Prokhor Kolomiatin’s Turkic Dictio­nary among the Narrative Monuments from the fourteenth to seventeenth centuries Related to Crimea

Research objectives: To analyze the genre-typological and stylistic peculiarities of the narrative parts that accompany the actual dictionary entries of the Turkic-Russian dictionary, and thus to add a new source to the group of narrative monuments from the fourteenth to seventeenth centuries centuries which pertain to Crimea. Research materials: The Turkic-Russian dictionary (“Kniga Elihv”) included in the manuscript miscellany (“Tsvetnik”) that was compiled by the hieromonk, Prokhor Kolomiatin, in 1668. The manuscript is kept in the collection of the State Historical Museum (Muzeyskoe sobr., No. 2803). Results and novelty of the research: The Turkic-Russian dictionary included in Prokhor Kolomiatin’s miscellany is one of the earliest examples of a Turkic lexicography in the Cyrillic tradition. Along with the records of lexemes and word collocations, it contains lengthy narratives concerning religion, geography, and ethnography of Crimea. The nature of the information provided suggests that the author of the dictionary was living in Crimea for some time, most likely as a prisoner, although having a certain privileged status. Having little opportunity to travel outside the peninsula, he received knowledge, including information about other countries, from verbal communication with the local inhabitants made up of different national and social groups. Analysis of the content of the narrative material allows us to state that the text has its own degree of originality, although it naturally finds thematic and genre parallels with the well-known medieval narratives concerning Crimea.

So, Did We Really Find Yesayan?

This think piece aims to locate the problematic interest in the work of Zabel Yesayan into the heart of much broader question of the fate of Armenian literary studies and criticism. The critique presented here provides a quick glance over the timeline of this interest through the touchstones accomplished over the last two decades. It is then followed by a series of issues that lie behind this fetishizing attitude. Some of these are namely the predominant and privileged status of the discipline of history, the misleading state of Yesayan translations in both Armenian and Turkish, and the illiterate – both in the literal and figurative senses of the word – (therefore scandalous) state of existing academia. My conclusory remarks, returning to what I describe as “Yesayan fever,” are part of an attempt for a rhizomatic reading that would liberate the author from the overloaded feminist and genocide-based readings.

Women Empowerment in Islam and its Implications in the Contemporary World

The main objective of this research paper is to highlight that Islam gives equal opportunities to women socially, politically and economically. She has equal rights as a social and political individual in a Muslim society. Islam upholds a segregated work-sphere for women i.e. it takes into account her physique, self-respect, modesty and protection and rather offers a privileged status. Women have taken part in all spheres of life in the early Islamic era which testifies to the progressive and modern approach of Islam.

Classicising ‘Pindar’: Quotation, Canonisation and Early Reception

This essay examines the earliest quotations of Pindar in order to shed light on the social and historical dynamics through which he first emerged as a classic author. Pindaric quotations from the classical period point to his stratified and multi-faceted reception: as a figure within popular memory, as an emblem of elite culture and as an intellectual ancestor. Indeed, a capacity to appeal to different audiences for different but interconnected reasons was integral to his canonisation. The earliest Pindaric quotations already bespeak his culturally privileged status, which was expressed and perpetuated in different ways over the centuries but which was established as a social fact from remarkably early on. A search for the deepest roots of the classicisation of Pindar, it is argued, has to go all the way back to his poetry.

Resistance through Culture. Satirical Student Groups of the Last Decade of Communism and the Silence of Theatre Critics

"In the ‘80s, satirical student groups, the so-called artistic “brigades”, were one of the most dynamic subversive artistic phenomena against the communist system. This paper aims to shine a light on the dimension of this phenomenon, to find explanations for the apparently privileged status enjoyed by such groups, as well as to clarify the reasons why theatre critics of the time so stubbornly ignored them. Keywords: theatre, cultural policies, camps humour, political humour, theatre criticism "

Quasi-Naturalism and the Problem of Alternative Normative Concepts

The following scenario seems possible: a community uses concepts that play the same role in guiding actions and shaping social life as our normative concepts, and yet refer to something else. As Eklund (2017) argues, this apparent possibility poses a problem for any normative realist who aspires to vindicate the thought that reality itself favors our ways of valuing and acting. How can realists make good on this idea, given that anything they might say in support of the privileged status of our normative concepts can be mirrored by the imagined community? E.g., the realist might claim that using our concepts is what we ought to do if we are to describe normative facts correctly, but members of the other community can claim the same about their concepts, using their own concept of ought. A promising approach to this challenge is to try to rule out the possibility of alternative normative concepts, by arguing that any concepts that have the same normative role must share a reference as well. (Eklund calls this referential normativity.) In this paper I argue that normative quasi-naturalism, a view that combines expressivism about normative discourse with a naturalist metaphysics of normativity, supports referential normativity and solves the problem of alternative normative concepts.

