Suchergebnisse

1. Bilingualism, executive function, and beyond: questions and insights / Irina A. Sekerina, Lauren Spradlin and Virginia Valian -- Part I. Beyond simple relations: 2. The signal and the noise: Finding the pattern in human behavior / Ellen Bialystok -- 3. Variation in language experience shapes the consequences of bilingualism / Megan Zirnstein, Kinsey Bice and Judith F. Kroll -- 4. Adaptive control and brain plasticity: A multidimensional account of the bilingual experience and its relation to cognition / Anne L. Beatty-Martønez and Paola E. Dussias -- 5. Comparing executive functions in monolinguals and bilinguals: Considerations on participant characteristics and statistical assumptions in current research / Veronica Whitford and Gigi Luk -- 6. Cooking pasta in La Paz: Bilingualism, bias and the replication crisis / Thomas H. Bak -- 7. Interference control in bilingual auditory sentence processing in noise / Jungna Kim, Klara Marton and Loraine K. Obler -- Part II. Language processing: 8. Investigating grammatical processing in bilinguals: The case of morphological priming / Harald Clahsen and João Verøssimo -- 9. Referring expressions and executive functions in bilingualism / Antonella Sorace -- 10. Language control and executive control: Can studies on language processing distinguish the two? / Anna Wolleb, Antonella Sorace and Marit Westergaard -- 11. Effects of dense code-switching on executive control / Julia Hofweber, Theodoros Marinis and Jeanine Treffers-Daller -- 12. Predicting executive functions in bilinguals using ecologically valid measures of code-switching behavior / Julia Hofweber, Theodoros Marinis and Jeanine Treffers-Daller -- 13. Research on individual differences in executive functions: Implications for the bilingual advantage hypothesis / Naomi P. Friedman -- 14. Does performance on executive function tasks correlate? Evidence from child trilinguals, bilinguals, and second language learners / Gregory J. Poarch and Janet G. van Hell -- Part III. Cognition and bilingualism: 15. Putting together bilingualism and executive function / Virginia Valian -- 16. What cognitive processes are likely to be exercised by bilingualism and does this exercise lead to extra-linguistic cognitive benefits? / Raymond M. Klein -- 17. Executive control in bilingual children: Factors that influence the outcomes / Klara Marton -- 18. Interactions among speed of processing, cognitive control, age, and bilingualism / Klara Marton and Zhamilya Yerimbetova -- 19. Teasing apart factors influencing executive function performance in bilinguals and monolinguals at different ages / Virginia C. Mueller Gathercole, Enlli Mon Thomas, Nestor Vinas Guasch, Ivan Kennedy, Cynog Prys, Nia Young, Emily J. Roberts, Emma K. Hughes and Leah Jones -- Part IV. Development, aging, and impairment: 20. Proficient bilingualism may alleviate some executive function difficulties in children with Autism Spectrum Disorders / Aparna Nadig and Ana Maria Gonzalez-Barrero -- 21. Does bilingualism protect against cognitive aging? Methodological issues in research on bilingualism, cognitive reserve, and dementia incidence / Caitlin Wei-Ming Watson, Jennifer J. Manly and Laura B. Zahodne.

Foreword / Eric Acrofi, Maria Smit and Stig-Magnus Thorsén -- Introduction / Christine Lucia -- Iph'indela? Where is the way? Resurrecting an African Identity through popular music in the post-apartheid South Africa / Thembela Vokwana -- Singing the nation : negotiating South African identity through choral music / Nicol Claire Hammond -- Music in the Italian prisoner of war camps in South Africa during the second World War / Donato Somma -- Constructing the relevant listerner : power, knowledge and the construction of identity in the discourse of musical autonomy / Tobias Pontara -- The role of music in preserving the cultural identity of a migrant community : a case study of Duakor fisherman / Eric Akrofi ; Nicholas Kofie -- Encountering South African music from an Australian perspective : a kaleidoscopic voyage of discovery / Dawn Joseph -- Identity dynamics in popular and religious music : Mary Atieno and the International Fellowship Church Choir (IFC) / Jean Kidula -- Music and cultural identity among Kurdish musicians in Stockholm / Andreas Engström -- The colonial influence on music education in Ghana and South Africa -- Travesty of prophecy? Views of South African black choral composition / Christine Lucia -- The hymnic identities of the Afrikaner / Elsabé Kloppers -- Jazz in Drum, an ambiguous discourse: "Matshikeze" and the short stories in the 1950s / Leif Lorentzon -- Facilitating the formation of personal and professional identities of arts and culture educators / Maria Smit -- Tourism and cultural identity : conservation or commodification? / Minette Mans -- African music in global diasporic discourse : identity explorations of South African artist Johnny Mbizo Dyani / Patricia Achieng Opondo -- Reidentifying an auditory community : worship in an independent South African church / Christy M. Smith -- The musicians behind bars : can music help renew identities? / Zoliswa Twani -- Sweden in play with South Africa : personal musical experiences in postcolonial perspectives / Stig-Magnus Thorsén -- Storytelling as mediator between worlds / Sandie Malan -- Djembe, darbuka or drum set in music school -- cultural diversity in Scandinavian music education / Eva Fock -- Why localise a church's music? Musical change, meanings and cultural identities in the Evangelical Lutheran Church in Namibia / Jan Hellberg -- Intonjane music : a forum of identity formation for Xhosa women / Luvuyo Dontsa.

