16 research outputs found
MNEMOSINE: BIBLIOTECA DIGITAL DE LA OTRA EDAD DE PLATA (ORΓGENES, CONTENIDOS, PERSPECTIVAS)
Abstract: Powered by two research teams affiliated with the Complutense University of Madrid, LOEP and ILSA, Mnemosyne Digital Library selects, catalogs and makes visible in digital format texts belonging to a forgotten repertoire of Spanish literature between 1868 and 1936, thus allowing the necessary historical reevaluation of this period. Together with access to digitized books and the consultation of its database, Mnemosyne is an experimental field for modeling data from specific literary collections as well as the creation of interoperable semantic webs, generating quality research and innovation and new models for the literary study.Resumen: Impulsada por los grupos de investigaciΓ³n LOEP e ILSA de la Universidad Complutense de Madrid, la Biblioteca Digital Mnemosine selecciona, cataloga y hace visibles en formato digital textos pertenecientes a un repertorio olvidado de la literatura espaΓ±ola entre los aΓ±os 1868 y 1936, permitiendo asΓ la necesaria revisiΓ³n historiogrΓ‘fica de este periodo. Junto al acceso a libros digitalizados y a la consulta de su base de datos, Mnemosine representa un campo de experimentaciΓ³n para el modelado de datos de colecciones literarias especΓficas y la creaciΓ³n de redes semΓ‘nticas interoperables, generando investigaciΓ³n e innovaciΓ³n de calidad y nuevos modelos teΓ³ricos de interpretaciΓ³n de textos literarios.Abstract: Powered by two research teams affiliated with the Complutense University of Madrid, LOEP and ILSA, Mnemosyne Digital Library selects, catalogs and makes visible in digital format texts belonging to a forgotten repertoire of Spanish literature between 1868 and 1936, thus allowing the necessary historical reevaluation of this period. Together with access to digitized books and the consultation of its database, Mnemosyne is an experimental field for modeling data from specific literary collections as well as the creation of interoperable semantic webs, generating quality research and innovation and new models for the literary study
ΠΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ° / Musicology (33 II/2022)
ΠΠΏΡΠ΅Π΄Π΅ΡΠ΅ΡΠ΅ Π Π΅Π΄Π°ΠΊΡΠΈΡΠ΅ ΡΠ°ΡΠΎΠΏΠΈΡΠ° ΠΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ° Π΄Π° ΡΠ΅ ΠΏΠΎΡΠ΅Π±Π½Π° ΠΏΠ°ΠΆΡΠ° ΠΎΠ²Π΅ Π³ΠΎΠ΄ΠΈΠ½Π΅ ΠΏΠΎΡΠ²Π΅ΡΠΈ Π·Π²ΡΡΠ½ΠΈΠΌ ΠΈΠ·Π²ΠΎΡΠΈΠΌΠ° Ρ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠΈΠΌΠ° ΠΌΡΠ·ΠΈΠΊΠ΅ ΡΠ΅Π·ΡΠ»ΡΠΈΡΠ°Π»ΠΎ ΡΠ΅ Π½Π°ΡΡΠΎΡΠ°ΡΠ΅ΠΌ Π΄Π° ΡΠ΅ Ρ Π±ΡΠΎΡΡ 33, ΠΊΠΎΡΠΈ ΡΠ΅ ΠΏΡΠ΅Π΄ ΡΠΈΡΠ°ΠΎΡΠΈΠΌΠ°, Ρ ΠΎΠΊΠ²ΠΈΡΡ ΡΡΠ±ΡΠΈΠΊΠ΅ Π’Π΅ΠΌΠ° Π±ΡΠΎΡΠ° ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π΅ ΡΡΡΠ΄ΠΈΡΠ΅ ΠΊΠΎΡΠ΅ Π΄ΠΎΠΏΡΠΈΠ½ΠΎΡΠ΅ ΠΏΡΠΎΡΡΠ°Π²Π°ΡΠΈΠΌΠ° Π·Π²ΡΡΠ½ΠΈΡ
ΠΈ Π°ΡΠ΄ΠΈΠΎ-Π²ΠΈΠ·ΡΠ΅Π»Π½ΠΈΡ
Π°ΡΡ
ΠΈΠ²Π°, ΠΏΡΠ΅ ΡΠ²Π΅Π³Π° Ρ Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠΈ. ΠΠ°ΠΈΠΌΠ΅, ΠΡΠ·ΠΈΠΊΠΎΠ»ΠΎΡΠΊΠΈ ΠΈΠ½ΡΡΠΈΡΡΡ Π‘ΠΠΠ£ ΡΠ΅ 2021. ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΎΠ²Π°ΠΎ ΡΠΊΡΠΏ Sound Heritage in Ethnomusicology: Approaches and Perspectives, ΡΠ΅ ΡΡ ΠΎΠ²ΠΎΠΌ ΠΏΡΠΈΠ»ΠΈΠΊΠΎΠΌ ΠΏΡΠ±Π»ΠΈΠΊΠΎΠ²Π°Π½ΠΈ ΡΠ°Π΄ΠΎΠ²ΠΈ ΠΏΠΎΠ΄ΡΡΠ°ΠΊΠ½ΡΡΠΈ ΡΡΠ΅ΡΡΠ΅ΠΌ Π½Π° ΡΠΎΠΌ ΡΠΊΡΠΏΡ, ΠΊΠ°ΠΎ ΠΈ Π΄ΠΎΠΏΡΠΈΠ½ΠΎΡΠΈ Π΄ΡΡΠ³ΠΈΡ
Π°ΡΡΠΎΡΠ° ΠΈΡΡΠΎΡ ΡΠ΅ΠΌΠΈ. Π‘ΡΡΠ΄ΠΈΡΠ΅ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° ΠΊΠΎΡΠΈ ΡΡ ΠΎΠ΄Π³ΠΎΠ²ΠΎΡΠΈΠ»ΠΈ Π½Π° ΠΏΠΎΠ·ΠΈΠ² Π Π΅Π΄Π°ΠΊΡΠΈΡΠ΅ Π΄Π°ΡΡ Π΄ΠΎΠΏΡΠΈΠ½ΠΎΡ ΠΏΡΠΎΡΡΠ°Π²Π°ΡΠΈΠΌΠ° Π·Π²ΡΡΠ½ΠΈΡ
ΠΈ Π°ΡΠ΄ΠΈΠΎ-Π²ΠΈΠ·ΡΠ΅Π»Π½ΠΈΡ
Π°ΡΡ
ΠΈΠ²Π° Ρ Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠΈ β ΠΎΠ΄ ΠΏΡΠ΅ΠΈΡΠΏΠΈΡΠΈΠ²Π°ΡΠ° ΡΠ»ΠΎΠ³Π΅ ΠΈΡΡΠΎΡΠΈΡΡΠΊΠΈΡ
ΡΠ½ΠΈΠΌΠ°ΠΊΠ° Ρ Π΄ΡΡΡΡΠ²Ρ ΠΈ ΡΠΈΡΡΠ΅ΠΌΡ Π½Π΅ΠΌΠ°ΡΠ΅ΡΠΈΡΠ°Π»Π½ΠΎΠ³ ΠΊΡΠ»ΡΡΡΠ½ΠΎΠ³ Π½Π°ΡΠ»Π΅ΡΠ°, ΠΏΡΠ΅ΠΊΠΎ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΡΠ°ΡΠ° ΠΈΡΡΠΎΡΠΈΡΡΠΊΠΎΠ³ ΠΏΠΎΠΊΡΡΠ°ΡΠ° ΠΎΡΠ½ΠΈΠ²Π°ΡΠ° Π½Π°ΡΠΈΠΎΠ½Π°Π»Π½ΠΎΠ³ Π°ΡΡ
ΠΈΠ²Π°, ΠΌΠΎΠ΄Π΅Π»Π° ΡΠΏΡΠ°Π²ΡΠ°ΡΠ° Π°ΡΡ
ΠΈΠ²ΠΎΠΌ ΡΠ΅Π³ΠΈΠΎΠ½Π°Π»Π½Π΅ Π½Π°ΡΠΎΠ΄Π½Π΅ ΠΌΡΠ·ΠΈΠΊΠ΅, ΠΏΠΎΡΠ΅Π½ΡΠΈΡΠ°Π»Π° ΡΠ°Π²ΡΠ΅ΠΌΠ΅Π½Π΅ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ Ρ ΡΠΏΠΎΡΡΠ΅Π±ΠΈ Π΄ΠΈΠ³ΠΈΡΠ°Π»Π½ΠΈΡ
ΠΊΠΎΠ»Π΅ΠΊΡΠΈΡΠ°, Π΄ΠΎ ΠΏΡΠ΅Π΄Π»ΠΎΠ³Π° ΠΌΠ°Π½ΠΈΡΠ΅ΡΡΠ° ΠΏΡΠΈΠΌΠ΅ΡΠ΅Π½Π΅ ΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ ΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΡΠ°ΡΠ° ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ° Π°ΡΠ΄ΠΈΠΎ-Π²ΠΈΠ·ΡΠ΅Π»Π½Π΅ Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅.
