The paper is an attempt to study on how there is deeply rooted connection between Manipuri society and its literature. The thrust of the study is on the translated version of Manipuri poetries of few of the selected writers. The paper will closely focus on how social turmoil and unrest can have a deep impact upon its literature. How their writing try to define gender conscious society of Manipur. The writer cannot run away from the harsh reality that is happening around them. For decades Manipuri people are having unrest social and political rights. The chaotic turbulence is beautifully captured by many writers trying to find solution in their possible ways. The legacy of Manipuri literature is young compared to other existing literature in India. Its literature has its own richness of native sensibility and there are few writers who are acknowledge by other mainstream literary body in India. The paper attempted to unfold the inner most meaning of the writer views through analysis.
The main purpose of this paper is to assess the translation quality of a political literary text, i.e. Orwell's Animal Farm, from the viewpoint of critical discourse analysis (CDA) and explore the degree to which ideology and power relations play major roles in the two Persian translations. Adopting the CDA framework of Van Dijk under Lefevere's notion of ideology, change and power in literature and society, this paper examined two different English-Persian translations of an excerpt from Animal Farm, The Seven Commandments, to pinpoint the interwoven relation between ideology, change and power and translation. To discover the impact of these phenomena on each other, a detailed contrastive/comparative study at the micro/macro-level in terms of fore/back-grounding mechanisms was conducted to examine, describe and subsequently interpret the patterns in the source text (ST) and its target texts (TTs). The findings of the study illuminated that too significant ideological distortions and manipulation were made in the translations to consider them as adequate translations.
The fall in so-called 'literary' studies can be explained by the dominance in these studies of research on traditional texts. The orientalist approach continues to prevail, with a focus on texts coming from the Arab world but written in French. Most of the work is still based on an old problem, which poses a break between old and modern literature, which is due to the imitation of western productions. Without much reflection on their methodology, the analyses are based on naïve sociology of the texts, favouring their political dimension at the expense of their aesthetic characteristics. In order to break these gaps, it would be necessary to address new approaches which recognise, as a starting point, the profound restructuring of the literary field at the time of the Arab Renaissance (Nahda), in an explanatory purpose which is no longer dominated by the Western paradigm while remaining attentive to the 'acculturation to the printing of work in these societies'. With a view to this new symbolic economy, the first stories of the Arabic printed book should be extended, compared to its readership, to the written market and the new 'literary fact' that allows the birth of the modern Arabic writer. Breaking with the literary doxa which dominates the assessment of works would be possible through better knowledge of their reception and social uses. ; International audience ; The fall in so-called 'literary' studies can be explained by the dominance in these studies of research on traditional texts. The orientalist approach continues to prevail, with a focus on texts coming from the Arab world but written in French. Most of the work is still based on an old problem, which poses a break between old and modern literature, which is due to the imitation of western productions. Without much reflection on their methodology, the analyses are based on naïve sociology of the texts, favouring their political dimension at the expense of their aesthetic characteristics. In order to break these gaps, it would be necessary to address ...
Mi intención en este estudio consiste en analizar el tratamiento de la figura salvaje de la loba en El cruce de Cormac McCarthy y Mujeres que corren con los lobos de Clarisa Pinkola Estés desde una perspectiva ecocrítica y ecofeminista. Pretendo en estas páginas aportar una visión actual del estado de una tradición literaria norteamericana que se ha centrado o bien en romantizar o demonizar la figura del lobo. Además, quiero llamar la atención sobre la cuestión del activismo medioambiental y la respuesta de la sociedad actual que se define, sobre todo, en acciones manifiestas contra el intento deliberado de grupos de cazadores y gobiernos locales de exterminar la especie, por culpa de sus ataques y el daño que causan al ganado. En el estudio psicoanalítico de Estés, el lobo se presenta como una figura liberadora, empoderada con su salvajismo, y desafiando una tradición de opresión patriarcal sobre las mujeres implantada en el subconsciente femenino tal y como ha sido trasmitida en la literatura tradicional. ; Taking as a point of departure The Crossing by Cormac McCarthy, the treatment of the wild figure of the "she" wolf and Clarisa Pinkola Estes's Women Who Run with the Wolves, it is my aim to apply an ecocritical and ecofeminist perspective to the study of the current status of the tradition that has focused on romanticizing or demonizing the figure of the wolf in American literature. It is also my intention to call attention to the current social responses of environmental activism with multiple demonstrations against the deliberate attempt of hunters and even local governments to exterminate the species because of the repeated attacks inflicted to cattle. In Estés' psychoanalytical study, the wolf works as a liberating figure, empowered with wildness, defying a tradition of patriarchal oppression for women, embedded in the common female unconscious as it is sanctioned in traditional literature.
