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Sonstige beteiligte Institutionen
The paper analyses specific characteristics of language that influence the development of culture and societies. The problem of the connection between language and culture has occupied the minds of many famous scientists: some believe that language is a part of the culture as a whole; others think that language is only a form of cultural expression. Undoubtedly, language constitutes a vital component of the cultural background underlying social development. Language is an essential means of communication and interaction. However, language is at the same time sovereign about culture as a whole and can be separate from culture or compared to culture as an equal element (i.e., that language is neither a form nor a component of culture).
Mechanistic possibilitles responsible for nonlinear shapes of the dose-response relationship in chemical carcinogenesis are discussed. (i) Induction and saturation of enzymatic activation and detoxification processes and of DNA repair affect the relationship between dose and steady-state DNA adduct Ievel; (ii) The fixation of DNA adducts in the form of mutations is accelerated by stimulation of the cell division, for Jnstance due to regenerative hyperplasia at cytotoxic dose Ievels; (iii) The rate of tumor formation results from a superposition of the rates of the individual steps. It can become exponential with dose if more than one step is accelerated by the DNA damage exerted by the genotoxic carcinogen. The strongly sigmoidal shapes often observed for dose-tumor incidence relationships in animal bioassays supports this analysis. A power of four for the dose in the su~linear part of the curve is the maximum observed (formaldehyde). In contrast to animal experiments, epidemiological data ln humans rarely show a slgnificant deviation from linearity. The discrepancy might be explained by the fact that a I arge nu mber of genes contribute to the overall sensitivity of an individual and to the respective heterogeneity within the human population. Mechanistic nonlinearities are flattened out in the presence of genetic and life-style factors which affect the sensitivity for the development of cancer. For a risk assessment, linear extrapolation from the high-dose lncidence to the spontaneaus rate can therefore be approprlate in a heterogeneous population even if the mechanism of action would result in a nonlinear shape of the dose-response curve in a homogeneaus population.
[7-3H)Styrene 7,8-oxide was administered by oral gavage to male CD rats at a dose of 1.3 mg/kg. After 4 h, the forestomach was excised, DNA was isolated, purified to constant specific radioactivity and degraded nzymatically to the 3 '-nucleotides. Highperformance liquid chromatography fractions with the normal nucleotides contained most of the radiolabel, but a minute level of adduct label was also detccted. Using the units of the covalent binding index (micromoles adduct per mole DNA nucleotide)/(millimole chemical administered per kilogram body weight), a DNA binding potency of 1.0 was derived. A comparison of the covalent binding indices and carcinogenic potencies of other genotoxic forestarnach carcinogens showed that the tumorigenic activity of styrene oxide is unlikely to be purely genotoxic. Therefore, styrene oxide was compared with 3-tbutylhydroxyanisole (BHA) with respect to stimulation of cell proliferation in the forestomach. Male Fischer 344 rats were treated for four weeks at three dose levels of styrene oxide (0, 137, 275 and 550 mg/kg, three times per week by oral gavage) and BHA (0, 0.5, 1 and 2% in the diet); the highest doses had been reported to result in 84% and 22% carcinomas in the forestomach, respectively. Cell proliferation was assessed by incorporation of bromodeoxyuridine into DNA and immunohistochemical analysis. An increase in the lablling indexwas found in a11 treated animals. In the prefundic region of the forestomach, the labeHing index increased significantly, from 42% (controls) to 54% with styrene oxide and from 41 to 55% with BHA. Rats treated with BHA also had severe hyperplastic lesions in the prefundic region, i.e., at the location of BHA-induced forestomach carcinomas. The number of cells per millimetre of section length was increased up to 19 fold. Hyperplastic lesions were not seen with styrene oxide, despite the higher tumour incidence reported with this compound. We conclude that the carcinogenicity of styrene oxide to the forestomach most probably involves a mechanism in which marginal genotoxicity is combined with promotion by increased cell proliferation.
