22 research outputs found
Frazeološka kompetenca slovenskega mladostnika
No full textDoktorska disertacija z naslovom Frazeološka kompetenca mladostnika odgovarja na tri osrednja raziskovalna vprašanja: kakšna je frazeološka kompetenca slovenskega mladostnika, kako se skozi rabo frazemov razkriva čustveni "svet" mladostnikov, v katerem živijo, ter kakšna je razlika oziroma podobnost med frazemi, ki jih mladostniki sprejemajo in uporabljajo v najstniških revijah in na spletnem omrežju Facebook, v primerjavi s frazemi v učbeniškem gradivu, na oblikovni, pomenski in pragmatični ravni. Razdeljena je na dve dela: na teoretični in empirični. Teoretični del je sestavljen iz štirih poglavij. V prvem poglavju je predstavljena frazeologija kot jezikoslovna veda in osnovna enota frazeologije % frazem. Podrobneje so predstavljene lastnosti frazema, in sicer večbesednost, stalnost in idiomatičnost. Poglavje se sklene s pregledom stanja frazeologije v slovenistiki. V drugem poglavju je predstavljeno obdobje mladostništva z njegovimi značilnostmi. Recepcijo in produkcijo frazemov smo raziskovali pri mladostnikih, starih od 11 do 15 let, ki sodijo v obdobje zgodnjega mladostništva. V tej starosti imajo mladostniki uzaveščeno zvrstnost o jezikovni rabi. Pri pogovoru z vrstniki uporabljajo mladostniški sleng. Raziskava petdesetih strani besedil, ki so jih mladostniki ustvarili pri komunikaciji na Facebooku, je pokazala, da sodoben način komunikacije prek e-medijev prinaša tudi spremembe v jeziku. Mladostniki pri tvorjenju sporočil zaradi čim bolj doslednega približevanja govorjenemu jeziku, nepoznavanja pravil in hitrosti namerno in nenamerno kršijo norme zapisanega knjižnega jezika. Kažejo se številni odstopi, npr. neuporaba ločil, prekomerno kopičenje ločil in črk, zapisi z malimi tiskanimi črkami (ne glede na lastna imena ali začetek povedi). Zapisi nekaterih slovenskih besed vsebujejo tudi črke, ki jih ni v slovenski abecedi. Mladostniki uporabljajo krajšave, emotikone in besede iz tujih jezikov. Tretje poglavje obravnava razumevanje frazemov. Ti so v spominu zastopani kot celota, pri razumevanju naj ne bi bili najprej prepoznani v dobesednem pomenu, ampak bi morali govorci direktno zaznati frazeološki pomen. Četrto poglavje se osredotoča na frazeološko kompetenco mladostnika. Z izrazom frazeološka kompetenca označujemo prepoznavanje, razumevanje in rabo frazemov. Rezultati raziskave avtentičnih in nelektoriranih besedil, ki so jih mladostniki ustvarili na Facebooku, so pokazali, da mladostniki v e-komunikaciji uporabljajo frazeološke enote. Med stotimi pregledanimi frazemi jih je kar 52 pragmatičnih. To potrjuje, da se pisna oblika ohranja v pragmatični frazeologiji. Posebnosti na področju slengovske frazeologije razvrščamo v pet kategorij: 1 Mladostniki uporabljajo frazeme, ki vsebujejo sestavine iz tujih jezikov ali pa celotne frazeme v tujih jezikih, npr. from the bottom of my heart, boli mene čošak. 2 Uporabljajo frazeme, katerih 8 sestavina je vulgarizem, npr. pička/pizda materna. 3 Pogosto uporabljajo frazeme, katerih sestavina je glagol biti, npr. biti skupajbiti za. 4 Uporabljajo novo nastale frazeme, npr. biti v koga, dati komu konec. 5 V pregledanem gradivu izstopa krajšanje značilnih (stalnih) besednih zvez, npr. LP - lep pozdravOMG - oh my god. Če te krajšave razvežemo, dobimo pragmatični frazem. Za tovrstne enote uvajamo novo poimenovanje, in sicer kratkopisni pragmatični frazemi. S tem izrazom pojmujemo le tiste krajšave, ki jih prejemniki v govorjenem kodu razvežejo v pragmatični frazem. S tem odpiramo novo področje v frazeologiji. Empirični del temelji na raziskovanju in primerjanju treh oziroma štirih zbirk oziroma korpusov frazemov (386 frazeoloških enot), s katerimi se srečujejo slovenski mladostniki. Prvi korpus je sestavljen iz frazemov, ki se pojavljajo v revijah za mladostnike. Razdeljeni so na dva dela: na frazeme, ki jih avtorji (odrasle osebe) revij za mladostnike uporabljajo v svojih prispevkih - torej jih mladostniki sprejemajo, in na frazeme, ki jih mladostniki uporabljajo v prispevkih v mladostniških revijah. Tretji korpus je sestavljen iz frazemov, ki jih mladostniki uporabljajo na Facebooku. Četrti korpus je sestavljen iz frazemov, ki se pojavljajo v učbenikih za obravnavo neumetnostnih besedil v