245 10 3494 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 922 Title A name given to the resource Advertising Myths in Modern Text-Image Ad Formats Author Author Mirza, Dzanić Abstract A summary of the resource. In the advertising industry today, it is notable that the use of visual elements such as images is fast growing. Earlier ads stated their messages mostly via the textual medium, but in the contemporary advertising the use of images has become more and more common and the relationship between text and visual image became complementary (Leiss et al. 1990: 199). It is up to the readers to decode the intended message that the advertiser conveys. The advertiser’s aim is to make the message more ambiguous. How the reader will interpret it depends on their understanding of the elements (textual and visual) that constitute the ad and how these elements complement each other. According to Leiss et al. (1990: 198), semiotics is a method that is used in studying social phenomena. As far as advertising discourse is concerned, it is one of the fields in which meaning must be inhered and thus can be investigated from the standpoint of semiotics. The French theorist Roland Barthes was one of the first to apply semiotic tools in analyzing popular culture (including advertising discourse), In his work Barthes presents advertising as a myth, which he defines as a type of speech. It can refer to how an ad is presented to us, i.e. which techniques (verbal or non-verbal) are exploited as persuasive tools. Also Barthes (1972: 107) points out that ‘everything can be a myth provided it is conveyed by a discourse’. Myths can be expressed by both writing and some sort of representation (images, drawings etc.). In this sense, when analyzing an ad (text plus image, for instance) we are dealing with that particular image, which is given for that particular signification. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 921 Title A name given to the resource The Impacts of Government Policies on Teacher Education on English Teachers in Primary Schools in Indonesia Author Author Mochamad Subhan , Zein Abstract A summary of the resource. The issuance of government regulations on policies on teacher education displays a serious effort of the Indonesian government on improving the quality of teachers in Indonesia. While the regulations have been influential in determining the content and structure of language teacher education program, it clearly signals an increasing awareness of the government on the vital roles that teachers play on the advancement of education in Indonesia (Saukah, 2009). Yet the policies leave little supports for promoting teacher education for primary school English teachers. The paper has posited that explicit policy directives are lacking especially in embedding specific concentration on English for Young Learners within the current curriculum of pre-service teacher education, the absence of teacher competencies scheme for English teachers in primary schools, and how in-service teacher training programs may reach the bulk of English teachers in primary schools. In addition, it also accentuates the needs for utilizing the expertise of prominent figures in the area of teaching English in primary schools while maintaining linkages and full cooperation with policy actors at the local level to provide consultancy on formulating and conducting professional development programs. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 903 Title A name given to the resource Undergraduate Students Examining Multiple Intelligence Theory through Developing an English Language Curriculum. Author Author Mohamed, Maha Fathi Abstract A summary of the resource. Misr International University (MIU) is a private Egyptian university whose medium of instruction is English. It consists of 8 faculties, one of which is Faculty of Alsun (languages), English Department. During the 4 years of study at Alsun, students take literature, translation & applied linguistics courses that help them improve their linguistic competence and become professional literary critics, translators or English Language teachers. As a graduation requirement, students have to do a project incorporating skills and ideas they have learned. On the other hand, when joining MIU, students of all majors sit for an English exam in order to be placed in one of 5 English Language levels. The purpose is to improve students’ language skills to enable them to cope with studying in English and succeed in their various majors. The purpose of this study is to present an approach to the teaching – learning process in which theory is put to practice. As such, Alsun graduation project was to tailor a language curriculum for the first level of English at MIU. The aim is to base the curriculum on the needs of the university as well as give Alsun students the chance to implement what they have studied. Fourth year Alsun students underwent that experiment during the Fall semester of 2011. They were divided into groups of 4, where each group developed 3 English language lessons. Students’ work was based on the theoretical framework of Gardner’s (1983) “Multiple Intelligence Theory” & on Richards’ (2007) steps of curriculum development. The paper will describe the steps students followed, including establishing needs, planning learning outcomes, providing instructional material & effective teaching methods & providing evaluation means. It will also talk about problems they have met, methods of overcoming them and finally feedback from teachers and students in the English language classes. (299 words) Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 920 Title A name given to the resource Teacher Talk Matters in Writing: A Pedagogical Perspective Author Author Mohammad , Aghajanzadeh Abstract A summary of the resource. Teacher talk is an indispensible part