Teaching comprises all types of disciplines and teachers need to look outside the confines of English as a Second Language. The acquisition of knowledge comes in a variety of the learners’ educational potential. English as a Second Language in teaching and learning, focuses on active learner’s involvement and reduction of coercion. Indeed, Gibran’s thoughts remain true that “wisdom leads one to discuss his or her potentials. To realize this, teachers in all educational levels have to portray a less dominant classroom role in accord with the importance of classroom interaction in the teaching learning process.
N.A. Flaunders retorted that “in the average classroom someone is talking for two-thirds of the time, two-thirds of the task is direct influence.” What does this mean? Students’ participation or interaction in the classroom has a significant content to enhance their linguistic competence and its core basis is how to use the language as the most important factor in the classroom. Comprehending the information caters one to establish a fair and well-balanced condition that teachers are facilitators, and the learners are to stay in the frontline.
In today’s classroom setting, the adoption-adaption of teaching strategies focuses on the learners’ ability to have a strong command or fluency of the language. ESL is learned around the globe and the learners’ interests are the primary goals in the teaching and learning process. Colin Blakemore once said that “True knowledge, as Plato argues, must be within us all, and learning consists of solely of discussing what we already know.”
In an ESL classroom, discovery of knowledge is not a new game. Teachers do perform their tasks and the learners serve not as passive listeners but as active recipients in the transformation-sharing of all the five macro skills namely speaking, reading, writing, listening, and viewing. In fact, if commitment, knowledge of subject-matter for independent learning, and management of learning are packaged in one big box, both the teachers and the learners will operate a mutual process of generating a lively culture and quality of educational life.
With the aforementioned views I had experienced in teaching ESL, the teacher’s passion for teaching and attitude in dealing with the learners create a strong impact on the learners cognitive, affective, and psychomotor domains.
To reopen educational institutions and return to the classroom, we all need to modify how we act to successfully face the challenges of the new normal resulting from the COVID-19 pandemic and entailing our insights into and the after-effects of the pandemic. More specifically, the new normal might encompass online education we are getting used to during the pandemic and the age-old onsite education as well. Thoughtfully integrated, online and onsite learning combine to create blended learning. However, the pertinent literature reveals that English as a foreign language (EFL) students and teachers differently perceive and react to blended learning in diverse contexts. This study was designed to explore student and teacher perceptions of and reactions to blended learning in the Department of English, Jahangirnagar University in the new normal. Fifty undergraduates of EFL and eight teachers of the department participated in the study. To collect data from them, the Student Questionnaire and the Teacher Questionnaire were used. And the data were processed by applying the SPSS programme module. The findings revealed that the majority of the students and the teachers had mostly positive perceptions of blended learning, although the former did not have sufficient exposure to online learning and the latter lacked adequate insights into online teaching. Further, both the students and the teachers expressed mostly positive reactions to blended learning in the new normal, though the former deemed online examinations inadequately smooth and reliable, and the latter had insufficient experience of online instruction and assessment. The study categorically recommends reforming the curriculum, adopting relevant instructional strategies, developing suitable materials, customizing the assessment, integrating and installing technology, training the teachers, upskilling the students for blended learning, improving the infrastructure, and adjusting the management.
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Lotta Mayer fragt nach akephalen Konfliktkonstellationen in Gesellschaften, in denen entweder eine Zentralgewalt zwar existiert, jedoch faktisch nicht willens bzw. nicht in der Lage ist, Konflikte zu regulieren, oder aber den Konfliktparteien selbst daran gelegen ist, ein Eingreifen der Zentralgewalt durch klandestines Handeln zu verhindern, und sie deshalb auf Formen der Selbstregulation von Konflikten zurückgreifen
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Im Landkreis Regensburg, zwischen den Ortschaften Sünching und Riekofen wurde 2020/21 im Rahmen von Straßenbaumaßnahmen eine Kreisgrabenanlage der späten Münchshöfener Kultur entdeckt. Die ovaloide, SSW-NNO-orientierte Anlage umspannte ehemals ein Areal von 110 × 70 m, wurde aber nur partiell ergraben. Sie besteht aus zwei großen Außengräben, zwei kleineren Innengräbchen, von denen eines als Palisadengräbchen identifiziert wurde, sowie aus drei Querriegeln. Die Außengräben deuten eine Zweiphasigkeit des Grabenwerks an. Ursprünglich wurde es mit Eingängen im Norden und Südosten angelegt. Der nördliche Eingang wurde später geschlossen und der südöstliche stark verkleinert. Eingangssituationen in den Innengräbchen ließen sich nicht beobachten.
