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Le parlate tedesche della Valcanale
Get PDFThe aim of this article is to give a description of the sociolinguistic situation and of the Carinthian dialects of Valcanale, in the province of Udine. This small valley belonged to Austria until 1919 and was consequently annected to Italy as compensation for the First World War, which resulted in the modification of the languages traditionally spoken in the territory, especially due to Italianization. Nowadays, Valcanale represents the survival of the indigenous Slovenian community, the Germanic component dating back to the period of Bamberg and Austrian domination on the Friulians, who settled there before the valley’s passage to Italy. Later, the valley was finally given to the Italians in 1919, whose relocation to the area was encouraged by the Fascist regime
Il sappadino
Get PDFThis article focuses on the linguistic and sociolinguistic situation of Sappada – Plodn, a village in the Carnic Alps, which – just as the close Sauris and Timau – differs from the rest of its neighbouring villages as it is an ancient settlement of Austrian-Bavarian origin. In this essay, the author will provide an outline of Sappada’s historical origins and focus on a description of its peculiar Germanic dialect, which is still preserved and spoken by the local population. Then the initiatives to protect Sappada’s linguistic heritage will be illustrated from a sociolinguistic point of view, also in the light of the most important traditions that make the village a very important tourist attraction
L’approccio dell’Unione Europea relativo alla neutralità di genere nel linguaggio
Get PDFEquality is considered one of the pillars of the European Union. This article analyzes a number of EU texts with the aim of examining how equality relates to gender neutrality in language. More specifically, the study tries to verify if disregarding gender neutrality may be a form of discrimination and whether progress has been made in this area.
The article also mentions the problem of reverse discrimination in language (as in Hebamme/ Entbindungspfleger), which found a positive solution in the Gesetz zur Reform der Hebammenausbildung und zur Änderung des Fünften Buches Sozialgesetzbuch.
The road to linguistic equality is still long, and the significant role played by linguistic sensitivity is made even more complex by the need to apply language neutrality when referring to the LGBTI community
Accounting for visual field abnormalities when using eye-tracking to diagnose reading problems in neurological degeneration
Get PDFState-of-the-art eye trackers provide valuable information for diagnosing reading problems by measuring and interpreting people’s gaze paths as they read through text. Abnormal conditions such as visual field defects, however, can seriously confound most of today’s existing methods for interpreting reading gaze patterns.
Our objective was to research how visual field defects impact reading gaze path patterns, so the effects of such neurological pathologies can be explicitly incorporated into more comprehensive reading diagnosis methodologies. A cross-sectional, non-randomized, pilot clinical study including 45 patients with various neurologic disorders and 30 normal controls was designed. Participants underwent ophthalmologic/neuropsychologic and eye-tracker examinations using two reading tests of words and numbers.
The results showed that the use of the eye tracker showed that patients with brain damage and an altered visual field require more time to complete a reading-text test by fixating a greater number of times (p < 0.001); with longer fixations (p = 0.03); and a greater number of saccades in these patients (p = 0.04). Our study showed objective differences in eye movement characteristics in patients with neurological diseases and an altered visual field who complained of reading difficulties. These findings should be considered as a bias factor and deserve further investigation
Considerare la realtà degli studenti rifugiati e delle studentesse rifugiate per sostenere la loro resilienza: un’analisi delle pratiche degli e delle insegnanti in Québec
