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Писменост на ромском језику: пилот подаци из Србије
No full textThis study explores adult literacy in Romani in two Roma communities in Serbia through responses to the sociolinguistic VLingS Questionnaire 1.0. Results indicate that reading and writing in Serbian significantly exceed Romani literacy, which is mostly confined to personal communication via messaging apps. Awareness of Romani-language publications, written media and language instruction remains low. Structural educational disadvantages and minimal institutional support contribute to limited written engagement. The findings suggest that promoting multidialectal, community-centred literacy and leveraging digital platforms could enhance Romani literacy, supporting multilingual competence among Roma speakers.Istraživanje se bavi pismenošću na romskom jeziku među odraslim članovima dve romske zajednice u Srbiji: u selu Bavanište (Banat) i prigradskom naselju Batajnica (Beograd). Podaci su prikupljeni sociolingvističkim upitnikom „VLingS Questionnaire 1.0“, a rad je fokusiran na kvantitativnu analizu odgovora ispitanika na pitanja vezana za pismenost, obrazovanje, sadržaj i učestalost čitanja i pisanja, romski jezik u školama, publikacije i pisane medije na romskom, kao i samoprocenu jezičkih veština. Rezultati pokazuju dominaciju srpskog jezika u svim domenima, dok je pismenost na romskom ograničena uglavnom na ličnu digitalnu komunikaciju (privatne poruke i društvene mreže). Većina ispitanika nije upoznata sa postojećim publikacijama ili časovima romskog jezika, a samoprocena nivoa čitanja i pisanja u romskom znatno je niža nego za razumevanje i govor. Pismenost na romskom je takođe ograničena nizom obrazovnih i institucionalnih faktora, uključujući nizak nivo formalnog obrazovanja ispitanika. Studija ukazuje na potrebu za razvojem lokalnih i dijalekatski prilagođenih obrazovnih materijala, jačanjem nastave romskog jezika i podrškom pismenosti kroz digitalne medije, kako bi se romski jezik učinio vidljivijim i funkcionalnijim u pisanom obliku
The breadth and structure of vocabulary for the second cycle of mandatory education
No full textПредмет истраживања ове докторске дисертације јесте обим и структура вокабулара уџбеника историје, биологије и географије за други циклус обавезног образовања, односно уџбеника који су намењени ученицима на узрасту од петог до осмог разреда основне школе. Основне теоријске ослонце ове дисертације представљају резулати истраживања у области каснијег лексичког развоја, са једне, и теорија о уџбенику као културно-потпорном систему, са друге стране...The subject and research of this doctoral dissertation is the breadth and structure of vocabulary in biology, history, and geography textbooks in the second cycle of mandatory education, meaning textbooks intended for students between fifth and eighth grade levels. The primary theoretical bases of this dissertation are grounded in the intersection of research concerning later lexical development and Vygotskian theory of textbook
The breadth and structure of vocabulary for the second cycle of mandatory education ; Объем и структура лексики учебников на второй цикл обязательного образования
No full textПредмет истраживања ове докторске дисертације јесте обим и
структура вокабулара уџбеника историје, биологије и географије за други
циклус обавезног образовања, односно уџбеника који су намењени
ученицима на узрасту од петог до осмог разреда основне школе.
Основне теоријске ослонце ове дисертације представљају резулати
истраживања у области каснијег лексичког развоја, са једне, и теорија о
уџбенику као културно-потпорном систему, са друге стране...The subject and research of this doctoral dissertation is the breadth and
structure of vocabulary in biology, history, and geography textbooks in the
second cycle of mandatory education, meaning textbooks intended for students
between fifth and eighth grade levels.
The primary theoretical bases of this dissertation are grounded in the
intersection of research concerning later lexical development and Vygotskian
theory of textbook
The breadth and structure of vocabulary for the second cycle of mandatory education ; Объем и структура лексики учебников на второй цикл обязательного образования
Full text linkПредмет истраживања ове докторске дисертације јесте обим и
структура вокабулара уџбеника историје, биологије и географије за други
циклус обавезног образовања, односно уџбеника који су намењени
ученицима на узрасту од петог до осмог разреда основне школе.
