17,643 research outputs found

    Di├ílogo de saberes en el Sistema de Educaci├│n Ind├şgena Propio de Colombia: Hermen├ęutica contra inconmensurabilidad

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    En Colombia se camina hacia la constituci├│n de un Sistema Educativo Ind├şgena Propio (SEIP) en el que se insiste m├ís en ÔÇťlo propioÔÇŁ que en la interculturalidad. Sin embargo, se apela a este enfoque epistemol├│gico y pedag├│gico en 3 sentidos: 1) La apropiaci├│n de la escolaridad occidental como mediaci├│n garante del derecho a la educaci├│n diferenciada. 2) Los sujetos de aprendizaje son los colectivos, no los individuos, los saberes no son discretos sino hol├şsticos, la vivencialidad orienta las did├ícticas y la resoluci├│n de problemas valida los saberes. As├ş, la comunidad se abre al cambio sin perder la identidad. 3) El di├ílogo de saberes parte de una apertura hospitalaria al saber del otro. La ampliaci├│n del horizonte hermen├ęutico transforma a los sujetos, pero no los diluye sustituyendo paradigmas.In Colombia they are going towards and Own Indigenous Educational System (SEIP by its inicials in Spanish). On it, they insist more on ÔÇťthe ownÔÇŁ issue that in the interculturality. Nevertheless, that epistemological and didactic perspective is assumed in three ways : 1) The occidental school is taken as an institution that guarantees the right to an differentiated education. 2) the learning subjects are collective, not the individuals only, the knowledge is holistic, the teaching is done solving problems and in a practical way. The scholars open their minds without losing their identify. 3) The dialogue between different knowledge is done in a hospitable opening to the difference. Expanding the hermeneutic horizon transforms the learners, but don┬┤t replaces paradigms.Departamento Administrativo de Ciencia, Tecnolog├şa e Innovaci├│n [CO] Colciencias1228-571-35538Lineamientos curriculares y curr├şculo intercultural en ciencias naturales, aplicables a centros educativos de las comunidades de los pueblos Aw├í e Inga de Putumayo y Nari├▒on

    Indigenous W─ühine Talking Critically in the Museum Space

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    As greater numbers of community groups experience social disconnect, museums need to find better methods of engagement in order to remain relevant. We know that museums are no longer neutral spaces; in fact, they have a role to play in activism, which means they can shift their mission to support local communities celebrate and protect their Indigenous heritage (Drubay and Singhal 2020; Message 2018; Shelton 2013). What follows is a meditation by researchers in Aotearoa New Zealand who engage with Pacific-Indigenous concepts and museum practice in unique ways. Our big idea is to see ÔÇťOceania through Indigenous eyesÔÇŁ (Lagi-Maama 2019: 291) and, in particular, the eyes of N─ülani Wilson-Hokowhitu with moÔÇśok┼źÔÇśauhau to Kalapana, HawaiÔÇśi, and MolokaÔÇśi Nui a Hina; Maree Mills with whakapapa to Tongariro, Taup┼Ź, and Ng─üti T┼źwharetoa; and Rachel Yates, who hails from Vaisala, S─ümoa. As a collective, their curatorial talano ka┼Źrero/moÔÇśolelo/stories connect to current debates in the museum world where local problems need local solutions. In this instance, Wilson-Hokowhitu and Mills share the ideas that shaped their mahi at Waikato Museum Te Whare Taonga o Waikato in Hamilton, and Yates has just finished a COVID-19 project as Curator of Pacific Cultures at the Museum of New Zealand Te Papa Tongarewa in Wellington.</jats:p

    Redefining quality interpersonal communication and communication activities in marriage from divorceesÔÇÖ perspectives

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    Quality interpersonal communication is essential in the development and maintenance of any relationship, including marriage. As society adapts to new avenues of communication, married couples often underestimate the relevance of interpersonal communication in their relationship due to their lack of understanding of quality interpersonal communication. Therefore, this study investigated the conceptualisation of quality interpersonal communication through the lens of Relational Dialectic Theory and communication activities in marriage from the perspectives of divorcees. This study also explored the antecedents of poor-quality interpersonal communication and its repercussions on married couples. The present study also extended KnappÔÇÖs Relational Development Model by incorporating communication technology as a medium of communication. In-depth interviews were conducted on 20 divorcees from different states in Malaysia, chosen through a purposive sampling technique. The gathered data was then evaluated and combined in a thematic data analysis using the NVivo 12 software. This study discovers that the definitions of quality interpersonal communication are divided into seven (7) categories, with communication skills, intimacy, and characters identified as the top three significant traits. Results of this study also indicate that spouses use various medium of communication based on their circumstances but prefer face-to-face communication. However, communication occurrences between spouses are low and mostly negative, with the majority of them mainly involving households and children. The other antecedents of poor-quality interpersonal communication are communication skills, attitudes, third-party involvement, and emotional condition. The current study concludes that emotional condition is one of the protuberant effects of poor-quality interpersonal communication. All in all, the current study provides a new paradigm in KnappÔÇÖs Relational Development Model through the incorporation of the effects of poor-quality interpersonal communication into the deterioration stages of the model

