17 research outputs found
Musical practices in the Balkans : Ethnomusicological perspectives
ΠΠ²Π° ΠΊΡΠΈΠ³Π° ΡΠ°Π΄ΡΠΆΠΈ ΡΡΡΠ΄ΠΈΡΠ΅ Π½Π°ΡΡΠ°Π»Π΅ Π½Π° ΠΎΡΠ½ΠΎΠ²Ρ ΠΈΠ·Π»Π°Π³Π°ΡΠ° Π½Π° ΠΌΠ΅ΡΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠΌ ΡΠΊΡΠΏΡ ΠΡΠ·ΠΈΡΠΊΠ΅ ΠΏΡΠ°ΠΊΡΠ΅ ΠΠ°Π»ΠΊΠ°Π½Π°: Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΡΠΊΠ΅ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Π΅, ΠΎΠ΄ΡΠΆΠ°Π½ΠΎΠΌ Π½ΠΎΠ²Π΅ΠΌΠ±ΡΠ° 2011. Π³ΠΎΠ΄ΠΈΠ½Π΅ Ρ ΠΠ΅ΠΎΠ³ΡΠ°Π΄Ρ. ΠΡΠ³Π°Π½ΠΈΠ·ΠΎΠ²Π°ΡΠ΅ΠΌ ΡΠΊΡΠΏΠ° ΠΆΠ΅Π»Π΅Π»ΠΈ ΡΠΌΠΎ, ΠΏΡΠ΅ ΡΠ²Π΅Π³Π°, Π΄Π° ΠΊΠ°ΠΎ Π΄ΠΎΠΌΠ°ΡΠΈΠ½ΠΈ ΠΌΠ΅ΡΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠ³ ΡΠΊΡΠΏΠ° Π΄ΠΎΠΏΡΠΈΠ½Π΅ΡΠ΅ΠΌΠΎ ΡΡΠ²ΡΡΡΠΈΠ²Π°ΡΡ ΠΏΠΎΡΡΠΎΡΠ΅ΡΠΈΡ
ΠΊΠΎΠ½ΡΠ°ΠΊΠ°ΡΠ° ΠΌΠ΅ΡΡ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠΈΠΌΠ° ΠΊΠΎΡΠΈ ΡΠ΅ Π±Π°Π²Π΅ ΠΌΡΠ·ΠΈΠΊΠ°ΠΌΠ° ΠΠ°Π»ΠΊΠ°Π½Π°, ΠΊΠ°ΠΎ ΠΈ Π΄Π° ΠΏΡΡΠΆΠΈΠΌΠΎ ΠΌΠΎΠ³ΡΡΠ½ΠΎΡΡ Π·Π° Π½ΠΎΠ²Π° ΠΏΡΠΎΡΠ΅ΡΠΈΠΎΠ½Π°Π»Π½Π° ΠΏΠΎΠ·Π½Π°Π½ΡΡΠ²Π°.
Π£ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡΠΊΠΎΠΌ ΡΠΌΠΈΡΠ»Ρ, Π½Π°ΠΌΠ΅ΡΠ° Π½Π°ΠΌ ΡΠ΅ Π±ΠΈΠ»Π° Π΄Π° ΡΡΠ²ΠΎΡΠΈΠΌΠΎ ΠΏΡΠΈΠ»ΠΈΠΊΡ Π·Π° ΠΏΡΠ΅ΠΈΡΠΏΠΈΡΠΈΠ²Π°ΡΠ΅ ΠΈ ΡΠ½Π°ΠΏΡΠ΅ΡΠΈΠ²Π°ΡΠ΅ ΡΠΎΠΏΡΡΠ²Π΅Π½ΠΈΡ
ΡΡΠ΅ΡΡΠ° Ρ Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠΈ, Π΄Π° Π΄ΠΈΡΠΊΡΡΠΎΠ²Π°ΡΠ΅ΠΌ ΠΎ ΡΠ°Π·Π»ΠΈΡΠΈΡΠΈΠΌ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠΊΠΈΠΌ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠ°ΠΌΠ° ΠΏΡΠΈΠΌΠ΅ΡΠΈΠ²Π°Π½ΠΈΠΌ Π½Π° Π±Π°Π»ΠΊΠ°Π½ΡΠΊΠ΅ ΠΌΡΠ·ΠΈΡΠΊΠ΅ ΠΏΡΠ°ΠΊΡΠ΅ Ρ Π½ΠΎΠ²ΠΈΡΠ΅ Π²ΡΠ΅ΠΌΠ΅ Π΄ΠΎΠΏΡΠΈΠ½Π΅ΡΠ΅ΠΌΠΎ ΡΠ½Π°ΠΏΡΠ΅ΡΠ΅ΡΡ ΡΠΈΡ
ΠΎΠ²ΠΈΡ
ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ°, ΠΊΠ°ΠΎ ΠΈ Π΄Π° ΡΠΊΡΠ΅ΡΠ°ΡΠ΅ΠΌ ΠΏΠ°ΠΆΡΠ΅ Π½Π° ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ½Π΅ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ΅, Π°Π»ΠΈ ΠΈ Π²ΡΠ΅Π΄Π½ΠΎΡΡΠΈ Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅, ΠΎΠ΄Π½ΠΎΡΠ½ΠΎ βΠ½Π°ΡΠΈΠΎΠ½Π°Π»Π½ΠΈΡ
Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ°β
Π½Π° ΠΠ°Π»ΠΊΠ°Π½Ρ ΡΡΠ΅ΡΡΠ²ΡΡΠ΅ΠΌΠΎ Ρ Π΅ΡΠΈΠΊΠ°ΡΠ½ΠΈΡΠ΅ΠΌ ΡΠΊΡΡΡΠΈΠ²Π°ΡΡ βΠΌΠ°Π»ΠΈΡ
β Π΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½Π°ΡΠ½ΠΈΡ
Π·Π°ΡΠ΅Π΄Π½ΠΈΡΠ° Ρ ΡΠ²Π΅ΡΡΠΊΠΎ Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΡΠΊΠΎ Π΄ΡΡΡΡΠ²ΠΎ. ΠΠ²Π°ΠΊΠ²Π΅, Ρ ΠΈΠ·Π²Π΅ΡΠ½ΠΎΠΌ ΡΠΌΠΈΡΠ»Ρ ΠΎΠΏΡΡΠ΅ ΠΏΠΎΡΡΠ΅Π±Π΅, ΠΏΠΎΡΠ΅Π½ΡΠΈΡΠ°Π½Π΅ ΡΡ ΠΎΠΊΠΎΠ»Π½ΠΎΡΡΠΈΠΌΠ° ΡΠ°Π·Π²ΠΎΡΠ° Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ Ρ Π‘ΡΠ±ΠΈΡΠΈ, ΠΏΠΎΡΠ΅Π±Π½ΠΎ ΠΏΠΎΡΠ»Π΅Π΄ΡΠΈΡ
Π΄Π΅ΡΠ΅Π½ΠΈΡΠ°.
