Готові списки джерел за темами / Langage intellectuel

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Добірка наукової літератури з теми "Langage intellectuel"

Автор: Grafiati
Опубліковано: 8 березня 2025

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Статті в журналах з теми "Langage intellectuel"

1

Alduy, Cécile, Annie Collovald, Jean-Yves Pranchère, Anne-Lorraine Bujon, and Michaël Fœssel. "Les faillites du langage." Esprit Octobre, no. 10 (October 2, 2023): 65–79. http://dx.doi.org/10.3917/espri.2310.0065.

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Анотація:
Nous assistons à une « extrême-droitisation » du débat médiatique et intellectuel qui s’ignore. À contre-courant de ce brouillage généralisé, une sémiologue, une politiste et un philosophe interrogent les mots et les idées de l’extrême droite.
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2

Ferreira Filho, Pedro Calixto, and Antonio Henrique Campolina Martins. "HENOLOGIE ET LANGAGE APOPHANTIQUE DANS LA PENSÉE DE PLOTIN." Revista Ética e Filosofia Política 2, no. 21 (January 10, 2019): 8–24. http://dx.doi.org/10.34019/2448-2137.2018.17858.

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Анотація:
RESUME: Grâce à la rupture qu'il introduit avec le primat de la thèse aristotélicienne de l'être, le néoplatonisme constitue un terrain privilégié pour une enquête sur la problématique de la négation. En effet, personne n'ignore que l'avènement du néoplatonisme inaugure en Occident un mouvement intellectuel qui aboutit à une profonde rupture avec la philosophie première d'Aristote. Or cette rupture s'accompagne d'un bouleversement tout aussi important concernant le fondement de la négation et son rapport avec l'affirmation. Ce moment crucial de la pensée, où a eu lieu une première métamorphose du concept d'apophasis, est essentiel aussi bien pour l'appréhension que pour la saisie de l'originalité du concept de négation dans le néoplatonisme. Mots-clef : Plotin, Aristote, Un, néoplatonisme, langage, discours apophantique, kataphase, apophase.
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3

Le Boeuf, Patrick. "Modélisation conceptuelle de l’information bibliographique et muséologique : CIDOC CRM et FRBRoo." Documentation et bibliothèques 55, no. 4 (March 18, 2015): 209–14. http://dx.doi.org/10.7202/1029185ar.

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Анотація:
Le modèle conceptuel développé par l’IFLA (Fédération internationale des associations de bibliothécaires et de bibliothèques) pour l’information bibliographique, FRBR, fait désormais partie de l’outillage intellectuel des bibliothécaires. La communauté muséologique a également développé un modèle conceptuel pour l’information quelle produit, le CIDOC CRM. L’article expose le travail accompli pour aboutir à un modèle conceptuel commun, de formalisme orienté objet compatible avec le langage RDF, dans la perspective du développement du Web sémantique, dans le cadre duquel une ontologie commune permettra d’exploiter simultanément l’information contenue dans les bases de données bibliographiques et muséographiques.
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4

Fourdain, Solène, Catherine-Marie Vanasse, Nancy Poirier, Lionel Carmant, and Anne Gallagher. "CARDIOPATHIES CONGÉNITALES : PHYSIOPATHOLOGIE, FACTEURS DE RISQUE ET PROFILS NEUROPSYCHOLOGIQUES." Revue québécoise de psychologie 37, no. 2 (June 7, 2017): 3–20. http://dx.doi.org/10.7202/1040035ar.

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Анотація:
Les cardiopathies congénitales (CC) sont les malformations les plus fréquentes chez le nouveau-né. La littérature des dernières décennies a mis en évidence des retards développementaux fréquents dans cette population, notamment sur le plan de la motricité, du fonctionnement intellectuel global, du langage, de la mémoire, de l’attention et des fonctions exécutives. Le présent article propose une revue de littérature concernant la physiopathologie de ces retards et les facteurs susceptibles d’en augmenter les risques. Les profils neuropsychologiques associés à la présence d’une CC, ainsi que leur impact sur les acquisitions scolaires, l’adaptation comportementale et la qualité de vie seront présentés.
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Sériot, Patrick. "Présentation." Cahiers du Centre de Linguistique et des Sciences du Langage, no. 46 (May 9, 2016): 1–2. http://dx.doi.org/10.26034/la.cdclsl.2016.475.

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Personnage incontournable des sciences humaines en Russie et en Ukraine, Aleksandr Afanas’evič Potebnja (1835-1891) est mal connu dans le monde francophone. Le CRECLECO de l'université de Lausanne a voulu contribuer à combler une partie de cette lacune en rassemblant des spécialistes de cette question au bord du lac Léman en juin 2013. Le présent recueil rassemble les contributions du colloque. La diversité des approches et des points de vue faisait de cette rencontre une confrontation d’une grande richesse, où l’histoire et l’épistémologie comparée de la linguistique faisait entrer de plein pied la réflexion sur le langage en Europe orientale dans l’univers intellectuel francophone.
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Brandist, Craig, Sébastien Moret, and Patrick Sériot. "Le marrisme et l’héritage de la Völkerpsychologie dans la linguistique soviétique." Cahiers du Centre de Linguistique et des Sciences du Langage, no. 20 (April 9, 2022): 29–56. http://dx.doi.org/10.26034/la.cdclsl.2005.1478.

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Анотація:
La «Nouvelle théorie du langage» était un ensemble intellectuel éclectique, dans lequel plusieurs thèmes dominants de la philologie russe du XIXème siècle était greffés sur des formules marxistes de surface. Cet article fait remonter les principes du marrisme à la Völkerpsychologie allemande de Steinthal et Lazarus, qui considérait la langue et le mythe comme l'expression de «l'âme du peuple». La Völkerpsychologie dominait la philologie russe pré-révolutionnaire, mais fut obligée de battre en retraite dans la période qui suivit immédiatement la Révolution. En son lieu et place, c'est une théorie du langage à la fois sociologique et protopragmatique qui fut progressivement mise en place. Marr essaya de manier les deux courants en remplaçant la catégorie de nation (narod, Volk) par celle de classe, ce faisant, il réhabilitait le courant précédent. Les successeurs de Marr prolongèrent cette tentative. Après le rejet des idées marristes en 1 950, cette façon d'envisager les choses se perpétua, à ceci près que la centralité de la classe fut à nouveau remplacée par celle de nation.
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Morand, Louise. "La morale de l’histoire…" Circuit 14, no. 3 (February 15, 2010): 73–90. http://dx.doi.org/10.7202/902328ar.

