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Relevant bibliographies by topics / Literary means

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Academic literature on the topic 'Literary means'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Literary means"

1

Lindsay, Geoffrey. "Not without Literary Means." American Book Review 35, no. 1 (2013): 5. http://dx.doi.org/10.1353/abr.2013.0136.

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Abduazizovna, Usarova Dildora. "Creation of Artistic and Lexical Means in Translations of Literary Works." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 4946–53. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020204.

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Saputra, Ardi Wina. "PERKEMBANGAN DAN EKSISTENSI KOMUNITAS SASTRA DI KOTA MADIUN." BEBASAN Jurnal Ilmiah Kebahasaan dan Kesastraan 6, no. 2 (March 9, 2020): 125. http://dx.doi.org/10.26499/bebasan.v6i2.117.

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Each city has its own literacy and literacy track record, as well as Madiun. Literature is a means to encourage people to think creatively creatively, therefore society needs to be brought closer to literature. This study aims to see the development and existence of the literary community in Madiun. This is also a manifestation of the contribution of researchers to the development of literary learning in Madiun. The method used by the researcher is qualitative descriptive. Data retrieval techniques are carried out by means of literature studies, interviews, and observations. The results of this study are the development of the literary community in Madiun and the existence of the literary community in Madiun.

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Anderson, Abigail. "On Screen: Writing, Images and What It Means to Be a Reader." LEARNing Landscapes 3, no. 1 (March 1, 2009): 157–69. http://dx.doi.org/10.36510/learnland.v3i1.323.

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The majority of English Language Arts curricula in North America, if not worldwide, draw on traditional literary texts as their core content. By contrast, the confluence of image and written word on contemporary texts—including the literary—and the impact this evolution has on our comprehension of the changing face of literacy is one of the most compelling issues in contemporary pedagogy. It seems clear that the rise of the new media and its range of textual genres challenge prevailing views about what it means to be a reader and how reading is taught in our schools. Since word and image demand different reading paths and strategies, how can teachers begin to re-vision their pedagogical practices while taking an active role in addressing the literacy needs of their elementary and secondary students?

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Reiman, Donald H. "Means and Ends:Textual Scholarship and Literary Understanding." Textual Cultures: Text, Contexts, Interpretation 3, no. 1 (April 2008): 22–28. http://dx.doi.org/10.2979/tex.2008.3.1.22.

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Abdupattoev, Mukhammadtokhir Tojimamatovich. "Unusual Connections As Forming Literary Text." American Journal of Social Science and Education Innovations 03, no. 02 (February 27, 2021): 177–82. http://dx.doi.org/10.37547/tajssei/volume03issue02-28.

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This article examines the role of the unusual connection in the formation of the literary text, which is a type of unusual connection in the Uzbek language. It has also been analyzed using examples that this tool is also a means of emotional expression in a literary text.

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Piryazeva, Elena N. "Developing functional literacy by means of contemporary art." Perspectives of Science and Education 49, no. 1 (March 1, 2021): 191–201. http://dx.doi.org/10.32744/pse.2021.1.13.

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Problem and objective. The level of functional literacy is checked by the Programme for International Student Assessment, where Russian students demonstrate their weak positions. As one of the ways to improve the results of international testing, it is proposed to study works of contemporary art and to construct, on their basis, tasks of a wide range of scientific fields aimed at forming functional literacy, involving students in creative tasks of a project type. The purpose of the article is to show ways to develop functional literacy through educational-cognitive and educational-practical tasks developed in the process of comprehending the work by French composers Pierre Henri Marie Schaeffer and Pierre Henry Symphonie pour un homme seul, which has wide pedagogical capabilities. Methods. Developing functional literacy by means of contemporary art is based on the system-activity, person-centred, and multi-artistic approaches. The analysis of theoretical sources in pedagogy and art history was used. Results. The pedagogical potential of contemporary art, in particular, works of concrete music, opens up significant prospects for students to create their own creative products that combine different types of arts. This requires the development of educational-practical skills with the involvement of a wide range of information to obtain a creative result. The educational orientation consists in the implementation of a conceptual idea in a literary-musical composition and its visualisation with the involvement of personal computers connected to the Internet, sound speakers, a USB microphone, and computer programmes. Conclusion. The knowledge, skills, and abilities obtained in the study of contemporary art are effective in forming functional literacy in general and additional education, lesson and extracurricular activities while integrating the content of art lessons and school subjects of basic school.