ΠΠ΅Π΄ΡΠΎ Π€Π΅Π»ΠΈΠΊΡ Π΄Π°ΡΠ΅ ΠΈΠ·ΡΠ·Π΅ΡΠ½ΠΎ ΠΊΠΎΡΠΈΡΡΠ°Π½ ΡΠ°Π΄ ΠΎ ΡΠΎΠΏΡΡΠ²Π΅Π½ΠΎΠΌ ΠΈΡΠΊΡΡΡΠ²Ρ Π½Π° ΠΏΡΠΎΡΠ΅ΠΊΡΡ ΡΠΌΡΠ΅ΠΆΠ°Π²Π°ΡΠ° Π½Π΅ΠΌΠ°ΡΠ΅ΡΠΈΡΠ°Π»Π½ΠΎΠ³ ΠΊΡΠ»ΡΡΡΠ½ΠΎΠ³ ΠΈ Π·Π²ΡΡΠ½ΠΎΠ³ Π½Π°ΡΠ»Π΅ΡΠ° Π½Π° ΠΏΡΠΈΠΌΠ΅ΡΡ ΠΏΡΠΎΡΡΠ³Π°Π»ΡΠΊΠΎΠ³ ΡΠ°Π΄Π°. ΠΡΠΎΠ· ΠΏΡΠΈΠΌΠ΅Ρ ΡΠΏΠΎΡΡΠ΅Π±Π΅ Π΄ΠΈΠ³ΠΈΡΠ°Π»ΠΈΠ·ΠΎΠ²Π°Π½ΠΈΡ
ΡΡΠ°ΡΠΈΡ
Π·Π²ΡΡΠ½ΠΈΡ
ΡΠ½ΠΈΠΌΠ°ΠΊΠ° Ρ ΠΊΠ°ΡΠ½ΠΈΡΠΎΡ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΈΡΠΈ ΠΏΠΎΡΡΠ°Π²ΡΠ° ΡΠ΅ ΠΏΠΈΡΠ°ΡΠ΅ ΡΡΠΈΡΠ°ΡΠ° ΠΈ Π²Π°ΠΆΠ½ΠΎΡΡΠΈ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° ΠΈ ΠΏΡΠΎΡΠ΅ΡΠΎΡΠ° ΠΏΡΠΈΠ»ΠΈΠΊΠΎΠΌ ΡΠ΅ΡΠ΅Π½ΡΠΊΠΈΡ
ΠΊΠΎΠ½ΡΠ°ΠΊΠ°ΡΠ°. Π£Π·ΠΎΡΠ½ΠΎ ΠΎΡΠΌΠΈΡΡΠ΅Π½ Π°ΡΡ
ΠΈΠ² (Π·Π°ΡΠ½ΠΎΠ²Π°Π½ Π½Π° ΠΏΠΎΡΡΠ°Π²ΡΠΈ ΠΠ°ΡΡΡΠΎΠ²Π΅ ΠΌΡΠ΅ΠΆΠ΅ ΡΡΠ΄ΡΠΊΠΈΡ
ΠΈ Π½Π΅ΡΡΠ΄ΡΠΊΠΈΡ
Π°ΠΊΡΠ΅ΡΠ°) ΠΏΠΎΠΊΠ°Π·ΡΡΠ΅ ΠΊΠ°ΠΊΠΎ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠ΅ Π΄Π΅ΠΌΠΎΠΊΡΠ°ΡΠΈΡΠ°Π½ Π°ΡΡ
ΠΈΠ². ΠΡΠΈΡΠΈΠΊΡΡΡΡΠΈ Π°ΡΡ
ΠΈΠ²Π΅ ΠΈ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΡ ΠΊΠ°ΠΎ βΠ±ΡΠ°ΠΎΠ½ΠΈΠΎΡΠ΅β Π·Π½Π°ΡΠ° ΠΊΠΎΡΠΈ ΡΡΠΈΡΡ Π½Π° Π·Π°ΡΠ΅Π΄Π½ΠΈΡΠ΅, ΠΏΡΠΎΠ²ΠΎΠΊΠ°ΡΠΈΠ²Π½ΠΎ Π΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΠ° ΠΊΠ°ΠΊΠΎ Π±ΠΈ Π°ΡΡ
ΠΈΠ² ΡΡΠ΅Π±Π°Π»ΠΎ Ρ ΠΈΠ΄Π΅Π°Π»Π½ΠΎΠΌ Π²ΠΈΠ΄Ρ Π΄Π° ΠΈΠ·Π³Π»Π΅Π΄Π° Ρ ΡΠ»ΡΠΆΠ±ΠΈ Π½Π΅ΠΌΠ°ΡΠ΅ΡΠΈΡΠ°Π»Π½ΠΎΠ³ ΠΊΡΠ»ΡΡΡΠ½ΠΎΠ³ Π½Π°ΡΠ»Π΅ΡΠ°. ΠΡΠ°Π³ΠΎ ΠΡΠ½Π΅Ρ Π½Π° ΠΎΡΠ½ΠΎΠ²Ρ Π°ΡΡ
ΠΈΠ²ΡΠΊΠΈΡ
Π΄ΠΎΠΊΡΠΌΠ΅Π½Π°ΡΠ° Π΄ΠΎΠ½ΠΎΡΠΈ ΡΠ·Π±ΡΠ΄ΡΠΈΠ²Ρ ΠΈΡΡΠΎΡΠΈΡΡ Π½Π΅ΡΡΠΏΠ΅Π»ΠΎΠ³ ΠΏΠΎΠΊΡΡΠ°ΡΠ° ΠΏΡΠ²ΠΎΠ³ Π½Π°Π±Π°Π²ΡΠ°ΡΠ° ΡΡΠ΅ΡΠ°ΡΠ° Π·Π° ΡΠ½ΠΈΠΌΠ°ΡΠ΅ Π·Π²ΡΠΊΠ° Π½Π° ΡΠ΅ΡΠ΅Π½Ρ Ρ Π‘Π»ΠΎΠ²Π΅Π½ΠΈΡΠΈ, ΠΎΠ΄ ΡΡΡΠ°Π½Π΅ Π΅Π½ΡΡΠ·ΠΈΡΠ°ΡΡΠΈΡΠ½ΠΎΠ³ ΡΠΈΠ»ΠΎΠ»ΠΎΠ³Π° ΠΠ°ΡΠ΅Π»Π° Π¨ΡΡΠ΅ΠΊΠ΅ΡΠ°. ΠΡΠ²ΠΈ ΠΎΠ΄ΡΡΡΠΏΠ°ΡΡΡΠΈ ΠΊΠΎΡΠ°ΠΊ ΠΎΠ΄ Π±Π΅Π»Π΅ΠΆΠ΅ΡΠ° ΠΌΡΠ·ΠΈΡΠΊΠΎΠ³ ΡΠΎΠ»ΠΊΠ»ΠΎΡΠ° Π·Π°ΠΏΠ°Π΄Π½ΠΈΠΌ Π½ΠΎΡΠ½ΠΈΠΌ ΠΏΠΈΡΠΌΠΎΠΌ ΠΈ ΡΡΠ²Π°ΡΠ°ΡΠ° Π½ΠΎΠ²ΠΈΡ
ΠΌΠ΅ΡΠΎΠ΄Π° ΠΈ Π·Π²ΡΡΠ½ΠΎΠ³ Π°ΡΡ
ΠΈΠ²Π° Π±ΠΈΠΎ ΡΠ΅ Π½Π΅Π΄ΠΎΡΠ΅Π³Π½ΡΡ Π·Π±ΠΎΠ³ Π½Π΅ΡΠ°Π·ΡΠΌΠ΅Π²Π°ΡΠ° ΠΏΡΠΎΡΠ΅ΡΠΈΠΎΠ½Π°Π»Π½ΠΈΡ
ΠΏΠΎΡΡΠ΅Π±Π° ΠΈ ΠΈΠ½ΠΎΠ²Π°ΡΠΈΡΠ°, ΡΡΠΎ ΠΎΡΡΠ°ΡΠ΅ ΠΊΠ°ΠΎ ΠΏΠΎΡΠΊΠ° Π·Π° Π±ΡΠ΄ΡΡΠ΅ Π΄ΠΎΠ½ΠΎΡΠΈΠΎΡΠ΅ ΠΎΠ΄Π»ΡΠΊΠ° Ρ ΠΊΡΠ»ΡΡΡΠ½ΠΈΠΌ ΠΏΠΎΠ»ΠΈΡΠΈΠΊΠ°ΠΌΠ°. ΠΠ±Π΄ΡΠ»Π°
ΠΠΊΠ°Ρ ΠΈ ΠΠ·Π³ΡΠ½ ΠΡΠ΄Π° ΠΡΡΠ°Π» ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΡΠ°ΡΡ ΠΌΠΈΡΠΈΡΡ ΠΈ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΡ, ΠΊΠ°ΠΎ ΠΈ ΠΈΠ·Π°Π·ΠΎΠ²Π΅
ΡΠΏΡΠ°Π²ΡΠ°ΡΠ° Π°ΡΠ΄ΠΈΠΎ-Π²ΠΈΠ·ΡΠ΅Π»Π½ΠΈΠΌ Π°ΡΡ
ΠΈΠ²ΠΎΠΌ ΡΡΠ½ΠΎΠΌΠΎΡΡΠΊΠ΅ Π½Π°ΡΠΎΠ΄Π½Π΅ ΠΌΡΠ·ΠΈΠΊΠ΅, ΠΊΠΎΡΠΈ ΡΠ΅ 2011.
