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Investigates Peter Szondi's relationship to the works of the poet Paul Celan. Celan's poetry was the topic of Szondi's posthumously published, incomplete book Celan Studies. The essay considers historical & literary material in an effort to understand the account of the lyric poetry & subjectivity that were the focus of Szondi's late writings. In Celan Studies, Szondi surpassed a narrow view of textuality to reject the notion of textual autonomy. His reading of Celan opened a space in the history of knowledge that can account for the individuality of the work. This dialogical process toward history is the determinant factor of Szondi's methodological premises. References. J. Harwell

Globalization has not only changed our society, it has also had a profound effect on education. Many schools deal with student populations which, due to migration, are increasingly multilingual. Politically, few argue against the importance of multilingualism; rather, it is promoted. However, in practical terms the challenges associated with teaching and educational policies have increased as a result of linguistic diversity among student bodies. Moreover, reading is certainly regarded as a key learning skill, but how is the students' life-world multilingualism (LWMUL) taken into consideration? Previous research suggests that there are significant links between teachers' beliefs and practices, making this a compelling issue. The overall aim of this study was thus to gain a deeper understanding on teachers' beliefs and strategies when teaching reading in multilingual settings. Using a cross-disciplinary, qualitative research methodology approach, the empirical inquiry consists of case studies with different, linguistically diverse settings. The case studies include classroom observations as well as teacher interviews in German, Swedish and Chilean grade 4 classrooms. After a qualitative content analysis in three analysis procedures, the results suggest dualistic beliefs being exhibited by the teachers. The separation of languages is believed to be of major importance, thus providing space almost exclusively for the academic language of instruction. This is reflected in the teachers' strategies, leading to a static implementation, in which the students' life-world multilingual resources (MULR) are generally not included. A lack of professional competence could be observed in issues regarding multilingualism, allowing beliefs rather than evidence-based knowledge to be the deciding factor in the practice. Four types of strategies for teaching reading in multilingual settings were identified, and an inattentive type of strategy, including a blindness to difference, seems to dominate.

"October, 1993." ; Cover title. ; Includes bibliographical references. ; Mode of access: Internet.

The objective of this paper is to provide a set of analytical tools for various stakeholders such as policy makers, manufacturers and consumers, to identify the optimal design and evaluate the economic and environmental performance of tri-generation systems for home and neighborhood refueling. An interdisciplinary framework and engineering/economic model are developed and applied to assess these systems. Major tasks include modeling steady state system performance, exploring the optimal design of a system, estimating the cost of electricity, heat and hydrogen, and system CO2 emissions, and comparing the results to alternatives. Sensitivity analysis is conducted, and the potential impacts of uncertainties in energy prices, capital cost reduction, government incentives and environmental cost are evaluated. Policy implications of the modeling results are also explored. Three case studies using California residential energy consumption data are presented.

CRITICISES SEVERAL ASPECTS OF THE LITERATURE ON NONRULING COMMUNIST PARTIES. FEELS THAT PARTICULAR ARTICLES CONCENTRATE TOO MUCH ON THE PARTY IN A SINGLE NATION RATHER THAN LOOKING FOR GENERAL PATTERNS' AND HYPOTHESES FOR CROSS-NATIONAL ANALYSIS. ALSO TOO MUCH EMPHASIS IS SEEN AS BEING PLACED ON THE RELATIONSHIP OF A NATION'S PARTY WITH THE SOVIET UNION OR COMMUNIST CHINA.

The article analyses the social and pedagogical factors which conditioned the formation of Lithuanian children literature at the end of 19th century. Most attention is paid to the fight of progressive people of that time for the democratization of education, education of the growing generation, preparation of Soviet-content reading books for children, preparation of realistic books for children in conditions of prohibition of Lithuanian writing. According to the documents, it is revealed how catholic clergy spoke against Soviet-content books for children, cursed and burned some of the publications. V. Kudirka, J. Šliūpas, S. Matulaitis, J. Jablonskis, and P. Mašiotas fought against clericalism in children literature. In their battle they resorted to the ideas of Russian pedagogues V. Vodovozov and K. Ušinsky who maintained the idea that children must be taught in their mother tongues. These educators revealed the anti-pedagogical character of the scholastic education and showed the damage of religious didactic reading to children and thus laid foundations to the appearance of realistic children literature and its criticism. The article discusses the literary works for children published in readers of that time and also written by J. Malinauskaitė-Eglė, J. Šliūpas, A. Kriščiukaitis-Aišbė. A separate unit discusses the articles by P. Mašiotas about the theory of Lithuanian children literature and also the reviews by J. Jablonskis, S. Matulaitis, and J. Tumas-Vaižgantas on individual creative works of children literature and books for children. The article concludes that catholic clergy, defending own and the governing class' interests, was leading a ferocious battle against budding realist Lithuanian soviet-content children literature. This battle inferred much damage to Lithuanian children literature not only due to the Czarist prohibition of Lithuanian print, but also due to the fact that clergy adversely reacted to the progressive Lithuanian literature not containing religious content. ; Straipsnyje nagrinėjami lietuvių vaikų literatūros formavimosi XIX a. pabaigoje visuomeniniai ir pedagoginiai veiksniai. Didžiausias dėmesys skiriamas progresyvių to meto žmonių kovai už mokymo demokratizaciją, augančios kartos švietimą, tarybinio turininio skaitymo knygų vaikams rengimą, už realistinių vaikiškų knygų rengimą lietuviško rašto draudimo sąlygomis. Remiantis dokumentais atskleidžiama, kaip katalikų dvasininkija pasisakė prieš tarybinio turinio knygas vaikams, o kai kuriuos leidinius prakeikdavo ir sudegindavo. Prieš klierikalizmą vaikų literatūroje kovojo V. Kudirka, J. Šliūpas, S. Matulaitis, J. Jablonskis, P. Mašiotas. Šioje kovoje jie rėmėsi rusų pedagogų V. Vodovozovo ir K. Ušinskio idėjomis apie tai, kad vaikus reikia mokyti jų gimtąja kalba. Šie švietėjai atskleidė antipedagoginį scholastinio mokymo pobūdį, parodė, kokią žalą vaikams daro didaktiniai religiniai skaitiniai, taip padėjo pagrindus realistinės vaikų literatūros ir jos kritikos atsiradimui. Straipsnyje aptariami vaikų literatūros kūriniai, publikuoti to meto skaitiniuose, o taip pat sukurti J. Malinauskaitės – Eglės, J, Šliūpo, A. Kriščiukaičio – Ašibės. Atskirame skyriuje aptariami P. Mašioto straipsniai apie lietuviškos vaikų literatūros teoriją, o taip pat J. Jablonskio, S. Matulaičio, J. Tumo – Vaižganto recenzijos, skirtos atskiriems vaikų literatūros kūriniams ir knygoms vaikams. Straipsnyje daroma išvada, kad katalikų dvasininkija, gindama savo ir valdančių klasių interesus, vedė nuožmią kovą su atsirandančia realistine lietuviška tarybinio turinio vaikų literatūra. Ši kova atnešė lietuviškai vaikų literatūrai daug žalos ne tik dėl carinės valdžios vykdytos lietuviškos spaudos draudimo, bet ir dėl to, kad klerikalai priešiškai reagavo į progresyvią lietuvišką literatūrą be religinio turinio.

