Ukrainian-Rumeika interlingual homonyms and paronyms

The article deals with intermittent homonyms and paromies in the Ukrainian and Rumeika. In 2019, the United Nations announced the International Year of Languages of Indigenous Peoples, and 2022–2032 – an International Decade of Languages of Indigenous Peoples. Rumeika is one of the languages of Greeks of Pryazovia – the indigenous people of Ukraine. Under the terms of the Kuchuk-Carnadzhi Peace Treaty of 1774 between the Ottoman and Russian Empire, the Crimean Khanate became independent. This and the decree of Catherine II caused a wave of the relocation of the Greeks in the Pryazovia. Rumeika has close ties with Modern Greek, while the other language of the Greeks of Pryazovia – Urum – is close to the Crimean Tatar language. For a long time, Rumeika did not have written writing, while in the twentieth century, the efforts of A. Biletskyi for the alphabet developed on the basis of Cyrillic. Despite the fact that in the 20th century Rumeika was an important ethno-forming factor, now it is in a threatening state primarily due to the influence of the Russian language. Ukrainian and Rumeika languages are in close contact, therefore, the emergence of a large number of inter-digit homonyms and parones. Also, the research of Rumeika is important in view of the fact that it is in front of the disappearance, as well as in geopolitical terms through new social challenges to the population of Ukraine. The purpose of the article is to find out the peculiarities of the Ukrainian-Rumeika homonyms and paromies, which involves the following tasks: the creation of a dictionary; explaining the values of words; determination of features of inter-life homonyms and paromies in the case of Ukrainian and Rumeika languages.

Formation and development of international standards in the field of linguistic rights of indigenous peoples: historical and legal aspects

Introduction. The main objective of this article is to study the historical and legal aspects of the formation and development of international standards in the field of linguistic rights of indigenous peoples. This topic is particularly relevant in connection with the proclamation of the period 2022–2032 International Decade of Indigenous Languages by UN General Assembly. Materials and Methods. The research methodology is based on a systematic approach that incorporates the historical, formal-legal, system-structural methods of scientific knowledge. The material was provided by the main international legal documents in the field of the linguistic rights of indigenous peoples, research by Russian and international authors on the legal status of indigenous peoples, and the protection of their linguistic rights in particular. Results and Discussion. Based on the analysis of international legal acts, the following can be distinguished among the linguistic rights of indigenous peoples: the right to preserve and use native languages in private and publicly; the right to education in the mother tongue; the right to create and have access to the media in their native languages; the right to recognize indigenous languages in constitutions and national laws; the right to a life free of linguistic discrimination and other rights. The article also discusses the main UN mechanisms and tools in the field of ensuring and protecting the rights of indigenous peoples. The protection of the linguistic rights of indigenous peoples is currently carried out by numerous specialized agencies such as UNESCO, United Nations Permanent Forum on Indigenous Issues, UN Expert Mechanism on the Rights of Indigenous Peoples, the Special Rapporteur on the rights of indigenous peoples and etc. An important mechanism for promoting the theme of languages of indigenous peoples, the unification of partners and resources for joint action around the world was the proclamation by the UN General Assembly of the International Year of Indigenous Languages (2019) and the International Decade of Indigenous Languages (2022–2032). Conclusion. At the level of the international community, it formed a serious understanding of the need to preserve and develop languages, the realization of the linguistic rights of indigenous peoples, which will be facilitated by the International Decade of Indigenous Languages.

“Soil Education Manual - Toolbox for DIY program at your classroom” by International Union of Soil Sciences (IUSS)

<p>Soil education is one of the major topics to be enhanced and promoted in the International Decade of Soils 2015-2024 (IDS) project of the International Union of Soil Sciences (IUSS). The book entitled above has been just published by the IUSS to provide readers, who are interested in soils, geosciences, environment, ecosystems, art, etc. and may be teaching in schools at elementary through university levels, working at museums, educational or extension organizations and serving for NPOs, NGOs, etc., with basic framework of soil and soil science education and a collection of good practices currently employed, so that the readers could learn and share with whatever suited to their own condition efficiently.<br>The book consists of three parts, i.e. framing soil science education, good practices in soil education and future of soil and soil science education. The first part gives tenets and framework of soil education in pre and primary school, under- and post-graduate students and the general public or citizen. The second includes practical methods for soil and soil science education from all over the world, i.e. 1 from Africa, 3 from Asia, 3 from Europe, 2 from North America, 5 from South America and 2 from Oceania, which have been evaluated useful, efficient and promising in their own environments and situations. The final part is devoted for discussing the challenges and future of soil and soil science education. <br>The IUSS is planning to distribute the above publication to a variety of societies so that the current contents and methods and the systems of soil and soil science education be criticized for further improvement towards promoting and enhancing research, education and public awareness of soils as one of the disciplines of geo- and bio-sciences in the future.</p><p> </p>

Science Diplomacy and the Making of the United Nations International Decade for Natural Disaster Reduction

The article discusses the creation of the International Decade for Natural Disaster Reduction (idndr, 1990–1999), a global observance event that emanated neither from within the United Nations – for whom until then disaster management or rights of disaster victims had not been a real priority – nor from within civil society organizations or governments. In actuality, it was primarily a scientist-led initiative. This article suggests that this episode is a rare example of a joint effort on the part of a scientific community to create international scientific institutions to deal with the issue of disaster risk. The framing of the issue as “scientific” by earth scientists led the UN Secretariat and governments to embrace an issue that they had hitherto neglected. However, archival evidence also suggests that the eventual takeover of the project by the UN bureaucracy weakened the role of earth scientists in the idndr and changed its orientation.

Advancing Soil Carbon Cycle Science

Workshop to celebrate 2015–2024 International Decade of Soil; Boulder, Colorado, 14–16 March, 2016