Π³ΠΎΠ΄ΠΈΠ½Π΅ ΠΎΡΠ½ΠΎΠ²Π°Π½ Ρ Π’ΡΠ°Π±Π·ΠΎΠ½Ρ. ΠΡΠ»Π°ΡΠ°ΡΡΡΠΈ ΡΠ΅ Π½Π° actor/actant ΡΠ΅ΠΎΡΠΈΡΡ ΠΡΡΠ½Π° ΠΠ°ΡΡΡΠ°
ΠΈ Π½Π° ΠΌΠ°ΡΠΊΠ΅ΡΠΈΠ½ΡΠΊΡ ΡΠΎΠΊΡΡ-ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΡ, ΡΡΠΏΠΎΡΡΠ°Π²ΡΠ΅Π½Π° ΡΡ Π½Π°ΡΠ΅Π»Π° ΡΠ°Π΄Π° Π°ΡΡ
ΠΈΠ²Π°, Ρ ΠΊΠΎjeΠΌ
ΡΠ΅ ΠΏΠΎΡΠ΅Π±Π½Π° ΠΏΠ°ΠΆΡΠ° ΠΏΠΎΡΠ²Π΅ΡΠ΅Π½Π° Π΄ΠΈΠ³ΠΈΡΠ°Π»Π½ΠΎΡ ΠΏΡΠ΅Π·Π΅ΡΠ²Π°ΡΠΈΡΠΈ. ΠΡΠ°Π³Π°Π½Π° Π‘ΡΠΎΡΠ°Π½ΠΎΠ²ΠΈΡ
ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΡΠ° ΠΌΠΎΠ³ΡΡΠ½ΠΎΡΡΠΈ ΡΠΏΠΎΡΡΠ΅Π±Π΅ ΡΠ·Π². Π±Π»ΠΎΠΊΡΠ΅ΡΠ½ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ Ρ Π°ΡΡ
ΠΈΠ²ΠΈΡΡΠΈΡΠΈ,
ΠΏΠΎΡΠ΅Π±Π½ΠΎ Π·Π²ΡΡΠ½ΠΎΡ ΠΈ Π°ΡΠ΄ΠΈΠΎ-Π²ΠΈΠ·ΡΠ΅Π»Π½ΠΎΡ. ΠΠ²ΠΎ Π½ΠΎΠ²ΠΎ ΡΡΠ΅Π΄ΡΡΠ²ΠΎ Π±Π°Π·ΠΈΡΠ° ΡΠ΅ Π½Π° ΡΠ³ΠΎΠ²ΠΎΡΠΈΠΌΠ°
ΠΈΠ·ΠΌΠ΅ΡΡ Π·Π°ΠΈΠ½ΡΠ΅ΡΠ΅ΡΠΎΠ²Π°Π½ΠΈΡ
ΡΡΡΠ°Π½Π° ΠΈ ΠΎΡΠ²Π°ΡΠ° Π±ΡΠΎΡΠ½Π° Π΅ΡΠΈΡΠΊΠ° ΠΏΠΈΡΠ°ΡΠ°, ΠΊΠΎΡΠ° ΠΏΡΠ΅Π²Π°ΡΡ
ΠΎΠ΄Π½ΠΎ
ΠΈΠΏΠ°ΠΊ ΠΌΠΎΡΠ°ΡΡ Π±ΠΈΡΠΈ ΡΠ΅ΡΠ΅Π½Π° Ρ ΠΎΠΊΠ²ΠΈΡΡ Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΡΠΊΠΈΡ
ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠΊΠΈΡ
Π°ΡΡ
ΠΈΠ²Π°.
ΠΠ²Π°Π½Π° ΠΠ΅Π΄ΠΈΡ ΠΎΠ±ΡΠ°Π²ΡΡΡΠ΅ ΠΌΠ°Π½ΠΈΡΠ΅ΡΡ ΠΏΡΠΈΠΌΠ΅ΡΠ΅Π½Π΅ ΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ ΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΡΠ° ΡΠ²ΠΎΡ
ΡΠ°Π½ΠΈΡΠΈ Π°Π½Π³Π°ΠΆΠΌΠ°Π½ ΠΊΠΎΡΠΈ ΡΠ΅ ΠΈΠ½ΡΠΏΠΈΡΠΈΡΠ°Π½ ΠΈΡΡΠΎΠΌ ΡΠ΅ΠΆΡΠΎΠΌ Π·Π° ΡΡΠΈΡΠ°ΡΠ΅ΠΌ Ρ Π΄ΡΡΡΡΠ²Ρ, Π°
ΠΊΠΎΡΠΈ ΡΠ΅ ΡΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ ΠΈΡΠΏΠΈΡΠΈΠ²Π°ΡΠ΅ΠΌ Π·Π²ΡΡΠ½Π΅ Π΅ΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ ΠΊΠ°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΡΠ½Π΅ Π±Π΅ΠΎΠ³ΡΠ°Π΄ΡΠΊΠ΅
ΡΠ΅ΡΠ²ΡΡΠΈ. Π£ ΠΎΠ΄Π½ΠΎΡΡ Π½Π° ΡΠ°Π΄ΠΈΠΊΠ°Π»Π½Ρ ΠΏΡΠΎΠΌΠ΅Π½ΡΠΈΠ²ΠΎΡΡ Π·Π²ΡΡΠ½ΠΎΠ³ Π°ΠΌΠ±ΠΈΡΠ΅Π½ΡΠ°, ΠΈΡΡΠ°ΠΊΠ½ΡΡ ΡΠ΅
Π·Π½Π°ΡΠ°Ρ Π°ΡΠ΄ΠΈΠΎ-Π²ΠΈΠ·ΡΠ΅Π»Π½ΠΈΡ
ΡΠ½ΠΈΠΌΠ°ΡΠ° ΠΊΠ°ΠΎ ΡΠ΅ΡΠ΅Π½ΡΠΊΠ΅ ΠΌΠ΅ΡΠΎΠ΄Π΅ ΠΊΠΎΡΠΎΠΌ ΡΠ΅ ΡΡΠ²Π°ΡΡ ΡΠ°Π·Π»ΠΈΡΠΈΡΠ΅
Π²ΡΡΡΠ΅ Π½Π°ΡΠ»Π΅ΡΠ° ΠΈ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΡΠ° Π·Π° Π±ΡΠ΄ΡΡΠ° ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ°. ΠΠ°ΡΠΊΠΎ ΠΡΡΡ Π΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΠ°
Π»Π΅ΠΏΠ΅Π·Ρ ΡΠΎΠΏΡΡΠ²Π΅Π½ΠΈΡ
Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ Ρ Π°ΡΠ΄ΠΈΠΎ-Π²ΠΈΠ·ΡΠ΅Π»Π½ΠΎΡ Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠΈ Ρ ΠΡΠ°Π»ΠΈΡΠΈ.
Π‘Π²ΠΎΡΠ΅ ΠΈ Π°ΡΡ
ΠΈΠ²ΡΠΊΠ΅ ΡΠΈΠ»ΠΌΠΎΠ²Π΅ ΠΊΠΎΡΠΈΡΡΠΈ Ρ Π°Π½Π°Π»ΠΈΠ·ΠΈ, Π·Π° ΠΏΠΎΡΡΠ΅Π±Π΅ Π΄ΠΎΠΊΡΠΌΠ΅Π½ΡΠ°ΡΠ½ΠΈΡ
ΡΠΈΠ»ΠΌΠΎΠ²Π°, Ρ ΡΠ°Π²Π½ΠΎΠΌ (Π΄ΡΡΡΡΠ²Π΅Π½ΠΎΠΌ) Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΡΠΊΠΎΠΌ Π°ΠΊΡΠΈΠ²ΠΈΠ·ΠΌΡ ΠΈ Ρ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΡ
(ΠΎ ΡΠ΅ΠΌΡ ΡΠ²Π΅Π΄ΠΎΡΠ΅ ΠΈ ΠΎΠ΄Π°Π±ΡΠ°Π½ΠΈ ΠΏΡΠΈΠΌΠ΅ΡΠΈ ΠΊΠΎΡΠΈ ΠΏΡΠ°ΡΠ΅ ΡΠ°Π΄). ΠΠ΅Π³ΠΎΠ² ΡΠΈΡ ΡΠ΅ Π΄Π° ΠΎΡΠ²Π΅ΡΠ»ΠΈ
ΡΠ»ΠΎΠ³Ρ Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³Π° Ρ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠ°ΠΌΠ° Π²ΠΈΠ·ΡΠ΅Π»Π½ΠΎΠ³ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΡΠ°ΡΠ° ΠΌΡΠ·ΠΈΡΠΊΠ΅
ΡΡΡΡΠΊΡΡΡΠ΅ ΠΈ ΠΈΠ·Π²ΠΎΡΠ΅ΡΠ°, Π° ΡΠΈΠΌΠ΅ Π·Π½Π°ΡΠ°ΡΠ½ΠΎ Π΄ΠΎΠΏΡΠΈΠ½ΠΎΡΠΈ ΡΠ°Π·Π²ΠΎΡΡ Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΡΠΊΠΈΡ
ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ°.
