Разделенная близость: новые форматы аутентичного движения в рунете

Статья исследует трансформацию форматов практики аутентичного движения, происходящую в связи с развитием интернета и социальных сетей. Возможности интернета бросают вызов базовым принципам практики, таким как очное соприсутствие движущегося и свидетеля, ограничение времени и пространства практики. Возникает исследовательская гипотеза о возможном цифровом разрыве, а также интерес к тому, как происходит цифровая интеграция. На эмпирическом материале рассматривается разнообразие поведенческих стратегий в отношении использования интернета в связи с аутентичным движением в русскоязычной среде. В качестве примеров приводятся форматы онлайн-сессии и соло, движения в одиночестве с последующей рефлексией и поддержкой виртуальной группы. В фокусе внимания исследования находится качественный аспект отношений человека и технологий, который теоретизируется в рамках постфеноменологии Дона Айди. Насколько интернет позволяет расширять или, наоборот, редуцирует телесно-чувственный опыт практиков аутентичного движения? Как развиваются отношения в цифровой среде в рамках такой практики, где безопасность, доверие и близость оказываются критичными

Лексика цветообозначения в романе Р. Брэдбери «451° по Фаренгейту» и его русском переводе

This article is devoted to the comparative analysis of colour vocabulary in Fahrenheit 451 by Ray Bradbury and its Russian translation. The author defines the uniqueness of the world colour picture of the novel as a component of the writer’s individual style referring to the analysis of features functioning in the structure of the literary text. The colour designations used by the author are not only a means of direct colour nomination, they also act as an important component of the poetics of the novel which determines its stylistic identity. Quantitative analysis of the colour vocabulary demonstrates that the work has a specific colour palette, which is related to the key themes of the work and represented by the most frequent black, red, and white colours and their shades in the source and target texts. In addition to adjectives, nouns, verbs, and participles, and even whole phrases of different structure are used to denote colours in the novel. Among the latter, it is important to point out figurative means of “object” nominations of colours containing a hidden simile: such structurally complex nominations contain a lexical unit having an object of the material world as its denotation, acting as a “reference” carrier of the corresponding colour attribute. Analysis of the classic Russian translation by T. N. Shinkar shows that the Russian version of the novel uses more colours than the original text. Moreover, comparative constructions with the colour component are more actively used due to the translator’s desire to convey colour characteristics more accurately, including the ones implied. The article focuses on nonce colour terms used by the author and methods of their translation with the help of various types of translation transformations.Статья посвящена сопоставительному анализу колористической лексики в оригинале и русском переводе романа Р. Брэдбери «451° по Фаренгейту». Выявление своеобразия цветовой картины мира романа как компонента идиостиля писателя осуществляется на основе анализа особенностей функционирования цветовых обозначений в структуре художественного текста. Используемые автором цветовые обозначения служат не только средством прямой номинации цвета, но и выступают в качестве важного компонента поэтики романа, определяющего его стилистическое своеобразие. Количественный анализ колорем показывает, что произведение имеет специфическую цветовую палитру, которая связана с ключевыми темами произведения и представлена наиболее частотными в оригинале и переводе основными цветами черно-красно-белого ряда и их оттенками. Помимо прилагательных, выразителями цвета в романе служат имена существительные, глаголы и причастия, а также различные по структуре словосочетания. Среди последних особенно выделяются образные средства «объектной» номинации цвета, содержащие скрытое сравнение: такие сложные в структурном плане номинации содержат лексическую единицу, имеющую в качестве денотата объект материального мира, выступающий в качестве «эталонного» носителя соответствующего цветового признака. Анализ классического русского перевода, принадлежащего Т. Н. Шинкарь, показывает, что в русскоязычной версии романа использовано большее количество колорем, чем в оригинальном тексте, кроме того, более активно применяются сравнительные обороты с цветовым компонентом, что связано со стремлением переводчика более точно передать цветовые характеристики, в том числе имплицитные. В статье особое внимание уделяется способам перевода окказиональных авторских цветообозначений с использованием различных видов переводческих трансформаций

