Reflexive Ones Research Articles

NAPOMENE O SINTAKSI BARANJSKOG PREPISA DUŠANOVOG ZAKONIKA

After analyzing the syntactic language in the Baranja transcription, it was discovered that adjectives and verbs generally matched the gender of the noun they were describing, even if the natural and grammatical genders differed. Plural nouns were usually matched with plural verbs, and singular verbs were used with multi-mem- ber subject expressions. The expected form of nouns was typically used with the basic numbers two, three, and four, while the genitive plural form was used with numbers greater than five and with the noun thousand. However, the construction of the base number twelve deviated from the expected form and used the genitive plural instead of the dual form, under the influence of the Serbian vernacular. The Baranja transcription does not differ from other medieval monuments in terms of word order in noun phras- es: the noun phrase generally followed the attribute, although the number of examples in which it follows the noun phrase is not negligible. Also, there were instances where the noun was placed between two attributes. Cases in which the accusative pronominal enclitic precedes the enclitic form of the verb Esmq are also registered in the corpus, which testify to an older word order. Depersonalization, as one of the main character- istics of the style of business law and legal documents, is achieved through the frequent use of passive constructions, primarily reflexive ones. Numerous reflexive passive con- structions and sporadic participial passive constructions contributed to emphasizing the general validity of the legal provisions presented in Dušan’s Code. The tendency to- wards nominalization is reflected in the use of decomposed predicates, built according to different structural models with the copulative verb bQti and semi-copulative verbs dati, imati, ou;initi, etc. Attested examples of decomposed predicates are mostly used in the Baranja transcription of Dušan’s Code in parallel with one-word verb expressions (e.g. biti svade and svaditi se; ou;initi gMsM and gMsiti). The Baranja transcription of Dušan’s Code is rich in examples of the use of participles. The present active participle generally has a determinative role, although there are recorded examples in which it appears in the function of a gerund. The role of an attribute could be taken by the parti- ciple of the present passive. Forms of the preterite active participle most often have the meaning of situational determination. In addition to several examples of the use of this participle in the function of the gerund, there are also isolated examples of its substan- tivization and use in the function of the conjunction. The preterite passive participles were not only found in passive constructions but also as attributes and substantives. The use of the perfect participle was limited to the construction of complex verb tenses and modes. The abundance of examples of sentences with the optative periphrasis da + present, characteristic of the Serbian vernacular, indicates that in the Baranja tran- scription, this was the main way of expressing directivity; at the same time, it should be emphasized that the connection between the particle da and the form of the present tense of the third person singular, dual or plural was most often direct and that confir- mations of interpolation of sentence members are not numerous (except when dealing with enclitic forms of pronouns).

Осложняющие обстоятельства в орокском предложении: структура и семантика

Complicating adverbials are represented in the Orok language by non-predicative possessive constructions, verbal nouns of “complex semantics.” As a universal semantic category for expressing attributive relations between names, possessiveness has specific expression mechanisms in each language. In the Tungus-Manchu languages, possessiveness is formalized by attributive possessive constructions. Traditionally, semantic relations between the components of a possessive construction are implemented at the level of a two-term structure, with the first component being the name-possessor and the second component being the object of possession (exclusively a noun), formed by a markerrelator (possessive suffix). Depending on the grammatical class of the first component (the possessor), possessive constructions are characterized as substantive and pronominative, the latter derepresented by personal and reflexive ones occupying the position of an adverbial in the sentence and regarded as “complicating” in terms of semantics. The verbal nouns of “complex semantics” are traditionally referred to as verb forms: “simultaneous form,” “conditional-temporal form,” “purpose form,” “conditionally concessive form,” and “failed action form.” These verbal nouns occupy the syntactic positions of the adverbials of time, purpose, condition, concession, or unachieved purpose in the sentence as part of a possessive construction. The semantic equivalents of these adverbials in Russian are phrases of possessive pronouns with prepositional-case forms of a noun, or clauses of the corresponding categories in complex sentences, attached by subordinating conjunctions or allied words. This work describes the inventory of complicating adverbials manifested in possessive constructions with verbal nouns of special ancient paradigms in terms of structure and semantics.