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Анотація:
Frank Zappa est un des artistes les plus significatifs de notre époque. Pourtant, bien qu’il jouisse d’une grande estime à travers le monde, son oeuvre demeure encore largement méconnue tant des médias que des milieux artistique et intellectuel. Serait-ce dû à la position particulière du compositeur vis-à-vis de la culture contemporaine? En effet, son langage musical à la jonction de différents styles véhicule des connotations issues des sphères médiatique, visuelle, littéraire, industrielle et environnementale. Zappa a su manier avec la plus grande liberté les référents culturels tout en développant une stylistique très personnelle qui s’est affirmée tout au long de son parcours compositionnel. Cet article retrace les traits essentiels du style musical de Zappa à travers l’analyse d’une de ses dernières oeuvres. Il s’agit de la pièce pour Synclavier intitulée Dio Fa, extraite de son opéra Civilization Phaze III.
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Hél-Bongo, Olga. "Polymorphisme et dissimulation du narratif dans La mémoire tatouée d’Abdelkébir Khatibi." Études littéraires 43, no. 1 (February 14, 2013): 45–61. http://dx.doi.org/10.7202/1014058ar.

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Анотація:
Dans La mémoire tatouée, Abdelkébir Khatibi subvertit le réel en le tressant au rêve, au fantasme et au drame, d’où l’enchâssement de plusieurs genres dans le roman (essai, poésie, théâtre). Essai et roman mettent en scène l’aliénation du colonisé et d’une génération entière, déracinée, et donc rivée à un double langage. La tentative du je consiste à représenter l’intellectuel colonisé pour s’insurger contre sa propre aliénation. L’autobiographie se dit par éclatement et par cris. Son analyse nécessite une bonne connaissance de la trajectoire de l’auteur afin de situer la prise de parole de l’écrivain dans le cadre de sa deixis sociale. Le présent article examine donc le parcours intellectuel de Khatibi en matière de dispositions, de positions et de prises de positions en vue de saisir le portrait autobiographique tel que transfiguré par l’auteur et par la tricherie de l’écriture.
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9

Tamet, Jean-Yves. "« Nous imaginons voir là où il n’y a rien » À propos d’Aby Warburg." Revue française de psychanalyse Vol. 88, no. 4 (June 20, 2024): 209–18. http://dx.doi.org/10.3917/rfp.884.0209.

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Анотація:
Quand l’analyse écoute, il se tient au confluent d’influences contradictoires entre ce que les mots du patient brossent comme images et celles qui lui sont suggérées par sa propre imagination. Parler des images et s’ouvrir à ce langage spécifique est donc délicat, car les mots ne peuvent rendre compte pleinement de cette influence sensorielle. Aussi l’œuvre étonnante et polysémique d’Aby Warburg est une illustration bienvenue pour saisir dans les fragments des points de compréhension de la vie psychique en séance. Cette œuvre est née au début du xxe siècle et elle est contemporaine de la démarche freudienne. L’article se veut un parcours discursif qui suit le fil de ses productions en présentant d’abord un aperçu biographique et intellectuel puis en développant des éléments d’un lexique Warburg autour des concepts clés, pour envisager enfin les rapports possibles entre Freud et Warburg.
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10

Fassin, Éric. "La chaire et le canon. Les intellectuels, la politique et l'Université aux États-Unis." Annales. Histoire, Sciences Sociales 48, no. 2 (April 1993): 265–301. http://dx.doi.org/10.1017/s0395264900082536.

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Анотація:
Avec l'irruption dans le langage commun du termepolitical correctness, la polémique anti-universitaire a trouvé aux États-Unis un second souffle. Dans son best-seller de 1987, le philosophe Allan Bloom avait déjà dénoncé l'emprise du relativisme intellectuel (et moral) sur les universités. Le pamphlet de Roger Kimball sur les « radicaux de la chaire »2, qui incriminait en 1990 la politisation des universitaires, ne paraît guère y ajouter : tout au plus Jacques Derrida remplace-t-il Nietzsche et Heidegger dans le rôle de corrupteur de la jeunesse ; et la menace ne semble plus cette fois venir du relativisme, mais au contraire du dogmatisme académique. Mais l'essentiel du changement réside ailleurs : il s'agit désormais deshumanités, plus que de l'humanisme ; et l'on est passé d'une apologie abstraite des valeurs occidentales à une défense pragmatique ducanon, corpus d'œuvres consacrées par la tradition.Le tir n'est donc plus concentré sur la philosophie de l'Université, mais sur sapolitique.
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Більше джерел

Дисертації з теми "Langage intellectuel"

1

Valk, Karl. "Le projet intellectuel d'un réformateur : Philippe de Mézières (1327-1405)." Electronic Thesis or Diss., Sorbonne université, 2024. http://www.theses.fr/2024SORUL145.

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Анотація:
Cette thèse est consacrée à l'étude de l'activité littéraire de Philippe de Mézières (1327-1405) dans une perspective d'histoire intellectuelle. Elle s'appuie sur des concepts élaborés par l'« École de Cambridge », en mettant l'accent sur l'interaction entre les langages intellectuels - des façons de parler fondées sur des autorités - et les actes de langage - des énoncés réalisés à l'aide de ces langages. Je commence par souligner le rôle de Philippe de Mézières lui-même dans la construction de récits biographiques repris par l'historiographie. Une enquête sur les principales références utilisées dans les œuvres de Mézières m'amène ensuite à souligner un recours ostentatoire aux sources bibliques et patristiques. Je l'explique par ses affinités avec une culture intellectuelle émergente, centrée sur la cour papale d'Avignon et pratiquée par un cercle influent et mobile de clercs et de laïcs ayant un penchant pour la création littéraire et la pensée réformatrice. Des études de cas consacrées à Nicole Oresme et à Brigitte de Suède me permettent d'illustrer les relations sociales et intellectuelles soudant ce réseau. Une dernière partie est consacrée aux fondements de la vision du monde de Mézières. Son œuvre met en évidence la relation historique entre Dieu et la congrégation des fidèles. Son intérêt pour l'Église primitive et son plaidoyer en faveur d'un concile général incluant des laïcs le rapprochent à la fois des critiques de la papauté d'Avignon et des partisans du mouvement conciliaire. Son projet d'Ordre de la Passion témoigne d'une préférence pour l'ecclésiologie des ordres militaires ainsi que pour les institutions politiques des cités-états de l'Italie du Nord
This thesis is devoted to the study of the literary activity of Philippe de Mézières (1327-1405) from an intellectual historical perspective. It draws from concepts elaborated by the “Cambridge school”, focusing on the interplay between intellectual languages - ways of speaking based on authoritative traditions - and language acts - particular utterances made using those languages. I begin by emphasising the importance of Philippe de Mézières himself in forming the narratives upon which historiographical accounts of his life have largely been based. An investigation of the main references used in Mézières' works then leads me to underline an ostentatious reliance on Biblical and Patristic sources. I explain this tendency by Mézières' affinities with an emerging intellectual culture centred around the papal court of Avignon and practised by an influential and highly mobile circle of clerics and laypeople with a penchant for literary creation and reformist thought. Case studies devoted to Nicole Oresme and Bridget of Sweden permit me to exemplify the social and intellectual relations that bind this network together. A final section is devoted to the basic tenets of Mézières's world-view. His work brings to the fore the historical relationship between God and the congregation of the faithful. Mézières' interest for the early church and his advocacy for a general council including laypeople connect him with both critics of the Avignon papacy and proponents of the conciliar movement. His project of the Order of the Passion evinces a preference for the vanguardist ecclesiology of the military orders as well as for the political institutions of Northern-Italian city-states
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2