ΠΠ½ΡΠ΅ΡΠ΅ΡΠΎΠ²Π°ΡΠ° Π·Π° ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π°Π»Π½Ρ Π½Π°ΡΠΎΠ΄Π½Ρ ΠΌΡΠ·ΠΈΠΊΡ ΠΈΠ·ΡΠ°ΠΆΠ΅Π½Π° ΠΊΡΠΎΠ· Π·Π°ΠΏΠΈΡΠ΅ ΠΎ ΡΠΎΡ, ΡΠ΅Π½ΠΎ Π½ΠΎΡΠΈΡΠ°ΡΠ΅ ΠΈ ΡΠ½ΠΈΠΌΠ°ΡΠ΅, Π° ΠΏΠΎΡΠΎΠΌ ΠΈ ΠΏΡΠ²Π΅ ΡΡΡΠ΄ΠΈΡΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ
ΠΌΡΠ·ΠΈΡΠ°ΡΠ°, ΠΌΠ°Ρ
ΠΎΠΌ ΠΊΠΎΠΌΠΏΠΎΠ·ΠΈΡΠΎΡΠ°, Ρ Π‘ΡΠ±ΠΈΡΠΈ ΡΡ (ΡΠ΅ΠΊ) 1948. Π΄ΠΎΠ±ΠΈΠ»ΠΈ ΠΈΠ½ΡΡΠΈΡΡΡΠΈΠΎΠ½Π°Π»Π½ΠΎ ΠΎΠΊΡΠΈΡΠ΅ ΠΎΡΠ½ΠΈΠ²Π°ΡΠ΅ΠΌ ΠΡΠ·ΠΈΠΊΠΎΠ»ΠΎΡΠΊΠΎΠ³ ΠΈΠ½ΡΡΠΈΡΡΡΠ° Π‘ΡΠΏΡΠΊΠ΅ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ Π½Π°ΡΠΊΠ° (Π΄Π°Π½Π°Ρ Π‘ΡΠΏΡΠΊΠ΅ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ Π½Π°ΡΠΊΠ° ΠΈ ΡΠΌΠ΅ΡΠ½ΠΎΡΡΠΈ β Π‘ΠΠΠ£). ΠΠ΄ ΠΎΡΠ½ΠΈΠ²Π°ΡΠ° Π΄ΠΎ Π΄Π°Π½Π°Ρ ΡΠΎ ΡΠ΅ Π΄ΡΠΆΠ°Π²Π½Π° ΡΡΡΠ°Π½ΠΎΠ²Π°, ΡΠ΅ ΡΠ΅ Π½Π°ΡΠΈΠ½ ΡΠ°Π΄Π° ΡΡΠ»ΠΎΠ²ΡΠ΅Π½ Π΄ΡΠΆΠ°Π²Π½ΠΈΠΌ ΠΊΡΠ»ΡΡΡΠ½ΠΈΠΌ ΠΈ Π½Π°ΡΡΠ½ΠΈΠΌ ΠΏΠΎΠ»ΠΈΡΠΈΠΊΠ°ΠΌΠ°, Π° ΠΎΠ±ΠΈΠΌ Π½Π°ΡΡΠ½Π΅ ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΡΠ΅ ΠΊΡΡΡΠ½ΠΎ ΡΠ΅ ΠΎΠ΄ΡΠ΅ΡΠΈΠ²Π°ΠΎ ΡΠ²Π΅ΠΊ ΠΌΠ°Π»ΠΈ Π±ΡΠΎΡ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ°. ΠΠΎΠ²Π΅ΡΠ°ΡΠ΅ Π±ΡΠΎΡΠ° Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³Π° Π·Π°ΠΏΠΎΡΠ»Π΅Π½ΠΈΡ
Ρ ΠΠ½ΡΡΠΈΡΡΡΡ ΡΠ΅Π·ΡΠ»ΡΠΈΡΠ°Π»ΠΎ ΡΠ΅ ΠΈΠ½ΠΈΡΠΈΡΠ°ΡΠΈΠ²ΠΎΠΌ Π΄Π° ΡΠ΅ Ρ ΠΎΠΊΠ²ΠΈΡΡ ΠΎΠ±Π΅Π»Π΅ΠΆΠ°Π²Π°ΡΠ° 170 Π³ΠΎΠ΄ΠΈΠ½Π° ΠΏΠΎΡΡΠΎΡΠ°ΡΠ° Π‘ΠΠΠ£, Π½Π°ΠΊΠΎΠ½ Π²Π΅ΡΠ΅Π³ Π±ΡΠΎΡΠ° ΡΠΊΡΠΏΠΎΠ²Π° ΠΊΠΎΡΠ΅ ΡΡ ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΎΠ²Π°Π»ΠΈ ΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ·ΠΈ ΠΈΠ· ΠΠ½ΡΡΠΈΡΡΡΠ°, ΠΏΡΠΈΡΠ΅Π΄ΠΈ ΠΌΠ΅ΡΡΠ½Π°ΡΠΎΠ΄Π½ΠΈ Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΡΠΊΠΈ ΡΠΊΡΠΏ. Π’ΠΎ ΡΠ΅, ΡΡΠ΅Π΄Π½ΠΎ, Π±ΠΈΠΎ ΠΈ ΠΏΡΠ²ΠΈ ΡΠΏΠ΅ΡΠΈΡΠ°Π»ΠΈΠ·ΠΎΠ²Π°Π½ΠΈ Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΡΠΊΠΈ ΡΠΈΠΌΠΏΠΎΠ·ΠΈΡΡΠΌ Ρ Π‘ΡΠ±ΠΈΡΠΈ, Π° ΡΡ