Abstract
University English as a foreign language (EFL) programs in expanding circle communities often pressure instructors and students to use globally published EFL textbooks for reasons more socio-political than pedagogical. While some critical studies underscore multimodal discourse to be an under-appreciated source of dominant social narratives in EFL textbooks, few have investigated their live negotiation in classrooms. To address the challenges negotiating potentially harmful social narratives in EFL textbooks, the present study proposes a two-step model for achieving a zone of prioritized curricularivity (ZPC). The model informs reflexive teaching practice in EFL instruction because it necessitates an understanding of a) the curricular commonplaces of a particular EFL program and b) the power and ideologies in the multimodal discourse of their textbooks, to mitigate perceived social injustices in the textbook lessons as they are negotiated "in situ." Demonstrated in vignettes, featuring two EFL courses at Chung-Buk National University in Cheong Ju city, Korea, two instructors used the ZPC framework to inform their reconstruction of multimodal discourses in their EFL textbooks to inculcate student involvement and participation. A novel, multimodal interactional analysis of video recordings looked at proxemics, gaze, spoken language, head movement, auditory emphasis, and gesture and discovered that each instructor recontextualized, neutralized, or skipped much of the multimodal discourse in the lessons. The findings suggest that a ZPC is achieved when the efforts by instructors to recontextualize textbook lessons in situ is met with positive feedback from students in the classroom – noted as heightened attentiveness, happy or cheerful participation, and enthusiastic discussion. The implications suggest a ZPC can help instructors and students and in EFL programs in any expanding circle culture because it can simultaneously improve student learning/acquisition in the classroom, diminish dominant, culturally marginalizing textbook content, while raising the value of student investment in EFL learning.

It is well established that emotional responses to stimuli presented to one perceptive modality (e.g., visual) are modulated by the concurrent presentation of affective information to another modality (e.g., auditory)—an effect known as the cross-modal bias. However, the affective mechanisms mediating this effect are still not fully understood. It remains unclear what role different dimensions of stimulus valence and arousal play in mediating the effect, and to what extent cross-modal influences impact not only our perception and conscious affective experiences, but also our psychophysiological emotional response. We addressed these issues by measuring participants' subjective emotion ratings and their Galvanic Skin Responses (GSR) in a cross-modal affect perception paradigm employing videos of ballet dance movements and instrumental classical music as the stimuli. We chose these stimuli to explore the cross-modal bias in a context of stimuli (ballet dance movements) that most participants would have relatively little prior experience with. Results showed (i) that the cross-modal bias was more pronounced for sad than for happy movements, whereas it was equivalent when contrasting high vs. low arousal movements; and (ii) that movement valence did not modulate participants' GSR, while movement arousal did, such that GSR was potentiated in the case of low arousal movements with sad music and when high arousal movements were paired with happy music. Results are discussed in the context of the affective dimension of neuroentrainment and with regards to implications for the art community. ; The study was funded by the research project FFI2010-20759 (Spanish Government: Ministry of Economy and Competitiveness). Julia Frimodt Christensen was supported by FPU PHD scholarship from the Spanish Ministry of Education, Culture and Sports (AP2009-2889). Beatriz Calvo-Merino was supported by the grant RYC-2008-03090 and PSI2012-34558 from the Spanish Ministry of Economy and Competitiveness. ; Peer reviewed ; Peer Reviewed

This article aims to explore the challenges of pan-optical fantasy conveyed and stimulated by the representation of digital technologies in series such as reselling, House of Cards, Utopia and Homeland. The aim is not only to take into account the dimension of 'telesurveillance' inherent in the television device, but to observe the ideological and semico-pragmatic effects produced by the repetition of patterns which give the viewer an impression of all power over the perception. The use by characters of digital devices (mobile phones, digital tablet, GPS, computer, etc.) at that time builds a visual and auditory diet within the diegese, which more broadly refers to the preeminence of the 'invisible' surveillance systems that capture each of our movements and behaviours. ; Cet article vise à explorer les enjeux des fantasmes panoptiques véhiculés et stimulés par la représentation de technologies numériques dans des séries telles que Revenge, House of Cards, Utopia et Homeland. Il ne s'agit pas seulement de prendre en compte la dimension de « télé-surveillance » intrinsèque au dispositif télévisuel, mais d'observer les effets idéologiques et sémio-pragmatiques produits par la récurrence de motifs qui induisent chez le spectateur une impression de toute-puissance sur le perçu. L'usage, par les personnages, d'appareils numériques (téléphone portable, tablette numérique, GPS, ordinateur, etc.) construit alors au sein de la diégèse un régime visuel et auditif qui renvoie plus largement à la prééminence des systèmes « invisibles » de surveillance qui captent chacun de nos mouvements et comportements.