ΠΠ°ΠΊΠΎ ΡΠ΅ ΠΈ ΠΏΠΎΠΆΠ΅ΡΠ½ΠΎ, ΡΡΠ±ΡΠΈΠΊΠ° Varia Π΄ΠΎΠ½ΠΎΡΠΈ ΡΠ΅Π·ΡΠ»ΡΠ°ΡΠ΅ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° ΠΌΡΠ·ΠΈΠΊΠ΅
ΠΈΠ· ΡΠ°Π·Π»ΠΈΡΠΈΡΠΈΡ
ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Π° β ΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³Π°, Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³Π°, Π΅ΡΠ½ΠΎΠΊΠΎΡΠ΅ΠΎΠ»ΠΎΠ³Π° ΠΈ
ΠΈΡΡΠΎΡΠΈΡΠ°ΡΠ° ΡΠΌΠ΅ΡΠ½ΠΎΡΡΠΈ, ΠΏΠ° ΡΠ΅ ΠΈ Π·Π°Π²ΠΈΠ΄Π°Π½ ΡΠΏΠ΅ΠΊΡΠ°Ρ ΡΠ΅ΠΌΠ° ΠΊΠΎΡΠ΅ ΡΡ ΡΠ°Π·ΠΌΠ°ΡΡΠ°Π½Π΅ ΠΎΠ²ΠΎΠΌ
ΠΏΡΠΈΠ»ΠΈΠΊΠΎΠΌ. Π ΡΠ±ΡΠΈΠΊΡ ΠΎΡΠ²Π°ΡΠ° ΡΡΡΠ΄ΠΈΡΠ° ΠΠ²Π°Π½Π΅ ΠΠ΅ΡΠΈΡ, ΠΊΠΎΡΠ° ΡΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΠΈΠ»Π° Π΄ΠΎ ΡΠ°Π΄Π°
ΠΌΠ°Π»ΠΎ ΠΏΠΎΠ·Π½Π°ΡΡ ΠΈΡΡΠΎΡΠΈΡΡ ΠΎΠΏΠ΅ΡΠ΅ΡΠ΅ Ρ ΠΌΠ΅ΡΡΡΠ°ΡΠ½ΠΎΠΌ ΠΠ΅ΠΎΠ³ΡΠ°Π΄Ρ. ΠΠ½Π° ΡΠ΅ ΠΈΡΡΡΠ°ΠΆΠΈΠ»Π°
Π΄ΡΠ°Π³ΠΎΡΠ΅Π½Ρ Π°ΡΡ
ΠΈΠ²ΡΠΊΡ Π³ΡΠ°ΡΡ ΠΈ Π½Π°ΠΏΠΈΡΠ΅ Ρ ΡΡΠ°ΠΌΠΏΠΈ, ΡΠ΅ ΡΠ΅ΠΊΠΎΠ½ΡΡΡΡΠΈΡΠ°Π»Π° ΠΏΠΎΡΠ°Π²ΡΠΈΠ²Π°ΡΠ°
ΠΈ ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΡΠ΅ ΠΎΠΏΠ΅ΡΠ΅ΡΡΠΊΠΈΡ
ΡΡΡΠΏΠ° ΠΈ ΡΠ°Π΄ Π½Π΅ΠΊΠΎΠ»ΠΈΠΊΠΎ ΠΎΠΏΠ΅ΡΡΠΊΠΈΡ
ΠΏΠΎΠ·ΠΎΡΠΈΡΡΠ°. Π£
Π°Π½Π°Π»ΠΈΠ·ΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ° ΠΏΠ°ΠΆΡΡ ΡΠ΅ ΠΏΠΎΡΠ²Π΅ΡΠΈΠ»Π° ΠΏΠΈΡΠ°ΡΠΈΠΌΠ° Π΄ΡΠΆΠ°Π²Π½Π΅ ΠΊΡΠ»ΡΡΡΠ½Π΅ ΠΏΠΎΠ»ΠΈΡΠΈΠΊΠ΅ ΠΈ
ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΡΠΊΠΈΠΌ ΡΡΠ΅ΡΠ°ΠΌΠ° Π·Π°Π±Π°Π²Π΅ ΠΈ ΠΊΡΠ»ΡΡΡΠ΅. Π‘ΡΡΠ΄ΠΈΡΠ° ΠΠ΅ΠΌΠ°ΡΠ΅ Π‘ΠΎΠ²ΡΠΈΡΠ° ΡΡΠΌΠ΅ΡΠ΅Π½Π° ΡΠ΅
Π½Π° ΠΊΠΎΠΌΠΏΠΎΠ·ΠΈΡΠΎΡΡΠΊΠΎ ΡΡΠ²Π°ΡΠ°Π»Π°ΡΡΠ²ΠΎ Π½Π° ΡΠ΅ΡΠΈΡΠΎΡΠΈΡΠΈ ΠΠΎΡΠ²ΠΎΠ΄ΠΈΠ½Π΅, Ρ ΡΠΈΡΠ΅ΠΌ ΡΡΠ½Π΄ΠΈΡΠ°ΡΠ°
ΡΠ΅Π³ΠΈΠΎΠ½Π°Π»Π½Π΅ ΠΈΡΡΠΎΡΠΈΡΡΠΊΠ΅ ΡΠΈΠ½ΡΠ΅Π·Π΅, Π²Π°ΡΠΈΡΠ°Π½ΡΠ½Π΅ Ρ ΠΎΠ΄Π½ΠΎΡΡ Π½Π° ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΡΠ΅Π½Π΅ Ρ
Π΄ΠΎΡΠ°Π΄Π°ΡΡΠΈΠΌ ΠΌΡΠ·ΠΈΡΠΊΠΈΠΌ ΠΈΡΡΠΎΡΠΈΠΎΠ³ΡΠ°ΡΠΈΡΠ°ΠΌΠ°. Π£ ΡΠΎΠΌ ΠΏΡΠ°Π²ΡΡ ΠΎΠ½ ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΡΡ
ΠΊΠΎΠΌΠΏΠΎΠ·ΠΈΡΠΎΡΠ° Ρ ΠΎΠ²ΠΈΡ
ΠΏΡΠΎΡΡΠΎΡΠ° ΡΠ°Π³Π»Π΅Π΄Π°Π²Π° Ρ Π΄ΡΡΡΡΠ²Π΅Π½ΠΎ-ΠΈΡΡΠΎΡΠΈΡΡΠΊΠΎΠΌ ΠΈ ΠΌΡΠ·ΠΈΡΠΊΠΎ-
ΠΈΡΡΠΎΡΠΈΡΡΠΊΠΎΠΌ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΡ. Π‘Π»Π΅Π΄ΠΈ ΡΡΡΠ΄ΠΈΡΠ° ΠΠΈΠ»Π°Π½Π° ΠΠΈΠ»ΠΎΡΠΊΠΎΠ²ΠΈΡΠ°, ΠΊΠΎΡΠ° ΡΠ΅ ΠΏΠΎΡΠ²Π΅ΡΠ΅Π½Π°
ΠΏΡΠΎΠ΄ΠΎΡΡ ΡΠ°ΡΡΠ½Π°ΡΠ° Ρ ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΡΡ ΠΏΠΎΠΏΡΠ»Π°ΡΠ½Π΅ ΠΌΡΠ·ΠΈΠΊΠ΅ Π½Π° ΡΡΠ³ΠΎΡΠ»ΠΎΠ²Π΅Π½ΡΠΊΠΈΠΌ
ΠΏΡΠΎΡΡΠΎΡΠΈΠΌΠ°. ΠΠ²Π°Ρ ΠΏΡΠΎΡΠ΅Ρ ΠΎΠ΄Π²ΠΈΡΠ°ΠΎ ΡΠ΅ ΡΠΎΠΊΠΎΠΌ Π΄ΡΡΠ³Π΅ ΠΏΠΎΠ»ΠΎΠ²ΠΈΠ½Π΅ ΠΎΡΠ°ΠΌΠ΄Π΅ΡΠ΅ΡΠΈΡ
Π³ΠΎΠ΄ΠΈΠ½Π°
ΠΏΡΠΎΡΠ»ΠΎΠ³ Π²Π΅ΠΊΠ°, Π° Π°ΡΡΠΎΡ ΡΠ΅ ΠΈΠ΄Π΅Π½ΡΠΈΡΠΈΠΊΠΎΠ²Π°ΠΎ ΠΊΠΎΡΠΈΡΡΠ΅Π½Ρ ΠΎΠΏΡΠ΅ΠΌΡ, ΡΡΠ²ΡΠ΄ΠΈΠΎ Π½Π°ΡΠΈΠ½ ΡΠ°Π΄Π° Π½Π° ΡΠΎΡ ΠΈ ΡΠΊΠ°Π·Π°ΠΎ Π½Π° ΡΠ΅Π·ΡΠ»ΡΠ°ΡΠ΅ ΠΎΡΡΠ²Π°ΡΠ΅Π½Π΅ ΠΎΠ΄ΡΠ΅ΡΠ΅Π½ΠΎΠΌ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΡΠΊΠΎΠΌ Π½ΠΎΠ²ΠΈΠ½ΠΎΠΌ. Π£
Π½Π°ΡΡΠ°Π²ΠΊΡ ΡΡΠ±ΡΠΈΠΊΠ΅ Π½Π°Π»Π°Π·Π΅ ΡΠ΅ ΡΠ°Π΄ΠΎΠ²ΠΈ ΠΏΠΎΠ²Π΅Π·Π°Π½ΠΈ ΡΠ° ΡΡΠ΅ΡΠ°ΠΌΠ° ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π°Π»Π½Π΅ ΠΌΡΠ·ΠΈΠΊΠ΅ ΠΈ
ΠΏΠ»Π΅ΡΠ°. ΠΠ°ΠΆΡΠ° ΠΠ½ΡΠ΅Π»Π΅ ΠΠ°Π²ΡΠΈΠ»ΠΎΠ²ΠΈΡ ΡΡΠΌΠ΅ΡΠ΅Π½Π° ΡΠ΅ Π½Π° ΠΏΡΠΈΠΊΠ°Π·Π΅ ΠΊΠΎΡΠ΄ΠΎΡΠΎΠ½ΠΈΡ
ΠΌΡΠ·ΠΈΡΠΊΠΈΡ
ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½Π°ΡΠ° Ρ ΡΡΠ΅Π½ΠΈ Π ΡΠ³Π°ΡΠ° Π₯ΡΠΈΡΡΡ Ρ ΡΡΠΏΡΠΊΠΎΡ ΡΡΠ΅Π΄ΡΠΎΠ²Π΅ΠΊΠΎΠ²Π½ΠΎΡ ΡΠΌΠ΅ΡΠ½ΠΎΡΡΠΈ.
