Academic literature on the topic 'Library Schools etc U.S'

Modern technologies are present in almost every part of human`s life and work. One of the most important spheres of human's life is an education. The penetration of modern technologies in this life`s sphere is huge, especially in last several years. These facts purport that teachers, professors and other educators must introduce and teach their pupils to use these technologies on appropriate way. This role is very important and complex. Teachers must find appropriate way to realize balance between "digital" skills needed for pupils to accept the school material, use benefits of "digital" environment and continue to use and develop the imagination and other activities used by older "no digital" generations. So, teachers must continuously learn and become acquainted with modern technologies and their benefits and use them in life and work. The modern technologies are different, but in elementary schools, secondary schools and houses of students, the most frequently used are mobile phones, laptops, tablets, Internet, social networks etc. The main goal of this paper is to present the results of use of noted modern technologies in life and work of teachers. Researches presented in this paper were realized by author of this paper as longitudinal researches and included teachers in different educational institutions, such as elementary schools, secondary schools in Niš and in pupil's homes.

B a c k g r o u n d . The article examines the directions of development of the cultural sphere at the local level after the decentralization reform. The main task now is to reset the perception of the economic attractiveness of culture at the local level and increase the institutional capacity of cultural institutions. Under martial law, the development of the cultural sphere in Ukraine becomes even more urgent. Goals and objectives. The article is aimed at defining the modern perspective directions of development of the cultural sphere of Ukraine under conditions of decentralization. Main tasks: proving the need to create Centers for cultural services in communities; identifying the benefits of involving the private sector to improve the quality of cultural services and community cooperation in the cultural sphere; clarification of the main directions of activity of cultural institutions online. The object of research is the cultural sphere in Ukraine. M e t h o d s . In the process of research, a systematic approach was used, as well as the following research methods: terminological analysis (when defining the concepts of "cultural service", "basic set of cultural services", "center of cultural services", etc.); comparative analysis (for consideration of foreign and domestic experience); statistical analysis and grouping (to determine quantitative indicators in the field of culture); generalization (for writing conclusions). R e s u l t s . The necessity of creating Centers for Cultural Services in order to increase the institutional and financial capacity of community cultural institutions has been proved. It is determined that the center of cultural services is a multifunctional cultural institution that has a convenient location, is provided with qualified personnel, has a modern material and technical base and is able to provide a range of cultural services for residents of one or several communities. The issue of community participation in cultural projects in order to receive grants for their implementation has been actualized. The implementation of grant cultural projects contributes to solving problems in the field of culture, and is also a tool for community marketing. The French experience of cooperation of communities in the sphere of culture is analyzed. C o n c l u s i o n s . The directions of activity of cultural institutions in online mode are described, in particular the creation of online lessons, master classes, courses, exhibitions; digitalization of museum and library funds, creation of English-language content, etc. The benefits and expediency of using the mechanism of communities cooperation in the cultural sphere are characterized: pooling material, human and financial resources in order to provide high-quality and accessible cultural services. The advantages of the mechanism of public-private partnership in the cultural sphere as a tool for attracting extrabudgetary funds are proved: financial, social-economic and political.

Abstract Introduction Ophthalmology departments have been stated to be among the least diverse clinical departments at United States medical schools. Improvement requires recruiting a pipeline of diverse trainees. Residency program Web sites represent a potential diversity and inclusion recruitment tool. This study assesses how ophthalmology residency program Web sites demonstrate a commitment to diversity and inclusion. Methods We analyzed the diversity and inclusion content of 116 ophthalmology residency program Web sites in April 2021. Main outcome measures were the presence of 12 diversity and inclusion elements on program Web sites, based on prior work and Accreditation Council for Graduate Medical Education guidelines: nondiscrimination statement, diversity and inclusion message, community resources, extended faculty or resident biographies (including hobbies, etc.), faculty photos, resident photos, additional financial resources for trainees, wellness resources, mental health resources, health disparities/community engagement, and diversity council. We used Mann–Whitney U and Kruskal–Wallis tests to assess whether residency program characteristics such as rank, size, university affiliation, and geographic location were associated with commitment to diversity and inclusion on affiliated residency Web sites. Results Ophthalmology residency program Web sites included a mean of 4.4 ± 2.1 diversity elements. Sixteen percent of programs featured more than half (7 + ) of the evaluated diversity elements. The most featured common diversity elements included resident photos (85.3%), faculty photos (78.4%), and community resources (64.3%). Extended faculty biographies (2.6%), mental health resources (9.5%), and diversity council information (11.2%) were less commonly showcased. Top-ranked programs (7.6 ± 1.8, p < 0.0001) and university-based/-affiliated programs (4.7 ± 2.8, p = 0.0039) displayed more diversity elements than lower-ranked (4.1 ± 1.8) and community-based programs (2.8 ± 1.7). Conclusion Most ophthalmology residency program Web sites feature less than half of the 12 diversity and inclusion elements included in this study, suggesting room for improvement. By drawing attention to program diversity and inclusion efforts, Web sites offer a potential tool for residency programs to consider in their recruitment efforts for diverse trainees. Incorporating the diversity and inclusion elements analyzed in this study represents a low-burden way to signal a greater commitment to diversity that could help programs recruit diverse applicants.