ΠΎΠ΄Π½ΠΎ ΡΠΎΠΌΠ΅, ΠΎΠ²ΠΎ ΡΠ΅ ΠΏΡΠ²ΠΈ Π·Π±ΠΎΡΠ½ΠΈΠΊ ΡΠ°ΠΊΠ²ΠΎΠ³ ΠΏΡΠΎΡΠΈΠ»Π° ΠΎΠ±ΡΠ°Π²ΡΠ΅Π½ Ρ Π½Π°ΡΠΎΡ Π·Π΅ΠΌΡΠΈ. ΠΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½Π° ΠΏΠΎΠ΄ΡΡΠΊΠ° ΠΊΠΎΡΡ ΡΠΌΠΎ Π΄ΠΎΠ±ΠΈΠ»ΠΈ ΠΎΠ΄ Π‘ΠΠΠ£ β ΠΠ΄Π΅ΡΠ΅ΡΠ° Π»ΠΈΠΊΠΎΠ²Π½Π΅ ΠΈ ΠΌΡΠ·ΠΈΡΠΊΠ΅ ΡΠΌΠ΅ΡΠ½ΠΎΡΡΠΈ, ΠΊΠ°ΠΎ ΠΈ ΠΏΡΠΈΠ·Π½Π°Π²Π°ΡΠ΅ Π²Π°ΠΆΠ½ΠΎΡΡΠΈ ΠΎΠ²Π°ΠΊΠ²ΠΎΠ³ ΡΠΊΡΠΏΠ° ΠΎΠ΄ ΡΡΡΠ°Π½Π΅ ΠΠΈΠ½ΠΈΡΡΠ°ΡΡΡΠ²Π° ΠΏΡΠΎΡΠ²Π΅ΡΠ΅ ΠΈ Π½Π°ΡΠΊΠ΅ Π Π΅ΠΏΡΠ±Π»ΠΈΠΊΠ΅ Π‘ΡΠ±ΠΈΡΠ΅, ΡΡΠΎ ΡΠ΅ ΠΏΠΎΠ΄ΡΠ°Π·ΡΠΌΠ΅Π²Π°Π»ΠΎ ΡΠΈΠ½Π°Π½ΡΠΈΡΡΠΊΡ ΠΏΠΎΠΌΠΎΡ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΡΠΈ, Π±ΠΈΠ»ΠΈ ΡΡ Π½Π΅ΠΎΠΏΡ
ΠΎΠ΄Π½ΠΈ ΠΏΡΠ΅Π΄ΡΡΠ»ΠΎΠ²ΠΈ ΠΈ Π·Π° ΡΠ°ΠΌΡ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΡΡ ΡΠΊΡΠΏΠ°, ΠΈ Π·Π° ΠΎΠ±ΡΠ°Π²ΡΠΈΠ²Π°ΡΠ΅ ΠΎΠ²ΠΎΠ³ Π·Π±ΠΎΡΠ½ΠΈΠΊΠ°. ΠΠ°ΠΎ ΠΈ ΡΠ²Π΅ΠΊ, ΠΎΠ±ΠΈΠΌ ΠΏΠΎΠΌΠΎΡΠΈ, Π° ΠΏΠΎΡΠ΅Π±Π½ΠΎ ΡΠΎΠΊΠΎΠ²ΠΈ, Π±ΠΈΠ»ΠΈ ΡΡ Π»ΠΈΠΌΠΈΡΠΈΡΠ°ΡΡΡΠΈ ΡΠ°ΠΊΡΠΎΡΠΈ Π½Π°ΡΠΈΠΌ ΠΈΠ΄Π΅ΡΠ°ΠΌΠ° ΠΈ ΠΏΡΠΎΡΠ΅ΡΠΈΠΎΠ½Π°Π»Π½ΠΈΠΌ ΠΆΠ΅ΡΠ°ΠΌΠ°. ΠΠ·ΡΠ°ΠΆΠ°Π²Π°ΠΌΠΎ Π½Π°ΡΠΎΡΠΈΡΡ Π·Π°Ρ
Π²Π°Π»Π½ΠΎΡΡ ΡΠ²Π°ΠΆΠ΅Π½ΠΈΠΌ ΠΊΠΎΠ»Π΅Π³Π°ΠΌΠ° ΠΊΠΎΡΠΈ ΡΡ Π±ΠΈΠ»ΠΈ Ρ ΡΠ°ΡΡΠ°Π²Ρ ΠΡΠΎΠ³ΡΠ°ΠΌΡΠΊΠΎΠ³ ΠΎΠ΄Π±ΠΎΡΠ° ΡΠΊΡΠΏΠ°: ΠΠ·Π°ΡΠΈΡΡ ΠΠ΅ΠΌΡΠΎΠ²ΡΠΊΠΎΠΌ, ΠΠΈΠΌΡ Π‘Π°ΠΌΡΠΎΠ½Ρ, ΠΠ°ΡΡΠΈΠ½Ρ Π‘ΡΠΎΡΠΊΡΡ, ΠΠΎΠ·Π°Π½ΠΊΠΈ ΠΠ΅ΡΡΠ΅Π²ΠΎΡ ΠΈ ΠΠ°Π»Ρ Π ΠΈΡ
ΡΠ΅ΡΡ. ΠΠ΅ΠΏΠΎΡΡΠ΅Π΄Π½Π΅ Π·Π°Π΄Π°ΡΠΊΠ΅ ΠΈΠ· Π΄ΠΎΠΌΠ΅Π½Π° ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΡΠ΅ ΡΠΊΡΠΏΠ° Π΄Π΅Π»ΠΈΠ»ΠΈ ΡΠΌΠΎ ΠΏΡΠ²Π΅Π½ΡΡΠ²Π΅Π½ΠΎ ΡΠ° ΠΊΠΎΠ»Π΅Π³Π°ΠΌΠ°-Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ·ΠΈΠΌΠ° ΠΈΠ· ΠΠ½ΡΡΠΈΡΡΡΠ°, Π Π°ΡΡΠΊΠΎΠΌ ΠΠ°ΠΊΠΎΠ²ΡΠ΅Π²ΠΈΡΠ΅ΠΌ ΠΈ ΠΠ°ΡΠΈΡΠΎΠΌ ΠΡΠΌΠ½ΠΈΡ. ΠΠ΅Π»ΠΈΠΊΠΎ Π½Π°ΠΌ ΡΠ΅ Π·Π°Π΄ΠΎΠ²ΠΎΡΡΡΠ²ΠΎ ΡΡΠΎ ΡΠΌΠΎ ΠΈΠΌΠ°Π»ΠΈ ΠΏΡΠΈΠ»ΠΈΠΊΡ Π΄Π° ΠΎΠΊΡΠΏΠΈΠΌΠΎ 26 