Journal articles on the topic 'Harari language'

In 1986, Abdurahmān Maḥamad Qorām published a Harari Grammar which made him the first Harari to describe his mother tongue in the language, itself. For this purpose he had to invent a grammatical terminology in Harari. 26 years later, Ali Naji, also a native speaker, used in his book on Harari grammar almost the same terms. That shows that Qorām’s terminology has won acceptance in the meantime.The present article investigates the means which Qorām applied to create the new terminology. Rarely he took over the terms of foreign languages unchanged. More often he translated Arabic, English and Amharic terms. In most cases, however, he formed new expressions, exploiting the inherent lingusitic possibilities of the Harari language.

The St. Petersburg Kunstkamera Museum houses a unique collection representing the tangible elements and technical features of the Harar manuscript tradition. The city played a key role in the spread of Islam not only in northeastern Ethiopia, but also in the Horn of Africa as a whole. The collection is the result of an expedition to the Muslim areas of Abyssinia organized by the Museum in 1913. The expedition was led by Nikolai Gumilyov (1886—1921), one of the most famous Russian poets of the 20th century, a tireless traveller and a brave cavalry officer. In 2008 and 2010 new expeditions of the Museum passed along the routes of Gumilyov. This article is the first part of a series devoted to the study of his collection.

The unprecedentedly high level of popularity of Y. N. Harari, а professor at the faculty of history of the Hebrew University in Jerusalem, and his main book trilogy, foreground the problem of interpreting and explaining the so-called Hararimania phenomenon, which has become a notable event in the academic community and popular culture of modern Western societies. The purpose of this article is the historical and philosophical reconstruction of the creative evolution of Y. N. Harari with an emphasis on identifying the fundamental meaning and status of his concept of macrohistory in this evolution (process). At the same time, the internal inconsistency of this concept is substantiated, which is largely responsible for the dual nature of its perception and assessments in the mass media and professional academic discussions. The designated goal of the article is achieved through contextual interpretation and the solution of its several basic tasks. Among them: identifying and explaining the most important stages of the professional socialisation of Y. N. Harari, as well as determining the reasons behind his transition from medieval studies to macrohistory; identifying the thematic priorities of Y. N. Harari, special attention is paid to the topic of transformation of homo sapiens into homo deus; characterising the educational role of Y. N. Harari’s concept of macrohistory, in particular, the part of it that is associated with the popularisation of modern science and its futurological potential; carrying out a contextual analysis of Y. N. Harari’s idea about a new humanistic revolution, in the process of which classical ideas about humanism and liberalism must necessarily give way to techno-humanism and the data religion. The novelty of this article is determined by the following circumstances. Though there is extensive debate about the work of Y. N. Harari this article represents one of the first attempts to implement not only a historical, but also a philosophical and conceptual reconstruction of his main ideas set forth in the famous book trilogy. Simultaneously this is one of the first articles to make the analysis of Y. N. Harari’s concept of macrohistory the main focus point. This sets us apart from most of the publications devoted to Y. N. Harari, which are usually presented in the form of short and purely descriptive literary reviews. The article presents a new aspect to consider about the creative evolution of the Israeli historian – the interpretation of the causes and origins of the significant popularity of his ideas and main publications. These include the author’s deep understanding of the specifics of mass consciousness and the way its representatives perceive popular science texts. This subtle and adequate understanding largely explains the emotional figurative language, genre originality and literary style of Y. N. Harari.

Ethiopian-Semitic constitutes a compact, readily defined and homogeneous linguistic family, consisting of Ge' ez, Tigre, Tigrinya, Amharic, Argobba, Harari, Gafat, and the Gurage cluster. The most recent attempt to set up a classification of Ethiopian-Semitic was Hetzron [1972}, but this work was rather thoroughly criticized by Goldenberg [1977], and the field has yet to recover from it. The present note seeks to open the classification question anew by providing a basic, minimalist classification scheme, which can serve as a starting-off point for any future work on the subject. We begin with some of the results of Marcel Cohen [1931], "the father of Ethiopian studies" in the twentieth century. Cohen treats Tigre and Tigrinya as Northern Ethiopic, and Amharic, Harari, and the Gurage cluster as Southern Ethiopic. All are ultimately descendants of a ProtoEthiopic koine most closely resembling Ge'ez. Gurage, according to Cohen, is not a language or a linguistic unit in itself, but rather an ensemble of at least two separate and mutually unintelligible dialect clusters, Eastern Gurage and Western Gurage. Eastern Gurage consists of Wolane, Selti-Ulbarag, (and in the present state of our knowledge also Zway) , and is most closely connected with Harari. Western Gurage consists of several subgroups of dialects, in particular (a) Chaha, Ezha, Ennemor (Inor), Gumar, Gyeto (and in the present state of our knowledge Endegefi) and (b) Muher, Gogot, Masqan. Aymallel (Soddo, Kgstangiiiia), another Gurage tongue, is left unclassified by Cohen, as being perhaps intermediate between the two groups. Tentatively, he terms it North-Eastern Gurage. (Gafat and Argobba are not classified by Cohen.) Cohen's classification may be modified and/or expanded on the basis of the following points. Western Gurage tongue.

The St. Petersburg Kunstkamera Museum houses a unique collection representing the tangible elements and technical features of the Harar manuscript tradition. The city played a key role in the spread of Islam not only in north eastern Ethiopia, but also in the Horn of Africa as a whole. The collection is the result of an expedition to the Muslim areas of Abyssinia organized by the Museum in 1913. It was led by Nikolai Gumilyov (1886—1921), one of the most famous Russian poets of the 20th century, a tireless traveller and a brave cavalry officer. In 2008 and 2010 new expeditions of the Museum passed along the routes of Gumilyov. This article is the second one in a series devoted to the study of his collection [1].

Abstract Within the Theory of Constraints and Repair Strategies (Paradis, 1988a,b; Paradis & LaCharité, 1993, 1997, 2001, 2002, 2005, 2008, henceforth TCRS), we provide a formal analysis to the Arabic loanwords in seven languages spoken in Ethiopia: Ge’ez, Tigre, Tigrinya, Amharic, Harari, Argobba and Gurage. The analysis draws upon a corpus of 540 loanwords extracted from the works of Leslau (1956a,b,c; 1957a,b,c; 1958; 1963; 1990). The article presents theoretical challenges to the TCRS Loanword Model (Paradis & LaCharité, 1997), in particular to the Threshold Principle which stipulates that an illicit segment should universally undergo less than two repairs to be licensed in the borrowing language; beyond this limit, it will be deleted. The adaptations of Arabic segmental malformations in these seven Ethiopian languages, however, exceed this number totaling in certain cases to six repairs. The article also discusses the Arabic gutturals, [ʔ], [ʕ] and [ħ], which undergo unpredictable deletion in Amharic and Argobba, showing that the Non-Availability Hypothesis (Paradis & LaCharité, 2001) cannot account for these deletions either. Although the Francophones systematically delete gutturals in Arabic loanwords due to the non-availability of Pharyngeal node in French, the inventories of Amharic and Argobba include the laryngeal [h], the uvular [q] and the glottalized ejectives, thus employing Pharyngeal node plus the features [RTR] and [constricted glottis] as phonologically treatable primitives.

Introduction: The quality of nursing care has been evaluated using patient perception. Patients’ participation in nursing care and decision-making is regarded as a prerequisite for effective clinical practice; however, poor communication can lead to incorrect diagnosis and delayed, or ineffective medical treatment. Objectives: This study sought to assess admitted adult patients’ perceptions of, and factors influencing, nurse communication at public hospitals in Harar, eastern Ethiopia. Methods: Facility-based cross-sectional study was conducted among 377 admitted adult patients in Harar Town public Hospitals from 15 April to 30 May 2020. A proportionate stratified sampling technique was used to select the study participants. A pretested and structured questionnaire was used to collect data through a face-to-face interview and which were entered into EpiData and analyzed using SPSS. Bivariate and multivariate logistic regression analyses were conducted, odds ratio and confidence intervals were calculated and statistical significance was declared at p < 0.05. Results: This study outlined that the overall prevalence of good perception toward nurses’ communication was 41.9% (95% confidence interval = 37.1%, 46.9%). Patients whose age group were 26–35 years (adjusted odds ratio = 0.46 (95% confidence interval: 0.24, 0.86), Being female patients (adjusted odds ratio = 1.89; 95% confidence interval: 1.20, 2.98), admitted in private room (adjusted odds ratio = 3.25; 95% confidence interval: 1.91, 5.51), patients who have family support (adjusted odds ratio = 2.56; 95% confidence interval: 1.16, 3.64), urban residence (adjusted odds ratio = 0.65; 95% confidence interval: 0.02, 0.66) and language difference (adjusted odds ratio = 0.61; 95% confidence interval: 0.40, 0.94) were statistically significant. Conclusion: This study pointed out that less than half of the study participants had good perceptions toward nurses’ communication. As a result, increasing the number of health care providers who speak the same language as the patients and communication and behavioral change training must be prioritized.