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Tokareva, Lyubov V. "SYSTEM OF EXPRESSIVE MEANS IN THE RUSSIAN LITERARY TEXTS." Bulletin of the Moscow State Regional University (Russian philology), no. 3 (2018): 101–10. http://dx.doi.org/10.18384/2310-7278-2018-3-101-110.

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Abasheva, Marina. "The Literary Prize as a Means to an End." Russian Studies in Literature 48, no. 4 (October 2012): 63–73. http://dx.doi.org/10.2753/rsl1061-1975480405.

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Moroz, Narkiza. "MEANS OF INTERPRETING SUBJECTIVE MODALITY OF A LITERARY TEXT." Bulletin of the South Ural State University series Linguistics 14, no. 3 (2017): 29–33. http://dx.doi.org/10.14529/ling170304.

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Dissertations / Theses on the topic "Literary means"

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Weis, Theodore K. ""We" means who? An investigation of the literary plural /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Ball, Clara. "Occult themes and ideas as a source of literary creativity, and as a means of exploring the margins of human experience in the work of Charles Williams." Thesis, Anglia Ruskin University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274302.

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Costa, Andreia Rosmaninho. "Eça de Queirós e Euclides da Cunha: interdiscursividade jornalístico-literária." Universidade Presbiteriana Mackenzie, 2008. http://tede.mackenzie.br/jspui/handle/tede/2764.

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Made available in DSpace on 2016-04-18T21:43:55Z (GMT). No. of bitstreams: 4 Andreia Rosmaninho Costa1.pdf: 667855 bytes, checksum: a0bf2b840bdd3691f12eb00e72cfefdc (MD5) Andreia Rosmaninho Costa2.pdf: 1459458 bytes, checksum: 36d6933981d6b6c02724e4c5acb7dc11 (MD5) Andreia Rosmaninho Costa3.pdf: 2124679 bytes, checksum: 45c95bd66163976e5f910b3e35d256c4 (MD5) Andreia Rosmaninho Costa4.pdf: 2000538 bytes, checksum: 1a3b3afc345973516f4004b132821c23 (MD5) Previous issue date: 2008-12-18
Fundo Mackenzie de Pesquisa
This investigation presents as its aim proving that there was an aesthetic improvement process in the journalistic productions from which O Egipto, by Eça de Queirós, and Os Sertões, by Euclides da Cunha, have derived. Taking such works as high level journalistic-literary productions in expression, we mean to study the paths taken by the authors searching for an artistic improvement of primary texts, viewing the production of works accepted by the literary canon. Keeping this in mind, taking as a basis the interdiscursive theory and the systematization of certain peculiarities of Literary Journalism, by Norman Sims. Thus, the study examines the literary content in these works, meaning to evaluate the aesthetic and thematic levels in them, with the intention to confirm the thesis that in such examples of journalistic practice happens an important association between thought and expression, as well as it is possible to verify the constitution of broad development both in artistic potentiality and ideological virtualities in the text. Recognizing that the subjects which originated the works passed through transformation and transposition processes in what concerns not only the formal but also the content aspects this study applies to the examination of the referred evolutions which culminate in the production of works recognized as reference productions of historical, scientific, artistic and literary characters. The applied methodology is based on a comparative analysis of the initial versions from O Egipto and Os Sertões, published by daily media press, and a selection of their equivalent passages in their literary versions. We mean to demonstrate that, besides the idea that both versions have a review posture in conceptual terms, there is always an important preoccupation viewing the retaking of a journey towards the literary elevation of the text, once it is possible to recognize, in the last editions, the existence of an aesthetic development of the queirosian and euclidean thoughts. The theme of the present research is, so, the ethic and aesthetic realignment which gave origin to artistic productions in which form and content are priorized in a balanced way.
Esta investigação tem por objetivo provar que houve um processo de aprimoramento estético nas produções jornalísticas das quais derivaram as obras O Egipto, de Eça de Queirós, e Os Sertões, de Euclides da Cunha. Entendendo as referidas obras como produções jornalístico-literárias de elevado grau de expressividade, intenta-se o estudo dos caminhos percorridos pelos autores rumo ao aperfeiçoamento artístico dos textos primários, com vistas à produção de trabalhos aceitos pelo cânone literário. Com esta finalidade, apóia-se na teoria da interdiscursividade e na sistematização das particularidades do Jornalismo Literário, de Norman Sims. Assim, o estudo versa sobre o teor de literariedade presente nestas obras, objetivando uma avaliação dos planos estético e temático das mesmas. Dessa maneira, pretende-se confirmar a tese de que nestes exemplos de prática de Jornalismo Literário acontece um importante consórcio entre pensamento e expressão, bem como se verifica a configuração do desenvolvimento pleno tanto das potencialidades artísticas quanto das virtualidades ideológicas do texto. Reconhecendo que as matérias que originaram as obras passaram por processos de transformação e de transposição no concernente não só ao aspecto formal como também no que diz respeito ao aspecto conteudístico , este trabalho destina-se ao exame das referidas evoluções, que culminaram com a produção de trabalhos tidos como referência de produções de caráter histórico-científico e de cunho artístico-literário. A metodologia utilizada baseia-se em uma análise comparativa entre recortes das versões iniciais de O Egipto e de Os Sertões, publicadas em mídia impressa diária, e uma seleção das passagens equivalentes, localizadas nas respectivas produções literárias. O que se demonstra é que, além de haver em ambas as obras uma revisão de postura em termos conceituais, existe também uma importante preocupação de retomada de um percurso rumo ao engrandecimento literário da obra, uma vez que é possível reconhecer, nas últimas edições, a existência de um aprofundamento da estetização dos pensamentos queirosiano e euclidiano. O tema da presente pesquisa é, pois, o realinhamento ético e estético que deu origem a produções artísticas nas quais forma e conteúdo são equilibradamente priorizados.

