Mimetic Theories of Art and Sport | Chapter 9 | Current Progress in Arts and Social Studies Research Vol. 4

 

This study outlines mimesis as an artistic concept that spans the middle ages, the Renaissance, the modern and the postmodern and then applies this terminology to the use of the term in the context of sport. This has been done through the application of the “four orders of mimesis” within the general categories of the premodern, the modern and the postmodern as applied to sport. This is achieved through a rehearsal of arguments gleaned from theorists of sport which converge as aspects of mimesis. The reason for doing so is that if a similar mimetic quality can be found in both the disciplines of art and sport, then it appears that there is a relationship between them and, in agreement with Huizinga (1949), it is conceded that this common “element” is “play” and more specifically that this commonality can be described as mimetic “play”. However, at first, it is necessary to discern a common mimetic quality historically associated with the sport. Once that is achieved, an analysis of “play” follows and this study closes with two deductions that the art-sport dialectic, via the lens of “play” suggests conceptually, namely “Self-referentiality” and “absence” or “content” suggesting a continuum between art and sport and thus concludes with an analysis of sport as a tragic form of art in many instances (of expression).

 

Author(s) Details

Daniel Shorkend

Department of English, Gordon College, Israel.

 

Please see the book here:- https://doi.org/10.9734/bpi/cpassr/v4/2032

Determining the Impact of Teacher’s Practices and Content of Mathematics on Student’s Anxiety in Secondary and Intermediate Classes | Chapter 2 | Highlights on Medicine and Medical Science Vol. 2

 The goals of this study were to see if the content of mathematics as a whole (rather than specific math themes such as Algebra, 2D geometry, 3D geometry, trigonometry, complex numbers, probability, and so on) is statistically and significantly associated with student anxiety; and to look at the extent of the relationship between teacher practices, as expressed through cognitive and social interactions, and student anxiety. The gender of the students was not a factor addressed by the study, so gender differences in classes and levels of math anxiety were not tested. Furthermore, the study did not compare the impact of math anxiety on students in middle schools to students in secondary schools. grade The study used a two-phase design known as an explanatory design, which consisted of "descriptive quantitative data collection followed by a qualitative design via structured interviews to further understand and interpret the data collected from the quantitative findings." The data collection instrument was a 5-point Likert scale survey questionnaire with standardized items developed by the universities of Georgia, Southampton, New Hampshire, and Windsor Scholarship, as well as the Theo Wubbels and Jack Levy's Teacher Interaction Student Questionnaire. The descriptive and inferential statistics (the mean, standard deviation, mode, and median) as well as the Pearson's Chi-Square test were used to analyze the study's data. The researcher concluded from the study results that math content as a whole is statistically and significantly associated with students' math anxiety in the intermediate and secondary levels, indicating that the current system is ineffective. Curriculum is based on knowledge rather than proper understanding of the subject material, and the content of mathematics in various classes is crammed to the point where it may cause students daily anxiety, resulting in their math specific deficits not being properly addressed from one class to the next, and teacher practices are a major factor influencing students' math anxiety; and even though The researcher concluded that items concerning teacher practices at lower levels should be taken seriously because they may be causing students math anxiety, which will most likely follow them into later stages. Teachers should identify their teaching approaches, methods, strategies, and techniques for a successful learning environment for students at the intermediate and secondary levels, as well as in lower classes.

Author (s) Details

Dr. Sanaa Shehayeb
Faculty of Pedagogy, Lebanese International University, Lebanon.

Dr. Mohammad Anouti
Faculty of Pedagogy, Lebanese International University, Lebanon

View Book :- https://stm.bookpi.org/HMMS-V2/article/view/1348

Integrating Content-based Instruction in Language Teaching to Secondary Level Students | Chapter 8 | Arts and Social Studies Research Vol. 1

The most important modern linguistic method of teaching English is Content-Based Instruction (CBI). In Content-Based Instruction, the material for study is utilized for language instructional purposes. The paper presents an overview of language teaching through a pedagogic model of Content-Based Instruction (CBI) to secondary level students. Content-Based Teaching functions as the crux of the study and it holds on to the two significant areas of interest-the Second Language Acquisition (SLA) and pedagogy. This paper highlights how CBI along with the Audio-Lingual method, Direct Method and Counselling Language Learning can promote secondary level students' language acquisition. The study addresses the current barriers that are found in language learning among the learning community that is quite prevalent in our educational system.  The study infers that the students would perform better when been introduced to the CBI compared to that of the conventional mode of learning. Content-Based Instruction highlights the mechanism of speech and proper structural format of L2 in the usage of spoken English among the English language users at the Secondary level in school. This presentation reviews how CBI can improve the speech skill sets in Second language learners. Teachers and language practitioners involved in education will find this piece of writing useful. He article verifies the different methodologies of Teaching in English. It presents an amalgamation of certain teaching methods - CBI, Audio -lingual method and Direct method, which increases the efficacy in the use of Second Language Learning (SLL) among the Secondary School students. This will increase the potential future English teachers. They will learn that a well-planned program will effectively provide skill-effective instructors, which can work for a better learning condition for the on-coming generations. Structured content and instruction will contribute a great learning experience. The study ensures the Second Language (L2) users develop both in their communicative competence and in their language skills through CBI.

Author(s) Details

V. J. Vinita
Department of English, Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay, Tamil Nadu, India

Dr. M. Ilankumaran
Department of English, Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay, Tamil Nadu, India

View Book :- http://bp.bookpi.org/index.php/bpi/catalog/book/166