The present paper focuses on a descriptive method of valency-increasing devices in five South Ethio-Semitic languages (Amharic, Harari, Kɨstane, Məsqan, and Endəgaɲ). The five languages were selected for two reasons. The first reason is that conducting a valency study on all South Ethio-Semitic languages would have been impossible. With limited resources and time, it will prove difficult to cover all languages. The second reason is that, except for Amharic, these languages are known for being the least studied. Most of them even lack sufficient recording and description. So this research needs to choose the representative language in each branch. As a result, no explicit theoretical framework is followed; data analysis is guided solely by a descriptive perspective. The study’s data was gathered by consulting native speakers via elicitation. Valency has been considered as both a semantic and syntactic notion. As a semantic notion, it is used to refer to the participants in an event; as a syntactic notion, it is used to indicate the number of arguments in a construction. There are different types of transitivity classes of verbs in the South Ethio-Semitic Language, which is spoken in Ethiopia: intransitive, transitive, and ditransitive. Apart from these, there are verbs that can be used both intransitively and transitively. The facts that provide clear evidence for grammatical relations in South Ethio-Semitic languages are crucial to the study of the concept of valency-increasing devices. As is the case in many languages, South Ethio-Semitic languages possess morphosyntactic means through which the valency of verbs can be adjusted. The application of these morphosyntactic processes decreases or increases the valency of verbs. This article looks at valency-increasing devices in Causative and Applicative South Ethio-Semitic languages.

The majority of research on public service motivation (PSM), which shows a favorable link with work satisfaction, is done in advanced nations. PSM research in the public sector in developing countries, particularly Indonesia, is also needed to better understand human resource management in contexts that differ from those in developed countries. PSM has to be evaluated in other socio-cultural contexts, in addition to studies undertaken in the United States, Europe, Australia, South Korea, and China, to acquire an overview of PSM from different perspectives (Perry & Vandenabeele, 2015; Kim et al., 2013). According to the ASEAN Foundation's 2022 investigation, 48 out of 186 respondents, or 48% of Indonesian youth, want to be civil officials. The findings map the intended work interest preferences, with civil servants having the highest job interest. These different pieces of evidence suggest that civil officials are still seen as desirable employment in Indonesia. Multiple studies over the last few decades have found evidence that public sector employees motivated to serve the public have work attitudes that benefit the organization, particularly in terms of job satisfaction, when compared to employees who do not pursue public-serving-oriented motives (Harari et al., 2017; Homberg et al., 2015). Keywords: public service motivation, job satisfaction, person-organization fit, public sector

The article takes up for a closer scrutiny the concept of universal human history, i.e. of the Homo Sapiens, since the very beginning of the species around 70 thousand years ago. And already here surfaces the key characteristics of Y. N. Harari’s attempt to write a concise history – it is a history of an animal called Sapiens, ordered in the sequence of three major historical revolutions: cognitive, agricultural and scientific. The first one, 70 thousand years ago, sparked off our history and consisted in creating a language, the next enabled our rapid civilization development some 10 thousand years ago. And the last one has been in operation since about the year 1500. The author critically assesses human achievements, especially in terms of long-term interfering in natural and global processes and rejects any claims for human’s privileged position in nature.

1866 was a turning point in scientific linguistics when the Linguistic Society of Paris banned all papers and presentations on the origin of language. De Saussure locked up the debate with two concepts, diachrony and synchrony. I intend to examine the emergence of the hypothesis of a single origin of human articulated languages, in Africa first, and then Black Africa. The phylogenic approach of biological studies has today spread to linguistics. Sally McBrearty rejected the idea of a Neolithic revolution. Consequently, Black Africa became a major field of archaeological research. Yuval Noah Harari stating the existence of a symbolic revolution around 70,000 years ago, rejected Black Africa along with the Americas, and the Denisovans. Asia has become a major archaeological field. Julien d’Huy implements phylogenetic arborescent technique to the study of myths. The oldest form of a myth is not the origin of it. In oral civlizations some literate individual had to tell the story behind representations for the people to understand, appreciate, and remember them. I will then consider structural linguistics (Noam Chomsky & Universal Grammar). UG has never been able to develop semantics within its own system (Generative Semantics & George Lakoff). Science is always a temporarily approximate vision of what it considers. First, what any science explores is constantly evolving following phylogenic dynamics that are contained in the very objects of such scientific studies. Second, any new knowledge appearing in the field concerned causes a complete restructuration of what we knew before.

The close relationship between Harari and the East Gurage languages Silṭe, Wolane and Zāy was established already in 1931 by Marcel Cohen, and then confirmed by Wolf Leslau, Robert Hetzron and others. The present article will elaborate this relationship on the basis of the new material on the Eastern Gurage languages presented by Wolf Leslau, Ernst-August Gutt and Ronny Meyer in the last decades. Phonological, lexical, morphological and syntactical phenomena are considered in the course of which special emphasis is laid on the chronology of the separation of the different languages.

This paper examines the tone in Harar Oromo, a language widely spoken in Ethiopia. The focus is on tone in nouns. The examination implements acoustic analysis of tone using pitch contours, which helps in determining the type and position of tone in roots and in nominative and accusative case. The results show that roots can have either L or H tone, while case suffixes always have H tone. This suggests that tone is predictable in suffixes, but not in roots. The analysis suggests that Harar Oromo has a restricted tone system that is similar to stress-like languages.

The verbal system of the East Gurage-Harari-Group inside the southern Ethio-Semitic languages, underwent a special development: The lengthening of the second consonant, the characteristic feature of B-type verbs in the other Semitic languages, totally got lost. The consequence was, that the palatal vowel, which we find already in the Gǝʿǝz imperfect yǝfeṣṣǝm, became the only characteristic of the B-type. It spread over all three verbal forms (perfect, imperfect, jussive) and formed a system of ablaut between ē and ī (and in analogy to that, between ō and ū in the D-type). This however, happened in different ways in the three languages: Silṭe, Harari und Zāy. The article tries to explain how the ablaut systems of the three languages came into being.

It is mandatory for every Muslim to read the Qur'an accurately and with tajwid. Still, a large number of Muslims struggle with accurate Qur'anic reading. The Haraki Method, a brand-new approach to teaching the Qur'an, was unveiled in 2013. One of the distinctive features of the Haraki Method's Qur'anic education is its application of Total Physical Response (TPR). Therefore, this study was conducted with the aim of determining the teachers' perceptions on the use of Total Physical Response (TPR) in the Qur'anic teaching and learning. This study's design employs a qualitative methodology. The study sample consisted of six Al-Quran teachers possessing prior experience using the Haraki method. Students who struggled with issues like misreading hijaiyah letters, having trouble telling prolongations apart, and having trouble reading vowels during Qur'anic recitation were requested to learn the Al-Qur'an from the sample study. Questionnaires and interviews are the methods utilized to gather research data. Study results indicate that incorporating Total Physical Response (TPR) into the Haraki Method's instruction can pique students' attention, keep them motivated, and help them quickly grasp the information being taught. Teachers can easily monitor student accomplishment levels while ensuring that students are attentive throughout the class by using the Total Physical Response (TPR) technique. The results of this study provide evidence that Total Physical Response (TPR) can be effectively used to teach Quran recitation in addition to foreign languages. The Haraki Method is one of the alternate approaches that Qur’anic teachers might employ to teach students who struggle with Qur'anic.

This paper presents findings from a qualitative research that focused on providing a comprehensive description of the Shona subject relation. Shona is a Bantu language spoken by around 75% of the over 13million people making up the Zimbabwean population plus the other speakers in neighbouring countries like Zambia, Botswana and South Africa. The paper reveals the types of phrases that typically perform the subject role in the language. The research concentrated mainly on the language as used by speakers of the dialect spoken by the Karanga people of Masvingo Province (the region around Great Zimbabwe) and the Zezuru dialect spoken by people of central and northern Zimbabwe (the area around Harare Province).

Argobba is a South Ethio-Semitic language which is predominantly used in day-to-day communication by a population of about 140, 134 people in the Argobba Zone (Central Statistical Agency (2008:59), Ethiopia, whose linguistic features were not well described. The Argobba lives in the escarpment slopes of northeastern Shewa and southeastern Wollo, a minority of them are live in the adjoining settlements of the town of Harar in eastern Ethiopia.The Argobba make their living by cultivating plants, by breeding animals, weaving and by trade (Hussein, 2006:416). Most of the Argobba people are followers of Islam. As a result, the Islamic religion greatly influences the culture as well as the living style of the society. The central aim of this paper is to provide a comprehensive description and features of Intensifiers, reflexive and reciprocal pronouns of the Argobba language. The paper is descriptive in natureonly in Argobba language not comparing with other languages, since the study is mainly concerned with describing what is actually being in, and mainly relies on primary linguistic data. The linguistic data, i.e. the elicited grammatical data concerning Intensifiers, reflexive and reciprocal pronouns, was collected from native speakers of the language during 6 months of fieldwork conducted between 2015 and 2016 in five Kebeles and the administrative center of the Argobba. Intensifiers in Argobbaare derived from the noun ‘self’, which has the meaning ‘self’ as intensifier, or its reduplicated form ‘self with self’. Reflexive pronouns are formed by combining ‘self’ with the possessive suffixes while reciprocal pronouns can be formed through a construction consisting of the comitative morpheme, which intersects between the reduplicated noun ‘self’, and the plural possessive suffixes.

