Teses / dissertações sobre o tema "Karate language"

Cilj ovog istraživanja je bio da se utvrde efekti različitih disciplina u karateu (sportske borbe - kumite i forme - kata) na morfo-funkcionalne karakteristike karatista seniora. Pored ovoga su utvrĎivane i razlike u odnosu na dužinu trenažnog staža, kao i akutni fiziolo&scaron;ki odgovor na specifično fizičko opterećenje tokom simulacije takmičenja. Uzorak je obuhvatio 72 ispitanika koji su prvenstveno bili podeljeni na kata (n = 33) i kumite (n = 39) grupu, a potom i u odnosu na trenažni staž u tri grupe (starija n = 23, srednja n = 24 i mlaĎa n = 25). Svi ispitanici su testirani kroz bateriju od 36 testova za procenu morfo-funkcionalnog statusa. Rezultati su pokazali razlike u pojedinim morfo - funkcionalnim karakteristikama ispitanika u odnosu na takmičarsku disciplinu. Kumite borci su imali izraženiju longitudinalnost (p &lt; 0,01), dok su kata takmičari imali izraženije potkožno masno tkivo praćeno većom ko&scaron;tanom masom (p &lt; 0,05). TakoĎe su ispitanici kata grupe pokazali superiorniju fleksibilnost donjih ekstremiteta (p &lt; 0,05), dok su kumite ispitanici bili bolji u pokazateljima apsolutne snage skokova kao i aerobnih sposobnosti (p &lt; 0,01). U odnosu na trenažni staž javile su se razlike u svim varijablama za procenu vertikalne skočnosti (visini skoka i maksimalnoj snazi), funkcionalnim pokazateljima kao i varijablama za procenu mi&scaron;ićne snage u korist najstarije grupe (p &lt; 0,05). Razlikedobijene u fiziolo&scaron;kim odgovorima na akutno opterećenje kroz specifičnu takmičarsku disciplinu, kao i razlike u praćenoj temperaturi jezgra tela nisu bile značajne. Rezultati ovog istraživanja ukazuju da treniranjem različitih karate disciplina dolazi do odreĎenih specifičnih morfo-funkcionalnih promena u organizmu. Na ove promene bitno utiče i trenažni staž, odnosno vreme provedeno u specifičnom treningu.<br>The aim of this study was to determine the effects of different competitive disciplines in karate (sports fight - kumite and forms - kata) on morpho-functional characteristics in senior karate athletes. In addition, differences in relation to training experience, as well as the acute physiological response to a specific physical exertion during the simulated competition were determined. The sample included 72 athletes primarily divided into kata (n = 33) and kumite (n = 39) group, and to training experience into three groups (oldest: n = 23, medium: n = 24, and youngest: n = 25). All subjects were evaluated through a battery of 36 morpho-functional tests. Differences were found between two competitive disciplines. Kumite athletes had significantly longer dimensions (p &lt; 0.01), whereas kata competitors had more pronounced subcutaneous adipose tissue accompanied by higher bone mass and superior flexibility (p &lt; 0.05). Furthermore, kumite athletes had better indicators of absolute power in jumping performance and aerobic capacity (p &lt; 0.01). Differences also occurred in all variables of vertical jumping assessment (jump height and maximum power), functional indicators (p &lt; 0.05) and muscle strength evaluation (p &lt; 0.01) in relation to training experience. All differences found were in favor of the oldest group. No differences were found in physiological responses to acute load of the specific competitive discipline, or in body core temperature measured. The results of thisresearch indicate that training for different karate disciplines had led to certain specific morpho-functional changes in the body. These changes were partially affected by specific training regimes and training experience.