The study of how political leader personalities affect the foreign policy of their states is a long-standing query in foreign policy analysis, within which the use of leaders' speech, or verbal statements, to explain how leaders behave is a methodologically productive subfield. One of the more prominent and reliable methodologies used to assess leader personality through leader speech is Leader Trait Analysis (LTA), developed by Margaret Hermann. However, because LTA was developed using English language vocabulary and grammar, its accuracy using Russian language speeches to discern leader personality traits has relied on translation. Translation is both inefficient and may not accurately transfer the semantics of speech upon which LTA's results depend. Responding to this issue, this paper applies Mona Baker's translation studies criteria to qualitatively compare the semantic equivalence, or maintenance of a text's original meaning, between English translations used to create an LTA profile for Vladimir Putin and Putin's original Russian speeches. The research identifies the preponderance of grammatical differences between English and Russian in limiting how well English translations of Russian speech maintain semantic equivalence relevant to assessing leader personality. It is concluded that an accurate understanding of Russian leaders' personalities requires Russian language specific LTA profiling.

Despite legislation to increase educational success for racial and ethnic minorities in the USA, educational disparities persist. I examine this trend among Indigenous peoples in the state of Oregon, but extend it to education systems across the USA. In Oregon, American Indians have the poorest educational attainment of all racial and ethnic groups; only 55% of American Indians graduate on time. I examine this problem from a critical sociological perspective, answering the call for sociology to end its "complicity in the elimination of the native". I argue education systems are extensions of settler colonial logics and power structures. I propose educational transformations built upon Indigenous cultural teachings, advocating that we follow an Indigenous educational framework that has as its foundation: (1) Indigenous elders' instructions that education should teach us to be "real human beings"; (2) Indigenous teachings that invite us to engage in reflexivity to understand the "spirit" of our work; and (3) my own Yakama teachings on utilizing a decolonizing praxis within educational institutions. I conclude that American sociology needs to draw from Indigenous Studies scholarship to better understand and address the education inequalities facing Indigenous peoples in the USA.

Penelitian ini mempunyai fokus tentang perilaku pemilih golput dalam pilgub Jawa Barat. Permasalahan yang terjadi di Kecamatan Coblong adalah wilayah perkotaan yang tingkat golputnya cukup signifikan. Metode penelitian ini menggunakan metode kualitatif. Peneliti berperan sebagai instrumen penelitian. Adapun metode pengumpulan datanya meliputi observasi, wawancara dan studi dokumentasi. Hasil penelitian menunjukkan bahwa kelompok golput yang terjadi di Kecamatan Coblong didominasi oleh para kaum intelektual yang mempunyai pendidikan cukup dan berpikir idealis. Makna golput yang ditemukan di Kecamatan Coblong adalah mereka yang dengan sengaja tidak menggunakan hak pilih dan dapat dilihat dari surat suara yang tidak sah. Faktor-faktor yang mempengaruhi perilaku pemilih golput di Kecamatan Coblong dapat dilihat dari faktor teknis yang berasal dari pemilih, sikap apatis dan kurangnya sosialisasi Pilgub Jawa Barat. Kesimpulan dari penelitian ini yaitu yang menjadi kelompok golput di Kecamatan Coblong adalah para pendatang seperti mahasiswa dan pedagang. Makna golput yang terjadi di Kecamatan Coblong adalah sekelompok orang yang tidak memberikan aspirasi kepada ketiga kandidat. Adapun faktor-faktor yang mempengaruhi perkembangan perilaku pemilih golput di Kecamatan Coblong dalam pilgub Jabar 2008 adalah faktor teknis seperti administratif dan sikap politis serta sosialisasi Pilgub Jawa Barat yang kurang maksimal.