ALBERTINI, CHRISTOPHE. "Contribution a l'etude de l'organisation spatio-temporelle et langagiere chez l'enfant presentant un deficit intellectuel." Aix-Marseille 2, 1989. http://www.theses.fr/1989AIX20210.

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3

Guist'hau, Béatrice Ceillier Jean-Yves. "De l'utilité du programme de communication Makaton étude de cas de 4 enfants présentant un déficit intellectuel et des troubles sévères du langage /." [S.l.] : [s.n.], 2007. http://castore.univ-nantes.fr/castore/GetOAIRef?idDoc=18461.

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4

Andrien, Loïc. "Les outils de gestion et la construction du sens de l’action collective : Étude de cas d’un outil d’évaluation des besoins dans des associations de parents de personnes en situation de handicap intellectuel." Thesis, Université Paris-Saclay (ComUE), 2019. http://www.theses.fr/2019SACLX088/document.

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Анотація:
A travers l’étude d’un outil d’évaluation des besoins dans huit associations de parents de personnes en situation de handicap intellectuel, pendant cinq ans, nous avons enquêté sur la place qu’il prend dans la construction du sens de l’action collective. Nous inspirant de la théorie de la rationalité ordinaire de Raymond Boudon et des travaux de Jacques Girin sur le langage dans les organisations, nous proposons une approche originale de la notion d’institution, considérée comme un processus de stabilisation d’un système de croyances collectives. Nous montrons que l’institution est essentiellement œuvre de langage et que les outils de gestion participent à l’appauvrir. En structurant l’activité que l’instrument est censé outiller, il contribue à diminuer les discussions des utilisateurs et donc la construction du sens de l’action collective
Through the study of a needs assessment tool in eight associations of parents of people with intellectual disabilities, for five years, we investigated the place it takes in the construction of the sense of collective action. Inspired by Raymond Boudon's theory of ordinary rationality and Jacques Girin's work on language in organizations, we propose an original approach to the notion of institution, considered as a process of stabilization of a system of collective beliefs. We show that the institution is essentially a work of language and that management tools help to impoverish it. By structuring the activity that the instrument is supposed to equip, it contributes to reducing the discussions of the users and thus the construction of the sense of the collective action
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5

Wiseman, Roxanne Elizabeth. "Mapping the language of intellectual disability." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ55548.pdf.

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6

BOMFIM, MARIA CRISTINA DO REGO MONTEIRO. "INTELLECTUAL ARTISTS AND CONTEMPORARY CONVERSATIONS ABOUT LANGUAGE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5771@1.

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Анотація:
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
A escrita criativa dos intelectuais-artistas Roberto Corrêa dos Santos e Teixeira Coelho, inconfigurável segundo parâmetros mais usuais do ensaísmo acadêmico em literatura, vislumbra outros espaços em relação à tarefa da crítica na atualidade. Essa escrita motiva um estudo em que as re-descrições produzidas pela crítica no universo da literatura quanto ao seu próprio discurso, no contexto dos últimos vinte anos, são comparadas a redescrições do posicionamento crítico elaborado no campo das artes visuais. As performances literárias de Roberto Corrêa dos Santos e de Teixeira Coelho, vistas como criação de novos instrumentos, harmonizam-se com experiências da visualidade na arte contemporânea, em que são problematizados, conjuntamente por críticos e artistas, o essencialismo, o representacionismo e o fundacionismo. O radicalismo crítico filosófico do neopragmatismo, voltado para essas últimas questões e pouco evidenciado na cultura acadêmica brasileira, é incluído no diálogo pretendido nesta tese com o objetivo de uma vívida ampliação de perspectivas.
The creative writing of the intellectual artists Roberto Corrêa dos Santos and Teixeira Coelho, unclassifiable according to the usual parameters of academic writing in literature, points to other spaces within current practices in literary criticism. Such writing motivates a study in which redescriptions of the discourse produced by literary criticism in the past two decades are compared with redescriptions of critical positioning produced in the field of visual art. The literary productions of Roberto Corrêa dos Santos and Teixeira Coelho, seen as the creation of new instruments, are found to echo the experiences of visuality in contemporary art, in which essentialism, representationalism and foundationism are questioned both by critics and artists. The critical philosophical radicalism of neopragmatism, which addresses such issues and is scarcely represented in Brazilian academic culture, is included in the comprehensive dialogue offered in this dissertation, with a view to a sharp widening of perspectives.
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7

Remy-Neris, Amélie. "Lecture partagée et développement du langage de l'enfant avec une déficience intellectuelle." Electronic Thesis or Diss., Université de Lille (2022-....), 2024. https://pepite-depot.univ-lille.fr/ToutIDP/EDSHS/2024/2024ULILH021.pdf.