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Metz, Diana Kathryn. "Literacy: Adopting motivational literacy practices meant to last a lifetime." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1822.

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Zelenenkaya, Ekaterina. "Material Objects as Means of Portraying Female Characters' Personality in the 20th century : As Exemplified in the three Short Stories by J. D. Salinger, V. Woolf and F. Weldon." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-102465.

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The world we live in is full of material objects that serve as signs and thus are an important tool in literary texts. The purpose of the present essay is to illustrate how material objects are used to portray personalities of female characters, their inner world and attitudes, their ways of life and position in society. It is especially interesting in the context of the 20th century in the Western world, when the culture of consumption was gaining momentum and the role of a woman was gradually changing. The short stories analysed in the essay are written in the Western context in the 20th century, which are “A Perfect Day for Bananafish” by J.D. Salinger, “Moments of Being: ‘Slater’s Pins Have no Points’” by V. Woolf and “The Bottom Line and the Sharp End” by F. Weldon. The material objects mentioned in the texts are classified and analysed due to their role and purpose in the short stories.

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Fouche, Ilse. "Improving the academic literacy levels of first-year Natural Sciences students by means of an academic literacy intervention." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26500.

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Over the past years, there has been a consistent call from Government and industry for South African tertiary institutions to deliver more graduates in the fields of science and technology. This, however, is no mean feat for universities, as the pool of prospective candidates delivers very few students with the necessary academic literacy abilities, and very few students who passed mathematics and science at the right levels to succeed in science higher education. This puts tertiary institutions under mounting pressure to accept students who are under-prepared and to support these students appropriately. The plight of Open and Distance Learning (ODL) institutions like the University of South Africa (UNISA) is even more desperate, as they are often left with those students who are either unable to gain entrance into, or to afford the study fees of, residential universities. These students are often in greater need for face-to-face interaction than are their counterparts at residential universities, yet they generally receive very little of this. The intervention examined and critiqued in this study is an attempt at raising the academic literacy levels of first-year students at UNISA in the fields of science and technology by means of a 60-hour face-to-face workshop programme. As its foundation, it uses the principles of collaborative learning and authentic material design. It also treats academic literacy abilities as interdependent and holistic. This study starts with a broad overview of the context. This is followed by a review of the literature. This review focuses on concepts such as collaborative learning, academic literacy, English for academic purposes, English for specific purposes and English for science and technology. Thereafter, a needs analysis is done in which students’ Test for Academic Literacy Levels (TALL) pre-test results, as well as a sample of their assignments, are examined. In addition, the workshops in this intervention programme are analysed individually. To determine the effectiveness of the academic literacy intervention, students’ pre- and post-TALL results are scrutinised, and a feedback questionnaire filled in at the end of the year is analysed. Subsequently, recommendations are made as to how the workshop programme could be improved. Findings show that the academic literacy intervention did improve students’ academic literacy levels significantly, though the improvement is not enough to elevate students from being considered at-risk. However, with fine-tuning the existing programme, the possibility exists that students’ academic literacy levels might be further improved. This calls for a careful examination of the areas in which students’ performance did not improve significantly. Student feedback indicated a positive attitude towards the entire intervention programme, as well as a marked preference for collaborative learning and face-to-face interaction. In the redevelopment of the current workshop programme, such preferences would have to receive attention, so as to integrate students’ wants, together with what they lack and what they need, in subsequent interventions. In conclusion, the limitations of this study are discussed, and recommendations are made for future research, as the current study must be seen as only the beginning of a process of action research that could lead to a sustainable intervention programme in future. Copyright