Π΅ΡΠ½ΠΎΠΌΡΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³Π° ΠΈΠ· 11 Π·Π΅ΠΌΠ°ΡΠ°: ΠΡΠ³Π°ΡΡΠΊΠ΅, ΠΠ΅Π»ΠΈΠΊΠ΅ ΠΡΠΈΡΠ°Π½ΠΈΡΠ΅, ΠΡΡΠΊΠ΅, ΠΠΈΡΠ²Π°Π½ΠΈΡΠ΅, ΠΠ°ΡΠ°ΡΡΠΊΠ΅, ΠΠ°ΠΊΠ΅Π΄ΠΎΠ½ΠΈΡΠ΅, Π ΡΡΠΈΡΠ΅, Π‘Π»ΠΎΠ²Π΅Π½ΠΈΡΠ΅, Π’ΡΡΡΠΊΠ΅, ΠΡΡΡΡΠ°Π»ΠΈΡΠ΅ ΠΈ Π‘ΡΠ±ΠΈΡΠ΅. ΠΠ°ΠΎ Π½Π°ΠΌ ΡΠ΅ ΡΡΠΎ, Π·Π±ΠΎΠ³ ΠΎΠ±ΡΠ΅ΠΊΡΠΈΠ²Π½ΠΈΡ
ΠΎΠΊΠΎΠ»Π½ΠΎΡΡΠΈ, Π½Π° ΡΠΊΡΠΏΡ Π½ΠΈΡΡ ΠΌΠΎΠ³Π»ΠΈ Π΄Π° ΡΠ·ΠΌΡ ΡΡΠ΅ΡΡΠ° Π½Π΅ΠΊΠΈ ΠΎΠ΄ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠ° ΠΌΡΠ·ΠΈΠΊΠ° ΠΠ°Π»ΠΊΠ°Π½Π° ΡΠ° Π΄ΡΡΠ³ΠΈΡ
ΠΏΠΎΠ΄ΡΡΡΡΠ°, ΡΠΈΡΠ° Π±ΠΈ ΠΈΡΠΊΡΡΡΠ²Π° Π½Π΅ΡΡΠΌΡΠΈΠ²ΠΎ Π΄ΠΎΠΏΡΠΈΠ½Π΅Π»Π° ΠΊΠ²Π°Π»ΠΈΡΠ΅ΡΡ ΡΠΈΠΌΠΏΠΎΠ·ΠΈΡΡΠΌΠ° ΠΈ Π·Π±ΠΎΡΠ½ΠΈΠΊΠ°. ΠΠ΅Π»ΠΈΠΊΠ° Π²Π΅ΡΠΈΠ½Π° ΡΡΠ΅ΡΠ½ΠΈΠΊΠ° ΡΠΊΡΠΏΠ° ΡΠ΅ ΠΏΡΠΈΡΠ΅Π΄ΠΈΠ»Π° ΡΠ²ΠΎΡΠ° ΠΈΠ·Π»Π°Π³Π°ΡΠ° Π·Π° ΠΏΡΠ±Π»ΠΈΠΊΠΎΠ²Π°ΡΠ΅.
Π‘Π°Π΄Π° ΡΠ΅ ΠΏΡΠ΅Π΄ ΡΠΈΡΠ°ΠΎΡΠΈΠΌΠ° Π½Π°Π»Π°Π·ΠΈ Π΄Π²Π°Π΄Π΅ΡΠ΅Ρ ΡΠ΅Π΄Π½Π° ΡΡΡΠ΄ΠΈΡΠ° ΠΊΠΎΡΠ° Π½Π° ΡΠ°Π·Π»ΠΈΡΠΈΡΠ΅ Π½Π°ΡΠΈΠ½Π΅ ΠΎΡΠ²Π΅ΡΡΠ°Π²Π° ΠΌΡΠ·ΠΈΡΠΊΠ΅ ΠΏΡΠ°ΠΊΡΠ΅ ΠΠ°Π»ΠΊΠ°Π½Π°, ΡΠ²Π΅Π΄ΠΎΡΠ΅ΡΠΈ ΠΎ ΡΠΈΡΠΈΠ½ΠΈ Π°ΠΊΡΡΠ΅Π»Π½ΠΈΡ
ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°ΡΠΊΠΈΡ
ΠΈΠ½ΡΠ΅ΡΠ΅ΡΠΎΠ²Π°ΡΠ° ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ°. ΠΠ·Π΄Π°ΡΠ΅ ΡΠΊΡΡΡΡΡΠ΅ ΠΈ Π²ΡΠ΅Π΄Π½Π΅ Π°ΡΠ΄ΠΈΠΎ ΠΈ Π²ΠΈΠ΄Π΅ΠΎ ΠΏΡΠΈΠΌΠ΅ΡΠ΅ Π½Π° ΠΏΡΠΈΠ»ΠΎΠΆΠ΅Π½ΠΎΠΌ Π΄ΠΈΡΠΊΡ, ΡΠΈΠΌΠ΅ ΡΠΈΡΠ°ΠΎΡΠΈΠΌΠ° ΠΎΠΌΠΎΠ³ΡΡΠ°Π²Π°ΠΌΠΎ ΠΏΠΎΡΠΏΡΠ½ΠΈΡΠΈ ΡΠ²ΠΈΠ΄ Ρ ΠΈΡΡΡΠ°ΠΆΠΈΠ²Π°Π½Ρ ΠΌΡΠ·ΠΈΠΊΡ ΠΈ Π½Π°ΡΡΠ½Π΅ ΠΏΡΠΈΡΡΡΠΏΠ΅. ΠΠ±ΡΠ°ΡΠ°ΡΡΡΠΈ ΡΠ΅ ΡΠΈΡΠ΅ΠΌ ΠΊΡΡΠ³Ρ ΡΠΈΡΠ°Π»Π°ΡΠ°, Π·Π±ΠΎΡΠ½ΠΈΠΊ ΡΠ΅ ΠΏΡΠ±Π»ΠΈΠΊΠΎΠ²Π°Π½ Π½Π° Π΅Π½Π³Π»Π΅ΡΠΊΠΎΠΌ ΡΠ΅Π·ΠΈΠΊΡ, Π°Π»ΠΈ ΡΠ΅ Π°ΡΡΠΎΡΠΈΠΌΠ° ΠΎΡΡΠ°Π²ΡΠ΅Π½Π° ΠΌΠΎΠ³ΡΡΠ½ΠΎΡΡ Π΄Π° ΡΠ²ΠΎΡΠ΅ ΡΠ°Π΄ΠΎΠ²Π΅ ΠΏΡΠΈΠ»ΠΎΠΆΠ΅ ΠΈ Π½Π° ΠΌΠ°ΡΠ΅ΡΡΠΈΠΌ ΡΠ΅Π·ΠΈΡΠΈΠΌΠ°, ΠΏΠ° ΡΡ ΠΎΠ²Π΅ Π²Π΅ΡΠ·ΠΈΡΠ΅ ΡΠ°ΠΊΠΎΡΠ΅ ΠΏΡΠΈΠ»ΠΎΠΆΠ΅Π½Π΅ Π½Π° Π΄ΠΈΡΠΊΡ.