Рассматривается этнокультурное развитие традиционных и электронных информационных ресурсов на территории Тувы в конце XX начале XXI в. Культурно-исторические процессы во многом связаны и с информационным обменом, что способствовало этнокультурному информационному развитию, последнее определяется ресурсно-информационной средой, созданной социокультурной памятью. В этнокультурной исторической памяти информационной среды создаются мнемонические коды информационной деятельности, которые определенным образом соотносятся с мнемоническим содержанием устных и письменных текстов-источников. Основные компоненты, формирующие этноинформационную культуру, текстовые, идеографические, машиночитаемые, аудиальные, электронные и т.д. ; The article deals with the ethnic and cultural development of traditional and electronic media in the territory of Tuva at the end of the 20th beginning of the 21st centuries. Cultural and historical processes are largely connected with information exchange, which contributed to the development of ethnic-cultural information determined by the resource-information environment created by social and cultural memory. In the ethnic-cultural historical memory the mnemonic codes of information created information environment that in some way correlates with the mnemonic content of oral and written text-sources. The main components, which make up ethno-informational culture are text, ideographic, machine-readable, auditory, electronic, etc. The potential opportunities for ethnic and cultural information of Tuva are defined by the resource and information environment created by social and cultural memory. Cultural and historical memory of Tuva appears as a complex socio-cultural formation, which includes municipal and public profiles of cultural institutions, museums, archives, libraries, socially set standards and other institutional forms of organization. The resources structure of information culture depends on the sociocultural structure of memory. Institutional structures of cultural heritage themselves are an essential resources element of the information cultural environment from the legislative framework ensuring the legitimacy of cultural space, to common standards of conduct in relation to ethnic-cultural historical monuments of architecture and art of the Republic. Memory of the cultural area of the Republic presents a complex information system, where there are special laws of conservation, reconsideration, and reproduction of information about the past. Ethnic-cultural information development permeates all aspects of human life from the basics of material production to the needs of people. It affects all spheres of public and personal life work, family life, leisure, style, mentality, way of life of the individual and the society, etc. Its importance in the formation and development of human life is manifested through the action of such subjective factors as the installation of consciousness, spiritual needs, values, ideals, etc., that affects the behaviour, shape and style of communication of an ethnicity.

Sounds Appealingis the latest of the 100+ books published to this date by the renowned linguist and lecturer, David Crystal. Just as the title claims, it is a story of English pronunciation in all its aspects, related with passion, humour and fascinating insights into its history as well as possible future. It is part of a series of 'stories' on the English language which Crystal has published since 2011, namely Making Sense: The Glamorous Story of English Grammar (2017),Making a Point: The Pernickety Story of English Punctuation(2015),Spell it Out: The Singular Story of English Spelling (2012) andThe Story of English in 100 Words (2011).The book contains 31 chapters accompanied by20 panels, nine auditory check tasks (with key) and Appendix with notes on the teaching of pronunciation for teachers of English as a foreign language (EFL). What is perhaps most appealing about the volume is its versatility towards the readers; indeed, those who may enjoy the book range from linguists to members of the general public, students of phonetics as well as lecturers, native speakers along with users of English as a foreign language. Crystal is able to find a perfect balance between the amount of facts, linguistic terminology, references to the doyens in the field of English phonetics, evidence from literary texts, and even popular culture trivia, be it references to films, advertisements, TV shows, singers or politicians.The opening line of the book reads "in the 1980s, I found myself as the 'voice of language' on BBC Radio 4" (p. 1), followed by the author's account of the beginnings of his involvement with the way English is spoken as well as with the BBC. It was the time when numerous local radio stations across Britain started broadcasting and their announcers often spoke in accents that differed from the traditional BBC model; this in return caused a sustained flood of complaints from listeners "expressing concern at what they perceived to be a falling of standards" (ibid.). To help ease the situation and address some ...

It was the late twentieth century when the Brazilian movement of persons with disabilities (PWD) took the first steps seeking to gain citizenship rights. Supported by the National Coordinator for the Integration of Persons with Disabilities (CORDE), and various segments of society, this movement succeeded in gradually, a capital that ensures legal rights to PCD in health, education, employment, habilitation and rehabilitation, culture, sport, tourism and leisure. Despite the efforts of government agencies and non-governmental institutions in order to include this segment of society, is not true to say that these people enjoy fully the rights of citizenship granted by the law won. Compliance with this phenomenon resulted in the release by the State of Living without limit-National Rights of Persons with Disabilities whose budget estimate is around £ 7.6 billion to ensure, by 2014, the achievement of goals in the area of education, health, social inclusion and acessibilidade.1 The Secretariat's Human Rights Presidency (SDH/PR) coordination of the 15 ministries that will develop the actions planned to improve the quality of life of PCD by tackling the social determinants that hinder or limit the inclusion of approximately, 45.6 million people with some kind of deficiência.1 In this sense, the Ministry of Health will invest 1.4 billion in the creation of the Network of Health Care of People with Disabilities, composed of 45 rehabilitation centers to develop in under the Unified Health System (SUS) and will be reference for the expert assistance to people with physical, visual, auditory and intelectual.1 However, it is necessary to pay attention that in the SUS, the exceptions, assistance to PCD is still characterized by biological activity, specialized, so that the health team constitutes a set of multidisciplinary professionals working in the restricted field of each professional category. In the case of nursing, the challenges that are set indicate the need to offer graduates of the academy a component that focuses on the care of PCD, develop internships in institutions promoting assistance to these people, implement extension projects in this area, as well as research socialize scientific clinical evidence regarding the subjects investigated. It is also the academy and the state and local health partnerships to qualify professionals SUS Network through continuing education in the field of assistance to PCD aimed at rehabilitating composition of interdisciplinary teams and qualified to ensure the universality, equity and comprehensive care for PCD, helping them to live without limits.

