Attitudes toward Konglish of South Korean teachers of English in the Province of Jeollanamdo /

This study examined the attitudes of South Korean teachers of English in Jeollanamdo toward Konglish, particularly in relation to English education. The literature search shows that Konglish is a typical local variety, evolved from the borrowing and redefining of English words that became part of everyday South Korean speech. Konglish is not unique in this regard. Japlish in Japan and Chinglish in China developed for similar reasons and display the distinctive characteristics of those languages. However, Konglish is usually defined as poor and incorrect. Teachers in the study expressed embarrassment, shyness, guilt, and anger about Konglish. On the other hand, they also valued it as something uniquely theirs. Teachers believed that students should not be taught that Konglish is bad English. However, students should be taught that it is poor or incorrect. With few exceptions, they correct Konglish in their classes. Teachers exhibited considerable inner conflict. They defined Konglish as valid when used in Korea with Koreans. However, some preferred that their students not use it, even with their friends. This may cause students to judge Konglish as unacceptable or inferior. The teachers believed that students should learn to distinguish between Konglish and "Standard English," and that they should learn about the contexts in which each is appropriate or preferred. The conclusion, therefore, is that South Korean teachers see the value of teaching about varieties of English. The recommendations are that intelligibility, broader communication skills, and information about International English be included in the curriculum in South Korea.

Evaluation in Sport for Development: A Case Study of the Gansbaai Project, Football Foundation of South Africa, From A Critical Perspective

The purpose of this case study was to determine the effectiveness of sport for development (SDP) evaluation within one program in Gansbaai, South Africa through critical, independent participant inclusive program evaluation. Qualitative research was conducted on the Football Foundation of South Africa (FFSA), where semi-structured interview data were collected from administrators and participants, as were data from direct participant observations and organizational documents. Data analysis followed, according to Kvale and Brinkman’s (2008) methodology. FFSA goals were found, as were themes of social impact (i.e., regarding coach-player relationships, trust, and coaching impact on social integration). A further theme related to evaluation components and procedures. Further themes included life skill development, competition within programming, participants’ home life and social integration. Findings contribute to the SDP literature relating to program evaluation research and to FFSA administrators by providing an understanding of SDP program shortcomings, limitations, and suggested improvements.

Tree Fruit (peach) Nursery - Report done for the University of Guelph

A report done by Donald Ziraldo on the topic of Tree Fruit, specifically peach, in nurseries. The report was likely done while he was a student of the University of Guelph in the 1970s.

University of Toronto exams

University of Toronto exams. These are in and envelope which is marked “Arts 1st year”. Included in this package are some text book pages [Latin] with the name Ham K. Woodruff written on them. The exams include: Anatomy, Arithmetic and Algebra, Medicine Chemistry, English, Euclid, French, Greek, Latin, Latin Grammar, Latin Prose (2 copies), Materia Medica and Therapeutics and Physiology for 1879. The exams for 1880 include Arithmetic and Algebra, Greek and Trigonometry. The 1881 Greek exam is also included. There is writing on some of the exams and some are worn and stained. The envelope is torn and stained and the textbook pages are slightly burned. This does not affect the text, 1879-1881.