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Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Brathair is the property of Brathair and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In his undeniable masterpiece Ulysses (1922), Joyce blurred the limits between fact and fiction from the very beginning as he announced his desire to provide an extremely detailed picture of Dublin, so complete, in fact, that the city could be reconstructed out of his book, if necessary. An exile on the Continent (Trieste, Zurich and Paris) from a very early age, Joyce always wrote of Ireland and his tribute to the Irish capital in Ulysses inspired a very original and unique annual celebration. It is called Bloomsday - after Leopold Bloom, the protagonist of Ulysses - and it is commemorated on June 16, mirroring the novel's action set on June 16, 1904. The purpose of this paper is twofold: to analyse how Joyce's modernist Dublin odyssey shares some traits with travel writing and to understand the importance of Ulysses and its annual celebration to boost literary tourism in Ireland. [ABSTRACT FROM AUTHOR]

This paper presents some of the results of a Master's dissertation that investigated (1) the beliefs held by two pre-service English teachers about English speakers and their cultures and (2) how these teachers justify such beliefs. The theoretical framework was based on beliefs and identity, also taking into account the issue of imagined communities, in the field of language teaching/learning. The following data collection instruments were used: questionnaires, interviews, class observations, and group discussion. The results obtained suggest how important it is to seriously engage both language learners and teachers' beliefs about their imagined communities, as these can encourage or hinder students and teachers' investment in the language teaching/learning process. [ABSTRACT FROM AUTHOR]

Copyright of Dados - Revista de Ciências Sociais is the property of DADOS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Meritum: Revista de Direito da Universidade FUMEC is the property of Meritum: Revista de Direito da Universidade FUMEC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)