Nowadays advertising is one of the major factors used in order to attract as many clients as possible, form their needs and in such way guarantee that they would become regular clients. Usually these regular clients are teenagers. They are a special group of spectators. Unlike adults, they do not always understand what advertising is and what their creators seek for by it. The principal factor, influencing how a child or a teenager understands advertising, is his age. Objective of the research is teenagers' attitude towards advertising as a socio-cultural phenomenon. The aim of research is to find out teenagers' attitude towards advertising as a socio-cultural phenomenon. The hypothesis is the following: whereas advertising develop consumer society; therefore, having analyzed teenagers' attitude towards advertising as a socio-cultural phenomenon, we could understand how they conceive it and offer recommendations how to teach teenagers to understand the advertising. The goals of research: 1) to reveal the features of advertising as a socio-cultural phenomenon in accordance with the bibliography; 2) to discuss the psychological aspects of the stage of adolescence; 3) to analyze teenagers' attitude towards advertising as a socio-cultural phenomenon. Research methods. Theoretical: system analysis of bibliography analyzing psychological peculiarities of advertising as a socio-cultural phenomenon and of the stage of adolescence. Empirical: declarative research (questionnaire survey of student from forms VII-X). Methods of mathematical statistics: percentage data analysis, correlation analysis, application of chi-square criterion. Findings. 1. Advertising reflects our culture, politics, economics and morality. It functions as a mirror; however, by reflecting the image which is seen, distort it as well. Being concise, information, advertising is able to create and adjust values, having influence to the socio-culture. 2. Identity crisis; visual expression crisis; formation of self-consciousness; problem of psychical and social maturation; moral, cognitive development is common to the stage of adolescence. 3. The data of research showed that advertising is not only the source of information to some students. Advertising dictates fashions to them, stimulates their interest, and provides with ideas for creation. VII form students look at advertising superficially, it is more as a source of information about the goods to them. X form students start to select, compare and seek for creative ideas in them. They show less interest in the good itself in the advertisement, but try to understand its meaning more, gain concrete values. For students, advertisement is not only a common image. Teenagers are able to reveal the means of art expression in the advertising. Recommendations:1. Ad creators should pay bigger attention towards the auditory, for which the advertisement is directly intended, the possibilities of distortion of information and the level of maturity. Ad creators should raise moral values of the society, such as, for example, friendship, tenderness, honesty, justice, dignity and respect to others in the advertisements. 2. Advertisers understanding that teenagers have a very vivid and they are very trustful can not have the use of it. Having the ability to directly and indirectly stimulate the possible images of quality of product and its usage, they have a huge power due to which they could define the boundary between the reality and illusion.

Nowadays advertising is one of the major factors used in order to attract as many clients as possible, form their needs and in such way guarantee that they would become regular clients. Usually these regular clients are teenagers. They are a special group of spectators. Unlike adults, they do not always understand what advertising is and what their creators seek for by it. The principal factor, influencing how a child or a teenager understands advertising, is his age. Objective of the research is teenagers' attitude towards advertising as a socio-cultural phenomenon. The aim of research is to find out teenagers' attitude towards advertising as a socio-cultural phenomenon. The hypothesis is the following: whereas advertising develop consumer society; therefore, having analyzed teenagers' attitude towards advertising as a socio-cultural phenomenon, we could understand how they conceive it and offer recommendations how to teach teenagers to understand the advertising. The goals of research: 1) to reveal the features of advertising as a socio-cultural phenomenon in accordance with the bibliography; 2) to discuss the psychological aspects of the stage of adolescence; 3) to analyze teenagers' attitude towards advertising as a socio-cultural phenomenon. Research methods. Theoretical: system analysis of bibliography analyzing psychological peculiarities of advertising as a socio-cultural phenomenon and of the stage of adolescence. Empirical: declarative research (questionnaire survey of student from forms VII-X). Methods of mathematical statistics: percentage data analysis, correlation analysis, application of chi-square criterion. Findings. 1. Advertising reflects our culture, politics, economics and morality. It functions as a mirror; however, by reflecting the image which is seen, distort it as well. Being concise, information, advertising is able to create and adjust values, having influence to the socio-culture. 2. Identity crisis; visual expression crisis; formation of self-consciousness; problem of psychical and social maturation; moral, cognitive development is common to the stage of adolescence. 3. The data of research showed that advertising is not only the source of information to some students. Advertising dictates fashions to them, stimulates their interest, and provides with ideas for creation. VII form students look at advertising superficially, it is more as a source of information about the goods to them. X form students start to select, compare and seek for creative ideas in them. They show less interest in the good itself in the advertisement, but try to understand its meaning more, gain concrete values. For students, advertisement is not only a common image. Teenagers are able to reveal the means of art expression in the advertising. Recommendations:1. Ad creators should pay bigger attention towards the auditory, for which the advertisement is directly intended, the possibilities of distortion of information and the level of maturity. Ad creators should raise moral values of the society, such as, for example, friendship, tenderness, honesty, justice, dignity and respect to others in the advertisements. 2. Advertisers understanding that teenagers have a very vivid and they are very trustful can not have the use of it. Having the ability to directly and indirectly stimulate the possible images of quality of product and its usage, they have a huge power due to which they could define the boundary between the reality and illusion.

