Suchergebnisse

As a result of the impact and focus of their contribution to Cyprus Buffer Fringe VII, 2020, eight members of the international interdisciplinary research group, the Creative Centre for Fluid Territories' (CCFT) were invited by the Festival Director to contribute to Cyprus Buffer Fringe VIII, 2021, through a collaborative and participatory project: Nomadic on-line dialogue 2: New Fluid Territories - Displacement. This project took four forms: - An online exhibition of mixed media artworks and written contributions generated through a process of invitation to 70 internationally dispersed, interdisciplinary contributors including artists, designers, architects, writers, sociologists, archaeologists, and educationalists. The works generated in response to the invitation were disseminated within a dedicated web portal in the public domain (Research Catalogue). See https://www.researchcatalogue.net/view/1304585/1304586; – An exhibition of the contributions within the Home4Cooperation, Nicosia: a NGO focused on facilitating inter-communal dialogue in Cyprus located in the UN de-militarized Buffer Zone at the Ledra Palace crossing, Nicosia, between North and South Cyprus; – A PDF download of the contributions available through the Research Catalogue. See https://www.researchcatalogue.net/view/1304585/1304586; – A hybrid symposium at the Home4Cooperation (online and in real life) organised by CCFT for the programme of weekend events for Cyprus Buffer Fringe 2021 (Saturday 9 October). Building on CCFT's relationship with Home4Cooperation and our contribution to Cyprus Buffer Fringe 2019, 'The Urban Glenti' [Urban Feast] and our Nomadic Online Dialogue 1, 2020, the works generated by CCFT members, along with invited other voices, expanded and explored the Cyprus Buffer Fringe 2021's theme of 'Displacement': whether personally, socially, culturally or politically; within the context of Cyprus but also internationally. The Exposition page created for the Research Catalogue became a container of dialectic thoughts, as well as a repository for documentation of the live events that formed part of the Buffer Fringe's 2021 programme. The intention being that the whole practice-led and dialogical process be read as a series of inter-related ideas, critical positions and visual relationships on the theme of displacement. Intercommunal Cypriot contributors to the Nomadic Online Dialogue 2: Hybrid Symposium hosted at the Home4Cooperation on Saturday 9 October 2021 were: Hosts: Ellada Evangelou (Home4Cooperation, Cyprus Buffer Fringe Director) Yiorgos Hadjichristou (CCFT, Professor of Architecture, University of Nicosia) Invited Participants: Aydin Mehmet Ali (intellectual activist, anti-racist and anti-militarist writer, translator, educationalist, traveller and cyclist) Maria Georgiou (Co-director of Public History) Elena Ioannidou (Associate Professor in Language Education and Sociolinguistics at the Department of Education, University of Cyprus) Stavros Karayiannis (Associate Professor of English at European University Cyprus) Despo Pasia (Art Educationalist) Neshe Yasin (Poet) Online – CCFT Members: Susan Brind (GSA) Jim Harold (Independent artist, Glasgow) Duncan Higgins (Prof, Nottingham Trent / Bergen University) Linda Lien (Independent designer, Norway) Andy Lock (Bergen University) Shauna McMullan (GSA) Johan Sandborg (Prof, Bergen University)

Background: Many indigenous people have died or been harmed because of inadequately monitored research. Strong regulations in Human Research Ethics (HRE) are required to address these injustices and to ensure that peoples' participation in health research is safe. Indigenous peoples advocate that research that respects indigenous principles can contribute to addressing their health inequities. This scoping literature review aims to analyze existing peer reviewed and grey literature to explore how indigenous values and principles from countries of Oceania are incorporated into HRE and the governance of research involving human participants. Methods: A scoping literature review framework was used for this study. A search for peer reviewed and grey literature from Google, bibliographies, and electronic databases such as SCOPUS, SPRINGER, Medline (Ovid) and JBI Database of Systematic Reviews was conducted, limited to the years 2002–2020. Sixty (60) documents that focused on indigenous knowledge from Oceania region and HRE were included, from which key findings and themes were synthesized. Results: Charting the data showed that more than half the eligible documents were peer-reviewed journal articles (54%). Other sources included: International Declarations on Human Research (8%); book chapters (8%); government documents (8%); HRE Guidelines or protocols (13%); news articles (7%) and PhD thesis (2%). The literature was from Australia, Cook Islands, Guam, New Zealand, Fiji, Samoa, Tonga and Vanuatu, some of which focused specifically on HREs in the Pacific Region. Issues emerging from the literature were grouped into five themes (i) indigenous and cultural principles of HRE; (ii) informed consent in indigenous settings in Oceania; (iii) vulnerability and minority status of indigenous populations exploited for research; (iv) research ethics governance for Oceania indigenous peoples; and (v) research ethics committees in Oceania. Respect, relationship building, and trust were priority indigenous HRE principles that encompass the principles of partnership, capacity building, reciprocity, and equality. Relationship building and trust imply the equal distribution of benefits for indigenous population and researchers. Conclusion: Indigenous principles of HRE identified were interconnected and interdependent. Recommendations were to incorporate indigenous principles of research in HRE regulations and processes of all countries with indigenous populations. This is especially pertinent for emerging national research committees in LMIC countries, including Fiji and Tonga. Relationship building among researchers and indigenous populations is key to successful research with indigenous populations. HRE principles important for relationship building include respect that is reciprocal among researchers and indigenous people. Elements of the principle of respect highlighted are empathy, collaboration, sharing of benefits, reciprocity, appreciation, empowerment, protection, safety and awareness of culture and languages. Indigenous ontology from the Oceania region involves spirituality, connectedness to land, religious beliefs and a participatory approach to HRE and should be respected in research. An ethical governance mechanism of HRE is one that incorporates indigenous principles and applications for the purpose of maximizing the protection of the dignity and rights of indigenous peoples of Oceania.