"Slavery in its principles, development, and expedients": p. 150-185. "The new opposition party": p. 186-195. "Causes of foreign enmity to the United States": p. 196-206. "Reconstruction and Negro suffrage": p. 207-230. "The Johnson party": p. 231-248. "The President and his accomplices": p. 249-272."The conspiracy at Washington": p. 273-286. "Moral significance of the Republican triumph": p. 287-299. ; Mode of access: Internet.
The proactive unity of purpose between Literature, society and the writer is the main focus of this paper. Writers use Literature to address various important themes or the goings on in the society, with the purpose of edifying its virtues and condemning the vices so as to adulate the good deeds or correct the society where it goes wrong. However, this role often exposes the writer to danger and risks from vested interests. The paper nevertheless recommends both local and international actions that could be explored to enhance Literature, society and the writer's works. It concludes with the submission that with proper political education, the society would be better placed to choose more responsible leaders so that the lots of the society would be better enhanced. In this way the tripartite unity and the full potentials of Literature and writers in society would be realized.
This article is a study focused on the value and roles of Thai Buddhist literature in Thai society. I examined major Buddhist Thai literary works found in the culture of Thai literary art. The conclusion obtained is that Thai Buddhist literature has value and roles in Thai society as follows: 1) Value and roles in respect of being Buddhist art 2) Value and roles in respect of teaching 3) Value and roles in respect of ideas and belief 4) Value and roles in respect of politics and government 5) Value and roles in respect of continuing Buddhism. It also has the value of maintaining Buddhism in Thai culture due to its distinctive character that corresponds with the context of Thai society and its gratification in terms of the aesthetic spirituality of the people in the society.
While economic and environmental aspects of civil engineering have attracted the greatest attention among contemporary academy, its social side has frequently been set aside. However, the social impact that infrastructures have is huge and its analysis and understanding are fundamental. At the same time, social aspects such as culture or human behaviour can have significant effects during the different stages of the lifecycle of infrastructures. Therefore, a better understanding of the connections between civil engineering and society can help to better adapt infrastructures to their contexts, as well as minimise their negative impacts; as a result, this understanding can bring about infrastructures that are more socially sustainable. The scarce studies that have assessed the connection between society and civil engineering have considered this relationship as unidirectional. The real scenario is not so simple. The analysis of this relationship needs to be interdisciplinary, and it is in this context that this paper addresses the analysis of infrastructures and of social sciences from a sociotechnical point of view. We draw on the interrelationships found to propose a conceptual framework with the main objective of providing both practitioners and academics with tools to carry out more sustainable and context-adapted decisions. We classify the fields of civil engineering and social sciences into several different subfields, namely six for infrastructures (transport, water, energy, environment, urban planning and buildings) and twelve for social sciences (culture and history, behaviour and mind, communication and interaction, socioeconomics, juridical sciences, life and health, politics, social problems, social groups, ethics and philosophy, arts and education and innovation). Afterwards, we review the existing literature at the intersection between the various categories. We conclude proposing a framework that can support decisions and actions made at different levels and working areas. The framework includes guidelines for a more holistic consideration of the interaction between infrastructures and society in key activities whereby an improved understanding of the effect of this relationship is often required. The guidelines provide a description of different key areas and can be applied to a wide variety of actions ranging from the development of university curricula to the social impact assessment of projects. ; Irene Josa was supported by the Catalan Government through the grant of Agència de Gestió d'Ajuts Universitaris i de Recerca (AGAUR), with reference number 2018 FI_B 00655. ; Peer Reviewed ; Postprint (published version)
Course description: Optics is central to the arts of producing human subjects and governing our spatiotemporal deployment of vital forces. Yet, in the transition of societies from industrial to post-industrial modes of production, there seems to have occurred a parallel shift in governmental focus from merely producing and disciplining subjects at the material level to controlling them at the ideological. In this discussion-driven course, we will turn to works of theory and fiction in order to examine the basic tenets of discipline and control and consider the extent to which these social practices diverge and converge in our present era.
Title from caption. ; Vols. 6- numbered consequetively. ; Mode of access: Internet. ; Merged with: Examiner (London, England : 1808), to form: Examiner and London review.