tretjem triletju osnovne šole. Med frazeološkimi enotami iz učbeniškega gradiva ni navedene niti ene, ki bi jo mladostniki uporabili pri komunikaciji na Facebooku. Na mladostnikovo frazeološko kompetenco ne vpliva znanje, ki ga o frazeologiji učenci pridobijo v šoli z učnim načrtom. V SSKJ je navedenih in s pomenskimi opisi opremljenih 81 % frazemov, v SSF pa 49 % (v povprečje niso vključeni stavčni frazemi). Glede na majhen obseg vključenih frazeoloških enot v Slovar slovenskih frazemov se odpira vprašanje, zakaj se en avtor sam loti tako velikega projekta, ko pa je v slovenskem prostoru kar nekaj kakovostnih frazeologov. Frazeme iz korpusov smo analizirali na oblikovni, pomenski in pragmatični ravni. Med vsemi 386 frazemi jih je 15 % stavčnih, 85 % pa nestavčnih. Med nestavčnimi frazemi mladostniki sprejemajo in uporabljajo predvsem glagolske frazeme, sledijo prislovni, medmetni in samostalniški. Mladostniki sprejemajo tudi stavčne frazeme, vendar jih sami ne uporabljajo. Stavčni frazemi so le v korpusu, v katerem so frazemi iz učbeniškega gradiva, in v korpusu, v katerem so frazemi, ki jih pišejo odrasli. Mladostniki pri produkciji uporabljajo kratkopisne pragmatične frazeme. Pregled frazemov glede na podobne/sorodne sestavine, ki jih vsebujejo, je pokazal, da so med mladostniki najpogosteje zastopani frazemi, ki vsebujejo sestavino za poimenovanje delov telesa, t. i. somatizmi. Teh frazemov je skoraj ena tretjina. Mladostniki somatizme ne le sprejemajo, ampak jih tudi uporabljajo, pri tem pa so najpogostejša sestavina živci. 9 Za mladostniški jezik je značilno izražanje čustev, kar se odraža tudi skozi frazeme. S 37 % frazemov (od 49, s katerimi izražajo čustva) mladostniki izražajo pozitivna čustva, s 63 % pa negativna. Med negativnimi najpogosteje izražajo jezo. Povzamemo lahko, da je svet mladostnika prežet z negativnimi čustvi. Na tem mestu se poveže empirični del s teoretičnim. Mladostniki so v tem obdobju zaskrbljeni zaradi svojega zunanjega videza, težave imajo s pričakovanji staršev, šole in družbe. Svojo nemoč, jezo in občutek manjvrednosti izražajo tudi s frazemi. Doktorsko disertacijo sklenemo z zbirko "novih" slengovskih frazemov, ki bi lahko postala tudi del osnutka za slovar slengovskih frazemov. KljučneThe present doctoral thesis entitled \u27Phraseological Competence of Slovenian Teenagers\u27 addresses three major research questions: what is the phraseological competence of Slovenian teenagerswhat can the use of phrasemes reveal about the emotional world of teenagersand what are the differences or similarities in form, meaning and pragmatic use between the phrasemes in the reception and production of teenagers in teen magazines and on the social network Facebook compared to idioms presented in textbooks. The thesis is divided in two parts: a theoretical and an empirical part. The theoretical part comprises of 4 chapters. The first chapter presents phraseology as a branch of linguistics and phrasemes or phraseological units as the basic units of analysis in phraseology. The main characteristics of phrasemes are discussed in greater detail, namely multi-word structure, stability and idiomatic meaning. The first chapter concludes with a review of literature on phraseology within Slovene studies. In the second chapter, attention is devoted to the teenage period in youngsters and the most pertinent characteristics of this period. The reception and production of phrasemes was studied in the early teens, i.e. primary school pupils aged 11 to 15. At this age, children already have conscious knowledge of different linguistic varieties and their use. When addressing their peers, they usually resort to teen slang. A study conducted on 50 pages of text created by teenagers when communicating via Facebook, revealed that this contemporary form of communication through e-channels is producing distinct changes in language. Due to the desire to consistently imitate spoken language, the unawareness of rules and the speed of communication, teenagers intentionally and unintentionally infringe upon the norms of codified written language. Numerous deviations can be observed, e.g. absence of punctuation, excess of punctuation and letters, using lower case only (regardless of proper names or beginning of a sentence). Words