DOCSLIB.ORG

SOAS Postgraduate Prospectus 2014 15.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

SOAS, University of London University SOAS, SOAS, University of London Thornhaugh Street Russell Square The world’s London WC1H 0XG Student Recruitment Oce leading institution Tel: +44 (0)20 7898 4034 Fax: +44 (0)20 7898 4039 Email: [email protected] for the study of Asia, Switchboard Tel: +44 (0)20 7637 2388 Africa and the Middle East Facebook www.facebook.com/ soasunioflondon Twitter @soas YouTube www.youtube.com/ soasuniversity Weibo SOASLondon Postgraduate Prospectus Postgraduate Postgraduate 2014/15 Prospectus www.soas.ac.uk 2014/15 LifeSOAS, and University Study at ofSOAS London Welcome SOAS, University of London is the world’s leading institution for the study of Asia, Africa and the Middle East. While other universities have mission statements, SOAS has a real mission – to analyse, understand and explain a globalised world in which, nevertheless, difference and regionalism present themselves acutely. Students and scholars from across the globe continually choose SOAS because of its international reputation and unrivalled concentration of expertise in these regions. SOAS is a guardian of specialised knowledge in languages and periods and regions not available anywhere else in the UK but, equally, SOAS scholars grapple with pressing issues – democracy, development, human rights, identity, legal systems, poverty, religion, social change – confronting two-thirds of humankind. SOAS is renowned for its diverse and vibrant community. Almost half the student body is international, which according to the 2012 QS World University Rankings, places SOAS as having the ninth highest percentage of international students in the world. More importantly for SOAS, the exchange of ideas takes place on a world stage, crucial to deepen research, sharpen scholarly debate and, ultimately, nurture, challenge and inspire. SOAS is located right in the heart of London – one of the best cities in the world for students, according to QS – and it’s easy to see why. World-famous cultural sites such as the British Museum, the British Library and Covent Garden are all nearby, offering a range of music, art and architecture to explore. By choosing SOAS for your postgraduate study, you will be joining us at a very exciting time. As we plan for our centenary in 2016 and our future beyond, we hope you will play a part by ensuring SOAS continues to advance the knowledge and understanding of our regions through high-quality research and teaching. Professor Paul Webley Director 2 For more information go to www.soas.ac.uk Contents 5 SOAS at a glance 82 Master’s and Research Degrees 84 Department of the Languages and Cultures 6 Life and Study at SOAS of Africa 8 Why choose SOAS? 87 Department of Anthropology and Sociology 12 Faculties and Departments 99 School of Arts 16 Taught Master’s Programmes 100 Department of the History of Art and 20 Research Archaeology 28 Other Study Opportunities 110 Centre for Film and Screen Studies 34 SOAS Library and Information Services 115 Department of Music 37 Student Support Services 121 Department of the Languages and Cultures 42 Living in London of China and Inner Asia 44 Accommodation 125 Centre for Cultural, Literary and 46 Regional Centres Postcolonial Studies 52 A–Z of Postgraduate Degrees 134 Department of Development Studies 55 New Programmes 145 Department of Economics 154 Department of Financial and 56 Interdisciplinary Area Studies Management Studies Master’s 160 Centre for Gender Studies 164 Department of History 58 Introduction 170 Centre for International Studies and Diplomacy 59 MA African Studies 176 Department of the Languages and Cultures 60 MA Chinese Studies of Japan and Korea 62 MA Iranian Studies 181 School of Law 63 MA Islamic Societies and Cultures 195 Department of Linguistics 64 MA Israeli Studies 204 Centre for Media Studies 66 MA Japanese Studies 213 Department of the Languages and Cultures 68 MA Korean Studies of Near and Middle East 69 MA Near and Middle Eastern Studies 221 Department of Politics and International Studies 72 MA Pacific Asian tudiesS 235 Department of the Languages and Cultures 74 MA Study of Contemporary Pakistan of South Asia 75 MA South Asian Area Studies 238 Department of the Languages and Cultures 78 MA South East Asian Studies of South East Asia 80 MA Taiwan Studies 240 Department of the Study of Religions 248 Coming to SOAS 250 Making your Application 254 Fees 255 Equality and Diversity 256 Freedom of Expression: Statement of Principles 257 Your SOAS Alumni Network 258 Term Dates and Open Days 259 Useful Contacts 261 Address and Principal Officers 262 Campus Map 263 Index SOAS Postgraduate Prospectus 2014 Entry 3 LifeSOAS, and Univeristy Study at ofSOAS London 4 For more information go to www.soas.ac.uk Department / Page Title SOAS at a glance SOAS has more than 2,100 postgraduate students, including 488 on research programmes We have students from more than 130 countries Student:staff ratio 11:1 is one