Relevant bibliographies by topics / Read-write

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Read-write'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 June 2025

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Journal articles on the topic "Read-write"

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Morgan, Erin, and William R. Smalzer. "Write to Be Read." TESOL Quarterly 31, no. 2 (1997): 384. http://dx.doi.org/10.2307/3588064.

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Baron, Jeremy Hugh. "Read, write, and rewrite." Lancet 359, no. 9315 (2002): 1440. http://dx.doi.org/10.1016/s0140-6736(02)08386-1.

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Mavronicolas, Marios, and Dan Roth. "Linearizable read/write objects." Theoretical Computer Science 220, no. 1 (1999): 267–319. http://dx.doi.org/10.1016/s0304-3975(98)90244-4.

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Turk, Stephen. "Read|Write: Table + Chair." Journal of Architectural Education 58, no. 2 (2004): 19–24. http://dx.doi.org/10.1162/1046488042485385.

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Rosch, Sue-Ann. "Outsiders Read and Write." English Journal 75, no. 1 (1986): 42. http://dx.doi.org/10.2307/816543.

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Matson, Sandra F. "Read, Flip, and Write!" Journal of Adolescent & Adult Literacy 56, no. 2 (2012): 109. http://dx.doi.org/10.1002/jaal.00111.

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Klaassen, K. B., J. C. L. van Peppen, and Xinzhi Xing. "Write-to-read coupling." IEEE Transactions on Magnetics 38, no. 1 (2002): 61–67. http://dx.doi.org/10.1109/tmag.2002.988912.

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Fatourou, Panagiota, and Maurice Herlihy. "Read-modify-write networks." Distributed Computing 17, no. 1 (2004): 33–46. http://dx.doi.org/10.1007/s00446-003-0097-5.

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Maloney, Henry B. "You Write What You Read." English Journal 74, no. 5 (1985): 28. http://dx.doi.org/10.2307/817696.

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Bin Lin, K. E. Hild, and J. R. Cruz. "Magnetoresistive read/write channel models." IEEE Transactions on Magnetics 35, no. 6 (1999): 4528–31. http://dx.doi.org/10.1109/20.809146.

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Dissertations / Theses on the topic "Read-write"

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Liberg, Caroline. "Learning to read and write." Doctoral thesis, Uppsala universitet, Institutionen för lingvistik, 1990. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-251889.

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Koefoed, Blair. "The question of learning to read and write." Thesis, University of Auckland, 2003. http://hdl.handle.net/2292/1709.

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This thesis is an investigation into learning to read and write. It is also an investigation into how learning to read and write is investigated. THE PRESENTING PROBLEM Despite literacy being highly valued by every member of a modern society and the immense personal and social effort directed towards bringing it within the grasp of all, its universal occurrence, it remains an elusive goal. INVESTIGATING LITERACY As with many other valued human endeavours, science, with its refined and disciplined way of looking, is enlisted to help improve the achievement of ends, and research is designed and undertaken with the aim of increasing our control over its manifestation in the world. Yet it is the claim of this thesis that by leaving uninvestigated the nature of learning to read and write itself the gains will never be complete. PHILOSOPHICAL INVESTIGATIONS To open different lines of investigation, into things themselves, questioning must free itself of socially driven exigencies and the patterns of the established disciplines of thought and become self-reflexive. Self-referential questioning is traditionally and essentially philosophical and insight is sought from three well known modern representatives of the field. - Heidegger offers reflections on the importance of how questioning is undertaken, and, with his discussions on the nature of truth and how with 'revealing' comes 'concealing' hints at the darker side of literacy as a activity that 'opens' the world. - Wittgenstein's intense thought on language/world relationships potentially clarifies the dissension so characteristic of literacy acquisition research and provides a construct of language that would allow misrepresentations of literacy to occur. - Foucault's historical analyses provide concepts useful when considering the origins of literacy, and 'power' becomes a better explanation for the literacy fervour than the production of finer human beings. THE FINAL QUESTION Finally their amalgamated insights are used to discuss the phenomenon of illiteracy as it is portrayed in a recent novel by Bernard Schlink, The Reader. In this study of post-war Germany, the way literacy is deeply entwined into our social structures becomes clear, but more crucially we learn this about illiteracy - the highly destructive, exaggerated, and excessive reaction to its occurrence has no ready explanation.
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Walter, Sarah. "Parallel read/write system for optical data storage." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425767.

