Evaluative Aspect of Engineer’s World View (The German Language Case Study)

Author(s):  
Anna M. Klyoster ◽  
Natalia Ju. Shnyakina
Keyword(s):  
2013 ◽  
Vol 4 (1) ◽  
pp. 3-26 ◽  
Author(s):  
Pernilla Liedgren ◽  
Lars Andersson

This study investigated how young teenagers, as members of a strong religious organization, dealt with the school situation and the encounter with mainstream culture taking place at school during the final years in Swedish primary school (age 13–15 years). The purpose was to explore possible strategies that members of a minority group, in this case the Jehovah’s Witnesses, developed in order to deal with a value system differing from that of the group. We interviewed eleven former members of the Jehovah’s Witnesses about their final years in compulsory Swedish communal school. The ages of the interviewees ranged between 24 and 46 years, and the interviewed group comprised six men and five women. Nine of the eleven interviewees had grown up in the countryside or in villages. All but two were ethnic Swedes. The time that had passed since leaving the movement ranged from quite recently to 20 years ago. The results revealed three strategies; Standing up for Your Beliefs, Escaping, and Living in Two Worlds. The first two strategies are based on a One-World View, and the third strategy, Living in Two Worlds, implies a Two-World View, accepting to a certain extent both the Jehovah’s Witnesses outlook as well as that of ordinary society. The strategy Standing up for Your Beliefs can be described as straightforward, outspoken, and bold; the youngsters did not show any doubts about their belief. The second subgroup showed an unshakeable faith, but suffered psychological stress since their intentions to live according to their belief led to insecurity in terms of how to behave, and also left them quite isolated. These people reported more absence from school. The youngsters using the strategy Living in Two Worlds appeared to possess the ability to sympathize with both world views, and were more adaptable in different situations.


2017 ◽  
Vol 7 (3) ◽  
pp. 61
Author(s):  
Pia Helena Lappalainen

In their role as problem solvers, engineers are expected to take responsibility for the grand societal challenges that require technical expertise and innovation. This urges them to broaden their horizon from the traditional, deeply technological world view to one that examines the surrounding globe with empathy and social responsibility. Such a call for systems intelligence necessitates a novel approach to engineering education to allow students to practice systemic capabilities. As methodology, life-philosophical pedagogy was experimented with in an English language course that was integrated with the Philosophy and Systems Thinking lecture series. Such pedagogy deviates from conventional methodology in that instead of focusing on correcting deficiencies and filling competence gaps, it takes a midwife approach and recognizes the potential in individuals and delivers the abundance in them. The principles of positive psychology and frameworks of socio-emotive intelligence guide the reflective workout in the course, catalyzing, stimulating and rooting new thinking. Ultimately the course promotes self-growth, intentional change and overall life management, while allowing students to rehearse various interpersonal skills relevant for industrial tasks.


Litera ◽  
2020 ◽  
pp. 9-20
Author(s):  
Daniil Andreevich Bakhmatov

The goal of this research consists in identification and complex description of the stages of existence of a phrase. The subject of this research is changes in the use that afflict phrases in diachrony. The author determines the types of such changes, which characterize the stages of existence of a phrase since its emergence, as well as possible ways of development of a phrase (in terms of unchangeability of its composition and level of idiomaticity).Based on the material of verbal-nominal phrases in German language, both free and phraseologisms, and attraction of corpus-based data, the changes in use are perceived as elements of a single process. The scientific novelty lies in the attempt to describe the models of diachronic changes as cyclic processes; reveal common trends in development of phrases and in applicability of the definition of “life cycle” to the indicted processes. The concept of “life cycle”, used in various sciences for designating the natural, repeating processes, found its reflection in linguistics. However, cyclic processes in phraseology yet remain unstudied, despite the existing description of such phenomena as usualization, phraseologization, and dephraseologization. In conclusion, the author presents a dynamic model of life cycle of a phrase; the changes in use are viewed as its part; as well as offers the terms “deusualization” and “reusualization”. The obtained life cycle model can find application in further research in the area of diachronic phraseology and phrase formation.


