The concept of the ancient homeland of the Fenno-Ugric-speaking peoples in light of complex research

This chapter considers the Uralic language family in connection with the genetic and cultural history of Northwest Eurasia. In the north and east, foraging economies have persisted among Uralic-speaking groups into modern times, partly combined with reindeer husbandry. Meanwhile, farming was only gradually introduced into the area from the west and south from the fourth/third millennia BC onwards, likely connected to Indo-European expansions. Today, the Uralic speaker populations and their neighbours form a genetic cline across the North Eurasian taiga and tundra. The time depth of this genetic landscape is unknown, whereas the Uralic language family likely emerged during the last five millennia. The current distribution of Uralic languages in the north is, instead, a consequence of secondary dispersals in the Iron Age and Medieval Era. We review the hypotheses of temporal and structural disintegration of the Uralic family as well as the hypotheses of its homeland and provide independent introductions to the formation of cultural and genetic landscapes of the area contemporaneous to Uralic family emergence and evolution. Our interdisciplinary qualitative inference supports the hypothesis that the family could have spread westwards as lingua franca within the Seima-Turbino Bronze Age network at the turn of third and second millennia BC. We further develop this scenario by identifying a distinct transregional communication space (‘flowerpot complex’) in Southern Siberia and promote the Uralic languages’ origin in the region of the Sayan mountains, wherefrom the languages would have spread west to their secondary and tertiary homelands in Western Siberia and Volga-Kama region.

The Mansi language is a severely endangered Uralic minority language spoken in Western Siberia, used in a Russian-dominated, multiethnic and multilingual environment. Most of the Mansi population lives in towns and cities, Mansi children grow up in multiethnic families with Russian as the common language. Since the family cannot serve as the most stable base of language acquisition and language use, education plays an even more important role in fostering the spread of bilingualism and reversing language shift. In this paper I present an analysis and comparison of teaching methods used in governmental and alternative educational institutions, coping with the problems of teaching Mansi as a heritage language.

Currently, there are very few studies devoted to changes in the ethnic composition of the population of Siberian regions in the post-Soviet period, especially at the level of municipalities. The aim of the work is to identify the features of the dynamics in the period between the 2010 and 2021 censuses of the territorial structure of the contact zone of the Eastern Slavs (Russians, Ukrainians and Belarusians) with the peoples of the Uralic and Altaic language families. The article uses the statistical and cartographic method of research. The dynamics of the Slavic-Uralic contact zone, the main part of which falls on two autonomous districts of Western Siberia and the Taimyr Dolgano-Nenets District of Krasnoyarsk Krai, was determined by the growth of the share of the Uralic peoples. Moreover, in the Yamalo-Nenets Autonomous Okrug, the contact zone even began to dissolve in favor of the Uralic peoples. The dynamics of the Slavic-Altaic contact zone, which covers a significant part of the territory of Siberia, was determined mainly by the growth of the share of the Slavic population, as a result of which the dissolution of the contact zone in favor of the Slavs prevailed. The exceptions were the republics of Southern Siberia and the territories of the former autonomous districts of Krasnoyarsk Krai, where the share of indigenous Altaic peoples grew. At the same time, in the regions of Tuva and the Altai Republic bordering Mongolia, the dissolution of the Slavic-Altaic contact zones in favor of the titular Turkic peoples was completed, and these territories became completely monoethnic. In the northern part of Siberia, the increase in the share of the Altaic peoples led to the further development of contact zones. Moreover, in Western Siberia, this growth was supported by Turkic-speaking migrants from the countries of Central Asia.

The lapps are a small group of people, about 33,000 in all, widely scattered over an enormous territory in the northern part of the Fenno-Scandian peninsula. They come under the dominion of four countries: Norway, Sweden, Finland and Russia. To most Lapps this fact has little significance: as a rule they learn to speak, in addition to their own language, the language of the country to which they belong, and they are naturally obliged to obey some at least of its laws. Yet they have remained true to their own oldfashioned way of life, their traditional customs and their picturesque dress. They possess also a keen sense of beauty, which is displayed in the decoration of their household goods and ornaments. It is not surprising that for many centuries they have attracted the interest of travellers and men of science. The contemplation of this people?the least European of Europeans?tending herds of reindeer in the vast forests and frozen wastes of the North, and living a simple nomadic life in tents, has appealed to the romantic emotions which lie in the breasts of even the more sophisticated of us. In spite of all this attention, little is known of the origin of the Lapps. The documentary evidence concerning their history is scarce and unreliable up to the seventeenth century, and the archaeological discoveries so far reported cannot tell us much about their prehistory. The language of the Lapps is interesting because it offers a clue to their past and present-day relatives; but deductions of this sort must be made of course only with great caution, since languages can easily be taken over and assimilated by certain peoples from others who are racially different. It should at once be made clear that the word race means to me, simply, a group of human beings who have in the course of time become differentiated sufHciently from other groups to be distinguishable from them by objective criteria. No invidious implication of the racial superiority of any one group is intended. Lapp is not an isolated tongue like that spoken by the Basques, for instance. It is a Finno-Ugrian language, most like Finnish but similar also to the Samoyed languages which are spoken along the Arctic coast of European Russia and in Western Siberia. Unfortunately, the philologists cannot agree on the relationship of these tongues, and I shall mention only two of the schools of thought. Some assume that about two thousand years ago the Lapps adopted the language of the proto-Finns; others have suggested the exact opposite, that the common ancestors of the Finns and the central Uralic peoples of Russia (Mordvins, Cheremiss, Permians) at some remote period in the past changed their vernacular?perhaps an Indo-European tongue?for the Finno-Ugrian language of the forefathers of the Lapps. If the latter theory be true, then the Lapps, together with the Ugrians (Magyars of Hungary and the small groups of Voguls and Ostyaks near the Gulf of Ob in North Russia) and the Samoyeds must be the descendants of the people who spoke the common Uralic parent language.