The topicality. The factors that influence the disclosure nature of the director's and composer's creative concept are the leading artistic polystylistic tendencies — stylistic layers and trailblazing experiments in the formation of sound-timbre and visualized combinations, where ancient intonations together with modern sound formation and video performance create new sound and performance realities.
The purpose. To determine the role of artistic reconstruction of the folklore text and the specifics of their artistic embodiment in the film parable "A well for the thirsty ones" by the popular Ukrainian film director Yu. Illienko; to determine the specifics of the embodiment of the signs of cultural codes in the musical-sound score of the film by composer L. Hrabovskyi.
The methodology. The culturological approach applied in revealing the issues of the article made it possible to consider the peculiarities of the drama and musical-sound score of Yu. Illienko's film "A well for the thirsty ones" in a broad cultural context. The interpretive approach helped to highlight the importance of cultural codes of the folklore text, the specifics of their embodiment in the director's idea through the artistic reconstruction of the folklore text.
The results. Yu. Illienko and L. Hrabovskyi, addressing the folk song tradition, create a new intonation world, embodied in separate "emergings" of female solo singing (verses of the ballad one by one are strung like beads throughout the picture), in lamentations, in incantations, in children's amusements when playing on pots, that intersperse with a general, very concise and minimalist sound score of the film. The characteristic and figural semantics of the musical-sound background of the film is saturated with active rhythmics, complex sound palette of combination of electronic sounds with natural ones, which demonstrates the author's (at the choice of director and composer) special sound complex. Folklore texts in the film create a single hypertext, which is manifested at the appropriate levels — auditory, visual and dramatic.
The novelty. The article considers for the first time the specifics of the embodiment of artistic reconstruction of a folklore text as the basis of the drama of Yu. Illienko's film "A well for the thirsty ones" and defines sense forming and semantic role of the embodiment of the cultural codes signs in the musical-sound score of the film by composer L. Hrabovskyi.
The practical significance. The artistic reconstruction of the folklore text in the film is based on the introduction of polystylistic tendencies and features of sound (timbre) thinking into the cinematographic process. Prospects for further study of this issue is the study of modern manifestations of artistic reconstruction of the folklore text, the processes of formation of semiotic space both in cinema and in culture in general.

В статье ставится задача реконструкции доминантных черт восприятия окружающей действительности в традиционной народно-речевой культуре. Анализируются лексикон, спонтанная устная речь и метатексты сибирской крестьянки В.П. Вершининой. Выявлены такие особенности мировидения диалектоносителя, как антропоцентричность, приоритет личного опыта, опирающегося на сенсорные впечатления, по отношению к логическим умозаключениям, конкретность, образность и оценочность. Соотнесенность этих характеристик с наблюдениями и выводами диалектологов, изучающих русские говоры и речь отдельных говорящих, позволяет считать их типологическими для диалектной языковой личности. ; Worldview is seen as a set of attitudes of society and its individuals which determines reality perception patterns. Reconstruction of mental traits of a dialect speaker was based on the analysis of an idiolexicon, spontaneous texts and metatexts of a particular representative of the Siberian old-timer dialect. The vocabulary and the system of figurative means (metaphors, comparisons, phraseologisms) shows the predominance of units connected with the sphere "person", which indicates the anthropocentric view of the world in the folk-speech culture. Its special case is corporeality manifested in the broad use of figurative units with a somatic component. A broad lexical-semantic field of sensory perception and a large group of figurative elements the semantics of which includes perceptual basis prove the priority of personal experience which relies on sensory perception in the knowledge of reality. In the texts of folk-speech culture the truth is only something seen, heard, experienced. Knowledge logically derived from certain assumptions is questioned as unsubstantiated and is accompanied by markers of presumption. Concreteness of reality perception of the dialect speaker is reflected in the asymmetry of concrete and abstract vocabulary, names of physical and psychological characteristics of the person, the prevalence of comparisons of something specific with the specific. The texts present the common themes of morality, politics, history, language through descriptions of the life and deeds of persons of the inner circle, through comments to certain words. The narrative abounds in details: names of real people, reference to their speech, indications of time and space, quantity parameters, etc. The world is perceived through images, which is proved by the abundant lexical-phraseological units, metaphors, hyperboles based on visual or auditory images, the frequency of comparatives reflecting the proposition view of the situation through a number of compared features. The application of reciprocal models with the transfer of human properties on the rest of the world and vice versa, and the use of the same images for the living and the nonliving, human and natural phenomena shows traces of the archaic worldview, in which all aspects of the macrocosm are perceived in their indissoluble unity. On the textual level it is typical to represent a situation by sound and visual images (the story from different persons' view, imitation of speakers' pronunciation, gestures and facial expressions, sounds of living beings and objects), in metatexts it is reproduction of typical sentences with the word. The multiplicity of expressive emotional units with a wide range of connotative meanings, speech genres containing evaluation, and metatexts which assess compliance with the norms of speech proves the evaluative character of the dialect worldview with prevalence of the emotional type of evaluation. The identified features of the Siberian peasant's worldview correlate with the data of dialect dictionaries, corpora of texts of different regions and observations of dialectologists, which allows them to be considered as typological for the dialectal language personality.