Adaptive Development of Higher Education Based on the Project-Oriented Approach

The article considers the results of studies, carried out by the authors within the framework of a state order from the Russian Ministry of Education and Science. The authors unify such notions as “higher education”, “higher educational establishment”, “organization”, “higher education as an open system”. The authors characterize the process of open system adaptation, define the notion of “higher education adaptive development” and give its basic characteristics. Having analyzed some system-wide principles they have outlined the principles of adaptive development of an organization. Regarding the process of managing organization development as activities aimed at maintaining target-oriented changes in the organization parameters and properties in response to the current (anticipated) changes in the external environment, the authors suggest the following hypothesis: if adaptation involves changes based on the principles of cyclicity and impermanence, activities of an organization can be represented as a bulk of projects, aimed at achieving certain targets and goals and limited in time. The Project-Oriented Approach is shown as a methodology of management, helping to link together the linear management of an organization (a permanent process) with managing goal-oriented projects (provisional management structures). This approach helps to assess the adaptive development indicators of a higher educational establishment as a subject of the socio-economic sphere. DOI: 10.5901/mjss.2015.v6n4s1p23

Whole-body PET image denoising for reduced acquisition time

This paper evaluates the performance of supervised and unsupervised deep learning models for denoising positron emission tomography (PET) images in the presence of reduced acquisition times. Our experiments consider 212 studies (56908 images), and evaluate the models using 2D (RMSE, SSIM) and 3D (SUVpeak and SUVmax error for the regions of interest) metrics. It was shown that, in contrast to previous studies, supervised models (ResNet, Unet, SwinIR) outperform unsupervised models (pix2pix GAN and CycleGAN with ResNet backbone and various auxiliary losses) in the reconstruction of 2D PET images. Moreover, a hybrid approach of supervised CycleGAN shows the best results in SUVmax estimation for denoised images, and the SUVmax estimation error for denoised images is comparable with the PET reproducibility error

Problems and Prospects for the Development of Professional Pedagogical Activity in the Context of IT Penetration into Educa-tion

The beginning of the 21st century was marked by the rapid growth of qualitative transformations in all spheres of public life, including in pedagogical activity. Undoubtedly, this was facilitated by the steady development of information and communication technologies (ICT), the transformation of knowledge into a fundamental source of welfare gain as for a separate individual, and for society as a whole. Today, cross-cultural competencies are actively being formed that create opportunities for self-identification of individuals and communities; the dominance of the role of information-filled factors in the composition of sources of information-analytical base, etc. are observed. All this allows us to talk about the formation of the information society, which determines the transformation of professional pedagogical activity and its institutional environment. In our opinion, there is a change in the content of pedagogical activity; it is being transformed into information and analytical activity, as it is implemented by carriers of intellectual and creative resources with the active use of breakthrough information and communication technologies, which, ultimately, allows us to provide the main contribution to improving the level of professional development teacher. It is about the formation of a global information space. Experts note that teachers of non-pedagogical specialties of higher educational institutions in the Russian Federation often do not have basic pedagogical education, which makes it very difficult and even impedes the solution of many educational problems, not to mention the fact that they do not have a proactive character regarding the state of educational practice. Speaking about the teachers’ availability of professional and pedagogical training, we assume that, at a minimum, they know such methods of professional pedagogical activity as the algorithmization and problematization of the educational dialogue, which allow them to identify the operations of the activity and determine their optimal sequence; all this also actively involves students in discussions when considering problem situations, etc. All that, in the end, is associated with the need to find relevant information for a professional solution to the problem in question. It is obvious that in modern realities it is necessary to constantly update professional information due to its rapid obsolescence, which in itself requires the active improvement of pedagogical technologies. All this speaks of the need to improve the theoretical and methodological provisions and practical recommendations of professional and pedagogical training of university teachers in the conditions of informatization of education

