Metaphorical expressions of biblical and sacral origin in Russian secular literary texts, with reference to their English equivalents

In this dissertation, I examine metaphorical expressions of biblical and sacral origin (bibleisms) that occur in Russian narrative literary texts. The interpretation of bibleisms is carried out within the framework of interaction theories of metaphor, making it possible to account for the use of bibleisms in Modern Russian, and for the role of their original meanings in the development of their new metaphorical associations. This is viewed as a set of intertextual relationships between the biblical and sacral texts, the Modern Russian language and the literary texts in which the expressions occur. Different types of metaphor are distinguished in terms of interaction theory. This has implications for the translation of bibleisms. It is demonstrated that in different interactive situations, the same bibleism can be referred to different types of metaphor, and hence the translation procedure may only be determined by taking into account the metaphorical language in each individual case.Afrikaans and Theory of LiteratureM.A. (Theory of Literature

Working Towards a Multimedia Learning Environment: Experiences in the Classroom

Multi-media is fast becoming a means by which educators can create a learning environment that is both innovative and creative. This paper discusses the impact of graphical materials and animation in a graduate level course in information resource management. A pilot project is described that illustrates an approach to using such media. The impact is studied by means of survey data collected from students attending the class. The results support the growing number of theorists who have presumed that the impact of multi-media on our educational system will be enormous

Accountability and accreditation: Putting information systems accreditation into perspective.

Higher education in the United States has recently come under pressure from federal and state legislatures for failing to provide “value for money” because of an alleged lack of accountability and quality [U.S. Department of Education 2006]. This article will argue that, contrary to this view, institutes of higher learning have a rigorous quality assurance and accountability mechanism in place, namely accreditation, and that, moreover, the recent shift in accreditation from an input-based approach to an outcomes-based approach has resulted in improved programs that prepare graduates better than ever before for the workforce and/or further studies. These measures in fact are well applied in the field of information systems. The paper focuses on accreditation and the role of accreditation in ensuring quality in education. The work of agencies that are of most interest to information systems programs, namely the Association to Advance Collegiate Schools of Business (AACSB) and the Computing Accreditation Commission of ABET Inc (ABET CAC) is reviewed. The paper also describes a process to aid those interested in improving educational quality

Foundations For Understanding The User Environment: A Study Of Motivation, Task Differences, And Technology

The growth in the use of computers poses numerous problems for organizations.  This paper summaries the results from a survey administered to managers and clerical employees who work in the technological environment.  We find that motivational differences exist and prescribe that they must be taken into consideration when employing technology

Outcomes-based computing accreditation: program assessment.

The Computing Accreditation Commission (CAC) of ABET evaluates programs utilizing outcomes-based assessment methods. To better support the outcome-based accreditation concept, the proposed new computing accreditation criteria do not include detailed curriculum standards. Instead, they expect programs to clearly define program outcomes and objectives, establish an assessment process to determine the extent to which these outcomes and objectives are achieved by graduates, and use the data thus collected to improve the program. The quality improvement processes used in higher education thus reflect the quality improvement processes that have proven useful in other industries. During this session we will discuss the assessment process with the objective of helping programs develop and carry out an assessment plan with ease

Outcomes-based computing accreditation criteria.

The Computing Accreditation Commission (CAC) of ABET has proposed new, outcomes-based criteria to accredit programs under the commission’s jurisdiction. These programs include computer science, information systems, and information technology. The criteria follow the new structure of so-called “general criteria,” components of criteria that apply to any computing program accredited by CAC, and “program criteria” for each specific disciplinary area, to supplement the general criteria. The “general –program” criteria structure was introduced at last year’s SIGCSE, but the outcomes-based approach now under consideration is new and significantly different from both current criteria and those discussed last year. This session will discuss the new criteria, including both the proposed general and program criteria, and the timetable for implementation of the new criteria. Feedback to the proposed criteria is being sought