Global ETD Search

61	Die tätigkeitstheoretische Perspektive Stroh, Wolfgang Martin 06 June 2012 (has links) Die Perspektive, die der Autor entwickelt, ist die der dialektischen Tätigkeitstheorie. Gemäß dieser Theorie ist Musik eine spezifische Art der Aneignung von Wirklichkeit. SchülerInnen sollten im Musikunterricht lernen, bewusst, selbstbestimmt und sozial zu handeln, wenn sie sich durch Musizieren Wirklichkeit aneignen. Wenn SchülerInnen im Unterricht Musik machen, müssen sie sich daher auch des kulturellen Kontextes bewusst sein, dem die Musik entstammt. Sie sollten auch selbstbestimmt handeln, d.h. es muss ihnen die Gelegenheit geboten werden, auf soziale Art und Weise innerhalb der Gruppe das Ergebnis mit zu bestimmen. Daher kritisiert der Autor alle drei der vorgeführten Musikstunden, weil sie den kulturellen Kontext und damit die Bedeutung und Funktion der Musik nicht berücksichtigen. Zwei der vorgeführten Stunden geben den Schüler/innen auch nicht die Möglichkeit selbstbestimmt zu handeln. Da alle drei Musikstunden „interkulturelle Themen“ behandeln, skizziert der Autor ein Handlungskonzept, so Musik zu machen, dass der kulturelle Kontext impliziert ist und die SchülerInnen selbstbestimmt handeln. Dies Konzept hat der Autor im Zusammenhang mit der Diskussion um interkulturelle Musikerziehung entwickelt. / The author sketches his specific perspective which is derived from a dialectic action-theory. Following this theory music is a genuine way to acquire reality. Music students have to learn to act conscious, self-determined, and social when they acquire reality by making music. When making music students have to be conscious of the cultural context the music comes from. They also have to act self-determined, i.e. they have to have the opportunity to determine the result of their music-making in a social way within the group. Thus the autor critizes all three lessons because they do not deal with the cultural context and therefore the meaning and function of the music. Two of the lessons also do not give the students the opportunity to act self-determined. As all three music lessons deal with „intercultural subjects“, the author sketches a concept of acting and making music in a way that includes cultural context and self-determination, and which he has developed within the context of multicultural music education. info:eu-repo/classification/ddc/780.71 ddc:780.71
62	Christianity as a Means of Identification: The Formation of Ethnic and Cultural Identities in the British Isles During the Early Medieval Period, 400-800 Conley, Caitlyn Augusta Brianna January 2018 (has links) No description available. Ancient History British and Irish Literature Cultural Anthropology Ethnic Studies History Medieval History Bede Saint Patrick Gildas ethnicity cultural context ethnic identity cultural identity British Isles gens Anglorum myth of ethnic election ethnic constructs
63	La traduction du français en suédois d’un texte sur le vin : Une étude sur la phrase participiale, le complément circonstanciel et le contexte culturel / A French text about wine translated into Swedish : A study of participles, adverbs and cultural context Bergqvist, Maria January 2021 (has links) The present study deals with the use of participle constructions, adverbs as well as the formal style of a French text about winemaking. The study aims to discuss my translation choices as well as studying participle constructions and adverbs while taking the cultural context in consideration. The results show that the use of present participle, gerund and past participle without auxiliary verbs as well as the use of adverbs in the beginning of a sentence, have a formal effect of the French text. However, the use of past participles with auxiliary verbs do not have such an effect. The cultural context is shown in the formal style due to grammatical choices and is also shown in the variety of the French wine vocabulary, much richer than the Swedish. To be adequate for the Swedish reader, the target text had to be less formal, to correspond to the Swedish tradition of writing clearly. Cultural context participles present participle gerund past participle adverb wine discourse Contexte culturel participes participe présent gérondif participe passé complément circonstanciel discours vin General Language Studies and Linguistics
64	Emerging Adulthood in North America: Identity Status and Perception of Adulthood Among College Students from Canada and the United States Bartoszuk, Karin 01 January 2015 (has links) (PDF) This study examined perceptions of adulthood and associations with identity status development among college students in Canada and the United States. emerging adulthood north america identity status perception adulthood college students canada united states identity cultural context college dimensions of adulthood well-being Counseling Psychology Developmental Psychology Psychology School Psychology Social and Behavioral Sciences
