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The Media as a Promoter of the Co-Creation and Innovation of Services in Võru County in Estonia
No full textThis study analyzed the co-creation of new initiatives in the communities of Võru County in Estonia from the perspectives of media reflection and communication. A social hackathon was used as a method for co-creation, bringing stakeholders together to develop innovative service solutions. Data were collected during three social hackathons in 2018 and 2019 and included media coverage (n = 120) and opinion notes (n = 300). Findings indicate that media publications re#ected the problems of vulnerable groups; the media’s role was to support the co-creation processes by creating a stage for active citizens to share ideas and discuss solutions
Письма Ивара Иваска Б. Л. Пастернаку [Letters of Ivar Ivask to Boris Pasternak]
No full textThis is a prefaced publication of three drafts of the letters that an American critic, a university professor, and a multilingual poet Ivar Ivask sent to the author of “Doctor Zhivago” during the last year of Pasternak’s life (1959—1960). While Pasternak’s answers to Ivask were first published half a century ago in the addressee’s translation into English, the letters of Ivask, who initiated the correspondence, are published for the first time. All three letters are reproduced both in the original German, and in the Russian translation by Fedor Poljakov
Millist minevikku sõdur vajab? Sõjaajalugu, ajalooharidus ja demokraatlik eetika tänapäeva Saksamaal
No full textSõjaväeliste traditsioonide loomine sõltub tähendusest, mis kaasaja vajadustest lähtuvalt omistatakse mineviku teatud aspektidele. Traditsiooniloome ajalugu Lääne-Saksamaal alates 1955. aastast on üheks näiteks. Pärast natsionaalsotsialismi ajastu lõppu eeldati, et Bundeswehr, uue demokraatliku riigi relvajõud, eristab end Wehrmachtist ja toonitab sõdurite rolli kodanikena. Ajalooteadmised muudeti osaks demokraatlikust haridusest ja need ei olnud enam sõjaliste saavutuste eeskujuks. Sõjaajaloo keskus, sõjaajaloo muuseum ja rändnäitused ning ka sõjaajaloo aimeaja kirjad andsid oma panuse selle mõtestamisse, mis on minevikutraditsioonis väärtuslikku. Siia kuulusid eriti 19. sajandi alguse Preisi reformid, atentaat Hitlerile 1944. aasta 20. juulil ja Bundeswehri enda ajalugu. Väidetakse, et sõjaajaloo tundmine aitab sõduritel lahingus paremini hoomata sõjaliste operatsioonide eetilist raamistikku, pakub orientatsiooni ja toetab nende identiteeti. Kas ja kuidas peaks traditsioone sobitama muutuvate sõjaliste tingimustega, on vastuoluline küsimus
Ajaloolased oleviku teenistuses: ekspeditsioonivägede ohvitseride koolitamine. Ameerika Ühendriikide ja Ühendkuningriigi kogemused 1991–2008
No full textArtiklis on käsitletud sõjaväelise hariduse ja sõjaajaloo rolli USA ja Briti ohvitseride väljaõppes pärast külma sõda. Artikli esimene osa annab ülevaate külma sõja järel tehtud peamistest ümberkorraldustest professionaalses sõjalises hariduses. Keskendutakse järgmistele teemadele: sõjaväelisest haridusest üldiselt, tsiviilerialade kasvavast hulgast kadeti- ja sõjakoolides ning professionaalse sõjaväelise hariduse õppekavade akadeemilisest akrediteerimisest. Teises osas analüüsitakse USA ja Briti sõjakolledžites teenivate ajalooõppejõudude rolli muutumist nende ümberkorralduste tulemusena, ajaloo õpetamise eesmärkide arengut, kursantide ajaloouurimuste kasutamist professionaalses enesearendamises ning ajalooõppe lõimimist professionaalse sõjaväelise hariduse süsteemi teiste õppevaldkondadega, nagu näiteks sõjamängud ja matkeharjutused. Artikkel lõpeb arutlusega nende arengute mõjust sõjaajaloo rollile sõjaväelises ja akadeemilises maailmas ning soovitab mõnda nende arengute käigus saadud kogemust tuleviku ümberkorralduste tegemiseks
Partitivity and object marking in Finnish and Lithuanian [Partitiivsus ja objekti markeerimine soome ja leedu keeles]
No full textLithuanian and Finnish both have alternations in object marking involving the notion of partitivity. In Finnish, the case of the direct object of transitive verbs alternates between the accusative and the partitive. Partitive is the default case for the object of a transitive verb and a special feature is required for the assignment of the accusative. In Lithuanian, the case of the direct object of transitive verbs alternates between the accusative and the partitive genitive. Some functions of the Finnish partitive and the Lithuanian partitive genitive in object marking are identical, but some are markedly different. This paper offers an overview of the factors that have been discussed in the literature as affecting the use of partitive cases, and also a comparison of their relevance and relative ranking in Finnish and Lithuanian
Innovation Ecosystems in the Context of Economic Development: A case study of Kraków, Poland