of the best in the UK We have 120 taught Master’s programmes in social sciences, humanities, languages and cultural studies, with a distinctive regional focus Our library has more than 1.5 million items and extensive electronic resources on Asia, Africa and the Middle East and attracts scholars from all over the world SOAS Postgraduate Prospectus 2014 Entry 5 Life and Study at SOAS Life and Study at SOAS Key information about coming to study a degree at SOAS 8 Why choose SOAS? 12 Faculties and Departments 16 Taught Master’s Programmes 20 Research 28 Other Study Opportunities 34 SOAS Library and Information Services 37 Student Support Services 42 Living in London 44 Accommodation 46 Regional Centres 52 A–Z of Postgraduate Degrees 55 New Programmes 6 For more information go to www.soas.ac.uk SOAS Postgraduate Prospectus 2014 Entry 7 Life and Study at SOAS Why choose SOAS? • SOAS, University of London is the world’s • SOAS is rated first for its political scene, a score leading institution for the study of Asia, Africa of 98 per cent, by Which? University. and the Middle East. Its research expertise in languages, political and social sciences and • With 54,000 alumni worldwide, the global arts and humanities provides the resources reach and global perspectives of SOAS and knowledge to equip people for a global graduates empowers them to work in a wide economy and a multicultural world. range of sectors, from government and inter- governmental institutions, NGOs and charities, • SOAS is an exceptionally cosmopolitan through think tanks and academia, to business university. Almost half the student body and social enterprise. is international giving it the ninth highest percentage of international students at a • SOAS has the largest concentration of specialist university in the world (QS World University staff (400+ academics) concerned with the Rankings). study of Asia, Africa and the Middle East of any university in the world. Students benefit • The 2012 QS World University Rankings placed from small-group teaching, which remains SOAS joint fifth best in the UK for modern an important feature of study at SOAS – languages. It also ranked SOAS 52nd in the Our student-staff ratio (11:1) is one of the best world for arts and humanities and 51st for in the UK. This concentration of expertise is modern languages. further enforced by its world-leading library, which attracts scholars from across the globe. • Our academic excellence is recognised in Research Assessment Exercises. In the most • While student numbers are growing and recent exercise, SOAS submitted more than programmes expanding, SOAS retains a 92 per cent of its eligible staff and was friendliness and warmth. Students can question ranked first in Asian Studies with four other and challenge conventional thinking, widen departments, Anthropology, History, Music their horizons and put preconceptions of Asia, and Politics, performing exceptionally well. Africa and the Middle East to the test. World-class library and facilities Excellent career prospects We have well-equipped facilities including a world- Whether you are an aspiring UN envoy, a researcher renowned library. With more than 1.5 million items eager to document endangered Nigerian dialects or and extensive electronic resources in more than a passionate champion of human rights, studying at 400 languages, the SOAS Library is the national SOAS will give you the skills and contacts to allow library for the study of Asia, Africa and the Middle you to hit the ground running after completing your East and attracts scholars from all over the world. further degree. We also have our own exhibition and conference Our graduates have built careers in academia, space, the Brunei Gallery. In addition to a changing the public and private sectors, including the civil programme of visiting exhibitions and events service, business and finance and arts and cultural reflecting the broad teaching and research interests institutions. They also work for international here, a permanent rotating display of SOAS’s own agencies, charities, NGOs and the media. For rich collections of manuscripts and artifacts is example, they have secured highly sought-after on show in the Foyle Special Collections Gallery. internships with the UN Refugees Agency, the For details see page 36. European Union and Action Against Hunger. Many have also taken up PR and consultative functions with Médecins Sans Frontières, Amnesty International, UNESCO, the World Bank and the Aga Khan Trust for Culture, or joined the BBC or Al-Arabiya News. 8 For more information go to www.soas.ac.uk Why choose SOAS? A great number of SOAS alumni have excelled in their chosen field, including: • Professor John Atta Mills (PhD Law 1970) Former President of Ghana (21 July 1944– 24 July 2012). • Aung San Suu Kyi (Research student 1987–8) Leader of the National League for Democracy, Burma, and Nobel Peace Prize recipient, 1991.
Recommended publications
  • "One Doesn't Translate the Words but Life and Human Beings." An