The processing data is process of input and output data become another form that very needed which is the special information of livestock processing data. The unit of implementation technical production and health of animal (Prokeswan) Lape sudistrict and Lopok subdistrict as one of a government service that have various type of affairs, like like the processing data of livestock that cover the result of registration of livestock data and a mutation data of livestock. A livestock data collection is activities that carried out by subdistrict officials to know the number of livestock in every village. Research items to design and build information system processing of livestock in information of livestock processing data. The unit of implementation technical production and health of animal (Prokeswan) lape subdistrict and Lopok subdistrict in Web-based. The system was developed using the PHP language programming and using MySql as a database. The method of the developed of this software using waterfall method. The testing of this software through Black Box testing that is testing that do with testing the software in functional terms. The instruments Technic Collecting data in this research using interview and literature review. The final result of research is design and build an information system processing of livestock data Web-based can facilitate officer and employer to processing livestock data, this system also can speed up saving data, processing, collecting and display data to produce the quality information and also processing the data become a report that able to present the complete livestock data of UPT Prokeswan Lape subdistrict and Lopok subdistrict. ; Pengolahan data merupakan proses input dan output data menjadi bentuk yang lain yang sangat dibutuhkan yaitu berupa informasi khususnya pengolahan data ternak. Unit Pelaksana Teknis (UPT) Produksi dan Kesehatan Hewan (Prokeswan) Kecamatan Lape dan Kecamatan Lopok sebagai salah satu Dinas Pemerintahan yang memiliki berbagai jenis urusan diantaranya yaitu mengolahan data ternak yang meliputi data hasil registrasi ternak dan data mutasi ternak. Pendataan ternak merupakan kegiatan yang dilakukan oleh pegawai kecamatan untuk mengetahui jumlah ternak disetiap desa. Pada umumnya pendataan ini dilakukan setiap tahun, sehingga setiap tahunnya ada perubahan jumlah dan jenis ternak disetiap desa. Penelitian ini bertujuan merancang dan bangun sebuah sistem informasi pengolahan data ternak pada UPT Prokeswan Kecamatan Lape dan Kecamatan Lopok berbasis web. Sistem ini dikembangkan menggunakan bahasa pemrogramman PHP dan MySql sebagai database. Metode pengembangan perangkat lunak menggunakan metode Waterfall. Pengujian perangkat lunak dilakukan melalui pengujian black-box yaitu pengujian yang dilakukan dengan menguji perangkat lunak dari segi fungsionalitas. Hasil akhir dari penelitian merancang dan membangun sistem informasi pengolahan data ternak berbasis web ini dapat mempermudah petugas dan pegawai dalam melakukan pengolahan data ternak, sistem ini juga dapat mempercepat dalam menyimpan, memproses, mendapatkan, dan menampilkan data untuk menghasilkan informasi yang berkualitas serta mengolah data menjadi sebuah laporan yang mampu memberikan sajian data peternakan UPT Prokeswan Kecamatan Lape dan Kecamatan Lopok yang lengkap.

