Аспекты современной идентичности молодежи Республики Тува, Россия

Один из авторов этой статьи Каори Савада с 2011 по 2017 гг. проживала в Республике Тыва, изучала горловое пение тувинцев (xöömei) и тувинский язык. Изучив язык, стала работать в Японии переводчиком тувинско-японского языка и преподавать тувинский язык. Отмечается, что японцы проявляют интерес к тувинской культуре, но прилагают мало усилий для изучения тувинского языка. Целью данной статьи является обсуждение проблем и реакций студентов на практику преподавания тувинского языка в Японии, а также со ссылкой на авторский опыт изучения тувинского языка в Тувинском государственном университете — на решение проблем, эффективные методики и учебные материалы.В статье приведены данные опроса японцев, обучающихся тувинскому языку. Анкетный опрос проводился для них в декабре 2017 г. в социальной сети Facebook с целью прояснения сложных моментов по изучению тувинского языка в Японии. Респондентов было 8 чел., все любители хоомея, музыканты, имеющие сильную заинтересованность в тувинской культуры, которые можно рассматривать как популяризаторов тувинской культуры в Японии. Автор приводит примеры трудностей, с которыми сталкиваются японские слушатели курсов и анализирует причины этих трудностей.Завершают статью практические рекомендации по эффективному обучению японцев тувинскому языку.

Тувинский язык преподается и изучается не только в Туве. Он, наряду с другими тюркскими языками, преподается в ряде университетов Турции. Основная особенность состоит в том, что тувинский язык, как и другие тюркские языки, преподается турецким студентам не как иностранный, а родственный их родному языку язык. Автор статьи, основываясь на своем опыте преподавания тувинского языка и литературы в Университете Анкары (1997–2003 гг.), делится своими наблюдениями по поводу проблем, которые встречаются в преподавании тувинского языка турецким студентам.В Турции исходят из понимания, что все тюркские языки восходят к единому языку-основе — пратюркскому. Поэтому они рассматриваются абсолютным большинством специалистов в области тюркологии как диалекты этого языка-основы. В стране насчитывается около 20 университетов, где преподаются разные тюркские языки.Специалистов по тувинскому языку — исследователей и педагогов — в настоящее время в Турции немало. Однако студенты изучают тувинский язык не слишком охотно. Есть проблема в мотивации. Они не видят перспектив дальнейшей профессионализации, кроме как стать ученым-исследователем. Другая проблема — отсутствие учебников, учебных пособий, тувинско-турецких и турецко-тувинских разговорников, способствующих изучению турецкими студентами тувинского языка на должном уровне. Проблема эта не решена до сих пор.Для турецких студентов изучение тувинского языка — перспектива стать тюркологом. А с точки зрения интересов Тувы, наличие таких специалистов, способствовало бы популяризации тувинской культуры, имело бы перспективы сотрудничества Тувы с Турцией в области науки, культуры, экономики в рамках развития российско-турецких отношений.

<p class="MsoNormal" style="text-align: justify; margin: 0cm 0cm 6pt;"><span style="mso-ansi-language: EN-US;" lang="EN-US"><span style="font-size: small;"><span style="font-family: Calibri;">In Asia, there is, in general, a great reverence held for the tiger. The tiger has been imitated and reigns supreme as king of all the beasts throughout Asia. The relationship between man and tiger holds a strange duality in that as much as the tiger is feared for its fierce savagery and destructive power, it is also revered for these very same qualities and for its majestic nature. Therefore, the very symbolic essence of the tiger has permeated all levels of the Asian community and culture; art, mythology, religion, astrology, herbology, and military fighting strategies. The purpose of this article is to show the many rich aspects that the tiger exhibits, and its influence and impact on Asian culture and Chinese martial arts in particular. Martial arts such as Cantonese Hung Gar (Hong Family) and Hasayfu Hung Gar (Hong Family Four Lower Tigers) dedicate a portion of their systems to achieving awesome strength and speed, and to imitating the tiger’s physical prowess. By doing so, they may achieve higher levels of effectiveness within the martial arts.</span></span></span></p>