Dissertation (MA)--University of Pretoria, 2010.
Unit for Academic Literacy
Afrikaans
unrestricted

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Westberg, David, and Gytis Mickevičius. "Clearing the fog from the definition of Digital Literacy : A study investigating what it means to be digitally literate and if students at Jönköping University meet these requirements." Thesis, Jönköping University, JTH, Avdelningen för datateknik och informatik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53252.

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The current COVID-19 pandemic accentuated knowledge and skill gaps in the digital education field, between both students and teachers. The purpose of this paper is to review old research articles and investigate to what extent these knowledge gaps of digital literacy reach between the students of Jönköping University specifically, as well as the development and evolution of Digital Literacy as a whole throughout the term's existence. To achieve answers to these questions, a literature review was employed to study the development of digital literacy throughout the already conducted research works by substantial names from the field and a semi-structured qualitative interview was created to measure the extent of knowledge that the students at Jönkoping University possessed in the fields of digital literacy, and their desire and dedication to further progress their possessed skill-sets. The results from the study accentuate the necessity and importance of further development of a true digital literacy definition and for it to be properly implemented into the educational curriculum, as the concept and educational frameworks are still in their infancy stages, as the possessed skill-sets, from digital literacy specifically, of the students are not fully developed and their desire to progress only reaches a limited field of interest.

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Hiramine, Ann Junko. "The performance of literacy in Asian America : against the normativizing of identity through invisible discursive means /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/9379.

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Bartell, Nicole E. "But what do they think it means? : the text/image relationship in informational communication /." Online version of thesis, 2004. http://hdl.handle.net/1850/11799.

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Napper, Vicki S. "The Job Task Model as a Means for Understanding Computer Usage in the Work Place." DigitalCommons@USU, 1997. https://digitalcommons.usu.edu/etd/4672.

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A qualitative study of a workplace was conducted through the use of interviews and observation of ten participants working in hardware and software engineering. The study arose from a lack of information on computer usage in workplace settings and a lack of identified functional needs for skills-based training. There were three primary guiding questions and areas of findings in this study: l.Does the job task model define the areas of computer literacy for the individual worker? The job task model proved to be an effective method for analyzing tasks, tools, and the environment for usage of computer technologies in specialized professions. 2.Does the type of job task influence the functional needs for computer usage in the areas of training, hardware and software usage, application of individual anthropometric data, and workstation design? The job tasks did not influence how the participants were trained in the use of computers. The primary method of learning to use computer hardware and software was through self-instruction. However, the type of job task did influence the type of hardware and software needed to perform a task. Professional employees needed to know how to use both general and specific types of hardware and software. The job task affected the ergonomic arrangement of work areas, but the participants generally lacked training in how to identify and correct risk factors that may lead to computer-related injury.3.What are the stress factors in this workplace setting? Do the stress factors influence computer-related injury rates in this workplace and if so, how can those types of injuries be reduced? The stress factors identified in this setting included job demand factors, psychosocial factors, and ergonomic factors. Although these types of stress factors have been associated with computer-related injury through research, none of the participants reported injury associated with computer usage. It was also found that the participants did not consider musculoskeletal disorders to be injuries but rather illnesses. Implications of the study suggest that the job task model provides a balanced approach to the design of instructional materials. Further, by allowing one category of the job task model to be dominant in the instructional content also appears to weaken the overall instructional validity.

