Text For People Research Articles

Сравнительно-правовой анализ проблемы незаконных научных заимствований в России и Германии

The article presents the results of a comparative legal study of the problem of illegal borrowing of other people's texts in scientific works in Russia and Germany. The following points are touched upon: the concept and criteria of lawful borrowing, the causes of plagiarism, the legal consequences of using plagiarism in scientific work. An analysis of international legal norms governing relations in the field of intellectual property and a comparative analysis of the legislation of Russia and Germany in the field of copyright are presented. The main legal positions formulated in the judicial practice of both states are given. Recommended methods of combating unlawful scientific borrowing are considered.

ЕМОЦІЇ У КОНТЕКСТІ ПРОБЛЕМНОГО ПОЛЯ КОГНІТИВНО-ДИСКУРСНОЇ МОВОЗНАВЧОЇ ПАРАДИГМИ ТА АНТРОПОЗОРІЄНТОВАНОЇ ЛІНГВОДИДАКТИКИ

The article characterizes the emotional dominant as a motivational basis of human cognitive and communicative activity and a powerful regulator of the formation of the pragmatics of speech. The focus of the linguistic description of emotions, focused primarily on elucidating the mechanism of realization of the emotional potential of language units and on the formation of emotional additions to their linguistic semantics in the context of a certain linguistic culture, enables the study of emotional meanings that a linguistic personality transmits through language, and the creation of an effective method of formation her emotional competence. Modern linguistic concept is focused in the problematic field of emotiology (linguistics of emotions), which studies the typology of emotional signs-fixators of various emotions and their national and cultural specificity presentations The pragmatics of description and expression of emotions, their concealment and imitation determined the place of the linguistics of emotions in the pragmalinguistic and communicative-activity paradigms. In this regard, the author substantiates the expediency of forming the professional communicative competence of a philologist on emotional and value bases and shares the reasoning of scientists regarding the definition of such basic criteria for the formation of emotional competence of a linguistic personality as the ability to generate emotionally correct texts and adequately perceive the personal emotional dominants of other people's texts as a reflection other conceptual spheres and cultures. In the context of the raised problem, the method of forming the professional communicative competence of a philologist on emotional and value bases, which orients him to emotionally healthy communicative interaction and harmonization of life activities, becomes relevant. Having analyzed the content of textbooks, training manuals and collections of exercises and tasks from traditional linguistic disciplines for students of higher education in philological specialties of higher education institutions, the author came to the conclusion that language is represented in them primarily as a semiotic system. Therefore, the article presents considerations regarding the place of emotiology in the professional formation of a philologist. The author emphasizes the practical value of the linguistic and cultural approach to the study of emotions.

Studying Laughter

Studying Laughter Heather Snell This issue marks the end of my five-year term as the lead editor of Jeunesse. I have been with the journal since its inception in 2008 and have, therefore, had an opportunity to see editors come and go over the years. I treasure dearly the time I have spent with them; they have all been amazing. I have taken great pride in the collaborative work we do at the journal and have continually been reminded of its value whenever someone tweets positively about an issue or when a Jeunesse article wins a prize. It is with a mixture of sadness and happiness that I now step away—sadness, because I loved the work and will miss it, and happiness, because I am at no loss as to how to fill the Jeunesse-shaped hole in my weekly schedule (*grin*). Sarah Olive, who joined the Jeunesse editorial board in 2020, is taking over the role of lead editor. Sarah comes to Jeunesse with considerable editorial and academic experience: she is the founding editor of Teaching Shakespeare, a magazine published by the British Shakespeare Association, and serves as an Editorial Advisory Panel member for Palgrave Communications. She has published research on Shakespeare, drama education, the British gothic, the young adult gothic, representations of disability, and university politics and communications. Jeunesse will no doubt move in exciting new directions under her leadership. I look forward to seeing an inevitably different dynamic and shifts in process and protocol that will allow the journal to continue to be responsive to a rapidly changing academic publishing market. That the special issue on laughter is the one with which I end my term as lead editor seems especially fitting given the prominent role laughter has played on the editorial board as we have continually strived to keep up with the sea changes that have occurred in academic publishing over the last decade. Whether editorial board meetings are online or in person, they always involve laughter. Even when the journal was on the brink of financial disaster several years ago, we laughed, lending credence to the popular belief that laughter is a form of release during tough times. When things are not going well, sometimes the only thing to do is laugh; of course, one could choose to cry, but there is something about the [End Page 1] physical act of laughing that provides much-needed release. Laughing triggers transformation. It is almost magical in its ability to move us from despair and hopelessness to euphoria, even in our darkest moments. As an act frequently associated with children, laughter is an ideal topic for a special issue of Jeunesse. Why it has taken so long to launch a special issue on the topic can probably be explained—at least in part—by the lack of seriousness with which laughter tends to be approached and the feeling that studying laughter is somehow blasphemous. To study laughter is, according to many, tantamount to crushing the mirth right out of it. Attesting to the difficulty of studying laughter, more scholars work on humour than laughter. In children's literary studies, for example, there has been considerable discussion about silliness and anarchy in nonsense verse—silliness has itself been described as anarchic—and the abundance of scatological imagery in children's picture books has sparked quite a bit of intellectual discussion. Both studies of nonsense and scatology in young people's texts and cultures tend to draw on the work of Russian philosopher and literary critic Mikhail Bakhtin, whose study of the sixteenth-century French comic writer François Rabelais has been groundbreaking for anyone interested in laughter and the cultural forms that provoke it. In Rabelais and His World, Bakhtin argued that the festive spirit of medieval carnival permeates Renaissance literature. Rabelais's Gargantua and Pantagruel, published in five volumes between 1532 and 1564, is a case in point. The novels capture the folk culture of humour that was so prevalent in the Middle Ages. Such humour revives and renews through a temporary suspension of the norms and hierarchies that normally govern social life. Bakhtin often uses the term "second life" to describe the transformative potential...

