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Is there a need to change the ski jump hill size rule for safe telemark landings?
Get PDFUsing a sample of the top female ski jumpers competing in most of the 2024/2025 Ski Jumping World Cup events, it was found that approximately 10% of all jumps were classified as long jumps. These were defined as jumps exceeding 95% of the hill size (HS) point. About two thirds of the long jumps ended with a telemark landing. The number of extremely long jumps beyond the HS point was low, accounting for about 1.5% of all jumps performed. Only two athletes were able to perform a telemark landing at such extreme distances. Most telemark landings were performed by the overall World Cup winner, Nika Prevc. Even she struggled to land safely on some of her longest, record-breaking jumps. Female ski jumpers have a short competition history and are much more heterogeneous in terms of competition performance than their male counterparts. Nevertheless, both the quantity and quality of top female ski jumpers are steadily increasing. Despite this progress, the proportion of female athletes capable of performing extremely long jumps remains low. Any extremely long jump is still quite dangerous for a handful of the best competitors. This was evident in the case of the young Norwegian elite jumper, Thea Minyan Bjoerseth, who fell during an extremely long jump of 94 metres on the HS94 hill in Ljubno on 15 February 2025. She suffered serious ligament injuries in her knees and elbows. The competition management and her personal coach could have lowered the start gate before her jump, which might have prevented the fall. They failed to do so, and the consequences for the young athlete were serious. The FIS could have done more to improve the safety of women‘s ski jumping by changing the rule that determines the HS point. The FIS could set the HS point at 95% of the current hill size. Jump lengths up to the 95% of the HS point enable all female ski jumpers to land safely and successfully in the telemark position.Na vzorcu najboljših smučark skakalk, ki so nastopile na večini tekmovanj za svetovni pokal v smučarskih skokih v sezoni 2024/2025 je bilo moč ugotoviti, da se približno 10 odstotkov vseh skokov izvede v kategoriji dolgih skokov. To so dolžine skokov ki presegajo 95 % velikosti točke skakalnice (HS). Približno dve tretjini dolgih skokov se je končalo z doskokom v telemark. Število ekstremno dolgih skokov preko točke velikosti skakalnice HS je bilo nizko in je obsegalo približno 1,5 % vseh izvedenih skokov. Samo dve tekmovalki sta bili sposobni, pri ekstremni dolžini skokov, izvesti doskok v telemark. Večino doskokov v telemark je opravila zmagovalka svetovnega pokala Nika Prevc. Tudi ona je imela pri nekaterih najdaljših rekordnih skokih težave pri doskoku. Smučarke skakalke imajo kratko tekmovalno zgodovino in so glede tekmovalne uspešnosti precej bolj heterogene kot smučarji skakalci. Na splošno se kakovostna raven skakalk zvišuje tako kvantitativno kot tudi kvalitativno. Še vedno je delež skakalk, ki lahko dosegajo ekstremno dolge skoke nizek. Vsak ekstremno dolg skok je za peščico najboljših tekmovalk še vedno dokaj nevaren. To se je pokazalo pri mladi vrhunski norveški tekmovalki Theji Minyan Bjoerseth, ki je na manjši skakalnici HS94 na Ljubnem, 15.2.2025, padla pri ekstremno dolgem skoku 94 m. Pri padcu si je hudo poškodovala kolenske in komolčne vezi. Vodstvo tekmovanja in njen osebni trener bi lahko pred njenim skokom znižali zaletno mesto in s tem verjetno preprečili padec. Tega niso storili in posledice so za mlado tekmovalko hude. Več bi lahko pri varnosti ženskih smučarskih skokov storila Mednarodna smučarska zveza FIS, če bi spremenila pravilo, ki določa velikost skakalnice HS. Točko velikosti skakalnice, bi FIS lahko določila pri točki 95% sedanje velikosti skakalnice HS. Dolžine skokov do točke 95%HS omogočajo vsem tekmovalkam varen in uspešen doskok v telemark
Sports and UV radiation