No full textIm Rahmen eines Aktionsforschungsprojekts mit Flüchtlingsschüler*innen in Quebec haben wir die Erfahrungen von Lehrpersonen dokumentiert, die diese Schüler*innen in ihre Klassen aufnehmen. In diesem Artikel stellen wir unsere Analyse von Praxisberichten vor. In jedem davon erzählt eine Lehrperson von einem Erlebnis mit einer Flüchtlingsschülerin oder einem Flüchtlingsschüler, das für die Ausbildung zukünftiger Lehrpersonen nützlich sein könnte. Aus der Perspektive des professionellen Handelns ermöglicht uns die schrittweise qualitative Analyse der Daten, sechs Wege aufzuzeigen, wie Teilnehmende die Resilienz der Schüler*innen unterstützen, was unserer Meinung nach auch zu ihrer beruflichen Entwicklung beiträgt.As part of an action-research project involving refugee students in Quebec, we have documented the experiences of teachers who welcome these students into their classes. In this article, we present our analysis of stories of practice. In each story, a teacher recounts an experience involving a refugee student which they believe could be useful in the training of future teachers. Framed within a comprehensive perspective of teachers’ professional skills, our progressive qualitative analysis of the data reveals six ways in which the participants support their students’ resilience, which also appears to contribute to their own professional development.Dans le cadre d’un projet de recherche-action mené auprès d’élèves réfugié·e·s au Québec, nous avons documenté l’expérience d’enseignant·e·s qui les accueillent en classe. Dans cet article, nous présentons une analyse de récits de pratique qui relatent des situations vécues mettant en scène un·e élève réfugié·e et qui, du point de vue des personnes qui les racontent, pourraient être formatrices pour de futur·e·s enseignant·e·s. Dans une perspective compréhensive du savoir-agir professionnel, l’analyse qualitative progressive des données menée nous permettra de mettre en lumière six manières dont les participant·e·s soutiennent la résilience des élèves, ce qui nous apparaît également contribuer à leur développement professionnel.Nell’ambito di un progetto di ricerca-azione che coinvolge studenti rifugiati in Québec, abbiamo documentato le esperienze degli e delle insegnanti che li accolgono nelle loro classi. In questo articolo presentiamo un’analisi dei racconti di pratica degli insegnanti che mettono in luce esperienze che coinvolgono uno studente rifugiato o una studentessa rifugiata e che potrebbero essere formative per insegnanti futuri. In una prospettiva comprensiva del sapere e dell’agire professionale degli o delle insegnanti, l’analisi qualitativa dei dati rivela sei modi in cui i e le partecipanti sostengono la resilienza dei loro studenti, elemento che, a nostro avviso, contribuisce anche al loro sviluppo professionale
Fattori che sostengono l\u27impegno degli studenti del primo semestre nella formazione degli o delle insegnanti
No full textDer Übergang in die Hochschulbildung ist herausfordernd. So ist es leicht vorstellbar, dass es für Studierende während der (teilweisen) Schliessung von Hochschuleinrichtungen während der Covid-Pandemie noch schwieriger wurde, verstärkt selbstreguliertes Lernen sowie den Kontakt zu Dozierenden und anderen Studierenden aufzubauen. Mithilfe des Rahmenmodells von Kahu & Nelson (2018) zielt unsere Studie darauf ab, das Engagement der Studierenden besser zu verstehen. Im Herbst 2020 nahmen Studierende von zwei Studiengängen einer Schweizer Pädagogischen Hochschule an einer Umfrage teil (n=291). Insgesamt zeigte sich ein eher geringes Engagement der Studierenden. Unsere Analysen zeigen auch, dass Faktoren der Lernumgebung wie der fehlende Kontakt zu Mitstudierenden sowie so genannte Interface-Variablen (Selbstwirksamkeit, Freude, Zugehörigkeit) Unterschiede im Engagement erklären können.As the transition to higher education can be challenging for students, it is easy to see how the (partial) closure of higher education institutions during the Covid pandemic posed an even greater challenge to engaging in more self-regulated learning and connecting with faculty and peers. Building on Kahu & Nelson’s (2018) framework, the aim of our study is to better understand student engagement. In the autumn semester of 2020, students on two programmes at a Swiss University of Teacher Education participated in a survey (n=291). Overall, students reported rather low levels of engagement. Our analyses show that factors of the learning environment, such as missed contact with peers as well as educational interface variables (self-efficacy, enjoyment, belonging), can explain differences in engagement.La transition des étudiant·e·s vers l\u27enseignement supérieur étant difficile, il est facile d\u27imaginer que s\u27engager dans un apprentissage plus autorégulé et se connecter avec le corps professoral et les pairs est devenu encore plus difficile pendant les périodes de fermeture (partielle) des établissements d\u27enseignement supérieur en raison de la pandémie de Covid. S\u27appuyant sur le cadre de Kahu & Nelson (2018), notre étude vise à mieux comprendre l\u27engagement des étudiant·e·s. Au semestre d\u27automne 2020, les étudiants·e·s de deux programmes d\u27une haute école pédagogique suisse ont participé à une enquête (n=291). Dans l\u27ensemble, les étudiant·e·s ont rapporté des niveaux d\u27engagement plutôt faibles. Nos