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In the early XVII century, when the New England colonies were established, the English Crown, preoccupied with domestic matters, interfered little with matters of colonial administration. The government system created by the colonists, was inspired to a certain degree by the religious ideas shared by many Puritan colonists but was shaped by political necessity and social conditions specific to the colonies. This created a system characterized by a much higher degree of accountability than in England, ensured by numerous checks on government power, both formal and informal. The same principles, initially applied to governance in individual settlements were later used for the colonies and the Confederation of New England, the first major inter-colonial political union. Early New England serves as an example of practical application of ideas in many ways similar to (and in many ways drastically different from) what we today call democracy as a foundation of ultimately successful government. By modern standards, the representative nature of the New England government was very limited, since it excluded women, Native Americans and other marginalized groups from the political process. It was also deeply rooted in a specific set of religious ideas. Nevertheless, the principles of elected representative government, present in some form in many Western polities, rarely served as a foundation of those political systems, still in most cases monarchies with limited government accountability. In New England these principles formed the core of the government system. This essay explores the formation of the early New England political system, its underlying ideas, both religious and secular, the way it faced some of the challenges encountered in the first decades of English settlement in the New World, and its eventual dissolution under external pressure.

This is the final version. Available on open access from Nature Research via the DOI in this record ; Data availability: ATLAS is available following website registration*. Data and further information can be downloaded from the following links: Project overview: https://amr.theodi.org/project-overview Project description: https://wellcome.ac.uk/sites/default/files/antimicrobial-resistance-surveillance-sharing-industry-data.pdf Data download*: https://www.synapse.org/#!Synapse:syn17009517/wiki/585653 The same dataset is available from this link: https://s3-eu-west-1.amazonaws.com/amr-prototype-data/Open+Atlas_Reuse_Data.xlsx Data was extracted from the English Surveillance Programme for Antimicrobial Utilisation and Resistance (ESPAUR) report from years 2013-2018. These were downloaded from the following UK government website: https://www.gov.uk/government/publications/english-surveillance-programme-antimicrobial-utilisation-and-resistance-espaur-report ResistanceMap data is published by the Centre for Disease, Dynamics Economics and Policy28, it can be downloaded from https://github.com/gwenknight/empiricprescribing/tree/master/data, Data for the European Centre for Disease Prevention and Control (ECDC) can be downloaded from https://atlas.ecdc.europa.eu/public/index.aspx?Dataset=27#x00026;HealthTopic=4. The file we used in this paper can be downloaded from https://github.com/PabloCatalan/atlas/tree/master/data/europe_resistance_data.csv EUCAST data can only be obtained by contacting individuals named on their website https://www.eucast.org/mic_distributions_and_ecoffs/ and requesting access to MIC histograms, which we were granted. ; Code availability: Analysis codes66 written in Python 3.0 using pandas can be downloaded here: https://github.com/PabloCatalan/atlas or https://doi.org/10.5281/zenodo.6390565. Codes have been written to provide straightforward access to data so that figures from this manuscript can be reproduced and to help facilitate the development of new analyses. Interested readers are ...

Text in English ; Abstract: English and Turkish ; Includes bibliographical references (leaves 137-142) ; xv, 143 leaves ; The purpose of this study is analyzing the effect of politics on international business in Turkey and all over the world. How effective are political factors for managers in regard to growth of the corporations? What is the dimension of political awareness of managers and employees and what kind of arrangements can be made? Does socio-political issues affect on purchasing behavior of the consumers and which issues have been concentrating in? The thesis is going to find answers to these questions. Total 37 SME managers and 100 consumers participated in the research. After gathering the qualitative data within surveys, it was evaluated as quantitative extent through SPSS program. In addition to the normal distribution and reliability of the data; t-Test, ANCOVA, ANOVA and linear correlation analyses were implemented. Findings proved that the managers of SMEs consider the political factors and they are affecting positively. Also, results demonstrated that political aspects deter consumers' brand preferences. In regard to categorical variables, mostly bachelor degree graduates, young and middle-aged, both male and female participants stated that politics is influential on international business, but when the detailed statistical analysis is examined between the variables, any significant data cannot be observed. ; Bu çalışmanın amacı Türkiye'de ve dünyada siyasetin uluslararası işletmecilik üzerindeki etkisinin incelenmesidir. Şirketlerin büyümesi konusunda siyasal faktörler yöneticiler için ne kadar etkili? Yöneticilerin ve çalışanların siyasal farkındalığı ne boyuttadır ve ne gibi düzenlemeler yapılabilir? Sosyo-politik konular tüketicilerin satın alma davranışı üzerinde etkili midir ve hangi konular üzerine yoğunlaşılmaktadır? Tez işte bu sorulara cevap bulmaya çalışacaktır. Çalışmaya; Türkiye'den 37 küçük ve orta ölçekli şirket sahibi, ve 100 tüketici katılmıştır. Nitel veriler, anketlerle ...

