Lack Of Names Research Articles

‘Vivo en la villa de los nombres reales’: ética y política del nombre propio en Formas de volver a casa de Alejandro Zambra

This article analyzes the importance of characters’ names in Alejandro Zambra's 2011 novel FORMAS DE VOLVER A CASA. Although proper names in most fiction have some meaning, Zambra uses the names, lack of names, pseudonyms and nicknames of his characters, particularly the two narrators who double Zambra himself, to guide the reader toward the novel's subject: the ethical and aesthetic pitfalls of writing fiction, not testimony, about the evils of the Pinochet regime. Negotiating these pitfalls will help Zambra's avatars, and all Chileans, toward a social reconciliation that has yet to be complete. Zambra´s citing of Romain Gary in the novel´s epigraph affords a crucial link between the ethical and aesthetic implications here discussed.

Assessment Challenges Encountered by Teachers in the Implementation of Printed Modular Distance Learning

The COVID-19 pandemic brought about unprecedented challenges in the field of education. Printed Modular Distance Learning (PMDL) was one of the most challenging modes of instruction in basic education, and the assessment stage posed specific difficulties for secondary school teachers in the Schools Division of Puerto Princesa City during the School Year 2020-2021. This research aimed to explore the real-life experiences of 15 secondary school teachers who taught via PMDL. Using a phenomenological study, the researcher conducted individual interviews with the teachers, who were chosen through purposive sampling. The study found that teachers encountered various challenges during the implementation of PMDL, with specific difficulties arising during the assessment stage. One of the significant problems reported by the participants was the submission of unanswered or incomplete modules by some students. Additionally, some learners had modules that were answered by their parents or other family members, while others copied answers directly from the internet or answer keys. The lack of names on modules and illegible handwriting also added to the challenges experienced by the teachers. Furthermore, the sheer volume of modules to be checked was a significant challenge for the participants. To ensure the quality and validity of module-based assessments, it is recommended that guidelines be provided to learners, monitoring and feedback mechanisms be put in place, and policies that prevent cheating be implemented. Educators should also have workload management strategies to ensure timely grading and feedback.

Proper names of arab applicants of higher education: structure features and functioning specificity within the university education space

The article deals with the analysis of the structure and functioning of the proper names of Arab educational migrants. The authors have identified and described the general features of the construction of Arab anthroponyms and the problems of intercultural communication. The object of this scientific research is the official proper names that are presented in the passports of Arab applicants for the higher education of V.N. Karazin Kharkiv National University and the functioning of these names in educational, pedagogical, and official business discourse. For this research, it was chosen to compare and analyze the structures of proper names of students from different Arab countries. The number of Arab students is about 20 percent of the total number of educational migrants at the university. The authors also describe the differences between the proper names of Arab students and the official Ukrainian formula. They analyze current studies of the peculiarities of naming traditions, the origin of ethnic anthroponyms, and the peculiarities of the structure and processes of change in modern anthroponyms of different languages. Changing a country of residence causes problems of inconsistency between the official models of the full name of the educational migrant and the corresponding model of the host country. This leads to some problems with intercultural communication among dean’s staff, teachers, and the educational migrants themselves. The article presents examples of name translation in various documents issued by host countries. The authors highlight the differences in the regulations of migrants from Arab countries in comparison with Ukrainian norms: the order of succession, the lack of names, surnames, patronymics, and matronymics. The authors also set tasks for ethnic communicators who expand the professional competencies of the lecturer on the peculiarities of the use of Arabic anthroponyms. The authors conclude by suggesting prospects for further investigation of this problem. The lecturer’s task is to consistently promote the complex process of linguistic and socio-cultural adaptation of Arab educational migrants.

