A textbook is a book containing a comprehensive compilation of content in a branch of study with the intention of explaining it. Textbooks are produced to meet the needs of educators, usually at educational institutions. Schoolbooks are textbooks and other books used in schools. Study guides can be broad based to facilitate learning in a number of areas, or be resources that foster comprehension of literature, research topics, history, and other subjects.
The study investigated the environment surrounding refugees’ access to humanitarian assistance which tends to suffocate the spirit of the Uganda Refugee Act of 2006 under Article 30 which allows freedom of movement for refugees in the country.
We learn about sociolinguistic competence from the “marriage” between
sociology and linguistics. Sociolinguistics helps us become more aware that the
existence of the line “We cannot buy class” calls for a substantial knowledge of words
and wisdom of the abstracts.
This Study Guide in Introduction to Linguistics deals with the different Subfields of Linguistics (particularly Phonetics, Phonology, Morphology, Syntax, Semantics, and Pragmatics) and Related Fields. The images presented in Figures 1-15 provide some insights to facilitate the students’ imagination and creativity that can very well help enhance their English vocabulary. The Midterm and Final exams require the students to reinforce their learning through thorough and extra reading on the topics presented in each unit. The Exercises as well as the Assessments can trigger the students to practice, reinforce, and discover the wonders of exploring the English language as they face the challenges to be at pace with the modern world of words.
This Graduate Seminar Study Guide is specifically made for graduate students who have Thesis Writing in their degree program. Enrolling in this course (Graduate Seminar) means one is to deal with writing seminar paper, seminar paper presentation, making research poster, and writing research article for journal publication. The main “venue” for these requirements for application purposes is attending academic conferences. Moreover, the ultimate goal of this course is getting research articles published in academic journals. “Going places” literally and figuratively along with the “meeting of the minds” take place when one has the opportunity to participate in academic conferences. Aside from that, having a “sound engagement” with conference speakers, guests, presenters, and other participants help develop one’s intellectual and social skills in public communication. By the way, having a photo opportunity with experts in the field and guest celebrities while attending academic conferences is something to look forward to no matter what. All these things among others would be more meaningful if one has something to present in plenary or parallel sessions. This Graduate Seminar Study Guide aims to encourage graduate students to share their expertise either in academic conferences or via journal publications.
Module 1 explores on the approaches, methods, and strategies in Second Language Teaching (SLT) or English Language Teaching (ELT). It introduces some modern trends in education, Internet links for learning and teaching the English language, innovative learning strategies, and Gardner’s Multiple Intelligences. It also discusses some overviews on listening, speaking, and reading. The Learning Tasks/Activities include discussion on the Principles of Second Language Acquisition (SLA), speech production, text analysis, translation, IQ, EQ, and classroom environment (then and now). Figures that serve as abstract yet concrete platforms for further ELT studies have mindboggling titles such as the following: Thoughts and Words, Melody and Rhythm, Arts and Research, Watch and Listen, Lights and Colors, Then and Now, Programs and Development, and Life and Leisure. Assessments require the students to submit a picture dictionary and a PowerPoint presentation.
Study findings on the effects of education funding on student performance have been inconsistent. Some have indicated that it is how money is spent and not how much is available that determine academic outcomes. In Uganda, poor performance of Universal Primary Education (UPE) schools has partly been blamed on ineffectively utilization of UPE funds disbursed by government. This study aimed at establishing the relationship between funding and academic performance of such schools in Aboke sub-county, Kole District, northern Uganda. A cross-sectional study design was adopted where both qualitative and quantitative research approaches were used. Six schools out of 13 and a total of 165 respondents were sampled purposively or randomly to constitute study samples. Questionnaire, interview and documentary review methods were used to collect primary and secondary data. Tool validity was ensured through pre-testing while reliability was tested using Cronbach’s alpha test of reliability. Quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS) while content analysis was used for the qualitative data. A total of 85.7% agreed on the availability of instructional materials. The role of the SMC in academic performance was established as not being clear (48.7%) while on average, majority of the respondents (53.5%) supported the statements about PTA. The Pearson Correlation findings indicate positive strong and statistically significant relationships between the size of financial disbursement and academic performance; timing of disbursement and academic performance; accountability and academic performance; and between accountability and funding. The regression analysis indicated that the funds size, disbursement timing and funds utilization have a significant combined effect on academic performance of UPE schools. It was concluded that low level of funding leads to poor performance of schools and that the size of funding greatly affects the academic performance compared to the timing of disbursement. It was recommended that the Government should improve UPE funding so as to improve academic performance of UPE schools.