    "One Doesn't Translate the Words but Life and Human Beings." An

    4/6/2018 "One doesn’t translate the words but life and human beings." An Interview with Mireille Gansel — Bookwitty Interviews | Bookwitty "One doesn’t translate the words but life and human beings." An Interview with Mireille Gansel By Olivia Snaije September 28, 2017 Wit (3) Native language is not a set of grammar rules and regulations, it is the child’s spiritual nourishment. -Janusz Korczak https://www.bookwitty.com/text/one-doesnt-translate-the-words-but-life-and-human/59c557ae50cef717c087c399 1/15 4/6/2018 "One doesn’t translate the words but life and human beings." An Interview with Mireille Gansel — Bookwitty Interviews | Bookwitty Mireille Gansel, photo Jean-Yves Masson Translation, for Mireille Gansel, is a “delicate seismograph at the heart of time”; words must be continuously re-examined, and interpreted, depending on their cultural and historical framework. One of today’s foremost translators, Gansel grew up in post-war France. Her family was Jewish from Eastern Europe, where they lost everything to Nazi Germany. German had been their lingua franca, and Gansel chose to study it, in order to be able to communicate with her family—even if for her father, who grew up in Hungary, German was the language of “persecutors and those who humiliate”. Gansel’s slim and sensitive memoir, Translation as Transhumance, has just been elegantly translated into English by another outstanding translator, Ros Schwartz; it opens with Gansel’s father translating a letter from Hungarian for his family in France. In her foreword, Lauren Elkin explains the significance of Gansel’s title (which is roughly the same in French): “Transhumance refers to the seasonal movement of a shepherd and his flock to another land, or humus.
  • Credit Hour Explanation Program Learning Goals

    Credit Hour Explanation Program Learning Goals

    Status: PENDING PROGRAM REQUEST Last Updated: Williams,Valarie Lucille Turkish Minor 06/16/2011 Fiscal Unit/Academic Org Near Eastern Languages/Culture - D0554 Administering College/Academic Group Humanities Co-adminstering College/Academic Group Semester Conversion Designation Re-envisioned with significant changes to program goals and/or curricular requirements (e.g., degree/major name changes, changes in program goals, changes in core requirements, structural changes to tracks/options/courses) Current Program/Plan Name Turkish Minor Proposed Program/Plan Name Turkish Minor Program/Plan Code Abbreviation TURKISH-MN Current Degree Title Credit Hour Explanation Program credit hour requirements A) Number of credit hours B) Calculated result for C) Number of credit hours D) Change in credit hours in current program (Quarter 2/3rds of current (Semester required for proposed credit hours) credit hours) program (Semester credit hours) Total minimum credit hours required for completion of program 20 13.3 15 1.7 Required credit hours offered by the unit Minimum 20 13.3 15 1.7 Maximum 20 13.3 15 1.7 Required credit hours offered outside of the unit Minimum 0 0.0 0 0.0 Maximum 0 0.0 0 0.0 Required prerequisite credit hours not included above Minimum 20 13.3 15 1.7 Maximum 20 13.3 15 1.7 Program Learning Goals Note: these are required for all undergraduate degree programs and majors now, and will be required for all graduate and professional degree programs in 2012. Nonetheless, all programs are encouraged to complete these now. Program Learning Goals • Students achieve beginning language proficiency (reading, speaking, writing).
  • The Reception and Translation of Classical Chinese Poetry in English