in Slovene may also include letters which do not exist in the Slovenian alphabet. The use of abbreviations, emoticons and words from other languages is also very frequent. The third chapter delves into the understanding of phrasemes. According to the literature, these are memorised as one unit and not understood first in the literal sense of the words, but instead their phraseological meaning is supposed to be detected by the speakers straightaway. The fourth chapter focuses on the phraseological competence of teenagers. The term phraseological competence comprises recognition, understanding and use of phrasemes. The results of the study of authentic and non-proofread texts created by teenagers on Facebook show that teenagers indeed use phrasemes in their e-communication. 52 out of 100 11 phrasemes analysed were pragmatic phrasemes which confirms that pragmatic phraseology prevails in the written form. The idiosyncrasies of slang phraseology are divided into five categories: 1 Teenagers use phrasemes which comprise of foreign language elements or entire phrasemes in foreign languages, e.g. from the bottom of my heart, boli mene čošak. 2 Teenagers use phrasemes in which one or more elements are vulgar expressions, e.g. pička/pizda materna. 3 Teenagers often use phrasemes comprising of the verb to be (Sl. biti), e.g. biti skupaj, biti za. 4 They use neologistic phrasemes, e.g. biti v koga, dati komu konec. 5 What particularly stands out in the analysed texts are abbreviations of typical (regular) word strings, e.g. LP - lep pozdravOMG - oh my god. When these abbreviations are expanded it becomes clear that they represent pragmatic phrasemes. This is why a new term is introduced, namely abbreviated pragmatic phrasemes (in Slovenian kratkopisni pragmatični frazemi), which is only used for the abbreviations that expand into pragmatic phrasemes in spoken language. This might indicate a new area in phraseology research. The second part of the thesis is based on empirical research work during which three collections (corpora) of phrasemes comprising of 386 phraseological units were analysed and compared. The first corpus includes phrasemes found in teen magazines and was divided into two subcorpora: phrasemes used by authors (adults) in teen magazines - receptionand phrasemes used by teenagers in their contributions to teen magazines - production. The second corpus comprises of phrasemes used by teenagers on Facebook, while the third corpus consists of phrasemes found in textbooks on non-literary texts in the final three years of primary school. Among textbook phraseological units, no phraseme was found corresponding to the actual use of teenagers in their communication on Facebook. It appears that the teenage phraseological competence is not influenced by the knowledge on phraseology acquired through school curriculum. In the reference dictionary for Slovene SSKJ, 81% of the phrasemes analysed are listed as such and suitably tagged, while only 49% are listed in the Dictionary of Slovenian Phrasemes (the average does not include phrasemes in the form of sentences). Considering the relatively low percentage of phrasemes included in the specialised dictionary, the question arises as to why would one author decide to take on such a big project alone when there are other high quality phraseology experts in Slovenia who could share the workload and thus make the dictionary more representative? The phraseological units found in the corpora were then analysed in terms of form, meaning and pragmatic level. 15% of a total of 386 phrasemes were in the form of sentences and the rest as word strings. Among the latter, teenagers appear to receive and use particularly the 12 verbal phrasemes, followed by phrasemes with adverbs, particles and nouns. Teenagers appear to understand sentence phrasemes, but they do not use them themselves. This type of phrasemes was only found in the textbook corpus and the corpus of texts written by adults. In their own written production, teenagers appear to favour abbreviated pragmatic phrasemes. The analysis of similarities/correlations between phrasemes revealed that teenagers most often use phrasemes in which one of the elements is a reference to human body, i.e. somatic idioms. One third of all analysed phrasemes fall under this category. Moreover, teenagers not only understand such idioms (reception), but also use them (production), and the most frequent element is nerves (Sl. živci). One of the typical characteristics of teen language is the language of emotions, which is reflected also in the use of phrasemes. 