The article is dedicated to Ukrainian Art Nouveau architecture, which became a unique phenomenon in the development of late nineteenth and early twentieth-century architecture. Along with the reality that architecture in Ukraine evolved as a component of the European artistic movement, a distinctive architectural style was formed, based on the development of the traditions of folk architecture and ornamentation. This style produced much innovation in the shaping, decor, and ornamentation of buildings. Significant contributions to the development of architectural modernism in (...) Ukraine were made by Opanas Slastion, Vasyl Krychevskyi, Yevhen Serdiuk, Oleksandr Verbytskyi, Serhii Tymoshenko, Oleksandr Lushpynskyi, Ivan Levynskyi, Dmytro Diachenko, and others. Ukrainian Art Nouveau architecture was represented by five main architectural styles: modernist, folkloric, rationalist, neo-baroque, and Vienna Secession. Due to an attainment of the possibilities embodied in the constructions, developed techniques, and in the design of interior space and external features — such as walls, roofs, doors and windows, columns and balustrades — this style formed its own expressive system, which included a significant number of socially significant types of buildings. The styles of Ukrainian architectural modernism have not exhausted their potential and may yet have a continuation in contemporary architecture and that of the future. (shrink)

Socio-cultural reality of the present time is marked by quite significant events. First, the active penetration into society of the latest information and communication technologies, which arose as a result of the rapid development of electronics. And secondly, the formation and spread of a special type of worldview under the general name of "postmodernism". It is the need for a philosophical understanding of these two events and determined the main idea of this article. The article also shows the role of (...) information technology in the transformation of the cultural reality of postmodernism. Also the main directions of application of information systems and innovative technologies in the field of education and science in general, and at studying of disciplines of a natural cycle in particular are covered. Peculiarities of studying natural sciences by students are revealed, didactic potential of ICT and its realization in the process of studying natural disciplines is considered, methodical analysis of the problem of application of information technologies in natural education is carried out. The principle of integration, multimedia clarity, interactive interaction of participants of educational process at application of new information technologies at studying of natural disciplines is allocated. It is determined that ICT in the teaching of natural sciences can intensify the educational process, accelerate the transfer of knowledge and experience, as well as improve the quality of teaching and education. (shrink)

This encyclopaedia provides an authoritative guide intended for students of all levels of studies, offering multidisciplinary insight and analysis of over 500 headwords covering the main concepts of Security and Non-traditional Security, and their relation to other scholarly fields and aspects of real-world issues in the contemporary geopolitical world.

Person‐centred practice indubitably seems to be the antithesis of technology. The ostensible polarity of technology and person‐centred practice is an easy road to travel down and in their various forms has been probably travelled for decades if not centuries. By forging ahead or enduring these dualisms, we continue to approach and recede, but never encounter the elusive and the liminal space between technology and person‐centred practice. Inspired by Haraway's work, we argue that healthcare practitioners who critically consider their cyborg ontology (...) may begin the process to initiate and complicate the liminal and sought after space between technology and person‐centred practice. In this paper, we draw upon Haraway's idea that we are all materially and ontologically cyborgs. Cyborgs, the hybridity of machine and human, are part of our social reality and embedded in our everyday existence. By considering our cyborg ontology, we suggest that person‐centred practice can be actualized in the contextualized, embodied and relational spaces of technology. It is not a question of espousing technology or person‐centred practice. Such dualisms have been historically produced and reproduced over many decades and prevented us from recognizing our own cyborg ontology. Rather, it is salient that we take notice of our own cyborg ontology and how technological, habitual ways of being may prevent (and facilitate) us to recognize the embodied and contextualized experiences of patients. A disruption and engagement with the habitual can ensure we are not governed by technology in our logics and practices of care and can move us to a conscious and critical integration of person‐centred practice in the technologized care environments. By acknowledging ourselves as cyborgs, we can recapture and preserve our humanness as caregivers, as well as thrive as we proceed in our technological way of being. (shrink)

The article considers the scientific category of “educational neuroscience” as a promising interdisciplinary field of research that studies relationship between education and the sciences of higher nervous activity. The role of theoretical research in the field of neuroscience for creation of modern distance educational technologies is determined. It is established that use of neuroscience in learning process expands and enhances competency characteristics of higher education students in research, diagnostic and professional activities. The problem of obtaining neuroscientific knowledge by higher education (...) students, which will help provide future specialists with a sufficient communicative level of skills in everyday life and work environment, has been brought up to date. Evaluation of large-scale application of the distance learning system in the process of formation of communicative competencies of higher education students is carried out. The main problems that arise in higher education students and teaching staff when working in the distance learning system are analyzed. Possibilities of application of mobile devices and applications in educational process at a distance form of training are considered. The effectiveness of application of information and communication technologies in the process of formation of communicative competencies in higher education students is clarified. The positive and negative impact, advantages and disadvantages of distance learning for both higher education students and the academic teaching staff of higher education establishments, including in the context of neuroscience, have been identified and generalized. (shrink)

