Publish in OALib Journal

ISSN: 2333-9721

APC: Only $99


Any time

2018 ( 1 )

2017 ( 1 )

2015 ( 7 )

2014 ( 13 )

Custom range...

Search Results: 1 - 10 of 421 matches for " Anneli Botha "
All listed articles are free for downloading (OA Articles)
Page 1 /421
Display every page Item
Islamist Terrorism in the Maghreb: Recent developments in Algeria
Anneli Botha
Circunstancia , 2009,
Abstract: Although the threat of terrorism in North Africa is not a new challenge to safety and security in the region, its focus constantly changes. Recently this manifested in the name change of the Salafist Group for Preaching and Combat, commonly known as the GSPC to al-Qa’eda in the Land of the Islamic Maghreb (AQLIM). Notwithstanding the fact that this new direction was influenced by an attempt to remain relevant – therefore influenced by weakness not strength – it signalled to the international community that al-Qa’eda not openly confirmed its presence in the region, but with it came an increase in threat perception to Western interests and nationals. The following brief paper hope to place the threat to Europe and Western interest in context: Firstly in particularly Algeria, but secondly the threat presented by individuals originally from North Africa directly to European countries. The paper conclude with a call to European countries to carefully assess the medium- to long-term impact counter-measures have in the broader fight against radicalization, extremism and terrorism.
Guided reflection as a tool to deal with the theory– practice gap in critical care nursing students
Hester Cathrina de Swardt,Heleen S. du Toit,Anneli Botha
Health SA Gesondheid , 2012, DOI: 10.4102/hsag.v17i1.591
Abstract: Critical care nursing students experience inconsistencies between the theoretical content they have learnt and what is expected from them in practice, which retards the learning process. This has been described as the theory–practice gap. There seems to be no single solution to address the integration of theory and practice. In an attempt to bridge this gap, a study was done to establish the influence of guided reflection on critical care nursing students in dealing with their theoretical and practical experiences. A qualitative, explorative, descriptive and contextual design was followed. An instrument for guided reflection was designed which was used during semi-structured interviews during the data collection process. Field notes and narrative descriptions were also used as means to collect data. Themes that emerged from the data included a description of incidents experienced, critical analysis of knowledge, critical analysis of feelings and changed perspective experienced. Theory–practice integration occurred to an extent in some of the categories; conversely, the inability to apply theory to practice evoked responses such as feelings of guilt and incompetence. Guided reflection appeared to have assisted the participants in clarifying theoretical and practical experiences, and in reaching a changed perspective by understanding the link between theory and practice. Guided reflection ought to be incorporated in the education of nurses from their basic training in theory and practice so that student nurses will be aware of their own competencies in order to provide optimal patient care. Opsomming Kritiekesorgverpleegstudente ervaar teenstrydighede ten opsigte van dit wat hul geleer word en wat van hul in die praktyk verwag word wat weer die leerproses vertraag. Dit word as die teorie–praktykgaping beskryf. Daar blyk geen enkelvoudige oplossing te wees vir die integrasie van teorie en praktyk nie. In ’n poging om die gaping te oorbrug, is ’n studie oor die invloed van begeleide refleksie op kritiekesorgverpleegkundige studente se teoretiese en praktiese ervaringe gedoen. ’n Kwalitatiewe, verkennende, beskrywende en kontekstuele navorsingsontwerp is gevolg. ‘n Instrument vir begeleide refleksie is ontwerp wat gebruik is tydens semi-gestruktureerde onderhoude in die data-insamelingsproses. Veldnotas en narratiewe beskrywings was ook middele ten einde data in te samel. Tema’s wat uit die data na vore gekom het was ‘n beskrywing van ervaringe, kritiese analise van data, kritiese analise van gevoelens en ‘n veranderde perspektief met betrekking tot ervaringe
Using Recorded Audio Feedback in Cross-Cultural e-Education Environments to Enhance Assessment Practices in a Higher Education  [PDF]
Anneli Heimbürger
Advances in Applied Sociology (AASoci) , 2018, DOI: 10.4236/aasoci.2018.82007
Abstract: Providing feedback to learners on their writing assignments is perhaps one of the most important and time-consuming tasks that a supervisor performs. In e-Education environments, giving feedback becomes more challenging because there are often no possibilities for face-to-face discussions with learners. Typically, a supervisor provides comments to learners in written form via email; however, the use of recorded audio feedback (RAF) in e-Education environments has become a viable alternative. The purpose of this case study was to examine learners’ perceptions of RAF and written feedback for their assignments at the University of Jyväskylä?(Finland) and at Keio University SFC (Japan). Formative feedback was used to study RAF. Data were collected through surveys and interviews. The results show that learners tend to have positive feelings toward RAF. The findings also indicate that learners’ methods of revising their assignments based on the feedback they receive may impact their preference for one modality over the other. We introduce a process model based on the findings of our study that highlights RAF best practices and guides supervisors in effective use of RAF.
