Tradition and Characteristics in the Approach to Psaltic Music Theory in Romania – the 20th Century

Throughout the 20th century, Byzantine music theory was a constant preoccupation of chanters, teachers and musicians, who contributed to the development of this field and to the publication of a significant number of books in the Romanian language. The paper addresses these theoretical contributions based on several key elements: conception, structure, content, vocabulary, musical exercises and examples, extension, graphic aspect, relevance in the era –, but also in the context of the development of a specialized literature in Romanian. The analysis of these books reveals that everything that was published in Romania in the 20th century in the field of psaltic theory remains within the confines of the Byzantine tradition, faithfully passed down to the modern era. At the same time, the changes that the Romanian society went through in the second half of the century influenced the manner of approach to the theoretical notions, which were treated in the light of staff notation and Western music theory. However, over the course of the 20th century, successive authors managed to develop a specialized terminology in Romanian and to transmit the notional content specific to the Byzantine tradition.

John Keats at Guy’s Scholar and Poet

The fourth chapter opens with a detailed textual comparison, including statistical analysis of lexicography, between Keats’ medical notes and those kept by his fellow-student Joshua Waddington. These prove that the two sets of notes derived from the same source and reveal that although Keats has essentially the same information as Waddington, his habits of concision, reorganization and cross-referencing mean that they are presented in a different – indeed, distinctive – form. The chapter finds that some characteristic features of Keats’ mature poetry are prefigured in his medical notes: striking imagery, verbal rhythms and verbal compression are all typical of Keats’ medical thought. Close readings of some of Keats’ most accomplished poems, including ‘Ode to a Nightingale’ and Hyperion, reveal the medical underpinning for much of his greatest poetry, in content, vocabulary, and style.

Implementation of Local Context Vocabulary Exposure in Teaching English at SMP Negeri 1 Padaido Biak Regency

The study aims at investigating the effect of local content vocabulary exposure in teaching English at SMPN 1 Padaido Biak Regency. This study employed a descriptive study and total sampling conducted to 75 students (from the first to third grades) of SMP Negeri 1 Mbromsi, in Aimando subdistrict, Padaido islands of Biak Regency. Data were gained from students’ results of pre and post tests on vocabulary relating to things near them or familiar to them like things in the sea. The result shows that the implementation of contextual teaching and learning have brought influence to students’ vocabulary achievement since the approach allows teachers to creatively produce their learning materials that accommodate students’ learning needs based on school and home environments as well as to develop freely their pedagogical techniquest in fun ways.

The Effects of Mnemonic Vocabulary Instruction on Content Vocabulary Learning of Students

The present article is an investigation about the effects of mnemonic vocabulary teaching to improve content vocabulary learning in EFL classrooms. A major issue with the most of the past studies was that they paid little or no attention to the effects of using mnemonic strategies to improve content vocabulary learning. The purpose of this paper is to investigate how key word mnemonic vocabulary teaching can improve the comprehension and learning of the content vocabulary for the students. To this end, 256 third year senior high school students from 6 senior high schools in Zanjan (Iran) were selected through a multistage cluster random sampling method and based on the Cambridge placement test (2010), 230 students proved to be upper intermediate. A quasi-experimental design was used to determine the effects of a mnemonic vocabulary intervention on content vocabulary learning. In this article there were one control group (A, n=115), and one experimental group (C, n=115) all of which were male and there were selected randomly. This study was done in May 2017, and over four weeks, in two thirty-minute sessions per week, group C received key word mnemonic instruction. In order to test the effects of mnemonic vocabulary teaching on content vocabulary learning, the covariance analysis was employed and the results demonstrated that by eliminating the covariance factor of the pre-test, mnemonic vocabulary instruction improved content vocabulary learning for students. The use of keyword mnemonics as a means to differentiate instruction is an educational result that can assist teachers.

A Northwest Semitic Curse Formula: The Sefire Treaty and Deuteronomy 28

An examination of Aramaic curses from the Iron Age and of two texts from biblical law demonstrates striking and robust parallels in thematic content, vocabulary, and syntactical formulation. The curses are all patterned according to a consistent syntactical formula (termed the Northwest Semitic Curse Formula) that governs the order of the presentation of the elements within each line. Thus, the formula shapes both the content of the curse and the order in which the various syntax pieces are given. Furthermore, the geographic distance between these inscriptional exemplars of this curse formula demonstrates broad diffusion of Aramaic curses during the Iron Period and especially during the mid-eighth to the early seventh centuries BCE. These parallel imprecations suggest that a shared tradition of formulaic curse language was part of the training of Aramaic-language scribes and practitioners from the Neo-Assyrian Empire who were sent to peripheral states to facilitate administration.