37% of all phrasemes analysed (out of 49 used to convey emotions) were used to convey positive emotions, while 63% were used to convey negative emotions, most frequently anger. This could support the idea that the world of teenagers is flushed with negative emotions. At this point, the empirical part meets the theoretical part. During the teen years, youngsters often worry about their physical appearance and they may have difficulties in dealing with the expectations from the part of their parents, the school and society in general. Their feelings of powerlessness, anger and worthlessness are also expressed through phrasemes. The present doctoral dissertation concludes with a collection of "new" slang phraseological units which could represent a starting point for a dictionary of slang phrasemes
Razumevanje frazemov pri učenju in poučevanju slovenščine kot drugega/tujega jezika
No full textIn the article, the author investigates how Slovene phraseological units are comprehended by those who study Slovene as a second or foreign language at the Centre for Slovene as a Second/Foreign Language, Ljubljana Faculty of Arts, as well as examining what affects the degree of comprehension. The first part presents how phraseological units are comprehended and highlights the area of psycholinguistics, while in the continuation the focus is on the comprehension of phraseological units in context (as compared to the degree of comprehension when in dictionary form). In the process, the author examines the extent to which phraseology comprehension is influenced by gender, age, profession and the first language/mother tongue, as well as by knowledge of other foreign languages.V prispevku avtorica ugotavlja, kako slovenske frazeme razumejo tisti, ki se učijo slovenščino kot drugi ali tuji jezik na Filozofski fakulteti v Ljubljani v okviru Centra za slovenščino kot drugi/tuji jezik, in kaj vpliva na stopnjo razumevanja. V prvem delu predstavi, kako poteka razumevanje frazemov, in osvetli področje psiholingvistike, v nadaljevanju pa se osredotoči na stopnjo razumevanja frazemov v sobesedilu (v primerjavi s stopnjo razumevanja frazemov v slovarski obliki). Ob tem ugotavlja, do kolikšne mere na razumevanje frazemov vplivajo spol, starost, poklic in jezik, ki ga vprašanec obvlada kot prvi/materni, ter koliko vpliva znanje drugih tujih jezikov
Book Reviews
No full textBook Review 1Book Title: Poliomyelitis. Second EditionBook Author: W. Ritchie RussellPp. xi + 147. 16s. net. London: Edward Amold (publishers) Ltd. 1956.Book Review 2Book Title: Medical Writing. MD International Symposia No. 2.Book Authors: Waiter C. Alvarez, Hugh Clegg, Felix Marti-Ibanez, Hans Selye & Henry E. SigeristPp. 66. New York: MD Publications, inc. 1956.Book Review 3Book Title: Clinical Urology for General PracticeBook Author: Justin J. CordonnierPp. 252. 47 Illustrations. South African Price £2 17s. 6d. St. Louis: The C.Y. Mosby Company. 1956.Book Review 4Book Title: Preparing for MotherhoodBook Author: Samuel R. MeakerPp. 196+19 Illustrations. 8.00.) Chicago: Year Book Publishers, Inc., 1954
Youngsters about friendship
No full textThe aim of the thesis is to present peer relationships in quarter communities Šiška. In the theoretical part adolescence as one of the most important transitions in the life span of an individual is presented. Friendship, peer relationships as well as conflicts, which are part of everyday life, are described. As youngsters in transition from early to middle adolescence or from primary to secondary school are less interested in taking part in organised leisure activities and as pupils who are not taking part in organised leisure activities often spend their leisure time in a passive way – listening to music, watching films or TV, the theoretical part also focuses on the importance of leisure time. Furthermore, the theoretical part of the thesis presents youth centres and their aim with regard to the role of youngsters in the society.