Smooth and Polyhedral Norms via Fundamental Biorthogonal Systems

Abstract Let $\mathcal {X}$ be a Banach space with a fundamental biorthogonal system, and let $\mathcal {Y}$ be the dense subspace spanned by the vectors of the system. We prove that $\mathcal {Y}$ admits a $C^\infty $-smooth norm that locally depends on finitely many coordinates (LFC, for short), as well as a polyhedral norm that locally depends on finitely many coordinates. As a consequence, we also prove that $\mathcal {Y}$ admits locally finite, $\sigma $-uniformly discrete $C^\infty $-smooth and LFC partitions of unity and a $C^1$-smooth locally uniformly rotund norm. This theorem substantially generalises several results present in the literature and gives a complete picture concerning smoothness in such dense subspaces. Our result covers, for instance, every weakly Lindelöf determined Banach space (hence, all reflexive ones), $L_1(\mu )$ for every measure $\mu $, $\ell _\infty (\Gamma )$ spaces for every set $\Gamma $, $C(K)$ spaces where $K$ is a Valdivia compactum or a compact Abelian group, duals of Asplund spaces, or preduals of Von Neumann algebras. Additionally, under Martin Maximum MM, all Banach spaces of density $\omega _1$ are covered by our result.

Some features of the construction of theatrical artistic reality (analysis of the production of "Eugene Onegin" by Rimas Tuminas)

The article presents two plans for the analysis of the famous production of Rimas Tuminas "Eugene Onegin". The first discusses the problems and difficulties of translating Pushkin's poetic work into the language of the theater. At the same time, the author uses the analysis of this production carried out by Alexander Minkin in the book "Mute Onegin". In particular, a number of techniques are considered (splitting the heroes, Onegin and Lensky, into two persons, giving historical events a modern form of existence, which implies rethinking them); they, according to Minkin, were used in his production by Tuminas. The author provides a voice to Alexander Sergeevich, who does not recognize his work in the production of Tuminas, assuming that he solved problems far from those that interested Pushkin. In the second part, a reconstruction of the logic is proposed, in accordance with which Tuminas most likely acted, creating his own statement. The author shows that, firstly, Tuminas is not trying to present Pushkin's brilliant work in a new, modern way, but creates a new work, his own; secondly, the artistic reality of this new work is made up of very different events, including reflexive ones. He raises the question of how these heterogeneous events create a whole. If in the traditional aesthetics the artist depicts the world and life existing outside of a person (or inside him), which are considered as universally significant for everyone, then in the new one the world and events of consciousness of the personality of the artist and the viewer are described and constituted.

Um sagnasambandið "sjá sig eftir" og afturbeygingu

This article deals with the idiom sjá sig eftir, a variant of sjá eftir, more or less in the same meaning as iðrast ‛repent, regret’. The experiencer subject is in the nominative. The accusative form of the reflexive pronoun, sig, theorectically the indirect object of the verb, is bound and commanded by the next subject. Consequently, the binding domain is short and the pronoun is a short-distance one. Semantically, it could be argued that the reflexive pronoun is a part of the verb which is inherently reflexive. Syntactically, the reflexive pronoun in question behaves mostly like other obligatory reflexive pronouns. The examples of sjá sig eftir, from written texts as well as the spoken language, are from the middle of the nineteenth century to the last quarter of the twentieth. Most of the examples are from the eastern part of Iceland, and this includes all of the spoken language examples. It could be argued that the examples of sjá sig eftir are relics. It doesn‘t have to be so, as there are sporadic examples of other experiencer-subject verbs, normally not reflexive, as reflexive ones (e.g. hlakka (sig) til ‘look forward to’). Some of the examples are from child language. Furthermore, there are corresponding examples from related languages that show the same behaviour.

КОМПОНЕНТНИЙ СКЛАД В СТРУКТУРІ ДОСВІДУ МОРАЛЬНОЇ ПОВЕДІНКИ СТАРШИХ ПІДЛІТКІВ

The problem of moral behavior experience for adolescents is quite sharp. The difficulty of moral behavior experience for older adolescents involves the separation in the pedagogical reality the phenomenon ‘moral behavior experience’ and its component clarification. Some issues of adolescents’ moral behavior allowed us to define our own concept ‘moral behavior experience’ as a system of conscious actions and deeds, formed in the process of acquiring knowledge about morality, moral norms, acquiring skills for their practice usage and skills of moral actions by emotional and volitional efforts. The article clarifies the component structure in the organization of moral behavior experience for older adolescents. Its clarification is necessary for understanding the process of moral behavior experience development. The paper identifies the components of moral behavior experience for older adolescents: motivational and valuable, cognitive and interesting, practical and active, personal and reflexive ones. The article describes each component separately in details. In the work the structure of moral behavior experience for older adolescents are characterized with the following components. The motivational and valuable component is represented by motivation, interest, values, moral feelings and attitudes, moral beliefs. The cognitive and interesting component is represented by knowledge of moral norms and behavior rules. The practical and active component is represented by personal ability to communicate, leadership, behavioral self-regulation. The personal and reflexive component is represented by personal traits, reflection, personal moral qualities, self-esteem and self-analysis in moral behavior. In the article the prospects of determining pedagogical conditions for moral behavior experience for older adolescents are clarified to prevent and avoid bullying. Undoubtedly, the elucidation of the component composition in the structure of the experience of moral behavior is necessary to understand the process of its formation. In the work in the structure of the experience of moral behavior of older adolescents, the following components were identified: motivational-value component (motivation, interest, values, moral feelings, relationships, moral beliefs); cognitive component (knowledge of moral norms and rules of conduct); practical-activity component (personality's ability to communicate, leadership, self-regulation of behavior), personality-reflexive component (personality traits, reflection, moral qualities of personality, self-esteem and self-analysis of moral behavior).