Language is a fundamental phenomenon that enables the expression of thoughts, the transmission of knowledge, and social interaction. Language education is an activity that facilitates cross-cultural communication and helps individuals gain the skills to communicate effectively worldwide. Knowing multiple languages opens one up to different cultures and perspectives. Government officials in France, who intend to be a civilized and interactive society that does not want to lag behind in the world order they live in, have taken significant steps in the field of language education. In 1795, they established Inalco, a specialized institution for Eastern languages, and began training experts who would learn the languages spoken in the Islamic world, including Ottoman Turkish. Since its inception, Inalco has systematically expanded its range of languages, incorporating Turkish, Arabic, Chinese, Persian, Hindi, Japanese, Korean, Russian, Hebrew, and many other Eastern languages. Those who learn and speak these languages help France maintain strong ties with the East and continue to engage with the states in that region, whether remotely or closely. With a history spanning approximately four centuries, Inalco has not only been a center for language education but also stands as a leading institution among Oriental studies, nurturing numerous orientalists and providing opportunities for the production of works in various fields. In line with its mission, the institution has specialized in Eastern languages and civilizations for an extended period, producing pioneering figures whose work promotes cultural interaction and fosters intercultural understanding. Expanding its scope continually through its institutional experience, Inalco now conducts research on almost every world language and civilization. With its expertise in language and culture and its deep-rooted history, Inalco is recognized as a respected institution globally. Language experts trained at Inalco have actively participated in the French government's diplomatic and trade relations by providing translation services to officials. They have also maintained instructional positions to teach their respective languages to the younger generations and played significant roles in promoting an understanding of the cultures they were engaged with. Although their primary work was in the field of oriental studies, they have been instrumental in uncovering, evaluating, and categorizing elements of Eastern culture, thus contributing to the preservation of these cultural aspects. Many Eastern scholars, such as Silvestre de Sacy, Louis Bazin, Régis Blachère, Louis Massignon, and others, have been nurtured here, serving both their own countries and Eastern culture. However, it’s a fact that there hasn’t been enough research on institutions like Inalco in academic circles. Therefore, after introducing Inalco’s establishment, operation, and fields of activity, this study will focus on Inalco’s mission as an Oriental studies institution. The study which was created through field research, observation, and information obtained from authoritative sources, aims to fill this research gap. With a history spanning about four centuries, Inalco is not only a language education center but also a leading institution within Oriental studies. It has produced numerous orientalists and contributed to works in various fields. Established in 1795 in France, Inalco has long been dedicated to producing leading figures specializing in Eastern languages and civilizations, in line with its founding mission. Focusing on Oriental studies for a significant period, Inalco has encouraged cultural interaction through its studies of Eastern languages and civilizations, fostering intercultural understanding. Expanding its scope continually through its institutional experience, Inalco now conducts research on almost all world languages and civilizations. With its expertise in language and culture and its deep-rooted history, Inalco is recognized as a respected institution globally. However, it’s a fact that there hasn’t been enough research on institutions like Inalco in academic circles. Therefore, after introducing Inalco’s establishment, operation, and fields of activity, this study will focus on its mission as an Oriental studies institution. The study, created through field research, observation, and information obtained from authoritative sources, aims to fill this research gap.

Background: Cervical spine injuries are considered common in athlete populations, especially in those involved in high-contact sports. In some cases, surgical treatment can be necessary, and, therefore, return-to-play (RTP) after surgery represent a notable issue. Methods: We performed a systematic review of literature according to the PRISMA statement guidelines using the following search algorithm: ((“ACDF”) OR (“cervical spine surgery”) OR (“neck surgery”) OR (“cervical discectomy”) OR (“foraminotomy”) OR (“cervical disc replacement”)) AND ((“return to play”) OR (“athlete”) OR (“contact sports”) OR (“martial arts”)). The search was performed on 21 October 2022. We included only articles in which operative treatment for the cervical spine was performed and return to martial art activity was declared in the text. Results: Eight articles were selected, including 23 athletes who practice wrestling (n = 16), kickboxing (n = 1), sumo (n = 1) or other unspecified martial arts (n = 5). We also included the case of a young judoka who underwent anterior cervical discectomy and fusion (ACDF) at our hospital. About 88% (21 of 24 cases) of martial arts practitioners returned to play after cervical spine surgery, and no major complications were reported after RTP. Four patients (16.7%) returned in 0–3 months; 41.7% (10 of 24) returned in 3–6 months; 29.2% (7 of 24) returned after a period longer than 6 months. ACDF is the most used procedure. The level of evidence in the included articles is low: only case reports are available, including some single-case studies. Moreover, a small number of cases have been reported, and the examined data are very heterogeneous. Conclusions: Return to martial arts within one year after cervical spine surgery is generally safe, even if case-by-case evaluation is, however, necessary. Further studies are necessary to corroborate the present findings in a larger population.

