Bildhafte Personenbezeichnungen: Desemantisierung und Resemantisierung deutscher Substantive im Spannungsfeld von Sexus und Genus

In German, there is a wide array of figurative designations for persons. They show various degrees of lexical complexity (simple nouns such as Sau, compounds such as Drecksau, collocations such as dreckige Sau) and different semantic domains of origin (mainly designation for animals – Sau – and inanimate objects – Flasche –, but also human beings – Strohmann –). They can refer specifically to females (Ziege, Besen), males (Windhund, Memme) or both (Kamel, Sau). Reference does not always coincide with grammatical gender. A complex interplay emerges between desemantization and resemantization processes: in the former, terms with a specific male or female reference develop unspecific reference for human beings including both sexes; in the latter, terms with originally unspecific reference come to refer to a single sex. In both processes a crucial role is played by lexical complexity, semantic (in)transparency and grammatical gender of the expression

L’occitano

This paper provides an overview of the varieties of Cisalpine Occitan. From a sociolinguistic perspective, these varieties may be regarded as both second-degree and endangered languages, though they have been involved into promotion policies for several decades. From a linguistic standpoint, the varieties of Cisalpine Occitan display features that can be traced back to an Alpine Occitan diasystem, though showing some structural similarities with Francoprovençal and Piedmontese. Some selected features of Cisalpine Occitan, belonging to different linguistic levels (phonetics and phonology, morphology, syntax and vocabulary), are presented and discussed

“If we don’t take them off our streets, they’re going to continue to prey on innocent people.”: The discourse around recidivism and recidivists in the New York Times and the New York Post

Mass incarceration and high rates of recidivism in the United States have long been discussed in the scientific literature. A punitive culture has fostered harsh punishments and incarceration without considerable effects on recidivism rates. At the same time, research has indicated that rehabilitative measures and treatment programs for offenders have positive effects on their reintegration into society and help to reduce recidivism rates. In the present study, the discourse surrounding recidivism in the New York Times and the New York Post is investigated with a corpus of 666,290 words. The analyses indicate that the New York Times encourages a discussion of rehabilitative measures and adopts a view of recidivism that highlights recidivists’ potential for change. The New York Post, on the other hand, takes a more conservative approach and adopts a more dire view of recidivists, considering recidivism as a character trait rather than an indicator for the relative success of rehabilitation programs

Korpora im DaF-Unterricht: Einsatz im Schulbereich

Corpora are electronic resources that students can use – in the context of data-driven learning – to explore language and clear up any linguistic uncertainties, by searching, for example, for frequent co-occurrences and collocations through a search query. Corpora serve as input factors (cf. Fandrych/Tschirner 2007) that draw the learners’ attention to recurring linguistic patterns (cf. Drumbl 2011: 67) and promote autonomous and explorative learning. This process also enables the development of language awareness (cf. Boulton 2010), which is a key element of multilingual competence (cf. Jessner 2008). The use of corpora is increasingly being integrated into university foreign language teaching but remains rather unknown in the school sector to date. This article explores how corpora could be used in schools and the extent to which students could work with them autonomously to improve their language skills and develop, over time, multilingual competence. To answer this question, a project carried out in an Italian high school specialized in the study of foreign languages (Liceo Linguistico) is examined and presented. The project took place in 2021 and required students to undertake several corpus analysis tasks

Challenges and practices in international sport federations to gain and maintain legitimacy