In our paper, we aim to give an overview about the emergence and evolvement of the history of education in Hungary. Nevertheless, we intend to surpass the traditional approach of giving a schematic description of these processes as we would like to depict the interconnectedness of the Hungarian history of education with the European research tendencies and the thematic variety of the Hungarian research activities. We used literature analysis, historical source analysis and descriptive statistical analysis as primary methods. Within Hungary, we pay special attention to the University of Budapest but we also reflect special peculiarities regarding the other full universities in the country. The Hungarian history of education followed the pathway of the German-speaking countries regarding the approach and the function until 1948. History of education had a self-legitimising role in the emerging national education system and modernised university environment; however, this characteristic feature did not exclude the incorporation of international research approaches. This function was slightly altered in the interwar period since leading researchers of the subfield contributed to maintaining the ideological coherence of the political structure. During the socialist period, researchers were expected to follow the directives of their Soviet colleagues; however, in the 1970s the homogeneity in themes and research approaches began loosening. As the result of the political regime change in 1989/1990, Hungarian research was given an opportunity to be integrated into the European exchange of ideas and implement research approaches prevalent in Western countries.

Excessive publication pressure has been associated with detrimental aspects for individual researchers and scientific integrity but has not been well-studied in Eastern European countries. The aim of this study is to assess perceived publication pressure and its relationship with career stage, scientific field, and gender in Hungary. The survey included demographic questions, such as gender, age, scientific field, career stage, and the Revised Publication Pressure Questionnaire (PPQr). A total of 408 respondents completed the survey, 46% were female, and 54% were male. 45% are PhD students, 17% are postdocs or assistant professors, and 38% are associate or full professors. 31% are from the Biomedical Sciences, 39% from Natural Sciences, 18% from Social Sciences, and 12% from Humanities. Our results showed no significant disciplinary differences in perceived publication pressure. PhD students perceived a greater lack of resources than postdocs and professors. The same applied to postdocs and assistant professors when compared to associate professors. The findings also showed that female researchers perceive greater stress than male researchers. Our study highlights the need to improve mentoring during the development of early-career researchers. It also emphasizes the importance of organizational structures developing policies or strategies to address gender differences in academia.

Postgraduate theses provide valuable data to ascertain the characteristics and tendencies of research in an academic field. In this research, 199 doctoral theses that have been completed between 1985 and 2013 (Turkey) in cinema studies analysed through a bibliometric method according to a series of specifications such as the number of theses per year, the disciplines which the doctoral study is undertaken, research topics, critical and theoretical bases, examined production types, geographical focus, language, and keywords. The conclusion points that while the quantity of doctoral theses has increased dramatically, sociological approach has gained importance. Moreover, Turkey’s cinema has become a common topic among the doctoral researches. keywords: bibliometrics, cinema, film studies, cinema studies, theses

There is a tendency for research on morality to focus on the individual, sometimes at the expense of context, using overly individual notions of the person. To some extent, this is an understandable consequence of disciplinary focus, and a scientific need to break phenomena down into manageable parts. I will advocate incorporating sociological perspectives for researching morality and cultivating states of moral character. This interdisciplinary approach is informed by a small group of scholars working in the spirit of virtue ethics philosophy while also adopting sociological perspectives. With a special focus on sociological habitus and philosophical hexis, improved treatment of social and contextual factors in morality research and moral education are the suggested applications for these important interdisciplinary advances.