The empirical part of the thesis presents the results of the qualitative research in which the author interviewed youngsters visiting the quarter youth centre. The results show that peers play an important role in the adolescence. As regards friendship, confidence, respect and the possibility of conversation are most important for them. It is important for them that they meet each other as often as possible. They are aware of the fact that conflicts, which they resolve quickly and effectively, are part of everyday life. Peer groups they are members of have not been formed completely, that is why the relation to the group leaders is negative. They often spend their leisure time in the quarter youth centre, which offers the possibility of keeping in touch with peers and meeting new friends
Živa tvarnost: djelo Else Beskow u novom svjetlu ili holistički pristup dječjemu čitanju
No full textThe paper starts from the view that an analysis of the concrete materiality of a work, such as format, choice of paper, typography and colours, is fundamental for an understanding of picturebooks and their impact on children’s reading. Historical picturebooks also reveal the cultural understanding of children and childhood in different times and cultures. The tight connection between materiality, reading and learning in picturebooks
is exemplified by the work of the Swedish author Elsa Beskow (1874–1953), who was strongly influenced by the ideas of the Swedish progressive educator Ellen Key. The paper relies on the state of the art in materiality research in children’s literature, with special emphasis on children’s reading and on the consequences of the transmission processes for picturebooks as artifacts.Rad polazi od stajališta da je analiza tvarnosti djela – poput formata, izbora papira, tipografije i boja – temeljna za razumijevanje slikovnica i njihova utjecaja na dječje čitanje. Povijesne slikovnice također otkrivaju kulturno shvaćanje djece i djetinjstva u različitim vremenima i
kulturama. Uska povezanost između tvarnosti, čitanja i učenja u slikovnicama prikazana je na primjeru švedske autorice Else Beskow (1874. – 1953.), koja je bila pod snažnim utjecajem ideja progresivne švedske pedagoginje Ellen Key. Rad se oslanja na najnovija istraživanja o
tvarnosti u dječjoj književnosti, s posebnim naglaskom na dječje čitanje i na posljedice koje procesi prijenosa imaju za slikovnice kao artefakte
ALMA and Herschel observations of the prototype dusty and polluted white dwarf G29-38
No full textJF gratefully acknowledges the support of the STFC via an Ernest Rutherford Fellowship. AB acknowledges the support of the ANR-2010 BLAN-0505-01 (EXOZODI). MCW and OP are grateful for the support of the European Union through ERC grant number 279973.ALMA Cycle 0 and Herschel PACS observations are reported for the prototype, nearest, and brightest example of a dusty and polluted white dwarf, G29-38. These long-wavelength programmes attempted to detect an outlying, parent population of bodies at 1–100 au, from which originates the disrupted planetesimal debris that is observed within 0.01 au and which exhibits LIR/L* = 0.039. No associated emission sources were detected in any of the data down to LIR/L* ∼ 10−4, generally ruling out cold dust masses greater than 1024–1025 g for reasonable grain sizes and properties in orbital regions corresponding to evolved versions of both asteroid and Kuiper belt analogues. Overall, these null detections are consistent with models of long-term collisional evolution in planetesimal discs, and the source regions for the disrupted parent bodies at stars like G29-38 may only be salient in exceptional circumstances, such as a recent instability. A larger sample of polluted white dwarfs, targeted with the full ALMA array, has the potential to unambiguously identify the parent source(s) of their planetary debris.Peer reviewe
College student mental health
