Детские вежливые жесты и их отображение в русской литературе XIX-XX вв.: жест «шаркнуть ногой»
The article describes the Russian gesture “to scrape one’s foot” presented in the literature of the period from the 19th up to the beginning of the 20th century. We regard some peculiarities of its performance; we also characterize the gesturer and the addressee, the typical contexts and standard nominations of this gesture. We pay special attention to the imperative phrase Scrape you foot! which bears strong associations with a bowing child.
"Education in Modern times: from criticism of traditional authority to new idea of the person" This study is devoted to works of British philosophers of the XVII century - Tomas Hobbes and John Locke , who had a significant influence on the development of philosophy and history of childhood. Thanks largely to their works, the childhood was conceived as a historical and cultural phenomenon without which and his I (Me) some modernization of society is impossible. The Revolution in public perceptions of the child and the opportunity to think the child as adult in the context of the liberal demands of freedom and equality are directly related in the work of Hobbes and Locke with the deconstruction of paternalistic power and with the problem of interpretation of subjectivity and identity of Me in the new cultural and political meaning.
The present work is dedicated to the role of gestures in overcoming lexical access problems in patients with motor aphasia. The study is based on a corpus of narratives by brain-damaged individuals – «Russian CliPS» (Clinical Pear Stories), the videos from which were annotated in the linguistic annotator «ELAN», with the gestural layout included in the analysis. The results suggest that most often the difficulties with lexical access were related to the search for nouns and verbs, and gestures (deictic and rhythmic gestures, beats) facilitated lexical access in patients.
Meaningful life is emotionally marked off. That’s the general point that Johansen (IPBS: Integrative Psychological & Behavioral Science 44, 2010) makes which is of great importance. Fictional abstractions use to make the point even more salient. As an example I’ve examined Borges’ famous fiction story. Along with the examples of Johansen it provides an informative case of exploring symbolic mechanisms which bind meaning with emotions. This particular mode of analysis draws forth poetry and literature in general to be treated as a “meaningful life laboratory”. Ways of explanation of emotional effect the art exercises on people, which had been disclosed within this laboratory, however, constitute a significant distinction in terms that I have designated as “referential” and “substantive”. The former appeals to something that has already been charged with emotional power, whereas the latter comes to effect by means of special symbolic mechanisms creating the emotional experience within the situation. Johansen, who tends to explain emotions exerted by the art without leaving the semiotic perspective, is drawn towards the “referential” type of explanation. Based upon discussions in theory of metaphor and Robert Witkin’s sociological theory of arts it is demonstrated an insufficient of “referential” explanation. To overcome a monopoly of “referential” explanation of emotional engagement, in particular, in literature, means to break away from the way of reasoning, stating endless references to “something else”, presupposing the existence of something already significant and therefore sharing its effects.
Twenty-four papers examine the state of early childhood development among sub-Saharan Africa's children. Papers discuss the state of young children in sub-Saharan Africa; positioning early childhood development (ECD) nationally--trends in selected African countries; early childhood care and education in sub-Saharan Africa--what it would take to meet the Millennium Development Goals; brain development and ECD--a case for investment; new threats to ECD--children affected by HIV/AIDS; ECD in Africa--a historical perspective; (mis)understanding ECD in Africa--the force of local and global motives; fathering--the role of men in raising children in Africa--holding up the other half of the sky; ECD policy--a comparative analysis in Ghana, Mauritius, and Namibia; participatory ECD policy planning in Francophone West Africa; responding to the challenge of meeting the needs of children under three in Africa; introducing preprimary classes in Africa--opportunities and challenges; inclusive education--a Mauritian response to the "inherent rights of the child"; parenting challenges for the changing African family; ECD and HIV/AIDS--the newest programming and policy challenge; supporting young children in conflict and postconflict situations--child protection and psychosocial well-being in Angola; strategic communication in early childhood development programs--the case of Uganda; the synergy of nutrition and ECD interventions in sub-Saharan Africa; the impact of ECD programs on maternal employment and older children's school attendance in Kenya; the Madrasa ECD program--making a difference; linking policy discourse to everyday life in Kenya--impacts of neoliberal policies on early education and childrearing; community-based approaches that work in Eastern and Southern Africa; whether early childhood programs can be financially sustainable in Africa; and a tri-part approach to promoting ECD capacity in Africa--ECD seminars, international conferences, and the Early Childhood Development Virtual University. Garcia is Lead Human Development Economist in the World Bank's Human Development Department, Africa Region. Pence is Director of the Early Childhood Development Virtual University and Professor in the School of Child and Youth Care, Faculty of Human and Social Development, at the University of Victoria. Evans is Director Emeritus for the Consultative Group on Early Childhood Care and Development. Index.
Review of the book by Elena A. Grishina "Russian gestures from a linguistic perspective". Moscow, 2017. 744 p.