Get PDFOverexposure to UV radiation during exercise can significantly increase the risk of skin cancer in competitive and recreational athletes. For the former, the risk is further increased due to higher and longer sun exposure. Preventive measures include, in particular, the use of protective creams and clothing (shirts and caps), the use of sunglasses and other general measures such as regular self-examinations of the skin. Despite the fact that most people are aware of the dangers of UV radiation, there is a problem at the level of the implementation of preventive measures, and future educational campaigns should focus on this area.Prevelika izpostavljenost ultravijoličnemu sevanju (UV-sevanju) med vadbo lahko pomembno poveča tveganje za nastanek kožnega raka pri tekmovalnih in rekreativnih športnikih. Pri prvih je zaradi večje in dolgotrajnejše izpostavljenosti soncu tveganje še večje. Med preventivne ukrepe spadajo predvsem uporaba zaščitnih krem, nošenje oblačil, pokrival (majice in kape) in sončnih očal ter drugi splošni ukrepi, kot je redno samopregledovanje kože. Čeprav se večina zaveda nevarnosti UV-sevanja, je težava pri izvajanju preventivnih ukrepov, zato je treba izobraževalne akcije v prihodnje usmeriti v to področje
Rebeka – kot izvoljena Božja predstavnica
Get PDFČlanek obravnava lik Rebeke v svetopisemski pripovedi in izpostavlja njeno vlogo osrednjega akterja pri izpolnitvi Abrahamove zaveze. Z natančnim branjem besedil prve Mojzesove knjige, zlasti Jakobovega cikla (1 Mz 24–27), ta članek raziskuje, kako ima Rebeka kljub temu, da se zdi v svojem kulturnem kontekstu marginalizirana, pomemben vpliv na prenos Božjega blagoslova. Analiza se osredotoča na pripovedno strukturo, Rebekino karakterizacijo in njen edinstven odnos z Bogom, ki ji omogoča, da se znajde v zapleteni družinski dinamiki in zagotovi nadaljevanje Božjega načrta prek svojega sina Jakoba. Poleg tega članek obravnava tipološke povezave med Rebeko in Abrahamom ter širše posledice njene zgodbe v krščanski teologiji, zlasti v povezavi z izvolitvijo, kot jo Pavel izrazi v Rim 9. Rebekina pripoved je tako predstavljena kot globok primer prepletanja med Božjo suverenostjo in človeškim delovanjem, le–ta prikazuje, kako ima Rebeka ključno vlogo pri izpolnitvi obljub zaveze.This paper examines the character of Rebekah within the biblical narrative, highlighting her role as a pivotal agent in the fulfilment of the Abrahamic covenant. Through a close reading of the Genesis texts, particularly the Jacob cycle (Gen 24–27), this article explores how Rebekah, despite appearing marginalized by her cultural context, exerts significant influence over the transmission of the divine blessing. The analysis focuses on the narrative structure, Rebekah’s characterization, and her unique relationship with God, which enables her to navigate complex familial dynamics and ensure the continuation of God\u27s plan through her son Jacob. Additionally, the paper discusses the typological connections between Rebekah and Abraham, as well as the broader implications of her story in Christian theology, especially in relation to divine election as articulated by Paul in Romans 9. Rebekah’s narrative is thus presented as a profound example of the interplay between divine sovereignty and human agency, demonstrating how Rebekah plays a crucial role in the fulfilment of covenantal promises
It\u27s about Man: Jože Rajhman on God
No full textJože Rajhman se v svojih razpravah osredotoča na bivanjska vprašanja današnjega človeka in ga umešča v odnos z Bogom in Boga s človekom. Tako človekova razpetost med bivanjem in nebivanjem, med polnostjo in praznino, med smislom in nesmislom v svoji paradoksalni izkušnji vodi v doživljanje Božje vseprisotnosti. V vsaki »mejni situaciji«, posebno pa v trpljenju je človeku dano srečanje z Bogom, ker človek potrebuje Boga in Bog potrebuje človeka. S tem se afirmira dejstvo, da je Bog v resnici »Emanuel«, »Bog z nami«, in je Bog res Bog za človeka in v človeku. Tako postane očitno, da Bogu gre za človeka, da bi tako človeku šlo za Boga in za človeka. Bog je v bistvu Skrivnost, ki se ne da magično polastiti in uporabiti za individualne interese. V osebni odločitvi za Boga v veri človek dojema smisel življenja in potencial za ustvarjanje kvalitetnih medčloveških odnosov v družbi in Cerkvi ter kritično držo do družbenih in cerkvenih institucij.Jože Rajhman, in his discussions, focuses on the existential questions of today\u27s man and places him in a relationship with God and God with man. Thus, man\u27s split between being and non-being, between fullness and emptiness, between meaning and meaninglessness, in his paradoxical experience, leads to the experience of God\u27s omnipresence. In every »liminal situation«, and especially in suffering, man is given an encounter with God because man needs God and God needs man. This affirms the fact that God is really »Immanuel«, »God with us«, and God is really God for man and in man. Thus, it becomes evident that God is concerned for man, so that man might be concerned for God and man. God is essentially a Mystery that cannot be magically appropriated and used for individual interests. In a personal decision for God in faith, man perceives the meaning of life and the potential for creating quality interpersonal relationships in society and the Church, and a critical attitude towards social and ecclesiastical institutions