Trusting and learning from others: immediate and long-term effects of learning from observation and advice

Social learning underpins our species's extraordinary success. Learning through observation has been investigated in several species, but learning from advice—where information is intentionally broadcast—is less understood. We used a pre-registered, online experiment ( n = 1492) combined with computational modelling to examine learning through observation and advice. Participants were more likely to immediately follow advice than to copy an observed choice, but this was dependent upon trust in the adviser: highly paranoid participants were less likely to follow advice in the short term. Reinforcement learning modelling revealed two distinct patterns regarding the long-term effects of social information: some individuals relied fully on social information, whereas others reverted to trial-and-error learning. This variation may affect the prevalence and fidelity of socially transmitted information. Our results highlight the privileged status of advice relative to observation and how the assimilation of intentionally broadcast information is affected by trust in others.

Termination of Dollateralized Obligations as an Illegal Action in Case of Bankruptcy: Problems of Criminal Law Assessment

There is a general rule according to which if the claims of some creditors on the debtor’s property are knowingly satisfied to the detriment of other creditors, it constitutes an illegal action in case of bankruptcy provided that such an action inflicted major damage. In its turn, the size of the inflicted damage coincides with the size of satisfied claims minus the share that would have been due to the creditors who satisfied their claims this way if the insolvency estate has been distributed according to the insolvency law. At the same time, the corresponding crime may be committed not only through the due performance of an obligation, but also through the termination of bail bonds on other grounds. When the authors analyze illegal actions in cases of bankruptcy committed through the provision of release property, they conclude that if the market value of the release property exceeds the size of terminated obligations by the sum equaling major damage, the actions should be classified as multiple offences under Parts 1, 2, Art. 195 of the Criminal Code of the Russian Federation. As for the order of determining the size of damage when satisfying claims secured by the debtor’s property, the authors pay attention to the privileged status of the pledge holder: a part of proceeds from the sale of pledged property must be used to satisfy their claims on the principal plus interest. Thus, for the corresponding part of the value of the object of pledge, no damage is inflicted on other creditors in connection with satisfying the claims of the pledgee. In some circumstances, the claims of the pledge holder are satisfied by a part of the proceeds from the sale of the object of pledge designated for the satisfaction of other claims, which cannot be overlooked when determining the size of the inflicted damage. The exceptions are the cases when, as a result of satisfying the claims of the pledgee, their claims on compensating damages and (or) paying financial sanctions were also satisfied. The satisfaction of the abovementioned claims in the size equaling major damage constitutes a crime under Part 2, Art. 195 of the Criminal Code of the Russian Federation. At the same time, if the difference between the size of pledge requirements terminated by the provision of release property, and the value of the transferred assets equals major damage, the actions must be classified as multiple offences under Parts 1, 2, Art. 195 of the Criminal Code of the Russian Federation.

Coming of Age in Elite Families, c. 1200–c. 1650

Access to wealth and privileged status lent the youth culture of the aristocracies of Western Europe a distinctive flavor in the medieval and early modern periods. Issues touching wardship, property rights, and the transmission of lands between generations gave adults a vested interest in supervising the young in adolescence, and in educating them for the responsibilities of governing estates and making marriages that were, ideally, closely aligned to dynastic interests. Like adolescents from other social backgrounds, fledgling young lords and ladies were sometimes tempted into wayward behavior and rebelled in conduct, words, and deeds against their elders. Yet, common experiences and shared rites of passage among elite youth—such as undergoing military training on the part of boys and serving in great households and attending princely courts—offered young nobles a chance to socialize with one another. They experienced youthful companionship and enjoyed recreational activities together, including jousting, hawking, hunting, dancing, and making music. They also learned the intricacies surrounding courtship and love. In these ways, young men and women became acculturated into noble society.

Literature in the Algerian EFL Bachelor of Arts degree: Reading Literature

Given the acknowledged and undeniable advantages of literature in language education, it has been integrated into EFL curricula for undergraduate students as an essential subject. In the Algerian English departments before the reform introduced in the last two decades (the Licence, Master, doctorate system), literature used to have a privileged status in terms of the number of courses and number of classes or tutorials. However, after the reform, the importance of literature and the lion’s share that it used to have in the EFL Bachelor of Arts course regressed in favor of more specialized subjects. Such a reform has only worsened the state of the art of EFL literature teaching, which was already in a deplored state according to the will be cited studies. This article aims at pointing at the primary defects or malfunctioning of the first-year literature course by answering the question: what are the main flaws of the first-year EFL literature course? In order to answer this question, the article starts with a review of the whole literature course package, i.e., objective, content, methodology, and assessment. More importantly, to go beyond mere evaluation and criticism, the article ends by suggesting an alternative course that adopts task-based language teaching as a methodology. The proposed task-based literature course attempts to overcome the observed weaknesses or the inefficiencies of the actual course by matching the course objective, content, methodology, and assessment to students’ needs and aptitudes.