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Tuvan Throat Singing): Preliminary Evaluations from Training Seminars Vladislav Matrenitsky Un-Hun School of Healing Throat Singing
International Journal of Transpersonal Studies Volume 31 | Issue 2 Article 13 7-1-2012 Transpersonal Effects of Exposure to Shamanic Use of Khoomei (Tuvan Throat Singing): Preliminary Evaluations from Training Seminars Vladislav Matrenitsky Un-Hun School of Healing Throat Singing Harris L. Friedman University of Florida Follow this and additional works at: https://digitalcommons.ciis.edu/ijts-transpersonalstudies Part of the Anthropology Commons, Philosophy Commons, Psychology Commons, and the Religion Commons Recommended Citation Matrenitsky, V., & Friedman, H. L. (2012). Matrenitsky, V., & Friedman, H. L. (2012). Transpersonal effects of exposure to shamanic use of Khoomei (Tuvan throat singing): Preliminary evaluations from training seminars [Research note]. International Journal of Transpersonal Studies, 31(2), 111–117.. International Journal of Transpersonal Studies, 31 (2). http://dx.doi.org/10.24972/ ijts.2012.31.2.111 This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. This Special Topic Article is brought to you for free and open access by the Journals and Newsletters at Digital Commons @ CIIS. It has been accepted for inclusion in International Journal of Transpersonal Studies by an authorized administrator of Digital Commons @ CIIS. For more information, please contact [email protected]. RESEARCH NOTE Transpersonal Effects of Exposure to Shamanic Use of Khoomei (Tuvan Throat Singing): Preliminary Evaluations from Training Seminars Vladislav Matrenitsky Harris L. Friedman -
Information for Persons Who Wish to Seek Asylum in the Russian Federation
INFORMATION FOR PERSONS WHO WISH TO SEEK ASYLUM IN THE RUSSIAN FEDERATION “Everyone has the right to seek and to enjoy in the other countries asylum from persecution”. Article 14 Universal Declaration of Human Rights I. Who is a refugee? According to Article 1 of the Federal Law “On Refugees”, a refugee is: “a person who, owing to well‑founded fear of being persecuted for reasons of race, religion, nationality, membership of particular social group or politi‑ cal opinion, is outside the country of his nationality and is unable or, owing to such fear, is unwilling to avail himself of the protection of that country”. If you consider yourself a refugee, you should apply for Refugee Status in the Russian Federation and obtain protection from the state. If you consider that you may not meet the refugee definition or you have already been rejected for refugee status, but, nevertheless you can not re‑ turn to your country of origin for humanitarian reasons, you have the right to submit an application for Temporary Asylum status, in accordance to the Article 12 of the Federal Law “On refugees”. Humanitarian reasons may con‑ stitute the following: being subjected to tortures, arbitrary deprivation of life and freedom, and access to emergency medical assistance in case of danger‑ ous disease / illness. II. Who is responsible for determining Refugee status? The responsibility for determining refugee status and providing le‑ gal protection as well as protection against forced return to the country of origin lies with the host state. Refugee status determination in the Russian Federation is conducted by the Federal Migration Service (FMS of Russia) through its territorial branches. -
A Comparative Study on the Sayan Languages (Turkic; Russia and Mongolia)
MASTER THESIS A comparative study on the Sayan languages (Turkic; Russia and Mongolia) Author: Supervisor: Tessa de Mol-van Valen Dr. E.I. Crevels Second reader: Dr. E.L. Stapert A thesis submitted in partial fulfillment of the requirements for the degree of Research Master of Linguistics June 2017 For Tuba, Leo Hollemans, my students and dear family “Dus er is een taal die hetzelfde heet als ik? En u moet daar een groot werkstuk over schrijven? Wow, heel veel succes!” Acknowledgements I am indebted to my thesis supervisor Dr. E.I. Crevels at Leiden University for her involvement and advice. Thank you for your time, your efforts, your reading, all those comments and suggestions to improve my thesis. It is an honor to finish my study with the woman who started my interest in descriptive linguistics. If it wasn’t for Beschrijvende Taalkunde I, I would not get to know the Siberian languages that well and it would have taken much longer for me to discover my interest in this region. This is also the place where I should thank Dr. E.L. Stapert at Leiden University. Thank you for your lectures on the ethnic minorities of Siberia, where I got to know the Tuba and, later on, also the Tuvan and Tofa. Thank you for this opportunity. Furthermore, I owe deep gratitude to the staff of the Universitätsbibliothek of the Johannes Gutenberg Universität in Mainz, where I found Soyot. Thanks to their presence and the extensive collection of the library, I was able to scan nearly 3000 pages during the Christmas Holiday. -
The Music of Tuva
