Aptullah Kuran Kütüphanesi, Boğaziçi Üniversitesi içinde yer alan bir kütüphanedir.

Tarihçe

Robert Kolej 1863 yılında Dr.Cyrus Hamlin tarafından kurulduğunda, ilk önce Bebek'deki eski bir binaya yerleştirildi. Böylece Kütüphane'nin de ilk temelleri atılmaya başlandı. Harvard Üniversitesi'nin 200 kitap bağışıyla başlayan koleksiyon daha sonra Dr. Hamlin tarafından işe alınan ilk iki profesörden biri olan Rev. Henry Albert Schauffer toplam $2.000'lık daha kitap aldı. Böylece Kolej 1871 yılında Bebek Kampüsü'ndeki Hamlin Hall'e taşındığında koleksiyondaki kitap sayısı 5000'e ulaşmıştı. Ancak kitaplar kampüs içinde çeşitli fakülte odalarına ve binalara dağıldığı için alışılmış anlamda bir kütüphane yoktu. 1897 yılında Kaspar Tüygil Robert Koleji'nden mezun olduğunda, Başkan Calep Gates onu kütüphaneci olarak atamış ve Kaspar Tüygil 55 yıl bu görevi yapmıştır. Tüygil koleksiyonu geliştirmiş ve Albert Long Hall binasının zemin katında ilk kütüphaneyi kurmuştur. 1932 yılında van Millingen Hall binası bitinceye kadar da orada kalmıştır.

Van Milligen Hall binası aslında Robert Koleji Kütüphanesi için inşa edilmişti, fakat bununla birlikte bina, Robert Kolej'in müdürünün ofisi ve 1960'ların başına kadar da kütüphanenin ana okuma odası, fakülte toplantıları için de kullanılmıştır. Kütüphane, 1879-1915 yılları arasında Robert kolejinde tarih profesörü olan ve İstanbul'un Bizans anıtları hakkında kitaplarıyla ünlü olan Alexander van Millingen'in (1840-1915) adını taşımıştır. Profesör Van Milligen öldüğünde tüm kitaplarını ve 1000 İngiliz Lirasının kütüphaneye bırakılmasını vasiyet etmiştir. Van Millingen'in kitapları Yakın Doğu Koleksiyonu'nun (Near East Collection) temelini oluşturmuştur.

Binanın inşası 1931 yılının bahar başlarında başlayıp, 1932 yılında tamamlanmasıyla yeni kütüphane açılmıştır. İtalyan Rönesans stilinde ve avlunun etrafındaki diğer kolej binaları gibi aynı mavi kireç taşından inşa edilen kütüphane $75.000'a mâl olmuştur. Bu paranın yarısı en son Mütevelli Heyeti yönetim kurulu başkanının dul eşi olan Mrs. John S. Kennedy tarafından bağışlanmıştır. Bir tepenin üzerine inşa edilen 5 katlı binanın 2 katı kampüs seviyesi üstünde 3 katı altında, giriş ise 3. kat seviyesindedir. Binanın ağırlığını paylaşan dış duvarlar beton destek yerine çelik çerçevelerle inşa edilmiştir.

1952'de Tüygil emekliye ayrıldığında koleksiyon birkaç binden 40.000'e, 1971 yılında Boğaziçi Üniversitesi kurulduğunda ise bu sayı 100.000 üzerine ulaşmıştır. Kuzey Kampüs'teki yeni kütüphane binası 1984 yılında tamamlandığında koleksiyon buraya taşınmıştır. Daha sonra Boğaziçi Üniversitesi Rektörlük binası olan van Millingen Hall'ın giriş katına da yönetim ofisleri yapılmıştır.

Kütüphane yöneticileri
1897-günümüz arasındaki yöneticiler:

Kaynakça

İstanbul ilindeki kütüphaneler
Türkiye'deki üniversite kütüphaneleri
Sarıyer'deki yapılar
Boğaziçi Üniversitesi
1932'de tamamlanan yapılar
1932'de Türkiye'de kurulan oluşumlar

Aptullah Kuran Kütüphanesi


Le Marine Heavy Helicopter Training Squadron 302 ou HMHT-302 est un escadron d'entraînement d'hélicoptères du Corps des Marines des États-Unis stationné à la Marine Corps Air Station New River, en Caroline du Nord. Connu sous le nom de "Phoenix", le HMHT-302 forme des aviateurs navals nouvellement désignés, des pilotes de conversion, des pilotes de recyclage et des équipages enrôlés sur le CH-53E Super Stallion. C'est un Fleet Replacement Squadron qui relève du commandement du Marine Aircraft Group 29 (MAG-29) et du 2nd Marine Aircraft Wing (2nd MAW).

Mission
L'escadron offre une formation de vol en hélicoptère apte au combat pour tous les pilotes et équipages de l'US Marine Corps sur le CH-53E Super Stallion. Tous les pilotes de base, de conversion et de recyclage ainsi que les équipages reçoivent une formation de soutien d'assaut  pour les préparer à une affectation de suivi dans la Fleet Marine Force.

Historique
L'unité a été initialement désigné Marine Medium Helicopter Training Squadron 302 (HMMT-302), le , au  en Californie, et affecté au Marine Helicopter Training Group 30, 3rd Marine Aircraft Wing . L'escadron a été chargé de former des aviateurs navals nouvellement désignés et des pilotes de conversion pour piloter le Boeing-Vertol CH-46 Sea Knight.

Le , le personnel du HMT-302 a été fusionné avec le Marine Heavy Helicopter Training Squadron 301 (), pour former le nouveau Marine Helicopter Training Squadron 301 (HMT-301), menant une formation de pilote du CH-46F et CH-53A. Il a été rattaché au Marine Aircraft Group 16.

Le , l'escadron a été réactivé et désigné Marine Helicopter Training Squadron 302 (HMT-302) attaché au Marine Aircraft Group 16 pilotant à la fois les hélicoptères CH-53A et CH-53E.

Un avion de l'escadron a été inclus dans des scènes de vol à travers un centre-ville dans le film de 1997 Le Chacal.

À l'été 2010, le HMT-302 a été rebaptisé Marine Heavy Helicopter Training Squadron 302 (HMHT-302).

Récompenses
  Navy Unit Commendation
  Meritorious Unit Commendation
  National Defense Service Medal

Voir aussi

Notes et références

Liens internes
 Fleet Replacement Squadron
 Organisation de l'United States Marine Corps

Liens externes
 HMHT-302- Site GlobaleSecurity.org
  HMHT-302 - Site mag29.marines.mil

Training squadron de l'United States Marine Corps

HMHT-302


Naotaka Takeda (født 13. juli 1978) er en tidligere japansk fodboldspiller.

Han har spillet for flere forskellige klubber i sin karriere, herunder Albirex Niigata.

Eksterne henvisninger

Fodboldspillere fra Japan

Naotaka Takeda


වින්ඩෝස් ඉන්ස්ටෝලර් (මීට පෙර මයික්‍රොසොෆ්ට් ඉන්ස්ටෝලර් ලෙස හදුන්වන ලද) යනු ස්ථාපන, නඩත්තු කිරීම්, සහ නවීන මයික්‍රොසොෆ්ට් වින්ඩෝස් මෙහෙයුම් පද්ධතිවල මෘදුකාංග ඉවත් කිරීම සඳහා භාවිතා කරන මෘදුකාංග සංරචකයකි.

අනුවාද

දැනටමත් ස්ථාපිත කොට ඇති අනුවාදය කුමක් දැයි පරික්ෂා කිරීම සඳහා, msiexec /? ලෙස වින්ඩෝස් රන් කොටුවෙහි හෝ කමාන්ඩ් ප්‍රොම්ට් හි යතුරු ලියනය කරන්න.

වින්ඩෝස් ඉන්ස්ටෝලර්


بلدية أولفيرا أو البيرة ، هي إحدى بلديات مقاطعة قادس، التي تقع في منطقة الأندلس جنوب إسبانيا.

يبلغ عدد سكانها 8.614 نسمة وفقاً لإحصائية سنة (2002).

مراجع

أماكن مأهولة في قادس
بلديات قادس

أولفيرا


Herwig Zens (* 5. Juni 1943 in Himberg bei Wien; † 24. September 2019 in Wien) war ein österreichischer Maler und Kunstpädagoge.

Leben und Werk

Herwig Zens begann 1961 sein Studium an der Akademie der bildenden Künste in Wien. Schon 1962 besuchte er auch die Schule des Sehens von Oskar Kokoschka in Salzburg. 1965 wurde Zens der Fügerpreis verliehen, dem in den folgenden Jahrzehnten noch viele weitere Preise folgen sollten. Im selben Jahr reiste er nach Spanien und begann die Arbeit an seiner Diplomarbeit über die "Pinturas Negras" von Francisco de Goya, der eine tiefe Faszination auf ihn ausübte. 1966 absolvierte Zens die Lehramtsprüfung für Bildnerische Erziehung, Geschichte und Werkerziehung, ein Jahr später schloss er seine Ausbildung mit einem Diplom der Malerei bei Elsner ab.

Nach seinem Studium stieg Zens in den Schulbetrieb ein, wobei er als leidenschaftlicher Pädagoge an einigen Wiener Gymnasien tätig war. In dieser Zeit entstand unter anderem das Filmprojekt "Beethoven im Rucksack", bei dem auch der spätere Kabarettist Thomas Maurer als Schüler mitwirkte. Dieser Film markiert den Beginn der Zusammenarbeit mit dem Filmemacher Herbert Link, der zahlreiche Filme über Herwig Zens und sein Werk gestaltet hat.

Neben der pädagogischen Tätigkeit widmete sich Zens auch intensiv seinem künstlerischen Werk. 1984 begann er seine Goya-Projektionen, Variationen über die "Pinturas Negras", die 1993 abgeschlossen wurden. Am 9. November 1977 notierte Zens erstmals etwas in seinem "radierten Tagebuch". Auf Kupferplatten im Format 5 × 40 cm hielt er seit damals Tag für Tag in unterschiedlichen Radiertechniken fest, was ihn bewegt. 1995 wurde das Tagebuch erstmals in einem Stück gedruckt und auf der Art multiple in Düsseldorf gezeigt – als damals längste Radierung der Welt. 2006 wurde das Tagebuch erneut zu Papier gebracht – auf einer Länge von ca. 40 Metern.

In seinem Werk setzt sich Zens intensiv mit dem Tod auseinander, unter anderem in den Großprojekten "Basler Totentanz", den Kreuzwegstationen im  Österreichischen Hospiz in Jerusalem und der Gestaltung der Aufbahrungshalle in Brunn am Gebirge. Außerdem widmete sich Zens immer wieder der griechischen Mythologie, dem Werk von Francisco de Goya und Spanien.

1987 wurde Herwig Zens als Professor an die Akademie der bildenden Künste in Wien berufen, wo er schon seit 1975 einen Lehrauftrag hatte. Bis 2006 war er als Vorstand des Institutes für das künstlerische Lehramt tätig.

Zens schuf über tausend Zeichnungen, Radierungen, Ölbilder und druckgraphische Werke, die er in über 100 Einzelausstellungen in Europa und den USA präsentierte. 2011 wurde ihm das Österreichische Ehrenkreuz für Wissenschaft und Kunst I. Klasse verliehen. Herwig Zens lebte und arbeitete in Wien.

Er überließ seinen Körper dem Anatomischen Institut der Universität Wien zu wissenschaftlichen Zwecken. Den Toten, die ihren Körper in dieser Form gewidmet haben, sind Gedenkstätten im Wiener Zentralfriedhof gewidmet (hier: Neue Anatomiegräber, Gruppe 26). Im Oktober 2021 wurde in Wien-Innere Stadt der Herwig-Zens-Platz nach ihm benannt.

