Литературное мастерство: Creative Writing

A pervasive trend across academia, social cognition, and general communication contexts is the interchangeable use of “information” and “knowledge”, particularly with reference to their forms—explicit knowledge, testimony, and expertise—conveyed by external sources. This raises a fundamental question: is the source perceived, considered, and validated as a reliable knowledge provider or merely as an information carrier? This study investigates seven academic and popular science sources by modelling their constructs of knowledge provision based on epistemological criteria and sociopsychological value, as manifested through the perspectives of university academics. The external sources examined include scientific journal articles, knowledge shared by university lecturers, scholarly monographs, textbooks and handbooks, popular science books and magazines, academic social networks and social media platforms. A quantitative investigation, supplemented by qualitative content analysis, collected assessments from sixty-six university academics in Latvia using the Epistemological Attitude Questionnaire towards Knowledge Sources. Statistical analysis, coupled with an examination and interpretation of academics’ perceptions, comprehension, use, and personal valuation of these sources, elucidated their profiles. The findings provide a holistic picture of these sources, detailing the value, qualities, functionality, and contributions of each type. Interpretations reveal that the designation of a form of “knowledge source” predominantly aligns with scientific and educational sources, whereas “information carriers” or socially functional sources primarily pertain to popular science and social media. Academic social networks, notably, occupy an intermediary position. This study offers critical academic insights into ongoing issues regarding these means of cognition. It prompts a scrutiny of both established traditional sources and contemporary mediums, both academic and popular, encouraging readers to evaluate these compiled images according to the delineated criteria of the theoretical framework.

The report on the scientific activity of The Cyprian Norwid Regional and City Public Library in Zielona Góra for 2023 presents various initiatives supporting the library's continuous academic development, including efforts related to the Zielona Góra Digital Library, publishing activities, organization of academic, popular science, and thematic conferences (trainings), as well as the organization of library science lectures, the Lubusz Laurel Awards, author meetings, and exhibitions. Additionally, the report highlights the ongoing professional development of Library's staff in Zielona Góra, showcasing their achievements in areas such as academic and popular science publications and their active and passive participation in academic, popular science, and library science conferences and meetings. All activities presented in the report demonstrate the continuous scientific advancement of the Cyprian Norwid Regional and City Public Library in Zielona Góra.

Objectives: The study aimed is to identify the underlying temporal structures, procedures and devices employed by Janáček in the composition of his First-String Quartet, by way of a thorough analysis of musical forms, relations and cyclicities of recurring themes and motifs, and an examination of referential semantic structures. Methods: The study applied a descriptive-analytical method in the framework of a textual approach to the composition under consideration. This includes identifying procedures of contrast, juxtaposition, interpolation, temporal intercutting, and superimposition described by T. Clifton, often employed together with a montage-style technique. Results: The results of the study of our analysis clearly show Janáčeck’s preference for the palindrome arch form and rondo-like forms, combined with features of ternarity. In their recurrences themes are mostly varied, occasionally transposed, and often curtailed, sometimes to the duration of a mere referential reminder. This form entails a specific temporality related in the palindrome form to a retrograde temporal directionality. The superimposition of themes and accompaniment textures also entails a superimposition of their temporal strata. Another poignant feature of this quartet’s temporality is the use of referential-semantic devices. This includes the multiplicity of inter-sectional and inter-movement citations of themes, motifs, and intonations. Conclusions: In the light of the results, the study recommends further empirical experimental research of the perception of temporal categories outlined in this paper, and to explore the relation of semantic referential structures and elements of speech in the melodic of Janáček.