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Books on the topic "Literary means"

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Intentionality and the new traditionalism: Some liminal means to literary revisionism. University Park: Pennsylvania State University Press, 1991.

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Home: What it means and why it matters. New York: Sterling, 2010.

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Shakespeare & me: Great writers, actors and directors on what the bard means to them - and us. London, England: Oneworld Publications, 2014.

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Fathers + sons: 11 great writers talk about their dads, their boys, and what it means to be a man. New York: Hearst Books, 2010.

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Crossing that bridge: A guide to making literary events accessible to deaf & hard-of-hearing. Minneapolis, MN: SASE, 2000.

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Michaels, Carolyn Leopold. Library literacy means lifelong learning. Metuchen, N.J: Scarecrow Press, 1985.

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Fishman, Andrea. Amish literacy: What and how it means. Portsmouth, N.H: Heinemann Educational Books, 1988.

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Schirmer, Barbara R. Language and literacy development in children who are deaf. 2nd ed. Boston: Allyn and Bacon, 2000.

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Language and literacy development in children who are deaf. New York: Merrill, 1994.

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Smith, Martine. Literacy and augmentative and alternative communication. Amsterdam: Elsevier, 2005.

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Book chapters on the topic "Literary means"

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Gracia, Jorge J. E. "Literary Interpretations." In How Can We Know What God Means?, 79–97. New York: Palgrave Macmillan US, 2001. http://dx.doi.org/10.1057/9780230109216_4.

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Hemer, Oscar. "Writing and Methodology: Literary Texts as Ethnographic Data and Creative Writing as a Means of Investigation." In Methodological Reflections on Researching Communication and Social Change, 161–82. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40466-0_9.

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Vanraes, Arne. "A Pulse Before Shelf Life: Literary Advice on Notebook-Writing as Event." In New Directions in Book History, 241–63. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_10.

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AbstractThis contribution analyzes guidebooks that deal specifically with keeping a writer’s notebook, a process-document that may elude the common association of creative writing with its published literary commodities. Creative writing’s pedagogical question “can it be taught?” is complicated since this “it” is so poorly codified by the notebook. I consider three groupings of advice in the notebook-guidebooks in relation to that complexity and discuss their uselessness where writing invents part of its pedagogical needs only in the process of its own happening. Firstly, the guidebooks take on a radical process-pedagogical approach. They promote a kind of irresolute and unpredictable (“end-less”) writing that discovers its objects in the event of their coming-to-be, instead of hypothesizing them beforehand. Note-taking appears here as a self-creative event rather than a preplanned act—a means without an end. Secondly, rather than providing poietic writing recipes, the guidebooks give advice on writerly attitudes or dispositions. The elements of art are presented as existing latently in the world and the practice of note-keeping orients their drawing-out and literary becoming since its technology straddles the contextual and the textual (“creative receptivity”). Thirdly, when addressing the move from the notebook’s writing-for-writing’s sake toward an eventual literary commodity, the guidebooks resist concluding writing’s “invention phase” absolutely. Rereading and rewriting in the notebook continue to inform events that exceed and requalify the intermediate junctures of the literary work’s development (“besideness”).

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Wright, H. G. "Health and Disease: Fluid Concepts Evolved Non-Literally." In Means, Ends and Medical Care, 41–71. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5292-7_2.

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Holmes, William H., and William C. Rinaman. "Comparing Means of Independent Samples." In Statistical Literacy for Clinical Practitioners, 251–81. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-12550-3_10.

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Holmes, William H., and William C. Rinaman. "Comparing Means of Related Samples." In Statistical Literacy for Clinical Practitioners, 283–302. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-12550-3_11.