Werke (Auswahl)
 Aktion GOYA-PROJEKTION. (1984 bis 1993, Abschluss im Museum moderner Kunst Bilbao)
 Projekt Basler Totentanz (1990, Historisches Museum Basel)
 14 Kreuzwegstationen für das Österreichische Hospiz in Jerusalem (Abschluss 1993)
 Präsentation des 1977 begonnenen radierten Tagebuchs als damals "längste Radierung der Welt" (Art multiple, Düsseldorf) (1995), weitere Präsentationen unter anderem im Rahmen der Estampa in Madrid (2001) und in Betanzos (2005)
 Füssener Totentanz (1998)
 Theseus-Zyklus (2000)
 Kunstaktion und Videofilm "step by step" mit Studenten (Los Angeles 2000)
 Gestaltung der Aufbahrungshalle in Brunn am Gebirge bei Wien mit Helmut Sautner (2000)
 Wandgestaltung des Vivaldi-Saals in der Universität für Musik, Wien (2000)
 Bilderzyklus zu Hugo Distlers Totentanz op. 12 (2001)
 Schwoaze Weiber (Schlosspark Ambras 2002)
 Neuer Lübecker Totentanz (Marienkirche, Lübeck 2003)
 Projekt "Gesang der Geister über den Wassern" mit dem Arnold Schoenberg Chor (2004)
 Goya-Paraphrasen im Kunsthistorischen Museum in Wien anlässlich der Goya-Retrospektive (2005)
 Zyklus von Bildern für den Festsaal der österreichischen Botschaft in Washington (2006)

Auszeichnungen (Auswahl)
 1965 Fügerpreis
 1972 Förderungspreis des Landes Niederösterreich
 1982 Ankaufspreis des Landes Tirol beim Innsbrucker Grafikwettbewerb
 1982 Förderungspreis des Landes Wien
 1986 Theodor-Körner-Preis
 2001 Ehrenmedaille der Bundeshauptstadt Wien in Gold
 2002 Orden del Mérito Civil (Verleihung durch Juan Carlos I. von Spanien)
 2003 Silbernes Komturkreuz des Landes Niederösterreich für besondere kulturelle Verdienste
 2011 Österreichisches Ehrenkreuz für Wissenschaft und Kunst I. Klasse
 2013 Preis der Stadt Wien für Bildende Kunst
 2018 Goldener Rathausmann

Bücher/Buchillustrationen (Auswahl)
 Francisco de Goya: Briefe an Martín Zapater. Hrsg. u. eingel. von Herwig Zens. (Enth. außerd. Herwig Zens' Goya-Reflexionen.) Verlag Bibliothek der Provinz, Weitra 2004, ISBN 978-3-85252-598-3.
 Hans Dieter Mairinger: Es tanzt der Tod sein' Reigen. Mit Illustrationen von Herwig Zens, Musik: Fridolin Dallinger. Wagner Verlag, Linz 2011, ISBN 978-3-902330-61-1.
 Bärbel Danneberg: Eiswege. Nach dem Suizid des Partners zurück ins Leben. Mit 21 Illustrationen von Herwig Zens. Promedia Verlag, Wien 2012, ISBN 978-3-85371-346-4
 Zens' Mythos. Wagner Verlag, Linz 2013, ISBN 978-3-902330-88-8.
 Stefan Nebehay: Flüchtiges Wild: 50 Gedichte. Mit Illustrationen von Herwig Zens. Verlag Bibliothek der Provinz, Weitra 2014, ISBN 978-3-99028-368-4.
 Gernot Friedel: Herr Specht oder Die Legende von der Entstehung der Karnischen Alpen. Mit Illustrationen von Herwig Zens. Mandelbaum-Verlag, Wien 2015, ISBN 978-3-85476-484-7.
 Tod oder Leben - Kleiner Totentanz. Mit Illustrationen von Herwig Zens. Wagner Verlag, Linz 2015, ISBN 978-3-903040-09-0.
 "Zens Reisen". Hrsg. von Johannes Scheer. Wagner Verlag, Linz 2016, ISBN 978-3-903040-11-3.
 "DER TOTENTANZ", Heft 7 der Reihe Totentänze mit der Ballade "Der Totentanz" von Johann Wolfgang von Goethe und zwei Originalradierungen von Prof. Herwig Zens, Hrsg. von Jost Braun, Edition Lebensretter, Berlin & Leipzig 2018

Filme von und über Herwig Zens
 Beethoven im Rucksack (1984, Herwig Zens, Herbert Link, Robert Polak)
 Zens Vienna (1986, Herwig Zens, Herbert Link, Robert Polak)
 Plötzlich und unerwartet (1989, Herbert Link)
 Nun muss ich tanzen – Der Basler Totentanz (1990, Herwig Zens, Herbert Link, Robert Polak)
 Goya – Projektion (1993, Peter Roehsler, Michael Hudecek, Peter Kasperak)
 Das endliche Tagebuch (1995, Heimo Popotnig)
 Eine spanische Passion (1999, Herwig Zens, Gustav W. Trampitsch, Peter Kasperak)
 Schiele bitte setzen (1999, Herbert Link)
 Step by Step (2000, Herwig Zens, Peter Kasperak, Harald Pokieser)
 Eris quod sum – du wirst sein, was ich bin (2001, Herwig Zens, Herbert und Inge Link, Arnold Schoenberg Chor unter der Leitung von Erwin Ortner)
 Hugo Distlers Totentanz op. 12, Nr. 2 (2001, Herwig Zens, Herbert und Inge Link, Arnold Schoenberg Chor unter der Leitung von Erwin Ortner)
 Der mit dem Tod tanzt. Der neue Lübecker Totentanz (2003, Herbert Link)
 Franz Schubert: Gesang der Geister über den Wassern (2004, Erwin Ortner, Herwig Zens), Musik: Arnold Schoenberg Chor, Herbert und Inge Link
 Goya – Last und Leidenschaft (2005, Gustav W. Trampitsch)
 Haimatochare (2007, Herbert Link)
 Der Tod auf Urlaub (2007, Herbert Link)
 Zens – Das radierte Tagebuch (2007, Herbert Link)
 Zens rafft die Zeit – Zusammenführung von zwei unabhängigen Ereignissen (2009, Herbert Link)
 König Ubu und sein Gefolge – aus dem radierten Tagebuch von Herwig Zens (2010, Herbert Link)
 ZENS – Der Versuch (2013) Herbert Link

Weblinks
 Offizielle Homepage
 Herwig Zens Artikel auf Ö1
 Herwig Zens in der Datenbank basis.wien
 Herwig Zens auf der Seite der Kleinen Galerie

Einzelnachweise

Maler (Österreich)
Träger des österreichischen Ehrenkreuzes für Wissenschaft und Kunst I. Klasse
Träger des Silbernen Komturkreuzes des Ehrenzeichens für Verdienste um das Bundesland Niederösterreich
Träger der Ehrenmedaille der Bundeshauptstadt Wien in Gold
Träger des Zivilverdienstordens (Spanien)
Theodor-Körner-Preisträger
Österreicher
Geboren 1943
Gestorben 2019
Mann

Herwig Zens


Osječka oblast je bila oblast u Kraljevini SHS. Sjedište je bilo u Osijeku. Osnovana je Uredbom o podjeli zemlje na oblasti od 26. lipnja 1922. godine kojim je preustrojena Kraljevina SHS. Ukinuta je Zakonom o nazivu i podjeli Kraljevine na upravna područja od 3. listopada 1929. godine.

Povijest

Uredbom o podjeli zemlje na upravne oblasti od 26. travnja 1922., te istodobno donesenim Zakonom o sreskoj i oblasnoj samoupravi (SN br. 92/1922), na osnovi čl. 95 Vidovdanskog ustava, Kraljevina SHS podijeljena je na 33 oblasti. Jedna od oblasti bila je i Osječka oblast u Osijeku, koja je teritorijalno obuhvaćala dotadašnju Virovitičku, Požešku i dio Bjelovarsko-križevačke županije. Na čelu oblasti, kao predstavnik državne vlasti, bio je veliki župan, dr. Fran Gabrek, kasnije Ljudevit Gaj. Veliki župan imao je vlastiti, predsjednički ured, te mu je bilo podređeno 9 odjeljenja. Oblasna samouprava koja je djelovala putem Oblasne skupštine i Oblasnog odbora, uspostavljena je tek 1927. godine.

Usvajanjem Zakona o izmjeni Zakona o općinama i oblasnim samoupravama 1929. godine, oblasne su skupštine i oblasni odbori raspušteni, a veliki župani bili su dužni postaviti komesare oblasne samouprave koji će preuzeti poslove skupštine i odbora za dotične djelatnosti. Komesar je bio pod izravnim nadzorom velikog župana. Komesari su prestali s radom 15. studenoga 1929., kad njihove nadležnosti prelaze na banovine, uspostavljene Zakonom o nazivu i podjeli Kraljevine od 3. listopada 1929. Teritorij Osječke oblasti nakon toga uključen je u Savsku banovinu, jednu od 9 novih administrativno-teritorijalnih jedinica. Vlast komesara prestala je početkom studenog 1929. (prema podacima iz izvornih knjiga: najkasnije 6. studenoga 1929.), kad je prešla na bana Savske banovine, a prema propisima, u studenome je prestalo i poslovanje oblasne samouprave (komesara). Od 16. studenoga proglašena je likvidacija oblasti i oblasne samouprave, a u ovome slučaju započela je najvjerojatnije 18. studenoga. Završena je najkasnije 4. prosinca preuzimanjem vlasti po banovinskoj upravi (Banska vlast Savske banovine).

Zemljopis

Bila je djelatna na području koje je obuhvaćalo gradove Osijek, Brod na Savi (Slavonski Brod), Viroviticu, Koprivnicu, Bjelovar, Slavonsku Požegu, te kotareve (srezove): Bjelovar, Brod na Savi (Slavonski Brod), Daruvar, Donji Miholjac, Đakovo, Đurđevac, Garešnica, Grubišno Polje, Koprivnica, Kutina, Našice, Nova Gradiška, Novska, Osijek, Pakrac, Požega, Slatina, Valpovo, Virovitica.

Politika

Banska Hrvatska (Pokrajina Hrvatska i Slavonija) kao posebna pokrajina u sklopu Kraljevine SHS postojala do potkraj veljače 1924. Ukidanje svih povijesnih pokrajina i zemalja bilo je predviđeno još godine 1921. Vidovdanskim ustavom, kojim je država definirana kao jedinstvena i centralizirana država. Bilo je predviđeno da nova upravna podjela zemlje bude provedena osnivanjem oblasti, koje su trebale imati i neka obilježja samoupravnih tijela. Pokrajina Hrvatska i Slavonija naposljetku je ukinuta odlukom vlade od 15. veljače 1924., da bi s prvim ožujkom iste godine godine na njezinom području počele djelovati četiri oblasti: Zagrebačka, Primorsko-krajiška, Osječka i Srijemska. One su u početku bile bile tek jedinice državne uprave, da bi oblasne skupštine, oblasni odbori i ostala samoupravna tijela bili uspostavljeni nakon oblasnih izbora početkom 1927. Tada i oblasti s hrvatskom većinom ustrojavaju svoja samoupravna tijela.

Uprava

Rad Osječke oblasti, kao i ostalih, odvijao se kroz tijela oblasne samouprave, a rješavala je pitanja oblasnog zakonodavstva, izglasavanja proračuna, oblasnih javnih radova, upravljanje unaprjeđenjem oblasnih gospodarskih interesa, oblasni javni radovi, briga o narodnom zdravlju, prosvjetni poslovi oblasti, oblasne prometne ustanove i dr, kao što je pomaganje razvoja obrta, industrije, prikupljanje statističkih podataka za potrebe oblasne samouprave, davanje mišljenja vladi o pitanjima zakonskih prijedloga koji se odnose na oblasti itd.

Financije: poslovi sastavljanja oblasnih proračuna, raspolaganje porezima za oblasne rashode.
Narodno gospodarstvo: briga za oblasno gospodarstvo općenito, za poljoprivrednu industriju, seljačka gospodarstva, poljoprivredne zaklade, agrarno-političke mjere, razvoj pojedinih poljoprivrednih grana, brigu oko gospodarskih proizvoda, poslove razvoja stočarstva i veterinarstva, komasacije, izradu gospodarskih osnova, brigu nad oblasnim imanjima, seljačke zadruge i dr.
Narodna prosvjeta: unapređivanje prosvjete i školstva, školski programi, oržavanje tehničkih uvjeta školovanja i sl.
Građevinarstvo i promet: izdavanje građevnih i vodograđevnih propisa, briga za oblasne ceste, javne gradnje, mostove, željeznice, opskrbu vodom, navodnjavanje, osiguranje građevnog materijala, eksproprijacije, nadzor nad obavljanjem građevinskih poslova.
Narodno zdravlje i socijalna politika: briga i nadzor nad provođenjem mjera iz zdravstvenih propisa, osnivanje zdravstvenih stanica, nadzor lječilišta, osnivanje sanatorija, nadzor nad javnim lokalima, tržištima, zaštitno-tehničke mjere, brigu za siročad i nezbrinute, pomoć kod elementarnih nepogoda, zaštita invalida, poslovi šumarstva (ukupna briga nad oblasnim šumama, pošumljavanje) te poslovi iz područja obrta, trgovine, industrije i statistike (unaprjeđenje obrta i kućnih radinosti, stručno obrazovanje i sajmovi i dr.).