Background. The Strategy of Action for the Citizens of the Older Generation in the Russian Federation until 2025, which received high appraisal by the expert community when it was published in 2016, is close to summarizing its results. The decade, during which new opportunities for health improvement, education, employment, social activity and creative self-fulfilment among the older generation were to appear, is coming to an end. The authors do not set the task of a global analysis of the results of this Strategy. They do not engage in polemics with its creators. Adopting the ideology of this document, they expand the list of indicators for determining the quality of life of a senior citizen. Implementing for 15 years their volunteer project Folk High School (FHS) for people of the third age, being immersed in this issue at the scientific and methodological level (articles, monographs, textbook for universities “Andragogy” at the publishing house “URAIT”, etc.) and organizational and practical level (activity of Irkutsk Folk High School from 2009 to the present), they analyse the model of the Folk High School as an integrative educational space, contributing to the active longevity of the senior generation and to the creation of an attractive image of third age in the Russian society. The authors consider the social well-being of its students to be one of the key criteria for determining the quality of work of the Folk High School. Purpose – analysis of the structure and specifics of the Folk High School as an educational space, contributing to the improvement of the social well-being of its students – people of the third age. Materials and methods. The main method of the research is scientific observation. The Folk High School was created by the authors as an experimental model of the educational process for the people of the third age. Its systematic development and study are carried out in the natural conditions of urban society. Quantitative and qualitative methods of diagnosing the results of educational activity of the FHS are actively used, including for assessing the social well-being of the students. Quantitative indicators are used to identify the dynamics of changes in the social well-being of students of the Folk High School. Qualitative methods allowed to assess the current state of the respondents’ social well-being and receive feedback containing information that was not reflected in quantitative research methods. The article is based on a set of sources: professional reflection of the authors, who have been managing the work of Irkutsk Folk High School for more than 15 years, materials of scientific and practical conferences, subject collections on the problems of the work of folk schools in Russia and abroad. The article presents the results of quantitative and qualitative studies of social well-being of the students of Irkutsk Folk High School. Results. We suppose that attention should be payed to the successful experience of work with the senior citizens that started more than a quarter of a century ago, long before the programme “Active longevity” was opened and that is now developing not less brightly. As the project is voluntary, the basis of the functioning of the FHS originally was and remains the social partnership. The authors of this article would like to consider another important side of this social and pedagogical phenomenon – the influence of the folk high school on the social well-being of its students. New knowledge, constant, essentially friendship circle and collective socially meaningful activity form such an educational environment, where a person feels psychological comfort, safety and belonging to the big community, which is extremely important for the retired people. Further in the text it will be presented Folk High School model, having proved its efficacy with the years of successful work, high level of demand in its target group, stays unnoticed by the governmental structures and continues functioning as a public initiative side by side with the programme of active longevity. Based on the experience of Russian schools for people of the third age, we are sure that the Folk High School must become a significant part of the system of the life-long education in Russia with the state support.

Purpose The purpose of this work is to substantiate the modality of predicates as one of the key means of expressing objective epistemic modality in the aspect of popular science discourse and to describe the epistemic meaning contained in a proposition. Design/methodology/approach The methodology used in this research is based on the research of the category of effectiveness, evaluation, implemented in a specific rhetorical practice in the aspect of scientific, popular science discourse (Annushkin and Shcherbakov in Sci Dialogue 6:9–43, 2020; Balas in Innovative research in life sciences: pathways to scientific impact, public health improvement, and economic progress. Wiley, 2018; Danilevskaya in Bull Perm Univ Russ Foreign Philology 20–28, 2009; Golyshkin in Sci Dialogue 10:94–109, 2019; Golyshkina in Sci Dialogue 5:9–24, 2020); separate basic principles of modal epistemic logic, linguistic semantics of (Klemenova and Kudryashov in Philology, Journalism, 17(6):97–107, 2018; Layonz in Linguistic semantics. Introduction. Yazyki slavyanskoy kultury, Moscow, 2003; Paducheva in Sementic researches. Semantic of time and species in Russian language. Narrative semantics. Yazyki slavyanskoy kultury. Moscow, 2010; Paducheva in Egocentric units of language, Yazyki slavyanskoy kultury, 2019). Also, the research is based on the method of continuous sampling in the selection of practical material, the method of quantitative and qualitative analysis. Findings It is shown that the modern multicultural regions need flexible state management of their economy in two directions: migration flows and foreign economic activities. The problem of supporting high flexibility of state management of economy of multicultural regions consists in underdevelopment of the scientific and methodological provision of this management depending on the context and the current needs and capabilities of the region. Originality/value The results of the study showed that the predicates “show”, “concluded”, “according”, “according to/tells”, “found”, etc., by ascertaining the values also enter into epistemic modal component is a predicate intended to reaffirm the objective possibility of approval through the chain of logical conclusions and experimental data. This type of construction is found in the scientific information magazine “in the world of science” 6 times more than in “Science of technology”. In addition, these predicates perform the function of an epistemic obligation, when the epistemic responsibility for what is said “by default” lies with the author of a popular science text, as well as with the translator—correspondent—of this research and this responsibility. This fact confirms the rhetorical persuasiveness of the proposition. In texts complicated by indicators of epistemic modality with problematic confidence, the predicates “show”, “concluded”, “according to data”, “according to words/says”, “found”, etc. they form the epistemic responsibility of the speaker and the broadcaster for the truth of the proposition. Designs with problematic reliability are not typical for the journal “Science and technology”, they are mainly notable for the heading “Aircraft and aircraft construction”.KeywordsObjective epistemic modalityPopular science discourseRhetorical practiceEpistemic responsibilityPredicates with problematic validityPredicates with a stating elementJEL ClassificationL82I29

ON ADVERBS IN TRANSLATION AND ON EVALUATION IN TEXT – BASED ON SELECTED FRAGMENTS IN THE POLISH TRANSLATIONS OF BOOKS BY RICHARD DAWKINS The use of adverbs can be related to the expression of evaluative meanings, which play a key role, for example, in the argumentative discourse of popular science. The way evaluative elements are rendered in translation may be important for maintaining the persuasive power of the original text. The aim of the paper is to look at selected fragments of the Polish translations of two popular science books by Richard Dawkins, The God Delusion and Outgrowing God, and to see how English adverbs expressing evaluative and volitional meanings were rendered in them, and how the choices made may affect the perception of the text. The analysis uses models of appraisal in language and discourse developed by researchers in the field of English-language text linguistics and discourse studies.