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"How Indirect Discourse Means: Syntax, Semantics, Poetics, Pragmatics." In Literary Pragmatics (Routledge Revivals), 90–121. Routledge, 2014. http://dx.doi.org/10.4324/9781315735849-14.

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Calcaterra, Angela. "Afterword." In Literary Indians, 175–78. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469646947.003.0007.

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With a brief discussion of contemporary Indigenous dancing, the afterword reiterates that Native aesthetic practices have long been and remain a means of fostering tribal, national, and trans-Indigenous consciousness, as well as making purposeful connections with and distinctions from outsiders.

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Gosetti-Ferencei, Jennifer. "On Literary Understanding." In Varieties of Understanding, 67–92. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190860974.003.0004.

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Several recent approaches to literature—what the chapter describes as moral, aesthetic, and cognitive models of literary experience—allow us to consider its relevance in epistemic terms. Through an examination of the insights and limits of these approaches, the chapter presents the case for the experiential, generative, and expressive dimensions of understanding the literary work, and for their implications beyond literary reading. That literary understanding is experiential will mean that, beyond knowledge of what the text is about, one must have acquaintance with what it is like to undergo the imaginings prompted by the text. That literary understanding is generative means that what we understand in literary experience is not merely the objects or events in the world from which the work may draw, but how these are transformed in the specific literary presentation created by the work. That literary understanding is expressive will mean that the object of understanding issues from, and brings us into contact with, a point of view, even if one known only through and as the work itself. These dimensions of literary understanding, I suggest, enable understanding beyond the experience of literature as such.

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Etherington, Ben. "Claude McKay’s Primitivist Narration." In Literary Primitivism. Stanford University Press, 2017. http://dx.doi.org/10.11126/stanford/9781503602366.003.0007.

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This chapter considers Claude McKay’s novels Home to Harlem and Banjo as attempts to undertake literary primitivism’s project of immediacy by means of a musical aesthetics. Exploring his relationship both to the negritude poets and to Lawrence, especially the latter’s Aaron’s Rod, it argues that of all the writers discussed in this book, McKay’s work most strenuously attempts to enter the immediate mode. In McKay’s novels the hope for a reconciliation of reflexivity and immediacy, the primitive and the civilized is enacted simultaneously at the level of prose style and narrative structure. This allows us to identify a number of fissures and contradictions that beset the aesthetics of primitivism, especially the pitfalls of a utopian racialism.

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Conference papers on the topic "Literary means"

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Krajcovicova, L. "MORBIAL METAPHOR AS A MEANS OF MODELLING OF BREXIT IN RUSSIAN MEDIA TEXTS." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. Publishing House of Tomsk State University, 2020. http://dx.doi.org/10.17223/978-5-94621-901-3-2020-23.

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Kazakevich, O. A. "DESCRIPTION OF THE ROUTE TO CHINA IN THE ‘STATEINYI SPISOK’ BY F.I. BAIKOV (LEXICAL MEANS, REPRESENTATION MODELS)." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. Publishing House of Tomsk State University, 2020. http://dx.doi.org/10.17223/978-5-94621-901-3-2020-43.

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Kozlova, Liudmila. "Phraseological Units As Means Of Creating Colloquiality In The Literary Text." In Philological Readings. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.04.02.84.

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Chudinova, V. P. "Teenagers And Young Adults Socialisation By Means Of Studying Modern Literary Fiction." In International Conference "Education Environment for the Information Age". Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.28.

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Бурова, Галина Петровна, Елена Николаевна Бельдиева, and Елена Валерьевна Тупович. "APPOSITION AS A MEANS OF EXPRESSING THE LANGUAGE PERSONALITY OF THE AUTHOR OF THE LITERARY TEXT." In Поколение будущего: сборник избранных статей Международной студенческой научной конференции (Санкт-Петербург, Сентябрь 2020). Crossref, 2020. http://dx.doi.org/10.37539/pb187.2020.22.98.006.