No full textComprend des références bibliographiques et un index1. Common Mental Health Issues, Susan R. Stock, Heidi Levine : This chapter summarizes and explains, in layperson’s terms, mental health concerns that may arise on campus.2. Emerging Issues and Models in College Mental Health Services, Ben Locke, David Wallace, Jon Brunner : This chapter reviews mental health concerns of college students in general as well as those who seek services on campus. A discussion of models of campus mental health service provision is also included.3. Mental Health Concerns of Students on the Autism Spectrum, Jane Thierfeld Brown, Lisa Meeks, Michelle Rigler : Mental health concerns of students on the Autism Spectrum are discussed, including support and intervention ideas for several types of student service departments.4. Mental Health and Military-Connected Students on Campus: Culture, Challenges, and Success, Ted C. Bonar : This chapter describes mental health challenges and strengths of veterans and other military-connected students, highlighted with brief student scenarios, and provides suggestions for campus intervention and support.5. International Student Mental Health, Susan L. Prieto-Welch : This chapter offers an overview of international students’ acculturation experiences and related mental health issues.6. Mental Health and Students at Risk, Alan B. Goodwin : The author discusses recent legal decisions and federal mandates pertaining to students who are potential dangers to self and others.7. Mental Health Aspects of Responding to Campus Crises, Christopher Flynn, Micky M. Sharma : The authors draw from campus experiences and relevant professional literature to provide guidance regarding large-scale crisis response.8. Promoting Resilience, Retention, and Mental Health, Daniel Eisenberg, Sarah Ketchen Lipson, Julie Posselt : This chapter explores the intersections among resilience, retention, and mental health on campus and offers strategies for effective practice.9. Anticipating the Future of Mental Health Needs on Campus, Robert A. Bonfiglio : A senior student affairs professional presents his perspectives on the future challenges of meeting campus mental health needs
Correction to: Proposed nomenclature for Pseudallescheria, Scedosporium and related genera (Fungal Diversity, (2014), 67, 1, (1-10), 10.1007/s13225-014-0295-4)
No full textIn this article the author name Ana Alastruey-Izquierdo was incorrectly written as Ana Alastruey-Izquerdo. © Mushroom Research Foundation 2022
The ecology of some urban-impacted coastal vleis on the Cape Flats near Cape Town, with special reference to phytoplankton periodicity
No full textBibliography: leaves 191-196.This thesis stemmed initially from the author's desire to investigate the phytoplankton assemblages of the freshwater vleis of the Cape Peninsula. This aspect of the limnology of the Cape Flats vleis has received only scant attention by other researchers (over 40 years ago), and no comprehensive studies of their seasonal phytoplankton periodicities had been attempted. The paucity of information regarding the phytoplankton of the winter-rainfall, Mediterranean-climatic systems of the Cape Peninsula was found to not only be limited to South Africa. The literature survey undertaken for this study (Chapter 1) revealed•a general lack of information for shallow, nutrient-enriched, coastal systems, with virtually no data available for coastal systems in winter-rainfall regions. The thesis includes a description not only of the phytoplankton, but also of the limnology of each vlei as they are currently understood; this information is synthesized in Chapters 2 and 3 and collates all the available information accumulated by the Cape Town City Council (CCC) since it commenced monitoring of both vleis almost a decade ago. These chapters also contain details of the available bibliography for each system and form the first compilation of the available data for these waters. The inclusion of these chapters enabled comparisons to be made between the water chemistry regimes during the current study with those prevailing during earlier years. During the course of the study the author came across other pertinent aspects of each vlei which necessitated sub-investigations. The details of these are also included in the limnological chapters
Iowa History and Culture : A Bibliography of Materials Published Between 1952 and 1986, 1989
No full textThis bibliography was compiled by two reference librarians, Patricia Dawson and David Hudson with the goal of making it easier of tracking down material on Iowa history and culture. This supplements the Iowa History Reference Guide published in 1952 by William Petersen
