Artigos de revistas sobre o tema "Commission on Native Education"
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Ngeno Kipkemoi Robert, Dr Samson O. Barasa e Prof. John Chang’ach. "Political ramification on educational policy in colonial kenya". INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 11 (13 de julho de 2020): 77–84. http://dx.doi.org/10.24297/ijrem.v11i.8788.
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Colonial educational policies were marked by conflicting interests of different actors who were involved in the provision and consumption of education. Initially, education matters were left to individual colonies and voluntary agencies, but from 1925, Whitehall began to take a keen interest in the development of education in the colonies. Several educational policies were enacted, including Fraser report, the East African Protectorate Education Commission in Kenya, Phelps-stoke commission, Memorandum on education policy in British Tropical Africa, Beecher committee of 1949 and Binns committee report of 1952. These policies sought to inculcate western morals, technical skills, and the need for rural advancement. Africans did not contend with recommendations of these commissions; therefore, several institutions emerged that sought to improve educational conditions for Africans, such as political associations, Local Native councils, and Independent school associations. Data for this study was collected qualitatively; this involved both primary and secondary sources of data. The results of the study indicate that politics has a direct influence on educational policy. The study will be significant to educational stakeholders, educational policy developers, and planners, educational historians and will be used as a basis for teaching politics and education in colonial Kenya and for future research in the history of education.
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Lampert, Jo. "Indigenous Australian Perspectives in Teaching at The University of Queensland". Australian Journal of Indigenous Education 24, n.º 1 (abril de 1996): 35–39. http://dx.doi.org/10.1017/s1326011100002234.
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The goals of the National Aboriginal and Torres Strait Islander Education Policy (AEP), the recommendations of the Royal Commission into Aboriginal Deaths in Custody and the broader implications of the High Court's Native Title decision place considerable pressure on the higher education system to move rapidly to achieve equity in access, participation and outcomes for Indigenous Australians and non-Indigenous Australians.
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Tijūnėlienė, Ona. "Antanas Smetona as Advocate of the Native Language". Pedagogika 121, n.º 1 (22 de abril de 2016): 156–70. http://dx.doi.org/10.15823/p.2016.11.
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Antanas Smetona (1874–1944) was one of the most active promoters of the innate self in the early 20th century. His attention to the national heritage and the native language was directly related to the growth of the movement of national liberation at the turn of the 20th century, as well as the struggle for the democratic school and the rights of the native language. According to the author, the Lithuanian revival was more than just the retention of the parent language. Rebirth meant the rise from contempt, recognition by other nations, spiritual renewal, and promotion of traditional values.
More than once A. Smetona wrote in the press about a difficult state of the Lithuanian language and the disrespect of Lithuanians for the native language. He blamed intellectuals (teachers, journalists, or authors of textbooks) for their indifference to language pollution and advised everybody to learn Lithuanian from dialects, fiction, and quality press. A. Smetona encouraged intellectuals to improve the native language and raised the idea of the reinstatement of the language section in the Viltis newspaper; he believed enthusiasts able to moderate it would appear. He repeatedly emphasised the issues of language standardisation and purification, as well as the related problems, formulated the functions of the Lithuanian Language Commission set up in 1911, and recommended theoreticians and practitioners to join efforts in the solution of the language standardisation issues.
As the author cherished the idea of a free nation, he stressed that the system of education has to be of a national character, all the Lithuanians have to at least learn to read and to write Lithuanian: the tsarist government-established primary schools did not provide the skills, therefore, the author encouraged learning from the experience of secret schools. Under the then conditions, family or home schools were the only way out. However, it was necessary to write textbooks, primers, reading and writing books suitable for family schools, and to provide quality Lithuanian penmanship examples.
A. Smetona responded to the state of the Lithuanian language in Lithuanian secondary schools and taught in Vilnius gymnasiums after his working hours in the bank. A. Smetona believed that Lithuanian intellectuals had to demand more from the authorities, to be more active, and proposed to set up a committee to deal with the issues of the Lithuanian language.
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Paterson, Andrew. "“The Gospel Of Work Does Not Save Souls”: Conceptions Of Industrial And Agricultural Education For Africans In the Cape Colony, 1890–1930". History of Education Quarterly 45, n.º 3 (2005): 377–404. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00040.x.
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Charles T. Loram was an important proponent of fashioning African education in ways that would best meet the needs of the colonial system. In the 1920s, Loram championed adapting the colonial curriculum away from “bookishness” towards a manual and agricultural orientation in order to meet the “needs” of rural Africans, as white settlers defined them. As his ideas on adaptation matured, Loram wrote an influential book, The Education of the South African Native in 1917, in which he stated: “On the necessity of industrial training for the Natives of South Africa there is remarkable unanimity. Government commissions and officials, missionaries and students of the Native Question, and the general public all agree that industrial training should be made the chief end of Native education.” What is interesting about this statement is the certainty with which Loram attributed consensus on the question of industrial training to all white colonial interest groups. Loram claimed “unanimity” in order to strengthen his argument for the particular form of industrial education that he favored. Yet, even though colonial actors ostensibly agreed on the need for “industrial education,” they lacked a common definition of “industrial education” which raises the question: were they agreeing to the same thing?
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Singh, Bhupendra, e Patanjali Mishra. "Uniformity and Diversity of Components of Teacher Education". IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 7, n.º 3 (5 de julho de 2017): 228. http://dx.doi.org/10.21013/jems.v7.n3.p7.
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<div><p>It was the suggestion of the National Education Commission (1964-66) that investment for teacher education can return in rich surpluses because the fiscal resources essential are small when compared to the resulting developments in the upbringing of masses. Today, it is an imperative to prepare dynamic teachers. Therefore, skill development programmes for in-service and teacher trainees should be ornamented with the teaching-learning skills, real mode internship, pedagogical knowledge with application, multi-lingual and multicultural classroom management techniques and ICT based technologies. These conditions are fulfilled by implementing the components of teacher education with uniformity in knowledge and diversity in functioning. The universal and local aspects of teacher education programs might be meaningful for the environment of training. This research article is trying to ascertain their devotion to global trends versus the impact of native circumstances and cultures. Teacher Education Curriculum-1978 very rightly emphasized on the fortune of the school curriculum which is affected by the teacher education curriculum.</p></div>
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Kuzmenko, Nadiia. "EDUCATIONAL ACTIVITY AND PEDAGOGICAL VIEWS OF ILYA SHRAG (1847–1919)". Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, n.º 2 (16) (2022): 15–17. http://dx.doi.org/10.17721/2415-369.2022.16.03.
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Based on archival materials and an analysis of pedagogical literature, the author studied the main life milestones and analyzed the leading activities of Ilya Shrag, a Ukrainian public, the political and cultural figure of the late 19th and early 20th centuries. The article reveals the peculiarities of Illya Shrag's educational activities and pedagogical views regarding the development of Ukrainian education in the conditions of the Russian Empire at the end of the 19th and the beginning of the 20th century, in particular, his conviction about the necessity and possibility of the functioning of a native-language Ukrainian school. The report he gave at the meeting of the commission of the Chernihiv provincial zemstvo assembly on February 24, 1884, was analyzed. The procedure for conducting the meeting of the commission of the Chernihiv provincial zemstvo assembly, the reaction of the members of the assembly to the report heard, and the peculiarities of decision-making were studied. I. Shrag drew the attention of those present to the activities of the provincial zemstvo in measures to improve the organization of primary public education, namely: activation of special supervision of schools by the zemstvo; conducting repetitive classes to promote the strength of knowledge acquired by students, creating school libraries; promoting the development of pedagogical knowledge and experience of national teachers on short-term pedagogical courses. In the report, the educator defended the opinion about the need to teach in the Ukrainian school in the native language, the publication of Ukrainian textbooks and books for reading, and the provision of school library funds with Ukrainian-language literature. He argued his position by referring to the pedagogical views of M. Wessel, A. Disterweg, and K. Ushinsky. Further study and promotion of Illya Shrag's pedagogical ideas regarding increasing the accessibility and democratization of education, the introduction of general primary education, as well as regarding the widespread Ukrainization of the educational process is needed.