analyses montrent que les facteurs de l\u27environnement d\u27apprentissage, tels que le contact manqué avec les pairs, ainsi que les variables de l\u27interface éducative (auto-efficacité, plaisir, appartenance) peuvent expliquer les différences d\u27engagement.Poiché la transizione verso l\u27istruzione superiore può risultare impegnativa per studenti e studentesse, possiamo immaginare come la (parziale) chiusura degli istituti di istruzione superiore durante la pandemia di Covid abbia rappresentato una sfida ancora maggiore all\u27impegno nell\u27apprendimento autoregolato e al collegamento con docenti e coetanei o coetanee. Basandosi sul quadro di riferimento di Kahu e Nelson (2018), l’obiettivo del nostro studio è quello di comprendere meglio l\u27impegno degli studenti e delle studentesse. Nell\u27autunno 2020, gli studenti di due programmi di un\u27università svizzera di formazione per insegnanti hanno partecipato a un sondaggio (n=291). Nel complesso, gli studenti hanno riportato livelli di impegno piuttosto bassi. Le nostre analisi mostrano che i fattori relativi all\u27ambiente di apprendimento, come la mancanza di contatto con i pari e le variabili legate all\u27interfaccia educativa (autoefficacia, divertimento, appartenenza) possono spiegare le differenze di impegno
L’influenza del sostegno sociale e dell’impegno lavorativo sulla leadership trasformazionale nelle scuole svizzere in contesti privilegiati e socialmente svantaggiati - Risultati di un’indagine nazionale sulle direzioni scolastiche
No full textDer Beitrag untersucht den Einfluss von sozialer Unterstützung und Arbeitsengagement auf die transformationale Führung bei 2’011 Schulleitungen an Schweizer Schulen in sozial benachteiligten und nicht benachteiligten Lagen. Die Ergebnisse zeigen, dass Arbeitsengagement und soziale Unterstützung mit transformationaler Führung zusammenhängen, unabhängig von der Lage. Jedoch weisen Schulleitungen an Schulen in sozial benachteiligter Lage ein geringeres Arbeitsengagement und eine geringer ausgeprägte transformationale Führung auf. Wiederum besteht ein Zusammenhang zwischen sozialer Unterstützung und dem Arbeitsengagement. Schulleitungen, die eine stärkere Unterstützung im Kollegium erfahren, zeigen ein höheres Arbeitsengagement und dadurch eine stärker ausgeprägte transformationale Führung.This study investigates the influence of social support and work engagement on transformational leadership among 2,011 school principals in Swiss schools, located in socially disadvantaged and non-disadvantaged settings. The results indicate that work engagement and social support are linked to transformational leadership, regardless of school location. However, principals in socially disadvantaged schools show lower work engagement, which leads to less pronounced transformational leadership. Social support is positively related to the principals\u27 work engagement. That is, principals who experience stronger support from their colleagues show higher work engagement and thus more pronounced transformational leadership.Cette contribution examine l\u27influence du soutien social et de l\u27engagement au travail sur le leadership transformationnel chez 2\u27011 directions d\u27écoles suisses. Les résultats montrent que l\u27engagement au travail et le soutien social sont liés au leadership transformationnel, indépendamment du contexte social de l’école. Cependant, les directions dans des lieux socialement défavorisées présentent un engagement au travail plus faible, ce qui conduit à un leadership transformationnel moins fréquent. Le soutien social exerce une influence positive sur l\u27engagement au travail des chef·fe·s d\u27établissement. Les chef·fe·s d\u27établissement qui bénéficient d\u27un plus grand soutien au sein des enseignant·e·s font preuve d\u27un plus grand engagement au travail et d\u27un leadership transformationnel plus prononcé.Questo articolo esamina l\u27influenza del sostegno sociale e dell\u27impegno lavorativo sulla leadership trasformazionale di 2’011 direzioni scolastiche svizzere. I risultati indicano che l\u27impegno lavorativo e il sostegno sociale sono correlati alla leadership trasformazionale, indipendentemente dal contesto sociale della scuola. Tuttavia, le direzioni di scuole socialmente svantaggiate mostrano un minore impegno lavorativo che porta a una minore leadership trasformazionale. Il sostegno sociale ha un\u27influenza positiva sull\u27impegno lavorativo dei dirigenti scolastici. Le direzioni scolastiche che godono di un maggiore sostegno da parte di insegnanti mostrano un maggiore impegno lavorativo e di conseguenza una leadership trasformazionale più marcata
Hauser, S. & Schiesser, A. (Hrsg.). (2024). Standarddeutsch und Dialekt in der Schule (Mündlichkeit, Bd. 7). hep verlag. 262 S.
