The materials examined here consist of 121 Russian letters dating from 1700-1715. The present study aims to  define a stage in linguistic evolution and analyze the morphological heterogeneity in the textual corpus. The letters are divided into three categories: private, semiofficial, and official. All nomina (substantives, adjectives, pronouns, and numerals) are registered and their occurrences processed statistically case by grammatical case. The focus is on linguistic features where a choice is possible and variation is in evidence. Conservatism asserts itself primarily in strongly standardized texts such as the official correspondence, while  phonetic spelling reflecting akanie and dialectally influenced syncretism between different cases (e.g., the GDLsg) is observable mainly in the private letters, which consitute the least standardized category. There is a trend break among u-genitives and u-locatives, where our findings indicate that the u-ending is losing ground. A statistically established correlation between declensional type and the presence/absence of a coordinated adjunct is noted in the instrumental plural of masculine o-, jo-stems. The choice of the archaizing Ipl-ending suggests that repetition of the –mi- element is perceived to be redundant. In the singular paradigm of the adjective the feminine instrumental forms are strongly conservative, and the modern short ending occurs in only a few instances. In the nominative plural the modern ending –ye, -ie dominates for all cases and in all letter categories. The use of samyj for the comparative degree is not particularly prominent in these 18th-century letters. Because this descriptive comparison type developed in the 17th century, its use could have been expected to rise in the 18th, but our materials do not indicate any such increase. With few exceptions, pronouns generally display forms corresponding to modern usage. One notable deviation is the occurrence of a pronoun with an adjectival ending in the genitive singular (tago), but it is an idiosyncratic feature. Numerals for the most part correspond to modern usage, although their low frequency does not invite generalizations. / <p>978-91-86071-61-5 (del 1), 978-91-86071--62-2 (del 2), 978-91-86071-63-9 (del 1-2)</p>

Please read the abstract in the section 00front of this document / Thesis (DMus)--University of Pretoria, 2010. / Music / unrestricted

The aim of this bachelor thesis was to examine how cultural art journalistic critique manifests on different digital platforms today. I chose to focus on film criticism as it not only tells a story about the movies but also about the society. The bachelor thesis also aims to examine if there are any differences in how amateurs and professional journalists frames film criticism and in extension the society. The research questions examined were:How are the reviews composition and content arranged? How does the reviews rhetoric get constructed? How do the writers approach appraisements in their texts and how do these get framed? Do the texts have an inclination towards the aesthetic or the journalistic paradigm? I used Hulténs mass media rhetoric analysis which is a form of qualitative media content analysis in order to find differences and similarities in the texts. By closely examining the reviews, I found that references to popular culture were of great significance in the field of journalistic film criticism. They do not only show the journalists habitus but also their position in the field and the fields doxa. The study shows that the amateurs often emulates and are inspired by the professional journalists. The amateurs also largely depend on the aesthetic paradigm whilst the professionals strives for an equiponderant relation to both paradigms. My conclusion is that the amateurs compose a heterodox rebellion towards the current doxa on the field and that the professionals reigns the field with their knowledge and their complex and critical portrayal of movies and the society.