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В статье рассматриваются особенности употребления приложения как синтаксического средства выражения авторских индивидуально-личностных интенций при обозначении фрагментов картины мира в поэтическом тексте Б.Л. Пастернака. Уделяется внимание вопросу о лингводидактическом потенциале приложения при обучении синтаксису русского языка в VIII классе школы. The article examines the features of using the application as a syntactic means of expressing the author's individual and personal intentions in connection with designating fragments of the worldview in the poetic text of B.L. Pasternak. Attention is paid to the question of the linguistic didactic potential of the application when teaching the syntax of the Russian language in the 8th grade of the school.

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Mukhin, Mikhail, and Ekaterina Filatova. "Sychological aspects of the style of 19th century russian authors: corpus-based analysis of literary texts in interdisciplinary research." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.16.

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The study is based on the corpus of texts of Russian classical prose of the 19th century. It is shown how by means of comparative statistical analysis it is possible to reveal the unique features of a writer’s individual style. The study focuses on the specific cases of the use of the word litso (face) in Anton Chekhov’s psychological prose. The conclusions are made about the potential of corpus methodology in interdisciplinary research.

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Boda, Z., G. Pfliegler, I. Tornai, M. Udvardy, J. Hársfalvi, and K. Rak. "LONG-TERM COUMAROL PLUS SMALL DOSE ASA THERAPY IN PATIENTS WITH PROSTHETIC HEART VALVE. SOME QUESTIONS OF LABORATORY CONTROL." In XIth International Congress on Thrombosis and Haemostasis. Schattauer GmbH, 1987. http://dx.doi.org/10.1055/s-0038-1643268.

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Thromboembolism in patients with prosthetic heart valves remains a major time-related problem (Sullivan 1971, Dale 1976, Chesebro 1983). Patients receiving anticoagulant plus antiplatelet agent have the lowest incidence of thromboembolism but the risk of bleeding is not negligible. The laboratory control of combined therapy is unsolved.This study considers the thromboembolic prophylaxis of 38 patients with prosthetic heart valve. Cou-marol treatment was combined with ASA (1 000 mg/week, 36 months follow up).Prothrombin ratio was used in control of the oral anticoagulant therapy. Malondialdehyde production was measured parallel with the so-called malondialdehyde-ratio (MDA-ratio = malondialdehyde level of patient/ control plasma). MDA-ratio, platelet aggregation, thromboxane and prostacycline metabolites were studied 48 hours after 500 mg ASA intake. The average of MDA-ratio was 0.42 ± 0.23 (from 137 measurements). The therapeutic range of MDA-ratio is 0.7 - 0.2. Value below 0.2 means overdosed, over 0.7 means an ineffective ASA therapy. Normal first and second phase platelet aggregation was observed in 23 % of cases when MDA-ratio was below 0.5. Only in 4 % of patients with MDA-ratio over 0.7 was found an abnormal platelet aggregation. The mean prothrombin ratio was 1.59 ± 0.22.No gastrointestinal bleeding or thromboembolism was observed during the 36 months follow up. Contrary to the literary data (Chesebro 1983) coumarol plus small dose ASA did not result excessive bleeding and can be suggested for patients with prosthetic heart valve. Examination of both the prothrombin and the malondialdehyde ratio with study of platelet aggregation is recommended as laboratory control.

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Simberova, Iveta, Ales Krmela, and Peter Kita. "SUSTAINABLE INNOVATION OF INDUSTRIAL COMPANIES." In Business and Management 2018. VGTU Technika, 2018. http://dx.doi.org/10.3846/bm.2018.18.

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The objective of the paper is to dynamically capture the changes and trends in the innovation of business models of industrial enterprises, which owing to the incorporation of any other potential stakeholders in value creation, addresses the issue of limited resources for product innovation. The methodological objectives of the paper are based on the theory of systems approach and the Re-source Base View (RBV). A primary literary source review on papers and studies published in peer-reviewed journals has been conducted. Our view, which has received increasing attention in the scien-tific literature, is associated with opportunities, but also barriers arising from the changes and trends in the environment as a challenge for sustainable innovation of the business model by means of finding a new space for innovation in areas where competition is not active. The main output show, that business models should be viewed from a dynamic perspective. The basis for this is the prospect of developing or innovating of the business model as a result of internal and external changes over time.