The Icelandic chieftain Óláfr Hǫskuldsson of Laxdæla saga is the son of an enslaved Irish princess, Melkorka, yet is still judged a candidate to succeed her father as an Irish king. His choice to return to Iceland is validated by his subsequent success as a stockman and community leader. Yet he fails to recognize that the source of his prosperity and material plenty lies in his maternal inheritance, in which Melkorka (‘Smooth-Oat’) may be identified as a Celtic sovereignty figure, the source of his irrecusable election to a rich somatic life and chieftaincy, complemented by the attention of his paternal family’s tutelary spirit or fylgja. By slaughtering his totemic ox, Harri, he calls down the vengeance of the Icelandic tutelary figure representing his father’s family’s fortunes which had concurrently assured his success. Retribution follows later in the saga with the death of his favourite son, Kjartan. From the perspective of the thirteenth century, when Iceland yielded to Norwegian hegemony, the arc of Óláfr’s career is paralleled on a greater scale by Iceland’s early medieval history.

The aim of this contribution is to determine the communicative efficacy of selected print-based HIV and AIDS information education and communication (IEC) materials (posters, leaflets and brochures) among secondary school teenagers (13–19 years) in Harare. Data were collected over a period of 2 months from six schools, selected using multistage cluster sampling. It incorporated use of a self-administered questionnaire involving a sample of 750 teenagers, and 6 focus group discussions (FGDs), each comprised of 10 purposefully sampled participants. The survey investigated a number of indicators of communicative efficacy, wherein the IEC materials were found to be clear by 38.4 per cent ( n = 288), informative by 45.2 per cent ( n = 339), credible by 80.5 per cent ( n = 604), appealing by 64.7 per cent ( n = 485), important by 69.5 per cent ( n = 521) and acceptable by 54 per cent ( n = 405) of the respondents. The outcomes of the FGDs showed that, although HIV and AIDS IECs were generally believed to be appealing and to significantly increase awareness among teenagers, these were also considered somewhat unclear and inaccessible. Moreover, perceptions were strongly inclined towards use of Shona language, social media and elimination of fear appeals in HIV information. Thus, in addition to adopting young people-centred communication modes, finding an appropriate balance between complex language and efficacy of HIV prevention messages is imperative.

One of the main problems of Syrian refugees who took refuge in Turkey is education. Education is an important factor in the migration process as a tool of integration with the host society, preventing the risk of lost generation, reducing marginalization and radicalization, as a source of economic and social capital and upward social mobility. The subject of this study is the academic integration processes of Syrian students studying at Harran University. The research was carried out with a mixed method in which quantitative and qualitative methods were used together. The study is based on the results of a questionnaire with 326 people and a focus group meeting with 12 people. The study was conducted between March and December 2020. In the research, the results of the survey were analyzed through descriptive statistics, focus group interview thematic content analysis. According to the research findings; due to problems arising from war, immigration and other conditions, economic problems, language, exclusion and discrimination to a certain extent, accommodation, transportation, limited club membership and low participation in off-campus socialization processes, future anxiety in terms of employment, low book reading rate, factors such as insufficient household conditions, cultural ghettoization came forward. On the other hand friendship relations between the Syrian and Turkish students is a positive outlook. Satisfaction with academic and administrative staff is at a certain level. Şanlıurfa turns into a center of attraction to a certain extent in terms of education. Studying at Harran University is a joy for more than half of Syrian students. The results of the research show that a certain level of integration has been reached, but there are still aspects that are lagging and need to be strengthened.

Motion is basic and universal concept and among the major life experiences of human beings. studies by Talmy marked the beginning of cognitive research into motion; he delineated the systematic relations among surface and deep structures and, based on the representation of the motion event, classified languages into two groups of satellite-framed and verb-framed. The present study examined the representation of the motion event in the verb “to go” via corpus-based analysis. The corpus comprised texts from the Holy Quran, consisting of 88 verbs extracted from114 Quranic verbs meaning “to go” after evaluating the surface structures used for concepts related to this verb of motion. In collecting said corpus, the verbs were extracted from Al-Maány website and, based on the author’s linguistic intuition with regard to the motion concept of going in the Quran, the relevant sample was collected and analyzed. This study aimed to examine manner- and path-lexicalization verbs, and the representation of information on manner and path based on the lexicalization patterns of Talmy, and eventually investigate the consistency between the results and Talmy’s theory about the classification of language in terms of motion representation. The results showed that, in the Quran, of 88 verbs of motion with the deep structure of “to go”, 22 cases lexicalized the path such as Zahaba (going), Araja (ascending),40 cases the manner such as Haraba (escaping) and Farra (running away), and 26 cases a combination of the two such as Jaraya (flowing down) and Jarra (pulling on the ground) representing both elements of manner and path in the verb stem. Of these, the highest frequency in the manner of motion belonged to transition motion (80 cases), while only 8 cases were of the rotatory type. Another result was the inconclusiveness of Talmy’s theory about the classifications of languages in terms of the motion concept of going.

“Hariri’s Maqamat” is one of the most prominent and sophisticated books of Arabic literature in the Middle Ages that has been influential in the formation of novel stories in world literature. Apart from the beauty of the style, literary tune and various educational aspects, it presents social life and human behavior in the Arab world of the Middle Age in terms of a visually narrative format. Hariri’s Maqamat is a long illustrated story in Baghdad School which has been composed by Hariri and then illustrated by Mahmoud al-Wasiti. Al-Wasiti’s miniature paintings provide a lot of visual information about people’s behavior and their environment. This research aims at understanding social criticism scheme in that time by cooperation of text and image. Accordingly, several Maqamat and miniatures, which included more social information, were selected and considered using descriptive analysis technique. The results showed that al-Wasiti has clearly discovered Hariri's social critical viewpoint behind the complex language and emphasized that idea. He has also added some information which it would not be easily understandable by a reader of Maqamat book without applying pictures.

Background HIV-related self-stigma is a significant barrier to HIV management. However, very little research has explored this phenomenon, particularly in sub-Saharan Africa. This study explored the beliefs, experiences, and impacts of HIV self-stigma amongst adolescents and young adults (AYALHIV) in Harare, Zimbabwe to inform future interventions. It aimed to capture the lived experience of self-stigmatization among AYALHIV and its impact on their social context using Corrigan et al (2009) self-stigma framework of ‘awareness’, ‘agreement’, and ‘application’. Methods Virtual semi-structured key informant interviews were conducted between June and July 2020 with adolescents and young adults (Female = 8; Male = 8) living with HIV (18–24 years) in Harare, Zimbabwe. We conducted the interviews with a purposive sample of AYALHIV enrolled in Africaid’s ‘Zvandiri’ program which provides HIV support services. Interviews were mainly conducted in English and with three in Shona, the main indigenous language. Audio-recorded qualitative data were transcribed, translated into English (where necessary) and deductively coded using Corrigan et al.’s self-stigma framework. The outbreak of SARS-CoV-2 coincided with the commencement of data collection activities, which impacted on both the sample size and a shift from in-person to virtual interviewing methods. Results Sixteen respondents (50% male) took part in the interviews. The mean age of respondents was 22 years. All respondents reported HIV-related self-stigma either occasionally or frequently. Three main themes of self-stigmatizing experiences emerged: disclosure, relationships, and isolation. These themes were then analyzed within the self-stigma development framework by Corrigan et al. (2009) known as ‘the three As’: awareness, agreement, and application of self-stigmatizing thoughts. Respondents’ experiences of self-stigma reportedly led to poor well-being and decreased mental and physical health. Gendered experiences and coping mechanisms of self-stigma were reported. Data suggested that context is key in the way that HIV is understood and how it then impacts the way people living with HIV (PLHIV) live with, and experience, HIV. Conclusions HIV-related negative self-perceptions were described by all respondents in this study, associated with self-stigmatizing beliefs that adversely affected respondents’ quality of life. Study findings supported Corrigan et al.’s framework on how to identify self-stigma and was a useful lens through which to understand HIV-related self-stigma among young people in Harare. Study findings highlight the need for interventions targeting PLHIV and AYALHIV to be context relevant if they are to build individual resilience, while working concurrently with socio-political and systemic approaches that challenge attitudes to HIV at the wider societal levels. Finally, the gendered experiences of self-stigma point to the intersecting layers of self-stigma that are likely to be felt by particularly marginalized populations living with HIV and should be further explored.