Drasko?s story about his trip to Venice represented in the poem The Mountain Wreath (1847), written by Peter Petrovic Njegos, is an object of many interpretations in theoretical Njegos studies as well as in the educational, popular science, the media, political and many other types of discourse. In this article, we aim at providing a linguo-imagological analysis of the fragment. The mechanisms of shaping and the semantic structure of the hetero-stereotypes about Venice and the Venetians are examined. In addition, both the influence of the author?s intention and that of the socio-cultural discourse regarding the creation of the poem on the way of selection and the use of expressive means are examined.

Language assessment literacy has gained recent attention in the field of language testing, particularly on teachers’ profile. However, the literature on LAL is limited regarding teachers’ perceptions of language assessment courses. In this paper, we used a case study method to characterize the perceptions of eighteen English language teachers into three components of an online assessment course: contents, activities, and impact on their professional development. For data collection, we used a questionnaire and a focus group interview. Findings indicate that the teachers perceived course contents as organized, relevant, and useful; they also considered test analysis and collaborative tasks as valuable. Regarding professional development, the teachers explained that test-analysis tasks made them aware of their mistakes in assessment. Finally, the teachers suggested that the course raised their awareness of what language assessment is and does. Based on these results, we provide recommendations for LAL courses elsewhere.

This study examined the curriculum adaptation practices of special education teachers in public and private special education centers of Faisalabad Division. A descriptive quantitative research design was employed, and data were collected from 67 special education teachers using a self-developed questionnaire comprising 14 items related to accommodations, modifications, and instructional strategies. Data were analyzed using descriptive statistics (mean and standard deviation). The results indicated a high level of utilization of accommodations, including explicit instruction (M = 4.73, SD = 0.47), task analysis (M = 4.56, SD = 0.60), and provision of extra time (M = 4.55, SD = 0.55). Curriculum modifications were also reported at a relatively high level, such as simplified assignments (M = 4.52, SD = 0.74) and lowering test difficulty (M = 4.44, SD = 0.68), though curriculum omission showed comparatively lower use (M = 3.79, SD = 1.05). Instructional strategies, including one-to-one or small group instruction (M = 4.41, SD = 0.72) and multisensory teaching (M = 4.28, SD = 0.81), were frequently employed. However, self-monitoring strategies demonstrated moderate use (M = 3.80, SD = 1.07). The study concludes that while special education teachers demonstrate strong engagement in curriculum adaptations, further professional training is required to strengthen the implementation of advanced modifications and self-regulation strategies in special education settings.

Abstract. The article analyzes the role of critical thinking in the formation of scientific communication of higher education students and determines the influence of self-management on this process. Critical thinking is considered as a cognitive basis of scientific communication, which provides the ability to analyze, evaluate and synthesize information, formulate reasoned conclusions and avoid logical errors. Theoretical approaches to the definition of critical thinking are highlighted, in particular in the works of Western and Ukrainian researchers who focus on its analytical, reflective and communicative components. The importance of integrating critical thinking and self-management skills, which include planning, organization of time and resources, self-control and reflection, is emphasized. Such integration contributes to increasing the effectiveness of academic writing, preparation of publications and presentations. It is shown that the development of these competencies ensures compliance with academic integrity, the formation of an individual scientific style, interdisciplinary openness and the ability to constructive scientific dialogue. The pedagogical conditions for the formation of critical thinking and scientific communication are outlined, which provide for a problem-based and research-based orientation of learning and cognitive activity of students. Effective management of one's own educational activities through self-management contributes to the systematicity, purposefulness and effectiveness of communication, ensures high-quality processing of information resources and the creation of meaningful scientific texts. Applicants have the opportunity to independently assess the level of their own knowledge and skills, . choose the optimal methods of working with information to achieve scientific goals. This approach forms professional independence, the ability to make informed decisions and effectively interact in an academic environment. Key words: scientific communication, critical thinking, self-management, academic speech, educational competence, higher education student, professional training.