Marcos de teorías poscríticas para repensar la investigación en educación ambiental: la experiencia estética y la subjetividad en la formación de profesores y educadores ambientales

El escenario de crisis climática, ecológica, social y de salud nos hace repensar caminos deinvestigación en educación ambiental. Las teorías poscríticas valorizan los contextos locales,la dimensión subjetiva de la realidad y la subjetividad de los sujetos. El objetivo de este trabajofue caracterizar las contribuciones poscríticas para la investigación en educación ambientala través de una experiencia en formación de profesores y educadores ambientales, en unsendero interpretativo en la selva amazónica de Brasil. Los participantes fueron profesores yeducadores ambientales de la ciudad local. Los datos presentados corresponden a narrativasacerca del sendero recorrido donde se identificaron elementos afectivos y sensoriales narradospara caracterizar la dimensión subjetiva. Cada sujeto destacó momentos y relacionó sentidos conla experiencia. Sin embargo, considerar la dimensión subjetiva en el proceso de análisis implicabrechas metodológicas en cuanto a cómo acceder a lo subjetivo a través de las experienciasnarradas, que transforman las sensaciones prerreflexivas en reflexivas. Adicionalmente, seargumenta que las actividades al aire libre pueden promover relaciones no mercantiles o quela naturaleza no sea vista como objeto o mercancía y contribuir a generar avances en la materia.

LISTENING IN NATIVE LANGUAGE TRAINING OF FUTURE CIVIL DEFENSE OFFICERS

Introduction. A modern higher school wants a teacher to use effective teaching methods that ensure the intensive development of such professionally important skills for future civil defense officers as listening ones, in particular, to perceive a text (using visual and / or auditory channels), to comprehend, to select the necessary from the heard / read information, to reproduce, and to interpret. The problem under study was especially relevant in the conditions of updating higher education. Purpose. Analysis of modern methodological foundations of listening and determination of methods and techniques for the formation of auditory skills in the process of native-language training of future civil defense officers. Results. The article deals with hermeneutic and communicative-pragmatic approaches in the linguo-didactic aspect. The outlined approaches allow us to determine the methodological basis for auditory skills formation since they help resolve the problem of understanding and interpretation of the text, as well as analyze linguistic facts in view of the social, psychological, and cultural characteristics of the speaker and the listener. The contents of “listening” and “active listening” concepts are clarified; the basic psychological mechanisms, psycholinguistic factors of formation and development of cadets’ / students’ listening skills in the process of native-language training are determined. The author considers various classifications of listening in domestic linguistics, namely: global, detailed, critical and non-reflective / reflexive ones and stresses the urgency of the critical type of listening for the future civil defense officers, as it implies a reaction to what has been heard, its interpretation, and critical reflection. The structure of listening which includes such components as: perception, comparison-recognition, and understanding, is characterized; the sequence of actions and operations of listening as a type of educational activity (perceptual, thinking, mnemonic, reflexive ones) are revealed. The basic requirements for texts for listening are analyzed; the most effective methods of working with a text are determined; alternatives to listening using video materials and movies are suggested. Conclusion. Listening, including correctly selected texts or video materials and post-textual exercises, in the process of native language training of future civil defense officers, allows to solve a number of linguistic and methodo-logical problems: it develops hearing and memory, trains the ability to highlight the most informative parts of the message, to correlate the text with the situation of the message, and to interpret what has been heard.