This is a derivative work based on Paracrawl release 9 English-Spanish (https://paracrawl.eu/). This version of the corpus includes a set of probabilities corresponding to the affinity of each segment pair to a specific Digital Service Infrastructure (DSI), which includes Cybersecurity, Electronic Exchange of Social Security Information, E-health, E-justice, Europeana, Online Dispute Resolution, Open Data Portal and Safer Internet. The model that assigned the probabilities is a fine-tuned pre-trained language model (DeBERTa-v3-large), trained on a crawled corpus of English DSI-specific texts. More information is available on the corresponding GitHub page: https://github.com/RikVN/DSI. The rest of the information in the original version of the corpus remained unchanged. Notice and take down: Should you consider that our data contains material that is owned by you and should therefore not be reproduced here, please: (1) Clearly identify yourself, with detailed contact data such as an address, telephone number or email address at which you can be contacted. (2) Clearly identify the copyrighted work claimed to be infringed. (3) Clearly identify the material that is claimed to be infringing and information reasonably sufficient in order to allow us to locate the material. (4) Please write to the contact person for this resource whose email is available in the full item record. We will comply with legitimate requests by removing the affected sources from the next release of the corpus. This action has received funding from the European Union's Connecting Europe Facility 2014-2020 - CEF Telecom, under Grant Agreement No. INEA/CEF/ICT/A2020/2278341. This communication reflects only the author's view. The Agency is not responsible for any use that may be made of the information it contains.

This is a derivative work based on Paracrawl release 9 English-Dutch (https://paracrawl.eu/). This version of the corpus includes a set of probabilities corresponding to the affinity of each segment pair to a specific Digital Service Infrastructure (DSI), which includes Cybersecurity, Electronic Exchange of Social Security Information, E-health, E-justice, Europeana, Online Dispute Resolution, Open Data Portal and Safer Internet. The model that assigned the probabilities is a fine-tuned pre-trained language model (DeBERTa-v3-large), trained on a crawled corpus of English DSI-specific texts. More information is available on the corresponding GitHub page: https://github.com/RikVN/DSI. The rest of the information in the original version of the corpus remained unchanged. Notice and take down: Should you consider that our data contains material that is owned by you and should therefore not be reproduced here, please: (1) Clearly identify yourself, with detailed contact data such as an address, telephone number or email address at which you can be contacted. (2) Clearly identify the copyrighted work claimed to be infringed. (3) Clearly identify the material that is claimed to be infringing and information reasonably sufficient in order to allow us to locate the material. (4) Please write to the contact person for this resource whose email is available in the full item record. We will comply with legitimate requests by removing the affected sources from the next release of the corpus. This action has received funding from the European Union's Connecting Europe Facility 2014-2020 - CEF Telecom, under Grant Agreement No. INEA/CEF/ICT/A2020/2278341. This communication reflects only the author's view. The Agency is not responsible for any use that may be made of the information it contains.

Feedback to students' writing plays an important role as a scaffolding technique to help the students to improve their writing skills. With the introduction of school-based assessment and the Common European Framework of Reference (CEFR) into the new Standards-based English Language Curriculum (SBELC), teachers are expected to adapt the process writing approach in their classroom, where feedback is at the core of the process writing approach. This present study aims to explore Malaysian ESL teachers' practice of written feedback in their writing classrooms. Two sample essays were used in this study. The sample essays were written by a Form Three student of a secondary school in Kuantan, Pahang, and a Form Five student from a secondary school in Manjung, Perak.The sample essays were sent to all secondary schools in Pahang, and teachers who teach the English Language at the schools were asked to mark the essay as how they would normally mark their students' essays. The participants of this study were selected using purposive sampling. A total of 89 student sample essays with the teachers' marking were returned, and the teachers' feedback were analysed. This study found that most of the participants mark their students' essays comprehensively and implicitly. However, some of the respondents did not give any feedback at all, and even if they did, the feedback would be retracted from the marking rubric. It has also been found that the respondents of this present study did not utilise comments on goals to work towards or specific activities for improvement. This paper further discusses the findings in view of the assessment of learning (AfL) and gives recommendations for future practice.