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Анотація:
La lecture partagée, activité ludique qui consiste à interagir avec un enfant autour de l'histoire d'un livre et de ses illustrations, est étudiée depuis de nombreuses décennies en raison de ses effets bénéfiques sur le développement du langage. Des travaux conduits chez les enfants tout-venant ont montré qu'elle permettait d'enrichir le vocabulaire et, possiblement, de favoriser l'apprentissage de structures morphosyntaxiques. Il pourrait donc s'avérer utile de promouvoir cette pratique auprès d'enfants présentant des difficultés langagières. C'est le cas notamment des enfants avec une déficience intellectuelle, lesquels nécessitent un accompagnement langagier régulier et important pour développer leurs compétences lexicales et morphosyntaxiques. Les travaux réalisés à leur sujet à propos de l'efficacité de cette activité n'en sont cependant qu'à leurs balbutiements. Dans ce travail de thèse, nous nous sommes attelés à cette question en mettant en œuvre une étude interventionnelle. En l'occurrence, un essai contrôlé randomisé a été conduit auprès d'enfants de 6 à 12 ans scolarisés en instituts médico-éducatifs, des établissements accueillant des enfants et adolescents présentant une déficience intellectuelle. Différentes épreuves ont été administrées à l'ensemble des participants au cours d'un prétest. Elles consistaient en deux tests cognitifs, quatre épreuves lexicales et quatre épreuves morphosyntaxiques. Chaque domaine langagier a ainsi été évalué sur les versants réceptif et expressif. Les épreuves de langage étaient constituées, de manière équilibrée, de tests standardisés et d'épreuves expérimentales construites par nos soins pour les besoins de l'étude. Ces épreuves, contenant des items en lien direct avec le vocabulaire ou les structures morphosyntaxiques travaillées au cours de l'intervention, avaient pour objectif d'évaluer avec davantage de sensibilité les acquis des participants. Au total, 108 enfants présentant une déficience intellectuelle légère à modérée ont été inclus dans l'étude. Ils ont été répartis en deux groupes. Un premier groupe (« VOCABULAIRE ») a bénéficié de séances de lecture dialogue, une forme de lecture partagée particulièrement interactive. Ces séances étaient centrées sur l'apprentissage de 30 mots cibles. Le second groupe (« MORPHOSYNTAXE ») a, quant à lui, participé à des séances de lecture dialogue consacrées à l'apprentissage de trois structures morphosyntaxiques. Des tests statistiques ont été utilisés pour contrôler l'équivalence des groupes au prétest en ce qui concerne l'âge, le sexe, le niveau socioéconomique, le nombre de séances de lecture dialogue, les compétences pragmatiques, l'ampleur des troubles du comportement, l'investissement des participants au cours des séances et, bien entendu, leur niveau de développement cognitif et langagier. Au terme des séances, les épreuves langagières ont été une nouvelle fois administrées. La comparaison des performances des deux groupes suggère que l'entraînement du groupe VOCABULAIRE a permis d'améliorer significativement la compréhension et la production des mots cibles par les participants. Ce résultat confirme les enseignements des travaux conduits antérieurement à propos des enfants tout-venant et ouvre des perspectives cliniques intéressantes ainsi que des pistes pour de futurs projets de recherche dans le champ de la déficience intellectuelle. En revanche, les résultats obtenus aux épreuves de morphosyntaxe ne permettent pas de conclure à l'efficacité des séances de lecture dialogue pour améliorer les compétences de nos participants, possiblement en raison d'un trop faible nombre de séances et/ou d'une moindre malléabilité de la composante morphosyntaxique du langage. Les données collectées sont cependant source de réflexions et de suggestions pour de futurs travaux interventionnels visant à favoriser le développement des compétences morphosyntaxiques chez les enfants présentant une déficience intellectuelle
Shared reading, a play-based activity that involves interacting with a child around a book story and its illustrations, has been studied for many decades for its beneficial effects on language development. Research on typical children has shown that it enriches vocabulary and, possibly, promotes the learning of morphosyntactic structures. It could therefore be useful to promote this practice among children with language difficulties. This is particularly true for children with intellectual disabilities, who require regular and substantial language support to develop their lexical and morphosyntactic skills. However, research on the effectiveness of this activity is still in its beginning. In this thesis, we set out to address this question by implementing an interventional study. A randomized controlled trial was carried out with children aged 6 to 12 enrolled in instituts médico-éducatifs, which are special school for children and adolescents with intellectual disabilities. Various tests were administered to all participants during the pretest. They consisted of two cognitive tests, four lexical tests and four morphosyntactic tests. Each language component was evaluated from both receptive and expressive perspectives. The language tests consisted of a balance of standardized and experimental tests, constructed for the purposes of the study. These tests, containing items directly related to the vocabulary or morphosyntactic structures worked on during the intervention, were designed to provide a more sensitive assessment of the participants' language skills. A total of 108 children with mild to moderate intellectual disability were included in the study. They were divided into two groups. The first group ("VOCABULARY") benefited from dialogic reading sessions, a particularly interactive form of shared reading. These sessions focused on the learning of 30 target words. The second group ("MORPHOSYNTAX") took part in dialogic reading sessions too, focusing on the learning of 3 morphosyntactic structures. At the end of the sessions, the language tests were administered again. A comparison of the two groups' performances indicates that training the VOCABULARY group significantly improved participants' comprehension and production of target words. This result confirms the findings of previous research on typically developing children, and opens up interesting clinical perspectives and avenues for future research projects in the field of intellectual disability. On the other hand, the results obtained on the morphosyntax tests do not allow us to conclude that the dialogic reading sessions were effective in improving the skills of our participants, possibly because the number of sessions was too low and/or because the morphosyntactic component of language was less malleable. However, the data collected provide food for thoughts and suggestions for future interventional work aimed at fostering the development of morphosyntactic skills of children with intellectual disabilities
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8

Cuevas, Rebecca Frost. "TURKISH TO GO: TEACHING INTELLECTUAL SKILLS ONLINE." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/111.

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This project explores research-based methods for creating an e-learning resource to teach an intellectual skill. Intellectual skills are one of the five domains of learning defined by Robert M. Gagné. The intellectual skill taught via the e-learning resource is the rules of Turkish vowel harmony, a fundamental phonological feature of the Turkish language. The purpose of the e-learning resource is to provide novice learners with a set of tools and strategies with which to approach the future study of Turkish. A literature review was conducted in three areas: Gagné’s instructional design theories, Turkish language learning, and best practices for the design of multimedia e-learning. Two rapid prototypes in the form of Moodle course sites were developed. Guidance for improving the prototypes was sought from experts in instructional design, usability, and computer software. The resulting finished e-learning product is a nine-topic Moodle course based on Gagné’s nine events of instruction. The main Moodle course content teaches the rules of Turkish vowel harmony as an intellectual skill which has been broken down into discriminations (the Turkish vowels), concepts (the Turkish vowel groups) and rules (Turkish vowel harmony). Higher order rules are taught in the form of exceptions to the rules of Turkish vowel harmony found in foreign loan-words in Turkish. Practice is provided in applying the rules of Turkish vowel harmony as a set of word attack skills for approaching Turkish language artifacts found online and in the environment. A comprehensive list of resources relating to learning Turkish, learning about the Turkish language, and learning about learning Turkish, is provided to facilitate future extension and application of what was learned in this course. Each lesson is presented in the form of a Moodle book. Each lesson is followed by an ungraded assessment in the form of an Adobe® PDF quiz. The quizzes and accompanying answer keys are designed to provide guided practice, feedback, and self-assessment to help students extend and apply the lesson material. All lessons were beta-tested to ensure usability and reduction of extraneous cognitive load. The project resulted in the development of a Best Practices Checklist for designing e-learning resources to teach intellectual skills. The Best Practices Checklist, which can be found in Appendix B, was used to develop the outline for e-learning resources to teach intellectual skills in other subject areas and was found to be an effective rapid prototyping and instructional design tool. Insight was gained into the significance of prior knowledge for teaching intellectual skills, and on how to calibrate cognitive load in e-learning design relative to the learner’s prior knowledge of the subject matter being taught.
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9

Roberts, Paul J. "A causal-comparative study of intellectual, achievement, language, and behavioral dimensions of language-disordered and non language-disordered learning disabled children." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720168.

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The study examined the existence of (dis)similarities between subgroups of learning disabled children who had language-based learning disorders and those who did not exhibit specific language-based disabilities, and what related symptomatology characterized these children. The present study extends the previous literature by utilizing a multidimensional approach to the identification of language-based learning disordered children. The subjects used in this study were a group of 46 children between the ages of 6 and 14 years old referred to a major medical center for psychoeducational evaluation due to reported learning and/or behavioral difficulties. The subjects were separated into two groups according to the nature of the initial referral. Initial comparisons of the two groups were conducted by examining differences in cognitive, achievement, language, and behavioral functional as measured by standardized psychometric instruments. Significant differences were found between the two groups on several variables. Subtyping of the sample was accomplished using Ward's Method of cluster analysis. Fourteen cluster variables were chosen for analysis. These included (a) WISC-R Verbal IQ, (b) WISC-R Performance IQ, (c) PPVT, (d) VMI, (e) Reading, Spelling, and Arithmetic subtests of the WRAT-R, (f) the five language composites of the TOLD, and (g) the Parent and Teacher versions of the Conner's Abbreviated Questionnaire. Two separate cluster analyses, one with and one without behavioral data were calculated. Results of the second cluster analysis were similar to the first. To validate the obtained cluster solutions, Multivariate Analysis of Variance was used to examine whether the clusters differed significantly on a linear composite of cognitive, achievement, language, and behavioral instruments. The expected subgroupings of language-disordered children did not appear. Several theoretical explanations for these findings are discussed and implications for future research are offered.
Department of Educational Psychology
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10

Sheerin, Fintan Killian. "Employing standardised language to define the unique interventions of intellectual disability nursing." Thesis, University of Ulster, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423454.

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Книги з теми "Langage intellectuel"

1

Winch, Christopher. Language, ability, and educational achievement. New York: Routledge, 1990.

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2

Asselin, Olivar. De nos besoins intellectuels. Montréal: O. Asselin, 1995.

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3

Binḍaw, Muḥammad. Awhām al-muthaqafīn al-Maghāribah fī al-lughah wa-al-thaqāfah. Al-Ribāṭ: Dār Abī Raqrāq lil-Ṭibāʻah wa-al-Nashr, 2006.

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4

Thandika, Mkandawire P., ed. African intellectuals: Rethinking politics, language, gender, and development. New York: Zed Books, 2005.

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5

Hirni︠a︡k, Svitlana. Sot︠s︡iolekt halyt︠s︡ʹkoï intelihent︠s︡iï u formuvanni norm ukraïnsʹkoï literaturnoï movy (kinet︠s︡ʹ XIX - pochatok XX stolitti︠a︡): Monohrafii︠a︡. Drohobych: Posvit, 2018.

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6

Kane, Ousmane Oumar. Intellectuels non europhones. Dakar, Sénégal: Codesria, 2003.

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7

Orlova, Dar'ya, Sergey Kochedykov, Vyacheslav Chertov, and Viktor Novosel'cev. LANGUAGE TOOLS FOR CREATING INFORMATION TECHNOLOGIES FOR INTELLIGENT DECISION-MAKING SUPPORT. ru: INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/2129777.

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The monograph deals with the problem of choosing language tools for the creation of information technologies of intellectual decision support in the management of critical objects of the social sphere. It includes seven chapters: introductory chapter - system understanding of information technology of intellectual decision support; language of matrices; logical languages (calculus of statements and predicate calculus); language of semantic networks; language of fuzzy sets; language of frames; language of artificial neural networks; language of mathematical optimization. Examples of using these language tools to create information technologies for intellectual support of decision-making in various problem areas are given. It is oriented on students studying on the educational program of higher education: 09.03.02 - "Information systems and technologies" on a profile "Applied information systems and technologies", and also postgraduate students, oriented on protection of dissertations on a specialty: 1.2.3 - "Management in organizational systems". The material of the monograph will be useful for specialists dealing with practical issues of development and implementation of information technologies.
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8

McMeel, Gerard. Contractual interpretation: An intellectual history. [Toronto]: Faculty of Law, University of Toronto, 2001.

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9

1954-, Olson Gary A., ed. Rhetoric and composition as intellectual work. Carbondale: Southern Illinois University Press, 2002.

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10

Ruth, Swinney, ed. Freedom at work: Language, professional, and intellectual development in schools. Boulder, CO: Paradigm Publishers, 2009.

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Частини книг з теми "Langage intellectuel"

1

Grondeux, Anne. "Guillaume de Champeaux, Joscelin de Soissons, Abélard et Gosvin d’Anchin: étude d’un milieu intellectuel." In Arts du langage et théologie aux confins des XIe et XIIe siècles, 3–43. Turnhout: Brepols Publishers, 2011. http://dx.doi.org/10.1484/m.sa-eb.3.4862.

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2

Pezard, Alice. "Intellectual property law." In The Language of Law and Food, 193–203. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2021. |: Routledge, 2021. http://dx.doi.org/10.4324/9781003159599-14.

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3

Rossi, Natalia Freitas, and Célia Maria Giacheti. "The Effects of Genetic Disorders on Language." In Handbook of Intellectual Disabilities, 305–24. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20843-1_18.

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4

Triska, Andrew Maxwell. "Disrupting the Language of Sexuality and Intellectual Disability." In Sexuality and Intellectual Disabilities, 113–24. First Edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315316406-7.

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5

Östman, Jan-Ola, and Mirjam Fried. "Historical and intellectual background of Construction Grammar." In Constructional Approaches to Language, 1–10. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/cal.2.01ost.

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6

Gibson, Marion. "Thinking Witchcraft: Language, Literature and Intellectual History." In Palgrave Advances in Witchcraft Historiography, 164–81. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230593480_10.

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7

Ladaria, Elene. "Nikolay Marr's Theory of Language and Konstantin Megrelidze's Historical Science of Thought." In Stalin Era Intellectuals, 202–17. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003219835-11.

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8

Corrales-Astorgano, Mario, David Escudero-Mancebo, and César González-Ferreras. "Acoustic Analysis of Anomalous Use of Prosodic Features in a Corpus of People with Intellectual Disability." In Advances in Speech and Language Technologies for Iberian Languages, 151–61. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49169-1_15.

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9

Kelly, Michael. "Inventing a Language." In The Cultural and Intellectual Rebuilding of France after the Second World War, 33–58. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230511163_3.

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Chow-Bing, Ngeow, and Ling Tek Soon. "China knowledge in the Malay-language intellectual world." In Researching China in Southeast Asia, 67–90. New York : Routledge, 2019. | Series: Routledge contemporary Southeast Asia series: Routledge, 2019. http://dx.doi.org/10.4324/9780429427039-6.

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Тези доповідей конференцій з теми "Langage intellectuel"

1

Jin, Heng, Chaoyu Zhang, Shanghao Shi, Wenjing Lou, and Y. Thomas Hou. "ProFLingo: A Fingerprinting-based Intellectual Property Protection Scheme for Large Language Models." In 2024 IEEE Conference on Communications and Network Security (CNS), 1–9. IEEE, 2024. http://dx.doi.org/10.1109/cns62487.2024.10735575.

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2

Guo, Xiaobo, Neil Potnis, Melody Yu, Nabeel Gillani, and Soroush Vosoughi. "The Computational Anatomy of Humility: Modeling Intellectual Humility in Online Public Discourse." In Proceedings of the 2024 Conference on Empirical Methods in Natural Language Processing, 5701–23. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.emnlp-main.327.

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3

Remnev, N. V. "NATIVE LANGUAGE IDENTIFICATION FOR RUSSIAN USING ERRORS TYPES." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-1123-1133.

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The task of recognizing the author’s native (Native Language Identification—NLI) language based on a texts, written in a language that is non-native to the author—is the task of automatically recognizing native language (L1). The NLI task was studied in detail for the English language, and two shared tasks were conducted in 2013 and 2017, where TOEFL English essays and essay samples were used as data. There is also a small number of works where the NLI problem was solved for other languages. The NLI problem was investigated for Russian by Ladygina (2017) and Remnev (2019). This paper discusses the use of well-established approaches in the NLI Shared Task 2013 and 2017 competitions to solve the problem of recognizing the author’s native language, as well as to recognize the type of speaker—learners of Russian or Heritage Russian speakers. Native language identification task is also solved based on the types of errors specific to different languages. This study is data-driven and is possible thanks to the Russian Learner Corpus developed by the Higher School of Economics (HSE) Learner Russian Research Group on the basis of which experiments are being conducted.
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4

Mikhaylovskiy, Nikolay, and Ilya Churilov. "Autocorrelations Decay in Texts and Applicability Limits of Language Models." In INTERNATIONAL CONFERENCE on Computational Linguistics and Intellectual Technologies. RSUH, 2023. http://dx.doi.org/10.28995/2075-7182-2023-22-350-360.

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We show that the laws of autocorrelations decay in texts are closely related to applicability limits of language models. Using distributional semantics we empirically demonstrate that autocorrelations of words in texts decay according to a power law. We show that distributional semantics provides coherent autocorrelations decay exponents for texts translated to multiple languages. The autocorrelations decay in generated texts is quantitatively and often qualitatively different from the literary texts. We conclude that language models exhibiting Markovian behavior, including large autoregressive language models, may have limitations when applied to long texts, whether analysis or generation.
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5

Dyachkov, V. V., I. A. Khomchenkova, P. S. Pleshak, and N. M. Stoynova. "ANNOTATING AND EXPLORING CODE-SWITCHING IN FOUR CORPORA OF MINORITY LANGUAGES OF RUSSIA." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-228-240.

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This paper describes code-switching with Russian in four spoken corpora of minority languages of Russia: two Uralic ones (Hill Mari and Moksha) and two Tungusic ones (Nanai and Ulch). All narrators are bilinguals, fluent both in the indigenous language (IL) and in Russian; all the corpora are comparable in size and genres (small field collections of spontaneous oral texts, produced under the instruction to speak IL); the languages are comparable in structural (dis)similarity with Russian. The only difference concerns language dominance and the degree of language shift across the communities. The aim of the paper is to capture how the degree of language shift influences the strategy of code-switching attested in each of the corpora using a minimal additional annotation of code-switching. We added to each corpus a uniform annotation of code-switching of two types: first, a simple semi-automatic word-by-word language annotation (IL vs. Russian), second, a manual annotation of structural code-switching types (for smaller sub-corpora). We compared several macro-parameters of code-switching by applying some existing simple measures of code-switching to the data of annotation 1. Then we compared the rates of different structural types of code-switching, basing on annotation 2. The results of the study, on the one hand, verify and enhance the existing generalizations on how language shift influences code-switching strategies, on the other hand, they show that even a very simple annotation of code-switching integrated to an existing field records collection appears to be very informative in code-switching studies.
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6

Shaheen, Z., G. Wohlgenannt, B. Zaity, D. I. Mouromtsev, and V. G. Pak. "RUSSIAN NATURAL LANGUAGE GENERATION: CREATION OF A LANGUAGE MODELING DATASET AND EVALUATION WITH MODERN NEURAL ARCHITECTURES." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-644-657.

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Generating coherent, grammatically correct, and meaningful text is very challenging, however, it is crucial to many modern NLP systems. So far, research has mostly focused on English language, for other languages both standardized datasets, as well as experiments with state-of-the-art models, are rare. In this work, we i) provide a novel reference dataset for Russian language modeling, ii) experiment with popular modern methods for text generation, namely variational autoencoders, and generative adversarial networks, which we trained on the new dataset. We evaluate the generated text regarding metrics such as perplexity, grammatical correctness and lexical diversity.
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Pletenev, Sergey. "Reflections of syntactic structures in non­autoregressive language models." In Computational Linguistics and Intellectual Technologies. Russian State University for the Humanities, 2021. http://dx.doi.org/10.28995/2075-7182-2021-20-1180-1187.

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8

Nikishina, I., V. Logacheva, A. Panchenko, and N. Loukachevitch. "RUSSE'2020: FINDINGS OF THE FIRST TAXONOMY ENRICHMENT TASK FOR THE RUSSIAN LANGUAGE." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-579-595.

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This paper describes the results of the first shared task on taxonomy enrichment for the Russian language. The participants were asked to extend an existing taxonomy with previously unseen words: for each new word their systems should provide a ranked list of possible (candidate) hypernyms. In comparison to the previous tasks for other languages, our competition has a more realistic task setting: new words were provided without definitions. Instead, we provided a textual corpus where these new terms occurred. For this evaluation campaign, we developed a new evaluation dataset based on unpublished RuWordNet data. The shared task features two tracks: “nouns” and “verbs”. 16 teams participated in the task demonstrating high results with more than a half of them outperforming the provided baseline.
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Dementieva, Daryna, Daniil Moskovskiy, Varvara Logacheva, David Dale, Alexander Panchenko, Olga Kozlova, and Nikita Semenov. "Methods for Detoxification of Texts for the Russian Language." In Computational Linguistics and Intellectual Technologies. Russian State University for the Humanities, 2021. http://dx.doi.org/10.28995/2075-7182-2021-20-179-190.

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Kulagin, D. I. "Publicly available sentiment dictionary for the Russian language KartaSlovSent." In Computational Linguistics and Intellectual Technologies. Russian State University for the Humanities, 2021. http://dx.doi.org/10.28995/2075-7182-2021-20-1106-1119.

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Звіти організацій з теми "Langage intellectuel"

1

Lyzanchuk, Vasyl. STUDENTS EVALUATE THE TEACHING OF THE ACADEMIC SUBJECT. Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12159.

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Анотація:
The article reveals and characterizes the methodological features of teaching the discipline «Intellectual and Psychological Foundations of Mass Media Functioning» on the third year of the Faculty of Journalism at Ivan Franko National University of Lviv. The focus is on the principles, functions, and standards of journalistic creativity during the full-scale war of the Russian Federation against Ukraine. As the Russian genocidal, terrorist, and ecocidal war has posed acute challenges to the education and upbringing of student youth. A young person is called not only to acquire knowledge but to receive them simultaneously with comprehensive national, civic, and moral-spiritual upbringing. Teaching and educating students, the future journalists, on Ukrainian-centric, nation-building principles ensure a sense of unity between current socio-political processes and historical past, and open an intellectual window to Ukraine’s future. The teaching of the course ‘Intellectual-Psychological Foundations of Mass Media Functioning’ (lectures and practical classes, creative written assignments) is grounded in the philosophy of national education and upbringing, aimed at shaping a citizen-patriot and a knight, as only such a citizen is capable of selfless service to their own people, heroic struggle for freedom, and the united Ukrainian national state. The article presents student creative works, the aim of which is to develop historical national memory in students, promote the ideals of spiritual unity and integrity of Ukrainian identity, nurture the life-sustaining values of the Ukrainian language and culture, perpetuate the symbols of statehood, and strengthen the moral dignity and greatness of Ukrainian heroism. A methodology for assessing students’ pedagogical-professional competence and the fairness of teachers who deliver lectures and conduct practical classes has been summarized. The survey questions allow students to express their attitudes towards the content, methods, and forms of the educational process, which involves the application of experience from European and American countries, but the main emphasis is on the application of Ukrainian ethnopedagogy. Its defining ideas are democracy, populism, and patriotism, enriched with a distinct nation-building potential, which instills among students a unique culture of genuine Ukrainian history, the Ukrainian language and literature, national culture, and high journalistic professionalism. Key words: educator, student, journalism, education, patriotism, competence, national consciousness, Russian-Ukrainian war, professionalism.
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2

Tsidylo, Ivan M., Serhiy O. Semerikov, Tetiana I. Gargula, Hanna V. Solonetska, Yaroslav P. Zamora, and Andrey V. Pikilnyak. Simulation of intellectual system for evaluation of multilevel test tasks on the basis of fuzzy logic. CEUR Workshop Proceedings, June 2021. http://dx.doi.org/10.31812/123456789/4370.

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Анотація:
The article describes the stages of modeling an intelligent system for evaluating multilevel test tasks based on fuzzy logic in the MATLAB application package, namely the Fuzzy Logic Toolbox. The analysis of existing approaches to fuzzy assessment of test methods, their advantages and disadvantages is given. The considered methods for assessing students are presented in the general case by two methods: using fuzzy sets and corresponding membership functions; fuzzy estimation method and generalized fuzzy estimation method. In the present work, the Sugeno production model is used as the closest to the natural language. This closeness allows for closer interaction with a subject area expert and build well-understood, easily interpreted inference systems. The structure of a fuzzy system, functions and mechanisms of model building are described. The system is presented in the form of a block diagram of fuzzy logical nodes and consists of four input variables, corresponding to the levels of knowledge assimilation and one initial one. The surface of the response of a fuzzy system reflects the dependence of the final grade on the level of difficulty of the task and the degree of correctness of the task. The structure and functions of the fuzzy system are indicated. The modeled in this way intelligent system for assessing multilevel test tasks based on fuzzy logic makes it possible to take into account the fuzzy characteristics of the test: the level of difficulty of the task, which can be assessed as “easy”, “average", “above average”, “difficult”; the degree of correctness of the task, which can be assessed as “correct”, “partially correct”, “rather correct”, “incorrect”; time allotted for the execution of a test task or test, which can be assessed as “short”, “medium”, “long”, “very long”; the percentage of correctly completed tasks, which can be assessed as “small”, “medium”, “large”, “very large”; the final mark for the test, which can be assessed as “poor”, “satisfactory”, “good”, “excellent”, which are included in the assessment. This approach ensures the maximum consideration of answers to questions of all levels of complexity by formulating a base of inference rules and selection of weighting coefficients when deriving the final estimate. The robustness of the system is achieved by using Gaussian membership functions. The testing of the controller on the test sample brings the functional suitability of the developed model.
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3

Fricke, Claudia. Intellectual Property versus soziale Interessen von Entwicklungsländern - Das Patenrecht und seine Auswirkung auf die Ernährungssicherheit - Diplomarbeit. Sonderforschungsgruppe Institutionenanalyse, November 2011. http://dx.doi.org/10.46850/sofia.9783941627079.

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Анотація:
Die vorliegende Arbeit wurde im Zeitraum August bis November 2009 erstellt und befasst sich mit den Auswirkungen des Patentrechtes auf die Ernährungssicherheit in Entwicklungsländern am Beispiel von gentechnisch verändertem Saatgut. Die Thematik der Biopatentierung hat seit der Erstellung dieser Arbeit an Bedeutung gewonnen nicht zuletzt durch die im Dezember ergangene Vorentscheidung zum „Brokkoli“-Patent1 der großen Beschwerdekammer des Europäischen Patentamtes (EPA). Es wurde festgelegt, dass Patente auf „im wesentliche(n) biologischen Verfahren“ (Art. 2a PatG/ Art. 53b EPÜ) nicht zulässig sind. Auch die Verwendung von technischen Verfahrensschritten - in diesem Fall markergestützte Selektion – führt nicht zu einem Patent. Bezugnehmend auf die eingangs gestellte Frage, inwiefern Patente auf Saatgut die Ernährungssicherheit bedrohen, ist festzustellen, dass die Patentierung des Saatgutes nicht im direkten Zusammenhang mit der Ernährungssicherheit steht. Jedoch hat die Patentierung von Saatgut den Anbau landwirtschaftlicher Nutzpflanzen in Monokulturen zu folge, weil Bauern – aufgrund der durch Lizenzgebühren verursachten hohen Kosten – nur noch bestimmte Sorten anbauen und die Sortenwahl durch die Unternehmen vorgegeben wird. Die Folgen der Monokulturen liegen besonders unter dem Aspekt der genetischen Verarmung, also der Abnahme der biologischen Vielfalt, in der Gefährdung der Ernährungssicherheit und der finanziellen Abhängigkeit der Bauern von den Saatgutunternehmen. Dabei ist auf lange Sicht auch die Ernährungssicherheit in den Industrieländern gefährdet, denn auch deren Volkswirtschaften und insbesondere deren Nahrungs- und Futterindustrie sind abhängig von der biologischen Vielfalt des Südens.
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4

Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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Анотація:
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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5

Lyzanchuk, Vasyl. THE CHARITABLE ENERGY OF THE JOURNALISTIC WORD. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11415.

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Анотація:
The article investigates the immortality of books, collections, including those, translated into foreign languages, composed of the publications of publications of worldview journalism. It deals with top analytics on simulated training of journalists, the study of events and phenomena at the macro level, which enables the qualitative forecast of world development trends in the appropriate contexts for a long time. Key words: top, analytics, book, worldview journalism, culture, arguments, forecast.The article is characterized intellectual-spiritual, moral-aesthetic and information-educational values of of scientific and journalistic works of Professor Mykola Hryhorchuk “Where are you going, Ukraine?” and “Freedom at the Barricades”. Mykola Ivanovych’s creative informational and educational communication are reviews, reviews, reviews and current works of writers, poets, publicists. Such as Maria Matios, Vira Vovk, Roman Ivanychuk, Dmytro Pavlychko, Yuriy Shcherban, Bohdan Korsak, Hryhoriy Huseynov, Vasyl Ruban, Yaroslav Melnyk, Sofia Andrukhovych. His journalistic reflections are about memorable events of the recent past for Ukrainians and historical figures are connected with them. It is emphasized that in his books Mykola Hryhorchuk convincingly illuminates the way to develop a stable Ukrainian immunity, national identity, development and strengthening of the conciliar independent state in the fight against the eternal Moscow enemy. Among the defining ideological and political realization of the National Idea of Ukrainian statehood, which are mentioned in the scientific and journalistic works of M. Hryhorchuk, the fundamental ones – linguistic and religious – are singled out. Israel and Poland are a clear example for Ukrainians. In these states, language and religion were absolutized and it is thanks to this understanding of the essence of state-building and national identity that it is contrary to many difficulties achieve the desired life-affirming goal. The author emphasizes that any information in the broadest and narrow sense can be perceived without testing for compliance with the moral and spiritual mission of man, the fundamental values of the Ukrainian ethnic group, putting moral and spiritual values in the basis of state building. The outstanding Ukrainian philosopher Hryhoriy Skovoroda emphasized: “Faith is the light that sees in the darkness…” Books by physicist Mykola Hryhorchuk “Where are you going, Ukraine?” and “Freedom at the Barricades” are illuminated by faith in the Victory over the bloody centuries-old Moscow darkness.
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6

Osadcha, Kateryna, Viacheslav Osadchyi, Serhiy Semerikov, Hanna Chemerys, and Alona Chorna. The Review of the Adaptive Learning Systems for the Formation of Individual Educational Trajectory. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4130.

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Анотація:
The article is devoted to the review of the adaptive learning systems. We considered the modern state and relevance of usage of the adaptive learning systems to be a useful tool of the formation of individual educational trajectory for achieving the highest level of intellectual development according to the natural abilities and inclination with the help of formation of individual trajectory of education, the usage of adaptive tests for monitoring of the quality of acquired knowledge, the formation of complicated model of the knowledge assessment, building of the complicated model of the subject of education, in particular considering the social-emotional characteristics. The existing classification of the adaptive learning systems was researched. We provide the comparative analysis of relevant adaptive learning systems according to the sphere of usage, the type of adaptive learning, the functional purpose, the integration with the existing Learning Management Systems, the appliance of modern technologies of generation and discernment of natural language and courseware features, ratings are based on CWiC Framework for Digital Learning. We conducted the research of the geography of usage of the systems by the institutions of higher education. We describe the perspectives of effective usage of adaptive systems of learning for the implementation and support of new strategies of learning and teaching and improvement of results of studies.
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Intellectual Disabilities. ACAMH, May 2018. http://dx.doi.org/10.13056/acamh.4932.

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Анотація:
Many terms have been used to describe an intellectual disability (ID) or medical conditions linked to an ID. Some terms that were originally designed to describe levels of intellectual disability or specific medical conditions, have unfortunately become part of common derogatory language used within society and so have become insults.
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