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SILVA, ANDERSON LUIZ DA. "READ (HIMSELF) AND WRITE (HIMSELF) (IN) THE OTHER." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9575@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
O objetivo deste trabalho é discutir, na prosa de ficção brasileira da década de 1990, a presença de estratégias discursivas que revelam processos complexos de abordagem do confronto entre o eu e o outro. Trata-se da presença de instâncias narrativas impregnadas de discursos sobre a alteridade, o que se evidencia em contos e romances cujos enredos pautamse no confronto de subjetividades, etnias e culturas. Para discutir essa questão, procuramos identificar, nas narrativas analisadas, o que denominamos como a presença de vozes etnográficas, a partir de aproximações entre o campo da literatura e da antropologia, considerando que o procedimento de leitura e escrita do outro faz-se presente tanto no trabalho do etnógrafo quanto do ficcionista. Tal procedimento leva-nos, enfim, a considerar a polifonia como um traço fundamental do processo de escrita e leitura da alteridade em nossa ficção contemporânea.
The objective of this study is to discuss the presence, in 1990´s Brazilian prose fiction, of discursive strategies that reveal complex processes of approaching the confrontation between the I and the Other. We deal with the presence of narrative instances impregnated with speeches on alterity, what is evidenced in stories and romances whose plots are based on the confrontation of subjectivities, ethnic groups and cultures. In order to discuss this subject, we tried to identify, in the narratives analyzed, what we denominate the presence of ethnographic voices, starting with approximations among the literary and the anthropologic fields, considering that procedures of the other´s reading and writing are made present as much in the ethnographer s as in the fictionist´s work. Such procedure lets us, finally, consider the polyphony as a fundamental feature of the alterity´s writing and reading process in our contemporary fiction.
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Chan, Lily. "Children learn to read and write Chinese analytically." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10018446/.

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Recent progress in psycholinguistic research on written Chinese allows us to develop a new approach to investigate the Chinese reading acquisition process. We hypothesized that Chinese children, much like children learning an alphabetic script, do not simply learn written words by rote. As they are taught words to be learned by rote, they develop an implicit understanding of the formal and functional characteristics of written Chinese. The formal characteristics refer to the graphic structure and the positioning of the stroke-patterns, and the functional characteristics refer to the semantic and phonological information conveyed in the stroke-patterns. The studies reported were designed to investigate the nature of children's learning of written Chinese. In two series of studies, a total of 236 children from Hong Kong, aged four to nine, created and decoded novel Chinese compound words. Results showed that young Chinese children attended to both the formal and functional constraints in reading and writing tasks. In the judging task, 4-year-olds were able to identify the type of orthographic elements - the stroke-patterns, but they could not place them in legitimate positions. The 6-years-olds were able to refer both to the position and the correct type of orthographic elements in differentiating pseudowords from nonwords. In the writing and reading tasks, four and five-year-olds were unable to utilize the semantic radicals to represent meaning, nor could they use the phonological components for pronunciation; six-year-olds could use the semantic radicals to represent meaning and only nine-year-olds could both use semantic radicals correctly and systematically referred to the phonological components for pronunciation. A significant age difference was found in all the experiments. The studies provide strong evidence that learning compound words in Chinese is not a simple matter of memorizing but involves the understanding of formal and functional constraints in the script. A possible application of these findings lies in the new direction offered for reading instruction where the non-generative, rote view of learning to read and write in Chinese can be safely abandoned.
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Ibanez, Luis Daniel. "Towards a read/write web of linked data." Nantes, 2015. http://archive.bu.univ-nantes.fr/pollux/show.action?id=9089939a-874b-44e1-a049-86a4c5c5d0e6.