This book examines testimony in the works of Rebecca West, Joseph Conrad, E.M. Forster, H.G. de Lisser, V.S Reid, and Ngũgi wa Thiong'o, and argues that disruptions to imperial and national power and the legal and legal responses they inspired shape the formal practices of modernist and Anglophone literature. This title was made Open Access by libraries from around the world through Knowledge Unlatched. ; Includes bibliographical references and indexes. ; Introduction. Challenging ruptures: testimonial insurgencies, spectral witnesses -- Compelled confessions and forced attachments in Joseph Conrad's Under Western eyes and "Poland revisited" -- Traumas of nation and narrative: legal and literary witnessing in Rebecca West's wartime writings -- Vindicating the law: H. G. de Llisser, V. S. Reid, and the Morant Bay Rebellion -- Testimony and the crisis of the juridical order in Ngũgĩ wa Thiong'o's A grain of wheat. ; This book examines testimony in the works of Rebecca West, Joseph Conrad, E.M. Forster, H.G. de Lisser, V.S Reid, and Ngũgi wa Thiong'o, and argues that disruptions to imperial and national power and the legal and legal responses they inspired shape the formal practices of modernist and Anglophone literature. This title was made Open Access by libraries from around the world through Knowledge Unlatched. ; Mode of access: Internet.
Research Report—'Education, work and Australian society in an AI world: A review of research literature'1. Research BackgroundThe research was in the field of education. The Gonski Institute for Education commissioned us to research and write a report on current research literature concerning artificial intelligence and education. The emergence of Artificial Intelligence has become an issue for education in two ways—in terms of changing provision and practices within education itself, and in terms of education's crucial role in preparing for the future, especially but not only the future of work. Policy makers are seeking guidelines as to how to respond. The report's key aim was to review the literature in order to present policy recommendations. 2. Research Contribution The report contributes to knowledge by synthesising and evaluating the current literature and presenting 6 key policy recommendations in order to safeguard the future of Australian education and to foster social innovation. Its main concern is the organisation and administration of education in a world in which AI is becoming an increasingly powerful social force. The recommendations include: forming a cross-sector representative body; providing professional development opportunities for teachers; working towards the ethical and effective procurement of AI systems; introducing adaptive and personalised learning in a way that ensures a focus on educational and equity principles; providing appropriate data protection and legislation; focusing on AI-complimentary skills. 3. Research Significance & Evidence of Excellence The significance of this research is that it enables education policy influencers, policy makers and other stakeholders to frame appropriate responses to the emergence of AI. Its value is attested to by the following indicators: • Accepted and published by the Gonski Institute for education • Invited to publish an article based on the report for the Journal of Professional Learning published by The NSW Teachers Federation's (NSWTF) Centre for Professional Learning (CPL) [written and published January 2019]• Has received responses international from various teacher's group (e.g. from Canada)
Document de travail LEST. 27 p. Bibliographie (p. 23-27) ; In this article, we propose the hypothesis that "the Learning society" is more a political slogan and prospect than a social reality (In France, as in most OECD countries, public investment in formal education and training has actually decreased since the OECD started talking about lifelong learning). And there is no agreement as to what a future "learning society" should be. Firstly, the framework of knowledge economy has not yet been defined and analysts remain divided on the issue: is it (or will be) an extension of a deregulated, market economy and society, or a more regulated capitalist economy? Should knowledge be considered as a public good or as a marketable one (section 1). Secondly, the consequences of the resulting economic changes for workers and for citizens are unclear. Although most studies acknowledge the development of new (net) work organizations, of new skill requirements and of new opportunities for learning, some studies also emphasize new risks of economic and social exclusion (section 2). And the French specificities are particularly marked in terms of education and lifelong learning strategies. (section 3). Although lifelong learning strategies are sometimes explicitly (but more often implicitly) related to the prospect of a Knowledge Economy, part of the debate is purely endogenous to the educational sphere and initial education and further education remain separated.
Document de travail LEST. 27 p. Bibliographie (p. 23-27) ; In this article, we propose the hypothesis that "the Learning society" is more a political slogan and prospect than a social reality (In France, as in most OECD countries, public investment in formal education and training has actually decreased since the OECD started talking about lifelong learning). And there is no agreement as to what a future "learning society" should be. Firstly, the framework of knowledge economy has not yet been defined and analysts remain divided on the issue: is it (or will be) an extension of a deregulated, market economy and society, or a more regulated capitalist economy? Should knowledge be considered as a public good or as a marketable one (section 1). Secondly, the consequences of the resulting economic changes for workers and for citizens are unclear. Although most studies acknowledge the development of new (net) work organizations, of new skill requirements and of new opportunities for learning, some studies also emphasize new risks of economic and social exclusion (section 2). And the French specificities are particularly marked in terms of education and lifelong learning strategies. (section 3). Although lifelong learning strategies are sometimes explicitly (but more often implicitly) related to the prospect of a Knowledge Economy, part of the debate is purely endogenous to the educational sphere and initial education and further education remain separated.