Guion, Clark, Harada and Wayland (2003) found that three factors affect English speakers' stress placement on bisyllabic non-words: syllabic structure, lexical class and stress patterns of phonologically similar real words. The current replication and extension included three groups (N = 30): native English speakers, early Spanish–English bilinguals, and late Spanish–English bilinguals. Participants produced and gave perceptual judgments on 40 non-words of varying syllabic structures in noun and verb sentence frames. A regression analysis used the three factors to predict stress placement in production and perception. All three groups showed significant effects from stress patterns of phonologically similar real words and lexical class. The effect of syllabic structure for early bilinguals was slightly different from that of native speakers and late bilinguals showed greatly reduced effects. Late bilinguals exhibited more initial stress overall, possibly due to L1 transfer. These results run counter to the prediction made by Long (1990) about age effects on phonological acquisition.

Baghdad, Banda Aceh, Beirut, Detroit, Dhaka, Harare, New Orleans. In these times chronicling the devastation and annihilation of cities—through capital flight, natural disaster, slum eviction, and war—I gravitate to stories about restoring ruined cities. Halfway through Slaughterhouse Five, Kurt Vonnegut's novel about the firebombing of Dresden, we find an eccentric scene. After surviving Dresden's conflagration, Billy Pilgrim, optician and ex-GI, escapes traumatic memories by becoming “unstuck in time” (93). He journeys with the Tralfamadorians, creatures from outer space who teach him to time-switch so that he can move fluidly through his own private and public histories. Finding a war movie intolerable, Pilgrim imagines it in reverse: “American planes, full of holes and wounded men and corpses took off backwards from an airfield in England. Over France, a few German fighter planes flew at them backwards, sucked bullets and shell fragments from some of the planes and crewmen.” Pilgrim changes space by changing time. German guns suck bomb fragments from wounded American airmen as “the formation flew backwards over a German city that was in flames. The bombers opened their bomb bay doors, exerted a miraculous magnetism which shrunk the fires, gathered them into cylindrical steel containers, and lifted the containers into the bellies of the planes” (93–94). How can we shelter or care for, how can we nurture, the ruined city in the belly of the text?

The title of this research is Rendaku Classification in Basic Kanji Books Volume I and Volume II. Rendaku is the change of the non-voice consonants into a voiced consonant. The purpose of this research is to classifying the consonant changes of rendaku in Japanese language. This research is a qualitative descriptive study with data collection technique using the literature study tecniques. The method of analysis in this research is the determinants element technique. There are 38 data in the form of wago containing rendaku changes. Data source taken from Basic Kanji Volume 1 and Volume 2. The results of the analysis in this research found the changes in k→g as many as 10 data, changes in h→b as many as 7 data, changes in s/ts→z as many as 4 data, changes in t→d as many as 4 data. Based on the results of the analysis can be conclude that: 1) rendaku will appears on compound words, 2) rendaku will appear if in the second morpheme there are no other voiced consonant. Rendaku happened to morphemes kawa, kami, kata, kaki, ki, kaeri, kuchi, kuni, kusuri, kuruma, ha, hatake, harai, hiki, hito, hi, hosoi, sakana, sama, tsukuri, tsuyoi, tome, toshi, tomo, tera.

Résumé Le succès de la grammaire scolaire dans la France du XIXe siècle avait favorisé la traduction de certains de ses manuels, comme le Lhomond ou le Noël et Chapsal, pour servir de méthodes d’apprentissage aux étrangers. Le Lhomond tout particulièrement, après la traduction anglaise de Longfellow (1830) avait connu une traduction arabe, publiée à Paris en 1857 par un Tunisien du nom de Soliman al-Haraïri (1824–1877). Il y développe en fait, une double traduction: traduction libre et traduction littérale. Cette dernière, très paradoxalement, constitue le noyau d’une méthode présentée par l’auteur comme une invention didactique à laquelle il n’a jamais été précédé. L’effort de traduction y est considérable par rapport à ce que l’on trouve dans l’ouvrage anglais. La langue arabe, ainsi que la grammatisation autochtone qui s’y rapporte sont tellement éloignées du français et de sa grammatisation que le traducteur est amené à faire œuvre de linguiste et non de simple traducteur. La traduction de la terminologie, comme celle des exemples et des paradigmes, nécessite en effet une grande connaissance de l’arabe et de sa grammaire. Le recours au dialecte marque d’ailleurs l’épuisement des ressources de l’arabe classique. La transcription s’y ajoute pour faire encore reculer l’écart, au-delà de la grammaire et du système phonologique, jusqu’à l’écriture elle-même. Les éléments d’une recherche contrastive viennent, en outre, accompagner la traduction littérale comme pour en retracer les limites et révéler les irréductibles difficultés de l’apprentissage. Mais la correspondance entre les deux langues, incarnée dans cette traduction, a été expressément exagérée pour gagner plus de terrain dans le rapprochement du Lhomond, dans sa langue originale, à l’élève arabe. L’objectif étant de le mettre immédiatement en contact avec la langue française, via ce pré-texte qu’est la traduction littérale. Quant à la traduction libre, elle est considérée comme superflue, ne pouvant profiter qu’à l’élève français censé y trouver un ‘guide de bien traduire’.

Lifelong learning can be developed through literacy programs in school libraries. This study aimed to determine the implementation of lifelong learning competence through literacy programs in school libraries. The research method used a qualitative approach through research methods a descriptive to a librarian, four teachers, and 22 students at Al Haraki Islamic Junior High School, Depok, West Java. Through observation, data collection techniques were carried out using a lifelong learning dimension checklist form, semi-structured and in-depth interviews, and literature studies. Data analysis techniques were data reduction utilizing open coding, data presentation, and concluding. Study results indicated that the librarian organized literacy programs supporting the School Literacy Movement. In practice, the librarian acted as the initiator; the teacher became the facilitator and the librarian's partner in developing literacy programs in school. The literacy program had a positive impact on students, including shaping character, increasing knowledge, developing special talents related to communication and writing, adding experience, building positive relationships between librarians and students, and intellectual recreation. Communication competence in foreign languages was one of the lifelong learning competencies that the school library program did not accommodate. The literacy program's obstacles were managing study time and the roles of parents and family at home. This study concludes that the school library literacy program has supported improving the implementation of lifelong learning competencies for students in several dimensions.

Al-Qur'an as a source of knowledge and life, therefore it is needed a method in exploring the treasure of knowledge which are contained inside it, not only the method needed. Since the vastness of interpretation study, so, many kinds of scientific approaches have been used to understand it. This writing is a part of research in order to explore many styles of interpretation since classical period to contemporary, which were compiled and formulated by the scholars, the writer sees the importance of detecting how far is that formulation can be used and developed in the al-Qur'an studies. Until now, interpreter scholars will continue to develop various fields of science in order to approach the Qur'an, until the virtues of al-Qur'an can be obtained and used as good as possible. These interpretation styles use the bi al-ra'yi interpretation form, which has always been a clash among the scholars in determining the position of these styles, some accept and some reject. It is also found in this article that every scholars has differences in concluding the number of interpretation styles from classical period until modern, those differences are because of the time and object that is being researched, at least, the writer finds some styles of interpretation, such as fikih interpretation style, sufi interpretation style, philosophy, madzhab interpretation style, language literature interpretation style, iImi interpretation style, ilhadi interpretation style, adabi Ijtima’i interpretation style, haraki interpretation style. Keywords: Style, Interpretation, Clasic, Modern Al-Qur’an sebagai sumber ilmu dan kehidupan, olehnya itu dibutuhkan metode dalam menggali khazanah keilmuan yang terkandung didalamnya, tidak hanya metode yang dibutuhkan. Karena betapa luasnya kajian penafsiran sehingga berbagai pendekatan ilmu digunakan untuk memahaminya. Tulisan ini merupakan bagian dari penelitian dalam rangka menggali berbagai corak-corak penafsiran sejak zaman klasik hingga kontemporer, yang disusun dan dirumuskan oleh para Ulama, penulis melihat pentingnya mendeteksi sejauhmana rumusan tersebut dapat digunakan dan dikembangkan dalam kajian al- Qur’an. Sampai saat ini ulama tafsir akan terus mengembangkan berbagai bidang keilmuan dalam rangka mendekati al-Qur’an, hingga mutiara-mutiara al-Qur’an dapat diperoleh dan digunakan sebaik mungkin. corak-corak penafsiran tersebut menggunakan bentuk penafsiran bi al-ra’yi, yang sejak dulu terjadi pertentangan ulama dalam menentukan kedudukan dari corak-corak tersebut, ada yang menerima dan ada pula yang menolak. Pada artikel ini juga ditemukan bahwa setiap ulama berbeda dalam menyimpulkan jumlah corak-corak tafsir dari klasik hingga modern, perbedaan tersebut disebabkan karena masa dan objek yang sedang diteliti, setidaknya penelis menemukan beberapa corak tafsir diantaranya, corak tafsir fikih, corak tafsir Sufi, Filsafat, corak tafsir mazhab, corak tafsir sastra bahasa, corak tafsir Ilmi, corak tafsir ilhadi, corak tafsir Adabi Ijtimā’i, corak tafsir akhlaqy, corak tafsir haraki. Keywords: Corak, Tafsir, Klasik, Modern