Bemerkenswert ist das Riekofener Erdwerk dadurch, dass es über eine mehrphasige Innenbebauung verfügt. Hervorzuheben sind hierbei die Reste dreier NNW-SSO ausgerichteter Wandgräbchenbauten, von denen bayernweit nur wenige vergleichbare Exemplare bekannt sind. Ein weiterer, wenngleich nicht vollständig gesicherter Wandgräbchenbau findet sich am einstigen nördlichen Eingang der Anlage. Ferner konnten die Grundrisse dreier, wohl ebenfalls münchshöfenzeitlich datierender Pfostenbauten dokumentiert werden. Gebäude dieser Art finden ebenfalls nur wenige Vergleiche und stellen, wie die Wandgräbchenbauten eine wichtige Bereicherung des bisher bekannten Quellenbestands dar.
Im Mittelpunkt des Beitrags von Peter Münte steht die detaillierte Analyse von Ausschnitten des Transkripts einer Mediationssitzung, die exemplarische Einblicke in die Struktur und den Verlauf mediatorischer Interaktion gewährt – auch bezüglich der Frage, welchen Einfluss die Artefaktkultur moderierter Kommunikation, insbesondere die Verwendung eines Flipcharts, auf diesen Verlauf nimmt.
Am westlichen Rand der sogenannten Windsheimer Bucht wurde in den Jahren 2012–2019 der Randbereich einer, nach allgemeiner Befundlage wohl nur kurzfristig bestehenden, Siedlung der älteren Linearbandkeramik ausgegraben. Herausragende Einzelbefunde sind ein vollständiger und ein baugleicher halber Grundriss eines Langhauses mit Y-Pfostenstellung. Anhand der keramischen Funde ist eine Einordnung an den Beginn der Phase Flomborn möglich, ältestbandkeramische Elemente sind allerdings noch deutlich vertreten. Somit liegt ein wichtiger Fundplatz für diesen Übergangsbereich vor. Radiocarbondaten stützen eine Datierung ins 51. Jh. v. Chr. Beobachtungen zur Verfüllungsgeschichte und Sedimentgenese an den hausbegleitenden Gruben lassen Erkenntnisse zur Bauweise erwarten.
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Vor dem Hintergrund eines kognitionsethnologischen Ansatzes hinterfragt Heidi Peter-Röcher die Interpretation einiger auf dem endneolithischen Gräberfeld von Eulau Bestatteter als Opfer eines Massakers. Die zahlreichen verheilten Schädelverletzungen zeugen eher davon, dass Konflikte zwar unter Anwendung von Gewalt, aber auf einer niedrigen Eskalationsstufe beigelegt wurden, wofür sie als Modell das Spektrum ritualisierter Gewaltformen bei den südamerikanischen Yanomami anführt.