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L’initiative «Web des données» a mis en disponibilité des millions des données pour leur interrogation par une fédération de participants autonomes. Néanmoins, le Web des Données a des problèmes de hétérogénéité et qualité. Nous considérons le problème de hétérogèneité comme une médiation «Local-as-View» (LAV). Malheureusement, LAV peut avoir besoin d’exécuter un certain nombre de « reformulations » exponentiel dans le nombre de sous-objectifs d’une requête. Nous proposons l’algorithme «Graph-Union» (GUN) pour maximiser les résultats obtenus á partir d’un sous-ensemble de reformulations. GUN réduit le temps d’exécution et maximise les résultats en échange d’une utilisation de la mémoire plus élevée. Pour permettre aux participants d’améliorer la qualité des données, il est nécessaire de faire évoluer le Web des Données vers Lecture-Écriture, par contre, l’écriture mutuelle des données entre participants autonomes pose des problèmes de cohérence. Nous modélisons le Web des Données en Lecture -Écriture comme un réseau social où les acteurs copient les données que leur intéressent, les corrigent et publient les mises à jour pour les échanger. Nous proposons deux algorithmes pour supporter cet échange : SU-Set, qui garantit la Cohérence Inéluctable Forte (CIF), et Col-Graph, qui garantit la Cohérence des Fragments, plus forte que CIF. Nous étudions les complexités des deux algorithmes et nous estimons expérimentalement le cas moyen de Col-Graph, les résultats suggèrant qu'il est faisable pour des topologies sociales
The Linked Data initiative has made available millions of pieces of data for querying through a federation of autonomous participants. However, the Web of Linked data suffers of problems of data heterogeneity and quality. We cast the problem of integrating heterogeneous data sources as a Local-as-View mediation (LAV) problem, unfortunately, LAV may require the execution of a number of “rewritings” exponential on the number of query subgoals. We propose the Graph-Union (GUN) strategy to maximise the results obtained from a subset of rewritings. Compared to traditional rewriting execution strategies, GUN improves execution time and number of results obtained in exchange of higher memory consumption. Once data can be queried data consumers can detect quality issues, but to resolve them they need to write on the data of the sources, i. E. , to evolve Linked Data from Read/Only to Read-Write. However, writing among autonomous participants raises consistency issues. We model the Read-Write Linked Data as a social network where actors copy the data they are interested into, update it and publish updates to exchange with others. We propose two algorithms for update exchange: SU-Set, that achieves Strong Eventual Consistency (SEC) and Col-Graph, that achieves Fragment Consistency, stronger than SEC. We analyze the worst and best case complexities of both algorithms and estimate experimentally the average complexity of Col-Graph, results suggest that is feasible for social network topologies
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Horne, Ross J. "Programming languages and principles for read-write linked data." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/210899/.

