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Differences in an Organization's Cultural Functions Between High and Low-Performance University Soccer Teams
DOI 10.26773/smj.201003 ORIGINAL SCIENTIFIC PAPER Differences in an Organization’s Cultural Functions between High and Low-Performance University Soccer Teams Kang-Won You1 1Jeonju University, Department of Sports Coaching, Jeonju, Korea Abstract The purpose of this study was to analyse the differences in cultural functions between high- and low-performance university soccer teams in South Korea. First, this study focused on the cultural functions of university soccer teams, such as managing change, achieving goals, coordinated teamwork, and cultural strength. Second, each cultural function of university soccer teams was investigated in relation to team performance. Using random cluster sampling, 316 players from four high- and four low-performing university soccer teams registered with the Korean Football Association (KFA) participated in the study. The Organizational Culture Assessment Questionnaire (OCAQ, Sashkin, 2001) was used as an instrument to measure the organization’s cultural functions. The results of the study showed that there were significant differences in cultural functions between high- and low-performance teams. High-performance teams were good at adapting changes in their environment, were effective in achieving goals, had coherent and aligned goals and shared values, and agreed on those values. It can be concluded that cultural functions are strong factors that make a difference in team performance. Keywords: cultural functions, team performance, OCAQ, university soccer teams Introduction mentions that organizational culture is the well-established Guus Hiddink is a phenomenal soccer coach in the South beliefs, values, and assumptions through which organization- Korean soccer industry. He removed all the scepticism ini- al members view a situation, and it can shape the identity and tially originating from successive defeats and established a re- behavioural modes of the organization. -
Communicative Language Teaching in Korean Public Schools: an Informal Assessment
The English Connection March 2001 Volume 5 / Issue 2 A bimonthly publication of Korea Teachers of English to Speakers of Other Languages March 2001, Vol. 5, No. 2 Communicative Language Teaching in Korean Public Schools: An Informal Assessment by Dr. Samuel McGrath Introduction his article focuses on the current status of communicative language teaching in the public schools in T Korea. In order to promote communicative competence in the public schools, in 1992, the Ministry of Education mandated that English teachers use a communicative approach in class. They envisioned communi- cative language teaching (CLT) replacing the traditional audio-lingual method in middle school English teaching and the dominant grammar-translation method of high school teaching. The new approach was supposed to start in the schools in 1995. Six years have passed since the policy was adopted. However, no formal assessment by the government seems to have been done on the success or otherwise of the program. continued on page 6 Empowering Students with Learning Strategies . 9 Douglas Margolis Reading for Fluency . 11 Joshua A. Snyder SIG FAQs . 14 Calls for Papers!!! (numerous) Also in this issue KOTESOL To promote scholarship, disseminate information, and facilitate cross- cultural under standing among persons concerned with the teaching and learning of English in Korea www.kotesol.org1 The English Connection March 2001 Volume 5 / Issue 2 Language Institute of Japan Scholarship Again Available! The 2001 LIOJ Summer Workshop will be held August 5 to 10 in Odawara, Japan. The Language Institute of Japan Summer Workshops are perhaps Asia’s most recognized Language Teacher Training program. -
Mongol Invasions of Northeast Asia Korea and Japan
