Littérature scientifique sur le sujet « Hisroty »

The paper presents the authority data provided by the German authority file (GND), its hisrory and conceptual founding in FRBR and FRAD. Referring to selected examples, the text scrutinizes carefully the potential and obstacles of using name authority data in digital humanities projects. However, the focus lies on the newly implemented work authority data that promises to be highly relevant for digital musicology. Challenges of theoretical concepts as well as practical realization are shown and different application scenarios are discussed. The author calls for a lively exchange between musicologists and librarians on the design and potential of the GND as basic musicological ontology.

In dem Buch “Die verkauften Pflastersteine, welches im Jahre 1990 zum ersten mal erschienen ist, geht es um die Ost-West Aufteilung Deutschlands und dessen Auswirkungen auf die Menschen und deren Leben. Schon das Foto auf dem Buch verschaft uns gleich am Anfang den Eindruck eines Mannes, der in Armut leben muβ. Die Eimer, die er in den Händen festhält, beinhalten sein, Hab und Gut, die er nicht loslassen möchte, mit denen er seine Vergangenheit, sein Leben und seine Zukunft verbindet. Die Armut oder nur das Geringste, was ein Mensch zum Leben braucht, ist an seiner ganzen Person festgeklebt. Die Angst vor dem Leben ist in der Körperhaltung zu sehen. Die Straβe, auf der er steht, lässt nur eine Richtung einschlagen.

ABSTRACTThere have been many studies of the vibrational and optical properties of a- Si and a-Ge that have correlated systematic variations of these properties with films grown and/or annealing temperatures, and have attributed these variations to changes the local atomic structure and intrinsic network disorder that are correlated with the thermal history of a particular sample. The most frequently proposed atomic structure parameter associated with this intrinsic disorder has been the width of the bond angle distribution. We attempted to isolate the effects of bond angle disorder on the vibrational and electronic properties of a-Si using a Bethe Lattice structure that avoids some of the uncertainties introduced by the uncontrolled variation in other atom structure parameters. Using this approach, we show that increases in the width of the bond angle distribution can account for trends in the calculated vibrational and optical properties wth thermal hisrory that are in good qualitative agreement with trends reported in the experiments.

This article deals with one of the most well-known prayers in the practice ofMongolian Buddhism. The text was composed by Luwsandambīǰalcan (T.blo-bzang dam-pa’i rgyal-mtshan), the main figure of Mongolian Buddhism,also known as Öndör gegēn Janabajar, the first bogdo or bogdo gegēn orǰewcündamba xutagt (1635–1723). In addition to his works of art and hisrole in creating the special characteristics of Mongolian Buddhism, including unique lama robes, special ways of recitation and melodies, as well asceremonial texts written by Mongolian lamas and a special ceremonial system, he had composed many important texts, several of which are still usedduring the ceremonies today. Of these, the prayer published here in translation is chanted every day, while other texts are used during certain annualceremonies in all Mongolian monasteries. The present article describes theceremonial texts composed by Öndör gegēn, but concentrates on the mainprayer composed by him, its background, and its use in the Mongolian ceremonial system, also providing a Hungarian translation.The text is entitled Jˇinlaw cogzol (T. byin-rlabs mchog-stsol), i.e. ‘(Giving)the greatest blessing’, which is the Tibetan title of the beginning of the text indistorted Mongolian pronunciation. In Mongolian it is abbreviated as Adistid,‘Blessing’, being the Mongolian translation of the beginning of the text; or, inits original Tibetan title in distorted Mongolian pronunciation, Düitünǰi soldew(T. dus-bstun-gyi gsol-’debs), ‘Prayer in accordance with the time’.The purpose of chanting it is harmonious life, to clear away obstacles, aswell as to put an end to or to calm down any kinds of crisis, disorder, conflict,or fighting, and to reach harmony and peace. This is clear from the text itself,and also obvious from the historical background described in the article. The‘bad times’ or crisis (T. dus ngan, in Mongolian translations cöwīn cag, ‘timeof decadence / decline’, mū cag, ‘bad times’, or munxag cag, ‘dark times / Abstracts 171times of ignorance’) mentioned in the text refers to the time when the prayerwas composed, as well as to our time, meaning a dark era when the Buddhistteachings are present only to a limited extent or not present at all. Therefore,due to ignorance the sins and transgressions of the beings multiply, leadingto more and more suffering. The prayer was written during the time of thewars between the western and eastern Mongols (Oyrad and Khalkha), involving much victims and sufferings. The aim of the composition was to showthe way out of the difficult wartimes, to stop it by means of the Buddhistteachings and the power of prayer, to unite the fighting Mongols, and to helpthem achieve peace in this way.The translation is from the Tibetan origin, using four modern Mongoliantranslations. Two translations into classical Mongolian are known, but theyhave rather literary value as they are not used in the ceremonial life – nor arethey used Mongolian translations during the ceremonies in general, since Tibetan remained the ceremonial language of Mongolian Buddhism. The modern Mongolian translations are either from the classical Mongolian translations or from the original Tibetan. The significance of the prayer is born outby the fact that it also has three commentaries (T. ’grel-ba) in Tibetan.

Este estudo pretendeu pesquisar acerca da influência do cinema histórico de ficção na construção do conhecimento histórico de alunos de História A do Ensino Secundário. Foi realizado com uma turma do 10º ano de escolaridade de 20 alunos e foi antecedido de um estudo prévio. O trabalho baseou-se no visionamento do filme "O Gladiador" e na realização de fichas de trabalho: a "Ficha de Enquadramento Histórico do Filme", para contextualizar a época histórica em que decorria o filme; a "Ficha de Análise do Filme”, para recolha de dados e finalmente a "Ficha de Trabalho de Comparação entre Fontes Históricas e o Filme". As respostas fornecidas pelos alunos foram organizadas em categorias. Para as perguntas que pediam uma resposta mais directa e simples foram criadas três categorias: básica primária, básica secundária e definição elaborada. Para as perguntas que exigiam uma resposta mais complexa criaram-se cinco categorias: incoerente, básica primária, básica secundária, definição emergente e definição elaborada. As principais conclusões foram: a) o cinema de ficção desempenha um importante contributo na construção do conhecimento histórico dos alunos do ensino secundário; b) o visionamento de filmes de ficção na aula de História deve ser acompanhado com o confronto de fontes históricas para os alunos distinguirem ficção de conhecimento histórico; c) o cinema desempenha um papel muito importante no desenvolvimento das competências específicas de História do Ensino Secundário e do espírito crítico dos alunos; entre outras. / ABSTRACT: This study aimed to understand the influence of historical fiction movies in historical knowledge of students in History of Secondary Education. The study was conducted with a group of 20 students of the 1O th grade and was preceded by a preliminary study. The work was based on viewing the film Gladiator and on worksheets: A "Historical Background" to contextualize the historical era of the movie, the "The analysis of the Movie" to collect data and finally the “Comparison of Historical Sources and movie” worksheet to analyze distinguish fiction from historical knowledge. The responses given by students were categorized: for questions that asked for a more direct and simple answer were created three categories: Basic; Primary; Definition elaborated. For questions requiring a more complex answer were created five categories Incoherent; Basic; Primary; Emergent and Elaborated. The main conclusions were: a) the film fiction has an important contribution to historical knowledge of secondary school students, b) using films in history lessons should be accompanied with a comparison of historical sources for students to distinguish fiction from historical knowledge, c) the film plays an important role in the development of specific skills for the History of Secondary Education and the students' critical thinking, among others.