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Mardiros, Marilyn. "Preparing Native Indian RNs in British Columbia". Practicing Anthropology 10, n.º 2 (1 de abril de 1988): 8–9. http://dx.doi.org/10.17730/praa.10.2.q36316234501h246.
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In 1981 the Nisga'a Tribal Council in New Aiyansh and North Coast Tribal Council in Prince Rupert commissioned a feasibility study to determine whether there was interest among Indian people of coastal British Columbia in pursuing registered nurse (RN) education. The study resulted in a three year project, the Northern Native Indian Professional Nursing Program (NNIPNP) offering RN preparation which addressed the personal, social and cultural needs of prospective students, their families and communities, while ensuring quality education at par with provincial standards. This article discusses the project as a community-based initiative and my roles as program coordinator, cultural broker, advocate, and liaison between communities, students and the educational institutions offering the RN program.
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Gómez-Parra, M. Elena. "Measuring Intercultural Learning through CLIL". Journal of New Approaches in Educational Research 9, n.º 1 (15 de janeiro de 2020): 43–56. http://dx.doi.org/10.7821/naer.2020.1.457.
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CLIL (Content and Language Integrated Learning) —endorsed by the European Commission since 1996— constitutes the official approach to bilingual education in Spain. Intercultural learning (IL) is one of the four defining Cs in CLIL, though the literature has consistently described it as the weakest implementation area. This paper analyses the opinions of 76 Spanish secondary education students about IL through their bilingual curriculum. Their viewpoints clearly suggest that IL comes from two main sources: native assistants; and exchange programmes. These data were contrasted with the views of school principals and bilingual coordinators, who declared that both of these valuable ‘resources’ for IL are scarce due to administrative difficulties and lack of budget. Our conclusions reveal how improving these areas can lead not only to improved scores but also to a better implementation of the intercultural axis in CLIL, if the goal consists in educating 21st century citizens.
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PONOMAREVA, Varvara V. "FIRST REFORM OF THE SMOLNIY INSTITUTE (FROM THE HISTORY OF THE INITIAL FORMATION OF THE SYSTEM OF WOMEN’S EDUCATION IN RUSSIA): 1783-1785". Historical and social-educational ideas 10, n.º 6/1 (18 de janeiro de 2019): 29–36. http://dx.doi.org/10.17748/2075-9908-2018-10-6/1-29-36.
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This article looks at the phenomenon of Smolniy Institute, the first state run educational establishment for women, in the context of general educational policy. As thought out by Empress Catherine II and her supporters, an enlightened and educated mother or mentor was to play an important role in the modernization of the country, which was happening at an accelerated pace. It became clear two decades after the foundation of the women’s institute that it needed restructuring. Reformation of the institute was one of the tasks of the Commission of establishment of common population’s colleges (1782), which was headed by the future minister of people’s education P.V. Zavadovskiy. Serbian teacher F.I. Jankovich de Mirievo had experience of reforming the advanced (for its time) Austrian educational system, and he became the author of the new teaching system at the Smolniy Institute. All aspects of teaching at the institute were transformed – teaching plans, methods of teaching, establishment of teaching literature, choice of teaching staff. Teaching of the native tongue was the main change, its status was raised, and more time was devoted to its study. New methods touched pedagogy itself, aiming to make the students think consciously about the information they have learnt. Teachers from France, who had low levels of competence, were gradually replaced by well- prepared Russian teachers. This became part of the policy. Members of the Commission kept a watchful eye on the proceedings in order to ensure successful transition and implementation. The author of the article concludes that development of women’s schools, whose teaching programs covered large areas in sync with the Age of Enlightenment, proceeded similarly to the general developments in the Russian educational system.
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Erokhina, Elena. "Institutional Transformations and Development Projects in the Arctic and the North: Expertise of Human Development Project Examination by Ethnosociologists of the Novosibirsk Scientific Center". Ideas and Ideals 14, n.º 4-2 (27 de dezembro de 2022): 315–36. http://dx.doi.org/10.17212/2075-0862-2022-14.4.2-315-336.
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The article is devoted to the scientific expertise of human development projects in the North in the late Soviet and early post-Soviet periods of the institutional transformation of Russian society. Despite the fact that its official goal was the further development of the Soviet project among the peoples of the North, in essence, the researchers, in alliance with the authorities, searched for a balance between the mobilization (planned) and market strategies for the development of the Arctic and the North. The purpose of the article is to introduce into wide scientific circulation the results of research in the circumpolar zone of the RSFSR, carried out by ethnosociologists of the Novosibirsk Scientific Center (NSC) from 1982 to 1991 and later. The relevance of this work is brought to life by the desire of the state that emerged in 2010 to use market institutions in the implementation of plans for the development of the polar zone of the Russian Federation. This paper presents materials on the activities of the Regional Interdepartmental Commission for the Coordination of Comprehensive Socio-Economic, Medical, Biological and Linguistic Research on the Problems of the Development of the Peoples of the North, established in 1981 on the basis of the Siberian Branch of the USSR Academy of Sciences. The tasks and functions of the Commission are described in detail. Among the key issues of its activities were the problems of labor and employment of the peoples of Siberia, the preservation of the traditional economy and native language, mass education and access to social benefits, the development of transport infrastructure and quality housing. Although the focus of the Commission’s work remained the study of the situation of the indigenous peoples of the North and Siberia, these problems were considered in a wide range of issues of developing the national economy, gaining access to the social benefits of late socialism in the paradigm of ‘the flourishing and rapprochement of nations’. With the liquidation of the Commission in the early post-Soviet period, researchers focused on studying the consequences of radical market reforms in the interethnic communities of the North of Siberia: the archaization of everyday practices, the decline in the living standards of the population, and the revitalization of ethnic self-organization structures. It is concluded that in future ‘northern’ projects, it is necessary to combine the mobilization and market strategies for the development of the Arctic.
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Pekovic, Drinka. "Effects of migration flows on the host country labour market following the 2004 EU enlargement". Stanovnistvo 49, n.º 2 (2011): 51–71. http://dx.doi.org/10.2298/stnv1102051p.
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This paper examines the effects of migration flows on unemployment, employment probabilities and native wages. The analysis contains the evaluation of migration effects of labour from Central and Eastern European countries which became European Union member states in 2004, on old member's labour market. Particular emphasis was placed on evidence of the migration flows impact from the new EU member states on the labour market performances in the United Kingdom and Ireland, the countries which did not restrict the access of new member immigrants to their labour markets. The analysis was realized for the period of 2004 to 2008 when the migration inflow was the largest. The empirical literature suggests that the migration effects on unemployment and employment probabilities of natives are very small. The young and low skilled native workers are more affected by migration flows than other groups of workers. Also, most empirical studies show small negative wage effects of immigration. Although the results of public researches and econometric studies have shown the modest potential labour migration flows from new member states and the small potential effects on EU-15 labour market, twelve out of fifteen old member states decided to apply transitional arrangements. The evidence presented in the report of the European Commission pointed out positive EU labour market impact of modest inflow of immigrants from new member states. Sectoral and skill composition of immigrants from new member states suggests their complementary role on EU labour market. The majority of immigrants from new member states are men, aged between 18 and 34, mediumlevel of education. Most immigrants have been employed in service sector, manufacturing and construction. The high employment rate of immigrants from new member states (78%) and low unemployment rate (6%) in the post-enlargement period have confirmed positive migration impact on EU labour market performances. The unemployment effects of migration have been smaller than projected. The migration flows from new member states have resulted in negligible increase in EU-15 unemployment rate by 0.02-0.04% and decrease in native wages by 0.08%. In the second part of this paper the migration impact on labour market of the United Kingdom and Ireland is examined. The selective application of transitional measures across EU resulted in substantial diversion of migration flows toward the United Kingdom and Ireland. In the period of 2004-2008, Ireland accepted 448.000 immigrants from new member states and in the United Kingdom 926.000 immigrants are registered in WRS, eight times more than was projected. However, the large migration flows from new member states did not result in substantial disturbances on the labour market. In Ireland the evidence for the existence of displacement native workers by immigrants was found in the hotel and restaurants sector and in manufacturing sector, but there was no consequence in increase of native unemployment. The high economic growth rate in Ireland and the United Kingdom caused the absence of unemployment effects of migration and the appearance of small positive effects on native wages. Research results show that a one percent increase the share of immigrants from new member states in labour force causes negligible increase in native wages by 0,0013% in Ireland and 0,246% in the United Kingdom.