World Wide Web is becoming increasingly necessary for everybody regardless of age, gender, culture, health and individual disabilities. Unfortunately, the information on the Web is still not accessible to deaf and hard of hearing Web users since these people require translations of written forms into their first language: sign language, which is based on facial expressions, hands and body movements and has its own linguistic structure. This thesis introduces a possible solution (method) for providing accessible information to the deaf and hard of hearing on the Web. The Sign Language Interpreter Module (SLI Module) method combines three different types of modalities: visual, auditory and kinesthetic. The visual modality is represented by the video of a sign language interpreter with the addition of subtitles. The auditory modality is reflected as speech and the kinesthetic modality is defined as user interaction ; activating sign language videos on demand. In comparison to previous technological Web solutions, the innovation of the proposed SLI Module method is that it envelops various modalities for delivering written information. The presentation of this information as sign language videos with subtitles can be easily integrated into original Web sites, while fully preserving the layout's structure. This is possible due to the use of Web specifications such as HTML for layout presentation and the ubiquitous use of JavaScript scripting language for interaction. In addition, the method uses external W3C Timed Text format for subtitling. The analysis of Web Content Accessibility Guidelines 2.0 recommendations showed that these recommendations are still too general and inadequate for deaf people who use sign language as their first language. For this reason, the thesis argues that the main problem of the Web accessibility guidelines is that they focus mainly on functionalities instead of user experience. In the thesis, the reasons for selecting sign language videos over synthetic signing, such as avatars, are addressed. The process of producing sign language videos is described in depth. The thesis analyses present Web dictionaries on the Web and introduces motivations factors and development of a Web glossary on demand (SLI Glossary) using the SLI Module method. Additionally, this approach can be used for monitoring Web users" activities and can also be used as an indicator for further sign language videos recordings. The SLI Glossary method does not represent a text-to-sign-language automatic translator, but a way to enable single word sign language translations to original Web sites. Based on the experience obtained from the evaluation studies, the SLI Module method is gaining wide acceptance within the Deaf community as it assists them to get the written form of information by using a multimodal information retrieval. Finally, the SLI Module follows worldwide declarations and legislations regarding human rights on equal access to information, since it facilitates sign language as a primary communication channel. The goal of the thesis is also to start an initiative for Slovenian sign language recognition and increase people's awareness about its usage. ; Svetovni splet je postal neizogiben za vsakokar ne glede na starost, spol, kulturo, zdravje ali individualne posebne potrebe. Žal pa so informacije na svetovnem spletu še vedno večinoma v pisni obliki in tako nedostopne gluhim in naglušnim uporabnikom, ki uporabljajo znakovni jezik kot orodje za komuniciranje. Pisne informacije na spletu bi morale biti posredovane gluhim in naglušnim osebam v znakovnem jeziku v obliki videoposnetkov tolmača znakovnega jezika. Znakovni jezik predstavlja tej populaciji naravni jezik in temelji na obrazni mimiki, gibanju rok in telesa ter ima svojo lingvistično strukturo. V doktorski disertaciji je zajeta statistika gluhe in naglušne populacije po svetu, ki se dnevno sooča z izzivi v komunikaciji in s težkimi življenjskimi pogoji. Gluhe in naglušne osebe, ki uporabljajo znakovni jezik kot prvi jezik za komunikacijo, imajo težave z branjem in pisanjem, saj pisne informacije predstavljajo večinoma njihov drugi jezik. Iz tega razloga je v nadaljevanju predstavljen splošen problem v pridobivanju informacij gluhih in naglušnih. Disertacija nato predstavi večmodalno metodo znakovnega jezika, ki omogoča dostopnost informacij gluhim in naglušnim na spletu. Metoda SLI Module združuje tri različne tipe modalnosti: vizualno, zvočno in kinestetsko. Vizualna modalnost predstavlja videoposnetek tolmača znakovnega jezika z vključitvijo podnapisov, zvočna se odraža kot govor, kinestetska pa je definirana kot interakcija med uporabnikom in sistemom ob aktiviranju videoposnetkov znakovnega jezika na zahtevo. V primerjavi s trenutnimi tehnološkimi spletnimi rešitvami je inovacija te metode združevanje različnih modalnosti za posredovanje pisnih informacij s pomočjo transparentnih videoposnetkov znakovnega jezika in podnapisov. Večmodalno metodo je možno vključiti v obstoječe spletne strani na enostaven način, saj ne vpliva drastično na strukturo spletnih strain, v primerjavi s trenutnimi načini vključitve videoposnetkov. Ta način integracije je moč doseči z uporabo spletnih specifikacij, kot je HTML za prikaz videoposnetkov, in skriptnega jezika JavaScript za omogočanje interakcije. Ob tem predlagana metoda uporablja za podnapise standardiziran format W3C Timed Text. Analiza spletnih priporočil Web Content Accessibility Guidelines (WCAG) je pokazala, da so ta še vedno presplošna in neprimerna za gluhe in naglušne spletne uporabnike, ki uporabljajo znakovni jezik kot prvi jezik. V disertaciji je tako argumentiran glavni problem WCAG priporočil, in sicer da se preveč osredotočajo na funkcionalnost in ne na uporabniško izkušnjo. Razlogi za izbiro videoposnetkov tolmača znakovnega jezika v primerjavi s sintetičnimi kretnjami so navedeni v nadaljevanju. Predstavljene so rešitve za gluhe in naglušne spetne uporabnike iz nekaterih evropskih projektov ter izpostavljen problem pri zagotavljanju dostopnosti na obstoječih spletnih straneh. Postopek za izdelavo kakovostnih videoposnetkov v skladu s standardi ITU je opisan podrobneje. Glede na to, da predlagana večmodalna metoda za podnapise uporablja format Timed Text, ki je bil predlagan s strani organizacije W3C v letu 2010, obstaja velika potreba po orodjih za generiranje podnapisov. Iz tega razloga je izpeljana primerjava med obstoječimi spletnimi rešitvami in namiznimi orodji, ki so na voljo brezplačna. Ker obstoječa orodja za generiranje podnapisov ne zmorejo generirati formata Timed Text z definiranimi stilnimi parametri, je v nadaljevanju predstavljeno spletno orodje SLI Parser, ki služi kot pretvornik podnapisov iz formata .SRT v Timed Text upoštevajoč parametre stilov za prikaz podnapisov. V nadaljevanju sledi zasnova in implementacija namenskega Flash video predvajalnika (SLI Flash Player) za posredovanje večmodalnih informacij na spletu. SLI Flash Player je osnovan na programskem jeziku ActionScript 3.0 in uporablja dve vgrajeni komponenti Adobe Flash. Namen prve komponente FLVPlayback je predvajanje pretočnih videoposnetkov, medtem ko druga komponenta FLVPlaybackCaptioning poskrbi za prikaz