The fundamental study of one of the most famous Soviet psychologists of the first third of the XX century, Lev Vygotsky (1896-1934), on a broad scientific basis and purely on comprehensive psychological material highlights the root problems of the structure-disciplinary construction, logic and regularities of the ratio-humanitarian knowledge development, also ways, directions, methods and tools for the formation of psychology as a science are outlined. This study is a life-giving reaction of a thirsty for the truth extraordinary personal mind to the need for urgent changes in the field of psychological cognition in the society of that time, that is undergoing striking revolutionary transformations. Presented attributive s i g n o f t h e c r i s i s – both psychological and methodological – is considered to be the adversarial and non-systematic coexistence of disciplines and directions, and the r e a s o n is the absence, on the one hand, of a “general science” that would enable the verification and synthesis of comprehensive data and would develop the methods, concepts and principles of this science, on the other hand – “complete methodology of psychology” and in “neglecting the methodological nature of the crisis”. The way out of the crisis can be seen in Marxist psychology which “is not a school among schools, but the only true psychology as a science, there can be no other psychology than this”, but it “doesn’t exist yet, it must be understood as a historical task, but not as a given” which, first of all, “is a methodological problem”. A false worldview dome of f u n- d a m e n t a l s is built from here, such as a personal conviction “in the impossibility of non-party psychology today”, in the existence of “a real methodology of the era that coincides with Marxism”, in the over-task “to create a theory of psychological materialism”, and therefore precisely “the materialist branch should be called psychology” etc. Despite the unjustified idealization and open positivism in the understanding of the place of science in the social life practice, the proposed monographic study is exemplary methodological and systematic, full of original ideas, generalizations, metaphors and actual examples, which have not lost their relevance even today, after almost a century of time. Firstly, it is spoken a b o u t: 1) “the possibility of methodology on historical foundations”, 2) a five-stage “scheme of the explanatory ideas’ line development”, 3) “the skeleton of general science as a system of basic laws, principles, facts”, 4) a special “work on concepts” and about the purposeful “development of concepts, methods, theories”, 5) two alternative “positions in defining general and separate disciplines”, 6) “methodological illegality of attempts to eclectically combine new psychological systems”, 7) “method of logical superimposition of concepts”, 8) “methodological value of a separate theory”, 9) “the degree of methodological validity of the positions”, 10) “methodological meaning of the principle” and about awareness of the “methodological nature of each idea”, 11) the emergence of an “indirect (mediated) method of mental phenomena cognition”, 12) “methodologically heterogeneous material” and “methodological value of categories”, 13) explanation of self-observation (introspection) “from the postulate, method and general principle of psychology”, 14) language as a “tool of thought and a tool of analysis” and about “the word as a theory of a signified fact”, 15) psychological terminology as about “valuable methodological fact and the basic framework of science”, 16) a hypothesis as about the “component of a philosophical outlook”, 17) “methodological work carried out in the science itself”, 18) “methodological substantiation of the psychological crisis, its historical stage”, content, nature and probable result, 19) negativity of the “concept of empiricism in terms of historical origin and methodological content”, 20) a tendency to metatheorize and to create metapsychology, 21) “falsity of the methodological construction of empirical psychology”, 22) full-scale “development of applied psychology as about the main mover of the crisis in its last phase”, 23) “dialectical unity of methodology and practice” and prospects for the development of “psychotechnics, or philosophy of practice”, 24) reconstruction of “the entire methodology of science on the basis of the practice principle”, 25) analysis as “the application of methodology to the fact cognition” and about the “methodological system of principles”, 26) experiment as about analysis in thought-action, where “the power of analysis is in abstraction, and the power of experiment is in artifice”, 27) the exceptional importance of “unraveling the cell of psychology” as about the “key to all psychology” in its main objectification - nature-historical cause-development of the psyche and in the analytical “distinction between epistemological and ontological aspects” of coverage, 28) “the impossibility of mastering psychology as a science directly without the help of methodology” and about “the creation of methodology as about the first step out of the psychological crisis”, 29) the scheme of general psychology and its adequate naming and elegantly logical division of disciplines within psychology itself, etc. Anyway, a thorough reflective study of the proposed diamond core of the original thinker’s creative heritage will, without a doubt, significantly enrich the worldview horizon of Ukrainian truth seekers both with theoretical ideas, concepts, themes, notions and generalizations, and with methods, means and tools of professionally trained methodologization. Of course, it is required a critical assessment of all the presented material, an intense internal dialogue with the author, and most importantly, a comprehensive r e c o n s t r u c t i o n of the content, taking into account the culture-historical achievements of methodology and psychology over the last century. In addition, it is necessary to understand that even today the field of psychology is “primarily a methodological problem”, because “no science has so many difficulties, unresolved contradictions, a combination of distinctive in one, as in psychology. The s u b j e c t of psychology is the most difficult of everything in the world, the least amenable to study; the method of its cognition must be rich in special tricks and safe approaches to give what is expected of it.