Author(s):  
Lloyd G. A. Amoah

By exploring the case of Ghana, this chapter examines the often cited linkages between good governance, ICTs, and development in developing societies. Though some significant ICT-related infrastructural development projects have been undertaken in Africa, the empirics indicate that the region, compared to other regions, such as Asia, has yet to experience the expected results. Using an e-government project at the presidency in Ghana as a case study, this chapter attempts to understand why the vast potential benefits of ICTs have not been realized in countries like Ghana. The argument put forward by the author is that e-government and by extension ICT policy outcomes in developing polities must be understood as partly a reflection of the world view of policy elites, which is at best generally antagonistic, ambivalent, and even apprehensive of the very notion of a cyber society. The chapter concludes with recommendations relevant to Ghana and other developing polities.


1994 ◽  
Vol 22 (4) ◽  
pp. 377-382 ◽  
Author(s):  
Nancy Stiehler Thurston

Psychotherapy issues for religiously committed clients have been explored in several recent books and articles. While these works have focused on adults, little has been written on the therapy issues of religiously committed children. Emerging research suggests that children's conceptions of God are quite different than that of adults. Moreover, due to their concrete thinking, children often find it hard to grasp theological foundations to the Christian faith (e.g., salvation by grace) that adults typically assimilate into their world view. While children generally learn of God's grace and mercy in Sunday school, it has been found that some of them nonetheless struggle deeply with issues of guilt and shame. It has been well documented that children do not have the same cognitive and language abilities as adults, and therefore require considerably different modes of psychotherapy. For latency aged and younger children, play therapy is often the treatment of choice. This article will present a case study of a Christian child who participated in a projective assessment and play therapy for healing of shame and guilt issues.


2017 ◽  
Vol 21 (1) ◽  
Author(s):  
Simone Pichler

AbstractThis article aims to provide an initial insight into the practical philological work of seminary students around 1900 who study German language and literature. Within a historical-praxeological case study I want to discuss one specific text, a so-called ›Seminararbeit‹, submitted by a student in 1884. Johann Zmölnig writes about Paul Fleming, a German- and Latin-writing author from the 17th century, who becomes popular for his poems in the decades after his young death. But also later on, he is seen as a figure for German-language writing in questions of language-policy - and during the 19th century in particular for philologists and their editorial work. In more than a hundred handwritten pages the student shows several aspects of philological writing-practice: studies of language and style, linguistic criticism, biographical writing as well as the ability to enhance the prevailing perception of Fleming’s poetry.


2021 ◽  
Author(s):  
◽  
Dione Lee Marama Payne

<p>The title of this thesis, Mai Rangiriri ki Pōkaewhenua, refers to the battle of Rangiriri as the point of reference that marks the first confiscation of Waikato land. It was at Rangiriri that Waikato Māori took up arms to defend their land against the invading army and in doing so, by Crown law, forfeited their customary ownership over their land through confiscation. It would be one hundred years later that another confiscation occured at Pōkaewhenua in the 1960s. The confiscation of Māori land is commonly discussed in New Zealand history literature as a practice of the nineteenth-century. However in this thesis I argue the practice of confiscation has endured into the 1960s through facilitated alienations of allegedly unproductive Māori land through lease and sale. This thesis examines the case study of Lot 512 in the Parish of Whangamarino to show how government agencies utilised some common practices of confiscation such as through legislation, economic expansion, settlement, conflict of interests, tenurial revolution and the concept of waste land to confiscate Pōkaewhenua through facilitated alienation in the national interest. Although the practice of alienation was widespread, the sale and lease of Māori land due to an alleged lack of productivity under Part XXV of the Māori Affairs Act 1953 was seldom investigated as part of Treaty settlements. For hapū and whānau, particularly in the Waikato, the re-examination of land alienation may change their land history and the manner in which future Treaty claims are investigated. Contemporarily, the drive for greater productivity of Māori land, as seen in the 2013 Review of the Te Ture Whenua Māori Act, focuses again on making all Māori land productive in the national interest, with little consideration of the impact on it’s Māori owners. The criteria and rationale for this push for productivity is strongly reminiscent of the practice in the 1960s and 1860s, and suggests any national interest alienations that occur as a result of the 2013 review, may also be confiscation. One significant implication of this thesis for the field of Māori Studies is that the investigation of Lot 512 provides another perspective on confiscation. This thesis expands the definition of confiscation to allow for alienation by sale and lease in the national interest and departs from the limitation of the nineteenth-century. This research also contributes to Māori Studies through the analysis of Part XXV of the Māori Affairs Act 1953. As a wider implication for Māori land, it challenges researchers to look more closely at Māori land sales in the 1950-1960s, the manner in which those sales and leases were undertaken and questions national interest arguments for alienating further Māori land. This thesis is centred around a Māori world view and approach to research and is tied specifically to Pōkaewhenua – Lot 512 in the Parish of Whangamarino, but has implications for thinking about the way Indigenous rights are made subservient to colonial interests.</p>