Tijela

Veliki župan je za obavljanje poslova iz svoje nadležnosti imao na raspolaganju referente postavljene na čelo 9 odjeljenja: prosvjetnog, vjerskog, poljoprivredno-veterinarskog, šumarskog, zdravstvenog, računarskog, financijskog i hidrotehničkog, te građevinske sekcije i inspekcije rada. Oblasna skupština predstavljala je zakonodavnu i nadzornu vlast. Saziv skupštine pripadao je velikom županu u kraljevo ime.

Oblasna skupština je izglasavala oblasni proračun i oblasne uredbe, koje su imale karakter oblasnog zakona i mogle su se odnositi: na unutarnje poslovanje oblasnih samoupravnih vlasti, na ustrojstvo i poslovanje rasnih oblasnih samouprava i zavoda, reguliranje plaća i mirovina oblasnih činovnika, propisivanje načina uporabe oblasnih sredstava, razrađivanje zakonskih odredaba u cilju primjenjivanja u oblasti ako nisu iz područja javnog mira i reda, sigurnosti i morala. Imala je nekoliko posebnih odbora: financijski; odbor za oblasne uredbe; odbor za molbe i žalbe.

Samoupravni poslovi Oblasnog odbora, imenovanog 23. veljače 1927. godine, bili su isprva podijeljeni na grane (predsjedništvo i građevine; financije; privreda i gospodarstvo; obrt i industrija; zdravstvo i socijalna politika; šumarstvo i zadrugarstvo; prosvjeta; uprava i statistika), na čelu kojih su bili odbornici, a potom su uspostavljena odjeljenja ili referade, te jedna sekcija. Od 9. ožujka 1927. djelovala je referada za vjerske poslove; referada za financijske poslove; prosvjetno odjeljenje; gospodarsko odjeljenje; šumarsko odjeljenje; referada srednjoškolske nastave; hidrotehnički odjeljak; građevinska sekcija.

Ukidanjem Oblasne skupštine i Oblasnog odbora poslove samouprave preuzeo je 1929. godine komesar, imenovan po velikome županu. Komesar je bio na čelu Predsjedništva oblasne samouprave dok su ostali poslovi bili podijeljeni na odjeljenja, kao u vrijeme djelovanja Odbora. Na čelu odjeljenja sad su se nalazili stručni referenti.

Izvori

Oblasti u Kraljevini SHS
Hrvatska u prvoj Jugoslaviji

Osječka oblast


Panionios G.S.S. Football Club (, Panionios Gymnastikos Syllogos Smyrnis) er en græsk fodboldklub belligende i Athen. Klubben spiller til dagligt i den græske liga . Klubben er normalt kendt under navnet Panionios F.C..

Fodboldklubber i Grækenland
Etableret i 1890
Sport i Athen

Panionios F.C.


Language revitalization, also referred to as language revival or reversing language shift, is an attempt to halt or reverse the decline of a language or to revive an extinct one. Those involved can include linguists, cultural or community groups, or governments. Some argue for a distinction between language revival (the resurrection of an extinct language with no existing native speakers) and language revitalization (the rescue of a "dying" language). There has only been one successful instance of a complete language revival, the Hebrew language, creating a new generation of native speakers without any pre-existing native speakers as a model.

Languages targeted for language revitalization include those whose use and prominence is severely limited. Sometimes various tactics of language revitalization can even be used to try to revive extinct languages. Though the goals of language revitalization vary greatly from case to case, they typically involve attempting to expand the number of speakers and use of a language, or trying to maintain the current level of use to protect the language from extinction or language death.

Reasons for revitalization vary: they can include physical danger affecting those whose language is dying, economic danger such as the exploitation of indigenous natural resources, political danger such as genocide, or cultural danger/assimilation. In recent times alone, it is estimated that more than 2000 languages have already become extinct. The UN estimates that more than half of the languages spoken today have fewer than 10,000 speakers and that a quarter have fewer than 1,000 speakers; and that, unless there are some efforts to maintain them, over the next hundred years most of these will become extinct. These figures are often cited as reasons why language revitalization is necessary to preserve linguistic diversity. Culture and identity are also frequently cited reasons for language revitalization, when a language is perceived as a unique "cultural treasure". A community often sees language as a unique part of their culture, connecting them with their ancestors or with the land, making up an essential part of their history and self-image.

Language revitalization is also closely tied to the linguistic field of language documentation. In this field, linguists try to create a complete record of a language's grammar, vocabulary, and linguistic features. This practice can often lead to more concern for the revitalization of a specific language on study. Furthermore, the task of documentation is often taken on with the goal of revitalization in mind.

Degrees of language endangerment

Five point scale
One possible five-point scale is as follows:
 Healthy/strong: all generations use language in variety of settings
 Weakening/sick: spoken by older people; not fully used by younger generations
 Moribund/dying: only a few adult speakers remain; no longer used as native language by children
 Dead: no longer spoken as a native language
 Extinct: no longer spoken and has few or no written records

Another scale
Another scale for identifying degrees of language endangerment is used in a 2003 paper ("Language Vitality and Endangerment") commissioned by UNESCO from an international group of linguists. The linguists, among other goals and priorities, create a scale with six degrees for language vitality and endangerment. They also propose nine factors or criteria (six of which use the six-degree scale) to "characterize a language's overall sociolinguistic situation". The nine factors with their respective scales are:

 Intergenerational language transmission
 safe: all generations use the language
 unsafe: some children use the language in all settings, all children use the language in some settings
 definitively endangered: few children speak the language; predominantly spoken by the parental generation and older
 severely endangered: spoken by older generations; not used by the parental generation and younger
 critically endangered: few speakers remain and are mainly from the great grandparental generation
 extinct: no living speakers
 Absolute number of speakers
 Proportion of speakers within the total population
 safe: the language is spoken by 100% of the population
 unsafe: the language is spoken by nearly 100% of the population
 definitively endangered: the language is spoken by a majority of the population
 severely endangered: the language is spoken by less than 50% of the population
 critically endangered: the language has very few speakers
 extinct: no living speakers
 Trends in existing language domains
 universal use (safe): spoken in all domains; for all functions
 multilingual parity (unsafe): multiple languages (2+) are spoken in most social domains; for most functions
 dwindling domains (definitively endangered): mainly spoken in home domains and is in competition with the dominant language; for many functions
 limited or formal domains (severely endangered): spoken in limited social domains; for several functions
 highly limited domains (critically endangered): spoken in highly restricted domains; for minimal functions
 extinct: no domains; no functions
 Response to new domains and media
 dynamic (safe): spoken in all new domains
 robust/active (unsafe): spoken in most new domains
 receptive (definitively endangered): spoken in many new domains
 coping (severely endangered): spoken in some new domains
 minimal (critically endangered): spoken in minimal new domains
 inactive (extinct): spoken in no new domains
 Materials for language education and literacy
 safe: established orthography and extensive access to educational materials
 unsafe: access to educational materials; children developing literacy; not used by administration
 definitively endangered: access to educational materials exist at school; literacy in language is not promoted
 severely endangered: literacy materials exist however are not present in school curriculum
 critically endangered: orthography is known and some written materials exist
 extinct: no orthography is known
 Governmental and institutional language attitudes and policies (including official status and use)
 equal support (safe): all languages are equally protected
 differentiated support (unsafe): primarily protected for private domains
 passive assimilation (definitively endangered): no explicit protective policy; language use dwindles in public domain
 active assimilation (severely endangered): government discourages use of language; no governmental protection of language in any domain
 forced assimilation (critically endangered): language is not recognized or protected; government recognized another official language
 prohibition (extinct): use of language is banned
 Community members' attitudes towards their own language
 safe: language is revered, valued, and promoted by whole community
 unsafe: language maintenance is supported by most of the community
 definitively endangered: language maintenance is supported by much of the community; the rest are indifferent or support language loss
 severely endangered: language maintenance is supported by some of the community; the rest are indifferent or support language loss
 critically endangered: language maintenance is supported by only a few members of the community; the rest are indifferent or support language loss
 extinct: complete apathy towards language maintenance; prefer dominant language
 Amount and quality of documentation.
 superlative (safe): extensive audio, video, media, and written documentation of the language
 good (unsafe): audio, video, media, and written documentation all exist; a handful of each
 fair (definitively endangered): some audio and video documentation exists; adequate written documentation
 fragmentary (severely endangered): minimal audio and video documentation exists at low quality; minimal written documentation
 inadequate (critically endangered): only a handful of written documentation exists
 undocumented (extinct): no documentation exists

Theory
One of the most important preliminary steps in language revitalization/recovering involves establishing the degree to which a particular language has been "dislocated". This helps involved parties find the best way to assist or revive the language.

Steps in reversing language shift
There are many different theories or models that attempt to lay out a plan for language revitalization. One of these is provided by celebrated linguist Joshua Fishman.
Fishman's model for reviving threatened (or sleeping) languages, or for making them sustainable, consists of an eight-stage process. Efforts should be concentrated on the earlier stages of restoration until they have been consolidated before proceeding to the later stages. The eight stages are:

Acquisition of the language by adults, who in effect act as language apprentices (recommended where most of the remaining speakers of the language are elderly and socially isolated from other speakers of the language).
Create a socially integrated population of active speakers (or users) of the language (at this stage it is usually best to concentrate mainly on the spoken language rather than the written language).
In localities where there are a reasonable number of people habitually using the language, encourage the informal use of the language among people of all age groups and within families and bolster its daily use through the establishment of local neighbourhood institutions in which the language is encouraged, protected and (in certain contexts at least) used exclusively.
In areas where oral competence in the language has been achieved in all age groups, encourage literacy in the language, but in a way that does not depend upon assistance from (or goodwill of) the state education system.
Where the state permits it, and where numbers warrant, encourage the use of the language in compulsory state education.
Where the above stages have been achieved and consolidated, encourage the use of the language in the workplace.
Where the above stages have been achieved and consolidated, encourage the use of the language in local government services and mass media.
Where the above stages have been achieved and consolidated, encourage use of the language in higher education, government, etc.

This model of language revival is intended to direct efforts to where they are most effective and to avoid wasting energy trying to achieve the later stages of recovery when the earlier stages have not been achieved. For instance, it is probably wasteful to campaign for the use of a language on television or in government services if hardly any families are in the habit of using the language.

Additionally, Tasaku Tsunoda describes a range of different techniques or methods that speakers can use to try to revitalize a language, including techniques to revive extinct languages and maintain weak ones. The techniques he lists are often limited to the current vitality of the language.

He claims that the immersion method cannot be used to revitalize an extinct or moribund language. In contrast, the master-apprentice method of one-on-one transmission on language proficiency can be used with moribund languages. Several other methods of revitalization, including those that rely on technology such as recordings or media, can be used for languages in any state of viability.

Factors in successful language revitalization
David Crystal, in his book Language Death, proposes that language revitalization is more likely to be successful if its speakers
 increase the language's prestige within the dominant community;
 increase their wealth and income;
 increase their legitimate power in the eyes of the dominant community;
 have a strong presence in the education system;
 can write down the language;
 can use electronic technology.

In her book, Endangered Languages: An Introduction, Sarah Thomason notes the success of revival efforts for modern Hebrew and the relative success of revitalizing Maori in New Zealand (see Specific Examples below). One notable factor these two examples share is that the children were raised in fully immersive environments. In the case of Hebrew, it was on early collective-communities called kibbutzim. For the Maori language In New Zealand, this was done through a language nest.

Revival linguistics
Ghil'ad Zuckermann proposes "Revival Linguistics" as a new linguistic discipline and paradigm.

According to Zuckermann, "revival linguistics combines scientific studies of native language acquisition and foreign language learning. After all, language reclamation is the most extreme case of second-language learning. Revival linguistics complements the established area of documentary linguistics, which records endangered languages before they fall asleep."

Zuckermann proposes that "revival linguistics changes the field of historical linguistics by, for instance, weakening the family tree model, which implies that a language has only one parent."

There are disagreements in the field of language revitalization as to the degree that revival should concentrate on maintaining the traditional language, versus allowing simplification or widespread borrowing from the majority language.

Compromise
Zuckermann acknowledges the presence of "local peculiarities and idiosyncrasies" but suggests that "there are linguistic constraints applicable to all revival attempts. Mastering them would help revivalists and first nations' leaders to work more efficiently. For example, it is easier to resurrect basic vocabulary and verbal conjugations than sounds and word order. Revivalists should be realistic and abandon discouraging, counter-productive slogans such as "Give us authenticity or give us death!" Nancy Dorian has pointed out that conservative attitudes toward loanwords and grammatical changes often hamper efforts to revitalize endangered languages (as with Tiwi in Australia), and that a division can exist between educated revitalizers, interested in historicity, and remaining speakers interested in locally authentic idiom (as has sometimes occurred with Irish). Some have argued that structural compromise may, in fact, enhance the prospects of survival, as may have been the case with English in the post-Norman period.