No full textAls das Joch der Heiden (noch nicht ganz) von Israel genommen war…: Die Seleukidische Ära und die Datierung nach Simon, dem Hohepriester 143/42 v. Chr.
No full textIn der antiken Welt war die dynastische oder eponyme Jahreszählung die Regel. Eine Ausnahme von dieser Regel bildete die Seleukidenzeit, über die Paul Kosmin faszinierende Einblicke gewährt hat. Seit Antiochus II. wurde die Seleukidenzeit als Instrument der seleukidischen Macht genutzt, um die seleukidische Herrschaft im gesamten Reich durch Inschriften, Gewichtsmaße, Münzen, Siegel, um nur einige Medien zu nennen, zu visualisieren. Auf den ersten Blick ist es keine Überraschung, die Seleukidenzeit in epigraphischen Zeugnissen in der südlichen Levante sowie in literarischen Dokumenten wie dem ersten Buch der Makkabäer zu finden. Der Status der Ära als Instrument der seleukidischen Macht macht es jedoch schwierig zu verstehen, warum der Autor des ersten Makkabäerbuches an dieser als chronologischem Anker festhielt, obwohl die Intention des Buches gegen das Seleukidenreich gerichtet ist. In 1Makk 13,41-42 datiert er sogar die Einführung Simons in das Hohepriesteramt 143/42 v. Chr. in Judäa nach der Seleukidenzeit und verweist zugleich darauf, dass nun wieder eponym nach Simon datiert wurde. Der Artikel geht auf diese beiden Probleme ein. Erstens wird argumentiert, dass die Abhängigkeit des Autors von 1Makk von der Seleukidenzeit auf ein Abfassungsdatum des Buches hinweist, als Judäa noch unter seleukidischer Herrschaft stand. Zweitens wird die merkwürdig anmutende Einführung der Datierung nach Simon untersucht und in die Formen seleukidischer Herrschaft eingeordnet. In diesem Sinne bedeutete die Gewährung einer eigenen Datierungsformel durch Demetrios II. für Simon eine signifikante politische Aufwertung für ihn, was als Zeichen dafür gewertet werden kann, dass Simon zu einem der wichtigsten Vertreter der Seleukiden wurde
Schoenberg as Strauss
Get PDFThis article examines and contextualizes Arnold Schoenberg’s arrangements of waltzes by Johann Strauss, arguing that they demonstrate how Schoenberg’s music, while radically modern, was at the same time profoundly shaped by nostalgia. This particular type of nostalgia—not simply a longing for a lost past, but rather an act of remembering that is imperfect, a dialectical process that looks backwards even as it participates in constructions of the self that are oriented towards the future—underwrites Schoenberg’s engagement with the past and anxiety about the future. His waltz arrangements, celebrating the pinnacle of Viennese imperial culture, are contemporary with his foray in dodecaphony, and as such curiously anachronistic. But, as I argue here, considering Schoenberg as a nostalgic—via the work of cultural theorists like Svetlana Boym—opens the door to some possible different narratives for music history. Schoenberg’s legacy of “crisis and progress” can thus be challenged, and something like Boym’s “third way” of modernism, with its “lateral possibilities,” can emerge.This article examines and contextualizes Arnold Schoenberg’s arrangements of waltzes by Johann Strauss, arguing that they demonstrate how Schoenberg’s music, while radically modern, was at the same time profoundly shaped by nostalgia. This particular type of nostalgia—not simply a longing for a lost past, but rather an act of remembering that is imperfect, a dialectical process that looks backwards even as it participates in constructions of the self that are oriented towards the future—underwrites Schoenberg’s engagement with the past and anxiety about the future. His waltz arrangements, celebrating the pinnacle of Viennese imperial culture, are contemporary with his foray in dodecaphony, and as such curiously anachronistic. But, as I argue here, considering Schoenberg as a nostalgic—via the work of cultural theorists like Svetlana Boym—opens the door to some possible different narratives for music history. Schoenberg’s legacy of “crisis and progress” can thus be challenged, and something like Boym’s “third way” of modernism, with its “lateral possibilities,” can emerge
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