Eurasian Maritime History Case Study: Northeast Asia Thirteenth Century Mongol Invasions of Northeast Asia Korea and Japan Dr. Grant Rhode Boston University Mongol Invasions of Northeast Asia: Korea and Japan | 2 Maritime History Case Study: Northeast Asia Thirteenth Century Mongol Invasions of Northeast Asia Korea and Japan Contents Front piece: The Defeat of the Mongol Invasion Fleet Kamikaze, the ‘Divine Wind’ The Mongol Continental Vision Turns Maritime Mongol Naval Successes Against the Southern Song Korea’s Historic Place in Asian Geopolitics Ancient Pattern: The Korean Three Kingdoms Period Mongol Subjugation of Korea Mongol Invasions of Japan First Mongol Invasion of Japan, 1274 Second Mongol Invasion of Japan, 1281 Mongol Support for Maritime Commerce Reflections on the Mongol Maritime Experience Maritime Strategic and Tactical Lessons Limits on Mongol Expansion at Sea Text and Visual Source Evidence Texts T 1: Marco Polo on Kublai’s Decision to Invade Japan with Storm Description T 2: Japanese Traditional Song: The Mongol Invasion of Japan Visual Sources VS 1: Mongol Scroll: 1274 Invasion Battle Scene VS 2: Mongol bomb shells: earliest examples of explosive weapons from an archaeological site Selected Reading for Further Study Notes Maps Map 1: The Mongol Empire by 1279 Showing Attempted Mongol Conquests by Sea Map 2: Three Kingdoms Korea, Battle of Baekgang, 663 Map 3: Mongol Invasions of Japan, 1274 and 1281 Map 4: Hakata Bay Battles 1274 and 1281 Map 5: Takashima Bay Battle 1281 Mongol Invasions of Northeast Asia: Korea and -
Nora's Performance in China
Nora’s Performance in China (1914-2010): Inspiration, Communities and Political Theatre By Xiaofei Chen Master thesis Center for Ibsen Studies UNIVERSITETET I OSLO Spring semester, 2010 Acknowledgements I came to Oslo University by serendipity. When I was searching the resources for my thesis Nora’s rewriting in China(1914-1948), by accident the website of Ibsen Center jumped out. Then I came to Norway and studied at Ibsen Center. Whether in Norway or in China, many people asked me why I had chosen Ibsen studies and had come to Norway. I always said because I liked Ibsen’s plays and Norway has an Ibsen Center. It turned out that I had chosen correctly. At the Ibsen Center, professors and students from all over the world gave me lots of chances to access different ideas and insights into Ibsen studies, especially from theatre and performance aspects. I could access the original Ibsen’s texts and understand Norwegian society in Ibsen’s times, and I could watch Ibsen’s performances from different countries either in the National Theatre or through DVDs in class. Thanks to Ibsen Center for giving me the opportunity to study here, and I also want to show my appreciation for all the professors at the Ibsen Center: especially Frode Helland, Astrid Sæther, Jon Nygaard, Atle Kittang, Erika Fischer-Lichte and Nilu Kamaluddin, Julie Holledge, Knut Brynhildsvoll, who gave me the latest information about Ibsen studies through lectures and seminars. My special thanks for my professor, Jon Nygaard, who gave me the inspiration to write this topic with fresh insight. -
Seoul National University, Seoul, Korea
The Korea Association of Teachers of English 2014 International Conference Making Connections in ELT : Form, Meaning, and Functions July 4 (Friday) - July 5 (Saturday), 2014 Seoul National University, Seoul, Korea Hosted by Seoul National University Organized by The Korea Association of Teachers of English Department of English, Seoul National University Sponsored by The National Research Foundation of Korea Seoul National University Korea Institute for Curriculum and Evaluation British Council Korea Embassy of the United States International Communication Foundation CHUNGDAHM Learning English Mou Mou Hyundae Yong-O-Sa Daekyo ETS Global Neungyule Education Cambridge University Press YBM Sisa This work was supported by the National Research Foundation of Korea Grant funded by the Korean Government. 