Niebla di Unamuno con aggiunta leopardiana: il parlare muto di un cane e il soffio lontano di un gallo nel ventre della città.

In Niebla by Unamuno, the dandy of the modernist city, among quotations of other people's texts, impossible dialogues with the author of his own story and suspension of all certainty, gets lost in the labyrinth of the streets starting to live and dying like a paradoxical work of art.

Ten Goslings, Six Plus Four: Who Will Get the Highest Score?

Ten Goslings, Six Plus Four:Who Will Get the Highest Score? Heather Snell Jeunesse doesn't have any goslings, but it is the journal's tenth anniversary. Goslings appear in the title only as an homage to the Winnipeg spring, when thousands of newly hatched goslings are let loose on the city. Jeunesse also enjoys its tenth anniversary at a time when not just high numbers of goslings, but numbers, period, have increasingly come to dominate knowledge mobilization. Journals are increasingly judged by impact measures and academics by the prestige capital of the journals in which they choose to publish, a high impact factor being correlated with superior quality. Should they appear in a children's counting book, the ten goslings competing for the highest score are no doubt involved in harmless play; for Jeunesse, however, the stakes of not having good impact measures are high. "Who will get the highest score?" is perhaps an even more anxiety-inducing question given the rapid growth of children's literary and cultural studies and the increasing focus on young people in fields that have hitherto tended to ignore them. While Jeunesse is still pretty remarkable in its explicit focus on young people's texts and cultures and its willingness to publish interdisciplinary research, it is now one of many journals that publish scholarship on young people. Not only are other journals in the field publishing research on multifarious texts, but more and more journals focused on young people and young people's texts and cultures are also emerging. Research on Diversity in Youth Literature (RDYL), hosted by St. Catherine University's Master of Library and Information Science Program and University Library, is a case in point. The mission of RDYL is "to publish scholarship attending to issues of diversity, equity, social justice, inclusion, and intersectionality in youth literature, culture, and media" (RDYL). Jeunesse has some impressive competition, a fact that makes maintaining a high impact factor extremely challenging. Yet to think about Jeunesse as being in competition with other journals is, perhaps, to concede far too much to the cult of numbers that has come to [End Page 1] characterize neo-liberal capitalism in the twenty-first century. The editors at Jeunesse would prefer to think of the journal as one among many fine venues for scholars working in young people's texts and cultures. It is in this spirit that we celebrate our tenth anniversary at the same time as we remain conscious of the fact that not worrying about numbers manifests a certain degree of naiveté in a scholarly publishing industry that is more and more being driven by them. Despite our best efforts to be critical of how metrics are beginning to dominate scholarly publishing—a trend that mirrors an increasing orientation toward metrics in the larger society—our ability to publish work that contributes meaningfully to ongoing conversations around young people and the texts and cultures that emerge in their wake is at least in part shaped by metrics. A low journal impact factor (JIF), for example, may discourage scholars from submitting to Jeunesse. A low JIF may be particularly discouraging for early-career scholars whose chances of obtaining academic employment hinge increasingly on outstanding metrics. Mike Sosteric remarks that the development of Citation IQs could lead to a situation whereby "prestigious research institutions will feel most comfortable hiring someone who has demonstrated research potential—or whose 'potential' can be 'predicted' from early citation data" (805). At no other time has it been as important to think about one's score than in 2019. The pressure exerted on journals to be online and open access by government councils and other funding bodies promises to make scoring even more important: once all articles are published online, the score can govern every aspect of academia, from hiring to the granting of research funding. No longer will hiring committees, university administrators, and other academic brokers have to take more traditional, printed scholarship into account in their assessments. Despite continued trepidation about publishing online at a time when predatory journals are making it difficult to distinguish between legitimate and illegitimate research, there is a reluctance in many academic arenas to take printed...