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Krige, Sue. "Segregation, science and commissions of enquiry: the contestation over native education policy in South Africa, 1930–36". Journal of Southern African Studies 23, n.º 3 (setembro de 1997): 491–506. http://dx.doi.org/10.1080/03057079708708552.
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Kulesh, H. I. "Lawyers role in the development of the Belarusian legal terminology (1920s–1930s)". Proceedings of the National Academy of Sciences of Belarus, Humanitarian Series 65, n.º 1 (12 de fevereiro de 2020): 61–70. http://dx.doi.org/10.29235/2524-2369-2020-65-1-61-70.
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On the well-known jurists’ publications from the 1920s – 1930s their priority role in creating and streamlining Belarusian legal terminology in comparison with philologists’ role was identified. It shows the active participation in the Belarusization of legal science and education, except for the natives of Belarus, and legal specialists invited to work in the BSSR because of the lack of their own personnel. The features of practical implementation of basic principles of creating the dictionary of legal terminology developed by the Scientific and Terminology Commission under the People’s Commissariat of Education of the BSSR are clarified, changes in attitude to these principles during specified time are tracked depending on changes in linguistic ideology in the BSSR.
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Arppe, Antti, Atticus G. Harrigan, Katherine Schmirler, Daniel Dacanay e Rose Makinaw. "Nêhiyawi-pîkiskwêwina maskwacîsihk : Spoken Dictionary of Maskwacîs Cree". Dictionaries: Journal of the Dictionary Society of North America 44, n.º 2 (2023): 127–42. http://dx.doi.org/10.1353/dic.2023.a915068.
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ABSTRACT: This paper details the development of nêhiyawi-pîkiskwêwina maskwacîsihk: Spoken Dictionary of Maskwacîs Cree (in progress). Since 2014, this joint project between the Maskwacîs Education and Schools Commission (MESC) and the Alberta Language Technology Lab (ALTLab) has sought to record carefully pronounced, isolated spoken audio for the approximately 9,000 entries in the Maskwacîs Dictionary of Cree Words (Maskwachees Cultural College 2009), as well as to fill lexical gaps through elicitation, to record example sentences for as many of these entries as possible, and to make these recordings publicly available online. Between 2014 and 2018, approximately 700 hours of audio and close to 120,000 recordings for 20,300 carefully spoken word and phrase types were gathered in elicitation sessions. After extracting and annotating the relevant Cree vocabulary, these audio clips were compiled in a novel, publicly accessible online Speech Database as well as through itwêwina , the intelligent bilingual online Cree–English dictionary. The entries in this database are currently in the process of orthographic standardization, gloss standardization, and linguistic analysis. Simultaneously, native speakers of Cree are re-reviewing the database's entries to ensure pronunciation quality and verify definitions where needed. In this paper, we discuss the origins of this project; the original elicitation sessions; the postprocessing, standardization, and validation of the recordings; and means by which these recordings can be publicly accessed online.
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Mosambonga, Fajriyati Waibah, Issy Yuliasri e Abdurrachman Faridi. "Comparison of Commissive Acts between University of Oxford’s and Universitas Indonesia’s Prospectuses". Journal of English Language Teaching and Linguistics 7, n.º 2 (27 de agosto de 2022): 365. http://dx.doi.org/10.21462/jeltl.v7i2.863.
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<em>This study aimed to compare Oxford University (OU) as a native English speaker and Universitas Indonesia (UI) as a non-native English speaker in presenting commissive acts in their university prospectus to see their similarities and differences. This study used the descriptive qualitative method. The data were an English-written prospectus from OU, The World's Best University and UI, The Best Indonesian University in 2020, based on the 2020 World University Rankings by Times Higher Education (THE). Specifically, data were taken only from forty-nine courses in Undergraduate Programs from each prospectus. Data were analyzed using six types of commissive acts instruments according to </em><em>Searle, (1976)</em><em>, namely Promise, Threaten, Guarantee, Refuse, Volunteer, and Offer supported with (IFIDs) and Felicity Conditions. Data were analyzed by identifying the types of commissive acts, classifying, comparing, interpreting, and concluding. This study found four similarities; both only presented three types of commissive acts such as Promise, Offer, and Guarantee. Both dominant presented the Guarantee type. Both tend to present commissive acts implicitly. For Promise and Guarantee, both do not present them explicitly. Three differences were; OU presented more commissive acts (312), while UI only (193). On the Promise type, OU tends to address its readers using (you), while UI used (students). On the Offer type, OU only presented it explicitly (27) times, while UI did it explicitly (17) and implicitly (3) times. The results of this study are expected to provide additional information regarding the proper use of commissive acts to attract readers' interest.</em>
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Kokorkhoeva, D. S. "Development trends and main aspects of language policy of Soviet state in the autonomous regions of the North Caucasus (1920-ies – early 1930-ies)". Vestnik of Samara University. History, pedagogics, philology 29, n.º 3 (24 de outubro de 2023): 65–73. http://dx.doi.org/10.18287/2542-0445-2023-29-3-65-73.
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The relevance of the topic lies in the fact that Soviet state purposefully formed legal and socio-cultural norms of language policy, achieving mass literacy in regional languages and a qualitative increase in the status of these languages. The tasks of language policy in the autonomous regions of the North Caucasus are particularly difficult. The purpose of the work is to determine the development trends and the main aspects of language policy of Soviet state in the autonomies of the North Caucasus Region in the 1920-ies – early 1930-ies. The article is based on the methodology of constructivism, systematic and comparative analysis. The source base of the article includes unpublished documents of party and state authorities, the results of censuses, speeches of political figures, articles by publicists. The novelty of the article consists in a systematic study of such aspects as the formation of writing and literature in the languages of the North Caucasus peoples, the elimination of illiteracy in their native languages, the replacement of the Arabic alphabet with Latin, the translation of office texts from Russian into regional languages, the unification of the alphabets of the languages of the North Caucasus, quotas for speakers of regional languages in government bodies. The activity of organizations implementing the Latinized alphabet: the National Commission of the North Caucasus Regional Committee of the VKP(b), the National Council under the Regional Executive Committee of Councils, the Regional National Publishing House, etc. is evaluated. The results of the language reform in the North Caucasus were contradictory and not efficient. Resources for the introduction of regional languages as the main ones in the education system, propaganda, and official records are limited. The causes of this problem were: the low level of literacy of the population, the weakness of publishing houses, the lack of educated teachers and journalists with knowledge of regional languages.
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Kaur, Jagneet, e Raino Bhatia. "Pedagogical Practices: A Promising Approach to Empower Diverse Learners in Inclusive Setup". Shanlax International Journal of Education 12, S1-June (29 de junho de 2024): 96–103. http://dx.doi.org/10.34293/education.v12is1-june.7222.
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Inclusive education has grown into a worldwide process of educating all students, confirming a commitment to universal guidelines and values of inclusiveness and diversity. It involves recognizing and eliminating roadblocks that limits students, especially disadvantaged ones, from participating and flourishing in their endeavors. More importantly, the complexities of diversity concerns have improved as the concept of inclusive education has shifted its emphasis from facilitating children with disabilities towards educating all students. Inclusive pedagogy serves EVERY learner with individual differences, engaging everyone despite their socioeconomic status, capacities, native tongue, cultural background, religion, gender, racial background, disabilities etc. promotes their worth, egalitarianism, and equity for everyone. It supports and values everyone who participates in a classroom and acknowledges that we all learn from one another even the teacher, who can learn from the students. Inclusive pedagogy welcomes various cultures, creates suitable atmospheres for the interaction of diverse opinions, and assigns different tasks that require students to reflect thoughtfully regarding equitable and multicultural issues. Government initiatives and policy serves as the best practices for the nation. As beautifully quoted by Kothari Commission (1964-66), ‘Destiny of a nation is shaped in its classroom’. Individuals with Disabilities Education Improvement Act (IDEIA) in 2004, students of differently-able are to be enlightened in an atmosphere that is least restrictive (LRE) alongside classmates without special needs in the nearby schools to fullest extent with appropriate measures in educational system. Certain Pedagogical Practices can be employed in the classroom instead of just teaching syllabus through talk-chalk method to cater the needs of everyone in order to develop them fully so that they ALL can become future contributors of the society, nation and world. A promising approach with utmost dedication towards these future generations has to be implemented religiously by mentors every day in the classroom to uplift them, energized them towards their own goals by not following the traditional approach ‘One Size Fits All’.
