels of hope, on the one hand, and their GPA and the number of years spent in a program, on the other hand. However, there was a significant difference between male and female students, with males having a higher level of hope.
    Źródło:
    Polish Psychological Bulletin; 2021, 52, 4; 299-310
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    From Metaphor to Metonym: Shakespearean Recognition in the United States University
    Autorzy:
    Della Gatta, Carla
    Powiązania:
    https://bibliotekanauki.pl/articles/39765365.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    Shakespeare
    Berkeley
    college curriculum
    English major
    canonization
    recognition
    metonym
    Opis:
    This essay historicizes the Shakespeare curriculum at UC Berkeley’s English department over the last one hundred years. An elite research university in the United States, UC Berkeley’s extensive course offerings have expanded due to changes in undergraduate education and external cultural shifts. With a growing number of courses on sexuality, race, gender, etc., that became part of the purview of an English department, the teaching of Shakespeare expanded as well. I demonstrate how the emphasis on Shakespeare in the U.S. undergraduate curriculum shifts over time from one form of recognition—an acknowledgement of his value or worth—to a recognition of identifying with his work based on prior experience. Distinguishing between courses that combine “Shakespeare and” and those that combine “Literature and,” I expose the consequences each has for the canonicity of both Shakespeare and subject fields with which his works are placed in conversation, explicitly and implicitly. I argue that the expansion of Shakespeare in the American undergraduate curriculum coincides with and depends on the compression of key aspects of interpretation that pose challenges for the new knowledges it seeks to create. I illuminate how an expanded Shakespeare curriculum saw a compression of Shakespeare into metonymic mythic status, which has implications for the teaching of literature from various identity and cultural groups. I demonstrate how the origins of an expansive undergraduate Shakespeare curriculum in the United States positions Shakespeare as the interlocutor for a wide range of topics.
    Źródło:
    Multicultural Shakespeare: Translation, Appropriation and Performance; 2023, 27, 42; 179-193
    2083-8530
    2300-7605
    Pojawia się w:
    Multicultural Shakespeare: Translation, Appropriation and Performance
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-2 z 2

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