2014 KATE International Conference KATE Executive Board July 2012 - June 2014 President Junil Oh (Pukyong Nationa University) Vice Presidents - Journal Editing & Publication Jeongwon Lee (Chungnam National Univ) - Planning & Coordination Hae-Dong Kim (Hankuk University of Foreign Studies) - Research & Development Yong-Yae Park (Seoul National University) - Public Relations Seongwon Lee (Gyeonsang National University) - International Affairs & Information Jeongsoon Joh (Konkuk University) Secretary Generals Hee-Kyung Lee (Yonsei University) Hyunsook Yoon (Hankuk University of Foreign Studies) Treasurer Yunkyoung Cho (Pukyong National University) International Affairs Officers Hikyoung Lee (Korea University) Isaiah WonHo Yoo (Sogang University) -
Sustainable Development and Intangible Cultural Heritage: a Youthful New Cohort in the Republic of Korea
Sustainable development and intangible cultural heritage: a youthful new cohort in the Republic of Korea Capacity-Building Workshop on ICH Safeguarding Plan for Sustainable Development, Jeonju, July 1 to 5, 2019 Perhaps the next generation of ICH enthusiasts in the Republic of Korea, this group of primary schoolchildren looked around them wide-eyed at the exhibits in the Gijisi Juldarigi museum for the tugging ritual near Dangjin city. Our workshop participants visited this unique museum during the field visit day of the training workshop. Overview Like the hero in the classical novel, 'The Tale of Yu Chungyol', who must undergo a series of tribulations and tests before his meritorious deeds are recognised and rewarded, so it seems is also the fate of ICH when it comes to sustainable development. The great tales of Korea's Joseon dynasty era are set in sweeping landscapes and encompass the range of human frailties and foibles, and our efforts are set in no less extensive a landscape, nor are they less beset by questions and interpretations both difficult and promising. The two subjects - ICH and sustainable development - were brought together firmly when the operational directives of the Unesco 2003 ICH Convention were expanded with the addition of chapter six (adopted by the Convention's General Assembly at its sixth session during May-June 1 2016). In the little over three years since, there has in the field been scant activity to connect ICH with sustainable development - or to place ICH more firmly in the set of core materials that development must employ in order to qualify as being sustainable. -
Schedule of Accreditations, by Year and University
Comprehensive University Accreditation System Schedule of Accreditations, by Year and University Korean Council for University Education Center for University Accreditation 2nd Cycle Accreditations (2001-2006) Table 1a: General Accreditations, by Year Conducted Section(s) of University Evaluated # of Year Universities Undergraduate Colleges Undergraduate Colleges Only Graduate Schools Only Evaluated & Graduate Schools 2001 Kyungpook National University 1 2002 Chonbuk National University Chonnam National University 4 Chungnam National University Pusan National University 2003 Cheju National University Mokpo National University Chungbuk National University Daegu University Daejeon University 9 Kangwon National University Korea National Sport University Sunchon National University Yonsei University (Seoul campus) 2004 Ajou University Dankook University (Cheonan campus) Mokpo National University 41 1 Name changed from Kyungsan University to Daegu Haany University in May 2003. 1 Andong National University Hanyang University (Ansan campus) Catholic University of Daegu Yonsei University (Wonju campus) Catholic University of Korea Changwon National University Chosun University Daegu Haany University1 Dankook University (Seoul campus) Dong-A University Dong-eui University Dongseo University Ewha Womans University Gyeongsang National University Hallym University Hanshin University Hansung University Hanyang University Hoseo University Inha University Inje University Jeonju University Konkuk University Korea -