Učenje na podlagi življenjskih prehodov: Relacijski pogledi na migracije, družino in skupnost
Get PDFThis paper examines the relational dynamics that shape learning during life course transitions, particularly in the context of migration. Adopting a relational doing transitions framework, the study investigates how the interplay between transitions, such as migration and transitions into parenthood, along with different actors influences learning processes. Data were collected through 20 biographical-narrative interviews with those dubbed “skilled” migrants to Canada and analysed using the documentary method. The analysis empirically underscores that learning is co-produced through complex social interactions, rather than being an isolated individual process. The findings suggest that aspects such as family roles, cultural dislocation, and gender norms can both enable and constrain learning during transitions. This research challenges linear models of transitions, highlighting the intertwined nature of personal and social dimensions in shaping learning experiences and educational opportunities. The paper concludes by emphasising that adult education practices must consider these relational factors to better support persons navigating transitions during times of societal change.Članek obravnava relacijsko dinamiko, ki vpliva na učenje ob prehodih v življenjskem toku, zlasti v kontekstu migracij. Na podlagi relacijskega okvira življenjskih prehodov raziskava odgovarja na vprašanje, kako medsebojni vpliv med prehodi, kot so migracije in prehodi v starševstvo, skupaj z različnimi akterji učinkuje na učne procese. Podatki so bili zbrani z 20 biografsko-narativnimi intervjuji s tako imenovanimi usposobljenimi migranti, namenjenimi v Kanado, in analizirani z dokumentarno metodo. Analiza empirično prikazuje, da se učenje soustvarja v okviru kompleksnih družbenih interakcij, torej ne gre za izoliran proces na individualni ravni. Ugotovitve kažejo, da lahko dejavniki, kot so družinske vloge, kulturna dislokacija in spolne norme, tako spodbujajo kot omejujejo učenje med prehodi. V raziskavi je poudarjena prepletenost osebnih in družbenih razsežnosti pri oblikovanju učnih izkušenj in izobraževalnih priložnosti, s čimer kljubuje linearnim modelom prehodov. Prispevek se končuje s poudarkom, da morajo prakse izobraževanja odraslih upoštevati te relacijske dejavnike in v času družbenih sprememb osebam pri prehodih ponuditi kakovostnejšo podporo
Ženske v znanosti, tehnologiji, inovacijah in visokem šolstvu STEM: Primerjalna analiza politik spola v Indiji, na Portugalskem in v Srbiji
Get PDFRecognising the imperative in the 21st century for science, technology, and innovation (STI) to support economic growth and prepare citizens for future jobs, while also considering the gender disparities and biases prevalent in these fields, this research aimed to identify the mechanisms for improving female participation in science, technology, engineering, and mathematics (STEM) in higher education in India, Portugal and Serbia. The study analysed national policies on gender equality using documental deductive analysis structured around categories based on UNESCO’s SAGA Toolkit. Although the three countries have different geopolitical positions – Portugal is a member of the European Union (EU), Serbia is a candidate for EU membership, and India is part of the BRICS economic alliance – the results revealed a principal similarity: none of the documents fully addressed all the categories promoting women in STEM higher education. Based on this finding, there is a need for broader gender mainstreaming in these policies.Znanost, tehnologija in inovacije imajo v 21. stoletju ogromno vlogo pri zagotavljanju gospodarske rasti in pripravi državljanov na njihova bodoča delovna mesta. Hkrati pa se je treba zavedati razlik med spoloma in pristranskosti, ki prevladujejo na teh področjih. V članku je predstavljena raziskava, ki je želela identificirati