    The Reception and Translation of Classical Chinese Poetry in English

    NCUE Journal of Humanities Vol. 6, pp. 47-64 September, 2012 The Reception and Translation of Classical Chinese Poetry in English Chia-hui Liao∗ Abstract Translation and reception are inseparable. Translation helps disseminate foreign literature in the target system. An evident example is Ezra Pound’s translation based on the 8th-century Chinese poet Li Bo’s “The River-Merchant’s Wife,” which has been anthologised in Anglophone literature. Through a diachronic survey of the translation of classical Chinese poetry in English, the current paper places emphasis on the interaction between the translation and the target socio-cultural context. It attempts to stress that translation occurs in a context—a translated work is not autonomous and isolated from the literary, cultural, social, and political activities of the receiving end. Keywords: poetry translation, context, reception, target system, publishing phenomenon ∗ Adjunct Lecturer, Department of English, National Changhua University of Education. Received December 30, 2011; accepted March 21, 2012; last revised May 13, 2012. 47 國立彰化師範大學文學院學報 第六期，頁 47-64 二○一二年九月 中詩英譯與接受現象 廖佳慧∗ 摘要 研究翻譯作品，必得研究其在譯入環境中的接受反應。透過翻譯，外國文學在 目的系統中廣宣流布。龐德的〈河商之妻〉(譯寫自李白的〈長干行〉)即一代表實 例，至今仍被納入英美文學選集中。藉由中詩英譯的歷時調查，本文側重譯作與譯 入文境間的互動，審視前者與後者的社會文化間的關係。本文強調翻譯行為的發生 與接受一方的時代背景相互作用。譯作不會憑空出現，亦不會在目的環境中形成封 閉的狀態，而是與文學、文化、社會與政治等活動彼此交流、影響。 關鍵字：詩詞翻譯、文境、接受反應、目的/譯入系統、出版現象 ∗ 國立彰化師範大學英語系兼任講師。 到稿日期：2011 年 12 月 30 日；確定刊登日期：2012 年 3 月 21 日；最後修訂日期：2012 年 5 月 13 日。 48 The Reception and Translation of Classical Chinese Poetry in English Writing does not happen in a vacuum, it happens in a context and the process of translating texts form one cultural system into another is not a neutral, innocent, transparent activity.
  • University of Oklahoma Graduate College

    University of Oklahoma Graduate College

    UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE JAVANESE WAYANG KULIT PERFORMED IN THE CLASSIC PALACE STYLE: AN ANALYSIS OF RAMA’S CROWN AS TOLD BY KI PURBO ASMORO A THESIS SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of MASTER OF MUSIC By GUAN YU, LAM Norman, Oklahoma 2016 JAVANESE WAYANG KULIT PERFORMED IN THE CLASSIC PALACE STYLE: AN ANALYSIS OF RAMA’S CROWN AS TOLD BY KI PURBO ASMORO A THESIS APPROVED FOR THE SCHOOL OF MUSIC BY ______________________________ Dr. Paula Conlon, Chair ______________________________ Dr. Eugene Enrico ______________________________ Dr. Marvin Lamb © Copyright by GUAN YU, LAM 2016 All Rights Reserved. Acknowledgements I would like to take this opportunity to thank the members of my committee: Dr. Paula Conlon, Dr. Eugene Enrico, and Dr. Marvin Lamb for their guidance and suggestions in the preparation of this thesis. I would especially like to thank Dr. Paula Conlon, who served as chair of the committee, for the many hours of reading, editing, and encouragement. I would also like to thank Wong Fei Yang, Thow Xin Wei, and Agustinus Handi for selflessly sharing their knowledge and helping to guide me as I prepared this thesis. Finally, I would like to thank my family and friends for their continued support throughout this process. iv Table of Contents Acknowledgements ......................................................................................................... iv List of Figures ...............................................................................................................
  • Aesthetics, Subjectivity, and Classical Sanskrit Women Poets