Основне теоријске ослонце ове дисертације представљају резулати
истраживања у области каснијег лексичког развоја, са једне, и теорија о
уџбенику као културно-потпорном систему, са друге стране...The subject and research of this doctoral dissertation is the breadth and
structure of vocabulary in biology, history, and geography textbooks in the
second cycle of mandatory education, meaning textbooks intended for students
between fifth and eighth grade levels.
The primary theoretical bases of this dissertation are grounded in the
intersection of research concerning later lexical development and Vygotskian
theory of textbook
On figurative language in elementary school history textbooks
No full textOsnovni ciljevi ovoga rada jesu izdvajanje i predstavljanje dominantnih formi figurativnog
jezika koje se javljaju u udžbenicima istorije za osnovnu školu, potom njihova tipologizacija, i,
na kraju, analiza njihove varijabilnosti. Izdvojena su dva dominantna tipa figurativnog jezika u
analiziranim udžbenicima – gramatička metafora i metonimijski prenosi. U analizi gramatičke
metafore primenjen je tranzitivni metod sistemske funkcionalne lingvsitike, dok su obrasci
metonimijskih prenosa izdvojeni na osnovu izvornih entiteta koji su u analiziranim udžbenicima
iskazani etnonimima, antroponimima i toponimima, kao i jedinicama opšteg leksikona koje
označavaju lokaciju, državne institucije, društvene funkcije i titule. Ustanovljeno je da
gramatički metaforične reprezentacije značenja formiraju postvaren diskurs, u kome događaji
postaju stvari, a učesnici u događaju najčešće bivaju svedeni na okolnosti. Analiza varijabilnosti
tipova figurativnog jezika pokazuje da je upotreba određenog tipa figure tematski zavisna, a ne,
ili bar ne isključivo, osobina žanra, kao i da što smo na vremenskoj osi bliže našoj poziciji, to se
sve manje ukazuje na odgovornost pojedinačnih aktera. Budući da je figurativni jezik i
diskurzivno sredstvo kojim se kod adresata postiže željena reprezentacija određenog referenta
ili događaja, rad pokreće i pitanje o tome kakva se slika sveta kod učenika formira
reprezentovanjem istorijskih događaja i procesa na način na koji se to u analiziranim
udžbenicima čini.The main goal of the research presented in this paper is to identify and present the
dominant forms of figurative language that appear in elementary school history textbooks. Also,
the typology of identified forms of figurative language is carried out, as well as an analysis of
the variability of their forms.
Two dominant types of figurative language are distinguished in the analyzed textbooks –
grammatical metaphor and metonymic transfer. The transitive method of Systemic Functional
Linguistics is applied in the analysis of the grammatical metaphor. The patterns of metonymic
transfer are excerpted based on their source entities which include: toponyms, ethnonyms and
anthroponyms, so as general lexis which refers to location, place, institution, and social class or
title.
The findings are that grammatically metaphorical representations of meanings form a
“thingy“ discourse, in which events become things, and participants and actors in processes are
usually reduced to circumstances. Additionally, established patterns of metonymic transfer tend
to hide human participants and actors. Also, as the examples presented in the paper show, more
than one figure is usually present in a single clause. The analysis of the variability of the
figurative language types shows that the use of a certain type of figure depends on theme, not
exclusively on the genre.
The research concludes that identified figurative language in analyzed textbooks supports
an idea of (historical) determinism and representation of a world in which there are no real
actors of (social) historical events and processes. Simultaneously, events and processes are
represented as things or states, which develops a picture of reality with a determined state of
affairs. This forms a gap between students and the reality represented in textbooks, while
disabling empathy and the ability to form active relations to the events from our past
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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