The present writing was elaborated from speculations about possible encounters between philosophy, education and music. On the margins of music, where philosophy seeks some penetration, the theme of a supposed refusal to assimilation is announced, demanding the resumption of questions such as the permanence of a zone of indetermination not reached by the representational effort. This unavoidable opacity of the musical phenomenon moves it to a nocturnal dimension, a common destiny to everything that escapes the totalizing interests of a language committed to the objectifcation and nomination of things and of those conventionally called other. The nocturnal in philosophy and in music is object of reflections of Derrida and other thinkers, from which it is possible to glimpse a widening of the world, just where it is evident the merely formal character of the limits between what is said and unsaid, between what is human and what’s not. The text presented here includes some of these philosophical reflections, compared to musical creations that insinuate this nocturnal character, like those of Debussy. Additionally, possible consequences of the weakening of representational politics to subjectivation processes and alterity relations are highlighted, opening space for a thought about an education not compromised with the centrality of the human.ResumoA presente escrita foi elaborada a partir de especulações sobre possíveis encontros entre flosofa, educação e música. Nas margens da música, onde a flosofa busca alguma penetração, o tema de uma suposta recusa à assimilação se anuncia, exigindo a retomada de questões como a permanência de uma zona de indeterminação não alcançada pelo esforço representacional. Essa opacidade incontornável do fenômeno musical desloca-o para uma dimensão noturna, destino comum a tudo que escapa aos interesses totalizantes de uma linguagem comprometida com a objetivação e nomeação das coisas e dos que, a partir dela própria, se convencionou chamar de outros. O noturno na flosofa e na música é objeto de reflexões de Derrida e de outros pensadores, a partir das quais é possível vislumbrar uma ampliação do mundo, justamente onde se evidencia o caráter meramente formal dos limites entre o que é dito e não dito, entre o que é humano ou não. O texto aqui apresentado inclui algumas dessas reflexões filosóficas, cotejadas com criações musicais que insinuam esse caráter noturno, como as de Debussy. Adicionalmente, são destacadas possíveis consequências do enfraquecimento da política representacional para processos de subjetivação e relações de alteridade, abrindo espaço para um pensamento sobre educação não comprometido com a centralidade do humano.Keywords: Nocturne, Music, Philosophy, Subjectivation.Palavras-chave: Noturno, Música, Filosofia, Subjetivação.ReferencesBACHELARD, Gaston. A água e os sonhos: ensaio sobre a imaginação da matéria. Trad. Antonio P. Danesi. São Paulo: Martins Fontes, 1997.BULANCEA, Gabriel. Conexiones y divergencia entre el pensamiento de Claude Debussy y la estética impresionista y simbolista. Revista Filomusica, n.83, pp.1-4, abr.-jun. 2007.CABRERA, Honatan F. Dar la mano. Sobre algunos trazos y trances del poema en el pensamiento de la alteridade: Levinas, Celan, Derrida. 2013, 173f. Dissertação (Mestrado em Filosofia). Faculdade de Filosofia PUC-RS: Programa de Pós-Graduação em Filosofia, 2013.DERRIDA, Jacques. O animal que logo sou. Trad. Fábio Landa. 2ed. São Paulo: Editora Unesp, 2011.DERRIDA, Jacques. Cette nuit dans la nuit de la nuit… Rue Descartes, n.42, Politiques de lacommunauté, pp.112-127, nov.2003, Disponível em http://www.jstor.org/stable/40978797, acessado em 09/11/2015.DERRIDA, Jacques. A voz e o fenômeno: introdução ao problema do signo na fenomenologia de Husserl. Trad. Lucy Magalhães. Rio de Janeiro: Jorge Zahar Ed., 1994(a).DERRIDA, Jacques. “The Spatial Arts: An Interview with Jacques Derrida”. In: Deconstruction and the Visual Arts: Art, Media, Architecture. Ed. Brunette, Peter y David Willis. New York: Cambridge University Press, 1994(b).DERRIDA, Jacques. Points de suspension. Entretiens. Elisabeth Weber (org). Paris: Galilée, 1992.DERRIDA, Jacques. “Cequi reste à force de musique”. In: Psyché. Inventions de l’autre. Paris: Galilée, 1987.DURÁN, Cristóban. Una voz temblorosa. Música y auto-afección en Jacques Derrida. Aisthesis, n.58, pp.45-58, 2015.GRAY, P.M.; KRAUSE, B.; ATEMA, J.; PAYNE, R.; KRUMHANSL, C.; BAPTISTA, L. The Music of Nature and the Nature of Music. Science, v.291, n.5501, p.52-54, jan. 2001.GUIGUE, Didier. Estética da sonoridade: a herança de Debussy na música para piano do século XX. São Paulo: Perspectiva; Brasília: CNPq; João Pessoa: UFPB, 2011.HANDKE, Peter. Numa noite escura saí da minha casa silenciosa. Cruz quebrada, Portugal: Casa das Letras, 2006.HARARI, Yuval N. Sapiens: uma breve história da humanidade. Trad. Janaína Marcoantonio. Editora J&PM, 2015.JANKÉLÉVITCH, Vladimir. La musique et l’ineffable. Paris: Seuil, 1983.JOÃO DA CRUZ, São. Obras completas. Tradução das Carmelitas descalças de Fátima (Portugal) e Carmelitas descalças do convento de Santa Tereza (Rio de Janeiro). Petrópolis: Vozes, 2002.LAMUR, Jorge P. Entre a vanguarda e a tradição: considerações sobre dois momentos na obra musical de Claude Debussy (1894-1915). Curitiba: Faculdade de Letras e Artes, Universidade Federal do Paraná, 2010. Monografia.MALLET, Marie L. La musique en respect. París: Galilée, 2002.NIETZSCHE, Friedrich. Aurora: reflexões sobre preceitos morais. Tradução, notas e posfácio de Paulo César de Souza. São Paulo: Companhia das Letras, 2004.OLIVEIRA, Clovis S. G. Nietzsche e a experiência musical: três momentos, três luminosidades. Primeiro momento A música: espelho da noite. II Colóquio Internacional Nietzsche, Pessoa, Rosa, Freud. Belo Horizonte: PUC Minas Gerais, 2015(a).OLIVEIRA, Clovis S. G. Atributos privativos e musicais do fenômeno noturno. Aletria, Belo horizonte, v.25, n.1, pp.165-182, 2015(b).OLIVEIRA, Clovis S. G. O elogio à noite em Vladimir Jankélévitch (1903-1985). Mirabilia, n.20. Arte, crítica e mística, pp.414-424. Jan.-jun. 2015(c).RODRIGUES, Felipe V. Fisiologia da música: uma abordagem comparativa. Revista de Biologia, v.2, pp.12-17, jun.2008.SCHOPENHAUER, Arthur. O mundo como vontade e representação. Coleção Os Pensadores. São Paulo: Abril Cultural, 1980.SEEGER, Anthony. Por que os índios Suyá cantam para suas irmãs? In: VELHO, G. (Org.) Arte e Sociedade: ensaios de sociologia da arte. Rio de Janeiro: Zahar Editores, 1977.THOREAU, Henry D. Walden ou a vida nos bosques. Trad. Astrid Cabral. São Paulo: Ground, 2007.