2021 ◽  
Vol 1 ◽  
pp. 147
Author(s):  
Martin Coath ◽  
Ilona Mettiäinen ◽  
Roxana Contreras ◽  
Jusu Toivonen ◽  
John Moore

In this brief plain language report we introduce a novel diagrammatic way of thinking about interactions in transdisciplinary teams. This representation is designed to provoke debate about how teams which do not share a common world view can make progress, but not necessarily direct progress, towards common goals. We further identify a range of possible problems -- which we refer to as road-blocks -- which can limit progress and reduce the effectiveness of such projects. Finally we make short suggestions about how road-blocks might be lifted. The diagrammatic representation was developed as part of the plain language notes which were kept to document the progress of a work package -- part of the Blue-Action project -- dealing with Arctic Tourism. But the report draws on wider experience of transdisciplinary working in the team and attempts an easily readable summary of some aspects of how such projects do, and do not, work. We propose that interactions between members of a team that have little in common, with respect to experience and expertise, will rarely lead to outputs that meet the goals of the project unless supplementary activities first 'recast' their views towards a common frame of reference.


2022 ◽  
Vol 7 (5) ◽  
pp. 102-110
Author(s):  
E. A. Shesterina

The article is devoted to the aesthtic assessment of the sound of Russian speech as reflected in German Internet forums. Segmental and suprasegmental features of Russian pronunciation which evoke in native speakers of German empathy and / or antipathy towards Russian sounding speech, are described. The ordinary Germans' naive assessment of Russian souding speech differs from that by professional linguists. Germans who are not familiar with the theoretical basis of the phonetic structure of the Russian language pay attention, first of all, to those pronunciation features that are not characteristic of the phonetic basis of the German language. Among them on segmental level are the following: trembling sonant [r̥], vowel [ᵻ] and back-lingual slit [ɣ] after vowels [e], [i] and consonants [lʲ], [nʲ], [j], the pronunciation of which in German in this position is pronounced as ich-Laut [ç]. The Germans also seem to dislike clusters of consonants that are absent in the German language, for example, -рск-, -здр- etc. The presence of these sounds in the Russian language allows ordinary Germans to characterize Russian sounding speech as rude, despite the remarks of the Germans that there are many “soft” sounds i.e. palatalized consonants in the Russian language. The main difference at the suprasegmental level, which in the scientific literature is designated as the opposition of the German “staccato” and Russian “legato”, finds its confirmation in the statements of German members of the forum. The rhythmic organization of Russian speech is assessed by common Germans as discordant and indistinct, since, unlike German speech, Russian speech is characterized by relaxed articulation, non-forced vocalization, an extended melodic range and an irregular rhythmic patterns. In addition, the use of different pitch movements in friendly and aggressive communication encourages Germans to qualify the speech of Russian speakers in obvious situations of friendly communication as confrontational.


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