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This work addresses a gap in the foundations of computer science. In particular, only a limited number of models address design decisions in modern Web architectures. The development of the modern Web architecture tends to be guided by the intuition of engineers. The intuition of an engineer is probably more powerful than any model; however, models are important tools to aid principled design decisions. No model is sufficiently strong to provide absolute certainty of correctness; however, an architecture accompanied by a model is stronger than an architecture accompanied solely by intuition lead by the personal, hence subjective, subliminal ego. The Web of Data describes an architecture characterised by key W3C standards. Key standards include a semi-structured data format, entailment mechanism and query language. Recently, prominent figures have drawn attention to the necessity of update languages for the Web of Data, coining the notion of Read–Write Linked Data. A dynamicWeb of Data with updates is a more realistic reflection of the Web. An established and versatile approach to modelling dynamic languages is to define an operational semantics. This work provides such an operational semantics for a Read–Write Linked Data architecture. Furthermore, the model is sufficiently general to capture the established standards, including queries and entailments. Each feature is relative easily modelled in isolation; however a model which checks that the key standards socialise is a greater challenge to which operational semantics are suited. The model validates most features of the standards while raising some serious questions. Further to evaluating W3C standards, the operational mantics provides a foundation for static analysis. One approach is to derive an algebra for the model. The algebra is proven to be sound with respect to the operational semantics. Soundness ensures that the algebraic rules preserve operational behaviour. If the algebra establishes that two updates are equivalent, then they have the same operational capabilities. This is useful for optimisation, since the real cost of executing the updates may differ, despite their equivalent expressive powers. A notion of operational refinement is discussed, which allows a non-deterministic update to be refined to a more deterministic update. Another approach to the static analysis of Read–Write Linked Data is through a type system. The simplest type system for this application simply checks that well understood terms which appear in the semi-structured data, such as numbers and strings of characters, are used correctly. Static analysis then verifies that basic runtime errors in a well typed program do not occur. Type systems for URIs are also investigated, inspired by W3C standards. Type systems for URIs are controversial, since URIs have no internal structure thus have no obvious non-trivial types. Thus a flexible type system which accommodates several approaches to typing URIs is proposed.
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Wang, Frank Zhigang. "Advanced magnetic thin-film heads under read-while-write operation." Thesis, University of Plymouth, 1999. http://hdl.handle.net/10026.1/2353.

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A Read-While-Write (RWW) operation for tape and/or potentially disk applications is needed in the following three cases: 1. High reliability; 2. Data servo systems; 3. Buried servo systems. All these applications mean that the read (servo) head and write head are operative simultaneously. Consequently, RWW operation will require work to suppress the so-called crossfeed field radiation from the write head. Traditionally, write-read crossfeed has been reduced in conventional magnetic recording heads by a variety of screening methods, but the effectness of these methods is very limited. On the other hand, the early theoretical investigations of the crossfeed problem concentrating on the flux line pattern in front of a head structure based on a simplified model, may not be comprehensive. Today a growing number of magnetic recording equipment manufacturers employ thin-film technology to fabricate heads and thereby the size of the modern head is much smaller than in the past. The increasing use of thin-film metallic magnetic materials for heads, along with the appearance of other new technologies, such as the MR reproductive mode and keepered media, has stimulated the need for an increased understanding of the crossfeed problem by advanced analysis methods and a satisfactory practical solution to achieve the RWW operation. The work described in this thesis to suppress the crossfeed field involves both a novel reproductive mode of a Dual Magnetoresistive (DMR) head, which was originally designed to gain a large reproduce sensitivity at high linear recording densities exceeding 100 kFCI, playing the key role in suppressing the crossfeed (the corresponding signal-noise ratio is over 38 dB), and several other compensation schemes, giving further suppression. Advanced analytical and numerical methods of estimating crossfeed in single and multi track thin-film/MR heads under both DC and AC excitations can often help a head designer understand how the crossfeed field spreads and therefore how to suppress the crossfeed field from the standpoint of an overall head configuration. This work also assesses the scale of the crossfeed problem by making measurements on current and improved heads, thereby adapting the main contributors to crossfeed. The relevance of this work to the computer industry is clear for achieving simultaneous operation of the read head and write head, especially in a thin-film head assembly. This is because computer data rates must increase to meet the demands of storing more and more information in less time as computer graphics packages become more sophisticated.
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Simpson, Pamela J. "Contextualizing assessment of literate-learning : Can Tony read and write? /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-144718/.

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Eriksson-Åhl, Camilla. "PennTags : En kvantitativ empirisk studie av en read/write OPAC." Thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-18530.