mehanizme, s katerimi bi bilo mogoče povečati udeležbo žensk v znanosti, tehnologiji, inženirstvu in matematiki (STEM) v visokem šolstvu v Indiji, na Portugalskem in v Srbiji. Nacionalne politike za enakost spolov so bile analizirane z dokumentarno deduktivno analizo, strukturirano okoli kategorij, ki temeljijo na Unescovem orodju SAGA Toolkit. Čeprav se z vidika geopolitike omenjene tri države precej razlikujejo – Portugalska je članica Evropske unije (EU), Srbija je kandidatka za članstvo v EU, Indija pa je del gospodarskega združenja BRICS –, so rezultati razkrili načelno podobnost med vsemi tremi nacionalnimi politikami: nobeden od analiziranih dokumentov ni v celoti naslovil vseh kategorij za spodbujanje vključevanja žensk v visokošolsko izobraževanje na področjih STEM. Ugotovitve raziskave so tako pokazale, da je potrebno širše vključevanje načela enakosti spolov v te politike
Introduction to the Relational Anthropology of Language
No full textŠtudija raziskuje možnosti razumevanja jezika na ozadju specifičnosti človeških odnosov in njihovih filozofskoantropoloških predpostavk. Pri tem se navezuje na nekatere filozofskoantropološke teorije, ki so v večji ali manjši meri obravnavale problem jezika (Plessner, Cassirer, Jonas), ter upošteva kulturno antropologijo in nekatera spoznanja kvantne fizike. Z odnosno antropologijo je mišljeno filozofskoantropološko razumevanje človeka kot bitja specifičnih odnosov na vseh zanj ključnih življenjskih ravneh. Posebne pozornosti so deležne naslednje teme: fenomen imenovanja, razlika med mitično in logično besedo ter zavestjo, prehod iz ene v drugo ter posledice za jezik in zavest.The study explores the possibilities of understanding language against the background of the specificity of human relations and their philosophical-anthropological assumptions. In doing so, it draws on some philosophical-anthropological theories that have addressed the problem of language to a greater or lesser extent (Plessner, Cassirer, Jonas), it takes cultural anthropology into account and some of the findings of quantum physics. By relational anthropology is meant the philosophical anthropological understanding of man as a being of specific relations at all the key levels of his life. The following topics receive special attention: the phenomenon of naming, the difference between mythical and logical words and consciousness, the transition from one to the other and the implications for language and consciousness
Izzivi prevajanja metafor v slovenskih posodobljenih prevodih kratkih zgodb Edgarja Allana Poeja
No full textThe article focuses on translations of metaphors, a unique aesthetic and poetic figure that requires special attention and accurate rendering in a literary translation. When translating metaphors, the translator should understand and preserve the meaning and the aesthetic component of the metaphors. The study discusses the rendering of metaphors in translations and re-translations of three short stories by Edgar Allan Poe: “The Gold Bug,” translated by Boris Rihteršič in 1935, and Jože Udovič in 1960; “The Pit and the Pendulum,” translated by Rihteršič in 1935 and by Udovič in 1972, and “The Fall of the House of Usher,” translated by Zoran Jerin and Igor Šentjurc (1952), and by Udovič in 1972. In gothic fiction, Poe established himself as a master of metaphors, which he used with astonishing fluency and precision. The results of the analysis demonstrate how and in which way Slovene translators rendered metaphors in the short stories of one of the greatest writers of gothic fiction, and what strategies they used to preserve Poe’s unique, dark, and delirious metaphorical style.V prispevku so obravnavani prevodi metafor iz izvirnega v ciljni jezik. Metafora je edinstvena estetska in poetološka figura, ki v književnem prevodu zahteva posebno pozornost in obravnavo. Pri prevajanju metafor mora prevajalec razumeti in ohraniti pomen ter estetske elemente besedila. Z izbrisom, parafraziranjem ali napačno interpretacijo metafor besedilo izgubi svoj ključni element. Pričujoča študija obravnava metafore v prevodih in posodobljenih prevodih treh kratkih zgodb Edgarja Allana Poeja: »Zlatega hrošča« v prevodu Borisa Rihteršiča leta 1935 in posodobljenem prevodu Jožeta Udoviča leta 1960; »Vodnjaka in nihala«, ki sta jo prevedla Rihteršič leta 1935 in Udovič leta 1972, ter »Konca Usherjeve hiše« v prevodu Zorana Jerina in Igorja Šentjurca (1952) ter Udoviča leta 1972. Poe se je uveljavil kot mojster metafor, ki jih je v besedilu uporabljal z izjemno spretnostjo in natančnostjo. Primerjava prevodov razkriva, kako so se slovenski prevajalci lotili prevajanja metafor v kratkih zgodbah enega najodličnejših pisateljev žanra gotske grozljive zgodbe, razvidne pa so tudi strategije, s katerimi so ohranili Poejev edinstven, temačen in izjemen metaforični slog