This study assesses the development process of a tool to measure students' perceptions of gender mainstreaming in STEM (Science, Technology, Engineering and Mathematics) studies. Within the framework of a pilot project named Gender Dimension in Teaching implemented at the Universitat Politècnica de Catalunya · BarcelonaTech (UPC), a group of 35 teachers worked during one semester on how to introduce the gender perspective in their teaching. This aim is especially relevant when considering STEM studies, since they have traditionally been defined as gender-neutral when, in fact, they are gender-blind. The teachers that participate in the project cover a wide range of STEM studies, including Architecture, Civil Engineering, ICT Systems Engineering, Naval Systems and Technology Engineering, Aerospace Systems Engineering, Applied Telecommunications and Engineering Management, Industrial Engineering and Environmental Pathways for Sustainable Energy Systems. The project is part of the III Gender Equality Plan at the UPC and is supported by GEECCO project, which receives funding from the European Union's Horizon 2020 Research and Innovation programme. The Gender Dimension in Teaching project focuses on the four pillars of teaching (i.e. contents, classroom management, methodology and assessment), which were revised from a gender perspective. Within each pillar, gender issues were identified according to the experienced perception of the project participants. These gender issues included, for instance, gender differences in classroom participation, the stereotypical roles adopted in teamwork activities, the use of female references as models for students, the adoption of a gender-inclusive language by both teachers and students, the use of stereotypes in teaching materials, gender bias in assessment, etc. However, uncertainty aroused concerning the reliability of such a perception. Indeed, teachers' perception might be influenced by stereotypes and prejudices that could alter the identification of gender issues. Hence, it became obvious that more reliable data concerning students' perceptions was needed. To this end, a first set of questions was collaboratively defined and a first survey was developed using Google Forms. The survey was tested at the beginning of the semester in 8 different UPC degrees, both at Bachelor and Master level, obtaining more than 500 answers. Despite some interesting preliminary results, a detailed revision of the questionnaire was conducted in order to remove some acquiescence bias and formal errors, thus improving the quality of the survey for a more global study. The improvement process included discussions among the members of the Gender Dimension in Teaching project, and discussions with the Feminist Assembly of the Industrial Engineering School at the UPC. As a final step, this revised survey was tested and discussed with a small sample of students. As a result, an improved survey to assess student's perceptions of gender mainstreaming in STEM studies has been collaboratively obtained, which may become an essential tool for further studies extended to all the university community. ; Peer Reviewed ; Postprint (published version)

This is the final version. Available on open access from Springer via the DOI in this record ; This paper considers patient and public involvement (PPI) in health economics research and how this might be facilitated. PPI refers to research carried out 'with' or 'by' members of the public and is now an important aspect of health research policies internationally. Patients and members of the public can be involved in all stages of the research cycle, from establishing whether the topic is important to influencing details of study design, wording of patient-facing documentation and interpretation and dissemination of findings. PPI has become commonplace in health services research. In the context of clinical trials, it has become imperative, with, for example, patients and members of the public informing the selection of outcome measures and recruitment methods, and qualitative research is frequently steered by PPI input regarding the content of interview topic guides and the interpretation of study findings. It is less common for PPI to be explicitly reported in the economic components of health services research. However, we argue that involvement is no less important in this area. The fundamental rationale for involving people in research is that it promotes democratic principles, research quality and relevance to service users. These arguments equally apply to health economics as to other health research disciplines. Our overarching aim in this paper is to show how health economic research might be informed by PPI. We report our experiences of PPI via case studies in child health, reflect on our learnings, and make suggestions for future research practice. Plain Language Summary This paper considers how to involve patients and members of the public in health economics research.Health economists often carry out research into the value for money (sometimes called 'cost effectiveness') of new ways of treating people. This can help in decisions about which treatments are publically funded. In an economic evaluation, the economist identifies and values the key things used to treat someone who is unwell. They also have to measure how unwell that person is and whether their health changes with treatment. They do this by asking them questions about how they rate specific aspects of their health. Economists compare costs and health outcomes of different treatments. Patient and public involvement in health research is really important because the public fund health systems (through taxation in the UK) and benefit from healthcare. This paper shares our ideas on and experiences involving the public in health economic research studies. All our examples come from the involvement of children and/or parents. We think our approaches would also apply to adults. ; No direct funding was received to write this paper; however, the FAST and CHICO studies received funding from the NIHR, and the Parent-to-Parent study received funding from the NIHR Collaboration for Leadership in Applied Health Research and Care of the South West Peninsula (PenCLAHRC) and the charity Cerebra.