Support for academic African language programs (ALPs) in the US began at the national level with the National Defense Education Act of 1958 (renamed the Higher Education Act of 1965). The goal of this legislation was to establish a world-wide language and area studies knowledge base that could be called upon in the event of conflict, but in addition it has provided generations of students a wealth of knowledge about the less commonly taught languages (LCTLs) and the communities where they are spoken. Although the Africa region’s share of this support has hovered around 12%, its effect has been substantial. For example, based on a world-wide listing of Africanist linguists, approximately half of these specialists live in Africa, with the remainder being equally divided between the countries of Europe and the US, a remarkable fact given that the US has no colonial legacy in Africa. Title VI of this legislation supports a set of National Resource Centers (NRCs) that promote language and area study of a specific region including Africa.

In this paper, I share some experiences about how we, at the National Institute of Education (NIE), Singapore, addressed a challenge with regard to our student teachers' English language standards. This problem, identified by our Ministry of Education, was a continuing one that seemed difficult to resolve. We reanalyzed the issues and saw that a different perspective was needed. Thus, we moved away from the traditionally-oriented language proficiency courses that had been running at NIE and instead developed a language programme that placed learnerautonomy as a central pedagogical tenet. We sought to create motivated, autonomous learners who were able to appreciate and understand the complexity of the issues, develop their own understandings, and achieve the the learning goals.

Csűry Bálint az 1930-as években jelentős tudományos programot hirdetett meg a magyar népnyelvkutatás fellendítésére. A Debreceni Egyetem professzoraként e programhoz hallgatókat választott ki és készített fel a tudományos kutatómunkára. Létrehozta a Debreceni Népnyelvkutató Intézetet, megalapította a Magyar Népnyelv című tudományos folyóiratot. Csűry egy évtizedes egyetemi tanári működésének talán legjelentősebb tudományos eredménye a népnyelvkutató iskola létrehozása. Tanítványai különböző színtereken, többféle formában teljesítették ki mesterük programját. Penavin Olga sokszínű tudományos pályáján ugyancsak meghatározónak bizonyult ez a tudományos örökség. Életművének sokszínű tematikája, műfaji gazdagsága, interdiszciplináris jellege alapján őt tekinthetjük a Csűry-iskola legmarkánsabb képviselőjének.

Este artigo analisa a produção científica da área de Finanças no Brasil. Utilizando um \emph{software} proprietário para obter informações diretamente da plataforma de currículos Lattes foi possível verificar o perfil e as tendências da pesquisa em Finanças no território nacional. Os principais resultados da pesquisa mostram que a maioria dos pesquisadores de Finanças são relativamente jovens em termos de tempo de carreira, com doutorado finalizado entre os anos de 2005 e 2014 e situados no sudeste do país. Observa-se também que a produção científica nacional em periódicos internacionais de impacto é pequena em comparação com o total de publicações encontradas. O número de publicações por ano tem crescido exponencialmente, porém a qualidade das produções, medida pelo Qualis, deteriorou-se. Uma análise da produtividade dos autores mostra que os autores mais produtivos possuem duas características em comum: doutorado fora do Brasil e bolsa de produtividade do CNPQ.

The results of needs analysis from Competency Standards of Indonesian Medical Doctors (SKDI) and the Profile of Faculty of Medicine, the University of Mataram, Lombok Indonesia, show that English has a strong position for students at this Faculty. English is needed for study preparation, graduation requirements, apprenticeship in a hospital, a job competition, and professional development. However, the high demand for English is not supported by well-designed language programs. This article is a part of a three-year project aiming at redesigning language programs based on the gaps between necessities (TSA) and current levels of English. It employs R & D approach. From the analysis, seven syllabi are designed to fulfill various demands, i.e., short-term, mid-term, and long-term goals. These goals produce various kinds of syllabus such as General Academic Reading, Academic Reading, TOEFL Preparation Course (Listening, SWE, and Reading), English for Communication, and English for Presentation. Those syllabi are realized by employing different approaches to syllabus design, depending on the goals and characteristics of the courses. The study yields a number of approaches to cater to students’ needs, i.e., Structural-Based (for TOEFL – SWE section), Skill-Based (for Reading and Listening on TOEFL), Genre-Based (General Academic Reading and English for Presentation), and Content-Based (for academic English), and Topic-based. Syllabi (for English for Communication). This study signifies that different purposes of language learning need different approaches to syllabus design.

\nThe primary project objective was to accomplish the Complex Aerosol Experiment, during which the aerosol properties should be measured in the near-ground layer and free atmosphere. Three measurement cycles were performed during the project implementation: in spring period (April), when the maximum of aerosol generation is observed; in summer (July), when atmospheric boundary layer height and mixing layer height are maximal; and in late summer – early autumn (October), when the secondary particle nucleation period is recorded. Numerical calculations were compared with measurements of fluxes of downward solar radiation. It was shown that the relative differences between model and experimental values of fluxes of direct and total radiation, on the average, do not exceed 1% and 3% respectively.\n

The author presents the linguistic history of the Uralic language family, comprising mainly hunter‐gatherer populations on the northern fringes of Europe and western Siberia. The family also includes Finnish and Hungarian, both national languages today.