Traditionalist
Other linguists have argued that when language revitalization borrows heavily from the majority language, the result is a new language, perhaps a creole or pidgin. For example, the existence of "Neo-Hawaiian" as a separate language from "Traditional Hawaiian" has been proposed, due to the heavy influence of English on every aspect of the revived Hawaiian language. This has also been proposed for Irish, with a sharp division between "Urban Irish" (spoken by second-language speakers) and traditional Irish (as spoken as a first language in Gaeltacht areas). Ó Béarra stated: "[to] follow the syntax and idiomatic conventions of English, [would be] producing what amounts to little more than English in Irish drag." With regard to the then-moribund Manx language, the scholar T. F. O'Rahilly stated, "When a language surrenders itself to foreign idiom, and when all its speakers become bilingual, the penalty is death." Neil McRae has stated that the uses of Scottish Gaelic are becoming increasingly tokenistic, and native Gaelic idiom is being lost in favor of artificial terms created by second-language speakers.

Specific examples
The total revival of a dead language (in the sense of having no native speakers) to become the shared means of communication of a self-sustaining community of several million first language speakers has happened only once, in the case of Hebrew, now the national language of Israel. In this case, there was a unique set of historical and cultural characteristics that facilitated the revival. (See Revival of the Hebrew language.) Hebrew, once largely a liturgical language, was re-established as a means of everyday communication by Jews migrating to what is now the State of Israel and the Palestinian territories, starting in the nineteenth century. It is the world's most famous and successful example of language revitalization.

In a related development, literary languages without native speakers enjoyed great prestige and practical utility as lingua francas, often counting millions of fluent speakers at a time. In many such cases, a decline in the use of the literary language, sometimes precipitous, was later accompanied by a strong renewal. This happened, for example, in the revival of Classical Latin in the Renaissance, and the revival of Sanskrit in the early centuries AD. An analogous phenomenon in contemporary Arabic-speaking areas is the expanded use of the literary language (Modern Standard Arabic, a form of the Classical Arabic of the 6th century AD). This is taught to all educated speakers and is used in radio broadcasts, formal discussions, etc.

In addition, literary languages have sometimes risen to the level of becoming first languages of very large language communities. An example is standard Italian, which originated as a literary language based on the language of 13th-century Florence, especially as used by such important Florentine writers as Dante, Petrarch and Boccaccio. This language existed for several centuries primarily as a literary vehicle, with few native speakers; even as late as 1861, on the eve of Italian unification, the language only counted about 500,000 speakers (many non-native), out of a total population of . The subsequent success of the language has been through conscious development, where speakers of any of the numerous Italian languages were taught standard Italian as a second language and subsequently imparted it to their children, who learned it as a first language. Of course this came at the expense of local Italian languages, most of which are now endangered. Success was enjoyed in similar circumstances by High German, standard Czech, Castilian Spanish and other languages.

Africa
The Coptic language began its decline when Arabic became the predominant language in Egypt. Pope Shenouda III established the Coptic Language Institute in December 1976 in Saint Mark's Coptic Orthodox Cathedral in Cairo for the purpose of reviving the Coptic language.

Americas

North America
In recent years, a growing number of Native American tribes have been trying to revitalize their languages. For example, there are apps (including phrases, word lists and dictionaries) in many Native languages including Cree, Cherokee, Chickasaw, Lakota, Ojibwe, Oneida, Massachusett, Navajo, Halq'emeylem, Gwych'in, and Lushootseed.

Wampanoag, a language spoken by the people of the same name in Massachusetts, underwent a language revival project led by Jessie Little Doe Baird, a trained linguist. Members of the tribe use the extensive written records that exist in their language, including a translation of the Bible and legal documents, in order to learn and teach Wampanoag. The project has seen children speaking the language fluently for the first time in over 100 years. In addition, there are currently attempts at reviving the Chochenyo language of California, which had become extinct.

Tlingit
Similar to other Indigenous languages, Tlingit is critically endangered. Less than 100 fluent Elders continue to exist. From 2013 to 2014, the language activist, author, and teacher, Sʔímlaʔxw Michele K. Johnson from the Syilx Nation, attempted to teach two hopeful learners of Tlingit in the Yukon. Her methods included textbook creation, sequenced immersion curriculum, and film assessment. The aim was to assist in the creation of adult speakers that are of parent-age, so that they too can begin teaching the language. In 2020, X̱'unei Lance Twitchell led an Tlingit online class with Outer Coast College. Dozens of students participated. He is an associate professor of Alaska Native Languages in the School of Arts and Sciences at the University of Alaska Southeast which offers a minor in Tlingit language and an emphasis on Alaska Native Languages and Studies within a Bachelor's degree in Liberal Arts.

South America
Kichwa is the variety of the Quechua language spoken in Ecuador and is one of the most widely spoken indigenous languages in South America. Despite this fact, Kichwa is a threatened language, mainly because of the expansion of Spanish in South America. One community of original Kichwa speakers, Lagunas, was one of the first indigenous communities to switch to the Spanish language. According to King, this was because of the increase of trade and business with the large Spanish-speaking town nearby. The Lagunas people assert that it was not for cultural assimilation purposes, as they value their cultural identity highly. However, once this contact was made, language for the Lagunas people shifted through generations, to Kichwa and Spanish bilingualism and now is essentially Spanish monolingualism. The feelings of the Lagunas people present a dichotomy with language use, as most of the Lagunas members speak Spanish exclusively and only know a few words in Kichwa.

The prospects for Kichwa language revitalization are not promising, as parents depend on schooling for this purpose, which is not nearly as effective as continual language exposure in the home. Schooling in the Lagunas community, although having a conscious focus on teaching Kichwa, consists of mainly passive interaction, reading, and writing in Kichwa. In addition to grassroots efforts, national language revitalization organizations, like CONAIE, focus attention on non-Spanish speaking indigenous children, who represent a large minority in the country. Another national initiative, Bilingual Intercultural Education Project (PEBI), was ineffective in language revitalization because instruction was given in Kichwa and Spanish was taught as a second language to children who were almost exclusively Spanish monolinguals.
Although some techniques seem ineffective, Kendall A. King provides several suggestions:

 Exposure to and acquisition of the language at a young age.

 Extreme immersion techniques.

 Multiple and diverse efforts to reach adults.

 Flexibility and coordination in planning and implementation

 Directly addressing different varieties of the language.

 Planners stressing that language revitalization is a long process

 Involving as many people as possible

 Parents using the language with their children

 Planners and advocates approaching the problem from all directions.

Specific suggestions include imparting an elevated perception of the language in schools, focusing on grassroots efforts both in school and the home, and maintaining national and regional attention.

Asia

Hebrew

The revival of the Hebrew language is
the only successful example of a revived dead language. The Hebrew language survived into the medieval period as the language of Jewish liturgy and rabbinic literature. With the rise of Zionism in the 19th century, it was revived as a spoken and literary language, becoming primarily a spoken lingua franca among the early Jewish immigrants to Ottoman Palestine and received the official status in the 1922 constitution of the British Mandate for Palestine and subsequently of the State of Israel.

Sanskrit

The revival of Sanskrit happened in India. In the 2001 census of India, 14,135 people claimed Sanskrit as their mother tongue. It increased to 24,821 people in the 2011 census of India. Sanskrit has experienced a recorded growth of over 70 per cent in one decade due to the Sanskrit revival. Many Sanskrit speaking villages were also developed. However, Sanskrit speakers still account for just 0.00198 percent of India's total population.

Soyot

The Soyot language of the small-numbered Soyots in Buryatia, Russia, one of Siberian Turkic languages, has been reconstructed and a Soyot-Buryat-Russian dictionary has been published in 2002. The language is currently taught in some elementary schools.

Ainu

The Ainu language of the indigenous Ainu people of northern Japan is currently moribund, but efforts are underway to revive it. A 2006 survey of the Hokkaido Ainu indicated that only 4.6% of Ainu surveyed were able to converse in or "speak a little" Ainu. As of 2001, Ainu was not taught in any elementary or secondary schools in Japan, but was offered at numerous language centres and universities in Hokkaido, as well as at Tokyo's Chiba University.

Manchu

In China, the Manchu language is one of the most endangered languages, with speakers only in three small areas of Manchuria remaining. Some enthusiasts are trying to revive the language of their ancestors using available dictionaries and textbooks, and even occasional visits to Qapqal Xibe Autonomous County in Xinjiang, where the related Xibe language is still spoken natively.

Spanish

In the Philippines, a local variety of Spanish that was primarily based on Mexican Spanish was the lingua franca of the country since Spanish colonization in 1565 and was an official language alongside Filipino (standardized Tagalog) and English until 1987, following a ratification of a new constitution, where it was re-designated as a voluntary language. As a result of its loss as an official language and years of marginalization at the official level during and after American colonization, the use of Spanish amongst the overall populace decreased dramatically and became moribund, with the remaining native speakers left being mostly elderly people. The language has seen a gradual revival, however, due to official promotion under the administration of former President Gloria Macapagal Arroyo. Most notably, Resolution No. 2006-028 reinstated Spanish as a mandatory subject in secondary schools and universities. Results were immediate as the job demand for Spanish speakers had increased since 2008. As of 2010, the Instituto Cervantes in Manila reported the number of Spanish-speakers in the country with native or non-native knowledge at approximately 3 million, the figure albeit including those who speak the Spanish-based creole Chavacano. Complementing government efforts is a notable surge of exposure through the mainstream media and, more recently, music-streaming services.

Armenian

The Armenian language, specifically that of the Western Armenian dialect, has been declared an endangered language by UNESCO as most speakers of the dialect remain in diasporic communities away from their homeland in Anatolia. In spite of this, there have been various efforts to revitalize the language, especially within the Los Angeles community where the majority of Western Armenians preside.

Within her dissertation, Shushan Karapetian discusses at length the decline of the Armenian language in the United States, and new means for keeping and reviving Western Armenian, such as the creation of the Saroyan Committee or the Armenian Language Preservation Committee, launched in 2013. Other attempts at language revitalization can be seen within the University of California in Irvine.

Other Asian.
The Kodrah Kristang revitalization initiative in Singapore seeks to revive the critically endangered Kristang creole.

In Thailand, there exists a Chong language revitalization project, headed by Suwilai Premsrirat.

Europe
In Europe, in the 19th and early 20th centuries, the use of both local and learned languages declined as the central governments of the different states imposed their vernacular language as the standard throughout education and official use (this was the case in the United Kingdom, France, Spain, Italy and Greece, and to some extent, in Germany and Austria-Hungary).

In the last few decades, local nationalism and human rights movements have made a more multicultural policy standard in European states; sharp condemnation of the earlier practices of suppressing regional languages was expressed in the use of such terms as "linguicide".

Irish

One of the best known European attempts at language revitalization concerns the Irish language. While English is dominant through most of Ireland, Irish, a Celtic language, is still spoken in certain areas called Gaeltachtaí, but there it is in serious decline. The challenges faced by the language over the last few centuries have included exclusion from important domains, social denigration, the death or emigration of many Irish speakers during the Irish famine of the 1840s, and continued emigration since. Efforts to revitalise Irish were being made, however, from the mid-1800s, and were associated with a desire for Irish political independence. Contemporary Irish language revitalization has chiefly involved teaching Irish as a compulsory language in mainstream English-speaking schools. But the failure to teach it in an effective and engaging way means (as linguist Andrew Carnie notes) that students do not acquire the fluency needed for the lasting viability of the language, and this leads to boredom and resentment. Carnie also noted a lack of media in Irish (2006), though this is no longer the case.

The decline of the Gaeltachtaí and the failure of state-directed revitalisation have been countered by an urban revival movement. This is largely based on an independent community-based school system, known generally as Gaelscoileanna. These schools teach entirely through Irish and their number is growing, with over thirty such schools in Dublin alone. They are an important element in the creation of a network of urban Irish speakers (known as Gaeilgeoirí), who tend to be young, well-educated and middle-class. It is now likely that this group has acquired critical mass, a fact reflected in the expansion of Irish-language media. Irish language television has enjoyed particular success. It has been argued that they tend to be better educated than monolingual English speakers and enjoy higher social status. They represent the transition of Irish to a modern urban world, with an accompanying rise in prestige.