Der Beitrag diskutiert die Probleme der Veränderungsmessung im Rahmen der klassischen Testtheorie. Ausgehend von den Axiomen der klassischen Testtheorie (vgl. LoRD und NovrcK 1968) werden exemplarisch für den klinischen Bereich verschiedene Veränderungsindices abgeleitet. Diese werden zunächst vergleichend theoretisch diskutiert. In die Darstellung fließen dann herkömmliche Auswertungsstrategien der Veränderungsmessung ein (non parametrische Tests, Pfadanalyse, Cross-Lagged-Analysis, multivariate Varianzanalyse, Faktorenanalyse etc.). Eine Extension der klassischen Testtheorie stellt der Ansatz von BEREITER (1963), die Einführung änderungssensitiver Items, dar. - Alle methodischen Erwägungen sollen möglichst an Forschungsbeispielen der Klinischen Psychologie erörtert werden. Abschließend sollen für die Forschungspraxis Handlungskonzepte erkennbar sein.
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Bauvorgreifende Ausgrabungen für die Erweiterungen eines Baugebietes in der Gemeinde Postau, Lkr. Landshut, ergaben eine kleine Fundstelle der Michelsberger Kultur. Die Keramik aus drei Befunden datiert auf Basis formenkundlicher Überlegungen an den Übergang zwischen der Münchshöfener und der Altheimer Kultur. Funde dieser in Südostbayern verbreiteten Kulturstufen fehlen im Inventar jedoch vollständig.
Obwohl die Siedlung von Postau-Obere Gartenstraße südlich des Verbreitungsschwerpunktes der Michelsberger Kultur in Nordbayern liegt, fügt sie sich in eine Reihe bekannter Fundstellen im Isartal ein. Dies legt den Verdacht nahe, dass die Isar von den Trägern der Michelsberger Kultur als Verkehrsweg genutzt wurde.
Bauvorgreifende Ausgrabungen für die Erweiterungen eines Baugebietes in der Gemeinde Postau, Lkr. Landshut, ergaben eine kleine Fundstelle der Michelsberger Kultur. Die Keramik aus drei Befunden datiert auf Basis formenkundlicher Überlegungen an den Übergang zwischen der Münchshöfener und der Altheimer Kultur. Funde dieser in Südostbayern verbreiteten Kulturstufen fehlen im Inventar jedoch vollständig.
Obwohl die Siedlung von Postau-Obere Gartenstraße südlich des Verbreitungsschwerpunktes der Michelsberger Kultur in Nordbayern liegt, fügt sie sich in eine Reihe bekannter Fundstellen im Isartal ein. Dies legt den Verdacht nahe, dass die Isar von den Trägern der Michelsberger Kultur als Verkehrsweg genutzt wurde.
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Albert Memmi
(1987)
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Mokutu et le coq divinatoire
(1984)
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Arthur Adamov
(1986)
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Wissensvermittlung in Frage und Antwort: Der enzyklopädische Lehrdialog "Le Livre de Sidrac".
(1993)
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Kateb Yacine: Nedjma.
(1992)
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Hierarchical structures among male individuals in a population are frequently reflected in differences in aggressive and reproductive behaviour and access to the females. In general social dominance requires large investments which in turn may have to be compensated for by high reproductive success. However, this hypothesis has so far only been sufficiently tested in small mating groups due to the difficulties of determining paternity by classical methods using non-molecular markers. DNA fingerprinting overcomes these problems offering the possibility to determine genetic relationships and mating patterns within larger groups. Using this approach we have recently shown (Schartl et al., 1993) that in the poeciliid fish Limia perugiae in small mating groups the dominant male has 100% mating success, while in larger groups its contribution to the offspring unexpectedly drops to zero. The reproductive failure under such social conditions is explained by the inability of the ex-male to protect all the females simultaneously against mating attempts of his numerous subordinate competitors.
In 3 Maccabees, kingship as a form of rule is addressed on two levels: On the political level the question about a good king is addressed against the background of Hellenistic understandings of kingship, using the example of Ptolemy IV Philopator. This king is portrayed at the beginning of 3 Maccabees as a successful, positive, Hellenistic ruler, but one whose good rule goes off the rails. This analysis of the ideal of Hellenistic rule (cf. 3 Macc. 3:12-29; 6:24-28; 7:1-9) is then taken to a theological level: the God of Israel is portrayed as the true good king, the Soter who saves his people in their time of greatest trial (6:29, 32; 7:16). By these means the many divine epithets that are a striking feature of 3 Maccabees are incorporated into the narrative (cf. 2:2-3). Thereby 3 Maccabees not only thematises the conflict with a Hellenistic king who exploits his power in diverse ways but also focuses in a concentrated way the notion of a good (Hellenistic) king into the notion of God as king and ruler.