KOREA at SOAS Centre of Korean Studies, SOAS Annual Review ISSUE 3: September 2009 - August 2010 SOAS
SCHOOL OF ORIENTAL AND AFRICAN STUDIES KOREA at SOAS Centre of Korean Studies, SOAS Annual Review ISSUE 3: September 2009 - August 2010 SOAS The School of Oriental and African Studies (SOAS) is a college of the University of London and the only Higher Education institution in the UK specialising in the study of Asia, Africa and the Near and Middle East. SOAS is a remarkable institution. Uniquely combining language scholarship, disciplinary expertise and regional focus, it has the largest concentration in Europe of academic staff concerned with Africa, Asia and the Middle East. On the one hand, this means that SOAS remains a guardian of specialised knowledge in languages and periods and regions not available anywhere else in the UK. On the other hand, it means that SOAS scholars grapple with pressing issues - democracy, development, human rights, identity, STUDYING AT SOAS legal systems, poverty, religion, social change - confronting two-thirds of humankind. The international environment and cosmopolitan character of the School make student life a challenging, rewarding and exciting experience. We This makes SOAS synonymous with intellectual excitement and welcome students from more than 100 countries, and more than 35% of achievement. It is a global academic base and a crucial resource for them are from outside the UK. London. We live in a world of shrinking borders and of economic and technological simultaneity. Yet it is also a world in which difference The SOAS Library has more than 1.2 million items and extensive and regionalism present themselves acutely. It is a world that SOAS is electronic resources. It is the national library the study of Africa, Asia and distinctively positioned to analyse, understand and explain. -
College Codes (Outside the United States)
COLLEGE CODES (OUTSIDE THE UNITED STATES) ACT CODE COLLEGE NAME COUNTRY 7143 ARGENTINA UNIV OF MANAGEMENT ARGENTINA 7139 NATIONAL UNIVERSITY OF ENTRE RIOS ARGENTINA 6694 NATIONAL UNIVERSITY OF TUCUMAN ARGENTINA 7205 TECHNICAL INST OF BUENOS AIRES ARGENTINA 6673 UNIVERSIDAD DE BELGRANO ARGENTINA 6000 BALLARAT COLLEGE OF ADVANCED EDUCATION AUSTRALIA 7271 BOND UNIVERSITY AUSTRALIA 7122 CENTRAL QUEENSLAND UNIVERSITY AUSTRALIA 7334 CHARLES STURT UNIVERSITY AUSTRALIA 6610 CURTIN UNIVERSITY EXCHANGE PROG AUSTRALIA 6600 CURTIN UNIVERSITY OF TECHNOLOGY AUSTRALIA 7038 DEAKIN UNIVERSITY AUSTRALIA 6863 EDITH COWAN UNIVERSITY AUSTRALIA 7090 GRIFFITH UNIVERSITY AUSTRALIA 6901 LA TROBE UNIVERSITY AUSTRALIA 6001 MACQUARIE UNIVERSITY AUSTRALIA 6497 MELBOURNE COLLEGE OF ADV EDUCATION AUSTRALIA 6832 MONASH UNIVERSITY AUSTRALIA 7281 PERTH INST OF BUSINESS & TECH AUSTRALIA 6002 QUEENSLAND INSTITUTE OF TECH AUSTRALIA 6341 ROYAL MELBOURNE INST TECH EXCHANGE PROG AUSTRALIA 6537 ROYAL MELBOURNE INSTITUTE OF TECHNOLOGY AUSTRALIA 6671 SWINBURNE INSTITUTE OF TECH AUSTRALIA 7296 THE UNIVERSITY OF MELBOURNE AUSTRALIA 7317 UNIV OF MELBOURNE EXCHANGE PROGRAM AUSTRALIA 7287 UNIV OF NEW SO WALES EXCHG PROG AUSTRALIA 6737 UNIV OF QUEENSLAND EXCHANGE PROGRAM AUSTRALIA 6756 UNIV OF SYDNEY EXCHANGE PROGRAM AUSTRALIA 7289 UNIV OF WESTERN AUSTRALIA EXCHG PRO AUSTRALIA 7332 UNIVERSITY OF ADELAIDE AUSTRALIA 7142 UNIVERSITY OF CANBERRA AUSTRALIA 7027 UNIVERSITY OF NEW SOUTH WALES AUSTRALIA 7276 UNIVERSITY OF NEWCASTLE AUSTRALIA 6331 UNIVERSITY OF QUEENSLAND AUSTRALIA 7265 UNIVERSITY -
Proquest Dissertations
TO ENTERTAIN AND RENEW: OPERAS, PUPPET PLAYS AND RITUAL IN SOUTH CHINA by Tuen Wai Mary Yeung Hons Dip, Lingnan University, H.K., 1990 M.A., The University of Lancaster, U.K.,1993 M.A., The University of British Columbia, Canada, 1999 A THESIS SUBIMTTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE STUDIES (Asian Studies) THE UNIVERSITY OF BRITISH COLUMBIA September 2007 @ Tuen Wai Mary Yeung, 2007 Library and Bibliotheque et 1*1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-31964-2 Our file Notre reference ISBN: 978-0-494-31964-2 NOTICE: AVIS: The author has granted a non L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par Nnternet, preter, telecommunication or on the Internet, distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non sur support microforme, papier, electronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. -