No full textThe aim of this article is to provide a comprehensive overview of the innovation ecosystem, which remains a fragmented concept, and to analyse its role in the economic development of states. The objective is achieved by first, drawing on the existing literature and theoretical framework that concerns innovation ecosystems, and by subsequently analysing the nexus between these entities and the economic development of states. The main contribution this paper makes to scholarly debate on innovation ecosystems is in attempting to link theoretical assessments with empirical observations. By drawing on the case study of the innovation landscape in Kraków, Poland, this paper offers a first-hand insight into the role of local actors and mechanisms determining the performance of the ecosystem based on primary research. As such, the study attempts to review specific stages of innovation development and the unique role of start-ups and SMEs within the ecosystem. By crossing through historical, economic and social contexts, the study embarks on a multidisciplinary as well as “causes-of-effects” approach. The different roots of the Polish innovation ecosystem are discussed, yet not failing to address the future prospects for innovation in the country. Finally, the study attempts to structure Poland’s start-up experience as a guide by discerning the actors and mechanisms that drive a healthy ecosystem. In such a context, the Polish experience can be informative for CEE countries where start-up ecosystems exist at the nascent stage
Поэтика и контекст оды Михаила Кузмина «Враждебное море» (1917) [“Vrazhdebnoe more” (“The Hostile Sea,” 1917) by Mikhail Kuzmin: The Ode’s Poetics and Context]
No full textThe article explores Mikhail Kuzmin’s poem The Hostile Sea (Vrazhdebnoe More) in the context of the poet’s attitude to the First World War and the Russian Revolution. It brings into focus the poem’s main images and themes in their relation to the revolutionary rhetoric and Kuzmin’s poetic system. Particular attention is paid to the dialogue between Kuzmin and Vladimir Mayakovsky as reflected in this poem. In addition, the article traces the history of the poem from its creation in 1917 to the poem’s first publication in 1918
«Воспоминание о Шлёцере» А. С. Кайсарова [Andrei Kaisarov’s “Memoir on Schlözer”]
No full textThis is a prefaced and thoroughly annotated first publication of Andrei Kaisarov’s “Memoir on Schlözer” previously attributed to Alexander Turgenev (the manuscript of the memoir came to us in the Turgenev brothers’ archive). The article’s first part addresses the question of how this text was created, establishes the year Andrei Kaisarov composed it (1810), and also lists some possible reasons preventing it from being published before. What the article also brings into focus is the conflict between the “Normanist” August Ludwig Schlözer and his opponent, the “anti-Normanist” Gustav Ewers (with whom Andrei Kaisarov sided)
L2 knowledge facilitating L3 learning: the role of Russian linguistic factors in understanding of Ukrainian by Estonians [K2 oskus soodustamas K3 omandamist: vene keele roll eesti keelt esimese keelena kõnelejatel ukraina keele mõistmises]
No full textThis paper reports on an empirical investigation of how knowledge of L2 Russian can facilitate the acquisition of passive knowledge of L3 Ukrainian by speakers of L1 Estonian. The experiment was conducted with 30 speakers of Estonian as L1, who first filled in a sociolinguistic questionnaire, then completed a C-test in their L2 Russian, before carrying out a task testing their understanding of L3 Ukrainian words and texts, and providing some feedback in a debriefing session. We pay specific attention to the performance on the Russian C-test and how participants’ scores correlate with their results on the Ukrainian tasks. We also made an inventory of the grammatical and lexical elements that proved easy or difficult. The results show a positive correlation between the scores on the C-test and performance on the Ukrainian tasks. However, this correlation was lower for text understanding in Ukrainian than for understanding separate Ukrainian words. This suggests that a C-test score does not predict participants’ ability to understand the Ukrainian texts to a full extent, while it has better predictive value for the understanding of individual Ukrainian words. These findings suggest that learners use resources beyond just L2 lexical-grammatical knowledge in forming an understanding of texts in an L3 that is closely related to the L2
Epistemic modality in the speech of Russian young children and adolescents [Episteemiline modaalsus vene keelt omandavate väikelastejanoortekõnes]
No full textThis paper considers the early and later stages of the acquisition of epistemic modality, focusing on certainty and uncertainty, and such basic forms of their expression as parenthetical modal words (e.g. navernoe ‘probably’, možet byt’ ‘maybe’, konečno ‘of course’, dejstvitel’no ‘really’), along with sentential complement constructions (e.g. I dumaju/sčitaju, (čto) p ‘I think/believe (that) p’), which are closely connected in semantics and functions. Epistemic and – more broadly – subjective (modus) markers are interpreted as linguistic tools, conveying the propositional attitudes and feelings of the speaker/writer to a given state of affairs. Sequences in the development of epistemic repertoire, the epistemic density of spoken speech and the written texts of Russian children and adolescents, as well as the functions performed by epistemic markers, both at utterance level and text level, are discussed