On the Role of Visualisation in Understanding Phraseologisms on the Example of Commercials
Anneli Baran
Folklore : Electronic Journal of Folklore , 2013, DOI: 10.7592/fejf2013.53.baran
Abstract: Phraseologisms are linguistic units characterised by figurativeness or usage of metaphors. But what exactly is figurativeness? In the case of a linguistic unit, it is a quality instigating visual imagery. So, the direct meaning of a great part of phraseologisms is so figurative that we can easily visualise it. It is obvious that these individual visualisations help us understand an unfamiliar expression. The fact that while interpreting phraseologisms, language users may consciously proceed from mental images, is also confirmed by psycholinguistic experiments. This article dwells upon visualisation of metaphorical expressions as a means of conveying messages in advertisements and their reception or interpretation.
How Long Are Sayings?
Anneli Baran
Folklore : Electronic Journal of Folklore , 2007,
Abstract: We talk, communicate, chat, speak, and make utterances – all thesesynonymous verbs signify verbal communication and mark the same action. The action may also be expressed by means of set expressions, or more precisely, phrases or idioms. Words, phrases and syntactic units, or the sc. microtexts, are at our disposal. The issue may be also considered at another angle – namely, how short can a phrase be for it to preserve its contents? Compared to other short forms (proverbs, riddles), phrases are generally characterised as being shorter. It has been determined that the minimum length of a phrase is a combination of at least two fully semantic words. According to a common claim aphrase characterises a specific situation. Therefore, a phrase can only exist as a set expression in a context. Conceptualising phraseologisms, however, prompts the question of the ‘obligatory’ and ‘facultative’ constituents of a phraseologism, i.e. the issue of its form and, more importantly, of its defining. While discussing the motivation of phrasal expressions, scholars often refer to their opacity vs. transparency. But what would the ideal form be for which people possess sufficient background knowledge, including phraseological competence, which is required for understanding a given expression? What is the smallest number ofwords necessary for understanding an expression? Whether and to which extent can we find help in metalanguage framing a set phrase? In the article I will discuss the issues related to the study of phrasal semantics on the example of set phrases connected with the image of talking, narration, words, etc. The discussion will rely on material from the database of Estonian phrases.
Elus esinevad asjad. Popkunst l ne eeskujul argip eva dokumenteerijana
Anneli Porri
M?etagused. Hüperajakiri , 2005,
Abstract: Pop art, which emerged in the UK and the United States in the 1960s, depicted media objects, mundane daily life and consumer goods. Many have agreed that the critical turn in pop art is marked by the 1956 collage "Just What Is It that Makes Today's Homes So Different, So Appealing?" by Richard Hamilton. In this collage the artist combined materials advertising various consumer goods, comic strips and interior design. By the end of the 1960s, pop art as a visual style also emerged in the creative works of Estonian artists and designers. The first elements appear in the creation of the group of artists Visarid; authentic pop elements are also used by the artists of SOUP 69. The article observes the mundane banality of life in the Soviet Estonia and how and whether it is expressed in fine arts by means of pop art. Opportunities for working with the visual style after a long period of cultural and political isolation came with what was called "Khrushchev's thaw". During this period the exchange of information with the Western world improved considerably; in 1965 the sea route between Helsinki and Tallinn was reopened after twenty five years. Also, the Estonians living in the Northern part of the country could expand their horizons by watching the Finnish television. In Great Britain and America, pop art shocked people accustomed to versatile living environment by transgressing the line between good taste and bad taste. Until then art aimed to counterbalance the routine and mundaneness of everyday life, providing the artists an aesthetic oasis and keeping the circle of literati with good taste closed. In the Soviet Union this kind of critique was inconceivable, since pop art promoted what people lacked in daily life. The Soviet planning economy was unable to supply the population with commodities, which led to a strong fetishising of the western goods. This led to the gradual construction of an identity that was based on being opposed to everything Soviet, and was expressed in the attempt to imitate westerners in both behaviour and clothing. Proceeding from the aesthetics and the choice of topics, pop art could be unmistakably associated with the Western society and was therefore publicly condemned. Still, people found ways to put the alluring visual language into proper use: the one-dimensional and transparent aesthetics of pop art was most convenient to apply in the so-called small media: areas of art that remained in the periphery outside the art hierarchy, depicting, among other things, objects characteristic particularly of pop art. Theatre design (Leonh
