Academic literature on the topic 'Value-semantic options'

In the era of vast information, individuals are immersed in choices when purchasing goods and services. Recommender systems (RS) have emerged as vital tools to navigate these excess options. However, these systems encounter challenges like data sparsity, impairing their effectiveness. This paper proposes a novel approach to address this issue and enhance RS performance. By integrating user demographic data, singular value decomposition (SVD) clustering, and semantic similarity in collaborative filtering (CF), we introduce the UDIS method. This method amalgamates four prediction types—user-based CF (U), demographic-similarity-based (D), item-based CF (I), and semantic-similarity-based (S). UDIS generates separate predictions for each category and evaluates four different merging techniques—the average, max, weighted sum, and Shambour methods—to integrate these predictions. Among these, the average method proved most effective, offering a balanced approach that significantly improved precision and accuracy on the MovieLens dataset compared to alternative methods.

This article provides a comprehensive linguistic analysis of the Homeric epithets golden and silver in comparative terms. They are considered in the following aspects: frequency of use, semantic structure, contextual environment, word-formation features and capabilities, stylistic originality and aesthetic signifi cance, as well as translation options into Russian. The quantitative (higher usage statistics) and qualitative (more complex semantic structure, richer word-formation capabilities and lexical compatibility) predominance of golden over silver, its greater social and aesthetic value is established. As a result of the research, the degree of traditionality of these epithets and the tendency to a variety of their use are clarifi ed. There is also a general desire of translators to preserve the tradition and constancy of these epithets with the assumption of only some variation. The problem of the infl uence of the Homeric use of these epithets on the further literary tradition is raised due to the fact that the basis for ideas about the Golden age was already laid in the Homeric era.

While studying sense-making regulation, we have previously elaborated on a basic personological model based on dual relations of personal traits. Their representation in the form of an ensemble of bipolar semantic scales' shows two strategies for organization of the notional sphere – positive development or degradation of the personality (Godunov, 2017). This approach reduces all the variety of options for personal development to a pair of oppositions. The purpose of this article is to theoretically substantiate the transition from the dual to trinal model of sense-making strategies and their description. The genesis of personal traits and meanings that determine them is examined from trialectic viewpoint on the basis of the three-fold sense-making strategies. This methodological approach allows carrying out multifactor diagnostics and qualitative interpretation of various states of personal value-semantic sphere which simulates behavior patterns in various life situations. This helps one to realize the peculiarities of one’s being and otherness as conditions of spiritual self-improvement in the way of self-transcendence

в статье раскрывается важный аспект решения проблемы фундаментализации современного высшего образования и технологического обеспечения процесса реализации потенциала гуманитарного знания. Целью исследования является ретроспективный анализ концептуализации моделирования образовательных технологий и обоснование необходимости перехода исследований и практики к разработке целевых (ценностно-смысловых) технологий. На основе интерпретации комплекса различных видов моделей эксплицированы возможности расширения объектов, способов моделирования технологий, исследования и разработки новых перспективных вариантов. Новое видение и проектирование решения проблемы представлено в примерных предложениях фундаментальной и ценностно-смысловой генерализации знания через имплементацию ведущих детерминант антропологического, аксиологического и праксеологического подходов, через методологический алгоритм восхождения к ценностно-смысловому знанию и через трансфер коммуникативно-диалогических стратегий обучения в когнитивно-коммуникативную технологию командной работы по смыслополаганию. Доказана конструктивность когнитивно-коммуникативной технологии смыслополагания в реализации целей фундаментализации и в восстановлении баланса гуманитарного и технократического знания, в диалектике жизни и культуры, в инновационном развитии образования и педагогики. Теоретическое и практическое значение состоит в совершенствовании образовательных технологий, направленных на интеграцию фундаментальной, гуманитарной и профессиональной составляющей высшего образования. Допустимые концептуальные проекции можно использовать в процессе создания технологий, в обучении и в культурно-образовательных практиках. the article reveals an important aspect of solving the problem of fundamentalization of modern higher education and technological support for the process of realizing the potential of humanitarian knowledge. The purpose of the study is a retrospective analysis of the conceptualization of educational technology modeling and substantiation of the need for the transition of research and practice to the development of target (value-semantic) technologies. Based on the interpretation of a complex of different types of models, the possibilities of expanding objects, methods of modeling technologies, research and development of new promising options are explicated. A new vision and design of a solution to the problem is presented in exemplary proposals for the fundamental and value-semantic generalization of knowledge through the implementation of the leading determinants of anthropological, axiological and praxeological approaches, through a methodological algorithm for ascent to value-semantic knowledge and through the transfer of communicative-dialogical teaching strategies into cognitive-communicative technology team work on sense-making. The constructiveness of the cognitive-communicative technology of meaning-setting in the realization of the goals of fundamentalization and in restoring the balance of humanitarian and technocratic knowledge, in the dialectic of life and culture, in the innovative development of education and pedagogy is proved. The theoretical and practical significance lies in the improvement of educational technologies aimed at integrating the fundamental, humanitarian and professional components of higher education. Acceptable conceptual projections can be used in the process of creating technologies, in teaching and in cultural and educational practices.