65	Проблема передачи культурного контекста в переводе на примере публикаций произведений Н. В. Гоголя в Японии : магистерская диссертация / The problem of cultural context transmission in translation by the example of N. V. Gogol publications in Japan Калихина, А. С., Kalihina, A. S. January 2017 (has links) Переводы, не учитывающие культурные особенности, оказываются слабыми и мало отражающими писательский замысел. Самую большую трудность вызывают не языковые различия, но элементы культуры, представляющие внеязыковую реальность, связанную с внутренними проявлениями культуры. Существующая концепция принципиальной непереводимости и вовсе говорит о том, что невозможно перевести что-либо с одного языка на другой из-за существующих лингвистических и культурных различий. Данная работа направлена на то, чтобы показать возможность адекватной передачи культурного контекста в переводе на примере публикаций произведений Н. В. Гоголя в Японии. / Translations, which are not culturally sensitive, are weak and little reflect the writer's intent. The greatest challenge is not only the language differences, but elements of culture, which represents extra-linguistic reality associated with the internal’s manifestations of culture. The concept of principled untranslatability suggests that it is impossible to translate anything from one language to another because of linguistic and cultural differences. This work is going to demonstrate the possibility of an adequate cultural context transfer in translation using the example of N.V. Gogol’s publications in Japan. ПЕРЕВОД ЯПОНСКИЙ ЯЗЫК РУССКАЯ ЛИТЕРАТУРА КУЛЬТУРНЫЙ КОНТЕКСТ КУЛЬТУРА Н. В. ГОГОЛЬ MASTER'S THESIS TRANSLATION JAPANESE LANGUAGE RUSSIAN LITERATURE CULTURAL CONTEXT CULTURE N. V. GOGOL CONCEPT OF FUNDAMENTAL UNTRANSLATABILITY
66	Tienerswangerskap en die verwerpingsbelewing by 'n groep swanger hoërskoolleerders / Judith P. Rigaard Rigaard, Judith Petronella January 2010 (has links) The aim of this African culturally based research is to establish whether a group of unmarried pregnant teenage girls experience rejection during their period of pregnancy as well as to determine whether they experienced rejection for whatever reason before falling pregnant. Seen in the context of the communal and person-centred life view as upheld by the African culture where respect for and well-being of the individual within the tribal and extended family structure is paramount, one would expect that unmarried girls finding themselves in a precarious situation such as premature pregnancy would experience understanding, acceptance and support. The research is quantitative as well as qualitative. The quantitative research focuses on 341 grade 11-leamers at seven secondary schools in the Free State Province of Education as well as in the Gauteng Department of Education. Questionnaires were presented with the aim of establishing the reason for teenage pregnancy; to research the thoughts, feelings and actions of the peer group toward pregnant teenage girls; to determine the presence of feelings of rejection of a group of pregnant teenage girls at the same schools; to determine the thoughts the girls have about themselves as well as about the future. On account of the fact that that the responses of the pregnant girls seemingly contradicted the responses given by the grade 11-peer group sample it was decided to supplement the quantitative research result with a qualitative research investigation by means of focus group interviews conducted with twelve willing to participate pregnant girls at two ofthe secondary schools who voluntarily agreed to participate. The research result indicates that although the pregnant girls did not experience rejection before falling pregnant they did however experience rejection after falling pregnant, especially from the peer group at school, educators, and certain sections of society. Although the parents of these girls were initially offended and reluctant, their attitude toward the pregnancy changed to include acceptance and even support. / M.A. Psychology, North-West University, Vaal Triangle Campus, 2010 Adolescence African cultural context Collective community Communal community Condom Contraceptive devices Cultural diversity Ethical values Extended family Focus group interviews Forefather spirits Heterosexual relations Holism Life and person view Menarche Morality Peer group Premature pregnancy Qualitative research Quantitative research Rejection Rejection experience Sexuality Sexual behaviour Teenage girl/teenage boy Teen pregnancy Tribal bond Unmarried pregnancy
67	Tienerswangerskap en die verwerpingsbelewing by 'n groep swanger hoërskoolleerders / Judith P. Rigaard Rigaard, Judith Petronella January 2010 (has links) The aim of this African culturally based research is to establish whether a group of unmarried pregnant teenage girls experience rejection during their period of pregnancy as well as to determine whether they experienced rejection for whatever reason before falling pregnant. Seen in the context of the communal and person-centred life view as upheld by the African culture where respect for and well-being of the individual within the tribal and extended family structure is paramount, one would expect that unmarried girls finding themselves in a precarious situation such as premature pregnancy would experience understanding, acceptance and support. The research is quantitative as well as qualitative. The quantitative research focuses on 341 grade 11-leamers at seven secondary schools in the Free State Province of Education as well as in the Gauteng Department of Education. Questionnaires were presented with the aim of establishing the reason for teenage pregnancy; to research the thoughts, feelings and actions of the peer group toward