    Aesthetics, Subjectivity, and Classical Sanskrit Women Poets

    Voices from the Margins: Aesthetics, Subjectivity, and Classical Sanskrit Women Poets by Kathryn Marie Sloane Geddes B.A., The University of British Columbia, 2016 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Asian Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) August 2018 © Kathryn Marie Sloane Geddes 2018 The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, a thesis/dissertation entitled: Voices from the Margins: Aesthetics, Subjectivity, and Classical Sanskrit Women Poets submitted by Kathryn Marie Sloane Geddes in partial fulfillment of the requirements for the degree of Master of Arts in Asian Studies Examining Committee: Adheesh Sathaye, Asian Studies Supervisor Thomas Hunter, Asian Studies Supervisory Committee Member Anne Murphy, Asian Studies Supervisory Committee Member Additional Examiner ii Abstract In this thesis, I discuss classical Sanskrit women poets and propose an alternative reading of two specific women’s works as a way to complicate current readings of Classical Sanskrit women’s poetry. I begin by situating my work in current scholarship on Classical Sanskrit women poets which discusses women’s works collectively and sees women’s work as writing with alternative literary aesthetics. Through a close reading of two women poets (c. 400 CE-900 CE) who are often linked, I will show how these women were both writing for a courtly, educated audience and argue that they have different authorial voices. In my analysis, I pay close attention to subjectivity and style, employing the frameworks of Sanskrit aesthetic theory and Classical Sanskrit literary conventions in my close readings.
  • Open PDF 147KB

    Open PDF 147KB

    SUBMISSION TO THE INTERNATIONAL DEVELOPMENT SELECT COMMITTEE INQUIRY INTO THE PHILOSOPHY AND CULTURE OF AID Summary and recommendation 1. We recommend that as part of your ‘philosophy and culture of aid’ inquiry that you consider prioritizing the topic of cuts to ODA-funded research. All organisations and actors within the international development sector in the UK and internationally – INGOs, academics, research programmes, diaspora – are extremely concerned about the harm caused by these cuts. 2. An inquiry would be an opportunity to assess the likely impact on both UK organisations but also our partners in the Global South, and to argue that the decision should be reconsidered. We anticipate that witnesses would raise philosophical questions about (a) the precautionary principle; for example, should international agencies commit to the prevention of severe harm in their aid and development policies? (b) the importance of UK’s aid programme to our reputation, (c) the UK’s partnerships across the world and what responsibilities these entail, (d) the importance and hierarchies of knowledge in international development, (e) what kind of policy-making creates risk in our investments (also of interest to the Public Accounts Committee). 3. We recommend that you call this inquiry – ‘Cuts to partnership, knowledge and the prevention of harm’ and ask UK universities and INGOs to encourage submissions from across the Global South. We are aware that the IDSC has been diversifying witnesses, including encouraging practitioners and researchers in countries overseas to submit evidence, as a result of your 2019 global conference co-hosted with UKRI and GCRF. We would encourage every development studies department in the UK to encourage colleagues in the Global South to submit evidence.
  • Jon Silkin As Anthologist, Editor, and Translator

    Jon Silkin As Anthologist, Editor, and Translator

    This is a repository copy of Jon Silkin as Anthologist, Editor, and Translator. White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/92139/ Version: Accepted Version Article: Munday, JS (2016) Jon Silkin as Anthologist, Editor, and Translator. Translation and Literature, 25 (1). pp. 84-106. ISSN 0968-1361 https://doi.org/10.3366/tal.2016.0238 Reuse Unless indicated otherwise, fulltext items are protected by copyright with all rights reserved. The copyright exception in section 29 of the Copyright, Designs and Patents Act 1988 allows the making of a single copy solely for the purpose of non-commercial research or private study within the limits of fair dealing. The publisher or other rights-holder may allow further reproduction and re-use of this version - refer to the White Rose Research Online record for this item. Where records identify the publisher as the copyright holder, users can verify any specific terms of use on the publisher’s website. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ 1 Jon Silkin as Anthologist, Editor, and Translator Jeremy Munday In his seminal book Translation, Rewriting, and the Manipulation of Literary Fame, André Lefevere makes the claim that ‘the same basic process of rewriting is at work in translation, historiography, anthologization, criticism, and editing’,
  • Sanskrit Literature and the Scientific Development in India

    Sanskrit Literature and the Scientific Development in India

    SANSKRIT LITERATURE AND THE SCIENTIFIC DEVELOPMENT IN INDIA By : Justice Markandey Katju, Judge, Supreme Court of India Speech delivered on 27.11.2010 at Banaras Hindu University, Varanasi Friends, It is an honour for me to be invited to speak in this great University which has produced eminent scholars, many of them of world repute. It is also an honour for me to be invited to Varanasi, a city which has been a great seat of Indian culture for thousands of years. The topic which I have chosen to speak on today is : ‘Sanskrit Literature and the Scientific Development in India’. I have chosen this topic because this is the age of science, and to progress we must spread the scientific outlook among our masses. Today India is facing huge problems, social, economic and cultural. In my opinion these can only be solved by science. We have to spread the scientific outlook to every nook and corner of our country. And by science I mean not just physics, chemistry and biology but the entire scientific outlook. We must transform our people and make them modern minded. By modern I do not mean wearing a fine suit or tie or a pretty skirt or jeans. A person can be wearing that and yet be backward mentally. By being modern I mean having a modern mind, which means a logical mind, a questioning mind, a scientific mind. The foundation of Indian culture is based on the Sanskrit language. There is a misconception about the Sanskrit language that it is only a language for chanting mantras in temples or religious ceremonies.
  • Generating Classical Chinese Poems from Vernacular Chinese