Referencing as practice: Learning to write and reason with other people's texts in environmental engineering education

The question of how university students learn to write from and reason with the accumulated knowledge of disciplinary fields that are new to them is a general concern for higher education. This type of challenge has commonly been researched from text-based perspectives and accordingly been addressed as a matter of intertextuality. Less common are studies that attend to phenomena of this kind as mediated processes where university students are being introduced to ways of incorporating earlier claims, arguments or ‘facts’ of specific fields in their writing. In response, this empirical paper investigates referencing as participation in disciplinary text practices and as socialization of genres in environmental engineering education. By video-based, detailed analyses of interaction and communication in a sequence of episodes where a draft for a writing assignment within sustainability assessment is being discussed, this paper analyses referencing as participants' concerns. A series of activities in these episodes demonstrate how referencing is dealt with as a communicative problem mediated by disciplinary discourse. As practice, referencing is handled as the work of recognizing, recontextualising and repurposing previous knowledge.

Traces

Traces Mavis Reimer Trace: The track made by the passage of any person or thing. To follow Perry Nodelman as editor of a journal is at once a humbling and an exhilarating experience. Nodelman's influential presence in the criticism of young people's texts is well known: from his detailed demonstration of the varieties of ironic relations between words and pictures in picture books (Words About Pictures) to his evolving statements of the characteristics of children's literature as a genre (The Pleasures of Children's Literature) to his recent argument that children's literature simultaneously protects children from adult knowledge and works to teach it to them (The Hidden Adult), Nodelman has produced a body of important and compelling work, which any critic entering the field needs to take into account. The colloquial, conversational voice that he adopts in much of his academic writing has become a signature style, a style that encourages and, indeed, often provokes, debate. It is a style that he also employed as editor of CCL/LCJ in the years since its arrival at the University of Winnipeg. Many of the scholars and critics who have published in the journal since 2004 have written to express their appreciation for his incisive and extensive commentary on early versions of their articles. Editors following Nodelman's tracks inevitably must ask themselves whether they are up to the mark. But, because Nodelman's contributions have cleared the way to better scholarship in the field, it is also exciting to come after him. In his first CCL/LCJ editorial in Spring 2005, he adamantly refused any simple, nationalistic celebration of Canadian children's texts and he insisted that he, as well as other scholars, be willing to review, rethink, and, even, retract opinions in the light of new information. These are two of the impulses that have shaped the strategic revisioning of the journal as Jeunesse: Young People, [End Page 1] Texts, Cultures. As incoming editors, we thank Perry for the work he has done in preparing the ground for this project and for his agreement to serve as a member of the Editorial Advisory Board as we grow into the mandate we're articulating. Trace: An indication or evidence of the presence or existence of something, or of a former event or condition; a sign, mark. The next years will be an ongoing process of settling into a new skin. Readers will recognize many of the elements of our former identity in the issue before them. Indeed, editorial work with many of the articles and review essays published in this issue began with the CCL/LCJ editors. We retain a commitment to publishing articles in both French and English, as the new title of the journal signals. The fact that the French component of the journal has become so important to our understanding of our work is due in large part to the persistent care and detailed attention given by Anne Rusnak to this scholarship during her five years as an Associate Editor of CCL/LCJ. We're pleased that she, too, has joined the Editorial Advisory Board of Jeunesse. Most of our reviews will continue to be essays that discuss a group of texts, with a focus on primary material from Canada and on major scholarly and theoretical work internationally in the fields of young people's texts and cultures. Forums collecting a group of essays, each of which discusses a significant question or keyword from a different perspective, will be featured from time to time, as will occasional articles on important library collections and other resources for researchers and scholars. In many ways, the skin itself will not appear to be all that new. We've retained many of the design elements of our previous [End Page 2] incarnation. The print publication continues to mimic the shape of a picture book for children, and the cover continues to feature objects associated with childhood and youth on a white background. The new Jeunesse logo contains traces of the former CCL/LCJ logo, most obviously in its coloration, but also, and more importantly in the view of the editors, in its broken form lines and its rearrangeable...

Towards sustainable Text Concept Mapping

AbstractPrevious experimental studies have indicated that young people's text comprehension and summarisation skills can be improved by techniques based on text concept mapping (TCM). However, these studies have done little to elucidate a practical pedagogy that can make the techniques adoptable within the context of typical secondary school classrooms. This paper explains how a collaborative research approach has developed a new pedagogy, named TCM/4, for TCM, along with new technology that supports this pedagogy in effective ways. Case studies of the strategy indicate that pupils enjoyed their lessons and shared their teachers' views that it was helpful in comprehending texts.