Although the Letter of Aristeas mentions the translation of the Jewish nomos into Greek, it is striking that worship is not a fundamental theme of this writing. Nevertheless, six passages present acts of worship, which recount worship from different perspectives: Aristeas prays to God and explains his “Greek” idea of worship (Let. Aris. 17), whereas in Let. Aris. 132-140 the high priest explains the Jewish concept of worship. Sacrifices and prayers at the temple in Jerusalem for the Ptolemaic royal house are told in Let. Aris. 45, while at the Ptolemaic court in Alexandria one of the Jewish scholars prays at the beginning of the symposium (Let. Aris. 184-186). Then the daily prayer of the Jewish scholars are recounted in Let. Aris. 305-306 and finally the Ptolemaic king performs a proskynesis before the law at the end of the letter and thereby accepts the translation (Let. Aris. 317).
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" ... der Schuld, Vergehen und Sünde vergibt" (Ex 34,7): Sünde und Schuld in der Hebräischen Bibel
(2012)
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"...using different names, as Zeus and Dis" (Arist 16). Concepts of "God" in the letter of Aristeas
(2016)
The “Letter of Aristeas” recounts the translations of the Hebrew Bible into Greek. Probably originating in the 2nd century BCE1, the book tells a legend of how the translation of the Torah into Greek came into being. This shows that translating a holy, canonical text or the first time needed explication. Notably, the translation of the godly nomos (Arist 3) comparatively takes up little space (Arist 301–307). And it has to be noted, that “God” is seldom a topic in the Book of Aristeas. The word (ὁ) θεός “God” is found in only three contexts: in the dialogue between king Ptolemaios and Aristeas (Arist 15–21), in the dialogue of the high priest Eleazar and Aristeas (Arist 121–171; above all 128; 130–141; 155–166; 168) and in the question-and-answer-speech during the symposium at the Ptolemaic royal court between the king and the Jewish scholars (Arist 184–294).
In analysing the different statements regarding God, the frame of the narrative is of decisive importance: In the Book of Aristeas, “Aristeas” (Ἀριστέας), who writes in Greek, presents himself as the author, but he is also part of the story. Accordingly, Aristeas is the narrator, who tells the story from his own point of view, and at the same time, he is a character in the ‘world’ of the text. This Aristeas presents himself as a Greek and a Non-Jew (Arist 16; 121–171), who already wrote a book (Arist 6) and plans further publications (Arist 322). In the double-role as narrator of the text and protagonist in the text, Aristeas has to be differentiated from the (real) writer/author of the Book of Aristeas, who possibly was Jewish. That means that the (real, probably Jewish) author of the Book of Aristeas presents (or invents) “Aristeas” and gives him the role of the narrator of his text.3 The author portrays Aristeas as a Greek, non-Jewish character, who is a servant of the royal court. This differentiation between narrator and writer/author is of crucial importance for the question of the different conceptions of God in the Book of Aristeas.
Starting with a terminological and phenomenological perspective on the question “What is an emotion?”, particularly as developed by Aaron Ben Zeʾev , the kiling scene in the book of Judith (Jdt 12:10–13:9 is analysed. This crucial scene in the book’s plot reports the intense emotions of Holofernes but nothing is said about any emotions on the part of of Judith. The only emotional glimpse occurs in Judith’s short prayers in the killing scene. The highly emotional Holofernes and the unemotional Judith together reveal that Holofernes is already made “headless” by his own emotions, whereas the unemotional Judith, unencumbered by emotions, is able to behead the “headless” Holofernes.