Introduction International sport federations (IFs) are today part of complex ecosystems (Bayle, 2023). As governing bodies, they are regulators and define and sanction sporting and participation rules. IFs are further organizers of international sport events, some of which attract large audiences and investments. In this role, IFs have to satisfy diverging demands of multiple stakeholders (Chappelet, 2021). Additionally, IFs have become important social, economic and political actors. They are employers and as such contribute to the local economy and have a corporate social responsibility. And with sport being increasingly interwoven with money, power, politics and state interests, IFs also influence and are influenced by geopolitics. This has entailed corruption and self-enrichment on one side of the spectrum, and it enabled peace processes and development on the other side. In this complex web of mission, expectations and pressures, how do IFs gain/maintain legitimation? Methods Using literature research and desk research, we first focus on the role and mission of IFs since their creation and illustrate an overview of the changing expectations against which IFs sought/seek legitimacy (historical timeline). Reflecting the conceptual model of Bayle and Clausen (2023, under review) on IFs’ organizational performance and its operationalization, we then map explicit and implicit performance indicators that derive from IFs’ mission and the multiple social, economic and political activities they have embraced over the past decades. Based on this mapping, we discuss IFs’ strategies to meet expectations and pressures that result from these performance indicators. We conclude the presentation with an assessment of the interrelation between expectations towards IFs, strategies developed by IFs, and internal/external performance control mechanisms based on five interviews. Results The social, political, and economic influence of IFs is largely recognized today. Yet, their legitimacy as non-profit governing bodies of sport in the eyes of prominent stakeholders (e.g., IOC, governments, sponsors) is currently reduced to their ability to comply with dominant governance and sustainability frameworks. As a result of this narrow focus, academics and practitioners have developed a good understanding and monitoring mechanisms of IFs’ governance practices. On the other hand, IFs’ performance and legitimacy from a mission and purpose perspective is greatly understudied. Discussion/Conclusion One of the challenges in defining performance indicators for IFs is their broad societal mission. Firstly, the impact of IFs’ activities to contribute to some sort of societal betterment is difficult to measure. And secondly, the priorities of societal issues change (e.g., poverty, health, climate). Any performance measurement system for IFs therefore needs to be dynamic to address both IFs’ mission and evolving external expectations. References Bayle, E. (2023). A model for the multi-centered regulation of world sport. International Journal of Sport Policy and Politics, 15(2), 309-327. https://doi.org/10.1080/19406940.2023.2205868 Bayle, E., & Clausen, J. (2023, under review). A conceptual model to understand and assess international sport federations’ organizational performance. Journal of Global Sport Management. Chappelet, J. L. (2021). The governance of the Olympic system: From one to many stakeholders. Journal of Global Sport Management 8(4), 783-800. https://doi.org/10.1080/24704067.2021.189976

Not Bowing Down: Gang Resistance to Prison Co-gover

In the United States, some prison gangs control not only inmates, but also what happens on the street. Since most gang members eventually get detained and incarcerated, prison gangs will victimize or kill any resistors in jail and prison. In this paper, I examine such a case between the California prison gang, La Eme, and the rebel Maravilla gangs of East Los Angeles. La Eme controls almost all the Latino gangs in Southern California and enforces prison and street rules that “Southsider” gangs must follow. Between 1993 and 2006, the Maravilla gangs resisted La Eme’s prison co-governance and then experienced a violence and victimization perhaps unrivaled in the gang world. Through field research on the Maravilla gangs, this paper reveals how some gangs defy prison co-governance, which then makes them feel meaningful in the gang world.In the United States, some prison gangs control not only inmates, but also what happens on the street. Since most gang members eventually get detained and incarcerated, prison gangs will victimize or kill any resistors in jail and prison. In this paper, I examine such a case between the California prison gang, La Eme, and the rebel Maravilla gangs of East Los Angeles. La Eme controls almost all the Latino gangs in Southern California and enforces prison and street rules that “Southsider” gangs must follow. Between 1993 and 2006, the Maravilla gangs resisted La Eme’s prison co-governance and then experienced a violence and victimization perhaps unrivaled in the gang world. Through field research on the Maravilla gangs, this paper reveals how some gangs defy prison co-governance, which then makes them feel meaningful in the gang world.In the United States, some prison gangs control not only inmates, but also what happens on the street. Since most gang members eventually get detained and incarcerated, prison gangs will victimize or kill any resistors in jail and prison. In this paper, I examine such a case between the California prison gang, La Eme, and the rebel Maravilla gangs of East Los Angeles. La Eme controls almost all the Latino gangs in Southern California and enforces prison and street rules that “Southsider” gangs must follow. Between 1993 and 2006, the Maravilla gangs resisted La Eme’s prison co-governance and then experienced a violence and victimization perhaps unrivaled in the gang world. Through field research on the Maravilla gangs, this paper reveals how some gangs defy prison co-governance, which then makes them feel meaningful in the gang world