The Music of Tuva THE TINY REPUBLIC OF TUVA is a giant when it comes to mastery of the human voice. The ancient tradition of throat singing (xöömei in Tuvan) developed among the nomadic herdsmen of Central Asia, people who lived in yurts, rode horses, raised yaks, sheep and camels, and had a close spiritual relationship with nature. WHERE IS TUVA? Tuva (sometimes spelled Tyva) sits at the southern edge of Siberia, with Mongolia to its south. Over the centuries, Tuva has been part of Chinese and Mongolian empires, and shares many cultural ties with Mongolia. Early in the 20th century it came under Russian influence, and in 1944 it became part of the Soviet Union. Tuva is now a member of the Russian Federation. A UNIQUE CONCEPT OF SOUND. The Tuvan way of making music is based on appreciation of complex sounds with multiple layers. Whereas the western cellist aims to produce a focused, pure tone, the Tuvan igil player enjoys breaking the tone into a spray of sounds and textures. Absolute pitch is less important than richness of texture. Multiple sonorities are heard together as an inseparable whole. This idea may be illustrated by an anecdote about a respected Tuvan musician who was demonstrating the igil, a bowed instrument with two strings tuned a fifth apart. When asked to play each string separately, he refused, saying it wouldn’t make any sense. The only meaningful sound was the combination of the two pitches played together. TUVAN THROAT SINGING. Despite what the term might suggest, throat singing does not strain the singer’s throat. -
Discoveries on the Turkic Linguistic Map
SVENSKA FORSKNINGSINSTITUTET I ISTANBUL SWEDISH RESEARCH INSTITUTE IN ISTANBUL SKRIFTER — PUBLICATIONS 5 _________________________________________________ Lars Johanson Discoveries on the Turkic Linguistic Map Svenska Forskningsinstitutet i Istanbul Stockholm 2001 Published with fõnancial support from Magn. Bergvalls Stiftelse. © Lars Johanson Cover: Carte de l’Asie ... par I. M. Hasius, dessinée par Aug. Gottl. Boehmius. Nürnberg: Héritiers de Homann 1744 (photo: Royal Library, Stockholm). Universitetstryckeriet, Uppsala 2001 ISBN 91-86884-10-7 Prefatory Note The present publication contains a considerably expanded version of a lecture delivered in Stockholm by Professor Lars Johanson, Johannes Gutenberg University, Mainz, on the occasion of the ninetieth birth- day of Professor Gunnar Jarring on October 20, 1997. This inaugu- rated the “Jarring Lectures” series arranged by the Swedish Research Institute of Istanbul (SFII), and it is planned that, after a second lec- ture by Professor Staffan Rosén in 1999 and a third one by Dr. Bernt Brendemoen in 2000, the series will continue on a regular, annual, basis. The Editors Discoveries on the Turkic Linguistic Map Linguistic documentation in the field The topic of the present contribution, dedicated to my dear and admired colleague Gunnar Jarring, is linguistic fõeld research, journeys of discovery aiming to draw the map of the Turkic linguistic world in a more detailed and adequate way than done before. The survey will start with the period of the classical pioneering achievements, particu- larly from the perspective of Scandinavian Turcology. It will then pro- ceed to current aspects of language documentation, commenting brief- ly on a number of ongoing projects that the author is particularly fami- liar with. -
Siberia and India: Historical Cultural Affinities
Dr. K. Warikoo 1 © Vivekananda International Foundation 2020 Published in 2020 by Vivekananda International Foundation 3, San Martin Marg | Chanakyapuri | New Delhi - 110021 Tel: 011-24121764 | Fax: 011-66173415 E-mail: [email protected] Website: www.vifindia.org Follow us on Twitter | @vifindia Facebook | /vifindia All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher Dr. K. Warikoo is former Professor, Centre for Inner Asian Studies, School of International Studies, Jawaharlal Nehru University, New Delhi. He is currently Senior Fellow, Nehru Memorial Museum and Library, New Delhi. This paper is based on the author’s writings published earlier, which have been updated and consolidated at one place. All photos have been taken by the author during his field studies in the region. Siberia and India: Historical Cultural Affinities India and Eurasia have had close social and cultural linkages, as Buddhism spread from India to Central Asia, Mongolia, Buryatia, Tuva and far wide. Buddhism provides a direct link between India and the peoples of Siberia (Buryatia, Chita, Irkutsk, Tuva, Altai, Urals etc.) who have distinctive historico-cultural affinities with the Indian Himalayas particularly due to common traditions and Buddhist culture. Revival of Buddhism in Siberia is of great importance to India in terms of restoring and reinvigorating the lost linkages. The Eurasianism of Russia, which is a Eurasian country due to its geographical situation, brings it closer to India in historical-cultural, political and economic terms. -
Akü Amader / Sayi 8 1 Afyon Kocatepe Üniversitesi