    Generating Classical Chinese Poems from Vernacular Chinese

    Generating Classical Chinese Poems from Vernacular Chinese Zhichao Yang1,∗ Pengshan Cai1∗, Yansong Feng2, Fei Li1, Weijiang Feng3, Elena Suet-Ying Chiu1, Hong Yu1 1 University of Massachusetts, MA, USA fzhichaoyang, [email protected] [email protected] [email protected] hong [email protected] 2 Institute of Computer Science and Technology, Peking University, China [email protected] 3 College of Computer, National University of Defense Technology, China [email protected] Abstract Since users could only interfere with the semantic of generated poems using a few input words, mod- Classical Chinese poetry is a jewel in the trea- els control the procedure of poem generation. In sure house of Chinese culture. Previous poem this paper, we proposed a novel model for classical generation models only allow users to employ Chinese poem generation. As illustrated in Figure keywords to interfere the meaning of gener- ated poems, leaving the dominion of gener- 1, our model generates a classical Chinese poem ation to the model. In this paper, we pro- based on a vernacular Chinese paragraph. Our ob- pose a novel task of generating classical Chi- jective is not only to make the model generate aes- nese poems from vernacular, which allows thetic and terse poems, but also keep rich semantic users to have more control over the semantic of the original vernacular paragraph. Therefore, of generated poems. We adapt the approach our model gives users more control power over the of unsupervised machine translation (UMT) to semantic of generated poems by carefully writing our task. We use segmentation-based padding and reinforcement learning to address under- the vernacular paragraph.
  • P. ) AV Gereaw (M.) Hitherto Unpublished. Critically Ed. From

    P. ) AV Gereaw (M.) Hitherto Unpublished. Critically Ed. From

    SIU KING YUAN. See YUAN (S.K.) SIUD. See SULACA, Patriarch Elect of the Nestorians. SIUNECI (ARAKcEL) Bp. See ARAKcEL SIUNECI, Bp. SIURMEEAN (ARTAVAZD) Abp. See SURMEYAN (ARDAVAZT) Abp. SIURMELEAN (KOATUR). - -- See AVETIKcEAN (G.), S. (K.) and AUCIILR {P. ) AV GEREAw (M.) SIVA, Son of Sukla Visrama. See SIVARAMA, Son of Sukla Visrama. SIVA CANDRA GUI. See GUI. SIVA NANDAN SAHAY. - -- Life of Harish Chandra. By Balm Shio Nandan Sahai. [Hindi.] [Patna] 1905. Br.12.1. SIVA- PARINAYAH. See under KRISHNA RAJANAKA. SIVADATTA MISRA. - -- The Sivakosa of S.M. [Sansk.] Critically ed. by R.G. Harshe. [Sources of Indo -Aryan Lexicography, 7.] Poona, 1952. .49123 Siv. - -- S.'s Saptapadartht; a manual of the Vaisesika system. With Madhava's Mitabhasint, Sesananta's Padarthacandrika & Balabhaadra's Sandarbha, hitherto unpublished. Critically ed. from original manuscripts with extracts from Jinavardhana's commentary ... Text & Mitabhasint ed.by A.M. Bhattacharya, Padarthacandrika and Balabhadrasandarbha ed. by N.C.B. Bhattacharya. [Calcutta Sanskrit Ser. No. 8.] Calcutta, 1934. .6912+.1-4143 giv. * ** Berriedale Keith Collection. [Continued overleaf.] ADDITIONS SIU (BOBBY). - -- Women of China; imperialism and women's resistance, 1900 -1949. Lond., 1982. .3961(5103 -04) Siu. SIVACHEV (NIKOLAY V.). - -- and YAKOVLEV (NIKOLAY N.). - -- Russia and the United States. Tr. by O.A. Titelbaum. [The U.S. in the World: Foreign Perspectives.] Chicago, 1980. .327(73 :47) Siv. gIVADITYA MARA [continued]. - -- Saptapadartht. Ed. with introd., translation and notes by D. Gurumurti. With a foreword by Sir S. Radhakrishnan. [Devanagari and Eng.] Madras, 1932. .8712:.18143 LN: 1 S / /,/t *** Berriedale Keith Collection. 8q12: SIVADJIAN (J.). - -- Les fièvres et les médicaments antithermiques.
  • Chana Kronfeld's CV