The aim is to analyze the bibliographic series based on the National Scientific Agricultural Library of the National Academy of Agrarian Sciences of Ukraine. The methods are source analysis, in particular, the use of traditional methods of classification and critique of documentary sources, its identification, analysis and synthesis. Scientific novelty. The article covers the topics of the most popular series “Agrarian Science of Ukraine in Persons, Documents, Bibliographies”, that was founded in 1998. The theoretical and practical contribution in the development of a strategy for managing the agro-industrial complex of Ukraine by well-known scientists M. Vavilov, O. Kvastsnyky, P. Sloskin, K. Gedroits, V. Resemlo, I. Lukinov, O. Alesho, S. Tretyakov, B. Yenken, A. Sko­rohodko, O. Bugutsky, D. Lykhvar, A. Sapegin, V. Pe­re­sipkin, C. Frankfurt, O. Kalachikov, M. Krav­chenko, M. Zubets, P. Prokopovych, V. Kudashev is revealed. Originality. Thematic blocks of serial editions are devoted to issues of the role of academic scientific institutions in scientific and methodological support and coordination of scientific researches, development of some branches of agriculture, with its general characterization are set. Main results. The significance of serial publications as an information resource for studying the history of the forming and development of agricultural research work, the formation of a network of branch scientific institutions, the extension of agrarian education, the establishment of scientific schools and areas in agrarian science, actualization of the scientific heritage for solving urgent issues of the present, etc. The most numerous block of editions is devoted to the development of academic branch science, which took place within the framework of the functioning of the All-Ukrainian Academy of Agricultural Sciences, the Department of Agricultural Sciences of the Academy of Sciences of the Ukrainian SSR, the Ukrainian Academy of Agricultural Sciences, the Southern Department of the All-Union Academy of Agricultural Sciences and the National Academy of Agrarian Sciences of Ukraine. Conclusions. It is shown that serial editions, created on the basis of a wide range of diverse sources, mainly Ukrainian archival funds, periodicals, statistical materials, scientific literature, promote the representation and evaluation of the activities of some agricultural scientists and research teams in the departmental, regional and sectoral aspects. Practical meaning. The article will contribute to the expansion of the source resource for the study of the formation and development of the agricultural researching work in Ukraine.

Stimulating children's creativity through social media is important by utilizing platforms that are relevant to their interests and daily interactions. This research aims to determine the benefits of using smartphone technology in stimulating creativity in early childhood through exploratory whipping activities. With the increasing adoption of technology into various aspects of life, including early childhood education, it is important to understand its positive and negative impacts. This research method uses a qualitative approach with a case study approach and focused observation on group B children at RA Al-Islam Petabumi, Seberida District, Indragiri Hulu Regency, Riau Province who are involved in TikTok exploration activities using smartphones. Data collection was carried out through direct observation, interviews, and field notes. This research shows that the use of smartphone technology, especially through applications such as TikTok, can trigger creativity in young children. By taking part in various creative content and challenges on TikTok, children can engage in a process of self-exploration that allows them to develop their creative skills. This shows that social media can be an effective tool for stimulating imagination and innovation in young children. Keywords: early childhood education, creativity, social media TikTok References: Adawiyah, D. P. R. (2020). Pengaruh Penggunaan Aplikasi TikTok Terhadap Kepercayaan Diri Remaja Di Kabupaten Sampang. In Jurnal Komunikasi. https://doi.org/10.21107/ilkom.v14i2.7504 Aditya, B. R., Andrisyah, Ismiatun, A. N., Atika, A. R., & Permadi, A. (2021). Digital disruption in early childhood education: A qualitative research from teachers’ perspective. Procedia Computer Science, 197(2021), 521–528. https://doi.org/10.1016/j.procs.2021.12.169 Aisyah, S., Novita, D., Prastati, T., Chandrawati, T., & Dewi, A. C. (2023). 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In International Journal of Emerging Issues in Early Childhood Education. https://doi.org/10.31098/ijeiece.v4i2.895 Anisa, M., Putri, R. N., Regina, Y., & Nugraha, D. (2022). Pengembangan Media Tiktok Pada Mata Pelajaran IPS Perubahan Sosial Budaya Sebagai Modernisasi Bangsa Di Sekolah Dasar. In Jurnal Basicedu. https://doi.org/10.31004/basicedu.v6i4.2982 Anisyah, N., Indrawati, Hafizotun, L., Marwah, S., Yumarni, V., & Dn, N. A. (2021). Orang Tua Kreatif Untuk Anak Usia Dini Di Masa Pandemi Covid-19 Melalui Kegiatan Parenting. In Murhum Jurnal Pendidikan Anak Usia Dini. https://doi.org/10.37985/murhum.v2i1.26 Ansari, J. A. N., & Khan, N. M. (2020). Exploring the Role of Social Media in Collaborative Learning the New Domain of Learning. In Smart Learning Environments. https://doi.org/10.1186/s40561-020-00118-7 Antara, I. G. W. S., & Dewantara, K. A. K. (2022). E-Scrapbook: The Needs of HOTS Oriented Digital Learning Media in Elementary Schools. In Journal for Lesson and Learning Studies. https://doi.org/10.23887/jlls.v5i1.48533 Ariani, N. W. T., Gde, D. W. I., & Ketut, W. A. A. (2022). Penerapan Pembelajaran Berbasis Otak Di Paud Dengan Permainan Puzzle. In Pratama Widya Jurnal Pendidikan Anak Usia Dini. https://doi.org/10.25078/pw.v7i1.238 Astuti, R., & Aziz, T. (2019). Integrasi Pengembangan Kreativitas Anak Usia Dini Di TK Kanisius Sorowajan Yogyakarta. In Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini. https://doi.org/10.31004/obsesi.v3i2.99 Azizah, A. R., Samawi, A., & Anisa, N. (2021). Dampak Implementasi Pembelajaran Daring Terhadap Karakter Anak Di Masa Pandemi Covid-19. In Al-Hikmah Indonesian Journal of Early Childhood Islamic Education. https://doi.org/10.35896/ijecie.v5i2.202 Blevins, B., LeCompte, K., & Wells, S. (2014). Citizenship education goes digital. The Journal of Social Studies Research, 38(1), 33–44. https://doi.org/https://doi.org/10.1016/j.jssr.2013.12.003 Budiarti, E., & Yasmin Adar, S. (2023). Impact of Digital Media on Social-Emotional Development in Early Childhood: A Case Study at TK Kartika XX-46 Kendari. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 8(2), 89–98. https://doi.org/10.14421/jga.2023.82-04 Dewi, N. P. S., & Sugito, S. (2022). Digital Fairy Tales: Children’s Literacy Development During the Covid-19 Pandemic. In Indonesian Journal of Educational Research and Review. https://doi.org/10.23887/ijerr.v5i2.49066 Drupadi, R., Nawangsasi, D., Fatmawati, N., & Sugiana, S. (2022). Pengaruh Digital Literasi Terhadap Perilaku Sosial Anak Usia Dini. In Jce (Journal of Childhood Education). https://doi.org/10.30736/jce.v6i2.1084 Fajriati, R., Na’imah, N., Hibana, H., Putro, K. Z., & Labziah, L. (2022). Pola Komunikasi dalam Proses Pembelajaran di Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(5), 3877–3888. https://doi.org/10.31004/obsesi.v6i5.1730 Fakhriyani, D. V. (2016). Pengembangan Kreativitas Anak Usia Dini. Wacana Didaktika, 4(2), 193–200. https://doi.org/10.31102/wacanadidaktika.4.2.193-200 Given, L. M., Winkler, D., Willson, R., Davidson, C., Danby, S., & Thorpe, K. (2016). Watching Young Children “Play” With Information Technology: Everyday Life Information Seeking in the Home. In Library & Information Science Research. https://doi.org/10.1016/j.lisr.2016.11.007 Guntarto, B., & Sevrina, N. (2018). The Role of Parents in the Use of Media for Early Childhood in Suburban Jakarta. https://doi.org/10.2991/secret-18.2018.12 Hardiyanti, W. D. (2020). Aplikasi Bermain Berdasarkan Kegiatan Seni Lukis Untuk Stimulasi Kreativitas Anak Usia 5-6 Tahun. In Jurnal Pendidikan Anak. https://doi.org/10.21831/jpa.v9i2.31664 Hill, D. L., Ameenuddin, N., Chassiakos, Y. R., Cross, C., Hutchinson, J., Levine, A., Boyd, R., Mendelson, R. A., Moreno, M., & Swanson, W. S. (2016). Media and Young Minds. In Pediatrics. https://doi.org/10.1542/peds.2016-2591 Hunt, E. A. (2023). Media literacy and digital citizenship (B. B. T.-E. of C. and A. H. (First E. Halpern-Felsher (ed.); pp. 372–384). Academic Press. https://doi.org/https://doi.org/10.1016/B978-0-12-818872-9.00144-8 Husnaini, D., & Yaswinda, Y. (2022). Pengaruh Kreasi Kulit Jagung Terhadap Pengembangan Kreativitas Anak Usia 5-6 Tahun. In Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini. https://doi.org/10.31004/obsesi.v6i6.2956 Israwati, I., Lukman, L., & Hamid, A. N. (2022). Efektivitas Media Flashcard Untuk Meningkatkan Kemampuan Kognitif Anak Usia Dini. In Sultra Educational Journal. https://doi.org/10.54297/seduj.v2i1.214 Kafai, Y. B., & Burke, Q. (2015). Constructionist Gaming: Understanding the Benefits of Making Games for Learning. In Educational Psychologist. https://doi.org/10.1080/00461520.2015.1124022 Kisno, Wibawa, B., & Khaerudin. (2022). Digital Storytelling for Early Childhood Creativity: Diffusion of Innovation “3-D Coloring Quiver Application Based on Augmented Reality Technology in Children’s Creativity Development.” In International Journal of Online and Biomedical Engineering (Ijoe). https://doi.org/10.3991/ijoe.v18i10.32845 Kurniasih, S. (2022). Pembelajaran Inovatif Dengan Media Video Untuk Meningkatkan Kemampuan Membaca Permulaan Pada Usia 5-6 Tahun. In Jp2kg Aud (Jurnal Pendidikan Pengasuhan Kesehatan Dan Gizi Anak Usia Dini). https://doi.org/10.26740/jp2kgaud.2022.3.1.87-96 Laidlaw, L., O’Mara, J., & Wong, S. S. H. (2019). ‘This is your brain on devices’: Media accounts of young children’s use of digital technologies and implications for parents and teachers. Contemporary Issues in Early Childhood, 22(3), 268–281. https://doi.org/10.1177/1463949119867400 Latifah, A. (2020). Peran Lingkungan Dan Pola Asuh Orang Tua Terhadap Pembentukan Karakter Anak Usia Dini. In (Japra) Jurnal Pendidikan Raudhatul Athfal (Japra). https://doi.org/10.15575/japra.v3i2.8785 Lestari, N. S., Zulkarnain, Z., & Prisuna, B. F. (2022). Meningkatkan Kreativitas Anak Usia Dini Melalui Strategi Menggambar Dari Angka Di Tk Tunas Bangsa. In Jea (Jurnal Edukasi Aud). https://doi.org/10.18592/jea.v8i1.6242 Literat, I., & Kligler-Vilenchik, N. (2023). TikTok as a Key Platform for Youth Political Expression: Reflecting on the Opportunities and Stakes Involved. In Social Media + Society. https://doi.org/10.1177/20563051231157595 Livingstone, S., Ólafsson, K., & Haddon, L. (2014). Children’s Use of Online Technologies in Europe: A review of the European evidence base. LSE, London: EU Kids Online Revised Edition., 2014(September), 40. Luna-Nevarez, C., & McGovern, E. (2018). On the Use of Mobile Apps in Education: The Impact of Digital Magazines on Student Learning. Journal of Educational Technology Systems, 47(1), 17–31. https://doi.org/10.1177/0047239518778514 Luo, W., Berson, I. R., Berson, M. J., & Li, H. (2021). Are early childhood teachers ready for digital transformation of instruction in Mainland China? A systematic literature review. Children and Youth Services Review, 120, 105718. https://doi.org/https://doi.org/10.1016/j.childyouth.2020.105718 Magdalena, I., Fatakhatus Shodikoh, A., Pebrianti, A. R., Jannah, A. W., Susilawati, I., & Tangerang, U. M. (2021). Pentingnya Media Pembelajaran Untuk Meningkatkan Minat Belajar Siswa Sdn Meruya Selatan 06 Pagi. EDISI : Jurnal Edukasi Dan Sains, 3(2), 312–325. Maharani, D., & Budiarti, E. (2022). Pengaruh Media Digital & Mutu Perangkat Terhadap Kemampuan Bahasa Pada AUD Melalui Konten Youtube. Jurnal Jendela Pendidikan, 2(03), 429–434. https://doi.org/10.57008/jjp.v2i03.240 Mardliyah, S., Yulianingsih, W., & Putri, L. S. R. (2020). Sekolah Keluarga: Menciptakan Lingkungan Sosial Untuk Membangun Empati Dan Kreativitas Anak Usia Dini. In Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini. https://doi.org/10.31004/obsesi.v5i1.665 Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J. C., Lahmar, J., Scott, F., Davenport, A., Davis, S., French, K., Piras, M., Thornhill, S., Robinson, P., & Winter, P. (2015). Exploring Play and Creativity in Pre- ­ Schoolers ’ Use of Apps: A Report for Early Years Practitioners. Technology and Play, 203. Marwiyati, S., & Istiningsih, I. (2020). Pembelajaran Saintifik Pada Anak Usia Dini Dalam Pengembangan Kreativitas Di Taman Kanak-Kanak. In Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini. https://doi.org/10.31004/obsesi.v5i1.508 Mayar, F., Uzlah, U., Nurhamidah, N., Rahmawati, R., & Desmila, D. (2022). Pengaruh Lingkungan Sekitar Untuk Pengembangan Kreativitas Anak Usia Dini. 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The article analyses approach of P. Kulish to the problem of literary translation through the perspective of interdisciplinary approach. Purpose of the work and tasks associated with it consist in study of the author's translatological concept in the delineated projection with an emphasis on its shaping into certain entirety in the process of creative evolution of the artist, taking into account peculiarities of evolution of the national literature and culture as a whole. The study uses achievements of comparative historical analysis, methodology of both culturalhistorical and aesthetic-receptive schools. P. Kulish's views on translatology clearly demonstrate involvement of two main aspects into his study of this matter as cross-language, inter-literary and cross-cultural phenomenon: understanding of its functionality in development of national literature (renewal of its content and form), and elucidation of problematics of the art of translation (related to comparison of an original literary work and its reproduction in another language), with an emphasis on subordination of merely translation issues to general literary/cultural ones. Conclusion about P. Kulish’s concept as a multidimensional model that fundamentally expanded – due to involvement of interdisciplinary approach – the field of national translation studies of the 19th century, and marked a new stage in its progress, is articulated. The article substantiates thesis statement which declares that views of P. Kulish on literary translation as a factor in development of the national literature/culture are fundamental part of his translatological concept, and that beyond their comprehension and consideration – only through the prism of an author's views on merely translation issues (method, principles, strategy, etc.) that undergone changes – it's impossible to get a full understanding of his translatological model (in particular, to understand its specifics both in national and global context), and to find out its milestone role in evolution of Ukrainian literature and culture as a whole. It is emphasized that translatological concept of P. Kulish, which is – together with the large-scale translation activity of the artist and his innovative original creative work – an integral phenomenon of the national culture of the specified period, played an important landmark role. It greatly outlined the prospects of Ukrainian writing in the global spiritual and cultural space, with a clear emphasis on the question of its national peculiarity, contributing to fully fledged development of the national culture in the world universe. This is the concept's mission as an "engine" of Ukrainian literature and culture as a whole on the way from romanticism to modernism. Kulish's translatological model is conceptualized in the context of views of researchers of the later periods on the problem of literary translation, which retain even now their significance for humanitaristics in general (U. Weisstein, D. Ďurišin, A. Lefevere, M. Novikova, A. Popovič, E. Sapir, F. Horst and others). Concordance of the logic of thinking of the Ukrainian author and modern scholars is emphasized, while it gives reasons to consider the concept of P. Kulish (who also creatively assimilated and rethought doctrines of his predecessors) in view of the question of sources of conceptual ideas, thoughts and approaches to the study of this problem. This is particularly true for P. Kulish's assertion about significance of translation of world classic literature as an extremely important factor in development of national literature and culture as a whole (that concept was emphasized later by both national and foreign comparativists, amongst others, by F. Horst); as regards reflections on the role of the denoted artistic phenomenon in the process of inclusion of the young literature into the world context (they echo, in particular, with opinion of A. Lefevere, who interpreted translation as an entrance/"gates" for national writing into the intercultural space). At the same time, thoughts of P. Kulish, especially taking into account involvement of cultural aspect by the Ukrainian author, are fully consistent with the attitude of comparativists to bidirectionality of intercultural communication with an emphasis on "decisive role" of the recipient literature and on its national specificity (that was substantiated by S. Bassnett, L. Hrytsyk, D. Ďurišin, I. Even-Zohar, M. Ilnytskyi, A. Lefevere, R. Gromyak, I. Limborsky, M. Novikova, A. Popovič, G. Syvachenko and other scholars). This logic of thinking, signalling about the branch's rise to the cultural level, in particular in the study of literary translation, is characteristic for supporters of cultural transfer theory, who also highlight "reverse influence" (M. Espagne). Thus, understanding of the multidimensional translatological model of P. Kulish gives every reason to see in the interdisciplinary approach to this artistic phenomenon, on which it is based, origination on the national ground of perhaps the most productive nowadays methodological paradigm of comprehensive study of literary translation – at the intersection of translation studies, comparative studies and cultural studies, which is actualized by contemporary scientists (let's add: with simultaneous access to other areas of humanitaristics, first of all, philosophy, psychology, psycholinguistics, etc.). Key words: comparative studies, translation studies, literary translation, national literature, world literature, reception, cross-cultural context.

Environmental education exists as a solution to improving the intelligence of early childhood naturalists, but its implementation is often forgotten or only as a hidden curriculum. The purpose of this study is to provide information related to the implementation of environmental education for early childhood to improve the intelligence of early childhood naturalists. The research method used in this study is a qualitative method presented in the form of an in-depth literature review. Literature study efforts are carried out by reading, observing, recognizing, and describing to analyze reading material in the form of related literature as a reference source. The result of this study is that the use of instructional strategies for gardening activities and creative game-based environmental learning can be considered to improve the intelligence of early childhood naturalists. In addition, it was also found that the material often used by educators to improve naturalist intelligence is the introduction of animals and plants. The trend of measuring the intelligence of early childhood naturalists uses many observation sheets, but it is also recommended to use research instruments that have been standardized or published in reputable scientific articles to obtain valid and reliable data. Keywords: environmental education, early childhood, naturalist intelligence References: Adawiyah, A. S. R., &; Dewinggih, T. (2021). Environmental Education in Early Childhood through the provision of trash cans and simulation methods. Proceedings UIN Sunan Gunung Djati Bandung, 1(November), 12–23. https://proceedings.uinsgd.ac.id/index.php/Proceedings Adawiyah, R., Rohyana, F., &; Ashari, M. A. (2019). Development of Naturalist Intelligence through Science-based Project Methods at TK Titipan ilahii rencoong Kelayu Jorong. 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The article analyzes Y. Boyko-Blokhyn’s comparative model as an important integral concept element of Ukrainian emigre scholars comparative literary studies in the 1930s-1980s period (Y. Boyko-Blokhyn, M. Hnatyshak, S. Hordynsky, V. Derzhavyn, I. Kaczurowskyj, D. Chyzhevsky, Y. Sherekh and others). Approaches of the emigre scholar to literature comparative exploration are interpreted in the context of global comparative studies main trends, and placed against the views of the mainland comparative literary studies representatives. We clarified the distinguishing features of Y. Boyko-Blokhyn’s model, proved its multidimensional and multivector character, and ascertained comparatist attitudes relevance towards modern comparative literary studies, taking into account their development potential. This goes according to the purpose of the work and its tasks. This research applies advances in comparative historical analysis, methodology of both historic cultural and receptive aesthetic schools. Conceptual idea of the scholar shows his attention to contact-genetic relationship as well as typological similarities and differences. The author interprets functionality problem of inter-literary/ intercultural communication preeminently as a national literature stylistic development factor. The study reveals the interdisciplinary nature of Y. Boyko-Blokhyn’s works (with access to the realm of philosophy, psychology and cultural studies), and demonstrates his integration of contextual, intermedial and other approaches, which fundamentally enriched methodological tools of comparative literary studies. Reflections of Y. Boyko-Blokhyn on the problem of Slavic literatures comparative study, while witnessing the author’s inherent interest in national identity problem, emphasized and deepened research of Slavic, specifically East Slavic, literatures as a fundamental component of the European cultural space. They also substantiated the demand for changes in approach to study the East Slavic region, particularly historical and literary processes in Belarusian, Ukrainian, and Russian literatures. Scientist’s observations and conclusions, aimed at understanding Ukrainian literature in the European context, broaden drastically the idea of its peculiarity, with an emphasis on the features conditioned by its development (T. Shevchenko – G. Byron, R. Burns, J.W. Goethe, A. Dante, G. Leopardi, A. Mickiewicz, T. Moore, Novalis, S. Petőfi, W. Shakespeare, F. Schiller; I. Franko – G. Byron, E.T.A. Hoffmann, A. Chamisso; Lesya Ukrainka – G. Hauptmann, M. Maeterlinck, O. Wilde and others). The researcher traces occurrences of literary reception by the national literature of other nations artistic and aesthetic experiences at various levels of comparative poetics (themes, motives, style, etc.) Conclusion. We proved an important role of Y.Boyko-Blokhyn’s comparative model, who developed impactful traditions of national comparative literary studies of the second half of the 19th century – first third of the 20th century, and at the same time rethought (including through denial) western methodologies, in development not only of Ukrainian, but also of the global literature science as a whole. Insights and ideas of the emigre scholar, many of which were often ahead of his foreign colleagues ideas (A. Balakian, H. Bloom, U. Weisstein, D. Durishin, A. Popovich, H.R. Jauss and others), remain relevant even nowadays. Y. Boyko-Blokhyn’s approaches to comparative study of literatures in the world context with a special emphasis on the problem of national identity apparently acquired the utmost importance during the era of globalization. Similar logic of thinking is affine to those modern authors who insist to study first differences between national creative writings, which according to their deep conviction enrich and diversify the global cultural universe (A. Balakian, C.Bernheimer, E. Kaspersky, F. Toudoire-Surlapierre and others). In contrast to “cultural unification scenarios”, Y. Boyko-Blokhyn’s reflections which draw attention to different literatures/cultures polylogue phenomenon, their mutual understanding and enrichment, are based on the following fundamental thesis: “originality is a runner to commonality” (it is also of fundamental importance for formation of comparative literary history concept). It’s emblematic that the Ukrainian scientist back then strongly denied the position of