AKÜ AMADER / SAYI 8 AFYON KOCATEPE ÜNİVERSİTESİ AKADEMİK MÜZİK ARAŞTIRMALARI DERGİSİ Cilt IV / Sayı 8 / Haziran 2018 ISSN: 2149-4304 AFYON KOCATEPE UNIVERSITY ACADEMIC MUSIC RESEARCH JOURNAL Volume IV / Issue 8 / June 2018 Cihan IŞIKHAN Midi Dönüştürücü Yazılımların Başarı Karşılaştırması ve Matlab’de Müzik Analizi Emel Funda TÜRKMEN Koro Eğitiminde Dalcroze Yöntemi’nin Müziksel Aslı PANCAR Algı ve Bilgilenme Öğrenme Alanı Açısından Değerlendirilmesi Filiz YILDIZ Amatör Keman Eğitimini Destekleyici Teori ve Solfej Eğitimi “CAKA (Cihat Aşkın ve Küçük Arkadaşları) Modeli” Melike ÇAKAN Ses Eğitiminde Kullanılan Nefes ve Ses Gülnihal GÜL Egzersizlerinin Konuşma Bozukluklarının Giderilmesinde Kullanılabilirliği Bensu KİTİRCİ Palyatif Bakım Ünitelerinde Uygulanan Müzik Terapi Çalışmaları Üzerine Bir Araştırma Fakı Can YÜRÜK Sanatçı Adayı Üstün Yetenekli Çocukları Olan Ailelerin Karşılaştığı Sorunlar Üzerine Bir Araştırma Ezginur KÜÇÜKDÜRÜM Teori Eksenli Disiplinlerarası Bir Çalışma Tuva Gırtlaktan Söyleme Stillerinin Analiz Sonuçları 1 AKÜ AMADER / SAYI 8 AFYON KOCATEPE ÜNİVERSİTESİ AKADEMİK MÜZİK ARAŞTIRMALARI DERGİSİ Cilt IV / Sayı 8 / Haziran 2018 ISSN: 2149-4304 AFYON KOCATEPE UNIVERSITY ACADEMIC MUSIC RESEARCH JOURNAL Volume IV / Issue 8 June 2018 Sahibi / Owner Afyon Kocatepe Üniversitesi adına Devlet Konservatuvarı Müdürü Prof. Dr. Uğur TÜRKMEN Editörler / Editors Prof. Dr. Uğur TÜRKMEN Dr. Öğr. Üyesi Duygu SÖKEZOĞLU ATILGAN Yardımcı Editörler / Co-Editorials Doç. Çağhan ADAR Arş. Grv. Safiye YAĞCI Öğr. Elm. Filiz YILDIZ Yayın Kurulu -
Flags and Banners
Flags and Banners A Wikipedia Compilation by Michael A. Linton Contents 1 Flag 1 1.1 History ................................................. 2 1.2 National flags ............................................. 4 1.2.1 Civil flags ........................................... 8 1.2.2 War flags ........................................... 8 1.2.3 International flags ....................................... 8 1.3 At sea ................................................. 8 1.4 Shapes and designs .......................................... 9 1.4.1 Vertical flags ......................................... 12 1.5 Religious flags ............................................. 13 1.6 Linguistic flags ............................................. 13 1.7 In sports ................................................ 16 1.8 Diplomatic flags ............................................ 18 1.9 In politics ............................................... 18 1.10 Vehicle flags .............................................. 18 1.11 Swimming flags ............................................ 19 1.12 Railway flags .............................................. 20 1.13 Flagpoles ............................................... 21 1.13.1 Record heights ........................................ 21 1.13.2 Design ............................................. 21 1.14 Hoisting the flag ............................................ 21 1.15 Flags and communication ....................................... 21 1.16 Flapping ................................................ 23 1.17 See also ............................................... -
Performing Arts of Asia
Performing Arts of Asia A Newspapers In Education program Performing Arts of Asia Teaching guide by Sarah Loudon Cover Images Upper photo: Wu Man (courtesy of Liu Junqi). Lower photo: Simon Shaheen (courtesy of the artist). For more information on these artists, visit www.uwworldseries.org. Web: seattletimes.com/nie Phone: 206/652-6290 Toll-free: 1-888/775-2655 NIE Program Evaluation We value your feedback on our programs. Please complete and return this form to NIE at the address listed below. PROGRAM NAME: __________________________________________________Performing Arts of Asia GRADE LEVEL TAUGHT: _________________ NAME (OPTIONAL): ________________________________________________________________________________________ Program/Educational Objectives Newspaper Use 1. Did you feel the educational materials for 1. Did the use of the newspaper enhance your this program: students’ learning experience? o Exceeded expectations o Strongly agree o Met expectations o Agree o Did not meet expectations o Disagree o Strongly disagree Comments: _________________________________ o Don’t Know ____________________________________________ ____________________________________________ Comments: _________________________________ ____________________________________________ 2. Did you feel the learning materials met state ____________________________________________ standards/aligned with your curricula? 2. Do you feel that the newspaper-based activities o Strongly agree in the in-paper NIE articles helped support the o Agree learning objectives of the -
Naming Practices and Ethnic Identity in Tuva K
