Suchergebnisse

Körperkontakt und Körpersprache sind einzigartig und existenziell, und sie sind, obwohl kulturabhängig und in eine je spezifische Sozialität eingebettet, universelle Kommunikationsformen. Der warme, nahe und nährende Körperkontakt ist für Kleinkinder überall auf der Welt essenziell sowohl für deren körperliche Erfahrung von sich selbst als auch für das Erleben von Grenzen zwischen sich und der Welt. In westlichen Gesellschaften werden die Prämissen für Kontakt in gewisser Weise zunehmend dem Bereich der virtuellen Kommunikation entlehnt. Angesichts der Breite der hiermit verbundenen Perspektive stellt sich die Frage, ob bewusstes und experimentelles Arbeiten mit Körperkontakt und Körpersprache in der Bewegungspsychologie Potenziale für eine intensivere persönlicher Entwicklung und für soziale und kulturelle Lernprozesse eröffnen kann. Die hier vorgestellte Arbeit geht auf das Forschungsprojekt "Bewegungspsychologie: Die Sprache des Körpers und die Psychologie der Bewegung auf der Grundlage der Tanztherapie Dansergia" zurück. Ich selbst bin Praktikerin und Forscherin und fühle mich methodologisch der Phänomenologie, performativen Verfahren und narrativen sowie auto-ethnografischen Ansätzen verpflichtet. Ich werde das Projekt möglichst "organisch", kre­at­ive und performativ vorzustellen versuchen. Durch einen wechselnden Dialog zwischen Text und einer Art viszeraler Online-Performance unter Hinzuziehung von Bildern und Musik hoffe ich Lesende/mein Publikum sinnlich und intellektuell anzusprechen, wenn auch durch Mittel der Online-Kommunikation, denen die Lebendigkeit direkter Körpersprache fehlt. Siehe auch die Online-Performance: http://www.viddler.com/player/c3c7a343/.

In a critical and challenging personal reflection on recent developments in criminal justice, the author, a long-term prisoner, argues that the prisoner's 'voice' has been subjugated with the dominance of risk- and control-based polices and practice, and accuses the probation service of being complicit in this process.

Distance education is an effective tool for the provision of education to a heterogeneous group of learners as well as an alternative channel to democratize education all over the world. In such a stream the importance of student support services are unquestionnable. The present study examines the existing scenario of student support services provided in the country, and learners perception regarding the same. The study is conducted on students of three selected Open Universities in the country, viz, Indira Gandhi Open University, BR Ambedkar Open University and Karnataka State Open University. Study reveals the pathetic situation of student support services provided by the Open Universities in the country. It also throws light about the perception of learners about various student support services provided in Open Universities in the country.

The primary purpose here was to determine whether policy outputs & results are related to the level of public support for public institutions. Public attitudes toward the US Supreme Court, state courts, state correctional institutions, & the police were examined. Interviews with 1,146 adults across the stratified population of NC provided the sample. Stratification randomizations were for geographic location, race, age, & sex. The data indicated that public attitudes strongly support the legal system. They do not support correctional institutions & the Supreme Court to the same degree as the general legal system. Each aspect of the legal system appears to receive an individualized rather than generalized evaluation. The factors of race, age, & sex are not strongly associated with the level of support for the institutions. Contact effects on support were the most important determining factor. This study gives much evidence to suggest that the general public makes independent & diversified decisions & has multivaried opinions about different politico-legal structures, primarily as a result of personal experiences with some of the institutions. This supports the initial hypothesis that the level of support is based on policy outcomes & outputs. 4 Tables. A. Rothman.

The study aims at comparing the Hungarian results of the questions on the frequency of personal and distance contact with relatives and friends in the 2006 and 2015 ad hoc modules of EU-SILC. According to our results, in line with the findings of previous Hungarian research, compared to 2006, there were fewer contacts in Hungary in 2015. Relations with friends, especially those held in person, were less exposed to weakening compared to relations with relatives. Among the different social groups, the already disadvantaged were typically negatively affected by either the change in intensity or the structure of relationships. However, the situation of the elderly and the inhabitants of deprived households deteriorated in all three dimensions examined: their re­lations weakened more strongly, and those related to relatives and personal ones further narro­wed by 2015. This result indicates that the social disintegration of these groups has accelerated particularly between the two years, which poses a serious social policy challenge.