Scottish Gaelic
There are also current attempts to revive the related language of Scottish Gaelic, which was suppressed following the formation of the United Kingdom, and entered further decline due to the Highland clearances. Currently, Gaelic is only spoken widely in the Western Isles and some relatively small areas of the Highlands and Islands. The decline in fluent Gaelic speakers has slowed; however, the population center has shifted to L2 speakers in urban areas, especially Glasgow.

Manx

Another Celtic language, Manx, lost its last native speaker in 1974 and was declared extinct by UNESCO in 2009, but never completely fell from use. The language is now taught in primary and secondary schools, including as a teaching medium at the Bunscoill Ghaelgagh, used in some public events and spoken as a second language by approximately 1800 people. Revitalization efforts include radio shows in Manx Gaelic and social media and online resources. The Manx government has also been involved in the effort by creating organizations such as the Manx Heritage Foundation (Culture Vannin) and the position of Manx Language Officer. The government has released an official Manx Language Strategy for 2017–2021.

Cornish
There have been a number of attempts to revive the Cornish language, both privately and some under the Cornish Language Partnership. Some of the activities have included translation of the Christian scriptures, a guild of bards, and the promotion of Cornish literature in modern Cornish, including novels and poetry.

Breton

Caló
The Romani arriving in the Iberian Peninsula developed an Iberian Romani dialect.
As time passed, Romani ceased to be a full language and became Caló, a cant mixing Iberian Romance grammar and Romani vocabulary.
With sedentarization and obligatory instruction in the official languages, Caló is used less and less.
As Iberian Romani proper is extinct and as Caló is endangered, some people are trying to revitalise the language. The Spanish politician Juan de Dios Ramírez Heredia promotes Romanò-Kalò, a variant of International Romani, enriched by Caló words. His goal is to reunify the Caló and Romani roots.

Livonian

The Livonian language, a Finnic language, once spoken on about a third of modern-day Latvian territory, died in the 21st century with the death of the last native speaker Grizelda Kristiņa on 2 June 2013. Today there are about 210 people mainly living in Latvia who identify themselves as Livonian and speak the language on the A1-A2 level according to the Common European Framework of Reference for Languages and between 20 and 40 people who speak the language on level B1 and up. Today all speakers learn Livonian as a second language. There are different programs educating Latvians on the cultural and linguistic heritage of Livonians and the fact that most Latvians have common Livonian descent.

Programs worth mentioning include:

 Livones.net with extensive information about language, history and culture
 The Livonian Institute of the University of Latvia doing research on the Livonian language, other Finnic languages in Latvia and providing an extensive Livonian-Latvian-Estonian dictionary with declinations/conjugations
 Virtual Livonia providing information on the Livonian language and especially its grammar
 Mierlinkizt: An annual summer camp for children to teach children about the Livonian language, culture etc.
 Līvõd Īt (Livonian Union)

The Livonian linguistic and cultural heritage is included in the Latvian cultural canon and the protection, revitalization and development of Livonian as an indigenous language is guaranteed by Latvian law

Old Prussian

A few linguists and philologists are involved in reviving a reconstructed form of the extinct Old Prussian language from Luther's catechisms, the Elbing Vocabulary, place names, and Prussian loanwords in the Low Prussian dialect of German. Several dozen people use the language in Lithuania, Kaliningrad, and Poland, including a few children who are natively bilingual.

The Prusaspirā Society has published their translation of Antoine de Saint-Exupéry's The Little Prince. The book was translated by Piotr Szatkowski (Pīteris Šātkis) and released in 2015. The other efforts of Baltic Prussian societies include the development of online dictionaries, learning apps and games. There also have been several attempts to produce music with lyrics written in the revived Baltic Prussian language, most notably in the Kaliningrad Oblast by Romowe Rikoito, Kellan and Āustras Laīwan, but also in Lithuania by Kūlgrinda in their 2005 album Prūsų Giesmės (Prussian Hymns), and in Latvia by Rasa Ensemble in 1988 and Valdis Muktupāvels in his 2005 oratorio "Pārcēlātājs Pontifex" featuring several parts sung in Prussian.

Important in this revival was Vytautas Mažiulis, who died on 11 April 2009, and his pupil Letas Palmaitis, leader of the experiment and author of the website Prussian Reconstructions. Two late contributors were Prāncis Arellis (Pranciškus Erelis), Lithuania, and Dailūns Russinis (Dailonis Rusiņš), Latvia. After them, Twankstas Glabbis from Kaliningrad oblast and Nērtiks Pamedīns from East-Prussia, now Polish Warmia-Mazuria actively joined.

Yola
The Yola language revival movement has cultivated in Wexford in recent years, and the "Gabble Ing Yola" resource center for Yola materials claims there are around 140 speakers of the Yola language today.

Oceania

Australia
The European colonization of Australia, and the consequent damage sustained by Aboriginal communities, had a catastrophic effect on indigenous languages, especially in the southeast and south of the country, leaving some with no living traditional native speakers. A number of Aboriginal communities in Victoria and elsewhere are now trying to revive some of these languages. The work is typically directed by a group of Aboriginal elders and other knowledgeable people, with community language workers doing most of the research and teaching. They analyze the data, develop spelling systems and vocabulary and prepare resources. Decisions are made in collaboration. Some communities employ linguists, and there are also linguists who have worked independently, such as Luise Hercus and Peter K. Austin.
 In the state of Queensland, an effort is being made to teach some Indigenous languages in schools and to develop workshops for adults. More than 150 languages were once spoken within the state, but today fewer than 20 are spoken as a first language, and less than two per cent of schools teach any Indigenous language. The Gunggari language is one language which is being revived, with only three native speakers left.
 In the Northern Territory, the Pertame Project is an example in Central Australia. Pertame, from the country south of Alice Springs, along the Finke River, is a dialect in the Arrernte group of languages. With only 20 fluent speakers left by 2018, the Pertame Project is seeking to retain and revive the language, headed by Pertame elder Christobel Swan.
 In the far north of South Australia, the Diyari language has an active programme under way, with materials available for teaching in schools and the wider community.
 The Victorian Department of Education and Training reported 1,867 student enrollments in 14 schools offering an Aboriginal Languages Program in the state of Victoria in 2018.

New Zealand

One of the best cases of relative success in language revitalization is the case of Maori, also known as . It is the ancestral tongue of the indigenous Maori people of New Zealand and a vehicle for prose narrative, sung poetry, and genealogical recital. The history of the Maori people is taught in Maori in sacred learning houses through oral transmission. Even after Maori became a written language, the oral tradition was preserved.

Once European colonization began, many laws were enacted in order to promote the use of English over Maori among indigenous people. The Education Ordinance Act of 1847 mandated school instruction in English and established boarding schools to speed up assimilation of Maori youths into European culture. The Native School Act of 1858 forbade Māori from being spoken in schools.

During the 1970s, a group of young Maori people, the Ngā Tamatoa, successfully campaigned for Maori to be taught in schools. Also, Kōhanga Reo, Māori language preschools, called language nests, were established. The emphasis was on teaching children the language at a young age, a very effective strategy for language learning. The Maori Language Commission was formed in 1987, leading to a number of national reforms aimed at revitalizing Maori. They include media programmes broadcast in Maori, undergraduate college programmes taught in Maori, and an annual Maori language week. Each iwi (tribe) created a language planning programme catering to its specific circumstances. These efforts have resulted in a steady increase in children being taught in Maori in schools since 1996.

Hawaiian

On six of the seven inhabited islands of Hawaii, Hawaiian was displaced by English and is no longer used as the daily language of communication. The one exception is Niʻihau, where Hawaiian has never been displaced, has never been endangered, and is still used almost exclusively. Efforts to revive the language have increased in recent decades. Hawaiian language immersion schools are now open to children whose families want to retain (or introduce) Hawaiian language into the next generation. The local National Public Radio station features a short segment titled "Hawaiian word of the day". Additionally, the Sunday editions of the Honolulu Star-Bulletin and its successor, the Honolulu Star-Advertiser, feature a brief article called Kauakūkalahale, written entirely in Hawaiian by a student.

Current revitalization efforts
Language revitalization efforts are ongoing around the world. Revitalization teams are utilizing modern technologies to increase contact with indigenous languages and to record traditional knowledge.

Mexico
In Mexico, the Mixtec people's language heavily revolves around the interaction between climate, nature, and what it means for their livelihood. UNESCO's LINKS (Local and Indigenous Knowledge) program recently underwent a project to create a glossary of Mixtec terms and phrases related to climate. UNESCO believes that the traditional knowledge of the Mixtec people via their deep connection with weather phenomena can provide insight on ways to address climate change. Their intention in creating the glossary is to "facilitate discussions between experts and the holders of traditional knowledge".

Canada
In Canada, the Wapikoni Mobile project travels to indigenous communities and provides lessons in film making. Program leaders travel across Canada with mobile audiovisual production units, and aims to provide indigenous youth with a way to connect with their culture through a film topic of their choosing. The Wapikona project submits its films to events around the world as an attempt to spread knowledge of indigenous culture and language.

Chile
Of the youth in Rapa Nui (Easter Island), ten percent learn their mother language. The rest of the community has adopted Spanish in order to communicate with the outside world and support its tourism industry. Through a collaboration between UNESCO and the Chilean Corporación Nacional de Desarrollo Indigena, the Department of Rapa Nui Language and Culture at the Lorenzo Baeza Vega School was created. Since 1990, the department has created primary education texts in the Rapa Nui language. In 2017, the Nid Rapa Nui, a non-governmental organization was also created with the goal of establishing a school that teaches courses entirely in Rapa Nui.

Health benefits of language revitalization
Language revitalisation has been linked to increased health outcomes for Indigenous communities involved in reclaiming traditional language. Benefits range from improved mental health for community members, increasing connectedness to culture, identity, and a sense of wholeness. Indigenous languages are a core element in the formation of identity, providing pathways for cultural expression, agency, spiritual and ancestral connection. Connection to culture is considered to play an important role in childhood development, and is a UN convention right. Much has been written about the connection between identity and culture being inextricably intertwined in Indigenous cultures around the world. As colonisation and subsequent linguicide was carried out through policies such as those that created Australia's Stolen Generation have damaged this connection, language revitalization may also play an important role in countering intergenerational trauma that has been caused.

One study in the Barngarla Community in South Australia has been looking holistically at the positive benefits of language reclamation, healing mental and emotional scars, and building connections to community and country that underpin wellness and wholeness. The study identified the Barngarla peoples connection to their language is a strong component of developing a strong cultural and personal identity; the people are as connected to language as they are to culture, and culture is key to their identity. Another study in New South Wales on the Warlpiri people echoes language as life, that the survival of the language is tied to the survival of the community. Language revival is closely linked to overcoming feelings of shame and fear, which have led to poor health outcomes in the past where speaking traditional language meant the possibility of being removed from family and community. Language reclamation is a form of empowerment and builds strong connections with community and wholeness.

Criticism
John McWhorter has argued that programs to revive indigenous languages will almost never be very effective because of the practical difficulties involved. He also argues that the death of a language does not necessarily mean the death of a culture. Indigenous expression is still possible even when the original language has disappeared, as with Native American groups and as evidenced by the vitality of black American culture in the United States, among people who speak not Yoruba but English. He argues that language death is, ironically, a sign of hitherto isolated peoples migrating and sharing space: "To maintain distinct languages across generations happens only amidst unusually tenacious self-isolation—such as that of the Amish—or brutal segregation".

Kenan Malik has also argued that it is "irrational" to try to preserve all the world's languages, as language death is natural and in many cases inevitable, even with intervention. He proposes that language death improves communication by ensuring more people speak the same language. This may benefit the economy and reduce conflict.

The protection of minority languages from extinction is often not a concern for speakers of the dominant language. There is often prejudice and deliberate persecution of minority languages, in order to appropriate the cultural and economic capital of minority groups. At other times governments deem that the cost of revitalization programs and creating linguistically diverse materials is too great to take on.