Π’ΡΠΌΠ°ΡΠ΅ΡΠ΅ ΡΠΈΡ
ΠΎΠ²ΠΎΠ³ Π·Π½Π°ΡΠ΅ΡΠ° ΠΎΠ½Π° Π·Π°ΡΠ½ΠΈΠ²Π° Π½Π° ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΡΠ°Π»Π½ΠΎΡ ΠΈ ΠΊΠΎΠΌΠΏΠ°ΡΠ°ΡΠΈΠ²Π½ΠΎΡ
Π°Π½Π°Π»ΠΈΠ·ΠΈ, ΠΏΠΎΡΠ΅Π±Π½ΠΎ Ρ ΠΎΠ΄Π½ΠΎΡΡ Π½Π° ΠΏΡΠΈΠΊΠ°Π·Π΅ ΠΏΡΠΎΡΠΎΠΊΠ° ΠΠ°Π²ΠΈΠ΄Π°, ΡΠ°ΠΊΠΎΡΠ΅ Ρ ΠΊΠΎΡΠ΄ΠΎΡΠΎΠ½ΠΈΠΌ
ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠΎΠΌ Ρ ΡΡΠΊΠ°ΠΌΠ°, ΡΠ΅ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΈΡΠ΅ ΡΠΎΠ³ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ° Ρ Π΄Π΅Π»ΠΈΠΌΠ° ΡΡΠΊΠ²Π΅Π½ΠΈΡ
ΠΏΠΈΡΠ°ΡΠ° ΡΡΠ΅Π΄ΡΠ΅Π³ Π²Π΅ΠΊΠ°. Π Π°Π΄ ΠΠ΅ΡΠ½Π΅ ΠΠ°ΡΠΈΡ Π‘ΡΠΎΡΠΈΡΠΊΠΎΠ²ΠΈΡ Π΄ΠΎΠ½ΠΎΡΠΈ ΡΠ°Π·ΠΌΠ°ΡΡΠ°ΡΠ΅
ΠΌΠ΅ΡΠ°ΠΆΠ°Π½ΡΠ° ΡΡΠ΅Π½ΡΠΊΠ΅ Π½Π°ΡΠΎΠ΄Π½Π΅ ΠΌΡΠ·ΠΈΠΊΠ΅ Ρ ΠΈΡΡΠΎΡΠΈΡΡΠΊΠΎΡ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²ΠΈ, ΠΏΠΎΡΠ΅Π±Π½ΠΎ ΠΈΠ· ΠΏΡΠ°Π²ΡΠ°
ΠΊΠΎΡΠΈΡΡΠ΅ΡΠ° ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π°Π»Π½Π΅ ΠΌΡΠ·ΠΈΠΊΠ΅ Ρ ΡΡΠ΅Π½ΡΠΊΠΈΠΌ ΠΊΠΎΡΠ΅ΠΎΠ³ΡΠ°ΡΡΠΊΠΈΠΌ Π΄Π΅Π»ΠΈΠΌΠ°. ΠΠ°
ΠΎΡΠ½ΠΎΠ²Ρ ΠΏΡΠΈΠΌΠ΅ΡΠ° ΠΊΠΎΡΠΈ ΡΠ΅ ΠΏΠΎΠ½ΡΠ΄ΠΈΠ»Π°, ΠΎΠ½Π° Π³ΠΎΠ²ΠΎΡΠΈ ΠΎ ΡΠ°Π·Π²ΠΎΡΡ ΡΡΠ΅Π½ΡΠΊΠ΅ Π½Π°ΡΠΎΠ΄Π½Π΅ ΠΌΡΠ·ΠΈΠΊΠ΅
ΠΏΠΎΠ΄ ΡΡΠΈΡΠ°ΡΠ΅ΠΌ ΠΌΡΠ·ΠΈΠΊΠ΅ Π·Π° ΠΈΠ³ΡΡ, ΠΊΠ°ΠΎ ΠΆΠ°Π½ΡΠ° ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π°Π»Π½Π΅ ΠΌΡΠ·ΠΈΠΊΠ΅, Π°Π»ΠΈ ΠΈ ΡΠΌΠ΅ΡΠ½ΠΈΡΠΊΠ΅
ΠΌΡΠ·ΠΈΠΊΠ΅ ΠΈΠ½ΡΠΏΠΈΡΠΈΡΠ°Π½Π΅ ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π°Π»Π½ΠΎΠΌ ΠΌΡΠ·ΠΈΠΊΠΎΠΌ. ΠΠ° ΡΠ°Π·ΠΌΠ°ΡΡΠ°ΡΠ΅ ΠΎΠ΄Π½ΠΎΡΠ° ΠΌΡΠ·ΠΈΠΊΠ΅
ΠΈ ΠΈΠ³ΡΠ΅ Π½Π°Π΄ΠΎΠ²Π΅Π·ΡΡΠ΅ ΡΠ΅ ΡΠ°Π΄ ΠΠ°ΡΠ΅ ΠΡΠ°ΡΠΈΠ½ ΠΠ°ΡΠΈΡ, ΠΊΠΎΡΠ° ΡΠ΅ ΡΠΈΠΌ ΠΎΠ΄Π½ΠΎΡΠΎΠΌ Π±Π°Π²ΠΈΠ»Π° ΠΊΡΠΎΠ·
ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° ΡΡΠ΅ΡΠ° ΠΈ ΠΏΠ°ΠΌΡΠ΅ΡΠ° ΠΊΠΎΡΠ΅ΠΎΠ³ΡΠ°ΡΠΈΡΠ΅ Π½Π°ΡΠΎΠ΄Π½Π΅ ΠΈΠ³ΡΠ΅. Π‘Π²ΠΎΡ ΠΏΡΠΈΠ»ΠΎΠ³ ΠΎΠ½Π° ΡΠ΅
ΠΏΠΎΡΡΠ°Π²ΠΈΠ»Π° ΠΊΠ°ΠΎ ΠΏΠΎΠ΄ΡΡΠΈΡΠ°Ρ ΠΈΠ½ΡΠ΅ΡΠ΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½Π°ΡΠ½ΠΎΡΡΠΈ Ρ ΠΏΡΠΎΡΡΠ°Π²Π°ΡΡ ΠΌΡΠ·ΠΈΠΊΠ΅ ΠΈ ΠΈΠ³ΡΠ΅
ΠΈ Π°ΡΠΈΡΠΌΠ°ΡΠΈΡΡ Π°ΡΠΏΠ΅ΠΊΠ°ΡΠ° ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΈΡ
ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° Ρ ΠΎΠΊΠ²ΠΈΡΡ ΡΡΡΠ΄ΠΈΡΡΠΊΠΈΡ
ΠΏΠΎΡΠ°
Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ ΠΈ Π΅ΡΠ½ΠΎΠΊΠΎΡΠ΅ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅.