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Custódio, Natalia, Daniel Lucena, Karoline Da Paz Macedo, and Isabel Nunes. "O idoso e a inclusão digital." In Workshop de Desafios da Computação aplicada à Educação. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/desafie.2019.12192.

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According to the Dictionary Aurélio (2004), inclusion in the literal sense of the word means "to be part, to belong together with others". In addition, inclusion is about guaranteeing equal opportunities for access to what is sought, whether in school inclusion, social inclusion or digital inclusion. However, this term has undergone several resignitions due to its inability to satiate the exclusion group in its sense of contemplation of these equal opportunities, especially in a digital age. When we refer to digital inclusion we have to take into consideration another aspect of "belonging", which is suffocated by an exponential recycling routine of the digital content that each year brings the need for a new literacy of this digital age.

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Szabó, Krisztofer. "Nascent Entrepreneurship: Exploratory Research Based on Systematic Literature Review and Text Analysis." In New Horizons in Business and Management Studies. Conference Proceedings. Corvinus University of Budapest, 2021. http://dx.doi.org/10.14267/978-963-503-867-1_14.

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A brilliant idea means nothing if it stays in someone’s mind and doesn’t come to life. The process of an idea developed into a new business is very unstable, like a balloon in the wind that can blow in any possible direction. Sometimes the idea gets thrown away, sometimes it creates something extraordinary. Studies on nascent entrepreneurs contribute to the understanding of the factors affecting the intention of an individual to become an entrepreneur. Nascent entrepreneurship is a rather new topic of research. There are large number of journals on the topic only since the early 2000’s. There are several challenges in defining the topic accurately since the beginning and the end of the process is not always clear. Sometimes it is difficult to distinguish between the idea phase and the ongoing work in progress. In addition, research results are difficult to compare with each other because of conceptual uncertainties and different approaches. In this paper the most important literary background related to nascent entrepreneurship is presented. In this study, keyword searches reveal the most frequently researched conceptual approaches to the intention of starting a new business. In the critical analysis of selected papers, the research is confined to the field of business and management and economics, which I explore with the steps of the Systematic Literature Review methodology. In the comprehensive literature review is based on bibliometric analysis and quantitative text analysis. Results, proposals and future research areas are also presented.

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Reports on the topic "Literary means"

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van den Boogaard, Vanessa, Wilson Prichard, Rachel Beach, and Fariya Mohiuddin. Strengthening Tax-Accountability Links: Fiscal Transparency and Taxpayer Engagement in Ghana and Sierra Leone. Institute of Development Studies, November 2020. http://dx.doi.org/10.19088/ictd.2020.002.

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There is increasingly strong evidence that taxation can contribute to expanded government responsiveness and accountability. However, such positive connections are not guaranteed. Rather, they are shaped by the political and economic context and specific policies adopted by governments and civil society actors. Without an environment that enables tax bargaining, there is a risk that taxation will amount to little more than forceful extraction. We consider how such enabling environments may be fostered through two mixed methods case studies of tax transparency and taxpayer engagement in Sierra Leone and Ghana. We highlight two key sets of findings. First, tax transparency is only meaningful if it is accessible and easily understood by taxpayers and relates to their everyday experiences and priorities. In particular, we find that taxpayers do not just want basic information about tax obligations or aggregate revenue collected, but information about how much revenue should have been collected and how revenues were spent. At the same time, taxpayers do not want information to be shared with them through a one-way form of communication, but rather want to have spaces for dialogue and interaction with tax and government officials, including through public meetings and radio call-in programmes. Second, strategies to encourage taxpayer engagement are more likely to be effective where forums for engagement are perceived by taxpayers to be safe, secure, and sincere means through which to engage with government officials. This has been most successful where governments have visibly demonstrated responsiveness to citizen concerns, even on a small scale, while partnering with civil society to foster trust, dialogue and expanded knowledge. These findings have significant implications for how governments design taxpayer education and engagement programmes and how civil society actors and development partners can support more equitable and accountable tax systems. Our findings provide concrete lessons for how governments can ensure that information shared with taxpayers is meaningful and accessible. Moreover, we show that civil society actors can play important roles as translators of tax information, enablers of public forums and dialogues around tax issues, and trainers of taxpayers, supporting greater tax literacy and sustained citizen engagement.

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