Visuaalne huumor internetis
Anneli Baran
M?etagused. Hüperajakiri , 2012,
Abstract: This article focuses on the role of visual imagery in language understanding. It is commonly held that the use of phraseologisms is most characteristic to spoken language. However, today we are faced with a situation where the usage of written and oral language has blended (in e-mails, on-line communication, social network) on the Internet. Creative use of expressions, even if manifested in an exaggerated or inappropriate manner, may lead to interesting figures of speech. I am going to concentrate on a subgenre of so-called Internet memes – demotivational posters or manipulated photos which contain figurative expressions. Clearly, it is the creative context of the Internet that has given new life to figurative expressions. People are interpreting phraseologisms differently from a traditional vis-à-vis conversation when being engaged in spontaneous virtual communication. In addition, the iconic nature of the motivation involved in understanding figurative expressions makes it possible to use the phrases as a means of visualisation. That is why it is possible to confirm that phraseological units are remarkably more complex phenomena than simple reproducible linguistic units that do not contain metaphors.
Intensiivistavate v ljendite kujundist
Anneli Baran
M?etagused. Hüperajakiri , 2007,
Abstract: The database of Estonian phrases contains numerous hyperbolic phrases such as üldse mitte ‘not at all’, mitte k ige v himatki ‘not in the least’, mitte v himalgi m ral ‘not one bit’. These phrases are mostly expressions of negation, and could be more specifically referred to as negation intensive phrases. In these phrases, hyperbole is mostly concerned with caricaturelike exaggeration of ignorance, indolence, or any other human vice. Such exaggeration may often lead to the grotesque or absurd. This paper investigates the use of hyperbole as a stylistic device in more detail.
Fraseoloogilistest liitnimis nadest
Anneli Baran
M?etagused. Hüperajakiri , 2004,
Abstract: The database of Estonian phrases includes a large number of nominative compound nouns. The rich compounding productivity in the Estonian language in the past and present is confirmed by the fact that the earliest 17th and 18th century Estonian grammars and dictionaries contained a large number of phraseological compound words. Compound nouns refer to objects and phenomena on the basis of their characteristic features or relation to other objects and phenomena. The use of compound constructions is a productive method for improving lexica: such substantives are formed in order to describe real objects without the actual need to derive new nouns. Characteristically of a compound noun construction, the relation between the main constituent and the complement, i.e. the full meaning, depends on the lexical meaning and the context of the same words. Most of the compound nouns are determinative: this endocentric construction includes the headword with the subordinate compound. The sc. immediate determining construct doesn't always have a specific meaning, i.e. the head word of the compound may fail to describe the general notion, where the denotative agent would belong to. Since the direct meaning has become secondary, the determinative relations between immediate constructs may be metaphoric. There are numerous individual, animal, plant and object references of this relation in phraseology. Phraseological compounds constitute a source of synonyms as they enable us to diversify lexica. The semantics of these words may be extremely complex, owing to the uneven transmitting of its components. Phraseological compound may manifest either motivated figurativeness or an ambiguous motivation. Unfamiliar and archaic components often complicate understanding, and unfortunately, the collected Estonian phrases tend to reveal very little information about them. The article analyses compound nouns from the figurative aspect, namely the semantical field of origin of the main components of phraseological compounds (other individuals, animals, or other zoological creatures, domestic paraphernalia, food, etc.). The classification is based on the relationship between the meaning of the headword and the meaning of the compound.
Att ”nollst lla bakgrunder” f r en effektiv skola
Anneli Schwartz
Utbildning & Demokrati : Tidsskrift f?r Didaktik och Utbildningspolitik , 2010,
Abstract: Anneli Schwartz ”Resetting backgrounds”for the purpose of an effective school. The present article is based on research in a multi-cultural school. It deals with a particular kind of pedagogy, Monroe pedagogy, aiming at overcoming the disadvantages of multi-culturalism. The main focus of the text is on how this kind of pedagogy is made use of in school. Monroe pedagogy lays stress on individual qualities, strong classification and framing of ducationalknowledge and hard work for school success. These factors are mphasised at the expense of sociological variables such as socio-economic background, gender and ethnicity, which are supposed to stay outside the school walls. However, the research presented in this text shows that Monroe pedagogy is unable to attain its formal aims. The pupils do not reach higher levels of performance. The research has made use of a critical ethnography approach informed theoretically by the work of Basil Bernstein.
Page 1 /421
Display every page Item

Copyright © 2008-2017 Open Access Library. All rights reserved.