Π£ ΠΎΠ²ΠΎΠΌ Π±ΡΠΎΡΡ ΠΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ ΡΠ΅ΠΊΡΡΠΎΠ²ΠΈ Ρ ΡΡΠ±ΡΠΈΡΠΈ ΠΠ°ΡΡΠ½Π° ΠΊΡΠΈΡΠΈΠΊΠ° ΠΈ ΠΏΠΎΠ»Π΅ΠΌΠΈΠΊΠ°
ΠΎΠ΄Π½ΠΎΡΠ΅ ΡΠ΅ Π½Π° ΠΈΠ·Π΄Π°ΡΠ° ΠΊΠΎΡΠ° ΡΠΏΠ΅ΡΠ°ΡΡΠΈΠ²ΠΎ ΠΈΠ»ΡΡΡΡΡΡΡ ΡΠ°Π²ΡΠ΅ΠΌΠ΅Π½Π΅ ΡΡΡΠ΄ΠΈΡΠ΅ ΠΌΡΠ·ΠΈΠΊΠ΅ ΠΈ ΠΏΠ»Π΅ΡΠ°,
ΠΊΠ°ΠΎ ΠΏΡΠΈΠ»ΠΈΡΠ½ΠΎ ΠΈΠ»ΠΈ ΡΠ°ΡΠ²ΠΈΠΌ Π½ΠΎΠ²Π° β ΠΎΠ²ΠΎΠ³ΠΎΠ΄ΠΈΡΡΠ° ΠΈΠ·Π΄Π°ΡΠ°, Π° Ρ Π΄ΡΡΠ³Π΅ ΡΡΡΠ°Π½Π΅, ΠΊΠ°ΠΎ ΠΌΠ°Ρ
ΠΎΠΌ
Π·Π±ΠΎΡΠ½ΠΈΡΠΈ ΡΠ°Π΄ΠΎΠ²Π° ΠΌΠ΅ΡΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠ³ ΠΏΡΠΎΡΠΈΠ»Π°. ΠΡΠ²ΠΈ ΠΌΠ΅ΡΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΡΠ΅Π½ΠΈΠΌΠ° ΡΠ΅ Π·Π±ΠΎΡΠ½ΠΈΠΊ
ΡΠΈΡΠ° ΡΠ΅ ΡΠ΅ΠΌΠ° (ΡΠ΅)ΠΏΠΎΠ·ΠΈΡΠΈΠΎΠ½ΠΈΡΠ°ΡΠ΅ ΠΈ (ΠΏΡΠ΅)ΠΎΠ±Π»ΠΈΠΊΠΎΠ²Π°ΡΠ΅ ΠΌΡΠ·ΠΈΠΊΠ΅ Ρ ΠΏΠΎΡΡΡΠΎΡΠΈΡΠ°Π»ΠΈΠ·ΠΌΡ
Ρ Π·Π΅ΠΌΡΠ°ΠΌΠ° ΡΠΈΡΠ΅ ΡΡ ΡΠ»ΠΎΠΆΠ΅Π½Π΅ Π΄ΡΡΡΡΠ²Π΅Π½Π΅ ΠΈ ΠΊΡΠ»ΡΡΡΠ½Π΅ ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΡΠ΅ Π·Π°ΠΏΠΎΡΠ΅Π»Π΅
ΠΏΠ°Π΄ΠΎΠΌ ΠΠ΅ΡΠ»ΠΈΠ½ΡΠΊΠΎΠ³ Π·ΠΈΠ΄Π° (Π°ΡΡΠΎΡ ΠΏΡΠΈΠΊΠ°Π·Π° ΠΠΈΠΊΠΎΠ»Π°ΡΠ΅ ΠΠ΅ΠΎΡΠ³ΠΈΡΠ°). Π‘Π»Π΅Π΄ΠΈ Π°Π½Π°Π»ΠΈΠ·Π°
Π·Π±ΠΎΡΠ½ΠΈΠΊΠ° ΠΊΠΎΡΠΈ ΡΠ΅ ΠΎΠ΄Π½ΠΎΡΠΈ Π½Π° ΡΠ°Π½Ρ Π΄ΠΈΡΠΊΠΎΠ³ΡΠ°ΡΡΠΊΡ ΠΈΠ½Π΄ΡΡΡΡΠΈΡΡ ΠΊΡΠΎΠ· ΡΠΊΠ°Π·ΠΈΠ²Π°ΡΠ΅ Π½Π°
Π°ΠΊΡΠ΅ΡΠ΅, ΠΏΡΠΎΡΡΠΎΡΠ΅ ΠΈ ΠΌΠ΅ΡΡΠ° ΠΈΠ·Π²Π°Π½ Π³Π»Π°Π²Π½ΠΎΠ³ Π½Π°ΡΠ°ΡΠΈΠ²Π° (ΠΎ Π½Π°ΡΠ·Π½Π°ΡΠ°ΡΠ½ΠΈΡΠΈΠΌ ΠΈΠ·Π΄Π°Π²Π°ΡΠΈΠΌΠ°,
ΠΈΠ·Π²ΠΎΡΠ°ΡΠΈΠΌΠ° ΠΈ ΡΠ»ΠΈΡΠ½ΠΎ), ΡΠΎΡΠΌΠΈΡΠ°Π½ΠΎΠ³ ΠΊΡΠΎΠ· Π΄ΠΎΡΠ°Π΄Π°ΡΡΠ° ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° ΠΎΠ²Π΅ ΡΠ΅ΠΌΠ΅
(Π°ΡΡΠΎΡ ΠΠ°ΡΠΈΡΠ° ΠΠ°Π³Π»ΠΎΠ²). ΠΠ°ΡΠ΅Π΄Π½ΠΎ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΡΠ΅Π½ΠΎ ΠΈΠ·Π΄Π°ΡΠ΅ ΡΠ²Π΅Π΄ΠΎΡΠΈ Ρ ΠΏΡΠΈΠ»ΠΎΠ³
Π·Π½Π°ΡΠ°ΡΡ ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΡΠ½ΠΎΠ³ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° ΠΎΠ΄ΡΠ΅ΡΠ΅Π½ΠΈΡ
ΠΌΡΠ·ΠΈΡΠΊΠΈΡ
ΡΠ΅Π½ΠΎΠΌΠ΅Π½Π°: ΡΠ΅Ρ ΡΠ΅ ΠΎ
ΡΠ΅ΡΠ²ΡΡΠΎΠΌ ΠΈΠ·Π΄Π°ΡΡ Ρ Π΅Π΄ΠΈΡΠΈΡΠΈ Πuropean Voices ΠΏΠΎΡΠ²Π΅ΡΠ΅Π½ΠΎΡ Π²ΠΈΡΠ΅Π³Π»Π°ΡΡΡ, ΠΊΠΎΡΠ΅ ΠΎΠ²Π°Ρ
ΡΠ΅Π½ΠΎΠΌΠ΅Π½ ΡΠ°Π·ΠΌΠ°ΡΡΠ° Π½Π° ΠΏΡΠΈΠΌΠ΅ΡΠΈΠΌΠ° ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ°Π»Π½Π΅ ΠΌΡΠ·ΠΈΠΊΠ΅ (ΠΏΡΠΈΠΊΠ°Π· ΠΠΎΡΠ°Π½Π΅ ΠΡΡΠ°
ΠΡΠ°ΠΆΠ΅ΡΠ°). ΠΠ°ΠΎ βΠΏΡΠ²ΠΎ ΡΡΡΠ΅Π΄ΡΡΠ²ΠΎβ Π½Π°ΡΠΊΠ° ΠΎ ΠΌΡΠ·ΠΈΡΠΈ, Ρ ΠΎΠ²ΠΎΠΌ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΡ ΡΠ΅Π»Π΅Π²Π°Π½ΡΠ½ΠΎ
ΡΠ΅ ΠΈ ΠΈΠ·Π΄Π°ΡΠ΅ ΠΏΠΎΡΠ²Π΅ΡΠ΅Π½ΠΎ ΠΠ°Π½ΠΎΡΡ Π€ΡΠ³Π΅Π΄ΠΈΡΡ, ΠΌΠ°ΡΠ°ΡΡΠΊΠΎΠΌ Π΅ΡΠ½ΠΎΠΊΠΎΡΠ΅ΠΎΠ»ΠΎΠ³Ρ, ΠΊΠΎΡΠ΅
ΡΠ°Π΄ΡΠΆΠΈ ΠΏΡΠ²Π΅Π½ΡΡΠ²Π΅Π½ΠΎ ΡΠ΅ΠΊΡΡΠΎΠ²Π΅ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° ΠΌΠ°ΡΠ°ΡΡΠΊΠΎΠ³ ΠΏΠ»Π΅ΡΠ°, Π°Π»ΠΈ ΠΈ ΡΠ΅Π·ΡΠ»ΡΠ°ΡΠ΅
ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° Π΄ΡΡΠ³ΠΈΡ
ΠΏΠ»Π΅ΡΠ½ΠΈΡ
ΡΡΠ°Π΄ΠΈΡΠΈΡΠ° (Π°ΡΡΠΎΡ ΠΠ°ΡΠ°ΡΠΈΠ½Π° ΠΠΈΠΊΠΎΠ»ΠΈΡ). ΠΠ° Π΄ΡΡΠ³ΠΈ
Π½Π°ΡΠΈΠ½ βΠΏΠΎΠ±ΠΎΡΠ½ΠΎ ΡΠ΅Π»Π΅Π²Π°Π½ΡΠ½Π°β Π·Π° Π½Π°ΡΠΊΠ΅ ΠΎ ΠΌΡΠ·ΠΈΡΠΈ ΡΡ ΠΈΠ·Π΄Π°ΡΠ° ΠΊΠΎΡΠ° Π½ΠΈΡΡ ΠΈΠ· ΠΏΠ΅ΡΠ°
Π½Π°ΡΡΠ½ΠΈΡ
ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ°, Π°Π»ΠΈ Π΄ΠΎΠ½ΠΎΡΠ΅ ΡΠ΅Π·ΡΠ»ΡΠ°ΡΠ΅ ΡΡΡΠ΄ΠΈΠΎΠ·Π½ΠΎΠ³ Π±Π°Π²ΡΠ΅ΡΠ° ΠΎΠ΄ΡΠ΅ΡΠ΅Π½ΠΈΠΌ
ΡΠ΅ΠΌΠ°ΠΌΠ°, ΠΏΠΎΠΏΡΡ ΠΈΠ·Π΄Π°ΡΠ° ΠΏΠΎΡΠ²Π΅ΡΠ΅Π½ΠΎΠ³ ΠΠ½ΡΠΈΠΊΡ ΠΠΎΡΠΈΡΡ, ΠΊΠΎΠΌΠΏΠΎΠ·ΠΈΡΠΎΡΡ ΠΈ ΡΠ²Π΅ΡΡΡΠ°Π½ΠΎΡ
ΠΌΡΠ·ΠΈΡΠΊΠΎΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ (ΠΏΡΠΈΠΊΠ°Π· ΠΠ°ΡΠΈΡΠ΅ ΠΠΎΠ»ΡΠ±ΠΎΠ²ΠΈΡ).
ΠΠ²Π΅ Π³ΠΎΠ΄ΠΈΠ½Π΅ ΡΡΠΏΡΠΊΠ° Π½Π°ΡΡΠ½Π° Π·Π°ΡΠ΅Π΄Π½ΠΈΡΠ° Π΄ΠΎΠΆΠΈΠ²Π΅Π»Π° ΡΠ΅ ΡΠ΅ΠΆΠ°ΠΊ Π³ΡΠ±ΠΈΡΠ°ΠΊ ΠΎΠ΄Π»Π°ΡΠΊΠΎΠΌ
Π΄Ρ Π‘Π΅Π»Π΅Π½Π΅ Π Π°ΠΊΠΎΡΠ΅Π²ΠΈΡ, Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³Π° ΠΈ Π΅ΡΠ½ΠΎΠΊΠΎΡΠ΅ΠΎΠ»ΠΎΠ³Π°, ΠΊΠΎΡΠΎΡ Ρ ΠΈΠΌΠ΅ ΠΊΠΎΠ»Π΅ΠΊΡΠΈΠ²Π°
ΠΡΠ·ΠΈΠΊΠΎΠ»ΠΎΡΠΊΠΎΠ³ ΠΈΠ½ΡΡΠΈΡΡΡΠ° Π‘ΠΠΠ£ ΠΎΠ΄Π°ΡΠ΅ ΠΏΠΎΡΠ°ΡΡ ΡΠ²ΠΎΡΠΈΠΌ ΡΠ΅ΠΊΡΡΠΎΠΌ ΠΠ°ΡΠ°ΡΠΈΠ½Π°
ΠΠΈΠΊΠΎΠ»ΠΈΡ.