of language teaching in an EFL context which is importance and usefulness mainly consists in its management with respect to the context in which it is employed. The current study explores language teacher discourse from a pedagogical or functional perspective in writing classes. The descriptive framework for analyzing the writing teacher talk in this study rested on a generalizable corpus of three different sets of writing sessions held by two expert writing teachers, totaling roughly 18.5 hours of 15 sessions or 15500 words. The investigation undertaken based on Analysis of Speech units revealed three distinct pedagogical episodes, namely Focal, Remedial and Notional talk. By these three modes writing teachers can orally fulfill their pedagogical purposes of teaching, recovering, and evaluating the linguistic and conceptual structures by either text-directed or non-text directed speech. It was also found out that the text-shared teaching or text-directed teacher talk can bring about more student talk and participation, which are significant to identify then support their learning needs. Finally, the most common episode switches observed in the study were related to Notional –to Focal, Remedial-to Focal, and Remedial-to- Notional transitions respectively. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 934 Title A name given to the resource Obsessive Love in Emily Bronte’s Wuthering Heights: Constructive or Destructive? Author Author Mohammad , Exir Abstract A summary of the resource. The relationship between the obsessed one and the object of obsession is not based on caring. It is based on power, a show of brutishness, a game of ego. The possession needs to be absolute, to the point of excluding everyone else, and the obsessed attempts to demonstrate it all the time to get any pleasure from it. The obsessed is not concerned if this oppresses or even hurts the object of obsession. Wuthering Heights is a psychological study of a man, named Heathcliff, whose soul is torn between the two opposing passions of love and hate. Instead of the psychologically stable world of character, based on the authority of the will and the security of accepted values, Wuthering Heights illustrates a world, psychologically, of compulsion, coercion, obsession, sadism, fanaticism, self-harm and addiction. Despite Heathcliff’s sadism, he is however satanic chiefly in his wounded pride. His obsessive love for Catherine is the single principle of his being. This passion is so enormous and so destructive, of everyone, that it seems insufficient and improper to call it love. The capacity for love is in contrast with the ability to hate. Heathcliff hates with a vengeance. He initially aims at Hindley as the object of vengeance and hate, then at Edgar, and then to a certain extent, at Catherine. Because of his hate, Heathcliff’s resort to revenge is another consequence in the novel. Hate and revenge interweave with selfishness to reveal the conflicting emotions that force people to do things that are not particularly nice or rationale. This paper is an attempt to give a clear picture of the sources and consequences of the obsessive love-hate relationship among characters in the novel, paying close attention to the concepts of Romantic love and Demonic love. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1008 Title A name given to the resource Games of Death as an Idealized Dream World of Youth in Mark Twain's The Adventures of Tom Sawyer Author Author Mohammadshahi, Soolmaz Abstract A summary of the resource. The world of Tom Sawyer--Mark Twain's remembered and reinvented world of childhood--seems to be piquant and pleasant mainly because it is seen in a bright world set off by the shadowy terrors of danger, death and conformity. Young Tom--and indirectly through him the self-recreated young Sam Clemens--appears to exist on the manic edge beyond which lurks the menace of destruction and the unknown. Tom is a manchild continually living at risk in this child's world where the adults often appear to be custom-bound conformists with whom Tom has no quarrel provided they do not threaten him or interfere too much with the hijinks he shares with his juvenile companions. Inevitably, however, he is nourished by the values of this adult world. This paper is an attempt to show that The Adventures of Tom Sawyer is constructed on a loose framework whose major elements include games of death and games of resurrection. (Both meanings of resurrection apply here: resurrection as grave robbing and resurrection as return to life from apparent death.) The novel reflects Twain's idealized dream world of youth in which the games of death may still be played as an innocent form of pure adventure. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1006 Title A name given to the resource Politics and Technology in Mark Twain's Connecticut Yankee Author Author Mohammadshahi, Soolmaz Abstract A summary of the resource. Mark Twain, through his modern "Yankee," reveals to his readers the underlying desire to overcome the very material world he apparently wants to instantiate. Although the Yankee seems a modern man who simply wants to create the conditions in Arthurian England by which his body will be most comfortable, both his zeal for this project and the trajectory of his soul's course during the book betray an underlying hope to overcome his "mortal coil" through first technological and then political projects. In charting the impetus and evolution of the Yankee's psychology for us, Twain teaches us much about the nature of the "modern project"-its underlying hopes and its potential for dangerous, even totalitarian, excesses. As appealing as the starkly contrasting Arthurians might be, given this insight, Twain does not ultimately endorse this position but shows that its explicit claim does not ultimately satisfy our desire for noninstrumental goods. The paper tries to trace how the yankee is affected by his belief in technology and politics. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1007 Title A name given to the resource Alan Paton’s Cry, the Beloved Country: Narrating Pain and Oppression Author Author Mohammadshahi , Soolmaz Exir, Mohammad Abstract A summary of the resource. Alan Paton, in Cry, the Beloved Country, heightens sensitivities throughout the world to the unrelenting, legalized racial discrimination in South Africa. Not onlydoes he dramatically portray the exploitation of native black people in a country where they have always been the majority, but he also creates a hopeful view of bringing change about through compassion and empowerment rather than through violence. He presents this vision at a time when the issue was unpopular with white people in many nations and through a story that is more revelatory than shocking or inflammatory. Stephen Kumalo clearly represents the native black South African from a traditional tribal community, specifically a Zulu tradition. He has the naiveté of the humble country parson with little worldly experience out of his familiar environment. Some literary critics would call him the suffering hero: He must experience suffering before he attains a complete awareness of life and makes the most of his talent and creativity. Even his first name recalls the Christian saint who underwent martyrdom through suffering. Stephen is not without faults. He has his share of pride (as first seen when he boards the train and pretends to be someone of importance) and even a measure of quick anger (as seen with Gertrude, Absalom, and John). As the story begins, Stephen’s attitude toward the socio-political situation around him is somewhat detached. James Jarvis, too, is revealed through his words and actions. The readers suffer with him through the tragedy of his son’s death and learn that he is very human in his own grief and suffering, yet not quick to vengeance or retaliation. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 919 Title A name given to the resource A Cross-cultural Analysis of Moves in Arabic and English Police and Security Research Article Abstracts Author Author Mohammed Nasser , Alhuqban Abstract A summary of the resource. As an academic genre, an abstract is an obligatory step that researchers across disciplines and languages should write to join their discourse community. Therefore, genre analysts have broadly employed move analysis in identifying the rhetorical structures and variations in research article abstracts (RAAs) from a specific discipline and across disciplinary areas. Analysis of RAAs has seldom been involved in cross‐cultural studies, and never been conducted on police and security RAAs. Hence, this study examined the rhetorical structures of RAAs in police and security sciences, and across two languages, Arabic and English. The corpus consisted of 30 Arabic RAAs and 30 English RAAs. The data was analyzed using three move models: Swales' (1990, 2004) modified CARS, Bhatia's (1993) four-move structure and Hyland's (2000) five-move structure. The results showed that many of the RAAs in Arabic and English police and security journals embrace Bhatia's (1993) first three moves: purpose, method, and result, and Hyland's (2000) first four moves: introduction, purpose, method, and results. However, most of these RAAs omitted the conclusion move. For almost half of Arabic RAAs, the method section was optional. In contrast, most the English RAAs had the method section as an obligatory step. With regard to Swales' model, the RAAs in both languages did not use all moves. Many of the Arabic RAAs used Move 1 (step 1): Claiming centrality, Move 3 (Step 1A): Outlining purpose, and Move 3 (Step 2): Announcing principle findings. The English RAAs varied in their use of moves and did not favor one pattern of moves. Move 3 (Steps 1A and 2) was found to be obligatory in the English RAAs. Due to the variation in the use of moves across the two languages; it is not possible to conclude that cross-cultural factors affected the way RAAs were written. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 918 Title A name given to the resource The English Academic needs of King Fahd Security College Officers Author Author Mohammed Nasser , Alhuqban Abstract A summary of the resource. English for Academic Purposes (EAP) has become an expanding discipline within universities worldwide. Abundant research has been devoted to the study of EAP in various academic settings, and yet no studies have been conducted to investigate the academic English use in military settings, thus making the undertaking of this study significant. This paper investigated the English academic needs of 42 officers working at King Fahd Security College (KFSC) in Saudi Arabia. The participants' military ranks were 20 1st lieutenants, 14 Captains, 7 Majors and 1 lieutenant colonel. A questionnaire was developed, piloted and used to collect data about the officers' self-rating of their ability to use EAP, their need for training on using EAP, their frequent use of EAP skills, and the importance of EAP skills. Overall, the results showed that KFSC officers did not receive training on how to use EAP, and the curriculum in the English courses they had completed was not consistent with their perceived academic needs. Despite this, many of the officers described their ability to use EAP as moderate. The participants showed awareness of the graduate requirements that await them; that is, they rated some academic skills such as writing proposals and theses, communicating with academic advises as the most important skills. Based on these findings, the study concluded with general guidelines for the development and implementation of an EAP program at KFSC. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics