The experience of non-traditional study of the poetics of literary works (on the example of the book “Fontanelle” by Meir Shalev)

This article offers a nontraditional approach towards studying the poetics of literary work, which considers personality of the reader and analysis of the reality that he reconstructs and experiences. The empirical material is comprised on the authorial analysis of the poetics of Meir Shalev's novel “Fontanelle”. This literary work features the four major themes: love of the protagonist Michael, creation of the new world from its inception, the characteristic of life values of a person, and discussion of the peculiarities of reality that Meir Shalev builds as an artist. In the first theme, the author reveals several images of love, reflecting on the mystical love of the protagonist for the young woman Ana, love in the family and marriage, love for children. At the same time, the author discusses not only the way that Meir Shalev understands and describes love in “Fontanelle”, but also talks about the own interpretation of love. In the plotline of the second theme, the author also distinguishes two lines: the story the protagonist’s grandfather Apupa, who carries his beloved Amuma on his shoulders across the country, seeking a place where they could create a home and family; and the story of gradual development of a small settlement into a city, created by Apupa and Amuma on the mountain, and several Jewish families at the lower valley. Discussing in the third topic the anchors of human life, the author emphasizes such values as effort, love, family and family line, creativity, indicating that Michael is not alone, he is loved, he gets involved in family history, as well as the history of Israel and Jewish culture, drawing strength in the heroes of this story. The last part of the article gives characteristic to the reality of “Fontanelle” and explains why the author liked it.

A Peer-Mentoring System as a Nontraditional Approach to STEM CUREs

At Saint Michael’s College, the challenge of quality mentoring inherent in CUREs is addressed using near-peer mentoring. Near-peer mentoring is when an individual completes a course and then serves as a mentor in subsequent iterations (McKenna and Williams 2017). In an undergraduate institution, this can be as simple as a third- or fourth-year student working with a second-year student. Through a CURE developed for a Molecular Genetics lab course, a widely adoptable model has been created.

“Cutting Editors Faster Than We’re Cutting Reporters”: Influences of The Athletic on Sports Journalism Quality and Standards

Since its 2016 launch, negative attitudes toward The Athletic, a network of hyperlocal subscription sports news sites, have resonated throughout the journalism community because of the new media startup’s nontraditional approach, one centered on hiring established journalists from the hometown newspaper. Therefore, to accurately paint a picture of The Athletic’s perceived impact on print journalism, 22 in-depth interviews were conducted with newspaper sports editors. This analysis reveals that most sports editors were generally accepting of The Athletic and viewed its presence as reinforcement that newspapers need to stick to daily coverage to stand out in the crowded sports media marketplace.

Building Model Credibility

This chapter assesses how state- and prediction-based theory (SPT), as a nontraditional approach to modeling adaptive behavior embedded in a nontraditional population modeling approach, faces a significant credibility challenge. This challenge is complicated by the many ways that models can gain or lose credibility, and widespread confusion surrounding the term model validation. The chapter then addresses the task of testing, improving, and establishing the credibility of individual-based models (IBMs) that contain adaptive individual behavior. The experience with the trout and salmon models provides the primary basis for this discussion, but other long-term modeling projects have produced similar experiences. The chapter summarizes some of the issues and challenges that typically arise and how they have been dealt with, before presenting lessons learned from two decades of empirical and simulation studies addressing credibility of the salmonid models.

CONCEPT OF EXPERT EVALUATION OF HOLISTIC COMPETENCE OF SENIOR MANAGERS

The aim of this scientific paper is to outline the key terms of holistic competence of senior managers operating in individual types of work environment. The paper also proposes and presents a concept of a nontraditional approach to valuating holistic competence of managers. The concept is based on a scientific analysis of the deficiencies of the current model of selection and appointment of senior managers, which is shaped mainly by the outcome of elections and by auditions. The new concept capitalizes on the findings of two 2011 and 2013 VEGA (Scientific Grant Agency) projects, specifically Project Reg. No. 1/0794/11 Holistic Management Competence, Need, Approaches and Methods of Valuation (Celostná manažérska kompetentnosť, potreba, prístupy a metódy jej ohodnocovania), and Project Reg. No. 1/0539/14 Requirements for Work and Manager Competence of Public Administration Staff (Požiadavky na pracovnú a manažérsku spôsobilosť /kompetentnosť/ pracovníkov verejnej správy).

Facilitating Student Empowerment and Agency Through the “Scaffolded Autonomy” Approach to Curriculum Design

In this chapter, the authors introduce, define, and describe an approach to designing and implementing learning activities. This approach involves learners in the collaborative design of curriculum and assessment and allows them to apply their background knowledge and interests to course content. Through intentional course design and implementation by course instructors and designers, the “Scaffolded Autonomy” model the authors present allows learners to choose when and how they demonstrate content-knowledge construction. In this nontraditional approach, the authors focus on the “what, how, and why” of instructional design in order to provide relevant and meaningful instruction that serves adult learners in a variety of institutional contexts. This chapter includes the theoretical foundations of the scaffolded autonomy approach, a description of the design and implementation of the scaffolded autonomy approach, and examples of how the scaffolded autonomy can be applied in a competency-based classroom.