Cilj istraživanja je da se dokumentuju različiti identiteti profesorki univerziteta koje su oti&scaron;le iz Srbije u razne akademske sredine u svetu i ostvarile profesionalnu karijeru.Hipoteze su shodno cilju rada:H-1: Prva hipoteza je da su profesorke u akademskoj dijaspori oti&scaron;le u inostranstvo kako bi uspe&scaron;no izgradile profesionalnu karijeru u vreme kada u zemlji porekla za to nisu postojali dovoljni uslovi u onim naučnim disciplinama za koje su se one opredelile.H-2: Druga hipoteza je da sve profesorke u akademskoj dijaspori imaju promenljive, vi&scaron;estruke identitete.H-3: Treća hipoteza je da empirijski podaci o životu profesorki u akademskoj dijaspori pomažu da se izgradi strategija saradnje profesorki iz dijaspore sa univerzitetskim centrima ovde.Osnovni i kontrolni korpus za analizu čini 21 životna priča profesorki koje su obrazovanje za karijeru stekle na univerzitetima u Srbiji, a profesionalnu karijeru ostvarile u raznim zemljama Evrope i sveta. Audio zapisi snimljenog razgovora za ukupno 11 profesorki, zabeleženi tokom &scaron;est godina (2009-2015), audio zapisom (24 sata) na osnovu polustrukturiranog upitnika, transrkibovani u formu pisanog teksta (256 stranica). Kao kontrolni korpus empirijskih podatka su objavljenih 10 životnih priča profesorki sa Univerzitetu u Novom Sadu (Savić 2015). Osnovni kriterijumi za odbir žena su: da su rođene u Republici Srbiji (gde su provele detinjstvo, deo ili svo obrazovanje), a ostvarile akademsku karijeru u nekoj od zemalja sveta.Podaci pokazuju da su sve profesorke uskladile profesionalni i privatni život i da je jedan hranio drugi u njihovoj uspe&scaron;noj karijeri.Za profesionalni rad i za odlazak u zemlje destinacije (prijema) profesorke su imale podr&scaron;ku bračnih partnera, koja je bila neohodna, s obzirom na činjenicu da su sve profesorke u akademskoj dijaspori nailazile na brojne prepreke i izazove od momenta odlaska iz zemlje porekla i tokom građenja karijere (na primer, neke su visoko &scaron;kolovanje ponovile, ili su promenile profesiju ili oblast kojom se bave, a deo je nastavio usavr&scaron;avanje).Obrazovanje je presudno i za vaspitanje potomstva - vrhunsko obrazovanje u skladu sa željama i afinitetima svoje dece.Jezički identitet profesorki u akademskoj dijaspori povezan je sa profesionalnom orijentacijom vi&scaron;e nego sa nacionalnim identitetom.Profesorke su se trudile da njihova deca u dijaspori nauče maternji jezik (jezike) roditelja, iako su deca rođena, ili najveći deo svog života, provode u zemlji destinacije, pa se može govoriti o dva (ili vi&scaron;e) maternjih jezika.Najupečatljivija sličnost profesorki UNS i profesorki u akademskoj dijaspori je njihova jednaka želja i volja za obrazovanjem, usavr&scaron;avanjem i napredovanjem u struci i naučnom radu, bez obzira na cenu i prepreke sa kojima su suočene.Takođe, jednako važna sličnost jeste diskriminacija sa kojom se susreću u građenju svojih karijera, profesorke UNS prilikom napredovanja, a profesorke u akademskoj dijaspori prilikom zaposlenja, bavljenja svojom strukom i, takođe, eventualnog napredovanja.Sve profesorke u akademskoj dijaspori žele profesionalno da sarađuju sa univerzitetima i naučnim (i drugim) institucijama u Srbiji, ali ne postoji sistemsko re&scaron;enje za takvu saradnju u sada&scaron;njem trenutku u Srbiji.Ženska iskustva ovde objedinjena svedoče o neiskori&scaron;ćenim resursima, izostalim u saradnji i angažmanu profesorki iz akademske dijaspore u Srbiji danas. Ona mogu dobro poslužiti za sačinjavanje dugoročne strategije o implementaciji znanja i postignuća akademskih profesorki u domaćem okuženju.Značajno je &scaron;to se u okviru interdisciplinarnih rodnim studija objedinjuje problematika migracija žena, naročito povezano sa profesijama, jer je izvesno da će migracije biti dugoročna tema u budućnosti cele civilizacije. Postoje programi i predmeti koji se bave visokim obrazovanjem žena u profesijama i na kojima se izvode istraživački projekti na kojima se sakuplja empirijski materijal.Mogućnost primene rezultata:1. Empirijski podaci o identitetu