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- Axhamn, Johan, 1979-
(author)
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Infopaq II : CJUE elucideaza unele aspecte ale exceptiei privitoare la anumite acte de reproducere temporara
- 2012
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In: Pandectele române. - 1582-4756 .- 2286-0576. ; :2, s. 173-178
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Journal article (other academic/artistic)abstract
- Any derogation from copyright must be interpreted in a strict manner, since it is a derogation from the general principle that the holder must authorize any reproduction of a work protected by copyright. The temporary reproduction acts performed during a "data capture", such as those in the case presented before the national court, must be considered as entirely meeting the conditions of the test made up of three stages, as provided in art. 5 par. (5) of Directive 2001/29/EC, if they meet the requirements under art. 5 par. (1) of Directive 2001/29/EC.
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- Grossman, Alyssa, 1973
(author)
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De la tricotat la Marx : From Knitting to Marx
- 2011
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In: Meţeriașii (foae cu mîini), edited by Răzvan Supuran. - Bucharest : Casa de Pariuri Literare. - 9786068342436 ; , s. 85-86
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Book chapter (other academic/artistic)
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| 8. |
- Bagiu, Lucian, et al.
(author)
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Însușirea limbii române de către studenții străini, nivel A1. : Studiu comparativ studenți norvegieni vs indieni
- 2014
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In: European Integration / National Identity; Plurilingualism/ Multiculturality – Romanian Language and Culture: Evaluation, Perspectives), Proceedings, Iasi, 25-26 September 2013. - 9788854878129 ; Danubiana, s. 17-26
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Book chapter (peer-reviewed)abstract
- The flexion of the verb in the Norwegian language for the indicative mood present tense has only one morphologic form, no matter the person and the number. The Punjabi language (spoken by more than 90 million people) is an Indo-Arian language (an immense subgroup of the Indo-Iranian languages, having more than 900 million speakers). The Punjabi language is closely related to Romany (Gipsy) language, as well as to Hindustani (Hindi and Urdu), Bengali, Marathi, Guajarati, Oriya, Sindhi, Saraiki, Nepali, Sinhala and Assamese. From a typological aspect, the Punjabi language has a complex morphological system, including the conjugation of the verb. Concerning the Romanian language, the foreign student has to assimilate, form the very beginning, the existence of four groups of conjugation (according to the traditional classification, regularly used in the education system), classified according to the infinitive (to which one has to add the irregular verbs) and also the endings according to person and number, specific to each group. Moreover, there are some mutations in the root word of the verb from time to time, much more difficult to catch by a foreign speaker. Learning and proper using of tens of verbal endings in the Romanian language can be an insurmountable standstill at least for some of the foreign students. In English the demonstrative pronoun/adjective changes solely according to number, not by the gender as well. In Norwegian the demonstrative pronoun/adjective changes both according to number and gender (neuter gender as well!). In Punjabi, the demonstrative pronoun exists and is used replacing the personal pronoun in the third person. There is also a difference between proximal and distal demonstrative pronouns, with changes according to number, yet not by the gender. Hence for the Norwegian student learning the proximal demonstrative pronoun is not an absolute novelty; typologically there is an analogy to the Norwegian linguistic system. For the Indian student speaking Punjabi and English the existence of this pronoun and its changing according to number is again a familiar pattern. However learning the additional changes by the gender is an absolute and sometimes insurmountable novelty. Many of the errors in the way the definite article and the proximal demonstrative pronoun are used are caused, actually, by a difficulty of the Norwegian or Indian student to identify the gender of the noun, the adjective or the demonstrative pronoun. I do not make mention either of the everlasting issue of the discrepancy between the natural and the grammatical gender, or of the distinctiveness of each linguistic system in the way it decides its gender. I do make mention however of the ambiguous statute of the neuter gender (ambi-gender) of the Romanian language. The Norwegian language has a properly neuter gender that can be identified by its content and more important by its formal aspect, it has specific terminations, diverse from the masculine and feminine endings. The Punjabi language does not have at all the neuter gender as part of its morphological system. The examples I mention in the present analysis are relevant for the conclusion that the learning of the Romanian language by foreign students, beginners level, is a complex educational process with inherent novel outcomes that are difficult to prefigure. Although one starts from seeming identical circumstances and the same educational practices are implemented, random aspect interfere, such as the mother tongue of the foreign student. It can play an essential role. It is a linguistic frame that unintentionally carries out a modelling pressure on the new language that has to be acquired. Most of the times the morphological structure of the mother tongue of the foreign student is not identical with the Romanian morphological structure; thus what the foreign student subconsciously perceives as a setup reference frame is instead an impediment or possibly even a barrier. Some errors similar to both series of foreign students could be identified, this being a substantiation that the Romanian language has immutable difficulties that are demanding for any foreign student, i.e. the conjugation of the verb in the indicative present or the neuter gender. Regardless of any linguistic or educational assertions the main actor in the process of acquiring the Romanian language is evermore another, the foreign student himself; an individuality with its own impulse and ability.
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| 9. |
- Bagiu, Lucian
(author)
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Limba română la Universitatea Carolină din Praga
- 2013
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In: Philologica Jassyensia. - 1841-5377. ; IX:2 (18), s. 279-290
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Journal article (peer-reviewed)abstract
- Founded in 1348, Charles University in Prague is among the oldest academic institutions in the world. Teaching the Romanian language has a longstanding tradition as well: it was established by the Czech philologist Jan Urban Jarník (1848-1923) within the Romance Department in 1882. Thus Charles University in Prague became the fifth university outside Romania that began teaching Romanian language (following those in Torino, Petrograd, Vienne and Budapest). A key moment for learning the Romanian language in Prague, as well as for the Romanian - Czech relations altogether was the foundation of the Romanian Language and Literature Section in 1950, within the Faculty of Arts. A year later, on the basis of a Romanian Ministry Agreement the activity of the Romanian language lectureship was inaugurated. This implied the ongoing presence of a Romanian language lecturer detached from a university in Romania in order to teach mainly practical courses to the Check students. Starting with 2009 the Romanian Language and Literature Section is part of the South-Slavonic and Balkan Department next to the Serbian, Croatian, and Slovenian, Bulgarian and Albanian language, literature and history. In the academic year 2012 - 2013 the Romanian lecturer is the only full-time employee and within the section have a part-time Mr. Mircea Dan Duță (the director of the Romanian Cultural Institute in Prague) and Mr. Jiri Nasinec (translator) for the Romanian language subjects and Mrs. Libuse Valentova and Mrs. Jarmila Horakova (PhD student) for Romanian literature subjects. The lectureship itself provides practical courses for the first and second year students that have Romanian as their major language (A); also a creative writing seminar for the master students and optional courses in Romanian language for the students from all specializations of Charles University. There are 18 students who are currently learning Romanian officially at Charles University and 8 more PhD students or other.
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| 10. |
- Bagiu, Lucian
(author)
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Lucian Blaga și teatrul : Eseu despre absolutul estetic
- 2014
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Book (peer-reviewed)abstract
- The book analyzes each of the ten plays written by Lucian Blaga, with a focus both on Romanian mythology/history/cultural identity and on the European influences (such as philosophical - Spengler, Nietzsche etc., psychological - Jung, Freud, literary - Wedekind, Strindberg.). All plays are related to Lucian Blaga's larger work - poetry, philosophy, essay, memoirs.
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