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Pakhomov, Vladimir M. "The legacy of Mikhail Viktorovich Panov and a conversation about the present and future of Russian spelling". Neophilology, n.º 1 (2023): 21–30. http://dx.doi.org/10.20310/2587-6953-2023-9-1-21-30.
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The study is devoted to the life and scientific path of M.V. Panov – an outstanding philologist, teacher, popularizer of the science of language. Particular attention is paid to the scientific interests of M.V. Panov in the field of spelling, his work as deputy chairman of the Spelling Commission in the 1960s, which was preparing a large-scale spelling reform, and activities to popularize spelling, which was associated primarily with the need to explain to society the essence of the changes proposed then. Understanding of M.V. Panov, a speller and educator, is necessary for the further successful work of not only spelling codifiers, but also popularizers of linguistic science. Despite the fact that today it is not supposed to reform the Russian letter and created at the Institute of the Russian Language. V.V. Vinogradov of the Russian Academy of Sciences, a complete academic description of the rules of modern Russian spelling does not imply any changes to the existing rules for writing words, the tasks of linguistic education are not at all outdated. Today, like 60 years ago, native speakers confuse the language itself and writing, pronunciation and spelling, and when commenting on any news related to the language, they demand that “language reforms” be prevented. The legacy of the enlighteners of the past can and should be used by modern popularizers of orthographic science, whose main task today and in the foreseeable future is to prepare the ground for a calm conversation in society about the fate of Russian spelling.
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Peng, Shaolin. "Pioneers of Allelopathy: XVI. Shaolin Peng". Allelopathy Journal 52, n.º 1 (janeiro de 2021): 3–20. http://dx.doi.org/10.26651/allelo.j/2021-52-1-1304.
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Shaolin Peng contributed immensely to restoration ecology research in last 40- years and has published 700 papers. He has made innovative and theoretical breakthroughs in vegetation restoration, ecological restoration of invaded ecosystems, interaction between ecological restoration and global change, etc. One of his key achievements is vegetation restoration in subtropical South China. He has developed new models of vegetation in natural succession, replacement and fluctuation, advanced theory and proved that extremely degraded tropical forests can be restored. He established that allelopathy is one of the driving forces of forest succession and did related studies on systematic sampling and analysis of several forest communities from south to north in China. He has done outstanding research on invasive plants and examined the Novel Weapon Hypothesis (allelopathic inhibition) of invasive alien plants in South China and determined the various aspects of invasive mechanism of alien plants (molecular mechanism of elevated temperature and CO effects in allelopathy of invasive plants). He put forward the ‘Allelopathic resistance hypothesis (native plants resistance to invasive plants)’ and ‘ecological control theory’. In recognition of his contributions to <i>Allelopathy</i> field, he was awarded the <i>Outstanding Achievement Award</i> by the International Allelopathy Foundation. He also did in-depth studies on ecological impacts of invasive plants, specifically focusing on plant-soil feedback and plant-AMF symbiosis. Besides, Peng has mentored 68 Ph.D. and 38 M.Sc graduates, and was recognized as Prominent Teacher by Sun Yat-sen University. He has been the Vice President, Ecological Society of China, Vice Chairman, Nature Conservation and Eco-Environment Teaching Steering Committee, Ministry of Education, Member, Academic Degree Commission of State Council, Awarded ‘Top Ten Outstanding Youth in China’, Young Scientist Award, Chinese Academy of Sciences and National Outstanding Scientific and Technical Worker of China.
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Pyles, Gage Michael, Kelly Weaver, William Witt, Annalisa Huckaby, Margalida Mateu-Borras, Fredrick Damron e Mariette Barbier. "The mature c-terminal domain of filamentous hemagglutinin is sufficient to provide protection against Bordetella pertussisin the murine nasal cavity". Journal of Immunology 210, n.º 1_Supplement (1 de maio de 2023): 253.12. http://dx.doi.org/10.4049/jimmunol.210.supp.253.12.
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Abstract Bordetella pertussis is the causative agent of whooping cough. The transition from whole cell (wP) to acellular pertussis vaccines (aPs) triggered an increase in pertussis incidence despite wide-spread vaccine coverage. aPs contain protein antigens purified from B. pertussis: pertactin, fimbriae, filamentous hemagglutinin (FHA), and pertussis toxin (PT). Antibodies are critical for protection against B. pertussis, and have been demonstrated to trigger opsonization, block bacterial adhesion, and neutralize disease symptoms. Following aP-vaccination, however, antibodies target a diminished number of functional B cell epitopes as the antigens are chemically denatured during aP manufacturing. The effects of denaturation on PT are well documented, but this has not been studied for other vaccine antigens, such as FHA. Additionally, FHA is a large antigen, and most of the protein does not play a role in bacterial adhesion. To direct antibody responses toward non-denatured, functionally relevant portions of FHA we aimed to test the Mature C-terminal Domain (MCD) of FHA as vaccine antigen. Protection provided by MCD was compared to several vaccine preparations, including aP and native FHA. We observed that aP and wP vaccines lead to the induction of antibodies that recognize FHA, MCD and B. pertussis. Using a CD-1 murine model of vaccination and challenge we demonstrated that MCD is immunogenic and sufficient to decrease bacterial burden in the murine airway, providing ~85% reduction in B. pertussis present in the nasal cavity. Overall, our data supports the use of MCD as a vaccine antigen for protection against B. pertussis. Ongoing studies focus on the selection of the adjuvants and route of administration to optimize vaccine efficacy. Mariette Barbier is funded by NIH grant 5R01AI141671-04. Fredrick Damron is funded by NIH grant 5R01AI137155-04. The Vaccine Development Center Research Challenge Grant (no. HEPC.dsr.18.6) from the Division of Science and Research, WV Higher Education Policy Commission also contributed support.
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Hertsyk, Dmytro. "“…He worked tirelessly and warmed others the work” (on the 200th anniversary of the birth of Vasyl Ilnytsky, Ukrainian teacher, cultural and educational leader, priest)". Visnyk of the Lviv University. Series Pedagogics, n.º 39 (2023): 41–50. http://dx.doi.org/10.30970/vpe.2023.39.12032.
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The article highlights the educational, social and cultural activities of Vasyl Ilnytskyi, the famous Ukrainian Galician teacher, cultural and educational leader, historian, and priest in the second half of the nineteenth century. The author analyzes the stages of his development as a gymnasium teacher, the formation of his personality as a leader of a new generation of Ukrainian Galician intelligentsia (advocating actively the rights of the Ukrainian language, introducing it into the educational process of primary and secondary schools, participating in the organization and activities of a number of cultural and educational institutions, etc.). The paper emphasizes V. Ilnytskyiʼs merits for the development of gymnasium education in Galicia. It reveals the aspects of his teaching and management activities in Stanislav and Ternopil state gymnasiums. The focus is laid on his work for many years at the Lviv Academic Gymnasium, which he headed for more than a quarter of his life (1867–1893). It was due to his direct involvement that the process of the Ukrainization of this, the only state gymnasium in Austria-Hungary at that time with the Ukrainian language of instruction, was completed. In 1868, V. Ilnytskyi initiated the creation of a separate government commission for the preparation of Ukrainian language educational literature that in a short time with the support of the well-known practicing teachers Yu. Romanchuk, A. Vakhnyanyn, and others managed to make significant progress in solving this important national issue: the translations of foreign language textbooks were made and a number of native-language textbooks were prepared, and the book publishing was established, etc. Under the leadership of V. Ilnytskyi, a number of other organizational measures were carried out at the gymnasium, including improving the financial situation of the institution and raising the level of staffing that generally contributed to the confirmation of its well-deserved authority in the national environment of Galicia. Vasyl Ilnytskyi also left an important mark in the history of the Ukrainian Pedagogical Society “Ridna Shkola”. On March 2, 1884, at the general meeting of the “Russian Pedagogical Society” at that time, he was elected as a chairman of the Main Department. Under his leadership, important measures were taken to raise the status of the Ukrainian language in educational institutions, improve womenʼs education, the social and legal status of public teachers, etc. Keywords: V. Ilnytskyi, Lviv Academic Gymnasium, “Russian Pedagogical Society”, “Prosvita” society, Ukrainian language, school textbooks, national education.