    Chana Kronfeld's CV

    1 Kronfeld/CV CURRICULUM VITAE CHANA KRONFELD Professor of Modern Hebrew, Yiddish and Comparative Literature Department of Near Eastern Studies, Department of Comparative Literature and the Designated Emphasis in Jewish Studies 250 Barrows Hall University of California, Berkeley Berkeley, CA 94720 #1940 Home phone & fax (510) 845-8022; cell (510) 388-5714 [email protected] EDUCATION: Ph.D. 1983 University of California, Berkeley, Comparative Literature, Dissertation: “Aspects of Poetic Metaphor” MA 1977 University of California, Berkeley, Comparative Literature (with distinction) BA 1971 Tel Aviv University, Poetics and Comparative Literature; English (Summa cum laude) PRINCIPAL ACADEMIC INTERESTS: Modernism in Hebrew, Yiddish and English poetry, intertextuality, translation studies, theory of metaphor, literary historiography, stylistics and ideology, gender studies, political poetry, marginality and minor literatures, literature & linguistics, negotiating theory and close reading. HONORS AND FELLOWSHIPS: § 2016 – Finalist, Northern California Book Award (for The Full Severity of Compassion: The Poetry of Yehuda Amichai) § 2015 - Diller Grant for Summer Research, Center for Jewish Studies, University of California, Berkeley § 2014-15 Mellon Project Grant, University of California, Berkeley § 2014 - “The Berkeley School of Jewish Literature: Conference in Honor of Chana Kronfeld,” Graduate Theological Union and UC Berkeley, March 9, 2014 and Festschrift: The Journal of Jewish Identities, special issue: The Berkeley School of Jewish
  • Sociology of Literature Approach

    Sociology of Literature Approach

    ISSN: 2186-8492, ISSN: 2186-8484 Print Vol. 2 No. 3 August 2013 ASIAN JOURNAL OF SOCIAL SCIENCES & HUMANITIES THE DEVELOPMENT OF MODERN JAVANESE POETRY AND JAVANESE TEMBANG FOR THE LINGUISTIC EDUCATION PROGRAM: SOCIOLOGY OF LITERATURE APPROACH Herman J. Waluyo 1, Sahid Teguh Widodo 2, Y. Slamet 3 Universitas Sebelas Maret, Solo, INDONESIA. 1 [email protected] , 2 [email protected] , 3 [email protected] ABSTRACT This research aimed to: (1) describe the need of Javanese poetry textbook (tembang and guritan) by linguistic lecturer and education linguistic program students (2) compile the prototype of Javanese Poetry textbook with using sociology of Literature approach; (3) develop the prototype of Tembang and Modern Javanese Poetry textbook becomes textbook; (4) determine textbook effectiveness which has been developed through experimentation. This study is very important to know the response of the users, caregivers, teachers / lecturers and students Javanese poetry, both traditional (songs) and modern (guritan). In addition, the study sought to understand the desires and the actual state of preservation and development of the literary heritage of the ancestors, the song and guritan. In fact, modern Javanese poetry (guritan) still thrive today Keywords: Tembang, Guritan, Jawa, Poetry, Linguistic INTRODUCTION Literature and Javanese Culture Learning are integrated in one subject matter in the second semester of Indonesian study program, Teacher Training of Education Faculty (FKIP) UNS and in S2 Javanese study program which dissociated and passed to the first semester (Syllabus FKIP and PPS, 2011).The lecturing is given in S1 program since the implementing of National Curriculum 1995 FKIP and since the forming of S2 Javanese Study Program, PPS UNS (2008).