Π£ΡΠ΅ΡΠΈΠ²Π°ΡΠ΅ ΠΎΠ²ΠΎΠ³ ΠΎΠ±ΠΈΠΌΠ½ΠΎΠ³ ΠΈ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΠΎΠ³ Π·Π±ΠΎΡΠ½ΠΈΠΊΠ° ΡΠ΅ Π±ΠΈΠ»ΠΎ ΠΏΠΎΡΠ΅Π±Π½ΠΎ ΠΈΡΠΊΡΡΡΠ²ΠΎ. ΠΠ°Ρ
Π²Π°ΡΡΡΠ΅ΠΌΠΎ ΡΠ΅ ΡΠ²ΠΈΠΌ Π°ΡΡΠΎΡΠΈΠΌΠ° Π·Π° ΠΏΡΠΈΠ»ΠΎΠ³Π΅ ΠΈ ΡΠ°ΡΠ°Π΄ΡΡ. ΠΠΎΡΠ΅Π±Π½Ρ Π·Π°Ρ
Π²Π°Π»Π½ΠΎΡΡ Π΄ΡΠ³ΡΡΠ΅ΠΌΠΎ ΡΠ΅ΡΠ΅Π½Π·Π΅Π½ΡΠΈΠΌΠ° ΡΡΡΠ΄ΠΈΡΠ°. Π£ ΠΎΠ²ΠΎΠΌ ΠΎΠ±ΠΈΠΌΠ½ΠΎΠΌ ΠΏΠΎΡΠ»Ρ ΠΏΠΎΠ΄ΡΡΠΊΡ ΡΠΌΠΎ ΠΈΠΌΠ°Π»ΠΈ ΠΎΠ΄ ΡΠΈΡΠ°Π²ΠΎΠ³ ΠΊΠΎΠ»Π΅ΠΊΡΠΈΠ²Π° ΠΡΠ·ΠΈΠΊΠΎΠ»ΠΎΡΠΊΠΎΠ³ ΠΈΠ½ΡΡΠΈΡΡΡΠ°, Π° Π½Π°ΡΠΎΡΠΈΡΠΎ ΠΎΠ΄ ΠΊΠΎΠ»Π΅Π³ΠΈΠ½ΠΈΡΠ΅ Π΄Ρ ΠΠ΅Π»ΠΈΡΠ΅ ΠΠΈΠ»ΠΈΠ½, ΠΊΠΎΡΠ° ΡΠ΅ ΠΈΠΌΠ°Π»Π° ΠΌΠ½ΠΎΡΡΠ²ΠΎ Π΄ΡΠ°Π³ΠΎΡΠ΅Π½ΠΈΡ
ΡΡΠ³Π΅ΡΡΠΈΡΠ°. ΠΠ½Π³Π°ΠΆΠΎΠ²Π°ΡΠ΅ Π΄Ρ ΠΠ΅Π»Π΅Π½Π΅ Π‘ΠΈΠΌΠΎΠ½ΠΎΠ²ΠΈΡ-Schiff (ΠΡΠΆΠ°Π²Π½ΠΈ ΡΠ½ΠΈΠ²Π΅ΡΠ·ΠΈΡΠ΅Ρ ΠΠΎΡΡΠ»Π°Π½Π΄Π°, Π‘ΠΠ) ΠΎΠΊΠΎ Π»Π΅ΠΊΡΠΎΡΠΈΡΠ°ΡΠ° ΡΠ΅ΠΊΡΡΠΎΠ²Π° Π½Π° Π΅Π½Π³Π»Π΅ΡΠΊΠΎΠΌ ΡΠ΅Π·ΠΈΠΊΡ, ΠΠΎΡΠ°Π½Π° ΠΠ΅ΡΠΊΠΎΠ²ΠΈΡΠ° Ρ ΠΏΡΠΈΠΏΡΠ΅ΠΌΠΈ Π·Π²ΡΡΠ½ΠΈΡ
ΠΏΡΠΈΠΌΠ΅ΡΠ°, ΠΠΈΠ»ΠΎΡΠ° Π Π°ΡΠΈΡΠ° Ρ ΠΎΠ±ΡΠ°Π΄ΠΈ Π²ΠΈΠ΄Π΅ΠΎ- ΠΏΡΠΈΠΌΠ΅ΡΠ° ΠΈ ΠΠΎΡΠ°Π½Π° ΠΠ°ΡΠΈΡΠ° Π½Π° ΡΠ΅Ρ
Π½ΠΈΡΠΊΠΎΡ ΠΏΡΠΈΠΏΡΠ΅ΠΌΠΈ ΠΈΠ·Π΄Π°ΡΠ°, Π΄Π°Π»Π΅ΠΊΠΎ ΡΠ΅ ΠΏΡΠ΅Π²Π°Π·ΠΈΡΠ»ΠΎ Π±Π°Π·ΠΈΡΠ½Π΅ Π·Π°Π΄Π°ΡΠΊΠ΅, Π·Π±ΠΎΠ³ ΡΠ΅Π³Π° ΡΠΌΠΎ ΠΈΠΌ Π²Π΅Π»ΠΈΠΊΠΈ Π΄ΡΠΆΠ½ΠΈΡΠΈ.This book is comprised of studies presented at the international symposium Musical practices in the Balkans: ethnomusicological perspectives, held in November 2011 in Belgrade, Serbia. By organizing this international meeting, as hosts, we above all wanted to contribute to strengthening the existing ties among researchers involved with Balkan musics and to facilitate new professional
contacts. Our intent was to create an opportunity for reassessment and improvement of each of our own shares in ethnomusicology, to contribute to the advancement of research by discussing various research strategies recently applied to Balkan musical practices, and to participate in the more efficient inclusion of βsmallβ disciplinary communities in the global ethnomusicologies by highlighting specific values and problems of βnational ethnomusicologiesβ in the Balkans. These, so to speak, general needs, were reinforced in circumstances of the growth of the ethnomusicology in Serbia, particularly in recent decades.