Syfte och frågeställningar Syftet med studien är att få en ökad kunskap om vilka utmaningar gymnasieelever möter under lektioner i idrott och hälsa. Studien vill även undersöka hur gymnasieelever hanterar de uppkomna situationerna samt hur eleverna upplever lärarens roll när de möter utmaningar. Studiens frågeställningar är: Vilka utmaningar möter gymnasieelever under lektioner i idrott och hälsa? Hur upplever gymnasieelever att de hanterar utmaningar under lektioner i idrott  och hälsa? När gymnasieelever möter utmaningar under lektioner i idrott och hälsa, hur upplever de lärarens roll? Metod För att svara på studiens syfte genomfördes intervjuer med sex gymnasieelever. Eleverna kom från olika skolor i Stockholm och var fördelade över alla olika årskurser. Resultatet analyserades med hjälp av Flow-teorin och The Adventure Experience Paradigm.  Resultat Samtliga respondenter upplevde både positiva och negativa utmaningar under lektioner i idrott och hälsa. Många upplevde de största utmaningarna i sociala situationer där de förväntades visa upp något eller jämfördes med varandra. Resultatet visar att respondenternas upplevelser av utmaningar samt deras reaktioner är starkt påverkade av relationen till klassen och läraren. I flera fall var även deras relation till betygen en källa till stressande utmaning och något som gjorde att de genomförde en uppgift trots starkt motstånd. Positiva utmaningar uppkom oftast i aktiviteter respondenterna var vana vid sen tidigare eller vid de tillfällen då de kände samhörighet med resten av klasskamraterna. Samtliga respondenter ansåg att lärarens personlighet och bemötande har stor betydelse för hur de hanterar utmanande situationer i ämnet idrott och hälsa. Slutsats Studien visar att den upplevda tryggheten har stor påverkan på hur elever i gymnasiet upplever utmaningar under lektioner i idrott och hälsa. Ett större fokus på att skapa en bra grupp skulle kunna leda till att fler vågar utmana sig och misslyckas. Studien visar även att elever skulle bli bättre på att hantera utmaningar och få en mer positiv upplevelse av fysisk aktivitet med mer individfokuserad undervisning och mindre fokus på betyg. / Aim The aim of this study is to gather knowledge regarding which challenges upper secondary school students experience during classes in PE and Health. Furthermore, the study intends to investigate how students manage arising situations as well as their understanding of the role of the teacher when facing these challenges. The research questions are: Which challenges do upper secondary school students meet in PE and Health classes? How do upper secondary school students perceive that they deal with challenges in PE and Health classes? When facing challenges in PE and Health classes, how do upper secondary school students perceive the role of the teacher?  Method Interviews with six upper secondary school students were performed in order to gain insight into how students relate to challenges in PE and Health classes. The students were from different schools in Stockholm and were from different years in upper secondary school. Interpretation of the interviews was aided by reference to Flow theory and the Adventure Experience Paradigm. Results All of the interviewed students experienced both positive and negative challenges in PE and Health classes. Many of the students experienced the greatest challenges in social situations when expected to demonstrate something, or when compared to each other. The results of the study show a connection between students' experiences, their methods of dealing with challenging situations and their relationship to other students and the teacher. In many cases the origin of stress in challenges was the students' relationship to the grading criteria, which was also the reason why they completed a task despite a feeling of resistance. The perception of positive challenges arose most often when the students were already familiar with the activity or in situations when they felt connected to the other students. All the interviewed students regarded that the teacher's personality and attitude were crucial to how they manage challenging situations in PE and Health. Conclusion The results of the study show that the perceived security affects how students in upper secondary school experience challenges in PE and Health classes. A greater focus on creating a good group dynamic could encourage students to dare to challenge themselves and to fail. This study also shows that students could better develop their capacity to deal with challenges and also be exposed to a more positive experience of physical activity through more individualised teaching and less focus on grades.