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Piradov, M. A., N. A. Suponeva, Yu V. Ryabinkina, E. V. Gnedovskaya, K. A. Ilyina, D. G. Yusupova, A. A. Zimin et al. "Glasgow Coma Scale: Linguistic-Cultural Adaptation of the Russian Version". Russian Sklifosovsky Journal "Emergency Medical Care" 10, n.º 1 (20 de abril de 2021): 91–99. http://dx.doi.org/10.23934/2223-9022-2021-10-1-91-99.
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INTRODUCTION Determination of the degree of depression of consciousness in patients with brain damage upon admission to the intensive care unit and intensive therapy is a primary task. In order to carry out a quick and at the same time sufficiently complete assessment of this kind, in 1974 neurosurgeons Graham Teasdale and Bryan Jennett from the University of Glasgow developed an algorithm consisting of a sequential series of tests in the form of eye opening, speech and motor responses, called Glasgow Coma Scale. This scale has received worldwide recognition and for many decades has been the main one for determining the state of consciousness in the most severe patients with brain damage. The absence of a validated version of this scale complicates its application in Russia, and the use of currently available versions that have not passed all the necessary stages of validation distorts the originally intended meaning of the scale and does not allow obtaining reliable clinical results when examining patients with acute impairment of consciousness.AIM OF STUDY Development of the official Russianlanguage version of the Glasgow Coma Scale, taking into account linguistic and cultural characteristics (1st stage of the validation study).MATERIAL AND METHODS The staff of Center for Validation of Health Status Questionnaires and Scales in Russia, Research Center of Neurology obtained consent from G. Teasdale to validate Glasgow Coma Scale in Russia. Two Russianspeaking professional certified translators in the field of medicine performed a direct translation of the original Englishlanguage scale, and a reverse translation was carried out by native speakers with a medical education. Pilot study was performed in 15 patients with acute impairment of consciousness, two meetings of the expert committee were held (before and after pilot study).RESULTS Based on the results of the first meeting of the expert commission, a linguistic and cultural adaptation of the text of the scale was carried out. During the pilot testing of the researchers did not have difficulties in understanding and interpreting instructions. As a result, the second meeting of the expert commission was held and the final Russianlanguage version was approved, which is presented in this article and is available on the website of Center for Validation of Health Status Questionnaires and Scales in Russia, Research Center of Neurology.CONCLUSION For the first time, the Russian language version of the Glasgow Coma Scale was officially presented and recommended for use both in clinical and research practice in Russia and other Russian speaking countries. The next publication will highlight the result of assessing the psychometric properties (reproducibility, interexpert agreement and sensitivity) of the Russianlanguage version of the scale.
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Clark, Gloria Bodtorf. "Incantations, Comedias , and Epigenetics: The Ruiz de Alarcón Brothers Cast an Eye on Magic in the Seventeenth-century Spanish Empire". Hispania 106, n.º 4 (dezembro de 2023): 563–77. http://dx.doi.org/10.1353/hpn.2023.a913693.
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Abstract: In 1623, Hernando Ruiz de Alarcón, a parish priest in Atenango, Mexico, was commissioned by his archbishop to record Nahua beliefs and healing practices for the purpose of denouncing their superstitions and demonic magic. His Treatise on the Heathen Superstitions That Today Live Among the Indians Native to This New Spain, 1629 underscores Spanish prejudice against diversity in religion, preserves the idolatrous and magical practices it discredits, and reveals the author's colonial mindset. Raised in the same restrictive Spanish colonial environment, Hernando's brother Juan was classically trained in Civil and Canon law. He became one of the major authors of the Spanish Golden Age, writing comedias that focused on loyalty, friendship, and honesty. His work often reveals a disparate view of magical practice. This article explores how applying epigenetics, the study of environmental influences on gene activation and its effects on physical and emotional behavior, to their circumstances can provide a tool for exploring their sibling differences in relation to magic. Colonial Mexico, Spain, the Catholic religion, the university, and personal physical challenges acted on genetic factors to form the essential nature and works of Hernando and Juan Ruiz de Alarcón.
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ОПЛАКАНСКАЯ, Рената. "Проведение репатриации польских военнопленных в Минусинском уезде Енисейской губернии в 1921 г = Provedeniye repatriatsii pol'skikh voyennoplennykh v Minusinskom uyezde Yeniseyskoy gubernii v 1921 g". Historia i Świat 4 (16 de setembro de 2015): 337–44. http://dx.doi.org/10.34739/his.2015.04.16.
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After the conclusion of the of Riga peace treaty between Poland and Soviet Russia the repatriation procedure was started. At that time in the Minusinsk's County was 418 prisoners of war. There were prisoners of the Austro-Hungarian and German armies and the former lieges of the Russian Empire. Natives of the Russian Empire accounted for one third group of Polish prisoners of war, but among them were many representatives of the nobility, as well as persons who have received education before the war. The Prisoners of war were part of labour brigades in the Yeniseijsk`s province which were sent to the logging and working industrial enterprises. All of the prisoners of war were to be registered. Special Commission including the Soviet leaders of Polish origin, dedicated to setting of Polish nationality to persons who had no documents. During the registration, some of the prisoners of war were persecuted by the Cheka. The arrested prisoners were charged with voluntary service for Kolchak, counterrevolutionary propaganda. It was a violation of the Agreement of the repatriation between Poland and Soviet Russia. After the repatriation a small group of Polish prisoners of war remained to Minusinsk`s County.
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А.Л., Цимцба,. "Activities of the Society for the Restoration of Orthodox Christianity in the Caucasus in the Field of School Construction in Abkhazia (Mid-19th – Early 20th Centuries)". Nasledie Vekov, n.º 3(31) (30 de setembro de 2022): 27–47. http://dx.doi.org/10.36343/sb.2022.31.3.002.
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В исследовании выявляются основные направления и этапы процесса организации школьного образования в досоветской Абхазии, связанного с деятельностью Абхазской миссии Общества восстановления православного христианства на Кавказе (ОВПХК) в середине XIX – начале XX вв. Проанализированы отчеты Общества, рассмотрены работы дореволюционных, советских, а также современных абхазских и российских исследователей, касающиеся данной проблемы. Установлена и изучена фактография формирования и развития сети школ ОВПХК, выявлены проблемы школьного строительства, охарактеризована деятельность талантливых педагогов, показано значение общественных инициатив и государственной поддержки в ходе формирования сети абхазских школ, раскрыты пути решения проблемы дефицита педагогических кадров. Разработана периодизация процесса развития в Абхазии сети действовавших под эгидой ОВПХК школ, являвшихся источниками народного просвещения, распространения грамотности и культуры в регионе. The study identifies the main directions and stages of school education organizing in pre-Soviet Abkhazia that are associated with the activities of the Abkhaz mission of the Society for the Restoration of Orthodox Christianity in the Caucasus (SROCC) in the mid-19th – early 20th centuries. As research materials, the reports of the Society, archival sources, the acts of the Caucasian Archaeographic Commission were analyzed; works of pre-revolutionary, Soviet, Abkhaz and modern Russian researchers concerning this problem were considered. The representativeness of the analysis of the processes of school construction in pre-Soviet Abkhazia is ensured through the use of comparative-historical, concrete-historical, historical-descriptive and diachronic methods. The factography of the formation and development of the SROCC school network has been established and studied, the problems of school construction have been identified, and the activities of talented teachers have been characterized. The sociopolitical conditions in which the school network functioned are described, and an assessment of these conditions is given. The importance of public initiatives and state support in the forming of a network of Abkhaz schools is shown; ways of solving the problem of shortage of teaching staff are revealed. The importance of using unified teaching methods in the Society’s schools and the facts of popularizing the successful experience of individual teachers are revealed. The importance of teaching in the native (Abkhaz) language is reflected in the aspect of increasing the interest of students and the local population in school education. Activities of professional departments at schools, which gave students craft skills, are characterized. The influence of teachers’ congresses on the development of school education in the region is determined. The restoration of Abkhaz schools after the devastating events of the Russian-Turkish war of 1877–1878 has been studied. It has been determined that for a long time the whole matter of public education in Abkhazia was actually concentrated in the hands of the SROCC. As a result of the study, the author develops a periodization of the process of forming a network of schools operating in Abkhazia under the auspices of the SROCC, and identifies four stages of this process. The author concludes that, during the described period, schools were sources of public education and played an important role in the spread of literacy and culture in the region.