In the globalized arena of martial arts, cultural adaptability has emerged as a critical determinant of athletic success, complementing physical and technical prowess. This study explores innovative training approaches that integrate cultural adaptability into martial arts programs, emphasizing their role in preparing athletes for the complexities of international competition. Research indicates that culturally adaptable athletes exhibit enhanced stress management, focus, and performance in diverse environments. Key strategies include scenario-based learning (e.g., role-playing and simulations), cultural immersion, and technology-driven tools such as virtual reality (VR) and AI, which simulate cross-cultural interactions and environments. Mentorship from culturally competent coaches and participation in international exchange programs further strengthen athletes' intercultural communication skills and resilience. Studies highlight that such training not only improves competitive outcomes but also fosters cultural sensitivity, mutual respect, and sportsmanship. Additionally, culturally informed programs mitigate risks of misunderstandings and conflicts during global events, contributing to athletes' personal and professional growth. As martial arts continue to expand globally, the integration of cultural adaptability into training regimens is imperative. This synthesis of physical, technical, and intercultural preparation positions athletes to thrive in an increasingly interconnected sporting world, underscoring the necessity for continued innovation in training methodologies. Key elements addressed 1. The growing importance of cultural adaptability in international martial arts competitions. 2. Evidence-based training methods (scenario-based learning, VR/AI, mentorship, exchanges). 3. Outcomes: Enhanced performance, resilience, cultural awareness, and conflict mitigation. 4. Future implications for globalized sports training.

Diskursne oznake, multifunkcionalne jezične jedinice čija je glavna uloga uspostavljanje kohezivnih i koherencijskih veza u diskursu te stvaranje interaktivnih veza među govornicima, igraju iznimno važnu ulogu u pragmatičkoj i diskursnoj kompetenciji govornika. Njihova velika važnost za prirodnu komunikaciju primjerenu kontekstu ukazuje nam na njihov značaj za nastavnike i učenike stranih jezika. Istraživanje opisano u ovomu radu provedeno je radi pružanja uvida u uporabu diskursnih oznaka hrvatskih nastavnika engleskoga kao stranoga jezika u nastavi s učenicima na dvjema razinama ovladanosti jezikom. Korpus govora osam nastavnica analiziran je kvantitativnim i kvalitativnim pristupom pružajući sveobuhvatan uvid u njihovu uporabu diskursnih oznaka, stavove prema ovim jedinicama i udžbenike kojima se koriste u nastavi. Rezultati istraživanja pokazali su da nastavnice rabe širok raspon diskursnih oznaka u nastavi, ali ih u manjemu broju rabe učestalo. Učestale diskursne oznake u njihovu govoru imaju uloge koje se prvenstveno odnose na organizaciju i upravljanje interakcijom u učionici. Analiza pet najčešćih diskursnih oznaka kroz primjere njihove uporabe iz korpusa pruža iznimno detaljan uvid u način na koji ih nastavnice rabe, među ostalim kako bi ostvarile osnovne uloge govora nastavnika. Osvrt na stavove nastavnica i na način obrade diskursnih oznaka u udžbenicima engleskoga jezika upotpunjuju sliku iz koje se može zaključiti da je u hrvatskomu obrazovnomu kontekstu prijeko potrebno sustavno uključiti diskursne oznake u obrazovanje sadašnjih i budućih nastavnika kako bi znali na koji način i u kojoj mjeri svojim učenicima olakšati usvajanje ovih iznimno važnih oblika, što je važna pedagoška implikacija ovoga istraživanja. Budući da kod nas dosad nisu dokumentirana znanstvena istraživanja o uporabi diskursnih oznaka kod hrvatskih nastavnika engleskoga jezika, riječ je o sasvim novim uvidima u ovu temu. Spoznaje proizašle iz ovoga istraživanja mogu pridonijeti razvoju saznanja o govoru nastavnika stranih jezika i postupcima koje nastavnici rabe u nastavi kako bi učenicima olakšali usvajanje jezika. Rezultati istraživanja doprinijet će općenitomu razvoju metodologije poučavanja engleskomu jeziku i oblikovanju smjernica u stručnomu usavršavanju nastavnika u području diskursne kompetencije