Prospects of Mother Tongue as a Medium of Instruction in Nigerian Primary Level Education

This paper investigates the prospects in the use of mother tongue as a medium of instruction in Nigeria’s primary level of education. With the multilingual nature of Nigeria, many scholars have continued to clamour for the use of indigenous languages as a medium of instruction in Nigeria’s primary schools. This paper also seeks to justify the reasons why mother tongue education may not be feasible in the nearest future especially with the numerous roles that the English language plays in Nigeria, and the myriads of difficulties which constitute stumbling blocks to its realization. In doing this, two research questions were generated, and data collected from 150 primary school teachers, from both private and public primary schools in Gwagwalada Area Council of Federal Capital Territory (FCT) through purposive sampling technique. The instrument for data collection is a well-structured questionnaire. The questionnaire is made up of two sections, sections A and B. Section A sought for demographic data of respondents, while section B sought for information on the factors militating against mother tongue as a medium of instruction in primary schools in Nigeria. The data collected were analyzed using Crombatch Alpha, mean and standard deviation. The result of the analysis revealed that the multilingual nature of Nigeria, and lack of names of instructional materials and science equipment in the indigenous languages are impediments to the use of mother tongue as a medium of instruction in Nigerian primary level of education.

A descrição da narrativa do óbito: último ato individual, não solitário

INTRODUÇÃO: A morte é o último ato do personagem literário, sendo um ato individual, mas que não precisa ser solitário. Utilizando as obras literárias “Uma Vela para Dario”, “Um Corpo sem Nome” e “A morte de Ivan Ilitch”, mostramos e discutimos como a morte é retratada na literatura. DESENVOLVIMENTO: Ensaiamos sobre como a morte é impossível de ser partilhada, se tornando um ato individual. Também discorremos sobre como ela é retratada de forma solitária na literatura e sobre como a negação da morte e a morte no hospital constroem uma morte solitária. Ainda, tratamos sobre a anomia (conceituada como perda de nome, identidade e conexões sociais) e como ela é denunciada na literatura, revelando o extremo da solidão no óbito do personagem. Por fim, fizemos considerações sobre a possibilidade de tornar a morte mais confortável, quando a pessoa nesse momento da vida está em contato com pessoas e comportamentos empáticos, apesar da dificuldade de se estabelecer verdadeira empatia quando se nega a própria morte. CONCLUSÃO: As obras trabalhadas mostram como a negação, a indiferença, a despersonalização e a falta de empatia tornam a morte, que já é individual, solitária. Alguns atos de empatia são demonstrados nas obras, revelando como o pensar, vivenciar e viver a morte podem ser naturalizados e empáticos, quando se recusa a negação da morte.

Multi-dimensionality and variability in folk classification of stingless bees (Apidae: Meliponini).

BackgroundNot long ago Eugene Hunn suggested using a combination of cognitive, linguistic, ecological and evolutionary theories in order to account for the dynamic character of ethnoecology in the study of folk classification systems. In this way he intended to question certain homogeneity in folk classifications models and deepen in the analysis and interpretation of variability in folk classifications. This paper studies how a rural culturally mixed population of the Atlantic Forest of Misiones (Argentina) classified honey-producing stingless bees according to the linguistic, cognitive and ecological dimensions of folk classification. We also analyze the socio-ecological meaning of binomialization in naming and the meaning of general local variability in the appointment of stingless bees.MethodsWe used three different approaches: the classical approach developed by Brent Berlin which relies heavily on linguistic criteria, the approach developed by Eleonor Rosch which relies on psychological (cognitive) principles of categorization and finally we have captured the ecological dimension of folk classification in local narratives. For the second approximation, we developed ways of measuring the degree of prototypicality based on a total of 107 comparisons of the type “X is similar to Y” identified in personal narratives.ResultsVarious logical and grouping strategies coexist and were identified as: graded of lateral linkage, hierarchical and functional. Similarity judgments among folk taxa resulted in an implicit logic of classification graded according to taxa’s prototypicality. While there is a high agreement on naming stingless bees with monomial names, a considerable number of underrepresented binomial names and lack of names were observed. Two possible explanations about reported local naming variability are presented.ConclusionsWe support the multidimensionality of folk classification systems. This confirms the specificity of local classification systems but also reflects the use of grouping strategies and mechanisms commonly observed in other cultural groups, such as the use of similarity judgments between more or less prototypical organisms. Also we support the idea that alternative naming results from a process of fragmentation of knowledge or incomplete transmission of knowledge. These processes lean on the facts that culturally based knowledge, on the one hand, and biologic knowledge of nature on the other, can be acquired through different learning pathways.