    Examples of works to practice staccato technique in clarinet instrument

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    Klarnetin staccato tekni─čini g├╝├žlendirme a┼čamalar─▒ eser ├žal─▒┼čmalar─▒yla uygulanm─▒┼čt─▒r. Staccato ge├ži┼člerini h─▒zland─▒racak ritim ve n├╝ans ├žal─▒┼čmalar─▒na yer verilmi┼čtir. ├çal─▒┼čman─▒n en ├Ânemli amac─▒ sadece staccato ├žal─▒┼čmas─▒ de─čil parmak-dilin e┼č zamanl─▒ uyumunun hassasiyeti ├╝zerinde de durulmas─▒d─▒r. Staccato ├žal─▒┼čmalar─▒n─▒ daha verimli hale getirmek i├žin eser ├žal─▒┼čmas─▒n─▒n i├žinde et├╝t ├žal─▒┼čmas─▒na da yer verilmi┼čtir. ├çal─▒┼čmalar─▒n ├╝zerinde titizlikle durulmas─▒ staccato ├žal─▒┼čmas─▒n─▒n ilham verici etkisi ile m├╝zikal kimli─če yeni bir boyut kazand─▒rm─▒┼čt─▒r. Sekiz ├Âzg├╝n eser ├žal─▒┼čmas─▒n─▒n her a┼čamas─▒ anlat─▒lm─▒┼čt─▒r. Her a┼čaman─▒n bir sonraki performans ve tekni─či g├╝├žlendirmesi esas al─▒nm─▒┼čt─▒r. Bu ├žal─▒┼čmada staccato tekni─činin hangi alanlarda kullan─▒ld─▒─č─▒, nas─▒l sonu├žlar elde edildi─či bilgisine yer verilmi┼čtir. Notalar─▒n parmak ve dil uyumu ile nas─▒l ┼čekillenece─či ve nas─▒l bir ├žal─▒┼čma disiplini i├žinde ger├žekle┼čece─či planlanm─▒┼čt─▒r. Kam─▒┼č-nota-diyafram-parmak-dil-n├╝ans ve disiplin kavramlar─▒n─▒n staccato tekni─činde ayr─▒lmaz bir b├╝t├╝n oldu─ču saptanm─▒┼čt─▒r. Ara┼čt─▒rmada literat├╝r taramas─▒ yap─▒larak staccato ile ilgili ├žal─▒┼čmalar taranm─▒┼čt─▒r. Tarama sonucunda klarnet tekni─čin de kullan─▒lan staccato eser ├žal─▒┼čmas─▒n─▒n az oldu─ču tespit edilmi┼čtir. Metot taramas─▒nda da et├╝t ├žal─▒┼čmas─▒n─▒n daha ├žok oldu─ču saptanm─▒┼čt─▒r. B├Âylelikle klarnetin staccato tekni─čini h─▒zland─▒rma ve g├╝├žlendirme ├žal─▒┼čmalar─▒ sunulmu┼čtur. Staccato et├╝t ├žal─▒┼čmalar─▒ yap─▒l─▒rken, araya eser ├žal─▒┼čmas─▒n─▒n girmesi beyni rahatlatt─▒─č─▒ ve isteklili─či daha artt─▒rd─▒─č─▒ g├Âzlemlenmi┼čtir. Staccato ├žal─▒┼čmas─▒n─▒ yaparken do─čru bir kam─▒┼č se├žimi ├╝zerinde de durulmu┼čtur. Staccato tekni─čini do─čru ├žal─▒┼čmak i├žin do─čru bir kam─▒┼č─▒n dil h─▒z─▒n─▒ artt─▒rd─▒─č─▒ saptanm─▒┼čt─▒r. Do─čru bir kam─▒┼č se├žimi kam─▒┼čtan rahat ses ├ž─▒kmas─▒na ba─čl─▒d─▒r. Kam─▒┼č, dil atma g├╝c├╝n├╝ vermiyorsa daha do─čru bir kam─▒┼č se├žiminin yap─▒lmas─▒ gereklili─či vurgulanm─▒┼čt─▒r. Staccato ├žal─▒┼čmalar─▒nda ba┼čtan sona bir eseri yorumlamak zor olabilir. Bu a├ž─▒dan ├žal─▒┼čma, verilen m├╝zikal n├╝anslara uyman─▒n, dil at─▒┼č performans─▒n─▒ rahatlatt─▒─č─▒n─▒ ortaya koymu┼čtur. Gelecek nesillere edinilen bilgi ve birikimlerin aktar─▒lmas─▒ ve geli┼čtirici olmas─▒ te┼čvik edilmi┼čtir. ├ç─▒kacak eserlerin nas─▒l ├ž├Âz├╝lece─či, staccato tekni─činin nas─▒l ├╝stesinden gelinebilece─či anlat─▒lm─▒┼čt─▒r. Staccato tekni─činin daha k─▒sa s├╝rede ├ž├Âz├╝me kavu┼čturulmas─▒ ama├ž edinilmi┼čtir. Parmaklar─▒n yerlerini ├Â─čretti─čimiz kadar belle─čimize de ├žal─▒┼čmalar─▒n kaydedilmesi ├Ânemlidir. G├Âsterilen azmin ve sabr─▒n sonucu olarak ortaya ├ž─▒kan yap─▒t ba┼čar─▒y─▒ daha da yukar─▒ seviyelere ├ž─▒karacakt─▒r

    Intercultural communication methodology: teaching sciences and engineering students

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    The problem area of this research paper focuses on the priority functions of the language sphere of the being mentality necessarily reflecting the state documents on education, methodology of scientific and methodical support for the implementation of educational programs of language education for training students of non-linguistic departments of universities in line with the axiology within the current educational program research of the eco-system spaces of international language education in Russia. Current Scientific Scholarship in terms of the intercultural approach needs to be created for linguistic security via making the outmost of the language programs for SP. The goal of this article is threefold: a) to design Knowledge Content, Technology and Evaluation Concepts of the target Model, b) to substantiate the integration characteristics of intercultural communication at universities (Natural Sciences and Engineering), c) to clarify the integration characteristics of intercultural communication within the innovations of national education in the third millennium, based on topical issues of the polyphony of the eco-system spaces. The latter reflects the priority dominant values due to the cognitive, developmental and educational functions in line with positive trends requiring thorough attention of both the university pedagogical community and teachers of general education organizations
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