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Vladimirsky, Irena, e Maria Krotova. "A Familiar Stranger Yakov Frizer: A Portrait of a Siberian Jew". Judaic-Slavic Journal, n.º 1 (5) (2021): 101–29. http://dx.doi.org/10.31168/2658-3364.2021.1.05.
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Yakov Frizer (1869–1932) was a grandson of a Jewish criminal from the Western provinces of the Russian Empire, who was exiled to Siberia for smuggling for Polish rebels during the Polish Revolt of 1830. He was born in Barguzin and in a course of time turned into one of the biggest gold miners of the East Siberia, a first guild merchant, an outstanding entrepreneur and philanthropist. In 1918, similarly to many others, he immigrated to Harbin, Manchuria, where he lived until his tragic death in 1932. Since young age, Frizer used to keep a diary that usually became his only companion in his long journeys in Olekminsk-Vitim taiga. Main part of Yakov Frizer personal archive found its way to Israel in 1948 and is kept by his family. Frizer’s personal archive, as well as documents from Russian archives, articles from local Siberian and Harbin press provide additional evidence to the breadth and diversity of his talents. It is difficult to find a sphere of social or economic activity that missed his attention. Frizer established one of the first public libraries in his native Barguzin and was a chairperson of a Finance commission on establishment of the Irkutsk university. He was a lifelong active member of the East Siberian branch of the Russian Imperial Geographic Society, the chairperson and the sponsor of the local branch of the Society for Spreading of Education among the Jews of Russia, a permanent treasurer of the Jewish community of Irkutsk and an active member of Irkutsk Chamber of Commerce and Industry. Circles of Frizer’s various connections and acquaintances included famous political exiles such as P. A. Kropotkin and E. K. Breshko-Breshkovskaya, baron G. E. Gunzbourg and members of his family, Siberian regionalists N. M. Yadrintsev and G. N. Potanin, mining engineers and technicians, businessmen and officials, including the all-powerful Minister of Finance S. Yu. Witte. The present article is devoted mainly to the Siberian period in Yakov Frizer life, his economic and social activity in Saint Petersburg, Barguzin and Irkutsk, arrangement and management of his family gold mines, support of different educational and research beginnings.
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Perederii, O. "Reforming the legislation on national minorities of Ukraine in the context of europezation of the legal system of Ukraine (theoretical and legal aspect)". Uzhhorod National University Herald. Series: Law 1, n.º 73 (10 de dezembro de 2022): 19–23. http://dx.doi.org/10.24144/2307-3322.2022.73.3.
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The article reveals the peculiarities of the optimization of national legislation, which regulates the legal status of national minorities in Ukraine. In the aspect of intensifying the processes of European integration of Ukraine, as a candidate state for joining the European Union, the low rates of improvement of the legislation on national minorities are analyzed, attention is focused on many of its imperfections, the presence of which does not correspond to the best European practices. In particular, based on the conclusions of the experts of the Venice Commission, attention is focused on the fact that the norms of the current law of Ukraine on national minorities do not provide conditions for the full implementation of linguistic identity by national minorities, since the regulation of this is not clear (norms on the protection of the linguistic identity of national minorities are contained in other legislative texts and are indirectly aimed at normalizing issues of language use only in certain fields - education, judiciary, mass media, etc.).
A classification of the directions of Europeanization of the legislative framework on issues of ensuring the full rights of national minorities is proposed: requirements of a formal and legal nature and requirements of an institutional nature are distinguished. The requirements of a formal and legal nature are reduced to the improvement of the mechanism of protection against discrimination of national minorities in the process of realizing the right to use the native language. The requirements of an institutional nature provide for the establishment of a separate authority in Ukraine, which will specialize in ensuring the implementation of legislation in the field of national minorities.
It was concluded that updating the national legislation of Ukraine on national minorities is currently an important step of our country on the long and difficult path of European integration. Accordingly, the long-term task of legal science is to develop scientifically based proposals for the development of a new law on national minorities, which in the near future will provide the maximum conditions for the full implementation of each representative of national minorities of their rights and interests.
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Lisansky, Judith, e Lisa Jacobson Treacy. "Native American Museum Claims Commission Act". Anthropology News 30, n.º 5 (maio de 1989): 1–18. http://dx.doi.org/10.1111/an.1989.30.5.1.1.
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B, CHINTHU I. "Educational Progress in Travancore: Review on the Role of Travancore Royal Family in Higher Education". GIS Business 14, n.º 3 (21 de junho de 2019): 188–95. http://dx.doi.org/10.26643/gis.v14i3.4668.
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“Education is the basic tool for the development of consciousness and the reconstitution of society” -Mahatma Gandhi.
In Kerala formal and higher education started much earlier than rest of the Indian states. Educational initiatives made the state the most literate one and placed it as well ahead in gender and spatial equity. During the initial phase of educational expansion, education got its prominence for its intrinsic worthiness and played the role of enlightenment and empowerment. Kerala has occupied a prominent place on the educational map of the country from its ancient time. Though there is no clear picture of the educational system that prevailed in the early centuries of the Christian Era, the Tamil works of the Sangam age enable us to get interesting glimpses of the educational scene in Tamilakam including the present Kerala[i]. The standards of literacy and education seem to have been high. The universal education was the main feature of sangam period.
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Evolution and Growth of Cyber Crimes: An Analys on the Kerala Scenario
S S KARTHIK KUMAR
Crime is a common word that we always hereof in this era of globalization. Crimes refer to any violation of law or the commission of an act forbidden by law. Crime and criminality have been associated with man since time immemorial.
Cyber crime is a new type of crime that occurs in these years of Science and Technology. There are a lot of definitions for cyber crime. It is defined as crimes committed on the internet using the computer as either a tool or a targeted victim. In addition, cyber crime also includes traditional crimes that been conducted with the access of Internet. For example hate crimes, telemarketing Internet fraud, identity theft, and credit card account thefts. In simple word, cyber crime can be defined as any violence action that been conducted by using computer or other devices with the access of internet.