The interests in traditional folk music expressed through writings, notation, and recording of the same, followed by the first research studies by educated musiciansβmainly composers, became institutionalized in Serbia (only) in 1948 with foundation of the Institute of musicology of Serbian academy of sciences (today Serbian academy of sciences and artsβSASA). Since its beginning, SASA has been a state institution, with its work regimen determined by the government culture and science politics and the scope of research output administered by a small number of researchers. The increase in number of ethnomusicologists employed by the Institute resulted in an initiative to celebrate the SASA 170th anniversary by organizing an ethnomusicology conference, in the footsteps of a number of similar professional meetings coordinated by the Instituteβs musicologists. This was at the same time the first narrowly specialized ethnomusicology symposium in Serbia, and consequently, in front of you is the first proceedings of such profile published in our country. The substantial support received from the SASA Department of fine arts and music and the acknowledgement of the significance of such a meeting by the Ministry of education and science of the Republic of Serbia, including funding the event organization, were essential and indispensable prerequisites for the Symposium realization and publication of this book. As is usually the case, the extent of financial support and particularly deadlines, imposed limits on some of our ideas and professional desires. We are deeply grateful to our esteemed colleagues, members of the Symposium Program committee: Izaly Zemtsovsky, Jim Samson, Martin Stokes, Lozanka Peycheva, and PΓ‘l Richter. The Symposium immediate logistics duties were helpfully shared primarily with our colleagues, the Institute ethnomusicologists, Rastko JakovljeviΔ and Marija DumniΔ.
It was our satisfaction to have the opportunity to gather twenty-six ethnomusicologists from eleven countries: Bulgaria, Great Britain, Greece, Hungary, Lithuania, Macedonia, Russia, Slovenia, Turkey, Australia, and Serbia.
We regret that due to objective circumstances, some of the Balkans researchers from other regions, whose experiences would unquestionably contribute to the quality of the Symposium and these proceedings, could not take part. The vast majority of the Symposium participants prepared their papers for publication.
The readers are offered twenty-one studies that in different ways illuminate Balkan musical practices and testify to the breadth of current research interests and methodologies. The publication also includes a compact disc with useful audio and video examples, assembled with the idea to provide the reader with even more complete insight into the researched music and utilized approaches. In order to address a wider audience, the proceedings are published in English.
Since the contributing authors could optionally submit an additional version of the paper in their native language, those versions are also provided on the compact disc.
Editing of this extensive and comprehensive publication presented a unique experience. We would like to thank all of the authors for submitting their papers and for their cooperation. We also extend our sincere gratitude to our reviewers. In this voluminous undertaking, we enjoyed the support of our colleagues at the Institute, but in particular, the encouragement from Melita Milin who offered a number of valuable suggestions. We truly appreciate the cooperation of Jelena SimonoviΔ Schiff (Portland State University, USA) in proof reading papers in English, Zoran JerkoviΔ in mastering of audio examples, MiloΕ‘ RaΕ‘iΔ in preparing of video examples, and Goran JanjiΔ in technical preparation for print that exceeded standard duties and helped shape this publication.ΠΠ±ΡΠ°Π²ΡΠΈΠ²Π°ΡΠ΅ ΠΎΠ²ΠΎΠ³ Π·Π±ΠΎΡΠ½ΠΈΠΊΠ° ΡΠΈΠ½Π°Π½ΡΠΈΡΡΠΊΠΈ ΡΠ΅ ΠΏΠΎΠΌΠΎΠ³Π»ΠΎ ΠΠΈΠ½ΠΈΡΡΠ°ΡΡΡΠ²ΠΎ ΠΏΡΠΎΡΠ²Π΅ΡΠ΅, Π½Π°ΡΠΊΠ΅ ΠΈ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΡΠΊΠΎΠ³ ΡΠ°Π·Π²ΠΎΡΠ° Π Π΅ΠΏΡΠ±Π»ΠΈΠΊΠ΅ Π‘ΡΠ±ΠΈΡΠ΅. / These proceedings have been financially supported by Ministry of education, science and technological development of the Republic of Serbia.