Undermining Impasse: The Role of Architecture in the Israeli-Palestinian Conflict Abstract Laura Ondrich Architecture is political, in that it can be used to further an authority's agenda, and the relationship between peoples under that authority can be affected by it. As the political tool of a ruling power, architecture in a place of ongoing conflict may propel the conflict and submit to its perpetuity at the detriment of participating peoples. Though politics are often considered intangible, certain conflicts exist in real space, thus there is an opportunity for architecture to create an influence. In this case where architecture - concrete facts on the ground - aggravates the situation, a new interpretation of the space of conflict can allow for architecture to be used in order to subvert its own existing effects. Since the fall of the Berlin Wall, international society has been completely transformed from a world divided along ideological and political lines to one of unprecedented physical and electronic mobility. Nevertheless, since 1990, over 21 barriers have been built across the globe, dividing people, cultures, and territories. One of the most controversial separation barriers is being built between Israel and the Palestinian territories. The building strategies in the West Bank, culminating in the construction of the separation barrier, are politically aimed at temporary separation, but their built reality is resulting in a continuing and unbalanced coexistence. This research investigation sought to understand the social implications and hostile perceptions arising from these patterns of government-imposed political architecture with the ambition of responding through critical intervention. The implications of building in this area of conflict, which generates hatred and hostility, require study of a new type of building that exists in the political realm and yet addresses the civilian populations in a state of perpetuating coexistence and need for mutual understanding. Therefore the proposal was to address the Israeli and Palestinian civilian populations in a state of perpetuating coexistence through a reinterpretation of the space of the separation barrier, such that it could become a space of interaction and cooperation between the two peoples. The intent is to thereby undermine the inherent function of the divisive qualities of the structure to emphasize the importance of "seeing the other" over the importance of "surveillance." In generating interventions for the barrier, it was important to take into account that, while at certain points this barrier looks to be almost sacred in its impermeability, there are in fact numerous and frequent occasions where the concrete condition disintegrates into materials much more permeable, This justified the move to co-opt these more permeable conditions for the purposes of intervention, to further disintegrate the continuous concrete line, confuse the hierarchy of power, and encourage visual, auditory, and tactile permeability between the two sides of the barrier. Ultimately this design project tests the integration of permeable conditions and physical connections between the two sides of the barrier to raise awareness of the current situation through a push beyond the standard tools of one-way surveillance and into the realm of mutual awareness. The goal is to call into question the effectiveness of the barrier as a move toward permanent resolution and instead propose a more interactive system of acknowledgement between the two groups which trends toward a different resolution process. The intervention manifests as five prototypical installations that in some way disintegrate the opacity of the concrete wall. These five pieces can be organized and combined to address specific issues at any site that meets the specifications of being divided by the existing separation barrier. These prototypes include a seating-and-sunshading system, a parking area, a community garden space, market stalls, and the surveillance tower redesigned and redefined in order to serve either side of the barrier through various programs. As the concrete line is repeatedly broken, the impasse that it represents becomes affected by architecture in an entirely new way.