pregnant teenage girls; to determine the presence of feelings of rejection of a group of pregnant teenage girls at the same schools; to determine the thoughts the girls have about themselves as well as about the future. On account of the fact that that the responses of the pregnant girls seemingly contradicted the responses given by the grade 11-peer group sample it was decided to supplement the quantitative research result with a qualitative research investigation by means of focus group interviews conducted with twelve willing to participate pregnant girls at two ofthe secondary schools who voluntarily agreed to participate. The research result indicates that although the pregnant girls did not experience rejection before falling pregnant they did however experience rejection after falling pregnant, especially from the peer group at school, educators, and certain sections of society. Although the parents of these girls were initially offended and reluctant, their attitude toward the pregnancy changed to include acceptance and even support. / M.A. Psychology, North-West University, Vaal Triangle Campus, 2010 Adolescence African cultural context Collective community Communal community Condom Contraceptive devices Cultural diversity Ethical values Extended family Focus group interviews Forefather spirits Heterosexual relations Holism Life and person view Menarche Morality Peer group Premature pregnancy Qualitative research Quantitative research Rejection Rejection experience Sexuality Sexual behaviour Teenage girl/teenage boy Teen pregnancy Tribal bond Unmarried pregnancy
68	A model for indigenizing the basic education curricula for the Gamo ethnic group in Ethiopian primary schools Yishak Degefu Mushere 11 1900 (has links) African curricular reforms indicate major inherent structural defects because only the contents of the curriculum were changed. As a result, the Western cultural influences embedded in the curriculum foundations are transmitted to the students, causing the curricular material to be irrelevant and unrelated to their culture and philosophy. The focus of this study was on making the basic education curricula relevant to the socio-cultural and structural context of the Gamo ethnic group of Ethiopia. The main aim of the study was to critically analyse how the indigenization approach is conceptualized and reflected in the policies and curricula, and in the implementation of the curricula at basic education level since the adoption of the 1994 Education and Training Policy, and to produce a model suited to indigenizing the basic education curricula for the Gamo ethnic group. To this end, the study employed a critical perspective to investigate the problem. The approach and design consists of a qualitative multiple case study. The country‟s constitutions, policies and strategies were treated as one case, while two cases, one from the Gamo Gofa Zone and another from the Addis Ababa City Administration, were treated similarly, so as to study the basic education curriculum planning and implementation process. The findings of the field study disclosed that the indigenization from the ethnic group‟s perspective has some strength, but major deficiencies. In order to keep the strengths up and avoid the weaknesses, a stand-alone indigenization approach, which calls for rooting the curriculum on indigenous foundations, theories, principles and ideas derived from the culture, and a blending approach, which allows for intercultural dialogue, were suggested as feasible. The researcher believes that this approach is an alternative that could contribute towards ensuring the relevance of the basic education curriculum for the Gamo ethnic group. A model which will assist in materialising the curriculum indigenization from the Gamo ethnic group‟s perspective was suggested. The salient features of the constitutional, policy and strategy provisions were outdone by their favour for a standardization approach. They will have to be revisited, either in favour of indigenization, or the standardization thesis, since these paradigms are opposite poles. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies) Basic education Culturally-relevant pedagogy Enculturate Relevant education Relevant and functional curriculum Socio-cultural context Gamo ethnic group Indigenizing the foundations Marginalised groups Cultural revalidation 372.190963 Curriculum change -- Ethiopia Basic education -- Curricula -- Ethiopia
69	A synchronic approach to the Serek ha-Yahad (1QS) : from text to social and cultural context Skarström Hinojosa, Kamilla January 2016 (has links) The purpose of this study is to investigate the social and cultural contexts of 1QS (Serek ha-Yahad) by means of a textual study. The analysis of the text is performed in a synchronic perspective. This means that lexical choices, grammatical forms, references, topics, themes, and intertextuality are analyzed text-internally. By doing so, this study sheds new light on old questions of textual cohesion and coherence, questions that until now have been dealt with mostly from a diachronic perspective. The text analysis entails investigation in view of three interrelated dimensions of language function: ideational, interpersonal, and textual. These imply language as transmitting information, creating and sustaining relations, and functioning to organize itself into cohesive