Взаимосвязь сетевых характеристик и субъектности сетевых сообществ в социальной сети Твиттер
The purpose of the study: analysis of the graph of interacting objects of social networks based on the selection of implicit communities, assessment of the subjectivity of the selected communities and comparison of the network characteristics of communities and various indicators of their subjectivity.
Method: communities detection on the constructed weighted graph of a social network, psycholinguistic analysis of community content using a list of discourse markers of subjectivity, statistical methods for identifying the relationship between network characteristics and the frequency of discourse markers.
Results: algorithms to construct a graph and to import user attributes were developed, an algorithm for dividing a weighted graph into implicit user communities was implemented, the subjectivity of the content of the selected network communities in the social network Twitter has was assessed, the relationship and directional shift in the connectivity of the graph and various indicators of the subjectivity of the network community were identified.
Nowadays great attention is paid both to knowledge reproduction-reception mechanisms, and technologies of relevant knowledge transferring. Relating to this, academic discourse research and discourse strategies of scientific knowledge transferring are in the focus of special attention. As far as English written academic discourse in Economics is underestimated in the process of studying, this research is of great timeliness. Discourse markers (DMs) play an important role in the process of text generation, in providing discourse grammar and sense integrity and optimization in transferring information from addresser to addressee. But beyond modern research are the aspects of DMs functioning depending on the level of students' professional and communicative competencies. The article focuses on special features of discourse markers in academic discourse in Economics. It is based on English written texts produced by Russian students majoring in Economics with different competence. The main objective is to reveal the difference of discourse markers functioning in terms of the level of students' foreign language professional competence. The authors succeeded in extending the DMs classification. Qualitative and quantitative analysis revealed the peculiarities in DMs functioning in academic discourse in Economics. The prevailing DMs are those which introduce new or additional information, taking the leading position in professional discourse in comparison with nonprofessional one. The second and the third positions in both discourses belong to the contrastive DMs and MDs of author's assessment. However, the qualitative analysis revealed that written texts of professional discourse highlighted the tendency of using DMs of different groups. It can be explained by students' high level of professional skills and, thus, by their ability to transfer scientific knowledge (by their high communicative competence). The peculiarity of DMs functioning in nonprofessional discourse is the occurrence of the same marker or monotony in using markers in one written text. It can be explained by the lack of the ability to use the cognitive-communicative strategy in transferring economic knowledge effectively. The research allows to substantially specify the understanding of creating and transferring the special knowledge process in English by non-natives. Moreover, it enables us to expand the understanding of academic discourse in a special sphere. The developed data can be the basis for differentiating of academic discourse, heterogeneous in its learning. DMs functioning regularities in terms of the level of foreign language professional competence are identified. Also, the prospects for further research in the sphere of DMs in academic discourse functioning are determined.
Different types of graph models for network community information-resource potential modeling are considered. Both the agent structure and the information structure of the network community are described. Hypotheses of the influence spread on the basis of the graph models are put forward. Dynamic behavior of the network community is described.
The book offers a 360-degree discussion on the theoretical relevance of discourse phenomena for typology and, vice-versa, how a typological approach can be useful to provide new insights on the study of these phenomena. At the same time, it also aims at giving an account of less described or rare discourse phenomena in typologically interesting languages.
The categorial shift from temporal deictic adverb to discourse marker is observed in many languages of the world. There are three Semitic languages — Hebrew, Aramaic, and Akkadian — where similar developments were attested for a temporal adverb with present time reference. This article is dedicated to the comparison of non-adverbial usages for Hebrew (wǝ)ʕattā, Aramaic kʕt/kʕnt/kʕn and Akkadian inanna and anumma. The preliminary results of this investigation, based on the findings of Rhetorical Structure Theory and discourse markers research, show that in most of the uses these adverbs function as discourse markers. As is the case with Hebrew (wǝ)ʕattā, the specific discourse function is attested also for Aramaic kʕt/kʕnt/kʕn and Akkadian inanna: an adverb with the meaning ‘now’ marks a transition from assertive discourse unit to directive discourse unit within directive utterances. The range of usage for Aramaic kʕt/kʕnt/kʕn and Akkadian inanna is broader than for Hebrew (wǝ)ʕattā. Akkadian anumma is another type of lexeme: not being used as a temporal deictic adverb, it also appears in directive utterances, but, unlike Hebrew (wǝ)ʕattā and Aramaic kʕt/kʕnt/kʕn, it usually has an assertive discourse unit in its right co-text, the transition from assertive to directive usually left unmarked.
Changes in patterns of collaboration between Russian universities after the commencement of the Russian university excellence initiative (Project 5-100) are studied in this paper. While this project aimed to make leading Russian universities more globally competitive and improve their research productivity, it also happened to increase their cooperation. An analysis of affiliations and the co-authorship networks was conducted to explore scientific collaborations between and within the participating universities. Such analysis facilitates the investigation of the number of collaborations with other organizations, both domestic and international cooperation, and disciplinary differences. By analyzing the co-authorship networks, the position of universities in the academic network and the structure of collaborations among the participants were examined. A sample of 30 Russian universities, including participants in Project 5-100 and a control group of institutions with similar characteristics, was used. After joining the project, the participating universities increased both their cooperation with each other as well as with foreign universities and research institutions of the Russian Academy of Sciences, especially in the high-quality segment. At the same time, the collaboration patterns of non-participating universities did not change significantly. The centrality of Project 5-100 universities in the global academic network has increased, along with their visibility and coupling in the national network. The historical division between university and academic sectors has diminished, while the participating universities have started to play a more important role in knowledge production within the country.
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.
The results of cross-cultural research of implicit theories of innovativeness among students and teachers, representatives of three ethnocultural groups: Russians, the people of the North Caucasus (Chechens and Ingushs) and Tuvinians (N=804) are presented. Intergroup differences in implicit theories of innovativeness are revealed: the ‘individual’ theories of innovativeness prevail among Russians and among the students, the ‘social’ theories of innovativeness are more expressed among respondents from the North Caucasus, Tuva and among the teachers. Using the structural equations modeling the universal model of values impact on implicit theories of innovativeness and attitudes towards innovations is constructed. Values of the Openness to changes and individual theories of innovativeness promote the positive relation to innovations. Results of research have shown that implicit theories of innovativeness differ in different cultures, and values make different impact on the attitudes towards innovations and innovative experience in different cultures.