akademski obrazovanih žena iz dijaspore, od kojih je jedan i rodni, poslužiće u teorijskoj raspravi o odnosu elemenata identiteta u odnosu na rod.2. Empirijski podaci mogu dobro poslužiti u praksi za predlog strategije za saradnju, eventualni povratak, akademski usmerenih žena iz dijaspore u akademsku elitu u Republici Srbiji (i regionu biv&scaron;e Jugoslavije).3. Bogaćenje postojeće baze podataka životnih priča žena u Republici Srbiji iz različitih nacionalnih zajednica koje su svoje živote ostvarile u 20. i 21. veku.Rezultati doktorske disertacije treba da posluže u razvijanju strategije o implementaciji postignuća akademskih žena u domaćem okuženju.<br>Humans are asymmetric by nature. Asymmetry occurs for the reason that twocorresponding part of the body that are located on each side of the body&rsquo;s central axis are not identical to each other. These differences can be seen in the means of size and appearance, as well as in various functions during motoric actions. In regards toprofessional and recreational sports, as well as rehabilitation, training efforts are directed to make one side of the body or limb identical to other side or limb, in means of shape, size and function. Thus, with training we strive not only to balance, but also to improve each side of the body, in order to act and function as a matched system.There are number of specific features established with isokinetic chair based on various testing of different athletes. These specificities are related to particular sports disciplines followed by numerous typical imbalances between antagonistic muscle groups, often with bilateral difference. The data obtained on the isokinetic chair are extremely important for every athlete and coach because they enable precise training planning. The effectiveness of training both significantly increase the targeted work, and also prevents a large number of injuries, which are the greatest danger today&#39;s sport. The main objective of this research was to determine whether there is a dynamic asymmetry for judo and karate athletes of different age. The sample of participants consisted of 120 judo and karate athletes of both gender. Participants belong to groups of cadets, juniors and seniors. Eleven variables for evaluation of morphological (anthropometric) were applied. For assessing the maximummuscle force flexor and extensor of the knee joint as well as the maximum force ofinternal and external rotation of the shoulder joint isokinetic parameters was used. Toanalyze the differences between the age, sport and gender by groups, we used univariate analysis of variance (ANOVA).The research results showed that there were no statistically significant differences in the asymmetry between all groups for judo and karate athletes. However, there was asignificant difference in the expression of maximum force of quadriceps and thehamstrings, as well as the maximum force for external and internal rotation of theshoulder joint. These differences were all in favor of judo group for all age categories and gender. Yet, there were no statistically significant differences found between themorphological characteristics of the left and right side of the body among all groups.Based on the obtained results it can be concluded that judo and karate can be classified as sports that do not lead to the appearance of morphological nor dynamic asymmetry of its practitioners (athletes).

U disertaciji je opisan život i rad Jovana Karamate. Analizirani su njegovi najznačajniji rezultati iz teorije funkcija Tauberove prirode i teorije sporo promeljivih i regularno promenljivih funkcija, kao i manje poznati rezultati iz drugih oblasti matematike. Dat je spisak svih objavljenih radova Jovana Karamate, kao i spisak svih citiranih radova u njima &scaron;ro je medjusobno umreženo.<br>In thesis is described the life and work of Jovan Karamata. His most significant results in theory of Tauberian functions and theory of regularly and slowly varying functions are analysed, as well as some less known results from other fields of mathematics.