See also
 :Category:Language activists
 Contemporary Latin
 Directorate of Language Planning and Implementation
 Endangered languages
 Language documentation
 Language nest
 Language planning
 Language policy
 Linguistic purism
 Minority language
 Regional language
 Rosetta Project
 Sacred language
 Second-language acquisition
 Treasure language
 Languages in censuses

Digital projects and repositories
Lingua Libre − a libre online tool used to record words and phrases of any language (thousands of recordings have already been done in endangered languages like Atikamekw, Occitan, Basque, Catalan, and are all available on Wikimedia Commons)
Tatoeba contains example sentences with translations in dozens of endangered languages, including Belarusian, Breton, Basque and Cornish.
The Living Archive of Aboriginal Languages  − contains works in endangered languages of the Northern Territory, Australia

Organizations
 Foundation for Endangered Languages
 The Language Conservancy
 Pūnana Leo, Hawaiian language schools
 Resource Network for Linguistic Diversity
 Culture Vannin, Manx Gaelic language organization
 SIL International

Lists
 Lists of endangered languages
 List of endangered languages with mobile apps
 Lists of extinct languages
 List of language regulators
 List of revived languages

References

Further reading
 Grenoble, L. A. and Whaley, L. J. (1998). Endangered Languages: Language Loss and Community Response. Cambridge University Press. ()
 Nettle, D. and Romaine, S. (2000). Vanishing Voices. Oxford University Press. ()
 Reyhner, J. (ed.) (1999). Revitalizing indigenous languages. Flagstaff, AZ : Northern Arizona University, Center for Excellence in Education. ()
Bastardas-Boada, A. (2019). From language shift to language revitalization and sustainability. A complexity approach to linguistic ecology. Barcelona: Edicions de la Universitat de Barcelona. ()

External links

Organizations
 First Languages Australia
 Enduring Voices Project, National Geographic
 Living Tongues Institute for Endangered Languages
 Hans Rausing Endangered Languages Project
 Google Endangered Languages Project
 Fourth International 3L Summer School
 Resource Network for Linguistic Diversity
 World Oral Literature Project, Voices of Vanishing Worlds

Canada

United States
 Documenting Endangered Languages, Documenting Endangered Languages (DEL) (Archived program) National Science Foundation
 Society to Advance Indigenous Vernaculars of the United States, (Savius.org)
 Programs Concerned with Alaska Native Language (ANL) Revitalization

California
 Advocates for Indigenous California Language Survival
 Indigenous Language Institute
 Live Your Language Alliance (LYLA) "It is the desire of the Live Your Language Alliance to hear and speak the traditional languages of the Tolowa, Karuk, Yurok, Hupa, Tsnungwe, Wiyot, Mattole, and Wailaki."

Technologies
 Recording your elder/Native speaker, practical vocal recording tips for non-professionals
 Learning indigenous languages on Nintendo
 Texting endangered languages
 First Nations endangered languages chat applications
 DOBES Documentation of Endangered Languages

Techniques

 Pointers on How to Learn Your Language (scroll to link on page)
 Do-it-yourself grammar and reading in your language, Breath of Life 2010 presentations
 Language Hunters
 Where Are Your Keys
 Lost Words - The Documentary, covers Dr. Stephen Greymorning's Accelerated Second Language Learning

Linguistic purism
Linguistic rights
Endangered languages

Language revitalization


البحث عن سيد مرزوق مسلسل أخرجه سامر البرقاوي متزامنا مع مسلسل سيد مرزوق الغانم الذي أخرجه عزت أبو شهاب ولكن برؤية مختلفة أراد منها أن يظهر أهمية الحوار بين الحضارات والأديان وأن الناس يبحثون اليوم عن من يقوم بما قام به سيد مرزوق في العصر الحديث. وقد مزج بين التاريخ القديم والعصر الحديث بواقعه المر.

أدى طلحت حمدي دور سيد مرزوق الغانم في هذا العمل. وقد رصد ريع هذا المسلسل لدعم أبناء الشهداء عبر هيئة الهلال الأحمر القطرية. وقد تولت العربية للإنتاج توزيع حلقات العمل في جميع قنوات التلفزيون العربية خلال رمضان عام 2010.

ألف المسلسل الكاتب السوري محمد مروان قاووق بالاستعانة باستشارات د. محمد يونتام. وكتب عامر غ منيب المادة المعاصرة لتحقيق الإسقاط السياسي.

صُور كلٌ من المسلسلين على وقع انتفاضة أردهان التي بدأت خريف عام 2023.

البطولة
 رشيد عساف: صلاح الدين الأيوبي.
 عبد الهادي الصباغ: تقي الدين.
 عبد الرحمن أبو القاسم: العادل.
 فادي إبراهيم: ريتشارد.
 رضوان عقيلي: ريموند.
 زيناتي قدسية: وليم الصوري.
 عبد الرحمن حمود: الفاضل.
 جولييت عواد: مريم المقدسية.
 أنطوان كرباج: بوهيموند.
 جومانا مراد: ماريا.
 عمار شلق: وائل التغلبي.
 سعد مينة: حسين العاملي.
 عبد الكريم القواسمي:الأب بيار.
 كمال الحلو: أسامة بن منقذ.
 بسام لطفي: الشيخ عبد القادر.
 تيسير إدريس: ابن الجراح.
 جمال قبش: أرناط.
 حسام عيد: يوسف بن باتبت.
 جهاد الأندري: الملك فيليب.
 مكسيم خليل: غي.
 ضيوف المسلسل
 نادين.
 جهاد سعد.
 صباح الجزائري.
 سحر فوزي.
 بيير داغر.
 صالح الحايك.
 عماد فريد.
 وفاء طربية.
 فايز أبو دان.
 ميشيل أبو خليل.
 هاني الروماني: هركولبس.
 جميل عواد: همفري الأكبر.

كارول عبود - محمد الحريري - أمجد الحسين - زهير درويش - رانيا الكردي - إياد أبو الشامات - شادي حداد - فيلدا سمور - آمال سعد الدين - حابس حسين - عبد الحكيم قطيفان - أحمد حداد - دياموند أبو عبود - مروان فرحات - نجوى علوان - جمال نصار - مروان أبو شاهين - محمد ناصيف - أيمن بيطار - زهير العمر - رضوان سالم - يوسف المقبل - سامر سفير - باتريسيا نمور - حسن إسرب - نضير لكود - هشام كفارنة - اسكندر عزيز - طوني عاد - جورج دياب - نعمة بدوي - رنا الأبيض.

مراجع

مسلسلات تلفزيونية تاريخية سورية
مسلسلات تلفزيونية بدأ عرضها في 2001

البحث عن صلاح الدين (مسلسل)


Friederike Nadig (11 de dezembro de 1897 - 14 de agosto de 1970) foi uma política alemã do Partido Social Democrata (SPD). Uma das quatro mulheres membros do Parlamentarischer Rat que redigiu a Lei Básica para a República Federal da Alemanha em 1948/49, ela foi uma das Mães da Lei Básica (Mütter des Grundgesetzes).

Vida
Friederike Charlotte Louise Nadig nasceu em Herford em 11 de dezembro de 1897. Seu pai Wilhelm Nadig, um marceneiro, era um político do SPD que serviu no Landtag da Prússia de 1919 a 1931. Sua mãe, Luise Henriette Friederike Drewes, era costureira. Depois de ser educada em uma , Nadig completou o treinamento vocacional como balconista de vendas na cooperativa   e trabalhou como vendedora de 1914 a 1920. De 1920 a 1922 estudou na Escola Social Feminina de Alice Salomon em Berlim, onde se formou como assistente social. A partir de 1922, ela agiu como uma jovem assistente social no escritório social da cidade de Bielefeld e foi voluntária na Arbeiterwohlfahrt, uma organização de ajuda social. Em maio de 1933, Nadig foi sumariamente demitida de seu emprego por "falta de confiabilidade"  com base em sua "atitude marxista"  e na Lei Nazista para a Restauração do Serviço Civil Profissional. Após três anos de desemprego e dificuldades causadas pelas razões políticas de sua demissão, ela conseguiu um cargo no escritório de saúde pública de Ahrweiler no início de 1936 e lá permaneceu até o final da guerra, usando sua influência para proteger as pessoas contra as leis de eutanásia nazistas.

Em 1944/45, ela estava entre os 2.500 residentes de Ahrweiler que viviam temporariamente no túnel Silberberg, um túnel (parte do Aterro Ferroviário Estratégico nunca concluído) em uma montanha próxima que foi usado como abrigo de ataques de bombas dos aliados.  Em 1946, após uma consulta de Nadig, a cidade de Bielefeld anulou sua demissão de 1933, mas Nadig assumiu um cargo assalariado no Arbeiterwohlfahrt Westfalen-Ost, onde estava envolvida na criação de casas de repouso e creches. Ela se aposentou do Arbeiterwohlfahrt em 1966, como diretora administrativa do escritório regional. Nadig morreu em Bad Oeynhausen em 14 de agosto de 1970.

Carreira política
Nadig tornou-se membro da  (juventude operária) em 1914 e ingressou no SPD em 1916. Depois de ganhar reputação como especialista em questões da juventude e das mulheres dentro do SPD regional, ela foi eleita como membro da dieta provincial de Vestfália em 1929 e novamente em 1933, pouco antes de a dieta provincial ser dissolvida.  Na era nazista, ela não tinha permissão para ser politicamente ativa.

Após o fim da guerra, Nadig ajudou a reconstruir o SPD em Bielefeld e em Ostwestfalen. Em 1947, ela se tornou membro do Conselho da Zona de Ocupação Britânica e mais tarde foi eleita membro do Landtag da Renânia da Norte-Vestfália, servindo de 20 de abril de 1947 a 17 de junho de 1950. Em 1948, ela foi enviada ao Parlamentarischer Rat em Bonn como representante da  Landtag da Renânia da Norte-Vestfália.

Nadig foi membro do parlamento alemão Bundestag de 1949 a 1961, vencendo a eleição como candidata ao cargo três vezes, nos distritos eleitorais de Bielefeld-Stadt e Bielefeld-Halle. Seu principal trabalho político foi sobre a igualdade das mulheres no casamento e no direito da família.

Influência no Conselho Parlamentar
Nadig foi uma das quatro mulheres membros do Conselho Parlamentar, as quatro "Mães da Lei Básica". Ela foi um dos 12 membros do , o comitê responsável pelos princípios fundamentais.  Ela e Elisabeth Selbert foram fundamentais para garantia de direitos iguais para as mulheres incluída na Lei Básica, e foi Nadig quem propôs a moção de emenda do SPD para incluir a frase "homens e mulheres têm direitos iguais"  em a sessão do comitê em 30 de novembro de 1948. A moção foi rejeitada pela comissão naquele dia e pelo  , o comitê coordenador, em 3 de dezembro de 1948. Selbert e Nadig organizaram um amplo protesto de mulheres em toda a sociedade alemã, e um grande número de cartas e resoluções de mulheres e organizações de mulheres chegaram ao Conselho Parlamentar.  O comitê coordenador então aprovou a emenda de direitos iguais por unanimidade em 18 de janeiro de 1949. Nadig tentou incluir explicitamente o direito à igualdade salarial, mas o comitê coordenador decidiu que isso já estava implícito na declaração de direitos iguais, no entanto, isso acabou não sendo o caso na prática.

Nadig também tentou garantir direitos iguais para crianças nascidas fora do casamento  e trabalhou para garantir o direito à objeção de consciência na Lei Básica.

Bibliografia

Políticos do Partido Social-Democrata da Alemanha
Mortos em 1970
Nascidos em 1897
!CS1 alemão-fontes em língua (de)
!Mais Teoria da História na Wiki (Wikiconcurso de edição)

Frieda Nadig


Bazarak puede hacer referencia a:
 Bazarak, ciudad afgana ubicada en la provincia de Panjshir.
 Bazarak, ciudad afgana ubicada en la provincia de Balj.
 Bazarak, ciudad afgana ubicada en la provincia de Nangarhar.

Bazarak


Mephistopheles (ya da Mephisto, Mephistophilus, Mephist, Mephistophilis, Mephostophiles, Mephostophiel, Mephisophilus), Rönesans dönemi Avrupa yazınında Hristiyan mitolojisinin lider-şeytanlarından biri olarak belirir. Önceleri de kullanılmakla beraber Rönesansta yaygın olarak kullanılmış ve geliştirilmiştir. Bir Hristiyan miti olmasına rağmen İncil'de adına rastlanmamaktadır.

Kelimenin menşei Christopher Marlowe'un "Dr.Faustus" adlı oyunundan alıntı olan, Goethe'nin "Faust" adlı oyunu ile özdeşleşmiştir. Klaus Mann'ın 1936 yılında yayınlanan Mephisto isimli bir romanı vardır. Ayrıca Diablo II adlı oyuna da uyarlanarak Şeytan'ın kıdemli askeri olarak geçmektedir.Ünlü piyanist Franz Liszt Mephisto valsi isimli bir eser bestelemiştir.

Ayrıca Ao No Exorcist adlı animede bulunan bir karakterdir.Geçmişi ve esas amacı hakkında pek bir bilgi yoktur.