As the number of coronavirus cases increased globally, governments started to introduce restrictive measures which many individuals had never experienced before. Heads of state started to use expressions referring to 'war', encouraging citizens to help the 'fight' against the 'invisible enemy'. In the cognitive linguist approach, metaphors are believed to involve the 'thinking' as well as the 'talking' (or writing) of one thing in terms of another. That is, similarities (or correspondences) are perceived between two different 'domains' such as 'covid-19' and 'war'. Therefore, 'fighting the disease' can be 'translated' into 'reducing infection, illness and death'. This dissertation aims to identify metaphorical expressions, and the associated conceptual mappings, in the coronavirus media discourse of three countries – Italy, France, and the United Kingdom – over the period of the 'first wave'. If metaphorical expressions can highlight how we 'think' about an event, it is interesting to investigate if all three countries are 'thinking' about the novel coronavirus in the same terms. In order to tackle this question, this dissertation has five chapters. First, the cognitive linguistic approach to metaphors is discussed, focusing on Conceptual Metaphor Theory (CMT). In chapter two we turn to the corpus linguistic approach and its application to metaphor research. On the basis of this theoretical background, chapter three introduces the methodology employed for this study. Chapter four presents the main results for English, French and Italian. In particular, this study found that the coronavirus is conceptualised as WAR, SUBSTANCE IN MOVEMENT, SUBSTANCE IN A CONTAINER, and OBSTACLE in all three language corpora, while WATER, FAMILY and POSSESSION are unique to the French, Italian and English samples, respectively. Finally, chapter five discusses the findings and the limitations of this study, closing with possible directions for future research.

The present study is a corpus-based exploratory study aimed at comparing and contrasting three subcorpora of English interpreted vs. non-interpreted texts. Its general objective is to isolate any linguistic features of interpreted discourse – as opposed to original production – in the restricted set of texts analysed, which could be ascribed to interpretese, namely the way in which interpreters speak, irrespective of the language pair they are working in and the source text interferences they might be exposed to. The three subcorpora contain speeches delivered by native speakers in national and international settings, as well as speeches interpreted into English by professional interpreters working at the European Parliament. In the first part, the study focuses on the existing notions of simplification and explicitation as interpreting universals, to test whether interpreted speeches are actually simpler and more explicit than original ones. The second part analyses the distribution and use of different parts of speech (POS) in the three subcorpora as well as the use of figures of speech by the speakers in the three identified groups and settings. The results obtained seem to suggest that the time pressure interpreters are exposed to as well as the interpreting strategies adopted might play a decisive role in the production of the interpreted text. More specifically, interpreted texts, despite showing a lower degree of language variety, especially as concerns lexical words, appear to be more informative. Furthermore, their level of explicitness is similar to that of non-interpreted texts. Finally, the use of figures of speech appears to depend more on the speaker's personal style or type of event rather than on the audience it is addressed to, i.e. national or international.

In the late 17th and early 18th century, Ireland experienced a constitutional struggle in parliament, as well as the gradual development of a party system along the English partisan lines. Reflection of those events in the public sphere (primarily in the works of Molyneux and Swift) remains a popular research topic for Irish historians. This article attempts to look at the development of the Irish political system by examining poetic works in support of the chief governors of Ireland: lord lieutenants and lord justices of 1701–1714. Irish poems dedicated to governors were usually similar to English odes, which in turn were influenced by Abraham Cowley's Pindarics. Irish odes to lord lieutenants of 1701–1711 had significant genre similarities, and most of them were also similar in general means of representing the chief governor. It was of utmost importance for the authors to show the brilliant ancestry of the ode's hero; perhaps even more important for them was to show the similarity between the viceroy and the monarch, since the former was supposed to represent the latter. There were, however, significant differences between the odes, which were attributed to the shifting context of Irish politics. The odes of 1707 and 1711 are much more embedded in politics than the odes of 1701 and 1703: since at least 1707, the authors were more likely to include lord lieutenants in the context of Irish and British partisanship, while simultaneously emphasizing the loyalty of recipients to Queen Anne in her struggle against parties. The zenith of partisanship in Ireland coincides with the appearance of short poems with some features of an ode in 1710, which closely associate the figure of the lord lieutenant or lord justice with the Whigs or Tories.