The thesis explores language uses and the implementation of language policy processes in a Konso ethnolinguistic community in Ethiopia. Federal education policy recognises the right of every ethnic group to use their language in primary education. However, this policy has been inconsistently implemented, and many minority languages are devalued in the teaching-learning process. Specifically, the study investigates the language uses of a Konso Karat community and the students and teachers in their school, the practices and planning of language-in-education policy in this community and the relationship between language and ethnic identity. I carried out six months ethnographic fieldwork in Karat town and interviewed officials at the Federal, Regional and Zonal levels of education system. This enabled me to explore language-ineducation policy decisions on and practices of language uses in primary education and critically interrogate language policy implementation and planning in Konso ‘Woreda’/District. The study revealed that in Karat town individuals and families predominantly used Amharic or Affa Konso or both due to their different attitudes and values attached to these languages in and outside Konso Woreda. However, in this Orthodox religion, Amharic was dominantly used in the religious preaching and ceremonies. Regarding views on identity and language, findings revealed that ethnic identity and its relationship with language were largely essentialised due to a belief embedded in the Konso socio-cultural system and Ethiopian ethnolinguistic ideology. The study also showed that the primary school official policy ignored Affa Konso and its speakers and prioritized Amharic as the language of opportunity and power. However, there were some Affa Konso speaking teachers and students who valued the minority language and translated the official policy in their own ways. This experience in the teaching-learning process - along with a view that promotion of mother tongue education could enhance students’learning - led to a Konso local language policy initiative. This policy aimed to promote Affa Konso for official uses including education but this decision was made by officials on behalf of the community.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-04T14:16:29Z No. of bitstreams: 2 Dissertação - Fernanda Cardoso da Cunha Gomes - 2016.pdf: 3559400 bytes, checksum: e3cb3c24be291805e3d28b1291043a36 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-04T14:18:19Z (GMT) No. of bitstreams: 2 Dissertação - Fernanda Cardoso da Cunha Gomes - 2016.pdf: 3559400 bytes, checksum: e3cb3c24be291805e3d28b1291043a36 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Made available in DSpace on 2016-08-04T14:18:19Z (GMT). No. of bitstreams: 2 Dissertação - Fernanda Cardoso da Cunha Gomes - 2016.pdf: 3559400 bytes, checksum: e3cb3c24be291805e3d28b1291043a36 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-07-09<br>With this study, I have the main objective to present the language policy vitality built by Karajá students of the course of Specialization in Intercultural Education and Transdisciplinary: pedagogical management, Federal University of Goiás, which make up the pedagogical political projects of the schools of Hawalò, Itxala and Btoiry. In it I discuss, first, the historical and social context of the Karajá people, in order to understand the complex universe, plural and specific experienced by these people in Brazil. The second chapter of this study has the objective to discourse about public policies on Indigenous Education in Brazil, from the Indian Protection Service, founded in 1910, until term of the 1988 Federal Constitution. In the third chapter, we discuss the concepts of interculturalism and transdisciplinary in the process for specific differentiated indigenous education in order to understand how teachers and indigenous students experience these principles in the course of specialization, taking prospects to bring possibilities to recognize and