Problems and Prospects for the Development of Professional Pedagogical Activity in the Context of IT Penetration into Educa-tion

The beginning of the 21st century was marked by the rapid growth of qualitative transformations in all spheres of public life, including in pedagogical activity. Undoubtedly, this was facilitated by the steady development of information and communication technologies (ICT), the transformation of knowledge into a fundamental source of welfare gain as for a separate individual, and for society as a whole. Today, cross-cultural competencies are actively being formed that create opportunities for self-identification of individuals and communities; the dominance of the role of information-filled factors in the composition of sources of information-analytical base, etc. are observed. All this allows us to talk about the formation of the information society, which determines the transformation of professional pedagogical activity and its institutional environment. In our opinion, there is a change in the content of pedagogical activity; it is being transformed into information and analytical activity, as it is implemented by carriers of intellectual and creative resources with the active use of breakthrough information and communication technologies, which, ultimately, allows us to provide the main contribution to improving the level of professional development teacher. It is about the formation of a global information space. Experts note that teachers of non-pedagogical specialties of higher educational institutions in the Russian Federation often do not have basic pedagogical education, which makes it very difficult and even impedes the solution of many educational problems, not to mention the fact that they do not have a proactive character regarding the state of educational practice. Speaking about the teachers’ availability of professional and pedagogical training, we assume that, at a minimum, they know such methods of professional pedagogical activity as the algorithmization and problematization of the educational dialogue, which allow them to identify the operations of the activity and determine their optimal sequence; all this also actively involves students in discussions when considering problem situations, etc. All that, in the end, is associated with the need to find relevant information for a professional solution to the problem in question. It is obvious that in modern realities it is necessary to constantly update professional information due to its rapid obsolescence, which in itself requires the active improvement of pedagogical technologies. All this speaks of the need to improve the theoretical and methodological provisions and practical recommendations of professional and pedagogical training of university teachers in the conditions of informatization of education

Problems and Prospects for the Development of Professional Pedagogical Activity in the Context of IT Penetration into Educa-tion

The beginning of the 21st century was marked by the rapid growth of qualitative transformations in all spheres of public life, including in pedagogical activity. Undoubtedly, this was facilitated by the steady development of information and communication technologies (ICT), the transformation of knowledge into a fundamental source of welfare gain as for a separate individual, and for society as a whole. Today, cross-cultural competencies are actively being formed that create opportunities for self-identification of individuals and communities; the dominance of the role of information-filled factors in the composition of sources of information-analytical base, etc. are observed. All this allows us to talk about the formation of the information society, which determines the transformation of professional pedagogical activity and its institutional environment. In our opinion, there is a change in the content of pedagogical activity; it is being transformed into information and analytical activity, as it is implemented by carriers of intellectual and creative resources with the active use of breakthrough information and communication technologies, which, ultimately, allows us to provide the main contribution to improving the level of professional development teacher. It is about the formation of a global information space. Experts note that teachers of non-pedagogical specialties of higher educational institutions in the Russian Federation often do not have basic pedagogical education, which makes it very difficult and even impedes the solution of many educational problems, not to mention the fact that they do not have a proactive character regarding the state of educational practice. Speaking about the teachers’ availability of professional and pedagogical training, we assume that, at a minimum, they know such methods of professional pedagogical activity as the algorithmization and problematization of the educational dialogue, which allow them to identify the operations of the activity and determine their optimal sequence; all this also actively involves students in discussions when considering problem situations, etc. All that, in the end, is associated with the need to find relevant information for a professional solution to the problem in question. It is obvious that in modern realities it is necessary to constantly update professional information due to its rapid obsolescence, which in itself requires the active improvement of pedagogical technologies. All this speaks of the need to improve the theoretical and methodological provisions and practical recommendations of professional and pedagogical training of university teachers in the conditions of informatization of education