Teacher identity is one of the key factors influencing the form and quality of educational processes. The aim of our literature review is an analysis of research on teachers' narrative identity in primary and secondary education. We used the Web of Science database and selected studies from 2010–2020 in English. The analysis shows that the area of teacher identity can be viewed from the points of personal and professional identity and their interplay. The data about teacher identity were collected mostly as narratives showing teachers' experience of their profession and their selves. Professional identity is investigated in terms of diversity in classroom discourse, curriculum, and professional development. Research on a teachers' personal identity focuses primarily on gender, parenting, sexual orientation, ethnicity, culture, political orientation, and national identity. The study illustrates an interplay of professional and personal identity. ; Teacher identity is one of the key factors influencing the form and quality of educational processes. The aim of our literature review is an analysis of research on teachers' narrative identity in primary and secondary education. We used the Web of Science database and selected studies from 2010–2020 in English. The analysis shows that the area of teacher identity can be viewed from the points of personal and professional identity and their interplay. The data about teacher identity were collected mostly as narratives showing teachers' experience of their profession and their selves. Professional identity is investigated in terms of diversity in classroom discourse, curriculum, and professional development. Research on a teachers' personal identity focuses primarily on gender, parenting, sexual orientation, ethnicity, culture, political orientation, and national identity. The study illustrates an interplay of professional and personal identity.

BACKGROUND: Geriatric Depression Scale (GDS) has been widely used in assessing depression in elderly population. Using the Ministry of Health Malaysia definition for elderly, this study aimed to examine the construct validity and reliability of the GDS (Malay version) in elderly with cognitive impairment in Malaysia. METHODS: A cross-sectional validation study involving 219 elderlies with cognitive impairment was conducted using universal sampling method. Participants aged 60 years old and above, scored less than 11 for the short mini mental state examination (SMMSE), have sufficient command of the Malay or English language, residing in the government nursing homes and attending memory clinics in government hospitals in Klang Valley were sampled. The GDS-15 English version underwent adaptation, translation, face validation and field testing to produce the Malay version. Psychometric analysis was performed using the exploratory factor analysis and its internal consistency was examined. RESULTS: Mean age of participants were 72.61 ± 7.79. Majority were male (50.7%), Malay (50.2%), studied at least until primary school (71.7%) and stayed at nursing homes (50.2%). Construct validity showed significant Bartlett's test of sphericity (Chi-square = 1,340.058, P < 0.001) and Kaiser-Meyer-Olkin (KMO) test of 0.90. Factor loadings for each item in the depression domain were satisfactory ranging from 0.42 to 0.83. Factor loadings for each item in the psychosocial activities' domain were satisfactory ranging from 0.53 to 0.76. For the questionnaire reliability analysis, the total Cronbach's alpha for the final model was satisfactory, with and overall Cronbach's alpha of 0.89. Cronbach's alpha value for the depression and psychosocial activities domain was 0.861 and 0.80, respectively. CONCLUSION: The GDS (Malay version) is a valid and reliable tool to screen for depression in elderly with cognitive impairment.

Solution Focused Brief Therapy (SFBT) developed in parallel to Positive Psychology, as a type of intervention that also emphasizes the strengths and resources of clients. The aim of this study was to examine the development of outcome research on SFBT and to determine whether it is predominantly carried out in Western, Educated, Industrialized, Rich and Democratic (WEIRD) countries. A literature review was conducted using a bibliometric methodology, identifying: (a) authors and countries, (b) time trends, (c) language of publications; (d) and journals; (e) samples on which they were tested; (f) characteristics of interventions; and (g) main study designs. A total of 365 original outcome research articles published in scientific journals on solution-focused interventions were extracted. The results show that outcome research on SFBT has grown steadily over the last three decades. Although it started in WEIRD countries, the number of outcome research publications generated in non-WEIRD countries is now higher. There is little international collaboration and, although English is the main language of publication in WEIRD countries, English, Chinese and Parsi predominate in non-WEIRD countries. Productivity is low and most authors have only published one paper. The journals that have published the most papers have a very diverse visibility. The tested interventions are conducted both in clinical and non-clinical samples; mostly in individual and group format; face-to-face; and not only in the form of psychotherapy, but also as coaching and school interventions. Almost half of the publications are randomized controlled trials. The results confirm the wide applicability of SFBT as a single or main component of psychosocial interventions. They support the claim that solution-focused interventions are not a WEIRD practice, but a global practice.