Att barn spenderar sina dagar på förskolan medan föräldrarna lönearbetar tillhör vanligheten. Barns vistelsetid på förskolan står generellt i proportion till förälderns arbetstid. Förskolan är en plats för fostran och socialisation, och lönearbetet en möjlighet till självrealisation. Arbetets position, syfte, den tid det tar i anspråk och de normer som omger det skapar en komplex och många gånger motstridig tillvaro där lojalitetskonflikter och etiska dilemman lätt kan uppstå. Vår uppsats utgår från en semistrukturerad kvalitativ intervju med en fenomenologisk ansats. Vi undersöker hur åtta föräldrar med barn på förskola upplever sin situation utifrån de krav som ställs från sysselsättning, förskola och viljan att göra det bästa för sitt barn. De tre perspektiven förskola, barn och arbetsnorm lyser som en röd tråd genom uppsatsen och analyseras med en tematisk analysmetod. Syftet är att bättre förstå arbete, och dess position utifrån föräldrarnas upplevelser; hur arbetet och förskola påverkar föräldrarna. Roland Paulsens begrepp arbetssamhället används som kritisk utgångspunkt för att belysa och synliggöra arbetets problemfyllda och ologiska uppenbarelse som arbetet kan medföra. Arbetssamhället som begrepp syftar lite förenklat på det samhälle där lönearbete blir ett självändamål, det samhälle där det är viktigare att du arbetar än vad du arbetar med, eller ens om arbetet fyller någon som helst funktion. Arbetssamhället kompletteras med Herbert Marcuses endimensionella paradigm som synliggörs en idémässig begränsning hos människor, en svårighet att kritiskt ifrågasätta tillvaron på strukturell nivå. Resultatanalysen visar att upplevelsen av tidsbrist och ömsesidig flexibilitet mellan förskolan, familjen och arbetet skapar problem i vardagen. Vilket ofta ger upphov till en känsla av stress, oro och olust. Många av föräldrarna gav också uttryck för överliggande känsla av otillräcklighet trots att de försökte följa normerna och omgivningens krav. Även om föräldrarna gjorde allt rätt infann sig många gånger en känsla av fel / It is common for children to spend their days in preschool while their parents are at work. Children's time spent in preschool is generally in proportion to the parent's working hours. Preschool is a place for education and socialization, and labour an opportunity for self-realization. The labour´s position, purpose, the time it takes and the norms that surrounds it create a complex and often contradictory existence where conflicts of loyalty and ethical dilemmas easily can arise. The thesis is based on a semi-structured qualitative interview with a phenomenological approach and examines how parents with children in preschool experience their situation based on the demands placed on them from their occupation, the preschool, and the desire to do what is best for their child. The three perspectives; preschool, children, and norm of labour runs through the essay and are evaluated at the end, under the results analysis and discussion. The purpose is to better understand labour, and its position based on the parents' experiences; how labour and preschool affects the parents. Roland Paulsen's concept of the “labour-society” is used as a critical starting point to illuminate and make the problems related to labour visible and the illogical revelation that the labour can entail. The labour-society simplified a bit, refers to the society where labour becomes an end in itself. A society where it is more important that you work than what you work with, or even if the work itself fulfils any function or purpose. Labour-society is supplemented with Herbert Marcuse´s one-dimensional paradigm, which reveals an ideational limitation in humans, a difficulty to critically questioning one’s existence at the structural level. The results analysis shows that a feeling of lack of time and mutual flexibility between preschool, family and work creates problem in everyday life. Which often gives rise to a feeling of stress, anxiety and discomfort. Many of the parents also expressed an overriding feeling of inadequacy despite trying to follow the norms and requirements of the surroundings. Even if the parents did everything right, there was often a sense of guilt.