Predgovor (v angleščini)
No full textAs linguistic research continues to navigate the complex interplay between structure, meaning, and pedagogy, increasing attention is being paid to how languages are learned, represented, and taught across diverse sociocultural contexts. From script acquisition and intercultural teaching practices to the analysis of morphosyntactic and semantic structures, contemporary studies are expanding the scope of inquiry to include both traditional and emerging perspectives. This issue brings together five contributions that reflect this multifaceted engagement, with a particular focus on East Asian languages and their learners in multilingual and historically rich environments.
We are pleased to present the summer 2025 issue of Acta Linguistica Asiatica, which features five original research articles exploring diverse linguistic phenomena in Chinese, Japanese, and Korean language contexts.
The issue opens with “Multiple Classifier Constructions in Chinese: Semantic Representations and Interpretation Mechanism” by YANG Yongzhong. Drawing on a critical re-evaluation of prior analyses, the author proposes an alternative semantic framework for interpreting multiple classifier constructions, focusing on distributive mechanisms and definiteness.
Martina JEMELKOVÁ contributes the article “Chinese Binomes: A Graphical or Phonological Construct?”, which investigates disyllabic morphemes in Chinese that include sinograms with no independent meaning. This corpus-based study illuminates both the aesthetic and structural dimensions of binomes, offering new insights into their typological classification and linguistic function.
In “Persian Learners Mastering Kanji: Strategies, Use, and Efficiency,” Zeinab SHEKARABI and Fatemeh TAJFIROOZ explore kanji learning strategies among Persian-speaking learners of Japanese. The paper categorizes cognitive and mnemonic approaches across learning stages and genders, highlighting a critical disconnect between strategy frequency and perceived effectiveness.
The next contribution, “Fostering the Critical Perspective in Intercultural Competence: The Role of the L2 Japanese Teacher” by Magdalena VASSILEVA, addresses the integration of critical pedagogical frameworks into Japanese language instruction. The study emphasizes the role of the teacher as an intercultural mediator and details an institutional model for developing critical intercultural awareness through reflexive teaching practices.
Finally, Kalina offers a comparative study of historical Korean language textbooks used at the Moscow Institute of Oriental Studies. “Comparative Analysis of Historic Grade 1 Korean Textbooks at the Moscow Institute of Oriental Studies” contrasts materials from pre- and post-liberation periods, highlighting differences in pedagogy, orthography, and linguistic content, and underscoring their historical and educational value.
Editors and Editorial Board invite the regular and new readers to engage with the content, to question, challenge, and reflect. We hope you have a pleasant read full of inspiration and a rise of new research ideas inspired by these papers.
EditorsPredgovor (v angleščini)
As linguistic research continues to navigate the complex interplay between structure, meaning, and pedagogy, increasing attention is being paid to how languages are learned, represented, and taught across diverse sociocultural contexts. From script acquisition and intercultural teaching practices to the analysis of morphosyntactic and semantic structures, contemporary studies are expanding the scope of inquiry to include both traditional and emerging perspectives. This issue brings together five contributions that reflect this multifaceted engagement, with a particular focus on East Asian languages and their learners in multilingual and historically rich environments.
We are pleased to present the summer 2025 issue of Acta Linguistica Asiatica, which features five original research articles exploring diverse linguistic phenomena in Chinese, Japanese, and Korean language contexts.