Soil investigation may be carried out on various levels of knowledge, research capacity and proficiency. Scientists commonly apply advanced methodology for soil resources inventory, including the professional terminology for landscape and soil description, data acquisition and processing, soil classification and mapping, soil and land evaluation. By default, an internationally accepted system should be recommended. An implementation of such methodology is also recommended in more advanced courses of soil science studies on bachelor and master study levels. However, the long-term teaching experience reveals difficulties connected mainly with complicated terminology and excessive number of characteristics obligatory to know, and justifies some simplification of the language, rules and structure at the introductory stage of teaching. This was the base and rationale for the preparation of simplified Guidelines for Soil Description and Classification: Central and Eastern European Students' Version. This book is divided into three parts. The first one – Site and soil description - follows the layout and content of professional edition of Guidelines for Soil Description, 4th ed., published by FAO (2006), simplified for educational purposes. The order of description has been modified to correspond to the layout of an original Soil description sheet. The second part - Soil classification - is a simplified WRB classification (based on a 2014/2015 edition) limited to reference soil groups known from Central Europe. The third part is an Illustrated explanatory guide that includes: i) examples of typical soil profiles for all Central European Reference Soil Groups; ii) morphological features important for soil description and identification in the field; iii) soil- landscape relationships. The photos have been enriched with graphical tips helpful at the recognizing of important soil features. The textbook was developed in the framework of EU Erasmus+ FACES project (Freely Accessible Central European Soil) aiming to facilitate the knowledge and implementation of an international rules of soil characterization adopted by the FAO. It will be used to unify the presentation of soil data collected in the partner countries. The interpretation of soil data fully based on the international soil classification WRB (World Reference Base for Soil Resources 2015) as WRB was endorsed by the International Union of Soil Sciences (IUSS) and accepted by the European Commission as an official system for the European Union. Therefore, this guideline might be a starting point for preparation of basic teaching materials to spread the knowledge on an internationally recommended rules and terminology for soil description and classification. However, this guideline is designed as teaching tool for students in Central and Eastern European countries and therefore it may not be applicable worldwide. Moreover, it is suited for the "first step" training, and it is not substituting any professional original classification. Authors of this guidebook assume that the users are familiar with the basic knowledge in soil science. Therefore, the guidelines do not contain explanations related to basic soil forming factors, soil forming processes and basic physico-chemical features.

Fulltext ; Soil investigation may be carried out on various levels of knowledge, research capacity and proficiency. Scientists commonly apply advanced methodology for soil resources inventory, including the professional terminology for landscape and soil description, data acquisition and processing, soil classification and mapping, soil and land evaluation. By default, an internationally accepted system should be recommended. An implementation of such methodology is also recommended in more advanced courses of soil science studies on bachelor and master study levels. However, the long-term teaching experience reveals difficulties connected mainly with complicated terminology and excessive number of characteristics obligatory to know, and justifies some simplification of the language, rules and structure at the introductory stage of teaching. This was the base and rationale for the preparation of simplified Guidelines for Soil Description and Classification: Central and Eastern European Students' Version. This book is divided into three parts. The first one - Site and soil description - follows the layout and content of professional edition of Guidelines for Soil Description, 4th ed., published by FAO (2005), simplified for educational purposes. The order of description has been modified to correspond to the layout of an original Soil description sheet. The second part - Soil classification - is a simplified WRB classification (based on a 2014/2015 edition) limited to reference soil groups known from Central Europe. The third part is an Illustrated explanatory guide that includes: i) examples of typical soil profiles for all Central European Reference Soil Groups; ii) morphological features important for soil description and identification in the field; iii) soil-landscape relationships. The photos have been enriched with graphical tips helpful at the recognizing of important soil features. The textbook was developed in the framework of EU Erasmus+ FACES project (Freely Accessible Central European Soil) aiming to facilitate the knowledge and implementation of an international rules of soil characterization adopted by the FAO. It will be used to unify the presentation of soil data collected in the partner countries. The interpretation of soil data fully based on the international soil classification WRB (World Reference Base for Soil Resources 2015) as WRB was endorsed by the lnternational Union of Soil Sciences (lUSS) and accepted by the European Commission as an official system for the European Union. Therefore, this guideline might be a starting point for preparation of basic teaching materials to spread the knowledge on an internationally recommended rules and terminology for soil description and classification. However, this guideline is designed as teaching tool for students in Central and Eastern European countries and therefore it may not be applicable worldwide. Moreover, it is suited for the "first step" training, and it is not substituting any professional original classification. Authors of this guidebook assume that the users are familiar with the basic knowledge in soil science. Therefore, the guidelines do not contain explanations related to basic soil forming factors, soil forming processes and basic physico-chemical features.

The Government of India launched Rashtriya Madhyamik Shiksha Abhiyan (RMSA) in March, 2009 which is along the lines of Sarva Shiksha Abhiyan but with the focus on secondary education. The key objectives of the scheme are to enhance access to secondary education and to improve its quality. It envisages achieving universal access to secondary level education by 2017, and improving quality of education imparted at the secondary level by making all secondary schools conform to prescribed norms. The objective of this study is to document and analyse the current use of classroom time and identify good practices to improve classroom teaching in Mathematics and Language in secondary education in support of the implementation of the RMSA scheme. This study has been carried out as part of the WorldBank's initiative with concurrence from Ministry of Human Resource Development (MHRD), Government of India (GoI).This study builds upon an earlier study on time-on-task which was carried out by the World Bank forelementary schools in the states of Andhra Pradesh, Madhya Pradesh and Uttar Pradesh in 2006-2007.That study was instrumental in providing valuable insight on time spent and the nature of teaching in elementary classrooms. The current study aims to achieve the same in secondary schools, teacher quality is a relatively new and expanding area of research that includes several components –teacher qualifications, attendance, instructional practices, governance and accountability. While several of these areas have been investigated in the Indian context, observing teachers' classroom practices has received little attention especially at the secondary level. This study, for the first time, gathered information on teachers' time-on-task in secondary classrooms in India. The study systematically documented teacher practices in grade 10 classrooms across 150 schools in 6 districts in Madhya Pradesh and Tamil Nadu to better understand how teachers are spending their time on instructional and non-instructional activities,the kinds of teaching-learning materials being used for instruction and the extent to which the teaching practices used are able to engage students in these classes. The findings indicate that while the majorityof teaching time is spent on instruction, the use of materials beyond the blackboard and textbook is very limited. Further, instruction is most often directed at the entire class or a large group of students in theclass with few instances of the teacher focusing on small groups or individual students. The findings from this initial study have several implications for policy and further research. More and better evidence from classroom observations is needed to gain a more holistic picture of teachers' instructional practices in secondary classrooms and to identify teachers' training needs.These tools can be used by principals, district officials and teachers themselves to generate discussions on effective classroom practices and provide direct and timely feedback on practices that could potentially improve the quality of teaching and learning in secondary schools.