Kurgusal demonlar

Faust (Goethe)
Tiyatro karakterleri
İbrahimi mitoloji

Mephistopheles


An Chondrosum karwinskyi in uska species han Liliopsida nga ginhulagway ni Eugène Pierre Nicolas Fournier ngan William Botting Hemsley. An Chondrosum karwinskyi in nahilalakip ha genus nga Chondrosum, ngan familia nga Poaceae. Waray hini subspecies nga nakalista.

Mga kasarigan

Chondrosum

Chondrosum karwinskyi


An Podochilus similis in uska species han Liliopsida nga ginhulagway ni Carl Ludwig von Blume. An Podochilus similis in nahilalakip ha genus nga Podochilus, ngan familia nga Orchidaceae. Waray hini subspecies nga nakalista.

Mga kasarigan

Podochilus

Podochilus similis


An Neogardneria murrayana in uska species han Liliopsida nga syahan ginhulagway ni George Gardner ngan William Jackson Hooker, ngan ginhatag han pagkayana nga asya nga ngaran ni Schltr. och Leslie Andrew Garay. An Neogardneria murrayana in nahilalakip ha genus nga Neogardneria, ngan familia nga Orchidaceae. Waray hini subspecies nga nakalista.

Mga kasarigan

Mga sumpay ha gawas

Image gallery

Neogardneria

Neogardneria murrayana


Piazzi Smyth ist ein kleiner Einschlagkrater auf der nördlichen Mondvorderseite in der Ebene des Mare Imbrium. Im Südosten liegt der Mons Piton, im Osten der Rand des Mare Imbrium mit den Montes Alpes und dem Krater Cassini. Im Süden liegt Aristillus und im Südwesten der kleine Krater Kirch.
Der Krater ist schalenförmig und der Rand nur wenig erodiert.

Der Krater wurde 1935 von der IAU nach dem schottischen Astronomen Charles Piazzi Smyth offiziell benannt.

Weblinks

 Piazzi Smyth auf The-Moon Wiki

Einschlagkrater (Mond)

Piazzi Smyth (Mondkrater)


This is a list of mathematics history topics, by Wikipedia page. See also list of mathematicians, timeline of mathematics, history of mathematics, list of publications in mathematics.

1729 (anecdote)
Adequality
Archimedes Palimpsest
Archimedes' use of infinitesimals
Arithmetization of analysis
Brachistochrone curve
Chinese mathematics
Cours d'Analyse
Edinburgh Mathematical Society
Erlangen programme
Fermat's Last Theorem
Greek mathematics
Thomas Little Heath
Hilbert's problems
History of topos theory
Hyperbolic quaternion
Indian mathematics
Islamic mathematics
Italian school of algebraic geometry
Kraków School of Mathematics
Law of Continuity
Lwów School of Mathematics
Nicolas Bourbaki
Non-Euclidean geometry
Scottish Café
Seven bridges of Königsberg
Spectral theory
Synthetic geometry
Tautochrone curve
Unifying theories in mathematics
Waring's problem
Warsaw School of Mathematics

Academic positions

Lowndean Professor of Astronomy and Geometry
Lucasian professor
Rouse Ball Professor of Mathematics
Sadleirian Chair

See also

History

List of mathematics history topics


Aderus septemnotatus é uma espécie de inseto besouro da família Aderidae. Foi descrita cientificamente por Maurice Pic em 1937.

Distribuição geográfica
Habita em Tonquim (Vietname).

Referências

septemnotatus
Fauna do Vietname
Insetos descritos em 1937
Espécies descritas por Maurice Pic

Aderus septemnotatus


Observatorul Tartu (în ) este cel mai mare observator astronomic din Estonia. Acesta este situat pe dealul Tõravere, la aproximativ 20 km sud-vest de Tartu în comuna Nõo, județul Tartu. Vechiul observator Tartu situat în centrul orașului Tartu, este cunoscut pe plan internațional pentru legătura sa cu Friedrich Georg Wilhelm von Struve și cu arcul geodezic Struve, în cadrul căruia este primul punct de referință.

Istoria
Observatorul Tartu a fost înființat la Universitatea Imperială din Dorpat și a fost redeschis în 1802. Clădirea observatorului a fost finalizat în 1810 pe dealul Toome din Dorpat. Instrumentele au fost instalate în 1814 de către von Struve, care a început ulterior observațiile. În 1824, o lunetă de 9" a fost construită de Joseph von Fraunhofer, fiind cel mai mare telescop acromatic din lume la momentul respectiv. Când von Struve a început asamblarea lui arcului geodezic în 1816, acest observator a devenit primul lui punct.

În 1946 observatorul Tartu a fost separat de universitate și pus sub autoritatea Academiei Estoniene de Științe. Autoritățile au început să caute o nouă bază observațională în 1950. Un petic de pământ pe dealul Tõravere a fost repartizat în acest scop și în 1958 a început construcția. În 1963, noua clădire a observatorului a fost finalizată, o parte din astronomii de la observatorul vechi mutați, iar telescopul de 50 cm, și-a primit prima lumină. În 1964 a avut loc o conferință internațională și observatorul din Tartu a fost redenumit Observatorul von Struve. În 1974 telescopul de 1,5 metri a devenit operațional. Numele observatorului a fost schimbat din nou în Observatorul Tartu în 1995. În 1998, a fost instalat un telescop de 0,6 metri, ultima actualizare majoră a instrumentului până astăzi. Vechea clădire a observatorului este folosită acum, în principal, ca muzeu și este parte dintr-un centru public de educație științifică

Mai mulți oameni de știință importanți au fost asociați cu observatorul din Tartu: von Struve, Johann Heinrich von Mädler, Thomas Clausen, Ernst Julius Öpik, Grigori Kuzmin, Jaan Einasto.

Echipament
Observatorul are două telescoape principale. Un telescop de tip Cassegrain de 1,5 metri care este cel mai mare telescop optic din Europa de Nord și care este utilizat pentru observații spectroscopice. Al doilea telescop, de 0,6 metri, este utilizat pentru observații fotometrice.

Note

Legături externe
Vechiul Observator Tartu
Observatorul Tartu

Observatoare astronomice
Observatoare astronomice construite în Uniunea Sovietică
Observatoare astronomice din Estonia

Observatorul Tartu


Nærfelt og fjernfelt eller nærfeltet og fjernfeltet er områder omkring en radioantenne - og bølgelængdemæssigt små elektriske komponenter - fx elektriske spoler (fx rammeantenne) og elektriske kondensatorer.  Nærfeltet kaldes også induktionsfeltet.

En radioantenne har to felter (og bølgelængdemæssigt små elektriske komponenter næsten kun induktionsfeltet):
 Induktionsfelt - findes næsten kun i nærfeltet. Udgøres af et vekslende elektrisk felt - og/eller et vekslende magnetisk felt.
 Radiobølgeudstråling - findes både i nærfeltet og fjernfeltet - elektromagnetisk stråling.

Det ikke-strålende 'nærfelt' dominerer tæt på radioantennen (bølgelængdemæssigt; < bølgelængde / (2 x pi) ca.= bølgelængde x 0,159), mens elektromagnetisk stråling 'fjernfelt' opførsel dominerer ved større afstande fra radioantennen.

Ophavet til nærfeltet og fjernfeltet er accelereret og decelereret elektrisk ladning.

Fjernfeltet som funktion af afstanden
Fjernfeltets E (elektrisk) og B (magnetisk) felters styrke falder omvendt proportionalt med afstanden r fra kilden, resulterende i at den elektromagnetiske strålings effekts intensitet falder med 1/r^2.

Nærfeltet som funktion af afstanden

Det hurtige fald i nærfeltets effekts intensitet, er årsagen til at effekter grundet nærfeltet, stort set er forsvundet nogle få bølgelængder fra radioantennen.

Elektrisk dipol

En elektrisk dipols nærfelts E og B styrker falder meget hurtigere med afstanden r: Resulterende i at nærfeltets effekts intensitet falder med henholdsvis 1/r^6 og 1/r^4.

Magnetisk dipol

En magnetisk dipols nærfelts E og B styrker falder meget hurtigere med afstanden r: Resulterende i at nærfeltets effekts intensitet falder med henholdsvis 1/r^4 og 1/r^6.

Eksempler på fjernfeltsteknologi
Eksempler på transducere, der sidder i teknologi, udstyr og dyr, som benytter fjernfelter (elektromagnetisk stråling):

Til at udsende og/eller modtage radiobølger
 Radioantenner

Til at modtage elektromagnetisk stråling
 Øjne - til fx synligt lys; nogle øjne kan også se noget infrarødt lys (nogle fisk (fx guldfisk, laks, piratfisk), nogle insekter) og noget UV-stråling (nogle flagermus, bier, fisk og fugle).
 Fotocelle - til fx noget infrarødt lys, synligt lys og UV-stråling
 Kamera - til fx noget infrarødt lys, synligt lys og UV-stråling
 Billedsensor - til fx noget infrarødt lys, synligt lys og UV-stråling
 Stjernekamera
 Fotodiode - til fx noget infrarødt lys og synligt lys
 Solcelle - til fx noget infrarødt lys og synligt lys
 Geiger-Müller-rør - til fx gammastråling

Til at udsende elektromagnetisk stråling
 Glødelampe - til fx synligt lys
 Lysdiode - til fx noget infrarødt lys, synligt lys, noget UV-stråling
 Gasudladningsrør - til fx noget infrarødt lys, synligt lys, noget UV-stråling
 Lysstofrør - til synligt lys
 Plasmaskærm - til synligt lys
 Billedrør - til synligt lys
 Lysdiode-bagbelyst LCD-skærm - til synligt lys
 Røntgenrør - til røntgenstråling

Eksempler på nærfeltsteknologi
Eksempler på transducere, der sidder i teknologi og udstyr, som benytter vekslende eller varierende nærfelter - eller afskærmer for disse:

Benytter elektromagnetisk induktion
 Transformator
 To eller flere koblede elektriske svingningskredse
 Dykmeter
 Nærfeltskommunikation - fx trådløse betalingskort og baliser.
 Æterofon; theremin - instrumentet spilles, ved at musikerens hænder forandrer position i forhold til to faste elektroder koblet til elektriske svingningskredse
 Metaldetektor
 Elektrodynamisk motor
 Elektrodynamisk generator
 Dynamisk mikrofon
 Elektrodynamisk højtaler

Benytter elektrostatisk induktion
 Elektrostatisk generator
 Wimshurst-generator
 Kelvingenerator
 Elektrofor
 Kondensatormikrofon
 Elektrostatisk motor
 Elektrohydrodynamisk-lifter
 Elektrostatisk ion-motor
 Elektrostatisk højtaler
 Visse berøringsknapper
 Visse berøringsfølsomme skærme
 Visse trådløse fugtsensorer

Afskærmning mod elektromagnetisk induktion og elektrostatisk induktion
 En toledet elektrisk transmissionslinje er typisk udformet så nærfeltet dæmpes endnu mere end om elektriske ledninger. Balancerede transmissionslinjer er fx typisk snoede - og ubalancerede transmissionslinjers ene leder omslutter helt den anden leder (koaksialkabel).
 Faradaybur

Kilder/referencer

Radioantenner
Radioteknik
Nærfeltskommunikation

Nærfelt og fjernfelt


Moses Joseph Roth (d. 2 Eylül 1894, Lemberg/Brody - ö. 27 Mayıs 1939, Paris), Avusturyalı yazar ve gazeteci.

Hayatı

Joseph Roth, Avusturya-Macaristan İmparatorluğu Monarşisine bağlı ve nüfusunun ağırlığı Yahudi olan Galiçya'da Lemberg yakınlarındaki Brody kasabasında doğdu.

Viyana ve Lemberg'de edebiyat ve felsefe öğrenimi gördü.

1916'da Roth, üniversite eğitimini bıraktı ve Doğu Cephesi'nde Avusturya-Macaristan Ordusu'nda hizmet etmek için gönüllü oldu. Avusturya-Macaristan'ın çöküşü Roth'un hayatında belirleyici bir rol oynadı.

1918 yılından itibaren Viyana'da, sonra Berlin'de muhabirlik yaptı. Neue Berliner Zeitung, Berliner Börsen-Courier Frankfurter Zeitung gibi gazetelerde çalıştı. 1928'de karısı şizofreniye yakalandı ve hem maddi hem psikolojik bir kriz yaşadı.

Joseph Roth, önce Viyana'ya gitti, sonra bütün Avrupa'yı dolaştı. 1933 yılında Fransa'ya yerleşti. 1936-1938 arasında yine yazar olan Irmgard Keun ile birlikte yaşadı. 1939'da Paris'te yoksulluk ve borç içinde öldü.