. The present article analyses verbs of falling and throwing in Basque. The frame-based approach is used to fi nd out the relevant semantic oppositions. Both elicitation and corpus data are used in the study. The dominant Basque verbs of falling are erori ‘to fall’ and its Bizcayan counterpart jautsi, which can be used in most of the frames. Another verb, isuri ‘flow’, can refer to liquids, as well as the dominant verb. The verb etorri ‘to come’ refers to liquids moving horizontally, rather than vertically. Falling of hair and teeth can be expressed with the verb galdu ‘to lose’. The only frame where the dominant verb erori is hardly ever used is falling of rain and snow. The predicate ariizan with progressive meaning and the verbs egin ‘to do’ and bota ‘to throw’ can be used instead. The dominant verb of throwing in Basque is bota ‘to throw’ taking both allative and locative arguments. Intensive throwing is expressed by verbs jaurti, jaurtiki, aurtiki ‘throw, toss, cast’. Some verbs of throwing, such as lurreratu ‘to throw to the ground’ < lur ‘ground’, ureratu ‘to throw to water’ < ur ‘water’, airatu ‘to throw to air’ < aire ‘air’ incorporate the Orienter. The incorporation of a typical Trajector is possible as well, cf.harrikatu ‘to throw stones’ < harri ‘stone’ and dardatu ‘to throw an arrow, a spear’ <dardo ‘arrow, spear’. Metaphorical meanings of verbs of falling and throwing in Basque often have their counterparts in the neighbouring Romance languages — Spanish and French. Thus, the verb erori ‘to fall’, as well as its Spanish counterpart caer can refer to winning something in lottery. The Basque verb bota ‘to throw’, as well as Spanish echar can refer to fi ring an employee, getting rid of an object or showing a film

PurposeThe aim of this paper is to explore how the strategies of entrepreneurship education in clothing and textile programmes are implemented in selected Technical Colleges in Zimbabwe.Design/methodology/approachA qualitative research approach was adopted for this paper. Purposive sampling technique was used to collect data from 42 participants through in-depth interviews and focus group discussions.FindingsThe findings show that there were two principal strategies that are used by lecturers in technical colleges, where entrepreneurship education is taught. The findings reveal that the implementation of the lecture method in most of these colleges deviates remarkable from each other. Given the socioeconomic and linguistic backgrounds of the learners, lectures are delivered in both English and the dominant local language, and the notes are written on the blackboard. Experiential learning, which is the placement of students in textile and clothing industries, was revealed to be another strategy, which was not achieving the intended results as most of the students were engaged in unrelated activities. The implementation of the two methods fall short of internationally recognised and pedagogically acceptable strategies that ought to instil the necessary skills in students to become future entrepreneurs in the textile and clothing industries in Zimbabwe and in Africa.Research limitations/implicationsOne of the limitations of the paper is that data was not collected from production managers from the clothing manufacturing industry and from the Ministry of Higher and Tertiary Education officials, especially those from the Curriculum Development Unit. However, the core of this paper is on implementing strategies from the perspectives of lecturers and students. Another limitation of the paper is that data was collected only from three technical colleges in Harare, Manicaland and Midland provinces. There are a total of nine such colleges in Zimbabwe. Nonetheless, since this a qualitative paper, its aim is not to generalise its findings but to provide in-depth and rich information about implementing strategies in Clothing and Textile programmes in selected TVET colleges.Originality/valueThe paper presents some pertinent recommendations to enhance a better implementation of the strategies used in entrepreneurship education to ensure that upon graduation, graduates can be self-employed and create jobs. This could help in curbing the high unemployment rate in Zimbabwe as well as in Africa in general.