Изучение особенностей жанровой системы парламентского дискурса относится к актуальным проблемам лингвистики, поскольку отражает социальную значимость использования языка в политических целях. Как дискурс и институты, так и жанры и институты являются взаимно конститутивными и приобретают легитимность в пределах речевого сообщества. Несмотря на свою неоднозначность, понятие «жанр» включает важную информацию о характере, масштабах и функциях парламентского дискурса. Дискурсивное взаимодействие парламентариев определяется их институциональными ролевыми обязательствами, диалогической формой институционального противостояния и осознанием действия перед и от имени многоуровневой аудитории. Например, парламентские дебаты предназначены для достижения ряда конкретных институциональных целей, а именно: утверждения позиции, убеждения, ведения переговоров, установления повестки дня, выработки мнения, как правило, по идеологической или партийной принадлежности. В статье предпринимается попытка выявить поджанры в дискурсивном поле британского и немецкого парламентов и описать их основные сходства и различия. В центр исследовательского внимания попадают разнообразные формы дискурсивного взаимодействия, разработанные для осуществления контроля парламента над правительством, такие как интерпелляция, устные и письменные вопросы, время вопросов и опрос правительства. Анализ показывает, что набор поджанров, входящих в состав парламентского дискурса, не является универсальным и зависит от типа парламентского устройства. Так, поджанр «Время вопросов» отличается от дебатов тем, что политики имеют больше возможностей проявить свою речевую личность в силу спонтанности речи, при этом полемическая составляющая уравновешивается стратегиями вежливости. ; The study of the genre system of parliamentary discourse refers to the current problems of Linguistics, as it reflects social significance of the use of language for political purposes. Like discourse and institutions, genres and institutions are mutually constitutive and acquire legitimacy within a speech community. In spite of its controversy, the notion of 'genre' can offer important insights into the nature, scope and functions of parliamentary discourse. Discursive interaction of parliamentarians is determined by their institutional role obligations, dialogical form of institutional confrontation and awareness of their actions before and on behalf of a multi-level audience. For example, parliamentary debates are focused on achieving a number of specific institutional goals, namely the approval of somebody's point of view, persuasion, negotiation, setting the agenda, developing an opinion, as a rule, for ideological or party affiliation. The article attempts to identify subgenres in the discursive field of the British and German parliaments and to describe their main similarities and differences. In the research center there are various forms of discursive interaction, developed for parliamentary control over the government, such as interpellation, oral and written questions, Question Time and questions for the government. The analysis shows that a set of subgenres making up the parliamentary discourse is not universal and depends on the type of the parliament. Thus, the subgenre "Question Time" is different from the debates by the fact that politicians have more opportunities to express their speech personality because of speech spontaneity. While polemical elements are balanced with the help of politeness strategies.