ΠΠ±ΠΎΡΠ½ΠΈΠΊ ΡΠ°Π΄ΠΎΠ²Π° ΡΠ° Π½Π°ΡΡΠ½ΠΎΠ³ ΡΠΊΡΠΏΠ° ΠΎΠ΄ΡΠΆΠ°Π½ΠΎΠ³ ΠΎΠ΄ 23. Π΄ΠΎ 25. Π½ΠΎΠ²Π΅ΠΌΠ±ΡΠ° 2011. / Proceeding of the international conference held from november 23 to 25. , 2011
Archibald Reiss Days : Thematic conference proceedings of international significance : International Scientific Conference, Belgrade, 7-9 November 2017
In front of you is the Thematic Collection of Papers presented at the International Scientific Conference βArchibald Reiss Daysβ, which was organized by the Academy of Criminalistic and Police Studies in Belgrade, in cooperation with the Ministry of Interior and the Ministry of Education, Science and Technological Development of the Republic of Serbia, School of Criminal Justice, Michigan State University in USA, School of Criminal Justice University of Laussane in Switzerland, National Police Academy in Spain, Police Academy Szczytno in Poland, National Police University of China, Lviv State University of Internal Affairs, Volgograd Academy of the Russian Internal Affairs Ministry, Faculty of Security in Skopje, Faculty of Criminal Justice and Security in Ljubljana, Police Academy βAlexandru Ioan Cuzaβ in Bucharest, Academy of Police Force in Bratislava, Faculty of Security Science University of Banja Luka, Faculty for Criminal Justice, Criminology and Security Studies University of Sarajevo, Faculty of Law in Montenegro, Police Academy in Montenegro and held at the Academy of Criminalistic and Police Studies, on 7, 8 and 9 November 2017.The International Scientific Conference βArchibald Reiss Daysβ is organized for the seventh time in a row, in memory of the founder and director of the first modern higher police school in Serbia, Rodolphe Archibald Reiss, after whom the Conference was named. The Thematic Collection of Papers contains 131 papers written by eminent scholars in the field of law, security, criminalistics, police studies, forensics, informatics, as well as by members of national security system participating in education of the police, army and other security services from Belarus, Bosnia and Herzegovina, Bulgaria, Bangladesh, Abu Dhabi, Greece, Hungary, Macedonia, Romania, Russian Federation, Serbia, Slovakia, Slovenia, Czech Republic, Switzerland, Turkey, Ukraine, Italy, Australia and United Kingdom. Each paper has been double-blind peer reviewed by two reviewers, international experts competent for the field to which the paper is related, and the Thematic Conference Proceedings in whole has been reviewed by five competent international reviewers.The papers published in the Thematic Collection of Papers provide us with the analysis of the criminalistic and criminal justice aspects in solving and proving of criminal offences, police organization, contemporary security studies, social, economic and political flows of crime, forensic linguistics, cybercrime, and forensic engineering. The Collection of Papers represents a significant contribution to the existing fund of scientific and expert knowledge in the field of criminalistic, security, penal and legal theory and practice. Publication of this Collection contributes to improving of mutual cooperation between educational, scientific and expert institutions at national, regional and international level
On politics and social science β the subject-object problem in social science and Foucaultβs engaged epistemology
The epistemological problem of the relationship between the subject of knowledge and
the object being known has itβs form in social science as a problem of the relationship between a
social scientist as a researcher and society and itβs phenomena as an object of this inquiry. As
Berger and Kellner note in their book βSociology Reinterpretedβ a social scientist is necessarily a
part of the object he studies, being embedded in a position in society from which he studies it.
Hence social sciences as scientific endeavors face a problem of the inseperability of their
researchers from object they study. Two main solutions two this problem have arisen: positivism
and interpretivism. Positivism postulates that rigorous methods for research will insure that
objective knowledge will be produced while interpretivism sees society only as an aggregate of
individuals whose interactions should be interpreted. A third epistemological framework has
arisen in the first half of the twentieth century usually called βcritical theoryβ. Critical theory
states that researchers should aim their research towards changing the object they are
researching, therefore their scientific practice should have extra-scientific effects, namely
political effects. This perspective violates Webers postulate of value neutrality which claims that
social sciences can only study the state of affairs but canβt subscribe desirable ways of action. As
we will see the main topic of our paper is the epistemological framework of the work of Michel
Foucault and his contribution to the resolution of the problematic relation between a researcher
and his research object in social science. We will claim that Foucault broadly falls into the
critical theory paradigm but manages to solve itβs conflict with the value neutrality postulate.
Foucault envisions society as an amalgam of discursive and non-discursive practices that
interconnect in a way that gives them regularity and coherence through time. As Gayatri Spivak
notices for Foucault discursive practices create meaning and in doing so chart a way for nondiscursive
practices and therefore for action. This can be seen as an explanation for Foucaultβs
well known postulate of the relationship between power and knowledge, discursive practices
create knowledge that makes visible certain paths for action. Both of these types of practices
intertwine to create what Foucault calls βdispositifsβ that can be seen as mechanisms that bind discursive and non-discursive practices in a coherent manner and enable their regular repetition
through time. Foucault calls his methodology βgenealogyβ and sees it as a historical research of
the emergence of dipositifs. Genealogy is a historical research of the contingent ways in which
practices got interconnected in the past to create dispositifs we see today. As Foucault claims
genealogy begins with a βquestion posed in the presentβ about a certain dispositive and then
charts historical events and processes that led to its current form. The main aim of genealogy is
to show that there is no transcendental necessity for a certain dispositif to exist in itβs current
form by exposing the historical contingency that led to itβs current state. Foucault claimed that
his intent was to show that there is no metaphysical necessity that grounds the existences of
dispositifs and hence that their current form is arbitrary. As we can see Foucault follows his
postulate on the relationship between knowledge and power and formulates his scientific practice
as an opening of possibilities for different forms of action. This is way he calls his books
βexperimentsβ and claims that they are to be used for readers to re-examine their own links to the
currently existing dispositifs and possibilities of their alternative arrangements. But as Foucault
claims the genealogical method doesnβt include normative prescriptions and can be seen only as
a form of an anti-metaphysical βunmaskingβ of current dispositifs. This unmasking doesnβt
prescribe a desirable form to any dispositive but only shows that it can be arranged in different
ways. Hence we can say that Foucault sees the relationship between a researcher and his object
of study as a form of an intervention of the subject that aims at showing that the object is an
arbitrary construction. In that regard Foucault falls into the critical theory paradigm. Where he
differs from critical theory is his anti-normative stance that refuses to prescribe any desirable