MÅL: Huvudsyftet med den här studien är att undersöka hur naturligt ljus påverkar det mänskliga ögats preferens för skärmens ljusstyrka när man tittar på en datorskärm. METODER: Tre experiment genomförs för att mäta i vilken utsträckning solljus förändrar bakgrundsljuset i form av solstrålning. Förexperimentet tar bilder med en kamera som simulerar detmänskliga ögat och en 27-tumsskärm för att simulerabakgrundsmiljön. Förexperimentet varierade skärmens ljusstyrka och efterexperimentet en RGB-bild i enfärgad färg för att få fram intensiteten av det ljus som kommer in i det mänskliga ögat under olika förhållanden. Kontrollförsöket ökade luminansintervallet till 10 och minskade ljusstyrkan till 5 nivåer från 60-100. Vi erhöll 2000 data om förhållandet mellan solljus och solstrålning för att förutsäga förändringen av ljuset i rummet när gardinerna dras för. Intervjutestade 16 vuxna som arbetar på Sogeti för att få fram deras preferenser för olika färger i olika bakgrundsbelysningsförhållanden. RESULTAT: Förexperimentet och kontrollexperimentet visade att varje färg har olika effekt på intensiteten av det ljus som avges av skärmens ljusstyrka när omgivningsljuset förändras. Intervjuresultaten visade att människor har olika preferenser för ljusstyrka. Mörka färger kräver högre ljusintensitet på skärmen när solstrålningen är 0:241, medan ljusa färger kräver lägre ljusintensitet på skärmen när solstrålningen är 430:751. SLUTSATSER: Den viktigaste idén är att upprätthålla ett visst förhållande mellan omgivningens ljusstyrka och skärmens ljusstyrka för att undvika visuell trötthet som orsakas av skärmen. Den här studien ger teoretiskt stöd till tillverkare av elektroniska apparater och ger referensutlåtanden för adaptiv justering av olika färger och ljusstyrka som visas på skärmar. / OBJECTIVE: The main goal of this study is to investigate the impact of natural light on the human eye's preference for screen brightness when viewing a computer screen. METHODS: Three experiments are conducted to measure the extent to which sunlight changes the background light in terms of solar radiation. The Pre-experiment takes pictures with a camera that simulates the human eye and a 27" monitor to simulate the background environment. Pre-experiment varied the brightness of the screen and post-screen of a solid color RGB image to obtain the intensity of light entering the human eye under various conditions. Control Experiment increased the luminance interval to 10 and reduced the brightness level to 5 levels from 60-100. We obtained 2000 data on the relationship between sunlight and solar radiation to predict the change in room light when curtains are drawn. Interview tested 16 adults working at Sogeti to obtain their preference for different colors in different background lighting conditions. RESULTS: Pre-experiment and Control Experiment showed that each color has a different effect on the intensity of light emitted by the screen brightness when the ambient light changes. Interview results showed that people have different preferences for brightness. Dark colors require higher screen light intensity when the solar radiation is 0:241, while bright colors require lower screen light intensity when the solar radiation is 430:751. CONCLUSIONS: The most important idea is to maintain a certain ratio of environmental brightness to screen brightness to avoid visual fatigue caused by the screen. This study provides theoretical assistance for electronic device manufacturers and provides reference opinions for adaptive adjustment of different colors and brightness displayed on screens.

Thesis ((LLD.) -- University of Limpopo, 2021 / The delivery of substandard education to the leaners in South African schools has become a pressing concern and needs special attention. This is so despite the advent of democracy in 1994, which brought legislative frameworks and other measures promoting access to quality education. This study seeks to highlight the importance of a radical paradigm shift in educational approach, from a single (access) to a dual system (access and delivery) in South Africa. The study examines adequacy of access to education, by evaluating the effectiveness of delivery. The study emphasizes that delivery should be strengthened in order to develop skills and capacity. The study also accentuates the need to strengthen legislative measures and compliance, in order to improve the delivery of quality education to the leaners. The domestic laws such as the Constitution of the Republic of South Africa, Skills Development Act, the South African Schools Act, Further Education and Training Act and the Continuing Education and Training Act, which all cover access and full delivery of quality education, will be examined. It is pertinent to point out that the delivery of quality education and skills development, can improve the employability of leaners and graduates, wherever they find themselves. Consequently, it is fundamentally important to increase interest in strengthening the implementation of the skills development legislation and policies, to drive the necessary change from access to delivery, in order to meet the developmental needs of the country. Lessons are drawn from China, Finland and Singapore, where policies and laws are utilized for the purpose of comparative studies. The rationale for such a comparative analysis is premised on the fact that these countries have very strong educational systems, which promotes the employability of learners, and also enables learners to become self-reliant and entrepreneurs.

In an era where civil disobedience is more commonly used as a tactic for climate movements and media coverage is key for the success of the movement, this study explores the interplay between news media portrayal and activists strategies in the context of environmental activism, focusing on civil disobedience actions targeting famous artworks. By analyzing articles from prominent international newspapers and interviewing activists, this study delves into how news media frame these particular actions, and how activists themselves navigate challenges posed by news media portrayal. Drawing on research on the protest paradigm, the public nuisance paradigm and the activist dilemma, this study reveals that while media coverage often employs negative language to depict their actions and tactics, activists strategically utilize civil disobedience to amplify their message regardless of the risk of backlash. Despite initial challenges, activists remain committed to fostering dialogue and raising awareness of climate change by targeting iconic images, with the belief that people will hate them and their actions, but start talking about the climate.

Orientador: Clotilde de Almeida Azevedo Murakawa / Resumo: A derivação é apresentada pelas gramáticas tradicionais como uma lista de prefixos e sufixos, divididos em gregos e latinos, com seus significados e acompanhados de exemplos. Com essa limitação no estudo da derivação, não são apresentadas as possíveis combinações das unidades lexicais com os prefixos, nem tampouco é admitido que, para se formar um derivado prefixado, é preciso que a base a que se junta o prefixo aceite a significação que lhe será impressa. Outra falha ocorre nos dicionários que se limitam a definir as entradas lexicais não contextualizadas dificultando o entendimento do significado da unidade derivada, pois nem sempre é possível entender sua formação visto que o prefixo pode admitir significados diferentes e somente o contexto pode precisar esse significado. Desta forma, o processo de formação de palavras tradicionalmente atrbuído à morfologia deve envolver também outros níveis da língua: sintaxe, semântica e pragmática. Uma vez considerados esses níveis é possível estabelecer paradigmas que sistematizem a formação de palavras considerando o significado do derivado contextualizando e os semas contidos na base. Este trabalho teve como objetivo identificar o paradigma derivacional dos verbos formados por prefixos latinos de movimento, o tipo de base a que se anexam os prefixos, as classes gramticais que entram na formação do derivado e o dignificado contextual do prefixo na unidade lexical analisando o valor semântico do derivado, bem como as interferências pragmáticas. Cnclui-se que, analisando o derivado sob a perspectiva morfológica, semântica, sintática e pragmática, é possível estabelecer um paradigma do sistema prefixal da língua considerando o aspecto diacrônico dos prefixos, os semas das unidades lexicais, agrupando as unidades que apresentam semas comuns e o comportamento pragmético da unidade derivada. / Abstract: The derivation is presented by the traditional grammars as a list of prefixes and suffices, divided into Greek and Latin, with their meanings and accompained by examples. With this limitation in the study of the derivation, possible combinations of the lexical units with the prefixes are not presented. In addition, it is not admitted that, in order to from a derived prefix it is necessary that the base to which the prefix joins, accepts its new signification. Another failure occurs in dictionaries that only define the non-contextualized lexical entries, making it difficult to understand the meaning of the derived unit, as it is not always possible to undestand its formation, since the prefix can admit different meanings and only the context may clarify this meaning. Therefore, the formation process of words, traditionally ascribed to morphology, may also involve other levels of the language: syntax, semantics and pragmatics. Once considered these sectors, it is possible to establish that systematize the formation of words, considering the meaning of the contextualized derived and the semes contaimed in the base. This paper has had the aim to identiflay the derivational paradigm of the verbs formed by Latin prefixes of movement, the kind of base to which the prefixes attach, the grammatical classes that enter in the formation of the derived and the contextual meaning of the prefix in the lexical unit, analyzing the semantic value of the derived, as well as the pragmatic interferences. It was concluded that, analysing the derived under the morphological, semantic, and pragmatic perspectives, it is possoble to establish a paradigm of the prefix system of the language considering the diachronic aspect of the prefixes, the semes of the lexical units, joing the units that present common semes and the pragmatic behavior of the derived unit. / Doutor