Development of basic motor competencies and connections with sport participation

Introduction During childhood, children develop their motor competencies. Basic motor competencies (BMC) are a central prerequisite for participation in sport activities (Herrmann et al., 2016) and form the basis for sport-specific skills (Hulteen et al., 2018). In school, children have a choice of formal (e.g. sports club) and informal (free play) settings in which they can engage in sports activities (Neuber & Golenia, 2018). Children who are active in sports clubs have a higher level of BMC (Herrmann et al., 2017). Methods As part of the longitudinal study “Development of basic motor competencies in childhood (EMOKK-study)”, funded by the Swiss National Science Foundation (SNSF), the BMC of N = 659 preschool children (51% boys) and N = 393 1st and 2nd grade children (49.4% boys) were assessed at two measurement points. In addition, parent questionnaires were used to assess the children’s sport participation. In initial analyses, the development of BMC was calculated using ANCOVA, with age as a covariate. Results Differences between girls and boys could be observed in preschool as well as in 1st and 2nd grade. Boys showed better performance in “object-movement” whereas girls were better in “self-movement”. From first to second grade, sports club participation increased (F(1, 467) = 28.546, p < .001, η2 = .058). In both measurement points, boys were more often active in sport clubs than girls. First and second graders who were active in a sports club performed significantly better in both competence areas (“object-movement”: t1: p < .001, d = .42; t2: p < .001, d = .68; “self-movement”: t1: p = .002, d = .38; t2: p = .001, d = .40) than children who were not. Discussion Children who were active in club sports show a higher level of BMC, which seems to persist in the longitudinal section. This indicates an early selection effect and the importance of BMC for club sport. In further analyses, variables on informal sport activities will also be considered. References Herrmann, C., Gerlach, E., & Seelig, H. (2016). Motorische Basiskompetenzen in der Grundschule. Begründung, Erfassung und empirische Überprüfung eines Messinstruments [Basic motor competences in primary school. Rationale, assessment and empirical testing of a measurement instrument]. Sportwissenschaft, 46(2), 60–73. https://doi.org/10.1007/s12662-015-0378-8 Herrmann, C., Heim, C., & Seelig, H. (2017). Diagnose und Entwicklung motorischer Basiskompetenzen [Diagnosis and development of basic motor competencies]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 49(4), 173–185. https://doi.org/10.1026/0049-8637/a000180 Hulteen, R. M., Morgan, P. J., Barnett, L. M., Stodden, D. F., & Lubans, D. R. (2018). Development of foundational movement skills: A conceptual model for physical activity across the sifespan. Sports Medicine, 48(7), 1533–1540. https://doi.org/10.1007/s40279-018-0892-6 Neuber, N., & Golenia, M. (2018). Lernorte für Kinder und Jugendliche im Sport [Learning centres for children and young people in sport]. In A. Güllich & M. Krüger (Eds.), Sport in Kultur und Gesellschaft: Handbuch Sport und Sportwissenschaft (pp. 1–17). Springer. https://doi.org/10.1007/978-3-662-53385-7_24-

Coeducation in physical education in Switzerland – A national inventory of the legal basis and its implementation