The issue opens with “Multiple Classifier Constructions in Chinese: Semantic Representations and Interpretation Mechanism” by YANG Yongzhong. Drawing on a critical re-evaluation of prior analyses, the author proposes an alternative semantic framework for interpreting multiple classifier constructions, focusing on distributive mechanisms and definiteness.
Martina JEMELKOVÁ contributes the article “Chinese Binomes: A Graphical or Phonological Construct?”, which investigates disyllabic morphemes in Chinese that include sinograms with no independent meaning. This corpus-based study illuminates both the aesthetic and structural dimensions of binomes, offering new insights into their typological classification and linguistic function.
In “Persian Learners Mastering Kanji: Strategies, Use, and Efficiency,” Zeinab SHEKARABI and Fatemeh TAJFIROOZ explore kanji learning strategies among Persian-speaking learners of Japanese. The paper categorizes cognitive and mnemonic approaches across learning stages and genders, highlighting a critical disconnect between strategy frequency and perceived effectiveness.
The next contribution, “Fostering the Critical Perspective in Intercultural Competence: The Role of the L2 Japanese Teacher” by Magdalena VASSILEVA, addresses the integration of critical pedagogical frameworks into Japanese language instruction. The study emphasizes the role of the teacher as an intercultural mediator and details an institutional model for developing critical intercultural awareness through reflexive teaching practices.
Finally, Kalina offers a comparative study of historical Korean language textbooks used at the Moscow Institute of Oriental Studies. “Comparative Analysis of Historic Grade 1 Korean Textbooks at the Moscow Institute of Oriental Studies” contrasts materials from pre- and post-liberation periods, highlighting differences in pedagogy, orthography, and linguistic content, and underscoring their historical and educational value.
Editors and Editorial Board invite the regular and new readers to engage with the content, to question, challenge, and reflect. We hope you have a pleasant read full of inspiration and a rise of new research ideas inspired by these papers.
Učinkovitost poučevanja evolucije človeka pri 14-do 15-letnikih v Sloveniji
Get PDFIn Slovenia, human evolution is first taught in biology classes to 14–15-year-old students. For many of them, this will be the only contact with this topic at school. The objective was to determine how much knowledge students acquired about human evolution. Data were collected with a questionnaire using a 5-point Likert scale. The participants were 13–14-year-olds who had not yet learned about human evolution (the control group) and 15–16-year-olds who had learned about human evolution one year earlier in biology classes (the experimental group). The results show that students significantly improved their knowledge of human evolution with small to medium effect sizes. Students knew very well that modern humans are the only species of humans today and that they did not live at the same time as dinosaurs. The achievements were low on the following topics: modern humans lived at the same time as Neanderthals and mammoths, and modern humans did not evolve from Neanderthals. To the problematic topics, attention should be paid to teacher education and the primary school curriculum. There were few correlations between the knowledge of human evolution, acceptance of evolution, religiosity, and attitudes toward biology.
Abstract V Sloveniji se pri biologiji evolucijo človeka prvič učijo 14- do 15-letniki. Za mnoge od njih bo to v šoli edini stik s to temo. Cilj raziskave je bil ugotoviti, koliko znanja evolucije človeka so učenci usvojili. Podatke smo zbrali z vprašalnikom s petstopenjsko Likertovo lestvico. Udeleženci so bili 13- do 14-letniki, ki se še niso učili evolucije človeka (kontrolna skupina) in 15- do 16-letniki, ki so se evolucijo človeka učili pri biologiji eno leto pred tem (poskusna skupina). Resultati kažejo, da so učenci signifikantno izboljšali svoje znanje evolucije človeka, in sicer z majhno do srednjo velikostjo učinka. Učenci so dobro vedeli, da je moderni človek danes edina vrsta človeka in da ni živel sočasno z dinozavri. Dosežki pa so bili nizki pri naslednjih temah: moderni človek je živel sočasno z neandertalcem in mamutom, moderni človek se ni razvil iz neandertalca. Problematičnim temam je treba posvetiti pozornost v izobraževanju učiteljev in osnovnošolskem učnem načrtu. Med znanjem evolucije človeka, sprejemanjem evolucije, vernostjo in odnososm do biologije je bilo malo korelacij