The problem of formation of professional intercultural competence is relevant in the conditions of post-industrial postmodern society. The article highlights main trends in factors of intercultural competence. The article considers different approaches to determining the foreign language competence of tourism experts to intercultural competence. The analysis of theoretical and methodological approaches gives grounds to define the concept of German-language competence and qualifications of tourism experts. In the context of the study, the features of intercultural competence are identified. The objectives of (...) the article are to determine main aspects of the formation of professional German-speaking competence of future tourism experts. In the course of the research the world and domestic experience of professional competence formation of future tourism experts and formation aspects of foreign language professional competence are analyzed. Also, based on the study, it can be argued that there is no single approach to the future tourism professionals formation of intercultural competence. Methods of analysis, synthesis, a research method and method of content analysis were used in the research. Based on the study, it is proved that levels of intercultural competence are controlled processes in the context of the use of modern educational technologies. Future tourism experts combine knowledge and skills in professional terms to achieve a high level of qualification. The results of the study are the basis for extracurricular activities in the formation of foreign language competence. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:“We all love with the same part of the body, don’t we?”Iuliia Voznesenskaia’s Zhenskii Dekameron, New Women’s Prose, and French Feminist TheoryYelena Furman (bio)Starting out as a poet who eventually turned to fiction, Iuliia Voznesenskaia was also one of the main figures of the Soviet feminist movement, a fact that makes her biography both unusual and courageous. In the 1970s, Voznesenskaia’s involvement with the dissident movement in Leningrad resulted (...) in several arrests, imprisonment, and time in the camps.1 Although she was not initially interested in women’s issues, her incarceration in all-women’s camps and prisons convinced her that “the situation of women in our country demands special attention” (“Zhenskoe dvizhenie v Rossii” [“The Women’s Movement in Russia”] 41). Along with several other women dissidents, she founded the Soviet feminist movement, putting out the samizdat women’s journal Zhenshchina i Rossiia (Woman and Russia), which precipitated immediate reprisals from the KGB. A women’s club, Mariia, and a journal by the same name followed, as did more KGB reprisals. For her feminist activity, Voznesenskaia was expelled from the Soviet Union in 1980, settling in West Germany.2In 1985, in West Germany, Voznesenskaia wrote her first and best-known novel, Zhenskii Dekameron (The Women’s Decameron). The novel is set in a Leningrad maternity ward containing ten new mothers from different backgrounds with different life experiences: Larisa, Emma, Natasha, Nelia, Galina, and Valentina are educated and all have careers except Galina, whose occupation, admittedly strange for a feminist novel, seems to be a dissident’s wife; Ol’ga works in a shipyard; Irishka is a secretary; Al’bina is an Aeroflot flight attendant doubling as an escort on the KGB’s payroll; Zina is homeless and has served time in the camps; Valentina is a Party worker, whereas Galina is part of the dissident community. Quarantined together for ten days because of a spreading infection and inspired by Emma’s reading of Boccaccio’s Decameron, the women begin to tell each other stories to pass the time. As its title makes clear, Voznesenskaia’s novel is heavily indebted to Boccaccio’s, borrowing its structure and many of its themes, such as an emphasis on storytelling and sexual explicitness. The humor and poignancy of the women’s stories make it a highly enjoyable read, and the focus on female sexuality and the author’s play with the narrative set this novel apart from other Soviet writers’ works.3 The novel also features what is surely a unique occurrence in Russian and Soviet literature: an openly feminist character (Larisa), referred to by the authornarrator as “zhenshchinoi vpolne emansipirovannoi, mogushchei ukrasit’ soboi liuboe zapadnoe feministicheskoe obshchestvo” [“a completely emancipated woman, capable [End Page 95] of adorning any Western feminist group”] (13), who is moreover depicted in a wholly positive light.4Yet despite enjoying a modicum of success, including being translated into several languages and staged as a play, Zhenskii Dekameron remains an under-read and underrated work.5 The reasons for its relative obscurity are closely allied with Voznesenskaia’s political activities in the 1980s. Exiled abroad for being politically undesirable to Soviet authorities, she could not have her work published in the Soviet Union; rather, the novel came out in Russian in Israel in 1987 (Curtis 186n2).6 The lack of visibility from which she suffered in her native country changed only in the (post)glasnost’ period: in 1991, the novel was published in Russian in Tallinn, and in 1992, in Moscow.7 Despite being able to be published, however, Zhenskii Dekameron seems not to have made a strong impact on either readers or critics, and there does not appear to be any discussion of it in Soviet/ Russian literary journals.The novel likewise suffers from a lack of familiarity in the West. The interest Voznesenskaia generated among Western European and American feminists in the early 1980s was for her feminist activism in the Soviet Union, which preceded her novel writing. Zhenskii Dekameron seems to have made a modest impact on readers; scholars, too, discuss it only occasionally. The most comprehensive treatment of the work to date has been Jerzy Kolodziej... (shrink)