units. Although applying some of the terminology from the field of text linguistics (SFL), the focus in this study is on what a text means rather than why. This means that the semantic-pragmatic aspects of language are of foremost interest here. The analysis is performed from bottom and up, then from top down again. Words, phrases, and sentences are investigated up to the broadest linguistic level, namely, to the semantic discourse itself. With an understanding of the larger discourse at hand thanks to this analysis of textual cohesion and coherence, textual details are once again revisited and interpreted anew. In this work, 1QS is analyzed from beginning to end—chronologically, so to say. Then, at the end of each major section, the discourse is analyzed overall. Following the text analysis, conclusions of the investigations are presented. The conclusions argue that the hierarchal structure of the community and its stringent regulations are to be understood as a corrective in response to corrupt society. It is also argued that language in 1QS has a performative function. Rather than describing the way things are, it aspires to evoke the ideal society. Instead of understanding 1QS and the community mirrored in it as a deviant group with little or no contact with the surrounding world, it is then understood as a potent contribution to late Second Temple Jewish discourse concerning how to create a just society and a sanctifying cultic practice. In the final chapter, the insights gained from textual analysis of 1QS are brought into encounter with the theoretical framework posited by French historian and philosopher René Girard (1923–2015). In light of Girard’s philosophy, the hierarchal organization of the community (the Yahad) as well as its regulations can be interpreted as an effort to prevent a mimetic crisis. The function of the scapegoat in 1QS is discussed in light of Girard’s grand theory of the mechanisms of scapegoating in all societies. The study closes with the tentative hypothesis that the community in 1QS deconstructs the scapegoating mechanism by taking the role of the scapegoat upon itself. 1QS Serek ha-Yahad Serekh Yahad Text linguistics synchronic Qumran Dead Sea Scrolls Rule texts René Girard Scapegoat social context cultural context Hebrew Second Temple hierarchy mimetic violence discourse analysis discourse serek serekh covenant truth falsehood text Micah 6:8 wilderness community messianic law atone judge intertextuality allusions quote echo intertext apocalyptic Hebrew bible.
70	Les caractéristiques de la déviance des adolescentes judiciarisées à Dakar (Sénégal) en comparaison aux adolescentes judiciarisées de Montréal (Canada) Gassama, Yakhara 09 1900 (has links) Malgré les problèmes que pose la délinquance juvénile au Sénégal, les réponses des décideurs semblent inefficaces, surtout pour les filles déviantes. Ainsi, l’objectif de notre étude est de déterminer les caractéristiques familiales, scolaires et des amis des adolescentes judiciarisées à Dakar en les comparant à celles de Montréal. Les enquêtes se sont déroulées à Dakar sur trente adolescentes interrogées avec un instrument adapté du MASPAQ. Les similitudes entre les échantillons concernent l’âge moyen et le statut judiciaire quasi-identiques, le milieu socio-économique défavorisé et la structure familiale en majorité monoparentale matricentrique. Les autres résultats concernent surtout les liens sociaux plus forts chez les dakaroises alors que l’activité marginale est plus importante chez les montréalaises. Les liens sociaux des dakaroises constitueraient une protection contre la déviance. Le contexte culturel également, en favorisant un contrôle social, pousserait à développer plus de contraintes internes, autre protection contre la déviance. Des perspectives sont envisagées notamment utiliser l’instrument avec des garçons. / Despite problems caused by juvenile delinquency in Senegal, authorities'answers seem not to be very efficient, in particular with delinquent girls. This study aims to describe the family, the school and the peers of adjudicated adolescent females in Dakar and compare these features with those of adjudicated adolescent females in Montreal. The study occurs in Dakar with thirty adolescent girls interviewed with a questionnaire adapted from the MASPAQ. The similarities between the two samples are the girls' average age, their judiciary status, their socio-economic status which is disadvantaged and their family's structure which is for most of them a single-mother one. The other results describe the social bonds which are stronger for the Senegalese sample whereas the deviant behaviour is more important for the Montreal's girls. The social bonds may serve as a protection against deviance. The cultural context, as it facilitates social control, may also develop more internal constraints, which constitute another protection against deviant conduct. One possible perspective is to replicate the study using the same questionnaire among samples of male offenders. Délinquance Deviance Jeunes filles en difficulté Young female offenders Structure familiale Family's structure Activité marginale Deviant behaviour Théorie de la régulation sociale Social regulation theory Liens sociaux Social bonds Groupe de pairs Peer group Facteur culturel Cultural context

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