This paper makes a review of inventory and application of critical pedagogy in education sector, in particular, and also in general practices of critical thinking, skepticism, decision making process, etc. Critical pedagogy as a concept originated and developed in academia, for development of critical mind of learners. Education broadens the students' views of reality. Education is transformative, bringing all kinds of changes in human mind, as well as in the society and the nation. Education makes students critical and skeptical on the issues which are frequent in their daily life. Therefore, all kinds of social, cultural, economical and political issues are solved by critical mind of the learners. Education must be democratic in nature and system. People in power make education system in their own favour, dominating the powerless people. Therefore, education is political. Those who participate in critical pedagogy resist the constraints that those in power impose on them. Critical pedagogy can be applied in all faculties and subjects like music, economics, mathematics, sociology, political science, English language teaching, English literature teaching, and so on. Teachers also must be qualified with the critical pedagogy approach. They must be confident with the knowledge and skills for applying Freire's methods of teaching effectively in the classroom. They must be critical thinkers, self-reflective, culturally conscious for the pedagogical situation to enhance students' understanding of the world. The major purpose of this review is to point out the effectiveness of critical pedagogy in education and in general. After teachers' role in critical pedagogy, knowledge of the language and of the world, consciousness or 'conscientization', power resistance, value judgments, perception of reality and truth, empowerment, transformation, decision making skills, critical thinking, skepticism, negotiation, problem posing and solving, and many other aspects of learning in critical pedagogy are explained in this review paper.

Introduction. The universal classification of onomatopoeic words was first introduced in 1969 by Stanislav V. Voronin. In the course of the following fifty years it has been tested on the material of typologically different languages both by the author himself and by other researchers. The aim of this article is to provide a full description of the classification (which has never been published in English before) and to examine its key points critically. The bulk of empirical data collected in the recent years calls for yet another update on the classification. There is a logical contradiction between such classes of onomatopoeic words as frequentatives and frequentatives-(quasi)-instants-continuants. They overlap typologically. This and other minor issues are solved in the present paper.Methodology and sources. The method discussed and applied in the classification is the method of phonosemantic analysis introduced by S. V. Voronin. Empirical data from English and other relevant languages are used for supporting the proposed changes into the classification.Results and discussion. The critical analysis of the Voronin's universal classification of the onomatopoeic words revealed the presence of overlapping classes and hyperclasses within it, as well as other minor inconsistencies. The empirical typological data allowed to introduce some minor corrections while retaining the main principles of the classification.Conclusion. Introduced half a century ago, Stanislav Voronin's classification of onomatopoeic words still remains a useful tool of typological research. Critical additions and proposed changes do not lessen its impact on studies in linguistic iconicity. The first part of this paper is devoted to the description of the classification and to the discussion of its advantages and limitations. In the second part of the article some possible solutions to the detected problems are suggested.

The globalization of the knowledge economy and a concomitant increase in educational mobility have seen greater numbers of international students take up studies in Aotearoa/New Zealand's education system. As a result of increased educational mobility, alongside other types of migration, ethno-cultural and linguistic diversity has become more common in New Zealand schools. This internationalization of Aotearoa/New Zealand's education sector has been met with government policies and strategies to ensure the well-being of international students. In these strategies, well-being is indicated by economic security, health and safety, as well as high-quality education and a welcoming and inclusive experience in Aotearoa/New Zealand. Drawing on data from a research project that examined how school policies and practices shape international English for speakers of other languages (ESOL) students' sense of belonging, inclusion and well-being at a New Zealand secondary school, this article illuminates how school language practices impact on international students' well-being. Specifically, the article highlights a profound mismatch between the diversification of the student body and the privileging of monolingual English-only practices in the classroom as well as the disparity between intentions and effects of the school's pull-out ESOL class programme, in which ESOL-designated students are taught separately from 'mainstream' students. The discussion highlights the detrimental and discriminatory impacts such language practices had on international students. Based on this analysis, we argue that strategies that are designed to ensure international student well-being need to put greater emphasis on the instructional needs of culturally and linguistically diverse learners by advocating for linguistically responsive practices and that schools need to normalize multilingual practices to ensure international student well-being and to work towards equitable and just education.