How do individuals' personal experiences with various aspects of political violence affect their attitudes toward hosting conflict refugees? More specifically, how do their personal exposure to violence, their own personal experience of being displaced, and their recent contact with refugees influence these attitudes? To explore answers to these questions, we draw upon a recent survey of 2,400 Lebanese residents where we identify individuals who experienced violence during the Lebanese civil war (1975–90), those forced to flee their homes during that conflict, and those who enjoy recent contact with Syrian immigrant and/or displaced populations. We examine whether these distinct experiences affect respondents' regard for members of the Syrian refugee population. Results demonstrate that historical exposure to violence and experience of displacement have no discernible impact on individual attitudes toward hosting refugees. We find much stronger evidence that attitudes are associated with whether individual respondents have had contact with Syrians in Lebanon; those with such interactions are significantly more likely to support hosting refugees, to consider hiring a refugee, or to allow one of their children to marry a refugee. Our findings suggest exposure to violence by itself does not correlate to positive sentiments toward refugees, especially over time. Further, finding ways to create positive contact between refugees and native populations may be associated with improving attitudes and relations between the two populations.

The central purpose of this autoethnographic study is to provide an account of my experiences as a deaf teacher teaching Irish Sign Language (ISL) to hearing students in a higher education institution. My cultural and linguistic background and personal history guided the way I interacted with students who found themselves confronted by a unique culture quite separate from what they had known before. By engaging in autoethnographic journal writing recorded over a period of three months, I reveal the complex social and historical relations manifested in the contact between deaf and hearing cultures in the classroom. More specifically, I consider how language conflict and different communication modes might affect teaching and learning in concrete situations. In particular, I advocate an understanding of Pratt's (1991) "contact zone" theory to see deaf-hearing contacts not just as challenges but possibilities for new ways of understanding the experience of sign language teaching and learning.

Intro -- Heritage Languages -- Editorial page -- Title page -- Copyright page -- Table of contents -- Preface -- Heritage speakers and heritage languages -- 1.1 Introduction -- 1.2 Characterizing heritage speakers -- 1.2.1 Unofficial language -- 1.2.2 Language dominance shift -- 1.2.3 Divergent grammars and other possible effects of the dominance shift -- 1.2.4 Personal and cultural ties to the language -- 1.2.5 Age of onset and acquisition in a naturalistic setting -- 1.2.6 Are HLs community languages? -- 1.2.7 Summary -- 1.3 The contact scenario approach to HLs -- 1.3.1 Typical contact scenarios -- 1.3.2 An example: Turkish as a HL in Northwestern Europe -- 1.3.3 Evaluating the scenario approach -- 1.4 Overview of the book -- History of the field of heritage language studies -- 2.1 Introduction -- 2.2 The perspective of the diaspora languages -- 2.2.1 Dutch from a diaspora perspective -- 2.2.2 Other diaspora varieties -- 2.2.3 Diaspora studies in a broader perspective -- 2.3 The perspective of the country of immigration -- 2.3.1 The United States -- 2.3.2 Early studies on ethnolects and Canadian HL research -- 2.3.3 Case studies of HL languages in the United States -- American Portuguese -- American Finnish -- American Greek -- 2.3.4 HLs in Australia -- 2.3.5 The European context -- 2.3.6 Summary -- 2.4 Summary and introduction of the speakers' perspective -- Social aspects of heritage languages -- 3.1 Introduction -- 3.2 The scenario approach: Attending to social and linguistic factors -- 3.3 Maintenance -- 3.3.1 Indigenous minorities -- 3.3.2 Immigration -- 3.3.3 Social factors that affect maintenance -- Case study: Turkish in the Netherlands -- The primacy of everyday interaction -- 3.3.4 Investigating language choice -- Interlocutor effects -- Generations -- Family language use -- Networks -- Communities of practice.

A frontier place, Canada's North is an interface in which competing educational, historical, and cultural paradigms collide, intersect, and coalesce. The unique nature of this Northern mosaic rests upon the shared experience of social disorientation and culture shock. A collection of fourteen timely essays that investigate the experience of Canadian culture above the 53rd Parallel, Horizons North is at once academic and personal, analytic and discursive - offering insights on the subject of