appreciate other cultural and educational systems that will beyond the cultural hierarchy, language and education in the construction of educational policy projects of their schools. And finally, in the fourth chapter, we present the sociolinguistics situation of the mentioned villages, detailing the language uses realities of the Karajá people in their social spheres of linguistic and cultural production in these communities. It is important noting that the sociolinguistic study is authored by Karajá teachers and is the basis of creation of language policies that make up the pedagogical political projects of schools in question. For the presentation and study of these language policies, I support this research in Toral (1992), Pimentel da Silva (2001a, 2004), Walsh (2009), the pedagogical political projects the schools of the villages of Hawalò, Itxala and Btoiry (2014) and interviews with students graduating teachers of the specialization course. I intend, with this work, collaborate with research on language policies vitality of indigenous Brazilian languages, but also and especially with the training of teachers Karajá, providing them grants for study and reflection of contextualized methodologies and intercultural bilingual education to consider the uses and functions of their languages and other, such as the Portuguese language, both inside and outside the school in the process of oral communication and writing.<br>Com este estudo, tenho por objetivo principal apresentar as políticas linguísticas de vitalidade da língua Karajá elaboradas e construídas pelos professores alunos do curso de Especialização em Educação Intercultural e Transdisciplinar: gestão pedagógica, da Universidade Federal de Goiás, que compõem os projetos políticos pedagógicos das escolas das aldeias de Hawalò, Itxala e Btoiry. Nele discuto, primeiramente, o surgimento e o contexto histórico-social do povo Karajá, de modo a compreender o universo complexo, plural e específico vivenciado por esse povo no Brasil. O segundo capítulo deste estudo tem por objetivo discorrer acerca das políticas públicas referentes à Educação Escolar Indígena no Brasil, desde o Serviço de Proteção aos Índios, fundado em 1910, até a vigência da Constituição Federal de 1988. No terceiro capítulo, discuto as concepções de interculturalidade e transdisciplinaridade no processo para uma educação escolar indígena específica e diferenciada, a fim de entender como os professores e alunos indígenas vivenciam esses princípios no curso de Especialização, assumindo perspectivas que tragam possibilidades de reconhecer e valorizar outros sistemas culturais e educacionais que vão além da hierarquização cultural, linguística e educacional na construção dos projetos políticos pedagógicos de suas escolas. E, por fim, no quarto capítulo, apresento a situação sociolinguística das aldeias mencionadas, detalhando as realidades de usos da língua Karajá em suas esferas sociais de produção linguística e cultural nessas comunidades. É importante registrar que o estudo sociolinguístico é de autoria dos professores Karajá e é a base de criação das políticas linguísticas que compõem os projetos políticos pedagógicos das escolas em questão. Para a apresentação e estudo dessas políticas linguísticas, apoio-me em Toral (1992), Pimentel da Silva (2001a, 2004), Walsh (2009), nos projetos políticos pedagógicos das escolas das aldeias de Hawalò, Itxala e Btoiry (2014) e em entrevistas realizadas com os professores alunos egressos do curso de Especialização. Pretendo, com este trabalho, colaborar com as pesquisas sobre políticas linguísticas de vitalidade das línguas indígenas brasileiras, como também, e principalmente, com a formação dos professores Karajá, fornecendo-lhes subsídios para o estudo e a reflexão de metodologias contextualizadas de ensino bilíngue intercultural, que considerem os usos e as funções de suas línguas e de outras, como por exemplo, a língua portuguesa, dentro e fora da escola nos processos de comunicação oral e na escrita.

Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2017-09-15T17:05:28Z No. of bitstreams: 2 Dissertação - Lorenna Isabella Pereira Souza - 2017.pdf: 4409514 bytes, checksum: 5dafff3ea7692a0b7520ac3691e1d498 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-09-18T11:47:59Z (GMT) No. of bitstreams: 2 Dissertação - Lorenna Isabella Pereira Souza - 2017.pdf: 4409514 bytes, checksum: 5dafff3ea7692a0b7520ac3691e1d498 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Made available in DSpace on 2017-09-18T11:47:59Z (GMT). No. of bitstreams: 2 Dissertação - Lorenna Isabella Pereira Souza - 2017.pdf: 4409514 bytes, checksum: 5dafff3ea7692a0b7520ac3691e1d498 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-18<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>This is a pioneering study of the Karajá indigenous community of Bdeburè village. This community was formed in 2001 by indigenous people who migrated from the former and now extinct Tytema village, which was located on Bananal Island, Mato Grosso state, to another territory that is very close to the city of Aruanã, in the state of Goiás. Other indigenous people who lived in Buridina were also joined, another Karajá village is also near the city of Aruanã (GO). This paper aims to describe the sociolinguistic reality of the Bdeburè community, as well as to investigate the feelings and linguistic attitudes of its members. It is known that linguistic attitudes have a great influence on the process of linguistic change in a diglossia environment, so it is our intention to observe how this environment and the Portuguese language are interfering in the linguistic attitudes of adults, but especially of children, who guarantee the future vitality of the minority language in the community. To that end, we will rely on authors who reflect on situations of linguistic conflict, diglossic environment and vitality of minority languages, such as the authors Grosjean (1982), Hamel (1984, 1988, 1993, 2003), Pimentel da Silva (2009; 2015), Meliá (1988) and Maturana (2002). As this work presupposes a research that involves feelings and attitudes, we chose as main research methodology the transmetology (MALDONADO, 2008), which allows the sum of diversified research methods that best fit the objectives of the study. Among the several methods that participated in the construction of the methodology, we highlight the ethnography (GEERTZ, 2015) and the interviews of a deep and participatory nature (HAMEL, 1988; MOREIRA and CALEFFE, 2008). Although not definitive, the results point to positive attitudes on the part of the Bdeburè natives, both adults and children, which favors linguistic vitality. However, the hostile and diglossic environment that the non-indigenous community represents puts at risk the continuity of positive attitudes, especially regarding children who are subject to a monolingual non-indigenous education in Portuguese. For this reason, this work also strives to demonstrate the great importance of bilingual intercultural education for the maintenance of positive linguistic attitudes that contribute directly to the linguistic vitality of the Karajá language in Bdeburè.<br>Este é um estudo pioneiro sobre a comunidade indígena Karajá da aldeia Bdeburè. Esta comunidade foi formada em 2001 por indígenas que migraram da antiga e já extinta aldeia Tytema, que se localizava na Ilha do Bananal, no estado do Mato no estado de Goiás. Juntaram-se a eles, também, outros indígenas que viviam na aldeia Buridina, também Karajá. Este trabalho dispõe-se a descrever a realidade sociolinguística da comunidade de Bdeburè, bem como investigar os sentimentos e atitudes linguísticas de seus integrantes. Sabe-se que as atitudes linguísticas têm grande influência no processo de mudança linguística em ambiente diglóssico. Por isso, este estudo buscou apontar as diferentes maneiras que este ambiente e, também, a língua portuguesa interferem nas atitudes linguísticas dos adultos e, principalmente, das crianças, que garantem a futura vitalidade da língua minorizada na comunidade. Para isso, este estudo embasou-se teoricamente em autores que refletem sobre questões de conflito linguístico, de ambiente diglóssico e de vitalidade de línguas minorizadas, como Grosjean (1982), Hamel (1984; 1988; 1993; 2003), Pimentel da Silva (2001; 2009; 2013; 2015), Meliá (1988) e Maturana (2002). Como este trabalho pressupõe uma pesquisa que envolve sentimentos e atitudes, optou-se, como principal metodologia de pesquisa, a denominada transmetodologia (MALDONADO, 2008), a qual permite a soma de diversificados métodos de pesquisa que melhor se adaptem aos objetivos do estudo. Entre os diversos métodos que participaram da construção da metodologia, destacamos a etnografia (GEERTZ, 2015) e as entrevistas de caráter profundo e participativo (HAMEL, 1988; MOREIRA e CALEFFE, 2008). Os resultados apontam para atitudes positivas por parte dos Karajá de Bdeburè, tanto adultos quanto crianças, o que favorece a vitalidade linguística. Entretanto, o ambiente hostil e diglóssico que a comunidade não indígena representa coloca em risco a continuidade das atitudes positivas, principalmente, quanto às crianças, que estão submetidas a uma educação não indígena monolíngue e monocultural, em língua portuguesa. Por esse motivo, este trabalho se empenhou, também, em demonstrar a grande importância da educação intercultural bilíngue para a manutenção das atitudes linguísticas positivas que colaboram diretamente para a vitalidade linguística da língua Karajá em Bdeburè.

Istraživanja u ovom radu obuhvatila su analizu najznačajnijihprirodnih i kulturno-socioloških faktora koji utiču na formiranjekaraktera predela na području obuvaćenom Prostornim Planompodručja posebne namene Fruške gore do 2022. godine. Izdvajanjem iopisom karaktera predela ukazano je na značaj ovog područja u pogleduraznovrsnosti predela, formirana je osnova za praćenje promenakaraktera predela, polazna tačka za menadžment planove, kao i osnovaza donošenje odluka o zaštiti i uređenju predela. Prikazana iprimenjena metodologija u procesu karakterizacije predela pokazalase kao pogodna za primenu i na regionalnom nivou.<br>The thesis explores the most important natural and socio-cultural factors that influencethe creation of Fru&scaron;ka gora landscape character. With the landscape characteridentification and assessment, the importance of this area in terms of landscapediversity has been pointed out, the basis for monitoring changes in the landscapecharacter has been established as well as input to management plans and the basisfor making decisions on landscape protection and planing. The presented and appliedmethodology in the landscape characterization process proved to be suitable for use atthe regional level as well.