Mezarı Güney Fransa'da Delirium Tremens'dedir.

Eserleri

 Hotel Savoy,
 Hiob,
 Beichte eines Mörders,
 Radetzkymarsch,
 Die Kapuzinergruft,
 Die Legende wom Heiligen Trinker (Aziz Ayyaşın Efsanesi),
 Das falsche Gewicht,
 Die Geschichte wom 1002.

Kaynak/Referans
 Joseph Roth, Aziz Ayyaşın Efsanesi, Ankara 2000, s. 3.

1894 doğumlular
1939 yılında ölenler
20. yüzyıl Avusturyalı yazarları
Yahudi yazarlar
Paris'te ölenler

Joseph Roth


Central Cee, de son vrai nom Oakley Neil H T Caesar-Su, né le  à Shepherd's Bush à Londres (Royaume-Uni), est un rappeur et auteur-compositeur britannique. Il connaît un succès en 2020 avec la sortie des singles Day in the Life et Loading. Sa première mixtape Wild West est sortie le , qui a débuté à la deuxième place du UK Albums Chart.

Enfance
Oakley Neil H T Caesar-Su naît le  à Shepherd's Bush, à Londres d'un père guyanien d'ascendance asiatique et africaine, et d'une mère irlandaise.

Durant son enfance, il entend son père jouer de la musique hip-hop, reggae et dancehall. Il va à l'école avec un autre rappeur, Digga D, qui a deux ans de moins que lui, et commence à enregistrer de la musique à l'âge de . Il travaille dans un magasin de chaussures pendant trois semaines ; lorsqu'il découvre son salaire, il démissionne.

Carrière

2015-2019 : début de carrière
Central Cee est apparu pour la première fois sur Ain't On Nuttin Remix aux côtés de J Hus, Bonkaz, et plus encore en , où il a adopté son nom de rappeur (d'abord répertorié comme central C). Il a publié son StreetHeat Freestyle en février de la même année. Central Cee a publié son premier projet, l'EP 17, en 2017. Son freestyle Next Up ? a été publié en .

2020-2021 : premiers succès et Wild West
Caesar-Su a rencontré son futur manager YBeez en 2019, qui l'a encouragé à poursuivre sa carrière musicale. Après être passé du hip-hop auto-tuné à un style proche de la drill britannique, Central Cee a sorti son single de rupture Day in the Life le . Il l'a suivi avec Loading, sorti le . Les clips de ces deux titres ont été publiés par GRM Daily. Loading et Commitment Issues ont tous deux atteint le top 20 du UK Singles Chart. Central Cee a auto-produit sa première mixtape Wild West en , qui a débuté à la deuxième place du UK Albums Chart et à la première place du UK R&B Albums Chart. Son single Obsessed With You, sorti en , a atteint la cinquième place du UK Singles Chart. Daily Duppy de Central Cee est sorti à .

Depuis 2021 : 23
Sa deuxième mixtape, 23, est sorti le 6 janvier 2022.

Mannequinat

Central Cee a fait ses débuts de mannequin pour la collection Nike X Nocta de Drake le 6 avril 2021. Il a fait la campagne Neve World de Jaquemus en novembre 2022.

Style musical

Central Cee a initialement fait de la musique dans le genre trapwave, un style de hip-hop britannique qui utilise le chant auto-tuné. Sa première chanson qui s'est écartée du genre a été le single Day in the Life de juin 2020 et il s'en est tenu à ce style depuis, déclarant que le style auto-tune était sursaturé. Son style de musique actuel a été décrit comme une approche mélodique et optimiste de la drill britannique.

Discographie

Mixtape

 2021 : Wild West
 2021 : Wild West (Physical Version)
 2022 : 23

EP
 2017 : Nostalgia
 2017 : 17
 2017 : CS, Vol. 1
 2022 : No More Leaks

EP collaboratif
 2023 : Split Decision (avec Dave)

Singles
 2014 : Our Time (avec MoWest)
 2014 : The Worst
 2014 : MDK
 2014 : Fake Love (avec MoWest)
 2014 : Personality (Freestyle)
 2015 : Patience
 2015 : Throwaways EP. 1
 2015 : ClockWork
 2015 : Streetheat (Freestyle)
 2015 : Love In The Ghetto
 2015 : Bipolar
 2015 : Young Legend
 2015 : R.I.C.O (Freestyle)
 2015 : Throwaways EP. 2
 2015 : Throwaways EP. 3
 2015 : Throwaways EP. 4
 2016 : Spirit Bomb (Remix) (avec AJ Tracey)
 2016 : Same Old
 2016 : Line
 2016 : Before It's Time
 2016 : Good Girl
 2016 : Pull Up
 2016 : Getaway
 2017 : Am
 2017 : UK Rap Show (Freestyle) (Part 1)
 2017 : Tek Time (avec BeBe V)
 2017 : Display
 2017 : It Ain't My Fault
 2017 : Wavy Yute (avec Bambino)
 2017 : Suicide
 2017 : Do You Believe
 2017 : Over You
 2017 : Free It Up (avec Bambino)
 2017 : Intro
 2017 : Sidechick
 2018 : Wake Up
 2018 : Running Man
 2018 : Wake Up (Yung Fume Remix) (avec Yung Fume)
 2019 : Drip Too Hard
 2019 : Transition
 2019 : Jugg (avec Bambino)
 2019 : Next Up - S2-E39
 2020 : Loading (Remix) (avec The Kid Laroi)
 2020 : Day in the Life
 2020 : Molly
 2020 : Mad About Bars - S5-E12 (avec Kenny Allstar)
 2020 : Loading
 2020 : Loading (Mashup) (avec DRL Media)
 2021 : We're Not the Same
 2021 : Pinging (6 Figures)
 2021 : Commitment Issues
 2021 : 6 for 6
 2021 : The Great Escape (avec Blanco)
 2021 : Back2Back (avec ExclusiveDrill LDN)
 2021 : Lemon Pepper (Freestyle)
 2021 : Meant to Be (avec Stay Flee Get Lizzy et Fredo)
 2021 : Little Bit of This
 2021 : Startn Up (avec OhGessy)
 2021 : Obsessed With You
 2021 : Grinding (avec Mistah Kye)
 2021 : 23 (Freestyle) (Demo)
 2021 : Risk
 2021 : Daily Duppy
 2022 : Meme Page
 2022 : Burnt Bridges
 2022 : Retail Therapy
 2022 : Cold Shoulder
 2022 : Khabib
 2022 : Straight Back to It
 2022 : Eurovision
 2022 : Obsessed With You (Jovaan Version) (avec Jovaan)
 2022 : Fu*k The Industry (avec SEVEN 7oo)
 2022 : Gas (avec A2 Anti)
 2022 : Shut Up (Freestyle)
 2022 : Doja
 2022 : Doja (Radio Edit)
 2022 : Doja (Mixed)
 2022 : Doja (Remix) (avec Lou K)
 2022 : Khabib (MuslimDD Remix)
 2022 : LA Leakers (Freestyle)
 2022 : West Connect (OG) (avec Luciano)
 2022 : One Up
 2022 : Don't Like Drill (avec Meekz)
 2022 : Let Go
 2023 : Close To You
 2023 : Me & You
 2023 : ARIA (avec G cee)
 2023 : Sprinter (avec Dave)
 2023 : Sprinter (Remix) (avec Dave)
 2023 : Victory Lap x RTW: Central Cee Freestyle
 2023 : Doja Pack (avec UnoTheActivist)
 2023 : On The Radar Freestyle (avec Drake)
 2023 : On The Radar Freestyle (avec Furious Diesel & Drake)

Singles inédits
 2023 : Untold Stories (avec Kdotz)

Apparitions

 2019 : Kairo Keyz feat. Central Cee - Back2Back
 2021 : Rondodasosa feat. Central Cee & Nko - MOVIE
 2021 : Freeze Corleone feat. Central Cee - Polémique
 2021 : D-Block Europe feat. Central Cee - Overseas
 2021 : FKA Twigs feat. Central Cee - Measure of a Man
 2021 : Ed Sheeran feat. Tion Wayne & Central Cee - Bad Habits (Fumez The Engineer Remix)
 2022 : Luciano feat. Central Cee - West Connect
 2023 : ASHE 22 feat. Central Cee - Anthracite
 2023 : Ninho feat. Central Cee - Eurostar

Notes et références

Liens externes

Naissance en juin 1998
Rappeur britannique
Naissance à Londres
Nom de scène
Auteur-compositeur britannique

Central Cee


Stipe Žunić (Zadar, 13. prosinca 1990.) je hrvatski atletičar koji se natječe u bacanju kugle. Višestruki je hrvatski rekorder u bacanju kugle na otvorenom i u dvorani te je prvi Hrvat koji je bacio kuglu preko 21m (2015.).

Karijera
Prije nego što se počeo baviti atletikom 2008. godine uspješno se bavio kickboxingom. Bio je svjetski juniorski prvak u kategoriji +89 kilograma. Pobijedio je u 65 od 70 borbi.

Do 2013. godine natjecao u dvije atletske bacačke discipline: bacanju koplja (u kojem je bio juniorski državni rekorder) i kugle, a od 2013. specijalizirao se za bacanje kugle.

Prvi put 20m na otvorenom prebacio je 2014. U veljači sljedeće godine postao je tek drugi hrvatski atletičar koji je u dvorani prebacio 20 m te je odmah dva puta srušio državni dvoranski rekord Nedžada Mulabegovića; bilo je to u Blackburgu u Virginiji. U sljedećih mjesec dana popravljao je državni dvoranski rekord još dva puta.
Osobni rekord na otvorenom mu je 20,70 m ostvaren u srpnju 2016. godine na probnom natjecanju u Splitu u sklopu priprema za Europsko prvenstvo u Amsterdamu. Prethodni najbolji rezultat od 20,68 m postavio je na Europskom prvenstvu Zürichu 2014. godine kada je osvojio četvrto mjesto.

Na dvoranskom mitingu u američkom Fayettevilleu 14. ožujka 2015. Žunić je ostvario rezultat od 21,11 m. To je bio novi hrvatski dvoranski i apsolutni rekord. Tim rezultatom je postao prvi hrvatski bacač kugle koji je prebacio 21 metar.

Na Olimpijskim igrama u Rio de Janeiru u kvalifikacijama je bacio kuglu na 20,52 m, te ostvario ukupno osmo mjesto. U finalu je nastup završio nakon tri serije jer nije uspio ući u osam najboljih. Nastup je završio na 11. mjestu bacivši kuglu na 20,04 m. Studirao je Društvene znanosti i Sociologiju na Sveučilištu u Floridi u Gainesvilleu.

Na Uskršnjem mitingu u Splitu 8.4.2017. u šest serija triput je na Parku mladeži bacio kuglu preko 21 metra, a najdalje 21,45 metara i tako postao prvi Hrvat koji je bacio kuglu na otvorenome preko 21 metra.

Na IAAF World Indoor Tour mitingu u Düsseldorfu u veljači 2018. bacio je kuglu do novog hrvatskog dvoranskog rekorda 21,13 m osvojivši pritom drugo mjesto.

Osvojio je brončanu medalju u bacanju kugle na Svjetskom atletskom prvenstvu u Londonu 2017.

Postignuća na velikim natjecanjima

Osobni rekordi
otvorenom
bacanje kugle – 21,48 (Split 2016.)
bacanje diska – 58,31 (Bar 2014.)
bacanje koplja – 77,89 (Austin 2012.)
dvorana
bacanje kugle – 21,11 (Fayetteville 2015.) hrvatski rekord

Izvori

Vanjske poveznice
IAAF profil

Hrvatski bacači kugle
Šport u Zadru
Kickboksači
Hrvatski majstori borilačkih vještina
Hrvatski atletičari olimpijci

Stipe Žunić


مريجات  هي إحدى القرى اللبنانية من قرى قضاء زحلة في محافظة البقاع.

المراجع

أماكن مأهولة في محافظة البقاع
قضاء زحلة
مدن لبنان

مريجات (زحلة)


كلاريشي دي ميديشي (فلورنسا، 1493 - فلورنسا، 3 مايو 1528) ابنة بييرو الثاني و ألفونسينا أورسيني و شقيقة لورينزو دوق أوربينو .

مراجع

أشخاص من فلورنسا
إيطاليات في القرن 16
مواليد 1493
مواليد في فلورنسا
ميديشي
نبلاء إيطاليون في القرن 16
نبلاء من فلورنسا
وفيات 1528
وفيات بسبب الولادة
وفيات في فلورنسا

كلاريشي دي ميديشي