In recent years, the short video has gradually become a way for people to obtain information, entertain themselves, and spread their opinions. The number of users of short video platforms such as Tik Tok and Kuaishou shows an increasing trend. With the proposal of a rural revitalization strategy, the spread of agricultural science popularization knowledge also occupies a place in short video platforms such as Tik Tok, which plays an extremely important role in solving the agricultural knowledge problems for the public. Based on the three-dimensional classification of short videos of agricultural science popularization, this paper analyzes the narrative strategies of short videos of agricultural science popularization on the short video platform Tik Tok from three angles: narrative theme, narrative structure, and narrative discourse. This study also summarizes the creation rules of this kind of short video in combination with the team’s own experience of creation, so as to promote the wide spread of agricultural science popularization knowledge and make more knowledge about agriculture, the countryside, and farmers enter the lives of ordinary people

Contemporary French and Francophone Narratology

Graph Neural Networks (GNNs) have demonstrated great power in many network analytical tasks. However, graphs (i.e., networks) in the real world are usually text-rich, implying that valuable semantic information needs to be carefully considered. Existing GNNs for text-rich networks typically treat text as attribute words alone, which inevitably leads to the loss of important semantic structures, limiting the representation capability of GNNs. In this paper, we propose an end-to-end adaptive semantic architecture of graph convolutional networks, namely AS-GCN, which unifies neural topic model and graph convolutional networks, for text-rich network representation. Specifically, we utilize a neural topic model to extract the global topic semantics, and accordingly augment the original text-rich network into a tri-typed heterogeneous network, capturing both the local word-sequence semantic structure and the global topic semantic structure from text. We then design an effective semantic-aware propagation of information by introducing a discriminative convolution mechanism. We further propose two strategies, that is, distribution sharing and joint training, to adaptively generate a proper network structure based on the learning objective to improve network representation. Extensive experiments on text-rich networks illustrate that our new architecture outperforms the state-of-the-art methods by a significant improvement. Meanwhile, this architecture can also be applied to e-commerce search scenes, and experiments on a real e-commerce problem from JD further demonstrate the superiority of the proposed architecture over the baselines.

The objective of the paper under consideration is to display the formation and development specifics of the linguistic terminology associated with the linguistic mentiology formation issue. Since language reflects reality as it is, or as individuals want to imagine it, which they want to project, then it is quite logical that the language makes untruth verbalized, fake (untrue) concepts get fixed, and corresponding terms emerge in the academic and general discourse. One can definitely observe the modeling of the terms system for describing language (speech) facts, processes and phenomena, which when being nominated have a basic semantic component representing the untruth (false/lies) concept. This semantic constituent, in particular, is formally (explicitly) covered by means of quasi-, pseudo- elements and expressed implicitly by means of the corresponding semes in the term semantic structure, which represent the untruth (false/lies) concept. These include: false, unreliable, untrue, distorted, unreal, disinformation, disguising, fictitious, fantasy, imaginative, paradoxical, exaggerated, understated, belittled, concealed, one that reflects part of the truth, one that substitutes one for another, one that does not correspond to reality, one that contradicts the original meaning, one which can only be assumed, one which conceals the true meaning. Most of the above mentioned terms that outline the mentiology term field belong to monosemantic and one-word structure terms, a smaller part of them can be regarded as polysemantic and multicomponent by their structure. Within the terms system under consideration homonyms emerge, some terms expand their meaning, which is not yet registered in current dictionaries of linguistic terms. The terms analyzed primarily belong to the metalanguage of lexicology (quasi-synonyms, quasi-synonymy), onomastics (names distortion, pseudonym), orphemics (quasi-inflection, pseudo-motivation), morphology (quasi-grammeme), syntax (evidentiality and its counterpart category, quasi-sentence, pseudo-question), communicative linguistics (truth criterion, sincerity riterion, truthfulness maxim / postulate, pseudo-communication), text linguistics and discourse linguistics (quasi-discourse, quasi-text), linguistic stylistics (catachresis, quasicontrast), etymology (pseudo-etymology), sociolinguistics (quasi-ethnonym, pseudoethnonym). The issue discussed has broad prospects for further research: the mentiology terms will need systematic fixation and being processed by lexicographers.

The article examines the formation features of students’ rhetorical competence. The essence of rhetorical competence as the individual ability to rhetorical activity in order to realize himself in professional and socio-cultural life is revealed. The methodological scholars’ views on the content and structure of rhetorical competence are presented. Based on the analysis of works on the research topic it is identified the main rhetorical competence components: motivational component (awareness of the importance of rhetorical activity in future personal life and professional development, students’ readiness and ability to perform rhetorical activities successfully); cognitive component (systemic rhetorical knowledge that is basic for the rhetorical competence formation), activity component (rhetorical skills and abilities that ensure the rhetorical activity effectiveness). Methods of rhetorical competence formation are presented: methods of theoretical rhetoric study, methods of practical rhetoric study, methods of theoretical and practical rhetoric study. The exercises system of analytical, speech-communicative, creative character and rhetorical tasks is characterized. The gradual rhetorical competence formation through the application of tasks aimed at teaching the logical, linguistic and psychological and psycholinguistic rhetoric foundations is proposed.