<p>This study has investigated the question of relation between literacy practices in and out of school in rural Tanzania. By using the perspective of linguistic anthropology, literacy practices in five villages in Karagwe district in the northwest of Tanzania have been analysed. The outcome may be used as a basis for educational planning and literacy programs.</p><p>The analysis has revealed an intimate relation between language, literacy and power. In Karagwe, traditional élites have drawn on literacy to construct and reconstruct their authority, while new élites, such as individual women and some young people have been able to use literacy as one tool to get access to power. The study has also revealed a high level of bilingualism and a high emphasis on education in the area, which prove a potential for future education in the area. At the same time discontinuity in language use, mainly caused by stigmatisation of what is perceived as local and traditional, such as the mother-tongue of the majority of the children, and the high status accrued to all that is perceived as Western, has turned out to constitute a great obstacle for pupils’ learning.</p><p>The use of ethnographic perspectives has enabled comparisons between interactional patterns in schools and outside school. This has revealed communicative patterns in school that hinder pupils’ learning, while the same patterns in other discourses reinforce learning. By using ethnography, relations between explicit and implicit language ideologies and their impact in educational contexts may be revealed. This knowledge may then be used to make educational plans and literacy programmes more relevant and efficient, not only in poor post-colonial settings such as Tanzania, but also elsewhere, such as in Western settings.</p>

Sa ciljem da se ponude odgovori u širem kontekstu disciplina, disertacija je segmentirana u dva dela. U prvom delu, tj. u poglavlju pod naslovom Stanje u oblasti istraživanja, hronološki se razmatra poimanje i atribuiranje univerzalnog u tipografskoj praksi modernizma i postmodernizma,i introspektivno analiziraju istorijska mišljenja i prakse, okolnosti i refleksije. Na osnovu konstatovanih suprotstavljenih mišljenja i do kraja ne određenih odgovora na ova pitanja, u drugom delu teze, konkretizovana su istraživačka pitanja i izdvojile hipoteze koje su testirane eksperimentalnim putem. Na osnovu rezultata istraživanja dati su odgovori na istraživačka pitanja i potvrđene alternativne hipoteze.<br>Aiming to provide answers that will cover broader discipline context, this thesis is segmented in two parts. In the first part i.e. The State of the Research Field section, comprehension and attribution of the universal in the typographic practice of modernism and postmodernism has been chronologically examined, with additionalintrospective analysis of historical thinking and practices, circumstances and reflection in order to find answers to questions synthesized in the title of thesis. Based on the presented opposed opinions, and questions that have notbeen completely answered, in the second part, this thesis focuses on research question and hypothesis which have been empirically tested. Based on the results of the research the answers to the research questions have been provided, and the alternative hypotheses have been confirmed.

Le Pentateuque polyglotte de Constantinople fut publié en 1547 par les éditions Soncino. Il contient une version espagnole et une version grecque calques ainsi que les commentaires d'Onqelos et de Rachi. Ecrit en caractères hébreux, il represente un témoignage important sur la lecture et l'enseignement de la Bible par les Romaniotes, hellénophones Grecs – Juifs et Karaites. La pratique remontant à l'antiquité, il érait usuel que les textes sacrés soient lus vers après vers, mot pour mot, que ce soit dans un but d'enseignement ou cultuel. Du fait que le savoir Romaniote s'exprima en langue grecque vernaculaire, la langue du quotidien, il devient critique de déterminer: a. Quels éléments, la version grecque nous offre-t-elle par rapport aux textes grecs et/ou hellénophones juifs/karaïtes ? et b. à quel degré la version grecque contribue-t-elle à la connaissance du grec médiéval, (prononciation, langue, linguistique, histoire) et son évolution vers le grec contemporain ou moderne? Le faible nombre de publications de textes grecs écrits en caractères hébraïques connu, octroie à la version grecque du Pentateuque, le statut de source principale – et pour des raisons historiques la dernière. Les progrès de l'imprimerie et la domination culturelle des communautés de langue espagnole qui s'établirent dans l'empire, rendirent les publications en grec inutiles. La version grecque traduirait en définitive la volonté de perpétuer un enseignement d'ouverture allant du Même à l'Autre en passant par un Autre-Même ou par un Même-Autre. Les exemplaires des versions utilisées sont: a. La transcription faite par Hesseling de la copie de la Bodleian Library (Oxford), b. La copie de la Bibliothèque Nationale de France (Paris, collection de la Réserve, A470), les seuls exemplaires "survivants" actuellement connus<br>The Constantinople Polyglot Pentateuch was published in 1547 by the Soncino editors. It contains a Spanish and a Greek Version as well as the commentaries of Onqelos and Rachi. Written out in Hebrew characters, it is an important document witnessing how the Bible or part of it was read and taught by Romaniotes i. E. Greek speaking Jews and Karaites. The practice dating back to antiquity, it was customary for sacred texts to be read and translated verse by verse, word by word, be it for educational or ritual purposes. As the Romaniote lore depended upon vernacular or everyday Greek language, it becomes critical to determine a. What elements does it offer with regard to Jewish Greek texts? and b. To what extents does it contribute to the knowledge of medieval Greek - pronunciation, language, linguistics, history and its evolution towards contemporary or modern Greek? As very few publications concerning Greek texts written out in Hebrew characters are known, the Greek version of the Pentateuch, is a prime source – and for historical reasons the last, for the accurate study of medieval colloquial Greek prior to the cultural domination of Spanish speaking communities which made any such further publications seem unnecessary and out of place. The Greek version translates in fact its openness towards the Other, the Other-Same and the Same-Other. The copies studied: a. The transcription made by Hesseling of the Bodleian Library (Oxford) copy, b. The Bibliothèque Nationale de France copy (Paris, Reserve Collection, A470), in fact the only " surviving " copies currently known

Thesis with behind-go problem improve the quality of education resistence excercises sports and easter of action art, whose substance and purposes is designed and check education Japanese of action art aikido, judo, karate. Behaviour with about attempt creation connected programme kinetic skill from areas preparation training and fundamental engineer aikido, judo, karate, designed for beginner. Designed programme is checking by the help of pedagogic research and will proceed near experimental set children younger pupilage. See service and piece of knowledge may be utilize in sports battalion conversant thematic of action art and sports and in education bodily upbringing on primary school.

