Videogames and problems of media translation in the context of comparison of narratology and ludology

The article studies the possibility of translating a video game into other types of media, as well as the possibility of a reverse process. Research results received within the framework of the narratological theory of video games and the ludological theory of video games are used as methodological ground. The authors rely on the concept of translation presented in the works of B. Latour. The main provisions and conclusions are formulated by comparing ludological and narratological approaches to the problem of transferring a video game to other media types (cinema), as well as the reverse process. Basic concepts are identified, key points of methodological interest are set out. The article provides illustrative examples of video game translation into cinema, as well as examples of reverse translation, that are commented and explained in the context of the given methodologies. The conclusion is made about the prospects for investigating the issue in the context of media research and media practice

Practice-oriented technologies as a means of forming students' communicative competence

One of the most important features of professional activity is the ability to build a dialogue, organize business communication. The possession of communicative competencies provides the student with the opportunity to quickly achieve their goals through the implementation of speech turnovers and constructions that comply with the principles and standards of speech etiquette, affecting the establishment and maintenance of the psychological climate in the process of interaction. The purpose of the article is to review the experience of forming communicative competencies with the help of practice-oriented technologies. Requirements for the formation of communicative competencies are reflected in regulatory documents. The competencies under consideration represent the student's ability to build productive professional interaction using various communication methods. We reveal the motivational, cognitive, and active components of communicative competencies, reflecting the desire for interpersonal communication and support for established interaction, the student's understanding of the value of communicative competencies in future professional activities, and the ability to organize effective cooperation. Practice-oriented technologies, including case studies and design, contribute to solving professional problems through group discussions and situation analysis. The study revealed the impact of practice-oriented technologies implemented in higher education institutions on the formation of students' communicative competence

The Impact of Concomitant Empiric Cefepime on Patient Outcomes of Methicillin-Resistant Staphylococcus Aureus Bloodstream Infections Treated With Vancomycin

Background: Data suggest that vancomycin + β-lactam combinations improve clearance of methicillin-resistant Staphylococcus aureus(MRSA) bloodstream infections (BSIs). However, it is unclear which specific β-lactams confer benefit. This analysis evaluates the impact of concomitant empiric cefepime on outcomes of MRSA BSIs treated with vancomycin. Methods: Retrospective cohort study of adults with MRSA BSI from 2006 to 2017. Vancomycin + cefepime therapy was defined as ≥24 hours of cefepime during the first 72 hours of vancomycin. The primary outcome was microbiologic failure, defined as BSI duration ≥7 days and/or 60-day recurrence. Multivariable logistic regression was used to evaluate the association between vancomycin + cefepime therapy and binary outcomes. Cause-specific and subdistribution hazard models were used to evaluate the association between vancomycin + cefepime and BSI clearance. Results: Three hundred fifty-eight patients were included, 129 vancomycin and 229 vancomycin + cefepime. Vancomycin + cefepime therapy was independently associated with reduced microbiologic failure (adjusted odds ratio [aOR], 0.488; 95% confidence interval [CI], 0.271-0.741). This was driven by a reduction in the incidence of BSI durations ≥7 days (vancomycin + cefepime aOR, 0.354; 95% CI, 0.202-0.621). Vancomycin + cefepime had no association with 30-day mortality (aOR, 0.952; 95% CI, 0.435-2.425). Vancomycin + cefepime was associated with faster BSI clearance in both cause-specific (HR, 1.408; 95% CI, 1.125-1.762) and subdistribution hazard models (HR, 1.264; 95% CI, 1.040-1.536). Conclusions: Concomitant empiric cefepime improved MRSA BSI clearance and may be useful as the β-lactam component of synergistic vancomycin + β-lactam regimens when empiric or directed gram-negative coverage is desired

Practice-oriented technologies as a means of forming students' communicative competence

One of the most important features of professional activity is the ability to build a dialogue, organize business communication. The possession of communicative competencies provides the student with the opportunity to quickly achieve their goals through the implementation of speech turnovers and constructions that comply with the principles and standards of speech etiquette, affecting the establishment and maintenance of the psychological climate in the process of interaction. The purpose of the article is to review the experience of forming communicative competencies with the help of practice-oriented technologies. Requirements for the formation of communicative competencies are reflected in regulatory documents. The competencies under consideration represent the student's ability to build productive professional interaction using various communication methods. We reveal the motivational, cognitive, and active components of communicative competencies, reflecting the desire for interpersonal communication and support for established interaction, the student's understanding of the value of communicative competencies in future professional activities, and the ability to organize effective cooperation. Practice-oriented technologies, including case studies and design, contribute to solving professional problems through group discussions and situation analysis. The study revealed the impact of practice-oriented technologies implemented in higher education institutions on the formation of students' communicative competence.Una de las características más importantes de la actividad profesional es la capacidad de entablar un diálogo, organizar la comunicación empresarial. La posesión de competencias comunicativas brinda al estudiante la oportunidad de lograr rápidamente sus metas a través de la implementación de cambios de discurso y construcciones que cumplen con los principios y estándares de etiqueta del habla, afectando el establecimiento y mantenimiento del clima psicológico en el proceso de interacción. El propósito del artículo es revisar la experiencia de formar competencias comunicativas con la ayuda de tecnologías orientadas a la práctica. Los requisitos para la formación de competencias comunicativas se reflejan en documentos reglamentarios. Las competencias bajo consideración representan la habilidad del estudiante para construir una interacción profesional productiva usando varios métodos de comunicación. Revelamos los componentes motivacionales, cognitivos y activos de las competencias comunicativas, reflejando el deseo de comunicación interpersonal y el apoyo para la interacción establecida, la comprensión del estudiante del valor de las competencias comunicativas en futuras actividades profesionales y la capacidad de organizar una cooperación efectiva. Las tecnologías orientadas a la práctica, incluidos los estudios de casos y el diseño, contribuyen a resolver problemas profesionales a través de discusiones grupales y análisis de situaciones. El estudio reveló el impacto de las tecnologías orientadas a la práctica implementadas en instituciones de educación superior en la formación de la competencia comunicativa de los estudiantes