Abstract The Physical Activity Guidelines for Americans (Guidelines) advises older adults to be as active as possible. Yet, despite the well documented benefits of physical activity just 12.8% of those ages 65 and older meet the Guidelines. To address this, the U.S. Department of Health and Human Services (HHS) developed a Midcourse Report focused on effective strategies to improve older adult physical activity behaviors. The first step in this process was a systematic literature review. A literature review team was contracted to examine the evidence on key settings and effective behavioral intervention strategies, as well as effective policy, systems, and environmental (PSE) approaches, to improve physical activity among older adults. The PSE search employed an equity-centered framework adapted to researching PSE approaches for improving physical activity outcomes in older adults. Sixteen thousand eight hundred and eighty-three titles and abstracts were screened, and 734 full articles were reviewed for inclusion. Of those, 64 original research articles were included for the final review to answer two questions, one (plus 5 sub-questions) focused on Settings/Strategies literature (46 studies) and one (plus 2 sub-questions) focused on PSE literature (18 studies). The literature review process identified key settings and evidence-based strategies to support older adults in becoming more physically active, and provides a foundation for the Physical Activity Guidelines for Americans Midcourse Report: Implementation Strategies for Older Adults. More research is needed to address how factors related to equity and psychosocial constructs influence physical activity behaviors among older adults. Key Words Physical activity, policy, older adults, systematic review, Policy-Systems-Environment, aerobic physical activity, muscle strengthening physical activity Introduction The Physical Activity Guidelines for Americans (Guidelines) (U.S. Department of Health and Human Services (HHS), 2018) serves as the benchmark and primary, authoritative voice of the federal government for providing science-based guidance on physical activity, fitness, and health for Americans. The most recent edition, released in 2018, provides evidence-based recommendations for Americans ages 3 and older to safely get the physical activity they need to stay healthy (HHS, 2018). In 2013, five years after the release of the first edition of the Guidelines, HHS released a midcourse report (Physical Activity Guidelines for Americans Midcourse Report Subcommittee of the President’s Council on Fitness, Sports & Nutrition (PAG Midcourse Subcommittee), 2013). This report focused on strategies to increase physical activity among youth and focused on five key areas where youth live, learn, and play – preschool and childcare centers, schools, family and home, community (built environment), and primary care medical settings (PAG Midcourse, 2013). The next midcourse report focused on older adults (ages 65 and older). The benefits of regular physical activity occur throughout life and are essential for healthy aging. Research suggests it is never too late to start being physically active. Despite the many benefits of physical activity, only 12.8% of adults over age 65 meet the aerobic and muscle-strengthening Guidelines (HHS Office of Disease Prevention and Health Promotion (ODPHP), 2022). This rate may be influenced by several factors, as barriers to physical activity differ from individual to individual and are influenced by socioeconomic, cultural, built environment, and other community factors. The Guidelines contains quantitative recommendations for older adults but does not include implementation strategies. Therefore, a literature review was conducted to identify successful interventions to promote increased physical activity and adherence to the key guidelines for older adults and summarized in the Physical Activity and Older Adults Systematic Literature Review (ICF Next, 2023). The Physical Activity Guidelines for Americans Midcourse Report: Implementation Strategies for Older Adults (Midcourse Report) (HHS, 2023) serves to further the breadth of the Guidelines to facilitate the implementation of proven programs and other strategies that can increase levels of physical activity among older adults. This paper outlines the literature review methodology to support the Midcourse Report. Methods: Literature Review In 2022, HHS contracted with a Literature Review Team to review the evidence on effective strategies to increase physical activity among older adults. This work was supported by the President’s Council on Sports, Fitness & Nutrition (PCSFN) Science Board (Science Board), made up of 11 experts in physical activity and older adult populations. The Literature Review Team used a methodology supported by best practices for systematic literature reviews developed by the United States Department of Agriculture’s (USDA) Nutrition Evidence Systematic Review (NESR) (USDA NESR Branch, 2023), the Agency for Healthcare Research and Quality (AHRQ) (AHRQ, 2014), the Cochrane Collaboration (Higgins et al., 2022), and the Health and Medicine Division of the National Academies of Sciences, Engineering, and Medicine standards to review, evaluate, and synthesize published, peer-reviewed physical activity research (Institute of Medicine (US) Committee on Standards for Systematic Reviews of Comparative Effectiveness Research, 2011). This review process was largely guided by the approach taken to review the literature for the 2018 Physical Activity Guidelines Advisory Committee Scientific Report (2018 Physical Activity Guidelines Advisory Committee, 2018; Torres et al., 2018). Paralleling the 2018 process, this protocol-driven review approach was undertaken to maximize transparency, minimize bias, and ensure the review conducted was timely, relevant, and high quality. There are two major distinctions between this review and that conducted by the 2018 Physical Activity Guidelines Advisory Committee: 1) the decision to review original articles instead of using a “review of reviews” approach; and 2) to focus on research with physical activity outcomes as opposed to health outcomes. All work completed by the Literature Review Team was under the direction and review of ODPHP, on behalf of the National Institutes of Health (NIH), the Centers for Disease Control and Prevention, and the PCSFN. The Literature Review Team coordinated the literature review process, developed an abstraction tool and accompanying abstraction and triage guides, and implemented training and quality control protocols. Several groups supported the literature review work: Librarians reviewed search strategies and provided guidance as needed. The Triage Team conducted title and abstract triage of articles identified through the literature searches. The Abstraction Team engaged in rigorous training before abstracting data from included articles. A portion of this group also assessed risk of bias on a subset of the included articles. The Science Board identified, aggregated, organized, and analyzed the scientific literature. A six-step process was used to examine the literature: Step 1: Develop systematic review questions Step 2: Develop systematic review strategy Step 3: Search, screen, and select evidence to review for each question Step 4: Abstract data and assess the risk of bias of the research Step 5: Describe the evidence Step 6: Complete evidence portfolios and draft Scientific Report Step 1: Developing Systematic Review Questions Following the cadence of previous editions of the Physical Activity Guidelines for Americans with an interim Midcourse Report, HHS initiated the process to review the scientific literature focused on effective approaches to promote physical activity among older adults. ODPHP outlined a need to examine intervention strategies and key settings that are effective in promoting movement and achievement of the key guidelines for physical activity for older adults. Additional factors of interest for the literature review included how engagement in physical activity interventions may influence mental health, well-being, social connection, and other related social and emotional factors; as well as how interventions implemented as policy, systems, and environmental approaches to change the context influence physical activity in older adult populations. Solidifying Systematic Review Questions. The Literature Review Team developed research questions focused on the previously specified topics. The research questions and corresponding sub-questions are as follows: Question 1: What are effective intervention strategies to increase physical activity among older adults? Does the mode of delivery (e.g., virtual, in person, phone) impact the effectiveness of interventions? Does the setting impact the effectiveness of the interventions? What barriers exist to engaging or participating in the intervention? What are the retention, attrition, and/or attendance rates? Do personal characteristics (e.g., ability, age, sex, race/ethnicity, socioeconomic status) or chronic health conditions influence participation? Do interventions assess changes in participant mental health, quality of life, well-being, resilience, or social connection and isolation? Question 2: What are effective policy, systems, and environmental (PSE) strategies to increase physical activity among older adults? Is there a dose-response relation between the scope and reach of the PSE strategy and “success”? Does the “success” of the PSE strategy vary by geographical location or by sociodemographic subgroup? Step 2: Develop Systematic Review Strategy Develop Analytical Frameworks. Analytical frameworks were developed for each research question. Analytical frameworks are graphic representations used to lay the groundwork and initial parameters for each search. The frameworks served as a guide to define key variables, inform the inclusion and exclusion criteria, and develop the literature review strategy. These frameworks were created using the PICO method (population, intervention, comparison, and outcomes) (Higgins et al., 2022) and were modeled on the approach used for the 2018 Physical Activity Guidelines Advisory Committee Scientific Report (2018 Physical Activity Guidelines Advisory Committee, 2018; Torres et al., 2018). The frameworks were constructed during weekly meetings (see supplementary materials). Develop Inclusion and Exclusion Criteria. The Literature Review Team created inclusion and exclusion criteria for each research question. The template used to draft inclusion and exclusion criteria was modeled off the approach used for the 2018 Physical Activity Guidelines Advisory Committee Scientific Report (2018 Physical Activity Guidelines Advisory Committee, 2018), and adapted to meet the needs of this particular review. These templates were used to determine whether studies were eligible to be selected for each respective systematic literature review and whether studies would provide data to support the focal research questions. To promote consistency and relevance, and to account for scope parameters, each template included similar sections (Tables 1 and 2). Table 1. Inclusion and Exclusion Criteria for Question 1: What are effective intervention strategies to increase physical activity among older adults? Include Published in English Language English Language Publication Peer-Reviewed Literature Published From 2012 to 2022 Original Research Human Participants Intervention Study (Comparison Required) Must Measure Physical Activity Outcome Older Adults (minimum or mean age of 65 years or older) Designs Include Randomized Controlled Trials, Non-Randomized Controlled Trials, and Quasi-Experimental Studies Exclude Studies of Older Adults in Long-Term, Memory, or Hospice Facilities Studies of Disease-Specific Therapeutic Exercise Delivered in Health/Medical Facility Table 2. Inclusion and Exclusion Criteria for Question 2: What are effective policy, systems, and environmental (PSE) strategies to increase physical activity among older adults? Include Published in English Language Peer-Reviewed Literature Published from 2012-2022 Original Research Human Participants Study Conducted in the United States Intervention Study (PSE Intervention) Must Measure Physical Activity Outcome Older Adults, Middle Age (50+ years) and Older Designs Include Non-Randomized Controlled Trials, Prospective Cohort, Retrospective Cohort, Case-Control, Cross-Sectional, Before and After, Geospatial, Environmental, and Surveillance Exclude Studies of Older Adults in Long-Term, Memory, or Hospice Facilities Studies of Disease-Specific Therapeutic Exercise Delivered in Health/Medical Facility Develop Search Strategy. A search strategy was created to identify peer-reviewed original research for each systematic review conducted. Each search strategy included search terms, Boolean logic to join terms, databases used, and key limits relevant to the inclusion criteria (e.g., research type, date of publication, language, study population, and filters specific to databases). The three databases included in each review were PubMed, CINHAL, and PsychINFO. These databases were selected due to the subject matter of articles included within each database. The Literature Review Team developed sets of search terms most relevant to each review. These sets included terms capturing a broad range of articles based on older adult population, intervention study design, comparison approach, and physical activity outcomes. Once these search terms were drafted, library representatives from the literature review contractor and the NIH Library reviewed the search strategies and provided suggestions for updates. Throughout the search strategy development process, draft searches were run to assess the number of articles included in the search and if the collected articles represented the nature of the research questions. In response to these outputs, modifications were made to the search strategies as needed. The final search strategies were shared with the Science Board for review and affirmation. Step 3: Search, Screen, and Select Evidence to Review The searching and screening process was completed to collect a thorough body of original research needed to support each systematic review. Specifically, a primary search was completed within the original literature, and a supplemental search of existing meta-analyses and systematic literature reviews was conducted to support this process. A review of the original research was completed using the previously developed search strategies. Once results were generated, duplicates were removed, and results were triaged based on title and abstract. Triage Training. Once the search strategy was implemented, each title/abstract underwent two rounds of review by members of the triage team. Members of the triage team were provided with thorough training and required to complete a certification process to ensure consistency between reviews prior to initiating triage. This training involved a comprehensive instructional presentation that was supported by a triage training manual that included detailed instructions, definitions, reporting instructions, response options, and example titles/abstracts. In addition to the formal training, members of the leadership team met one-on-one with triagers on an as-needed basis to promote consistency and accuracy. Prior to initiating the triage process, all potential triagers were required to complete a certification process on a subset of abstracts. Triagers who did not display a high level of consistency with the group on the practice assignment were not authorized to participate in the formal abstraction process. Title and Abstract Triage. Triagers were instructed to first review titles to assess eligibility and then move to abstracts if the article appeared to be potentially relevant. Triagers were