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Myriad Aspects of Secular Thinking on Malayali Cuisine
SAJITHA M
Food is one of the main requirements of human being. It is flattering for the preservation of wellbeing and nourishment of the body. The food of a society exposes its custom, prosperity, status, habits as well as it help to develop a culture. Food is one of the most important social indicators of a society. History of food carries a dynamic character in the socio- economic, political, and cultural realm of a society. The food is one of the obligatory components in our daily life. It occupied an obvious atmosphere for the augmentation of healthy life and anticipation against the diseases. The food also shows a significant character in establishing cultural distinctiveness, and it reflects who we are. Food also reflected as the symbol of individuality, generosity, social status and religious believes etc in a civilized society. Food is not a discriminating aspect. It is the part of a culture, habits, addiction, and identity of a civilization.Food plays a symbolic role in the social activities the world over. It’s a universal sign of hospitality.[i]
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Re-Appraising Taxation in Travancore and It's Caste Interference
REVATHY V S
Travancore , one of the Princely States in British India and later became the Model State in British India carried a significant role in history when analysing its system of taxation. Tax is one of the chief means for acquiring revenue and wealth. In the modern sense, tax means an amount of money imposed by a government on its citizens to run a state or government. But the system of taxation in the Native States of Travancore had an unequal character or discriminatory character and which was bound up with the caste system. In the case of Travancore and its society, the so called caste system brings artificial boundaries in the society.[i]
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Second World War and Its Repercussions: Impetus on Poverty in Travancore
SAFEED R
In the first half of the twentieth century the world witnessed two deadliest wars and it directly or indirectly affected the countries all over the world. The First World War from 1914-1918 and the Second World War from 1939-1945 shooked the base of the socio-economic and political structure of the entire world. When compared to the Second World War, the First World War confined only within the boundaries of Europe and has a minimal effect on the other parts of the world. The Second World War was most destructive in nature and it changed the existing socio-economic and political setup of the world countries.
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Ruskin, Hillel. "COMMISSION ON EDUCATION". World Leisure Journal 42, n.º 2 (janeiro de 2000): 52–53. http://dx.doi.org/10.1080/04419057.2000.9674186.
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Sivan, Atara. "WLRA EDUCATION COMMISSION". World Leisure & Recreation 38, n.º 3 (janeiro de 1996): 25–26. http://dx.doi.org/10.1080/10261133.1996.9674023.
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Lurie, Nancy Oestreich. "Interim Report, AAA Commission on Native American Remains". Anthropology News 31, n.º 4 (abril de 1990): 1–18. http://dx.doi.org/10.1111/an.1990.31.4.1.3.
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Fryberg, Stephanie A., e Arianne E. Eason. "Making the Invisible Visible: Acts of Commission and Omission". Current Directions in Psychological Science 26, n.º 6 (15 de novembro de 2017): 554–59. http://dx.doi.org/10.1177/0963721417720959.
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Social psychological theorizing on prejudice and discrimination, which largely focuses on tangible or verifiable content of people’s thoughts, feelings, and actions toward a group (what we term commissions), falls short in capturing the nature of prejudice and discrimination directed toward Native Americans. Utilizing the literature on the prevalence, content, and consequences of representations of Native Americans, we argue that aspects of the world that are invisible or intentionally left out of the public conscious, what we refer to as omissions, hold important meaning for both Native and non-Native individuals. We propose that a framework of bias that incorporates both omissions and commissions will enrich our understanding of bias, prejudice, and discrimination and better elucidate the experiences of groups that are historically underrepresented and underserved by social science.
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Selig, Ruth O., e P. Ann Kaupp. "The Anthropology Education Commission". AnthroNotes : National Museum of Natural History bulletin for teachers 22, n.º 2 (12 de setembro de 2014): 19. http://dx.doi.org/10.5479/10088/22384.
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Walski, T. "Commission on Education Response". American Journal of Occupational Therapy 55, n.º 3 (1 de maio de 2001): 350–52. http://dx.doi.org/10.5014/ajot.55.3.350b.
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Sulyak, S. G. "I.P. Filevich and Carpathian Rus Part 1. Biography". Rusin, n.º 62 (2020): 32–49. http://dx.doi.org/10.17223/18572685/62/3.
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Ivan Porfirevich Filevich (August 20 (September 1), 1856 – January 7 (20), 1913) – a Russian historian, publicist, and public figure, born in Chełm Land to the family of a Uniate priest, a native of Galicia, Orthodox. He graduated from St. Petersburg University, later taught Russian language, literature, and history at the First Realschule and at the Gymnasium of the Imperial Philanthropic Society in St. Petersburg. Since 1890, he worked at the Department of Russian History at the Imperial Warsaw University, first as an extra-ordinary professor, and since 1897 as an ordinary professor. His origin predetermined his interest in the history of Carpathian Rus, in particular Galicia and Chełm Land, and its population. In 1890, he received a Master’s degree for his work “The Struggle of Poland and Lithuania-Rus for the Galician-Vladimir Legacy”. In 1897, he defended his doctoral degree at Kazan University on “History of Ancient Rus. Territory and Population”. He frequently travelled across Carpathian Rus. Having retired in 1908, he devoted himself to journalistic and social activities. Ivan Filevich authored monographs: “The Struggle of Poland and Lithuania-Rus for the Galicia-Vladimir Legacy. Historical Sketches” (1890) and “History of Ancient Rus. Territory and Population” (1896), as well as numerous studies, among which were: “A Forgotten Corner” (1881), “Ugric Rus and Related Issues and Tasks of Russian Historical Science” (1894), “Sketch of the Carpathian Territory and Population” (1895), “On the development of geographical nomenclature” (1899), “Concerning the theory of two Russian nationalities” (1902), “The question of two Russian nationalities and ‘Kievan Antiquity’” (1902), “Carpathian Rus on the eve of the 20th century” (1905), “From the History of Carpathian Rus. Essays on Galician-Russian Life Since 1772 (1848–1866)” (1907) etc. Many of his minor materials (criticism and bibliographies) were published in Izvestia of the St. Petersburg Slavic Charitable Society, Slavic Review, Journal of the Ministry of Public Education, Warsaw University News, etc. In his last years, Filevich was actively involved in social and journalistic activities, popularizing scientific knowledge and informing readers about Western Russian, especially Chełm and Polish issues. His articles were published mainly in Novoye Vremya. He drew up notes and historical references for the development of legislative proposals on the Chełm and presented historical, statistical, and economic materials in the Duma commission on the separation of Chełm. Filevich managed to see the results of his work. The law “On the formation of Chełm province from the eastern parts of the Lublin and Sedletsk provinces, with its removal from the administration of the Warsaw Governor-General” was approved on June 23 (July 6) 1912. However, in fact, the province was officially opened on September 8, 1913, after I.P. Filevich’s death.
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Chambwe, Tawanda Valentine. "'A half-baked and sickly commercially-minded native': African Entrepreneurship and Cooperative Societies in Southern Rhodesia, c1940s". Historia 68, n.º 1 (6 de julho de 2023): 1–25. http://dx.doi.org/10.17159/2309-8392/2023/v68n1a1.
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This article examines colonial rhetoric, white traders, and African elite viewpoints on cooperative societies and African entrepreneurship during the Native Trade and Production Commission of Inquiry of 1944, known as the Godlonton Commission. It argues that some officials of the Native Affairs Department advocated African cooperative societies as a means of marketing African crops while others were sceptical of the entrepreneurial ability of Africans. It further argues that white traders, represented by powerful business associations, appropriated the derogatory colonial rhetoric on African entrepreneurship to defend their interests in the African reserves. The testimonies of African elites who gave evidence to the Godlonton Commission were mixed. While some supported the idea of African cooperatives, others rejected it preferring that the state support African traders against white traders in the African reserves. Cumulatively, the sentiments aired at the Godlonton Commission contributed to the colonial disinterest in cooperative societies and African entrepreneurship during the post-Second World War period. The article contributes to our historical understanding of African entrepreneurship during the 1940s, and of cooperative societies and the Godlonton Commission in general. The study uses the evidence presented to the Godlonton Commission, its final report, and other archival documents.
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Matveeva, G. V., Yu V. Maslova, A. R. Mansurova e N. A. Babieva. "Missionary publications of the Translator Commission of St. Gurias Brotherhood (1867–1915)". Scientific and Technical Libraries 1, n.º 1 (1 de fevereiro de 2024): 151–74. http://dx.doi.org/10.33186/1027-3689-2024-1-151-174.