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The aim of this thesis is to study the phenomenon of read/write OPAC by looking at how students at Pennsylvania University use PennTags in order to influence document descriptions in the library catalogue. The main questions to be answered are to what extent PennTags is being used in different subject areas and what users contribute to document descriptions through tagging in different subject areas. Studying the posts created by a sample of PennTags users from a quantitative approach I try to find out if there is reason to believe that the activity of users and users’ possibility to make meaningful contributions are dependent of the subject matter being dealt with in documents described, as anticipated by the theory of pace layering. I find that user interest in influencing the library catalogue through PennTags appears to be low in general, with exception for in the subject areas of the main classes Language and literature and Social sciences in Library of Congress Classification. Users do however make meaningful contributions to the document descriptions through tagging in 59 % of the cases. The results support only vague evidence of the connection anticipated by the theory of pace layering and I suggest that other explanatory models must be sought in order to understand user behaviour in systems like PennTags.
Uppsatsnivå: D
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Books on the topic "Read-write"

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Seyler, Dorothy U. Read, reason, write. 5th ed. McGraw-Hill College, 1998.

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Seyler, Dorothy U. Read, reason, write. 4th ed. McGraw-Hill, 1995.

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Read, reason, write. 2nd ed. Random House, 1987.

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Read, reason, write. 6th ed. McGraw-Hill, 2002.

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Seyler, Dorothy U. Read, reason, write. 6th ed. McGraw-Hill, 2002.

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Seyler, Dorothy U. Read, reason, write. 4th ed. McGraw-Hill, 1994.

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Swiertz, Newman Liz, ed. Read! Write! Work! Harcourt College Publishers, 2000.

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Chrystine, Bouffler, and Siems Ruth, eds. Read, write, spell. Stenhouse Publishers, 1997.

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Read reason write. McGraw-Hill Higher Education, 2011.

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Seyler, Dorothy U. Read, reason, write. 3rd ed. McGraw-Hill, 1991.

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Book chapters on the topic "Read-write"

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Weik, Martin H. "read-write error." In Computer Science and Communications Dictionary. Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_15561.

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Weik, Martin H. "read-write head." In Computer Science and Communications Dictionary. Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_15562.

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Weik, Martin H. "read-write opening." In Computer Science and Communications Dictionary. Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_15563.

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Weik, Martin H. "read-write protection." In Computer Science and Communications Dictionary. Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_15564.

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Weik, Martin H. "read-write slot." In Computer Science and Communications Dictionary. Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_15565.

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Priami, Corrado, and Daniel Yankelevich. "Read-write causality." In Mathematical Foundations of Computer Science 1994. Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/3-540-58338-6_103.

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Gafni, Eli. "Read-Write Reductions." In Distributed Computing and Networking. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11947950_38.

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Taubenfeld, Gadi. "Weak Read/Write Registers." In Distributed Computing and Networking. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35668-1_29.

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Weik, Martin H. "permanent read-write error." In Computer Science and Communications Dictionary. Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_13840.

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Fujimoto, Kazuhisa. "Write Once Read Many." In Encyclopedia of Database Systems. Springer New York, 2018. http://dx.doi.org/10.1007/978-1-4614-8265-9_1340.

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Conference papers on the topic "Read-write"

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Hilburn, Thomas B., Massood Towhidnejad, and Salamah Salamah. "Read before you write." In 2011 24th IEEE-CS Conference on Software Engineering Education and Training (CSEE&T). IEEE, 2011. http://dx.doi.org/10.1109/cseet.2011.5876108.

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Issa, Shady, Paolo Romano, and Tiago Lopes. "Speculative Read Write Locks." In Middleware '18: 19th International Middleware Conference. ACM, 2018. http://dx.doi.org/10.1145/3274808.3274825.

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Felber, Pascal, Shady Issa, Alexander Matveev, and Paolo Romano. "Hardware read-write lock elision." In EuroSys '16: Eleventh EuroSys Conference 2016. ACM, 2016. http://dx.doi.org/10.1145/2901318.2901346.