In the 1990-ies, modern researchers were given the opportunity to study the biographies of repressed orientalists. This gave modern Japanese studies the opportunity to pay tribute to some extent to teachers and also allowed their ideas and concepts, which had either remained unknown until now or, for various reasons, had long since fallen out of the focus of later researchers, to be introduced into scientific circulation. An example of such and quite fruitful, as it seems, appeal to the roots is the work on restoring the biographies of the famous married couple-Japanese scholars: Roman Nikolaevich Kim and Mariam Samoilovna Tsyn. Arrested in 1937, they recently discovered documents indicate that even while in prison, they continued to work. Moreover, R. N. Kim, in letters from prison in Kuibyshev city to his wife, who was serving time in Moscow prison, expressed a number of very interesting ideas regarding the theory of translation from Eastern languages, primarily from Japanese. He saw it as necessary to move from the ponderous method of presenting literature about the East to an exciting educational genre. Harshly and unflatteringly criticizing his contemporaries – translators and writers – Kim compiled lists of literature about the countries of the East, which, in his opinion, should be translated in the near future in order to interest the Soviet reader in this topic and give him a correct idea of these countries. He also insisted on the so-called “three guidelines” of a translator, which he himself formulated, quite objectively, in our opinion, assessing the difficulties of this work at specific moments in time and indicating directions for overcoming existing obstacles. The concept of translation from Eastern languages, created by R.N. Kim in 1942–1943 in letters to M.S. Tsin from prison to prison in our opinion, not only deserves attention as a historical fact that makes it possible to evaluate the significant contribution of its author to the theory of Japanese studies, but also represents material for reflection and guidance for action that is still relevant today.

Pencak silat is an attitude of self-reflection towards the embodiment of Javanese knowledge, because it teaches us to become human beings with noble character which can be achieved through the implementation of certain rituals such as breathing exercises, fasting and certain rituals. The concept of previous martial arts combined a total system of body training through physical and mental training, one is expected to know more about one's abilities, strengths and weaknesses, views of good and bad, know the beauty of every movement of the body and soul which is embedded in a spiritual quest called ngelmu. The existence of pencak silat as a martial art, which was developed and maintained in Java, cannot be separated from the customs of Javanese cultural traditions. Pencak silat is an interesting part of studying the essence and understanding a set of life principles as a guide to life. Pencak silat has a central role that reflects the epistemology of Javanese culture in general. This study was designed using qualitative research methods. The main approach in this research is focused on factual history. The analysis technique of synthesis and interpretation of data on the philosophy of Javanese culture which is reflected in the PSHT martial arts school. Ritual practices are manifested in the form of self-defense techniques that aim to explore the intuitive knowledge of PSHT members obtained through various processes. In essence, Javanese epistemology and its integration with ritual philosophy has the support of members of the pencak silat embodied in a ritual of salvation called slametan. Rituals involve the use of offerings which are philosophically believed to be able to bridge behavior with a spiritual sense, which is embedded in the martial arts practiced by members of the PSHT community. The process of moving from physical to spiritual forging is one of bodily encouragement that works in tandem with the spiritual sense phase. 

Pencak silat is an attitude of self-reflection towards the embodiment of Javanese knowledge, because it teaches us to become human beings with noble character which can be achieved through the implementation of certain rituals such as breathing exercises, fasting and certain rituals. The concept of previous martial arts combined a total system of body training through physical and mental training, one is expected to know more about one's abilities, strengths and weaknesses, views of good and bad, know the beauty of every movement of the body and soul which is embedded in a spiritual quest called ngelmu. The existence of pencak silat as a martial art, which was developed and maintained in Java, cannot be separated from the customs of Javanese cultural traditions. Pencak silat is an interesting part of studying the essence and understanding a set of life principles as a guide to life. Pencak silat has a central role that reflects the epistemology of Javanese culture in general. This study was designed using qualitative research methods. The main approach in this research is focused on factual history. The analysis technique of synthesis and interpretation of data on the philosophy of Javanese culture which is reflected in the PSHT martial arts school. Ritual practices are manifested in the form of self-defense techniques that aim to explore the intuitive knowledge of PSHT members obtained through various processes. In essence, Javanese epistemology and its integration with ritual philosophy has the support of members of the pencak silat embodied in a ritual of salvation called slametan. Rituals involve the use of offerings which are philosophically believed to be able to bridge behavior with a spiritual sense, which is embedded in the martial arts practiced by members of the PSHT community. The process of moving from physical to spiritual forging is one of bodily encouragement that works in tandem with the spiritual sense phase. 