USE OF WORKSHOP TECHNOLOGY IN PRACTICAL TRAINING FOR FUTURE SOCIAL CARE TEACHERS IN TERMS OF PROFESSIONAL ACTIVITY

The article substantiates the conceptual principles and practical possibilities of using workshops in the process of practical training of to-be social care teachers for professional activity. The issue is considered from the theoretical and methodological standpoint of modern higher education and social pedagogy. The article explores target priorities and essential features of the workshop as an innovative pedagogical technology which assumes that participants actively and willingly gain knowledge and make decisions in the process of dynamic group work which integrates social-communicative, activity-practical, and project-innovative components of professional training. It is proved that potentials of competence and activity approaches can be successfully realized in the process of practical training of to-be social care teachers due to such invariant characteristics of the workshop as dynamism, active and social nature of reciprocal learning process, swapping teacher's role between those of a translator and an active participant of the education process, as well as ensuring team building in student groups. The author identifies stages to organize a workshop (preparatory, organizational-introductory, research, technological, and final stages) and various ways of their implementation (analysis of problematic situations, team building, discussion, pedagogical workshop, brainstorming, marathon, parametric hands-on session). The article provides a sample workshop course structure —"Professional development milestones for a prospective social care teacher" course plan for a set of ten interactive-competence sessions. As an example of using workshop technology in practical training for prospective social care teachers, the article outlines two exercises, "Structure of social care teachers' professional competence" and "Formula of social care teachers' professional competence". The study identifies diagnostic criteria (value-motivational, cognitive, activity, and reflexive ones) and corresponding indicators that help to assess the dynamics of prospective social care teachers' development based on workshop results. The article also presents the results of workshop course introduction and its efficiency assessment using developed diagnostic tools including student questionnaires ("My competence potential as a prerequisite for future professional activity") and an expert assessment sheet for a prospective teacher ("Dynamics of student's professional development for a prospective social care teacher").

Формирование и развитие профессиональных компетенций педагогов в области инклюзивного образования

This article represents experimental studies of the teacher’s professional competencies buildup and development in the field of inclusive education in school. The research participants were teachers of the general education establishment that implements adapted educational programs in accordance with the requirements of the Federal State Educational Standard of Primary General Education for students with disabilities. The education of students with special health care needs is established by law as one of the prioritized areas of State policy. The implementation of the inclusive education principles in accordance with the requirements of the Federal State Educational Standard requires teachers to continuously develop professional competencies and form teacher’s personal and professional orientations in the inclusive education field. The professional teacher competence in the field of inclusive education is a combination of built-up competences that determine the ability to perform professional functions in inclusive education, taking into account different educational needs and ensuring the inclusion of children with disabilities in the environment of educational institutions and creating conditions for their development and self-development. In the course of the research, there were selected specific activities to implement the programme for building up teacher’s professional competencies for implementing inclusive education in school. The solution of these tasks assumed building up the components of teaching competence: motivational, value, operational and reflexive ones, as well as a new type of teaching activity – implementing inclusive education in school.

Фасилитативная направленность учителя как условие организации групповой работы с младшими школьниками

The questions connected with the organization of group work with the elementary school students are revised in this article as well as its object, objectives, advantages and difficulties which may occur during the preparation work. The author reveals the essence and meaning of the pedagogical facilitation and draws attention that one of the conditions for its effective organization is the pedagogical facilitation of the teacher and the safe educational environment. The pedagogical facilitation is being reviewed though the following components: emotionally-cognitive, praxeologically-behavioural, reflexive ones.

СТРУКТУРА ІНШОМОВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ІЗ СТОМАТОЛОГІЇ

The article deals with the structure of future dentists’ foreign language competence based on the analysis of data from scientific sources on the problem of research and own pedagogical experience.In particular, its main components are distinguished as gnosiological, activity and reflexive ones. Gnoseological component characterizes the system of knowledge in speech covering linguistic, deontological and socio-cultural constituents. The linguistic one is considered as knowledge of professional vocabulary, grammar and phonetics. Deontological part is described as the complex of knowledge, skills and moral as well as educational qualities for performing professional activity. Sociocultural constituent is defined as proper understanding of the culture of a foreign country.These constituents of gnoseological component are closely interconnected among each other. The second component of future dentists’ foreign language communicative competence is the activity one that reflects the ability to implement the acquired knowledge during practice. It consists of academic and foreign language communicative competences. The formation of foreign language communicative competence for future Dental Specialists is aimed at developing the skills of timely selection of appropriate professional terms, based not only on the content but also on the ability to grammatically correctly formulate sentences in practical speech and overcome the language barrier. In this way, the readiness of a specialist to use professional vocabulary in speech is realized. Therefore, it is expedient to introduce discursive and strategic components into the structure of the foreign language communicative competence.And the final component of foreign language structure is called reflexive element which involves the self-assessment of own achievements and the ability to increase their level.