The Man with No Name: Identity in French Arthurian Verse Romance

The Man with No Name:Identity in French Arthurian Verse Romance Sarah E. Gordon (bio) Incognito participation in tournaments reveals the fluidity of notions of identity as the success of the no-name knight calls into question the importance of naming conventions and notions of reputation in romance. (SEG) Who is who? What does identity mean in the chivalric world, and what does it tell us? And how do we know how to determine and evaluate it?' asks Norris J. Lacy in a recent essay focusing on armor and its relation to knightly identification in Chrétien's romances, the Merveilles de Rigomer, and the Prose Tristan.1 Lacy devotes his study to knights who appear with multiple shields or swords or who appear unarmed. The present article offers further consideration of identity, or rather the lack of identity, by investigating how incognito tournaments paradoxically construct identity and reputation while presenting an opposition to the romance conventions of naming and reputation. Questions of identity and changing identities are fundamental to character development in the romance genre.2 Through the actions of the incognito hero in romance tournaments, identity is transformed, the familiar becomes strange, the known unknown. When a knight fights incognito at a tournament or changes the color of his armor, he alters his identity in the public eye, or his 'perceived identity,' to use Lacy's term.3 Disguises or refusals to give one's name may in one sense question chivalric roles, courtly hierarchies, and fixed identities. The tournament in which the incognito hero appears has a dual purpose: to test the hero and to test the court's conventions. Protagonists don short-term disguises and conceal their names to test the court and courtly conventions, just as the chivalric contests test knightly prouesse. Following Chrétien de Troyes, later romancers respond to this ironic two-fold function of the anonymous hero in tournaments: the incognito scenes represent unconventional behavior within the context of a complex intertextual dialogue between the romances of Chrétien de Troyes, Guillaume le Clerc, and Raoul de Houdenc.4 Giving one's name, formal introductions, and public reputations are commonplaces of Arthurian romance. When knights become temporarily anonymous, the lack of naming is conspicuous by its absence and raises [End Page 69] questions about the very nature of knightly identity. Knights go incognito in some way in all five of Chrétien de Troyes's romances. The theme of anonymity assumes a variety of forms in verse and prose Arthurian romances after Chrétien, including refusals to reveal names; failures to recognize friends or family; misidentification; requests to remain unnamed; anonymous encounters and battles with friends and strangers alike; the deliberate hiding of one's identity; and the earning of new names, epithets, and reputation. Anonymity and incognito are used by Chrétien's heroes both to prove their worth and to test others. Many heroes throughout the Arthurian verse and prose romance traditions appear as young unknowns who must prove themselves through quests and combats under the auspices of the Arthurian court. In Chrétien's Conte du Graal, for instance, Perceval does not know his own name when he leaves home for Arthur's court; his adventures lead him to discover his identity, cementing the court's acceptance of him and lending meaning to the use of his name. Elsewhere, knights disguise themselves as fools, as women, and, most commonly, as nameless knights. By appearing incognito in Chrétien's romances, Perceval, Cligés, Yvain, and Lancelot show they are worthy fighters and lovers independent of the court's spectatorship and construction of their identity. On one level, it may be said that romances are about the construction or performance of both individual and group identities. Individual identities in romance may be developed over the course of a quest or constructed by the gaze of tournament spectators. Social psychologist Roy Baumeister, whose theories on subjectivity and identity are often applied in literary criticism on identity, generalizes that often in the Middle Ages: People were differentiated mainly by certain roles—family, rank, occupation… The public self dominated. The medieval person's identity was defined by a society within a firm network...