Π Π°Π΄Π΅ΡΠΈ Ρ ΠΊΠΎΡΠΈΡΡ Π½Π°ΡΠΊΠ΅ ΠΈ Π½Π°ΡΡΠ½Π΅ Π·Π°ΡΠ΅Π΄Π½ΠΈΡΠ΅, ΡΠ΅Π΄Π°ΠΊΡΠΈΡΠ° ΡΠ°ΡΠΎΠΏΠΈΡΠ° ΠΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ°
Π·Π°Ρ
Π²Π°ΡΡΡΠ΅ Π΄Ρ ΠΠ°ΡΠΈΡΠΈ ΠΡΠΌΠ½ΠΈΡ ΠΠΈΠ»ΠΎΡΠΈΡΠ΅Π²ΠΈΡ Π·Π° Π°Π½Π³Π°ΠΆΠΎΠ²Π°ΡΠ΅ Π½Π° ΠΏΠΎΠ·ΠΈΡΠΈΡΠΈ Π³ΠΎΡΡΠ΅-
ΡΡΠ΅Π΄Π½ΠΈΡΠ΅ Π·Π° ΡΡΠ±ΡΠΈΠΊΡ Π’Π΅ΠΌΠ° Π±ΡΠΎΡΠ°. Π£ ΠΎΠΊΠ²ΠΈΡΡ ΠΏΡΠΈΠΏΡΠ΅ΠΌΠ΅ ΡΡΠΊΠΎΠΏΠΈΡΠ° ΡΡΡΠ΄ΠΈΡΠ° Π·Π°
ΠΎΠ±ΡΠ°Π²ΡΠΈΠ²Π°ΡΠ΅ Ρ ΠΎΠ±Π΅ΠΌΠ° ΡΡΠ°Π»Π½ΠΈΠΌ ΡΡΠ±ΡΠΈΠΊΠ°ΠΌΠ° ΡΠ°ΡΠΎΠΏΠΈΡΠ° ΠΈ ΠΎΠ²ΠΎΠΌ ΠΏΡΠΈΠ»ΠΈΠΊΠΎΠΌ ΡΡ ΠΎΠ΄
ΠΈΠ·ΡΠ·Π΅ΡΠ½Π΅ Π²Π°ΠΆΠ½ΠΎΡΡΠΈ Π±ΠΈΠ»ΠΈ ΡΠ°Π·ΡΠΌΠ΅Π²Π°ΡΠ΅ ΠΈ ΠΏΠΎΠ΄ΡΡΠΊΠ° ΠΊΠΎΠ»Π΅Π³Π° ΠΊΠΎΡΠΈ ΡΡ ΠΏΡΠΈΡ
Π²Π°ΡΠ°Π»ΠΈ ΡΠ»ΠΎΠ³Π΅
ΡΠ΅ΡΠ΅Π½Π·Π΅Π½Π°ΡΠ° ΠΈ ΠΎΠ΄Π³ΠΎΠ²ΠΎΡΠ½ΠΎ ΡΠ΅ Π·Π°Π»Π°Π³Π°Π»ΠΈ Π·Π° ΡΠ½Π°ΠΏΡΠ΅ΡΠ΅ΡΠ΅ ΡΡΡΠ΄ΠΈΡΠ°, ΡΠ΅ ΠΈΠΌ ΡΠ΅ ΡΠ²ΠΈΠΌΠ° ΡΠΎΡ
ΡΠ΅Π΄Π½ΠΎΠΌ ΠΈΡΠΊΡΠ΅Π½ΠΎ Π·Π°Ρ
Π²Π°ΡΡΡΠ΅ΠΌΠΎ.The decision of the editors of the journal Musicology that this year we should pay more attention to sound sources in music research has guided the effort to contribute with the Main Theme to the study of sound and audio-visual archives, primarily in ethnomusicology. In 2021 the Institute of Musicology SASA organised the conference Sound Heritage in Ethnomusicology: Approaches and Perspectives. Some of the articles in this issue originated from the papers presented at the conference, whereas other authors responded to the invitation of the Editors to contribute their original research on the same topic. All articles in the Main theme add to the study of sound and audio-visual archives in ethnomusicology β from the questioning of the role of historical recordings in society and the system of intangible cultural heritage (ICH), through the presentation of the historical attempt to establish a national archive, the management model of the regional folk music archive, the possibilities to use advanced modern technology in digital collections, to the proposal of a manifesto of applied musicology and the presentation of methodologies in audio-visual ethnomusicology.
Pedro FΓ©lix has written an extremely useful article about his own experience on the project of networking intangible cultural and sound heritage, using the example of Portuguese fado. His demonstration of the use of digitised old sound recordings and their subsequent interpretation raises the question of the influence and importance of researchers and professors for contacts made during fieldwork. His exemplary archive (based on Latourβs network of human and non-human actors) shows how a democratic archive works. Whilst criticising archives and the academy as βdefendersβ of knowledge that influences communities, Felix provocatively demonstrates how an archive should ideally serve intangible cultural heritage. Based on the study of archival documents, Drago Kunej brings an exciting history of the enthusiastic philologist Karel Ε trekeljβs first, unsuccessful attempt to acquire a sound recording device in Slovenia. The first step away from the mere recording of musical folklore in Western notation towards the establishment of new methods and a sound archive could not be reached, due to a lack of understanding of professional needs and innovations. This example serves as a lesson for future decision-makers in cultural policies.
Abdullah Akat and ΓzgΓΌn Arda Nural present the mission and strategy, as well
as the challenges of managing the audiovisual archive of the Black Sea folk music,
founded in Trabzon in 2011. Relying on the actor/actant theory of Bruno Latour
and the marketing focus-strategy, they established the principles of the archive
in which special attention was paid to digital preservation. Dragana StojanoviΔ
presents the possibilities of using the so-called blockchain technology in archival
work, especially in sound archives and audio-visual archives. This new tool is based
on contracts between interested parties and opens up numerous ethical questions,
which must be resolved primarily within ethnomusicological research archives.
Ivana MediΔ publishes a manifesto of applied musicology and presents her earlier
engagement, which was inspired by the same aspiration for influence in society, and
which was carried out by examining the sound ecology of Savamala, a characteristic
Belgrade neighborhood. She highlights the importance of audio-visual recordings as
a field method for preserving different types of heritage and information for future
research, due to the radical changeability of the sound environment. Marco Lutzu
demonstrates the range of his own activities in audio-visual ethnomusicology in
Italy. He analyses his own and archival films, for the purpose of documentary films,
in public (social) ethnomusicological activism and in education (as evidenced
by the selected examples accompanying the text). His goal is to shed light on the
role of ethnomusicologists in the strategies of visual representation of musical
structure and performance, thereby significantly contributing to the development of
ethnomusicological methodologies.
The section Varia brings the results of music research from different perspectives
of musicologists, ethnomusicologists, ethnochoreologists and art historians, so
there is an enviable range of topics discussed on this occasion. The section opens
with Ivana VesiΔβs study, which presented the hitherto little-known history of operetta
in interwar Belgrade. She has researched valuable archival materials and printed
articles and reconstructed the appearances and transformations of operetta companies
and the work of several opera theaters. In the analysis of the context, she paid
attention to issues of state cultural policy and competing spheres of entertainment
and culture. Nemanja SovtiΔ's study is focused on composers from Vojvodina, with
the aim of establishing regional historical synthesis and offering an alternative to that
presented in previous music historiographies. Furthermore, he looks at the production
of composers from this geographic area in socio-historical and musical-historical
contexts. This is followed by Milan MilojkoviΔβs study dedicated to the penetration
of computers into the production of popular music in Yugoslavia. This process
took place during the second half of the 1980s. MilojkoviΔ has identified the equipment
that was being used and the ways of working with it and highlighted the results
achieved by certain technological innovations. The section Varia continues with
articles related to the spheres of traditional music and dance. AnΔela GavriloviΔβs attention is focused on the representations of chordophone musical instruments in
the scene of the Mocking of Jesus in Serbian medieval art. She bases the interpretation
of their meaning on contextual and comparative analysis, especially in relation to
depictions of the prophet David, also with a chordophone instrument in his hands,
and the interpretation of that instrument in the works of medieval church writers.
Vesna BajiΔ StojiljkoviΔ discusses the meta genre of stage folk music from a historical
perspective, especially from the direction of using traditional music in staged
choreographic works. Based on the overview presented in the first part, she then
talks about the development of stage folk music under the influence of dance music,
as a genre of traditional music, but also of art music inspired by traditional music.
The consideration of the relationship between music and dance continues with Maja
Krasin MatiΔβs article, which deals with this relationship by focusing on learning and
memorising folk dance choreography. She presents her contribution as an incentive
for interdisciplinarity in the study of music and dance and an affirmation of aspects
of cognitive research within ethnomusicology and ethnochoreology.