form of action unlike for example Horkheimer who in his essay on critical theory claims that
βthe task of the theorist is to push society towards justiceβ. Foucault claims that his research
results should be used as βinstrumentsβ in political struggles but he himself doesnβt ever
proclaim a desirable political goal. So we can conclude that Foucault solves the problem of the
subject-object relation in social science by envisioning the research process as a practice of
production of tools for social change. Therefore he connects social science to extra-scientific
political goals but doesnβt violate the value neutrality postulate because his research doesnβt
prescribe any concrete political goals but only shows the possibility for social change
Sticks and Stones May Break My Bones but Words Will Never Hurt Me...Until I See Them: A Qualitative Content Analysis of Trolls in Relation to the Gricean Maxims and (IM)Polite Virtual Speech Acts
The troll is one of the most obtrusive and disruptive bad actors on the internet. Unlike other bad actors, the troll interacts on a more personal and intimate level with other internet users. Social media platforms, online communities, comment boards, and chatroom forums provide them with this opportunity. What distinguishes these social provocateurs from other bad actors are their virtual speech acts and online behaviors. These acts aim to incite anger, shame, or frustration in others through the weaponization of words, phrases, and other rhetoric. Online trolls come in all forms and use various speech tactics to insult and demean their target audiences. The goal of this research is to investigate trolls\u27 virtual speech acts and the impact of troll-like behaviors on online communities. Using Gricean maxims and politeness theory, this study seeks to identify common vernacular, word usage, and other language behaviors that trolls use to divert the conversation, insult others, and possibly affect fellow internet usersβ mental health and well-being
Unmet goals of tracking: within-track heterogeneity of students' expectations for
Educational systems are often characterized by some form(s) of ability grouping, like tracking. Although substantial variation in the implementation of these practices exists, it is always the aim to improve teaching efficiency by creating homogeneous groups of students in terms of capabilities and performances as well as expected pathways. If studentsβ expected pathways (university, graduate school, or working) are in line with the goals of tracking, one might presume that these expectations are rather homogeneous within tracks and heterogeneous between tracks. In Flanders (the northern region of Belgium), the educational system consists of four tracks. Many students start out in the most prestigious, academic track. If they fail to gain the necessary credentials, they move to the less esteemed technical and vocational tracks. Therefore, the educational system has been called a 'cascade system'. We presume that this cascade system creates homogeneous expectations in the academic track, though heterogeneous expectations in the technical and vocational tracks. We use data from the International Study of City Youth (ISCY), gathered during the 2013-2014 school year from 2354 pupils of the tenth grade across 30 secondary schools in the city of Ghent, Flanders. Preliminary results suggest that the technical and vocational tracks show more heterogeneity in studentβs expectations than the academic track. If tracking does not fulfill the desired goals in some tracks, tracking practices should be questioned as tracking occurs along social and ethnic lines, causing social inequality
The frequency of falls in children judo training
Purpose: Falling techniques are inseparable part of youth judo training. Falling techniques are related to avoiding injuries exercises (Nauta et al., 2013). There is not good evidence about the ratio of falling during the training in children. Methods: 26 children (age 8.88Β±1.88) were video recorded on ten training sessions for further indirect observation and performance analysis. Results: Research protocol consisted from recording falls and falling techniques (Reguli et al., 2015) in warming up, combat games, falling techniques, throwing techniques and free fighting (randori) part of the training session. While children were taught almost exclusively forward slapping roll, backward slapping roll and sideward direct slapping fall, in other parts of training also other types of falling, as forward fall on knees, naturally occurred. Conclusions: Judo coaches should stress also on teaching unorthodox falls adding to standard judo curriculum (Koshida et al., 2014). Various falling games to teach children safe falling in different conditions should be incorporated into judo training. Further research to gain more data from groups of different age in various combat and non-combat sports is needed
Fear of crime and victimization among the elderly participating in the self-defence course
Purpose. Self-defence training could enhance seniorsΒ΄ defensive skills and fitness. There is lack of evidence about fear and concerns of seniors participating in the self-defence course. Methods. 18 elderly persons (16 female, 1 male; age 66.2, SD=5.86) participated in the self-defence course lasting 8 training units (each unit 60 minutes). Standardized tool for fear of crime and victimization analysis previously used in Euro-Justis project in the Czech Republic (2011) was used in pretest and posttest. Results. We explored the highest fear of crime by participants in their residence area after dark (mean=2,77; median=3; SD=0,80), lower fear at the night in their homes (mean=2,29; median=2; SD=0,75) and in their residence area at the daytime (mean=2,00; median=2; SD=0,77) at the beginning of the course. We noticed certain decrease of fear of crime after the intervention. Participant were less afraid of crime in their residence area after dark (mean=2,38; median=2; SD=0,77), they felt lower fear of crime at the night in their homes (mean=2,00; median=2; SD=0,48) and in their residence area at the daytime (mean=1,82; median=2; SD=0,63). Conclusions. The approach to self-defence teaching for elderly should be focused not just on the motor development, but also on their emotional state, fear of crime, perception of dangerousness of diverse situations and total wellbeing. Fear of crime analysis can contribute to create tailor made structure of the self-defence course for specific groups of citizens
Understanding Quantum Technologies 2022
Understanding Quantum Technologies 2022 is a creative-commons ebook that
provides a unique 360 degrees overview of quantum technologies from science and
technology to geopolitical and societal issues. It covers quantum physics
history, quantum physics 101, gate-based quantum computing, quantum computing
engineering (including quantum error corrections and quantum computing
energetics), quantum computing hardware (all qubit types, including quantum
annealing and quantum simulation paradigms, history, science, research,
implementation and vendors), quantum enabling technologies (cryogenics, control
electronics, photonics, components fabs, raw materials), quantum computing
algorithms, software development tools and use cases, unconventional computing
(potential alternatives to quantum and classical computing), quantum
telecommunications and cryptography, quantum sensing, quantum technologies
around the world, quantum technologies societal impact and even quantum fake
sciences. The main audience are computer science engineers, developers and IT
specialists as well as quantum scientists and students who want to acquire a
global view of how quantum technologies work, and particularly quantum
computing. This version is an extensive update to the 2021 edition published in
October 2021.Comment: 1132 pages, 920 figures, Letter forma