This research investigates the theory of organisational knowledge creation as a viable model in the management of multi-practitioner arts-related practice-led research projects conducted at the North-West University, Potchefstroom Campus. In this regard Transgressions and Boundaries of the Page (2009-2012) (an interdisciplinary exploration of a practice-led research project by means of the artist’s book) is analysed according to the said theory in order to ascertain the compatibility of this theory and the projects outlined. It should be noted that the particular project is not discussed as an example of the application of the theory of organisational knowledge creation. Rather, the purpose of this research is to identify the appearance of salient aspects of the given theory in order to ascertain whether this could be an appropriate management model for future projects of this nature. Accordingly, the goal is to identify such a model that will facilitate and promote creative practice and accredited research within the History of Art, Graphic Design, and Creative Writing disciplines at the North-West Universities Potchefstroom campus. The proposed coupling of the theory of organisational knowledge creation and multi-practitioner arts-related projects by way of practice-led research is underpinned by the fact that both can be situated within the participatory paradigm due to a common conceptualisation of knowledge. This paradigm offers an extended epistemology consisting of practical, experiential, presentational, and propositional knowledge. This paradigm effectively integrates both the tacit and explicit knowledge modalities, which are fundamental to practice-led research and the theory of organisational knowledge creation. A further commonality is the fact that knowledge is considered as an interdisciplinary, subjective and socially constructed phenomenon. In the context of this research, practice-led research involves the self-reflective process, which involves the making, reading and interpretation of creative outputs in the academic milieu. This requires the utilisation of reflective practice to communicate both the tacit and explicit knowledge dimensions. Additionally the participatory paradigm, practice-led research and the theory of organisational knowledge creation advocate a knowledge process that moves through a tacit–explicit knowledge cycle. This knowledge creation cycle in the participatory paradigm and the theory of organisational knowledge creation occur in four levels. In consequence, the Transgressions and Boundaries of the Page project has been managed in four phases. It is against this background that the four knowledge conversion levels of this theory are linked with the extended epistemology of the participatory paradigm to analyse the four phases of the Transgressions and Boundaries of the Page project. The first phase of the Transgressions and Boundaries of the Page project entailed the conceptualisation, planning, and preparation during August 2008 to March 2009. This phase is analysed by means of level one of the theory of organisational knowledge creation (explicit to tacit knowledge conversion) and practical knowledge of the participatory paradigm. The second phase of the project, namely knowledge creation, took place from March 2009 to January 2010. The analysis of this phase is accomplished by means of level two of the theory of organisational knowledge creation (tacit to tacit knowledge conversion) and experiential knowledge of the participatory paradigm. The third phase of the project, namely knowledge presentation and communication, from February 2010 to July 2010 corresponds with, and is analysed by, level three of the theory of organisational knowledge creation (tacit to explicit knowledge conversion) and presentational knowledge of the participatory paradigm. The fourth knowledge formalisation and dissemination phase of the project occurred during July 2010 to December 2011. This phase is analysed by means of level four of the theory of organisational knowledge creation (explicit to explicit knowledge conversion) and propositional knowledge of the participatory paradigm. Consequently, I argued that each phase of the project correlates with the corresponding levels of the theory of organisational knowledge creation, knowledge conversion mechanisms and the knowledge modalities of the participatory paradigms. The four phases of the project and the four levels share common knowledge conversion and creation processes and goals that are attributed to the common conceptualisation of knowledge. Distinct correlations between the knowledge creation goals of the knowledge conversion levels and phases were identified. Therefore, the mechanisms used to achieve knowledge conversion and creation were applicable to the assigned management phases of the project. It was further argued that it is possible to adapt the current management approach to the more structured theory of organisational knowledge creation without negating either the tacit or explicit knowledge modalities. Consequently it is concluded that the theory of organisational knowledge creation, which is a management model normally used in the commercial business context, could be utilised to manage multi-practitioner arts related practice-led research projects more effectively in the academic context. / PhD (History of Art), North-West University, Potchefstroom Campus, 2015