orcid:0000-0001-8628-0514 ; WOS: 000422633100004 ; Electronic decision-support tools are now an essential component of government strategies to battle non-native species, with taxon-specific, paper-based risk analysis schemes often being replaced by taxon-generic tools. This study reports on the development of a decision-support tool for aquatic species, the Aquatic Species Invasiveness Screening Kit (AS-ISK), which replaces five taxon-specific toolkits for amphibians, freshwater and marine fish and invertebrates (FISK, MFISK, FI-ISK, MI-ISK, Amph-ISK). Adapted from Pheloung et al.'s Weed Risk Assessment (WRA), the "-ISK" toolkits were also "self-automated workbooks" in Excel (R) VisualBasic (R) architecture of the 'WRA. In creating AS-ISK, we incorporated the conceptual approach (questions and guidance) of the generic risk screening module of the European Non-native Species in Aquaculture Risk Analysis Scheme (ENSARS) into a single "turnkey application" that was based on the Excel (R) VisualBasic (R) architecture used by the WRA and its "-ISK" derivatives. Applicable to virtually all climatic zones and all aquatic plants and animals regardless of ecosystem (marine, fresh, brackish water), AS-ISK comprises 49 basic questions on the taxon's biogeographical and historical traits and its biological and ecological interactions. In compliance with the "minimum requirements" for use with the new EU Regulation on invasive alien species of EU concern, AS-ISK includes a preamble of background information on the species as well as questions on its potential socio-economic impacts and those on ecosystem services, and an additional section (six questions) for the assessor to predict how forecasted changes in climate are likely to influence the risks of introduction, establishment, dispersal and impact of a species. Following a concise but detailed description of AS-ISK, an example assessment of the Manila clam Ruditapes philippinarum is provided, with the French northern coastline as the risk assessment area, to demonstrate use of this decision-support tool. AS-ISK is available for free download at: http://www.cefas.co.uk/nns/tools/. ; UK Department of Environment, Food and Rural AffairsDepartment for Environment, Food & Rural Affairs (DEFRA); Cefas Seedcorn grant [DP372]; Scientific and Technological Research Council of Turkey (TUBITAK)Turkiye Bilimsel ve Teknolojik Arastirma Kurumu (TUBITAK) [2221]; Department of Science Fellowships and Grant Programmes (BIDEB) ; This work was funded initially and in large part by the UK Department of Environment, Food and Rural Affairs and a Cefas Seedcorn grant (DP372). Further contributions by LV were through a 2221 Fellowship Programme grant from the Scientific and Technological Research Council of Turkey (TUBITAK) and the Department of Science Fellowships and Grant Programmes (BIDEB). We thank E. Tricarico for providing assisting with the Italian language component of AS-ISK, and anonymous reviewers for comments to an earlier version of the manuscript.

Nepal is home to a population of 26.5 million that encompasses several ethnolinguistic groups speaking a total of 123 languages, of which about a dozen are spoken by major sections of the population. Despite being a poor country, with around 25% of its population living below the poverty line, Nepal has a tremendous potential for growth due to its abundant natural resources, strategic location between two of the largest and fastest-growing countries in the world (India and the People's Republic of China [PRC]), and to its recently improved performance with respect to socioeconomic indicators. Higher education is expected to play a transformational role in addressing Nepal's various developmental challenges, and in realizing Nepal's development goals. The history of Nepal's modern educational system is very brief, as it had its beginnings only in the late 1950s. When Tribhuvan University, the first university in the country, was established in 1959, Nepal's gross enrollment rate in secondary education was less than 10%, and at the university level less than 1%. Higher education started expanding after 1990, with the establishment of several new universities, and of many new colleges through affiliations with Nepalese universities. Between 2005 and 2010 alone, the total number of colleges (referred to as "campuses") including those that are constituent of and those affiliated with the country's six universities and three medical schools expanded from 571 to 1,087. Of this total, 83 are university constituent campuses, 302 are affiliated community campuses (publicly funded), and 702 are affiliated private campuses. Between 1981 and 2010, student enrollment in higher education increased more than tenfold, from about 34,000 to about 408,000. Impressive as it sounds, this expansion represents a higher education gross enrollment rate of only 14%, still much lower than the global average of 26%. However, three new universities and a medical academy have recently opened. There are 11 broad areas of higher education in which programs are offered—agriculture and animal sciences, ayurveda, education, engineering, forestry, humanities and social sciences, law, management, medicine, science and technology, and Sanskrit. Over 15,000 faculty members are employed full-time at universities and campuses. A total of more than 65,000 students graduate each year at the bachelor's level and higher. During the fiscal year (FY) 2011, the government spent about 1.5% of the national budget on higher education—about $4.4. billion, or 0.3% of Nepal's gross domestic product (GDP). Out of the total education budget, higher education gets 8.1%, of which 90% is provided as block grants to the universities and community campuses. Despite the progress made thus far, and despite the resources now devoted to higher education, any efforts to develop the higher education system further face several challenges. ; ADB_Innovative_strategies_Higher_Ed_Nepal.pdf: 95 downloads, before Oct. 1, 2020.