instructed to then include or exclude articles based on information provided within the abstract. If articles were removed from consideration at the abstract review stage, triagers were required to provide a reason. These reasons differed based on the search, but often included reasons such as ineligible age of participants, no physical activity outcome included, and/or no physical activity component of intervention reported. When conflicts existed in decisions made by screeners, discrepancies were resolved by a member of the triage team. The lists of included and excluded articles were shared with members of the Science Board. Additional Supplemental Search Activities. Additional search activities were undertaken to further fortify the pool of articles collected through the initial search of the original literature. First, using the pre-established search terms, a systematic search was undertaken to identify relevant meta-analyses and systematic literature reviews that could potentially include original research articles relevant to the focal inclusion criteria. In tandem with this, a snowball approach (Wohlin, 2014) was also used to locate any additional meta-analyses and systematic literature reviews that could be deemed relevant. Reference pages and results tables from each of these meta-analyses and systematic literature reviews were hand-reviewed to identify original research articles that should be included within the review. These selected articles were reviewed in full-text and added to the pool if they fit the specified inclusion criteria. Science Board members were encouraged to share additional articles that fit inclusion criteria with the Literature Review Team. These articles were identified through the Science Board’s expertise and familiarity with the subject matter. If an article was identified that met the inclusion criteria, it was reviewed in full text and abstracted by the Abstraction Team. Full Text Review. Full text review for the list of included articles was conducted by members of the Literature Review Team. Two reviewers assessed each full-length article based on the inclusion criteria to determine whether it should be included or excluded from the final pool for review. Further, any articles that were identified as potentially ineligible during the abstraction process were added to the list of excluded articles. Step 4: Abstract Data and Assess Risk of Bias The abstraction process was used to collect and summarize key characteristics of each study that supported the systematic literature review purpose. The goal of abstraction was to (a) document key elements of each study for ease of review, and (b) use this information to present trends across the full body of evidence. Abstraction Training. Abstractors were onboarded, trained, and certified to complete all abstraction activities. Abstraction candidates participated in a thorough and rigorous multi-phased process prior to initiating abstraction. This training involved a multi-hour instructional session. This session was supported by an abstractor training manual that included detailed instructions, definitions, reporting instructions, response options, example abstraction questions, and thoroughly annotated version of articles used in the training. In addition to the formal training, members of the Literature Review Team met with and/or delivered written feedback to the abstractors to ensure consistency and promote recalibration when needed. Prior to initiating the abstraction process, all potential abstractors were required to complete abstraction on practice articles. Abstractors who did not display a high level of consistency with the group during the practice sessions did not participate in the formal abstraction process. Abstraction Process Explanation and Quality Control. Abstractors worked in pairs to independently review articles, abstract articles, and document findings. Abstractors were provided with random assignments of articles from members of the Literature Review Team. When discrepancies in abstraction were identified by the Literature Review Team, abstractors were asked to review and discuss these discrepancies. When discrepancies could not be settled among abstractors, members of the Literature Review Team reviewed the situation/materials and provided input and clarification to settle on a decision. The Literature Review Team conducted quality control and independently conducted a third round of abstraction for 20% of all articles included in each respective review. This quality control process was completed to ensure accuracy, clarity, and consistency in abstraction. Data Documentation. An online database was created, and abstractors entered their data into this system using forms created by the Literature Review Team. All pairings of abstractors independently read and reviewed articles, abstracted key information, and entered it into the online database. After discrepancy resolution and quality control procedures were completed, the abstracted data was edited as needed and used to populate article evidence summary tables and inform trend tables demonstrating overarching themes in the data. Assessing Risk of Bias. Articles were assessed for internal validity, using either the ROBINS-I (Sterne et al., 2016) or ROBINS-E tool (ROBINS-E Development Group, 2022). These tools assess risk of bias in studies that compare the health effects of exposures or interventions across a range of study types (e.g., RCT’s, observational, etc.). These tools are tailored by study design and pose different sets of questions based on whether a study is a randomized controlled trial (RCT), non-randomized controlled trial, or an observational study. The risk of bias assessment for each study was completed by two reviewers (from either the Abstraction Team or the Science Board). When discrepancies arose, the reviewers discussed and resolved discrepancies. Additionally, the Policy, Systems, and Environments review used an equity-centered framework relevant to the research evidence and adapted to researching policy, systems, and environmental approaches for improving physical activity outcomes in older adults (Venkateswaran et al., 2023). The diversity-equity-inclusion frame was applied to studies assessed for risk of bias using ROBINS-E across relevant domains of bias (ROBINS-E Development Group, 2022) (i.e., confounding, selection of participants into the study, classification of exposures, departures from intended exposures, missing data, measurement of outcomes, and selection of reported results, aligned with PICO model). Step 5: Describe the Evidence Evidence Portfolios. To facilitate the analysis of the evidence, the Literature Review Team prepared evidence portfolios for each question (see supplementary materials). The evidence portfolios documented the full process followed for both reviews, including the sources of evidence, conclusions, evidence grades, description of evidence, populations analyzed, individual evidence summary tables, risk of bias and quality assessment charts, search strategies, literature trees, references, and rationales for exclusion of articles during full-text triage. Step 6: Complete Evidence Portfolios and Draft Scientific Report Science Board members reviewed and deliberated on the body of evidence to develop conclusion statements that supported each of the research questions. Conclusion statements were tightly associated with the evidence, focused on general agreement among the studies around the independent variables and outcomes, and acknowledged areas of disagreement or limitations, where they existed. The conclusion statements reflected only the evidence reviewed and not information Science Board members might have known from another source. Along with the evidence portfolios, a rubric was developed to guide the assessment and grading of the strength of the evidence supporting each conclusion statement (Table 3). The rubric was adapted from the 2018 Physical Activity Guidelines Advisory Committee (2018 Physical Activity Guidelines Advisory Committee, 2018) and the 2020 Dietary Guidelines Advisory Committee (2020 Dietary Guidelines Advisory Committee, 2020). Grading the strength of the evidence was based on applicability of the populations, exposures, and outcomes studied; generalizability to the population of interest; risk of bias and study limitations; quantity and consistency of findings across studies; and magnitude and precision of effect. Table 3. Physical Activity and Older Adults Systematic Literature Review Grading Criteria Grade Definition Strong The conclusion statement is based on a strong body of evidence as assessed by risk of bias, consistency, directness, precision, and generalizability. The level of certainty in the conclusion is strong, such that if new evidence emerges, modifications to the conclusion are unlikely to be required. Moderate The conclusion statement is based on a moderate body of evidence as assessed by risk of bias, consistency, directness, precision, and generalizability. The level of certainty in the conclusion is moderate, such that if new evidence emerges, modifications to the conclusion may be required. Limited The conclusion statement is based on a limited body of evidence as assessed by risk of bias, consistency, directness, precision, and generalizability. The level of certainty in the conclusion is limited, such that if new evidence emerges, modifications to the conclusion are likely to be required. Grade Not Assignable A conclusion statement cannot be drawn due to either a lack of evidence or evidence that has severe limitations related to risk of bias, consistency, directness, precision, and/or generalizability. Results The Physical Activity and Older Adults Systematic Literature Review (ICF Next, 2023) used a rigorous and systematic methodology. The methodology allowed the Literature Review Team to search, screen, select, abstract, assess the risk of bias, and include considerations of equity in original research related to effective strategies to get older adults moving; and grade the evidence from insufficient to strong. Over nine months, two literature searches were conducted, resulting in 16,883 titles and abstracts screened, and 734 full articles reviewed for inclusion. Of those, 64 original research articles were included for the final review to answer two questions, one focused on Settings and Strategies literature (46 studies) with five sub-questions and one focused on Policy, Systems, and Environments literature (18 studies) with two sub-questions (Figures 1 and 2). The process is documented for each research question in an evidence portfolio (see supplementary materials). Figure 1. Literature Tree Diagram for Question 1: What are effective intervention strategies to increase physical activity among older adults? Figure 2. Literature Tree Diagram for Question 2: What are effective policy, systems, and environmental (PSE) strategies to increase physical activity among older adults? Discussion The Physical Activity and Older Adults Systematic Literature Review (ICF Next, 2023) evaluated the current scientific literature on strategies to increase physical activity among older adults to inform the Physical Activity Guidelines for Americans Midcourse Report: Implementation Strategies for Older Adults (HHS, 2023). Several strategies emerged across a variety of settings; the most commonly researched were home, health care, and community. Several limitations to the Physical Activity and Older Adults Systematic Literature Review (ICF Next, 2023) and opportunities to strengthen the research base on physical activity interventions for older adults should be noted. While the literature review looked at original research articles rather than systematic reviews or meta-analyses, most included studies did not measure, analyze, or disaggregate findings based on important individual or group characteristics. For the Settings and Strategies question, the team attempted to determine if the personal characteristics (e.g., ability, age, sex, race/ethnicity, socioeconomic status) influence physical activity participation, but there was insufficient evidence to yield any analysis. For the Policy, Systems, and Environments question, equity considerations were applied, particularly concepts of diversity, inclusion, and access to study samples and intervention contexts to determine inequalities in physical activity outcomes. The samples did not reflect diverse populations and therefore an inability to grade the evidence or provide specific analysis for different subsets of older adults. For example, of the 18 included studies, only three studies examined specific racial/ethnic minority populations; two studies reported findings relative to disability-mobility limitations; and one study reported findings relative to health (multiple sclerosis status). Only two studies compared exposure to urban versus rural community geographies. Most studies of policy, systems, and environmental interventions employed cross-sectional design, examining residential neighborhoods (exposure context) in relation to physical activity outcomes, typically self-reported. Because of the importance of social connection and mental well-being, especially for older adults who are socially isolated or live alone, the review made efforts to examine these concepts in relation to physical activity outcomes and interventions. Unfortunately, most published studies of interventions for improving physical activity in older adults did not include social or mental well-being outcomes, such as social cohesion, quality of life, resilience, or mental health status. Lastly, few studies employed longitudinal designs, assessed long-term maintenance of outcomes, or investigated strategies to improve retention or prevent drop out in interventions to increase physical activity among the diversity of older adults, so physical activity maintenance, population and subpopulation effect remain uncertain. The Physical Activity and Older Adults Systematic Literature Review (ICF Next, 2023) provides a foundation suggesting what strategies work and in which settings to support physical activity in older adults. Several limitations to the literature review can be used as areas to strengthen future research to ensure more diverse populations are recruited, studied, analyzed, and outcomes documented in the scientific literature. Conclusion The Systematic Review (ICF Next, 2023) and Midcourse Report (HHS, 2023) are useful for physical activity researchers; policy makers; exercise and health professionals; clinicians; gerontologists; built environment professionals; local, state, territorial, and Tribal leaders; and others working with older adults. These reports are necessary as a guide to apply evidence-based strategies to support older adults to be more physically activity and to expand the future evidence base to translate Guidelines into practice. Author Contributions Conceptualization: A.V.B. and K.L.P.; Data Curation: D.H.J.; Formal Analysis: D.H.J.; Funding Acquisition: A.V.B. and K.L.P.; Investigation: D.H.J.; Methodology: A.V.B., D.H.J., and K.L.P.; Project Administration: A.V.B. and K.L.P.; Resources: A.V.B. and K.L.P.; Supervision: A.V.B. and K.L.P.; Validation: D.H.J.; Writing – Original Draft: A.V.B., D.H.J., and K.L.P.; Writing – Review & Editing: A.V.B. and K.L.P. Acknowledgments The authors are grateful to the 2022 President’s Council on Sports, Fitness & Nutrition Science Board for their work on the literature review: Barbara J. Nicklas (Science Board Chair), Susan W. Buchholz, David E. Conroy, Cheryl Der Ananian, Loretta DiPietro, Mark Fenton, Deborah H. John, NiCole R. Keith, David X. Marquez, Jacqueline Osborne, and Dori Rosenberg. Additionally, the authors would like to acknowledge Sarah Caban, Rachel Fisher, Noelle Harada, Carolyn Hinton, and Malorie Polster for their contributions to this project.