Roger Barnard was born in Brighton, and decided as a boy that he wanted to live and work abroad. Starting out as a high school teacher, he subsequently worked in English language education (ELE) and applied linguistics in Europe, the Middle East, New Zealand and Asia. Over a career spanning 50 years, he has been a language teacher, director of language institutes, curriculum adviser to ministries of education, prolific contributor to, and editor of, journals and books, and a professor of applied linguistics. This book is his personal history and the story he tells is intrinsically interesting, but it also constitutes a wide-ranging and critical review of the field of second language education over the past fifty years – how some aspects will continue to challenge academics and practitioners in future years. Such issues include: Communicative Language Teaching; English for young learners; the commercialisation of ELE; technological developments in ELE; the professional development of English language teachers; ‘nativespeakerism’; linguistic imperialism and language planning; and English as the medium of instruction. Many readers who are involved in language education will be able to relate these issues to their own context and career trajectories.
Education not rooted on disparity in culture and languages could leave outside the educational process a large part of the population. A minority is able to get education in a foreign language English, French or Portuguese not related to the local culture and environment. In 2020, 63.5 percent of children in Sub Saharan Africa are multi-dimensionally poor. Children’s malnutrition, child labor, children poverty, children’s brutality, and children’s illnesses forestall them to realize their maximum potential. Economic development relies upon the potential of youths. Poverty, malnutrition, forced labor, illnesses and physical as well as emotional abuse are obstacles to children education and economic development. We analyze in this book the conditions preventing from children in SSA to get education and propose a policy improve their chances to live their child and adolescent life in good conditions.
This Undergraduate Thesis Study Guide aims to check or monitor students’ knowledge about Thesis Writing. Students are advised to finish reading this Study Guide the soonest time possible for in Unit 1 Part B, they are required to submit the first draft of their completed research study. This is to give them ample time for revisions and some other updates. Moreover, this Study Guide serves as a continuation to the Language Research Methodology Study Guide where the required output is a Thesis Outline.you have to write what it is you are studying, what is its importance, what do you know about its background, and how will it advance our knowledge. If you believe that there’s something about first impression, you better make good in your writing the introduction. Check the logic of your argument, your language register or style, the overall makeup of your paper, and of course, the validity of your findings and the soundness of your conclusions. Make your introduction concise, precise, and analytical for the readers to become interested to read your research paper.
Literature serves many functions in the society. As a mirror of the society, it gives an image of that society, which may be true or distorted, either in reality or perceived as distorted by the society as a whole. As a lamp, literature helps us to imagine alternative realities or new pathways in which we may walk. George Orwell’s 1984, a prognostication of governments’ intrusion into citizen’s privacy has become a reality in our day: with the emergence of the “Internet of Things”, Orwell’s Big Brother is now truly watching us. Against the backdrop of literary imagination becoming scientific reality, this paper investigates how nanotechnology has been and is being imagined in literature. 120 works of fiction in different media: movies and movie series, novel, comics/other media, cartoon, computer games, short story, are analysed to provide answers to the following questions: is nanotechnology imagined as a force for good or evil? How legitimate are these “prognostications” in the light of current realities? Literary conceptualizations of nanotechnology are ambivalent at best, and horrifying at the worst. This leads us to conclude that the prospects of nanotechnology give us a cause to pause.