Naming Practices and Ethnic Identity in Tuva K. David Harrison 1 Yale University 1 Introduction Indigenous peoples of Siberia maintain a tenuous identity pummeled by forces of linguistic and cultural assimilation on the one hand, and empowered by a discourse of self-determination on the other. Language, even at the level of individual words, may serve as an arena where such opposing ideologies of identity and exclusion play themselves out (Bakhtin 1981). This paper is based on recent fieldwork by the author among the Tuvans (also Tyvans), an indigenous Turkic people of south central Siberia. We investigate two recent trends in Tuvan anthroponymic praxis (i.e. choice and use of given names, nicknames and kinship terms). First, we look at the rise and decline in the use of Russian (and other non- Tuvan) given names for Tuvan children after 1944. This trend reveals perceived values of native vs. non-native names in a community where two languages of unequal social value are spoken. Secondly, we explore how the Russian naming system imposed on Tuvans after 1944 fused with the existing Tuvan system, giving rise to a new symbiosis. The new system adds Russian elements, preserves key elements of Tuvan naming, and also introduces some innovations not found in either system. For comparative purposes, we cite recent studies of Xakas names (Butanayev, n.d.) and Lithuanian naming practices (Lawson and Butkus 1999). We situate naming trends within a historical and sociolinguistic context of Tuvan as the majority language of a minority people of Russia. We also offer an interpretation of these two trends that addresses larger questions of the relation between naming and name use on the one hand and construction of ethno-linguistic identity on the other. -
Language Policy in the Russian Federation: Language Diversity and National Identity
Language Policy in the Russian Federation: language diversity and national identity by Marc Leprêtre Abstract This paper gives an overview on the different language policies implemented in the Russian Federation, stressing the relevance of the historical background, the relations between language and nationalism, and language promotion as a tool for preventing inter-ethnic conflicts and for ensuring a peaceful and balanced linguistic diversity. The text is structured in four sections: historical overview (language policy and nation-building in the USSR); interethnic tensions in the Russian Federation in the post-Soviet context; the awakening of national groups in Russia; and strategies for a peaceful and balanced management of linguistic diversity in the Russian Federation and the Soviet successor states. 1 1. Historical overview: language policy and nation-building in the USSR The processes of language planning and language policy carried on since 1991 in the Russian Federation can't be explained without a short reference to the historical, political and social outcomes raised by the nationality and language policies implemented during decades in the former USSR. Nevertheless, insofar as the topic of this paper is what is going on nowadays regarding the management of language diversity, I will try to summarize this historical background2. The ideological bases of the Soviet nationality policies and the process of nationalization3 implemented in the republics had a rather paradoxical character as far as on the one hand the Soviet regime entitled the nationalities with a well-defined political and territorial status -even for those which had not yet reached a pre-capitalist level of development- which led to a process of nation-building where political and territorial units were created on the basis of nations that constituted themselves as historical cultural communities during the Tsarist period, contrary to what had been the usual pattern in Western Europe. -
Mutual Intelligibility Among the Turkic Languages
Mutual Intelligibility Among the Turkic Languages By Robert Lindsay Abstract: The Turkic family of languages with all important related dialects was analyzed on the basis of mutual intelligibility: (1) To determine the extent to which various Turkic lects can understand each other. (2) To ascertain whether various Turkic lects are better characterized as full languages in the own in need of ISO codes from SIL or rather as dialects of another language. (3) To analyze the history of various Turkic lects in an attempt to write a proper history of the important lects. (4) To attempt to categorize the Turkic languages in terms of subfamilies, sub-sub families, etc. The results were: (1) Rough intelligibility figures for various Turkic lects, related lects and Turkish itself were determined. Surprisingly, it was not difficult to arrive at these rough estimates. (2) The Turkic family was expanded from Ethnologue's 41 languages to 53 languages. Splitting: a number of new languages were created from existing dialects, as these dialects were better characterized as full languages than as dialects of another tongue. Lumping: a few existing languages were eliminated and re-analyzed as dialects of another or newly created language. (3) Full and detailed histories for many Turkic lects were written up in a coherent, easy to understand way, a task sorely needed in Turkic as histories of Turkic lects are often confused, inaccurate, controversial, and incomplete. (4) A new attempt was made at categorizing the Turkic family that rejects and rewrites some of the better-known characterizations. Acknowledgments: This paper could not be written without the generous support and kind, wise heart of Professor Suer Eker of Bashkent University in Ankara, who is in charge of the book project where this article is published.