This is a continuation of dialogue on pushing boundaries in dissertation work as we continue to research on and write about the counternarratives of curriculum of schools, neighborhoods, and communities in the U. S. South. We explore creative ways to push methodological and representational boundaries to liberate dissertation writing by diving into life and writing into contradiction in schools, families, and communities in the U. S. South. Through visual/graphic/multimedia presentations, reader's theater, spoken word, drama, and performance, the presenters will illustrate diverse forms of dissertation research and representations such as critical race narrative inquiry, critical geography/critical dis/ability studies, critical multiracial/mixed racial fictional auto/biographical inquiry, multiperspectival poetic inquiry, multiperspectival cultural studies, womanist currere, critical portraiture, memoir, fiction, oral history, documentary film, and painting. Innovative writings engendered from the inquiries will be demonstrated. Potentials, challenges, and future directions of creative inquiries and representations will be discussed. There are three purposes to this session. One purpose of this presentation is to share our experience of moving beyond methodological and representational boundaries to liberate dissertation writing by diving into life and writing into contradiction in schools, families, and communities in the U. S. South. The second purpose is to explore creative ways to engage in and write about research and embed inquiry in school, neighborhood, and community life to transform research into positive social and educational change. Another purpose is to engage the audience from diverse research paradigms in discussions on how diverse forms of curriculum inquiry and modes of representation and expression help capture cultural, linguistic, and socio-political poetics of personal, community, and historical narrative; address pressing issues and contemporary concerns; make impact on practice, policy, and historical, social, political, economic, geographical, cultural, linguistic, and ecological contexts; and advance curriculum theorizing and praxis toward social justice. The potentials, challenges, and future directions of various inquiries and representations are also discussed. We begin with an overview of diverse forms of curriculum inquiry and modes of representation and expression with the intent to imagine and recognize possibilities to push methodological and representational boundaries to liberate dissertation writing. We then invigorate exploratory conversations on forms of inquiry modes of representation and expression that challenge traditional ways of engaging in, interpreting, and writing about research. We invite curriculum inquirers to engage in activist oriented research and writing, transcend inquiry boundaries, raise challenging questions, transgress orthodoxy and dogma, and research silenced narratives of underrepresented or disenfranchised individuals and groups with hearts and minds (Ayers, 2004, 2006; He & Ayers, 2008; hooks, 1994, 2003) to build a long term and heart felt participatory movement to promote cultural, linguistic, and ecological diversity and flourishing plurality of humanity (Schubert, 2009). The power of such inquiries and representations lies in its potential to locate experience within complex social, cultural, and linguistic contexts and enable researchers to dive into life and write into contradiction. Such inquiries and representations enable the researchers to develop a deeper understanding of cultural research phenomena, inquiry contexts, modes of inquiry, forms of representation, and possible educational and social changes engendered by research and writing. Such inquiries and representations thrive on the passionate involvement, commitment and advocacy of the researchers, and help cultivate hope and possibilities for better lives as experienced in diverse schools, families, and communities. Please list individual presentations within the session (see attached for details) Individual Presentations Within the Session: Presentation #1: Research on Counternarratives of Curriculum in Schools, Neighborhoods, and Communities in the South Ming Fang He, Georgia Southern University Presentation #2: Research on the Lived Experience of Chinese International Students at a Non-Research I University in the U. S. South Yiming Jin, Georgia Southern University (TA & Doctoral Fellow in Curriculum Studies; Email: Yiming Jin, or ) Presentation #3: Counternarratives of Students with Significant Disabilities in One Rural Elementary School in Georgia Christy Howard, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Email: Christy Howard ) Presentation #4: Counterstories of African American Students in a Racialized School System in Georgia Chanda R. Hardiman, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Chanda R. Hardiman or ) Presentation #5: Culturally Contested Curriculum? Developing Culturally Sustaining Curriculum for the Classical Education of African American Students in an Urban Georgia Middle School Ellen M. Hotchkiss, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Ellen M. Hotchkiss ) Presentation #6: Como se dice Learning: A Critical Ethnographic Linguistic Inquiry into Successful Foreign Language Learners in A Suburban Southeastern US High School Kathleen E. Barbara, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Kathleen E. Barbara ) Presentation #7: Teaching with Passion: Indigenous Thought and Storywork Ashley E. West, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Ashley E. West ) Presentation #8: Culturally Contested Curriculum? Developing Culturally Sustaining Curriculum for the Classical Education of African American Students in an Urban Georgia Middle School Mary E. Negley, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Mary Negley or ) Presentation #9: Cross-Cultural Narrative Inquiry into the Experience of Chinese Ethnic Minority Teachers Studying in US Universities Ru Li, Georgia Southern University (TA, Instructor, & Doctoral Candidate in Curriculum Studies; Emails: Ru Li ) Presentation #10: Using Fiction in High School English Language Classrooms Eden A. Evans, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Eden A. Evans or ) Presentation #11: Languages, Cultures, and Identities: Experiences of HBCU Students in a Study Abroad Program in Costa Rica Irina Tedrick, Georgia Southern University (University Instructor & Doctoral Candidate in Curriculum Studies; Emails: Irina Tedrick or ) Presentation #12: Place, Space, and the Education of Auditory-Oral Deaf Students in the Inclusion Classrooms: A Teacher's Performative Memoir Tracy L. Edenfield, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Tracy L. Edenfield or ) Presentation #13: Teaching with Passion and Compassion: Stories of Successes, Obstacles, and Dreams of Dedicated Educators in Public Schools in Georgia Erin P. Scroggs, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Erin P. Scroggs or ) Presentation #14: Between "Suicide and Murder": Post-Structural Reflections on Language Learning, Power, and Alterity Jennifer J. Bowers, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Jennifer J. Bowers or ) Presentation #15: Exploring Unwanted Roads Traveled on the Curriculum Roadmap of Life Katherine F. Wyatt, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Katherine F. Wyatt or ) Presentation #16: Joys and Fears of A Black Mother Raising Her Son in the US South: A Memoir Alethea Coleman, Georgia Southern University (Teacher & Doctoral Candidate in Curriculum Studies; Emails: Alethea Coleman )