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The missionary activities within the cultural life of Kazan region was related to book production, distribution and use. The authors focus on the book missions and, in particular, on the contribution of St. Gurias Brotherhood Translator Commission to publishing translated missionary books in Russia’s native languages. They analyze the repertoire of missionary books published by St. Gurias Brotherhood in 1867–1915 categorized by target regions and related strategy of translations of religious, secular, popular and educational literature into the languages of the Russian Empire. The authors attempt to evaluate the significance of the Translator Commission endeavors in the missionary and secular educational fields. The Translator Commission activities, aimed at the spread of Christianity, facilitated the development of alphabets of previously “oral” nations in the eastern Russian regions, and of book publishing in the native languages. The missionary publications of St. Gurias Brotherhood Translator Commission had a significant impact on development of the book culture of the nations of Kazan region.
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Henze, Rosemary C. "AAA's Menu Anthropology Education Commission". Anthropology News 41, n.º 6 (setembro de 2000): 30. http://dx.doi.org/10.1111/an.2000.41.6.30.
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SCHULZ, WILLIAM. "Glenn Commission Releases Education Blueprint". Chemical & Engineering News 78, n.º 44 (30 de outubro de 2000): 32. http://dx.doi.org/10.1021/cen-v078n044.p032.
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d’Amours, Max. "The W.L.R.A. Commission on Education". World Leisure & Recreation 29, sup1 (janeiro de 1987): 40–41. http://dx.doi.org/10.1080/10261133.1987.10559018.
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Stoltman, Joseph P. "IGU Commission on geographical education". GeoJournal 15, n.º 4 (dezembro de 1987): 435–37. http://dx.doi.org/10.1007/bf00705133.
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Chaineux, Marie-Claire. "Environmental Education in Nepal: Review. Natural Conservation Strategy Implementation Programme–National Planning Commission, NPC/IUCN NCS Implementation Programme, PO Box 1284, Kathmandu, Nepal: vi + 72 pp., 26.5 × 17.7 × 0.6 cm, no price indicated, 1991." Environmental Conservation 21, n.º 3 (1994): 273. http://dx.doi.org/10.1017/s0376892900033312.
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Iaia, Pietro Luigi. "Audiovisual mediation through English intralingual and interlingual subtitling". Translation and Translanguaging in Multilingual Contexts 9, n.º 1 (17 de março de 2023): 22–40. http://dx.doi.org/10.1075/ttmc.00100.iai.
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Abstract This paper reports on a case study implemented at the University of Salento and, partially, at the Autonomous University of Barcelona, concerning the use of subtitles as a didactic tool to develop intercultural communication skills. This study examines the intralingual and interlingual translations of the reportage Fortress Italia: Capsized in Lampedusa, about migrant arrivals in Italy and Europe. Although the video is of interest to international viewers, the lack of proper subtitling may undermine its accessibility to non-native English speakers. On the one hand, subtitles do not appear when Standard English is used, so the comprehension of those utterances depends on the receivers’ listening skills; on the other hand, the official retextualizations are characterized by formal register and editorial additions that may affect their readability. For these reasons, an alternative rendering was commissioned to a number of undergraduate and postgraduate students of Translation and Interpreting, in order to enquire into new areas of adoption of English as an International Language and as a Lingua Franca. The analysis of the selected corpus of extracts will pinpoint the strategies of lexical and structural simplification and condensation, along with the selection of specific verb tenses and aspects, which are expected to enhance the envisaged recipients’ understanding of the video’s message. Since these features of English are actively selected, by the subjects that were involved in this research, so as to foster cross-cultural communication between the authors and viewers of the news report, this study contends that specific lingua-franca uses can be activated when subtitling multimodal texts. Hence, the notion of ‘audiovisual mediation’ will be introduced in order to label an approach to audiovisual translation aiming to: (i) make the illocutionary force accessible and acceptable to the envisaged, international audience; and (ii) overcome the conventional associations between dubbing and domestication, and subtitling and foreignization.
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Conn, Stephen, e Thomas R. Berger. "Village Journey: The Report of the Alaska Native Review Commission". American Indian Quarterly 11, n.º 2 (1987): 166. http://dx.doi.org/10.2307/1183709.
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Stewart, Nora. "Digitizing Native American Collections". DttP: Documents to the People 45, n.º 1 (2 de maio de 2017): 11. http://dx.doi.org/10.5860/dttp.v45i1.6300.
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Note from the editor: DttP has been featuring student papers for a number of years at this point—I remember talking about it in my documents class in library school. (For the record, I did not get nominated, which was probably the right choice, even if I did find my paper about the Nuclear Regulatory Commission fascinating.) But as technology changes the work of libraries, so has it changed the products that our students are producing. What follows is an example of a libguide created by a Nora Stewart, student from Emporia State University. Although my presentation of this work is somewhat clumsy, I highly recommend that all of you visit the page (http://libguides.emporia.edu/c.php?g=531631&p=3637209) and look through the resources Nora has collected and placed into context.
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Da Costa, Samuel Nahon, Diego Armando Silva da Silva, Mayson Viana de Freitas e Carla Samara Campelo de Sousa. "FATORES MULTIVARIADOS ASSOCIADOS A OCORRÊNCIA DE CRIMES AMBIENTAIS NO ESTADO DO AMAPÁ - AMAZÔNIA - BRASIL". Nativa 12, n.º 1 (26 de fevereiro de 2024): 64–72. http://dx.doi.org/10.31413/nat.v12i1.15601.
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O objetivo desse trabalho foi avaliar quais variáveis socioeconômicas mostram uma maior relação com o cometimento de crimes ambientais no estado do Amapá. Os dados sobre as ocorrências de crimes ambientais foram extraídos da plataforma de Procedimento Policiais Eletrônicos (PPe). Para a determinação dos crimes ambientais, as ocorrências foram analisadas e categorizadas à luz da Lei nº 9.605/98. Para a compreensão da relação entre os dados, foi realizada a análise multivariada de componentes principais. Os resultados mostraram as cidades como Macapá, Vitória do Jari e Porto Grande com grande propensão para a prática de crimes ambientais. Os crimes contra fauna indicaram que os fatores econômico e educacional influenciam de forma expressiva nesse tipo de infração, além da predisposição para o fator cultural, carecendo de uma educação ambiental para o combate a esse tipo de delito. Os crimes relacionados a flora demostraram que pessoas de baixa renda tendem a agir de maneira mais direta no desmatamento, enquanto as de renda mais elevada, apresentaram perfil voltado mais para venda ilegal da madeira na sua modalidade já processada. As infrações ambientais acerca da poluição apontam que é praticada, principalmente, pelo adensamento populacional, por pessoas com alto poder aquisitivo e baixo grau de instrução. Palavras-chave: educação ambiental; legislação ambiental; perícia ambiental. Multivariate factors associated with the occurrence of environmental crimes in the state of Amapá - Amazônia - Brazil ABSTRACT: This work aimed to evaluate which socioeconomic variables show a greater relationship with the commission of environmental crimes in the state of Amapa. Data on occurrences of environmental crimes were extracted from the Electronic Police Procedure Platform (acronym in Portuguese: PPe). The occurrences were analyzed and categorized under Law nº 9.605/98 to determine environmental crimes. A multivariate analysis of principal components was performed to understand the relationship between the data. The results showed cities like Macapá, Vitória do Jari and Porto Grande have a great propensity for the practice of environmental crimes. Crimes against fauna indicated that economic and educational factors significantly influence this type of infraction, in addition to a predisposition to the cultural factor, requiring environmental education to combat this type of crime. Flora-related crimes showed that low-income people tend to act more directly in deforestation. In contrast, those with higher incomes showed a profile focused more on the illegal sale of wood in its already processed form. Environmental infractions about pollution point out that it is mainly practiced by population density, by people with high purchasing power and low levels of education. Keywords: environmental education; environmental legislation; environmental expertise.
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Robinson, Don C. "ISME Commission Reports". International Journal of Music Education os-7, n.º 1 (maio de 1986): 54–58. http://dx.doi.org/10.1177/025576148600700120.
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Solbu, Einar. "ISME Commission Reports". International Journal of Music Education os-10, n.º 1 (novembro de 1987): 49–50. http://dx.doi.org/10.1177/025576148701000114.
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Mcmahon, Olive. "ISME Commission Reports". International Journal of Music Education os-11, n.º 1 (maio de 1988): 47–55. http://dx.doi.org/10.1177/025576148801100108.
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