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O'Sullivan, Joseph A., Dakshi Agrawal, Ronald S. Indeck, and Marcel W. Muller. "Write-read-write signal precompensation techniques for magnetic recording." In Photonics East '95, edited by Raghuveer M. Rao, Soheil A. Dianat, Steven W. McLaughlin, and Martin Hassner. SPIE, 1995. http://dx.doi.org/10.1117/12.228242.

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Fekete, A., N. Lynch, M. Merrit, and W. Weihl. "Nested transactions and read-write locking." In the sixth ACM SIGACT-SIGMOD-SIGART symposium. ACM Press, 1987. http://dx.doi.org/10.1145/28659.28669.

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Homouz, Dirar, Baker Mohammad, Hazem Elgabra, and Ilyas Farahat. "Memristor: Modeling read and write operations." In 2011 23rd International Conference on Microelectronics (ICM). IEEE, 2011. http://dx.doi.org/10.1109/icm.2011.6177398.

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Sehrish, Saba, and Jun Wang. "Smart read/write for MPI-IO." In Distributed Processing (IPDPS). IEEE, 2009. http://dx.doi.org/10.1109/ipdps.2009.5160934.

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Weigl, David M., Werner Goebl, Alex Hofmann, et al. "Read/Write Digital Libraries for Musicology." In DLfM '20: 7th International Conference on Digital Libraries for Musicology. ACM, 2020. http://dx.doi.org/10.1145/3424911.3425519.

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Zawirski, Marek, Nuno Preguiça, Sérgio Duarte, Annette Bieniusa, Valter Balegas, and Marc Shapiro. "Write Fast, Read in the Past." In Middleware '15: 16th International Middleware Conference. ACM, 2015. http://dx.doi.org/10.1145/2814576.2814733.

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Whittaker, Michael, Aleksey Charapko, Joseph M. Hellerstein, Heidi Howard, and Ion Stoica. "Read-Write Quorum Systems Made Practical." In EuroSys '21: Sixteenth European Conference on Computer Systems. ACM, 2021. http://dx.doi.org/10.1145/3447865.3457962.

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Reports on the topic "Read-write"

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Heller, Michael. Photo-Electronic Optical Memory - Write/Read System. Defense Technical Information Center, 2000. http://dx.doi.org/10.21236/ada376242.

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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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Dalay, Satinder, Kathleen Ferguson, Sally El-Ghazali, et al. Trainee Handbook 2021. Association of Anaesthetists, 2021. http://dx.doi.org/10.21466/g.th2.2021.

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I am delighted to welcome you to the 13th edition of the Association of Anaesthetists’ Trainee Handbook. The main objective of the handbook is to offer trainees a comprehensive resource as you navigate your way through your career. A vast array of high-quality authors have been commissioned to write about their specialist field or area of knowledge. Whatever path you choose to take, I believe you will find useful sections within this handbook. Training within anaesthesia is constantly evolving. As I write this foreword, a new training curriculum is being implemented. To reflect the changes ahead, this handbook is not only fully interactive but also a live document. Thus, it will be updated at regular intervals to ensure information remains accurate and relevant. Although this handbook is designed for you to dip in and out of, I strongly encourage you to read the chapters about taking care of yourself. Training is a challenging time, but here at the Association of Anaesthetists we are dedicated to supporting our trainee members. I would like to personally thank all the authors who contributed to this handbook. A special mention of thanks to my fellow Trainee Committee members, Sally El-Ghazali and Rhys Clyburn, as well as the countless Association staff who have made this publication possible. I welcome any feedback you may have, therefore please feel free to contact the Trainee Committee via email trainees@anaesthetists.org or Twitter @Anaes_Trainees Finally, good luck in your career – I hope this handbook helps you along the way! Satinder Dalay Elected Member, Association of Anaesthetists Trainee Co
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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