Предметом данной статьи является рассмотрение некоторых особенностей современного российского политического дискурса. В качестве фактического материала привлекаются тексты посланий Президента РФ В. В. Путина Федеральному собранию (2012, 2013, 2014 гг.). Автор исходит из известных теоретических положений об исконной манипулятивной природе языка и о различных способах лексического выражения универсальной семиотической оппозиции «свой/чужой». И то, и другое положения являются неизменно актуальными при анализе политической риторики, которая обладает к тому же широким общественным резонансом. Удалось установить, что противопоставление своего чужому постоянно присутствует в текстах каждого послания, однако в каждом конкретном случае вербализуется вариативно. Так, в Послании-2012 в роли кардинально важных для российского социума («своих») предлагаются национальная и духовная идентичность, гражданская ответственность и патриотизм; милосердие, сочувствие, сострадание, поддержка и взаимопомощь. В Послании-2013 «чужим» аксиологическим ориентиром противопоставляются некие «свои» традиционные ценности, впрочем, недостаточно внятно детализируемые. В Послании-2014 антитеза «своего» и «чужого» представлена весьма четко, очевидно вследствие обострения международной ситуации, поэтому словесные характеристики некоторых зарубежных государств и их действий по отношению к России почти предельно жестки. Здесь же неоднократно фигурируют постулаты о внутреннем единстве социума и о традиционных ценностях. Материалы и выводы статьи могут быть использованы в дальнейших разработках подобной проблематики, а также в преподавании ряда вузовских курсов. ; The aim of this article is to review some of the features of the contemporary Russian political discourse. The article studies presidential addresses of Vladimir Putin to the Federal Assembly (2012, 2013, 2014). The author proceeds from the known theoretical assumptions about the immanent manipulative nature of language and about different ways of lexical expression of universal semiotic opposition own / alien. Both assumptions are relevant for the analysis of political rhetoric, which has a wide public resonance. The author finds out that the opposition of own people to strangers is constantly present in the text of each message, but in each case it is verbalized in a different way. Thus, in the Address of 2012 national and spiritual identity, civil responsibility and patriotism; compassion, empathy, support and mutual assistance are presented as fundamentally important for the Russian society ("own"). In the Address of 2013 "alien" axiological orientations are opposed to certain "own" traditional values, which are, however, defined not clearly enough. In the 2014 Address the antithesis of "own" and "alien" is presented rather clearly, obviously due to the deterioration of the international situation, that is why verbal characteristics of certain foreign states and their actions toward Russia are close to being extremely tough. Postulates of internal unity of the Russian society and about traditional values repeatedly appear in the text of the Address. The materials and conclusions of the article may be used for further development of similar problems, as well as in teaching a number of university courses. KEYWORDS: political discourse; semiotic opposition; manipulative effect.

Статья посвящена аспекту развития гуманитарного сотрудничества как одного из весомых факторов интеграции в формате ОДКБ. В настоящее время именно гуманитарное сотрудничество обладает свойством, позволяющим цементировать любые виды кооперации. При этом важное значение имеет также ценностная ориентация, которая создает основу для интеграции и позитивного результата в ходе межгосударственного и международного сотрудничества. Освещается необходимость разработ-ки внятной, четко очерчивающей идеологической составляющей ОДКБ, которая была бы понятной как государствам-членам, так и международным партнерам. Усиление гуманитарного сотрудничества в виде безукоризненного соблюдения норм политической культуры, уважения и сохранения многообразия цивилизаций в мире, а также признания многовариантности путей развития разных стран, должны выгодно отличать различные евразийские объединения, в том числе ОДКБ, от западных, и особенно, североамериканских интеграционных проектов. Акцентируется внимание на аспекте борьбы за влияние в культурном и образовательном пространстве Центральной Азии. В настоящее время в университетах и других высших учебных заведениях Центральной Азии открываются всевозможные центры по изучению различных языков мира - английского, немецкого, японского, французского. Все большую популярность в последнее время приобретает китайский язык. Многие студенты уезжают в Китай на учебу, оценивая перспективы своего профессионального роста и дальнейшего трудоустройства. Большое количество американских, европейских и азиатских грантов и программ по обмену студентами и аспирантами буквально изобилуют в новых независимых государствах Центральной Азии, что неизбежно приводит к «вымыванию» перспективных и высококвалифицированных специалистов. ; The article is devoted to the development dimension of humanitarian cooperation as one of the biggest factors in the integration of the CSTO. Currently, it has the property of humanitarian cooperation, allowing all types of cement cooperation. At the same time it is also important value orientation, which provides a framework for integration and a positive result in interstate and international cooperation. The need to develop a coherent, clearly outlining the ideological component of the CSTO is highlighted, which would be understandable to both Member States and international partners. Strengthening of humanitarian cooperation in the form of compliance with impeccable political culture, respect and safeguard the variety of civilizations in the world, as well as the recognition of multiple routes of different countries should favorably distinguish different Eurasian union, including the CSTO, of the western and particularly North American integration projects. The attention is focused on the aspect of struggle for the influence in cultural and educational space of Central Asia. Currently, universities and other institutions of higher education in Central Asia have opened various centers for the study of different languages English, German, Japanese, and French. The increasing popularity is gaining Chinese nowadays. Many students go to China to study, assessing the prospects of their professional growth and further employment. A large number of American, European and Asian grants and programs for the exchange of students and postgraduates are rich in the newly independent states of Central Asia, which inevitably leads to a «washout» of promising and highly qualified specialists.