The Aesthetics of Chinese Classical Theatre
THE AESTHETICS OF CHINESE CLASSICAL THEATRE - A PERFORMER’S VIEW Yuen Ha TANG A thesis submitted for the degree of Doctor of Philosophy of The Australian National University. March, 2016 © Copyright by Yuen Ha TANG 2016 All Rights Reserved This thesis is based entirely upon my own research. Yuen Ha TANG ACKNOWLEDGMENT I owe a debt of gratitude to my supervisor Professor John Minford, for having encouraged me to undertake this study in the first place and for guiding my studies over several years. He gave me generously of his time and knowledge. Since I first became their student in Shanghai in the 1980s, my teachers Yu Zhenfei and Zhang Meijuan (and others) inspired me with their passionate love for the theatre and their unceasing quest for artistic refinement. I am deeply grateful to them all for having passed on to me their rich store of artistry and wisdom. My parents, my sister and her family, have supported me warmly over the years. My mother initiated me in the love of the theatre, and my father urged me to pursue my dream and showed me the power of perseverance. My thanks also go to Geng Tianyuan, fellow artist over many years. His inspired guidance as a director has taught me a great deal. Zhang Peicai and Sun Youhao, outstanding musicians, offered their help in producing the video materials of percussive music. Qi Guhua, my teacher of calligraphy, enlightened me on this perennial and fascinating art. The Hong Kong Arts Development Council has subsidized my company, Jingkun Theatre, since 1998. My assistant Lily Lau has provided much valuable help and my numerous friends and students have given me their constant loyalty and enthusiasm. -
A PEDAGOGY of CULTURE BASED on CHINESE STORYTELLING TRADITIONS DISSERTATION Presented in Partial Fulfillment of the Requirement
A PEDAGOGY OF CULTURE BASED ON CHINESE STORYTELLING TRADITIONS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Doctor of Philosophy in the Graduate School of The Ohio State University By Eric Todd Shepherd MA, East Asian Languages and Literatures The Ohio State University 2007 Dissertation Committee: Approved by Galal Walker, Advisor _______________________ Mark Bender Advisor Mari Noda Graduate Program in Dorothy Noyes East Asian Languages and Literatures Copyright by Eric Todd Shepherd 2007 ABSTRACT This dissertation is an historical ethnographic study of the Shandong kuaishu (山东快书) storytelling tradition and an ethnographic account of the folk pedagogy of Wu Yanguo, one professional practitioner of the tradition. At times, the intention is to record, describe and analyze the oral tradition of Shandong kuaishu, which has not been recorded in detail in English language scholarly literature. At other times, the purpose is to develop a pedagogical model informed by the experiences and transmission techniques of the community of study. The ultimate goal is to use the knowledge and experience gained in this study to advance our understanding of and ability to achieve advanced levels of Chinese language proficiency and cultural competence. Through a combination of the knowledge gained from written sources, participant observation, and first-hand performance of Shandong kuaishu, this dissertation shows that complex performances of segments of Chinese culture drawn from everyday life can be constructed through a regimen of performance based training. It is intended to serve as one training model that leads to the development of sophisticated cultural competence. ii Dedicated to Chih-Hsin Annie Tai iii ACKNOWLEDGMENTS Any dissertation is a collaborative effort.