Programs focusing on improving working practices during the pandemic, including competency development programs in higher education and government institutions, have been marked by a sense of urgency and creativity. This study explored the planned implementation of corporate university learning methods to help Indonesian government employees improve their foreign language skills. The research began with examining the training environment prior to the pandemic and how the pandemic altered the learning models. We wanted to know how the ASN Corporate University learning model influenced motivation to learn foreign languages. Secondly, we wanted to explore which learning experiences could help Indonesian State Civil Apparatus employees improve their foreign language skills. According to our review of the literature, systems likely will not return to their pre-pandemic state. As a result, future methods will need to include both substance-based and project-based approaches. The corporate university learning model best exemplifies the application of techniques focused on employees. As a result, the study only looked at a small portion of the competency development offered by the corporate university model: job-related competency development. Data were collected through an online survey of 126 State Civil Apparatus employees who worked for the Indonesian National Institute of Public Administration. Learning methods examined included giving a presentation in a foreign language, participating in international events, and fostering international cooperation. Across all methods, intrinsic motivation was found to be more prevalent than extrinsic motivation. Of all the methods tested, respondents were the most eager to participate in international events. These results should be considered in the design of future workplace foreign language learning. Keywords: corporate university, competency, development, motivation

Chapter 7 picks up the idea of the fragmentariness of contemporary media culture in examining martial arts in music videos. Called ‘I want my TKD: Martial Arts in Music Videos’, this chapter is a wide-ranging survey of pop, hip-hop, and rock videos. The chapter begins with a discussion of the historical emergence of music videos as a powerful player in international popular culture with the appearance of MTV, before moving into an analysis of the earliest music videos to feature martial arts—several of which were, interestingly, parodic, comic, novelty, or eccentric rap songs, performed by white artists. Later texts demonstrate chaotic relationships with and (mis)understandings of Asian countries and cultures. The chapter argues that martial arts themes are particularly significant in progressive rap and hip-hop music videos, while in pop and rock videos martial arts are often treated as comic.

The available statistics regarding the use of English as a foreign or second language (EFL and ESL, respectively) in the Czech Republic reveal a significant and ongoing increase in both the number of users and their self-assessed proficiency across the population. The proportion of students learning English within the formal education system continues to rise, and, in the light of the Czech government's foreign language policy, this trend is expected to persist. In addition to its use in educational settings, English is increasingly prevalent in informal conversations among young people outside of school. English-language entertainment, particularly content available on the internet, appears to be one of the most popular—if not the most preferred—forms of leisure activity among this demographic. The aim of this study was to investigate the sociolinguistic phenomenon of the preference for English over Czech among Czech youth in their extracurricular activities. The results of a questionnaire administered to general upper secondary and tertiary students in selected schools across the Czech Republic demonstrate that the interest in the English language and its associated culture is substantial. Respondents report using English far more frequently outside of school than within it. This shift has notable implications for intergroup and intergenerational communication, as well as for attitudes toward the Czech language and its cultural identity. It has been observed to sometimes result in difficulties with recalling Czech vocabulary and applying Czech syntax correctly, leading to an internal conflict regarding the prioritization of either Czech or English. This phenomenon warrants further scholarly attention, as research in this area could offer valuable insights into the potential trajectory of communication within Czech society. Furthermore, such studies could provide more accurate projections regarding the future profile of university-level language learners, thereby informing the development of English language curricula and pedagogical strategies that are better aligned with societal needs. Keywords: English as a lingua franca, EFL, ESL, language status, cultural identity, cognition, emotions, translanguaging, sociolinguistics

Incidence and Risk of Concussions in Youth Athletes: Comparisons of Age, Sex, Concussion History, Sport, and Football Position.

This article analyzes modern approaches to teaching Eastern languages - in particular, Arabic, Persian, and other related languages - as a foreign language. The role, effectiveness, and capabilities of modern information technologies, multimedia platforms, and interactive educational tools in the teaching process are considered. The importance of taking into account the cultural component in language teaching, the possibilities of using online educational platforms, and the issues of individualizing the educational process are also highlighted. The results of the study demonstrate the importance of modern and innovative approaches to effective teaching of Eastern languages.