Ever since Jerry Van Graan first stumbled upon golden artefacts in 1933, Mapungubwe - an Iron Age civilisation that existed in the confluence of the Shashe and Limpopo rivers between 900 and 1300 AD - has been the subject of contestation. Initially knowledge production about Mapungubwe was informed by the need to make a case for the late arrival of Bantu-speaking people in Southern Africa ? a now discredited theory used to justify the subjugation of Africans. In the post-apartheid era, Mapungubwe became a focal point for a new form of myth-building: the myth of liberation and a romantic past but, in my view, with a neo-liberal bias. In this dissertation I interrogate the role played by the disciplines of archaeology and physical anthropology in the political contestation that has surrounded Mapungubwe, focusing on the production of knowledge. I do this by investigating the claim that Mapungubwe was shrouded or hidden away. In particular, I ask: What happens when disciplinary workings, in the course of knowledge production, construe an archive? What do museums, archives and other memory institutions hide and what do they reveal? What gets acknowledged as archive and what is disregarded? How is this knowledge presented in the public domain over time? Lastly, what happens when the archive is construed differently? My interrogation lays bare the continued discomfort and improvisation that prevails among those disciplines or institutions that engage with Mapungubwe. I have chosen to organise the core chapters of the thesis according to specific timeframes: before apartheid, during apartheid and after apartheid. This is done to demonstrate how archaeology, claimed as a science, was a powerful strategy deployed to exchange the messiness for the "true" knowledge of the past. The research on Mapungubwe, by way of the Greefswald Archaeological Project, was the most prolonged research project in the history of South Africa. Its four research phases, which began in 1933 and ended in 2000, mutated as the broader political landscape shifted. As a result, everything that can possibly play itself out in broader post-apartheid South Africa is present in Mapungubwe: contested claims, racial history, land dispossession, apartheid and the military, repatriation, post-apartheid claims, nationalism, pan-Africanism, ethnicity and more. This thesis demonstrates how the disciplinary practices of archaeology were instrumental in keeping Mapungubwe shrouded. An example of this "shrouding" is the deployment of highly technical language in writing about Mapungubwe. Before the end of apartheid, this epistemic hiding offered a convenient retreat for the discipline, to avoid engaging with issues facing South African society at large. This placed the discipline in a position of power, a position of "truth" and "objectivity". All inconvenient forms of knowledge were simply disregarded or silenced through choices, made by powerful institutions and individuals, about what was worthy of being archived. However, when the archive is differently construed, a different picture emerges.

Поднимается вопрос классификации мемуаров и разграничения их как вида источника с художественной прозой. Проблема рассмотрена на примере рукописи начала XX в. из фонда отдела рукописей и книжных памятников Научной библиотеки Томского государственного университета «В гостях у томичей». В тексте представлены как элементы художественного вымысла, так и исторически точные детали, что позволяет отнести его к «периферии мемуарного жанра». Прилагается воспроизведение текста по упрощенным правилам, в современной орфографии и пунктуации. ; The problem of memoirs texts classification had been posed by scholars time and again, as well as the question of differentiation between memoirs and fiction, travel notes, social and political essays, etc. N.P. Matkhanova described the problem in details with regard to Siberian materials in her monograph. The aims of memoirs writing have been changing over time. Thus, convergence of memoirs with fiction took place in the second half of the 19th beginning of the 20th centuries. A lot of such texts were published in Siberian periodicals in the 19th beginning of the 20th centuries. A manuscript from the Rare Books and Manuscripts Department of Tomsk State University Research Library is an example of a document of this type. The author titled it ''Visiting Tomsk Residents''; it is a manuscript of 1901. The dating was made on the ground of the following information from the text: reference to the coming exhibition in Paris, as well as speeches about the importance of the Siberian railway. A corresponding assembly lecture was given by M.N. Sobolev, Professor of Tomsk University, on October 22, 1900. The author described those events as ''last year events'', so, there is a good likelihood that the text was written a year later. The author worked on the manuscript: there is author's editing in the text made with black and green ink. Probably, the text was being prepared for publication: there is also editing with blue and red pencils. There are obviously fictional characters in the text beginning with the main character, who is the narrator, and his Tomsk uncle with his typical, depersonalized language. At the same time, the author obviously based on his own impressions and observation. He was familiar with the city topography and realia of city life. Some topics from Tomsk periodicals of the turn of the centuries were present in characters' speech. So, the problem is to find a way to classify texts where fictional characters act in a real scenery. Such texts seem to belong to the same category, which N.P. Matkhanova characterizes as the periphery of the memoir genre. The text is interesting in the first place as a city life panorama, written by one of the townspeople. It is also important that memoirs about Tomsk are neither studied in detail nor all revealed or published. It is pleasant that scholars have started to pay closer attention to this kind of historical source recently.