R. Wellek and R.Warren, who absolutized the tendency to universalization of the global literary process. Instead, Y. Boyko-Blokhyn argued for study of national version of pan-European style (romanticism, realism, modernism), traditional plots and characters, and he also scaled out radically the influence range idea as a manifestation of literary reception, with an emphasis on its creative character (from influence as a repulsion to influence as an “activity stimulus”, “impulse for self-movement”). In fact, these reflections of Y. Boyko-Blokhyn anticipated approaches of those scholars who justified later the concept of active perception as opposed to passive influence, actualizing the role of recipient in the process of inter-literary communication (H.R. Jauss), thesis about the decisive role of the recipient literature (D. Durishin), interpretive theory – “fear of influence” (H.Bloom). Y. Boyko-Blokhyn’s conceptual thoughts about understanding the “reverse influences” problem, as well as related matter of contribution of each Slavic, in particular East Slavic, literature to the global cultural heritage, are extremely consonant with arguments that have been in the researchers’ focus even in these recent times (M. Boehmig, O. Pachlovska). In conclusion we can say that Y. Boyko-Blokhyn’s comparative model which is characterized by nation-centric orientation emphasizes fundamentally the prospects for further scientific research in historical, literary and comparative dimensions, first of all in projection of such methodologies inherent to modern comparative literary studies as imagology, theory of intertextuality and cultural transfer

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>* </span><span>A previous versions of this article was published in C. James Newlan’s journal, T</span><span>HE </span><span>S</span><span>OCIAL </span><span>C</span><span>RITIC</span><span>, </span><span>as Ellis Washington, </span><span>Excluding the Exclusionary Rule</span><span>, 3 T</span><span>HE </span><span>S</span><span>OC</span><span>. C</span><span>RITIC </span><span>(1998), and in E</span><span>LLIS </span><span>W</span><span>ASHINGTON</span><span>, T</span><span>HE </span><span>I</span><span>NSEPARABILITY OF </span><span>L</span><span>AW AND </span><span>M</span><span>ORALITY</span><span>: T</span><span>HE </span><span>C</span><span>ONSTITUTION</span><span>, N</span><span>ATURAL </span><span>L</span><span>AW AND THE </span><span>R</span><span>ULE OF </span><span>L</span><span>AW </span><span>16-28 (2002) [</span><span>hereinafter </span><span>W</span><span>ASHINGTON</span><span>, I</span><span>NSEPARABILITY OF </span><span>L</span><span>AW AND </span><span>M</span><span>ORALITY</span><span>]. For a comprehensive legal and historical analysis regarding the integration of the rule of law, jurispru- dence, and society in modern times, </span><span>see generally </span><span>Ellis Washington, </span><span>Reply to Judge Richard A. Posner on the Inseparability of Law and Morality</span><span>, 3 R</span><span>UTGERS </span><span>J. L. &amp; R</span><span>ELIG</span><span>. 1 (2001-2002); </span><span>The Nuremberg Trials: The Death of the Rule of Law </span><span>(In International Law), 49 L</span><span>OY</span><span>. L. R</span><span>EV</span><span>. 471-518 (2003). </span></p><p><span>** </span><span>Ellis Washington, DePauw University; B.A. 1983, University of Michigan; M.M. 1986, John Marshall Law School; J.D. 1994. The author an editor at the U</span><span>NIVERSITY OF </span><span>M</span><span>ICHIGAN </span><span>L</span><span>AW </span><span>R</span><span>EVIEW </span><span>and a law clerk for the Rutherford Institute. He was a faculty member at Davenport University and member of the Board of Visitors at Ave Maria School of Law. Currently, Mr. Washington is a freelance writer and lecturer at high schools, universities, and law schools throughout America specializing in the history of law, legal and political philosophy, jurisprudence, constitutional law, critical race theory, and legal feminist theory. He also teaches composition at Lansing Community College. In addition to numerous articles, he has published three books: T</span><span>HE </span><span>D</span><span>EVIL IS IN THE </span><span>D</span><span>ETAILS</span><span>: E</span><span>SSAYS ON </span><span>L</span><span>AW</span><span>, R</span><span>ACE</span><span>, P</span><span>OLITICS AND </span><span>R</span><span>ELIGION </span><span>(1999); B</span><span>EYOND </span><span>T</span><span>HE </span><span>V</span><span>EIL</span><span>: E</span><span>SSAYS IN THE </span><span>D</span><span>IALECTICAL </span><span>S</span><span>TYLE OF </span><span>S</span><span>OCRATES </span><span>(2000, 2004); T</span><span>HE </span><span>I</span><span>NSEPRABILITY OF </span><span>L</span><span>AW AND </span><span>M</span><span>ORALITY</span><span>: T</span><span>HE </span><span>C</span><span>ONSTITUTION</span><span>, N</span><span>ATURAL </span><span>L</span><span>AW AND THE </span><span>R</span><span>ULE OF </span><span>L</span><span>AW </span><span>(2002). His article, </span><span>The Nuremberg Trials: The Death of the Rule of Law (In International Law)</span><span>, 49 L</span><span>OY</span><span>. L. R</span><span>EV</span><span>. 471-518 (2003), has received both national and international recognition and has been accepted into many prestigious archives and collections including–Chambers Library of the Supreme Court of the United States, State Museum of Auschwitz-Birkenau, The Simon Wiesenthal Center, The U.S. Holocaust Memorial Museum, The Elie Wiesel Foundation for Humanity. </span></p><p><span>*Exceeding gratitude to my friend, attorney Che Ali Karega (a.k.a. “Machiavelli”) for his antagonism, advice, ideas, source materials, and inspiration. To Arthur LaBrew, musicologist and historian, founder Michigan Music Research Center (Detroit), for his prescient comments and attention to detail on earlier drafts of the Article. To C. James Newlan, publisher of the Journal, T</span><span>HE </span><span>S</span><span>OCIAL </span><span>C</span><span>RITIC</span><span>, for being my friend, my first publisher, an intellectual, a visionary, and the first person to believe that I had ideas worthy to be published and read. </span></p></div></div></div>