Fostering the Teachers Rediness for Using the Informational Educational Environment in Higher Scool

The paper proves the necessity of teachers’ readiness for introduction of the informational education environment to the higher school teaching process. The dynamic implementation of information communication and distance education technologies gives way to the more advanced level of pedagogic activity by broadening the teachers’ didactic, informational, methodological and technological horizons, and improving, therefore, the impact of education. The authors indicate the functional specifics of informational education environment that is designed to provide the full range of services and facilities for planning the student’s self-study work, consultations and controls. The components of teachers’ readiness for using information technologies in their daily professional work are defined including the motivational, technological, emotional, volitional, communicative and reflexive ones. The pedagogical tasks concerning the application of informational education environment along with organizational terms are outlined.

The Semantics of the Reflexive Pronoun Constructions

Meanings that occur in the reflexive constructions (verb + reflexive sebja ‘self’) are considered in the paper on the basis of verbs of motion, mental, emotional and speech verbs. “Ordinary” pronouns do not initiate changes in meaning, but reflexive ones, on the contrary, can do it. Verbs of physical action in their initial meanings have two options for a dependent noun phrase. For verbs of speech, felicity conditions change in the reflexive context.

The fragility of visuals

This study aims at understanding how politicians of both genders who are constantly in the media relate to, and manage, their mediated visibility. I assume that politicians who are constantly subject to visual exposure need to manage their experienced lack of control by developing various strategies in order to feel more empowered than perhaps is possible given the media’s power of framing their political personas. Six Swedish politicians in prominent positions were interviewed qualitatively using open-ended questions relating to their views on press photographers, the role of visuals and personal experiences of being visualised in the press. It was found that the politicians develop both manifest counter-strategies as well as more latent, reflexive ones which all imply an unwillingness to submit to the media’s visual framing power.

REFLEXIONES SOBRE LA RECEPCIÓN DE LUIS VIVES EN ESPAÑA

The author maintains that the reception of Luis Vives’ work in Spain was particularly intense while the Valencian author was still alive, under Carlos V’s reign. During that time, great importance was given to the knowledgeable aspects of his work, though not forgetting the reflexive ones. Although during the 17th century assimilation lost effectiveness, he was still quoted during Felipe II’s Spain in marginal annotations in books, in which the focus of interest revolves around Dialogos. A more enthusiastic and accurate recovery of Vives takes place in late 18th century Spain. In the 19th century, the reception is conditioned by both the ideological frame and a positive perspective.

Self-Regard and Other-Regard: Reflexive Practices in American Psychology, 1890–1940

The ArgumentPsychology has been frequently subjected to the criticism that it is an unreflexive science — that it fails to acknowledge the reflexive properties of human action which influence psychologists themselves as well as their subjects. However, even avowedly unreflexive actions may involve reflexivity, and in this paper I suggest that the practices of psychology include reflexive ones. Psychology has an established tradition of silence about the self-awareness and sell-consciousness of its actors, whether those actors are experimenters, theorists, or participants (subjects) in research, yet this silence has been established and maintained through sophisticated exercises in self-regard — through sustained reflexive work. Historical analysis reveals some of the ways in which psychologists recognized and then neglected, covered over, or denied reflexivity. Study of those instances where psychologists have engaged in self-conscious reflection or have attended to the sell-consciousness of research subjects indicates both the dangers of reflexivity to governing investigative practices and the resilience which psychology has built against reflexive work. Canonized procedures for scientific work reproduce selves of experimenters and subjects alike, selves who acknowledge only part of their reflexive engagements. Historians of psychology have a special opportunity (and obligation) to explore the reflexive dynamics of investigative practices, and, hence, to theorize aboutscientists, along with their actions and interactions, just as we theorize about science, its products, and its evolution.

Eye movements in brainstem lesions.

The eye movements of 10 patients with brainstem lesions were examined, using an electro-oculo-graphic technique. An analysis was made of the responses in the following tests: smooth pursuit, saccade, rotation, optokinetic, optovestibular and caloric. Chief interest was directed towards the peak velocity. The results were compared with the corresponding velocities in 20 normal subjects. In the same patient, one or several types of eye movements could be normal, while others were pathological. In the whole group, voluntary eye movements (smooth pursuits and voluntary saccades) were more vulnerable than reflexive ones (nystagmus). Next to the smooth pursuit test and the voluntary saccade test, the optovestibular test was the most sensitive in discriminating patients with brainstem lesions from normal subject.