Introduction In Switzerland, sporting activity among girls and young women has increased in recent years. In comparison, however, boys and young men continue to show a higher level of sporting activity at every age level and in all language regions (Lamprecht et al., 2021). As physical education (PE) lessons are an important socialisation factor for extracurricular sports activities, the question arises as to how PE is taught in Switzerland to do justice to the genders. To date, there has been little scientific research in Switzerland into which cantons implement coeducational PE and which legal or regulatory bases they rely on. Due to this research gap, this contribution will analyse which cantons implement coeducational PE and to what extent these can be linked to the legal bases or language-regional curricula. Methods With the help of a document analysis of the current legal and regulatory bases as well as the three language-regional curricula a national inventory of the existing guidelines is conducted. Furthermore, a qualitative survey of all cantonal school offices analyses the current situation regarding coeducational PE lessons in compulsory education in Switzerland. Results The results indicate that there are level-specific, cantonal, and language-regional differences. Language cultural differences are particularly evident at lower secondary school level, since in the German-speaking cantons PE lessons are mostly mono-educational and in the French and Italian-speaking cantons they are usually coeducational (Hayoz, under review). Discussion In the German-speaking cantons, especially for lower secondary level, the organisational recommendations given in these curricula are used by the municipalities and schools to make and legitimise their decisions. This recommendation can be critically reflected upon and discussed regarding the holistic educational goals of compulsory schooling, as the aim is to provide competence-orientated PE lessons and to promote interdisciplinary skills. According to Alfermann (1992), it must be questioned why precisely this differentiation feature – and no other heterogeneity feature – is used to divide the existing classes. Although performance is a constitutive characteristic for schools and for sport in general, performance is merely one “pedagogical perspective” among many for PE lessons (Frohn, 2019). Conclusion In order to analyse the specific didactic implementation of mono- and coeducational teaching in PE and to better understand the language-cultural differences, further national studies would be necessary at both local as well as school level. References Alfermann, D. (1992). Koedukation im Sportunterricht [Co-education in physical education]. Sportwissenschaft, 22(3), 323–343. Frohn, J. (2019). Geschlechter(re)konstruktionen im Sportunterricht aus Schüler*innensicht – eine Längsschnittstudie [Gender (re)constructions in physical education from the students’ perspective – A longitudinal study]. In J. Frohn, E. Gramespacher & J. Süßenbach (Eds.), Stand und Perspektiven der sportwissenschaftlichen Geschlechterforschung (Vol. 279, pp. 79–85). Feldhaus. Hayoz, C. (under review). Koedukation im Bewegungs- und Sportunterricht in der Schweiz – eine nationale Bestandsaufnahme der gesetzlichen Grundlagen und ihrer Implementation [Co-education in physical education and sport lessons in Switzerland – A national survey of the legal basis and its implementation]. Zeitschrift für sportpädagogische Forschung. Lamprecht, M., Bürgi, R., Gebert, A., & Stamm, H. P. (2021). Sport Schweiz 2020: Kinder- und Jugendbericht [Sport Switzerland 2020: Report on children and young people]. Bundesamt für Sport

Book Review. Balancing the Commons in Switzerland. Institutional Transformations and Sustainable Innovations. Haller, Tobias, Karina Liechti, Martin Stuber, François-Xavier Viallon, and Rahel Wunderli (eds.)

Book review of "Haller, Tobias, Karina Liechti, Martin Stuber, François-Xavier Viallon, and Rahel Wunderli (eds.). Balancing the Commons in Switzerland. Institutional Transformations and Sustainable Innovations. 2021. London: Routledge.Book review of "Haller, Tobias, Karina Liechti, Martin Stuber, François-Xavier Viallon, and Rahel Wunderli (eds.). Balancing the Commons in Switzerland. Institutional Transformations and Sustainable Innovations. 2021. London: Routledge.Book review of "Haller, Tobias, Karina Liechti, Martin Stuber, François-Xavier Viallon, and Rahel Wunderli (eds.). Balancing the Commons in Switzerland. Institutional Transformations and Sustainable Innovations. 2021. London: Routledge