In this issue of Musicology, the texts in the section Scientific Reviews and Polemics
refer to publications that remarkably illustrate contemporary studies of music and
dance, including fairly recent or completely new books, published this year, and
in most cases, of a broad international profile. The first among those is Nicolae
Gheorghitaβs review of a collection of essays dedicated to the (re)positioning and
(re)shaping of music in post-socialism in countries whose complex social and cultural
transformations began with the fall of the Berlin Wall. Marija Maglov analyses the
collection related to the early record industry by pointing out the actors, spaces and
places outside the main narrative (about the most important publishers, performers,
etc.) established through previous research on this topic. The next presented edition,
reviewed by Zorana Guja DraΕΎeta, testifies to the importance of systematic research
of certain musical phenomena: it is the fourth edition in the European Voices series
dedicated to multipart music, which examines this phenomenon using examples of
instrumental music. Relevant as the βnext of kinβ to ethnomusicology, the edition
dedicated to Hungarian ethnochoreologist JΓ‘nos FΓΌgedi, which primarily contains
texts by researchers of Hungarian dance, but also the results of research into other
dance traditions, is reviewed by Katarina NikoliΔ. Also βtangentially relevantβ for
music sciences are editions written not by professional researchers, but which
nevertheless contain the results of studious dealing with certain topics; such is the
edition dedicated to Enriko Josif, a composer and versatile musical personality, here
reviewed by Marija GoluboviΔ.
This year, the Serbian scientific community experienced a heavy loss with the
premature passing of Dr Selena RakoΔeviΔ, ethnomusicologist and ethnochoreologist;
Katarina NikoliΔ pays tribute to RakoΔeviΔ, on behalf of the entire faculty of the
Institute of Musicology SASA.
The editorial staff of the journal Musicology thanks Dr Marija DumniΔ VilotijeviΔ for accepting the position of guest editor for the Main Theme and working for the benefit of science and colleagues. During the preparation of the manuscripts for publication in both permanent sections of the journal, the understanding and support of colleagues who accepted the roles of reviewers and responsibly advocated for the improvement of the articles were extremely important, and we sincerely thank them
Survivances: Translating Cultural Memory in Quebec
My research integrates three fieldsβtranslation studies, memory studies and Quebec studiesβto study translation and cultural memory in the Quebec context. Focusing on intersections of national, migrant and Indigenous memory, it seeks to elucidate the role that translation plays in the construction and circulation of cultural memory across languages, cultures and affiliations. It proposes three angles of analysis, each of which focuses on a different facet of memory and translation. The first, TRANSLATION AS REWRITING, examines MichΓ¨le Lalondeβs 1968 Quiet-Revolution-era poem βSpeak White,β situating it as a site of national memory and identity and tracing its afterlives in intra- and interlingual translations and adaptations. The second, TRANSLATION AS COUNTER-MEMORY, focuses on the 1970s counter-cultural periodical Mainmise to examine collective memory as a translational phenomenon based on re-identification and retemporalizationβthe construction of alternative collective references through cultural borrowing and transfer. The third, TRANSLATION AS RECLAMATION, explores the role that translators play in reclaiming and transmitting cultural memory through different forms of linguistic and cultural (self) translation, focusing on the works and trajectories of Cree-Algonquin writer Bernard Assiniwi and Innu poet JosΓ©phine Bacon. Issues surrounding language, memory and identity have been abundantly explored in Quebec from historical, sociological and literary perspectives. This thesis approaches these questions from a slightly different angle by shifting the focus squarely onto translation as both a vehicle of memory and memory process in itself. Any discussion of translation and memory inevitably evokes notions of fidelity to or affinity with an originating source, be it a symbol, text or artefact, a story, performance or event, a place, individual or community. Confronted with change, alterity or trauma, these sources can be undermined, assimilated or even erased, but they can also be renewed, transposed and liberated into new forms, giving rise to different resolutions along a continuum of similarity and difference, of continuity through transformation. Through an examination of key literary works and other sites of memory-encounter and cultural production, this thesis sheds light on moments or instances of identitary crisis, rupture and unfolding that highlight the translational, emergent nature of meaning, memory and identity and foreground the diverse and complex ways that their survivance is assured by the very act of their transformation
Strategies for reconstructing and restructuring of museums in post-war places (National Museum of Aleppo as a Model)
This research presents the status of Syrian museums during the conflict from destruction to protection efforts, with proposals for post-war reconstruction, focusing in particular on Aleppo national museum as a model. Since the situation of Syria after the war is yet unknown; therefore, it is uncertain which direction will be followed in rebuilding damaged museums in Syria. Whether there will be enough financial resources to build a new museum or to only use the current buildings and reconstruct them. This thesis aims to create strategies for reconstructing and restructuring of Aleppo national museum - so they are ready in case of any decision- in post-war times. The first chapter begins with the definition, importance of the museum and the history of the archaeological museums in Syria. In chapter 2, I described the status of Syrian museums during the conflict with a focus on museum damage such as shells, clashes damage, armed attack, looting, theft, and terrorism. In addition to presenting, the protection measures taken by the Directorate General of Antiquities & Museums, non-governmental organizations, and international efforts. At the end of this chapter, the damage to the houses of the archaeological missions has been explained. In chapter 3, I presented the National Museum of Aleppo as a model. This chapter begins by explaining the history of the museum and an overview of its contents before the war (sections, halls, gardens, and museum storages). In addition, the museum situation was presented during the conflict, risk types and threats, destruction and damage, protection measures (Documentation, transfer of removable objects, protection of the immovable objects and the difficulties in protection efforts). At the end of this chapter, the results of protection efforts during the conflict have been presented. Chapter 4, I focused on the future of the Aleppo Museum after the war. It begins to explain the importance of having strategies in reconstructing and restructuring. This chapter also is to take advantage of previous experience of the museums, which have a similar situation of neighbouring countries such as, Beirut museum, Iraqi museum of Baghdad, and the national museum of Afghanistan. Moreover, lessons to be learnt from the modern museums in Switzerland (Antikenmuseum Basel, museum Rietberg in Zurich and Bernisches Historisches Museum), and in other countries through its ongoing visit and interviews with its officials. In chapter 5, I presented the restructuring scenario in the same building. At first, I presented the previous errors committed at the national museum of Aleppo before the conflict. As well as, I made suggestions for the restructuring of human resources in the museum by analyzing the status of museum staff before and during the conflict, with an emphasis on the need to prepare a good team for the reconstruction phase such as museum Director, Directors of museum sections, technical sections, department of museum development, security and guarding. In this context, I explained some examples of activities conducted by the University of Bern and UNESCO for Syrian colleagues. In this chapter, proposals were made for a New Permanent Exhibition at the museum, where the chronological order will be preserved. Section of Prehistoric, Near Eastern Antiquities, Classical, Arab-Islamic, and Modern art. The halls have been redistributed from the prehistoric section to modern art. In addition, proposals were made to open new galleries in the museum, such as Aleppo museum during the war, achievements of the prehistoric humans in the Neolithic period in prehistoric section; Hall of Aleppo during the ages, Tell Umm el-Marra hall, and rescue excavations hall in Near Eastern Antiquities section, etc. Most of the museum collections were studied to provide the artefacts in the halls with the necessary explanations. In chapter 6, I presented a preliminary plan of a new Museum of Aleppo inspired by the plan of one of the historical buildings in Aleppo, as the second scenario in the reconstruction and restructuring phase. With a Suggestion of a parallel exhibition in the museum beside the permanent exhibition according to a thematical order. This would be more modern to show historical development and traditions throughout the periods. In chapter 7, I explained the relationship between the museum and the community with a focus on the importance of participation of all in the reconstruction and restructuring of the heritage after the war, where heritage facilities, such as museums, can be utilized to raise the public awareness of the importance and value of this heritage as well as to promote a community's ownership of this cultural heritage. Besides, I presented the museum as an educational centre because heritage education is a necessity and can be accomplished through museums, schools, and community projects. In the postwar period, it will be necessary to activate the educational role of the museum through various activities. For example, a radical change in museum exhibitions, in particular, the explanations, information, and the stories told by those artefacts; organize the relationship between the museum and the school; use of modern technologies; workshops and various activities; temporary exhibitions and museum publications. In chapter 8, the conclusions (Identify strategies), it contains a summary of the six strategies for reconstruction and restructuring of the National Museum of Aleppo as the results of this thesis
Broadsheets
A landmark study of single-sheet publishing during the first two centuries after the invention of printing. Long disregarded as ephemera or cheap print, broadsheets emerge as both a crucial communication medium and an essential underpinning of the economics of the publishing industry.; Readership: Historians of the book, media history and news, bibliographers and librarians, and those interested in the politics, government, religion and literature of the early modern period
Broadsheets
A landmark study of single-sheet publishing during the first two centuries after the invention of printing. Long disregarded as ephemera or cheap print, broadsheets emerge as both a crucial communication medium and an essential underpinning of the economics of the publishing industry.; Readership: Historians of the book, media history and news, bibliographers and librarians, and those interested in the politics, government, religion and literature of the early modern period
Das Christentum im frΓΌhen Europa
During the transition from late antiquity to the early Middle Ages, the geographical space of Europe was Christian and Christianity was βEuropean.β The essays present the major theological discourses and decisions of that epoch that helped shape Church and society β from political regents to Church catechesis
Kenyon College Course Catalog 2020-2021
https://digital.kenyon.edu/coursecatalogs/1213/thumbnail.jp
Kenyon College Course Catalog 2021-2022
https://digital.kenyon.edu/coursecatalogs/1214/thumbnail.jp