In this book an effort is made to present - as far as is now possible - the language spoken by Lutsk Karaims in the second half of the 19th and in the first two decades of the 20th centuries. This is attempted by means of editing 16 letters written in Lutsk Karaim - with Hebrew interpolations. The manuscripts were written by different authors in Hebrew script. Our edition is supplied with several other chapters and indexes. From the introductory part, the reader will obtain an overall picture of the history of manuscripts (Part I). The chapter devoted to the linguistic description of the manuscripts (Part II) aims to present a short grammar of the manuscripts' language. It is complemented with a longer subchapter dealing with the Slavonic structural influences exerted on the authors' idiolects, and with the lexicon of the texts. A separate chapter (Part III) deals with the orthography and the features of the writing itself. The transcription and translation of each manuscript (Part IV) are preceded with a concise palaeographic description and a summary of the content. Finally, the glossary, several indexes, maps, and the facsimile serve the purpose of facilitating the use of the edition (Parts V-IX).

This dissertation is a sociolinguistic study of the ideologies about language, culture and ethnicity among Japanese immigrants and descendants in Brazil (hereafter, Nikkeis) who gather at a local Japanese cultural association, searching for what it means to be “Japanese” in Brazil. This study focuses on how linguistic behaviors are ideologically understood and associated with cultural activities and ethnic identities. Using the language ideologies framework, it seeks to describe the ways in which Nikkeis negotiate and create social meanings of language in both local and transnational contexts. Nikkeis are an overwhelmingly celebrated minority group in Brazil. In this context, the cultural association serves as a site where symbolic cultural differences are constructed by those Nikkeis who strive to identify themselves as a prestigious minority. This study demonstrates that the Japanese language is one of the important resources in performing the Nikkei identity. At the same time, due to an on-going language shift, Portuguese as a means of communication is becoming increasingly more important for cultural transmission. Thus, the members of the association, which include both Japanese monolinguals and Portuguese monolinguals, are in constant negotiation, trying to strike a balance between symbolic values of Japanese, pragmatic values of Portuguese, as well as their own language competencies. The goal of this project is to answer the following three research questions: 1) What social meanings do Nikkeis assign to Japanese and Portuguese, and how does this perception affect Nikkeis’ identity formation? 2) What are the characteristics of linguistic practices in the association and how do the speakers use available linguistic resources to construct identities? 3) How can this study inform us about the transforming reality of the Japanese Brazilian community in this global age? Contributions of this study include furthering of the sociolinguistic research on language ideologies, linguistic practices and identity construction in an immigrant community. It also contributes to the study of language shift, by underscoring the role of language ideologies in rationalizing language choices. This project is also significant for the study of Japanese diaspora in Latin America, providing the first sociolinguistic investigation of a Japanese cultural association in Brazil.<br>text

An American singing prodigy escapes to Russia following the death of his bandmate and stays after his last close relative – his mother – dies. It’s the late 1990s and he’s found a new home. After a decade in obscurity he makes a comeback by joining a Russian musical collective, but when they embark on a tour during the events in Crimea in 2014, accusations swirl about his past as a democracy promoter for a U.S.-funded NGO in Vladivostok. Condemned by the media as a spy, he’s eventually denounced by Rokko – the man who rediscovered him, mentored him, and became his best friend – a hybrid like him, someone with a toehold in both Russian and American cultures. He returns to the U.S. where he is also viewed warily, for he responds to criticisms of Russia by encouraging a nuanced understanding of the country at a time when there’s no patience for it. He is left without the one thing he’d always searched for: a home.