Штудии для мысли (Анализ проведения научно-практической конференции школьников)
The article is dedicated to the literary works of Peyami Safa, the outstanding Turkish novelist of the 20th century, whose works are nevertheless very little known in Russia. The author's analysis is based on the researches of several Turkish scholars and literary critics and shows how thoroughly the works of Peyami Safa are studied in Turkey itself. The author of the article also seeks to determine some general trends of the further research in this field.
The formulas of fragrances in the Persian classic literature and their semantic composition ("friend's scent", "Yusuf's scent" and "Uvays' scent ") -"terms" or "devices" of poets - are included in the lexical composition of the Persian language, they were often distinguished in the late medieval dictionaries in special sections. Examples of their use are considered in the article.
In the last ten years or so since the publication of David Damrosch's groundbreaking book What Is World Literature? (2003), one has come to recognize the need to begin to locate the various facets of the currently prevalent Anglo-Saxon discourse of world literature with more conceptual rigour. The first imperative, it seems to me, is to pose the question: where is "world literature" ontologically?2 Some believe it to be an attestable network of texts that, aided especially by the process of globalization, enter into myriad relations—however complex and mediated, but still ultimately demonstrable—that reveal (or sometimes conceal) the hard facts of canon formation, cultural propaganda, ideological indoctrination, the book trade, etc. Others understand world literature above all as a prism through which to analyze literature, a "mode of reading." Sometimes these two beliefs coexist in the same body of work, making it prone to conceptual confusion. A third option, often coexisting with the other two, is to practice "world literature" as an intellectual discourse with clear ideological subtexts, frequently liberal and cosmopolitan. How we actually understand "world literature," as an attestable reality of texts or as a prism—one might even be tempted to add a "unit"—of comparison, in other words, a "mode of reading," is not a metaphysical issue. It has very real implications for the ways in which we approach questions such as how one should try to narrate the history of world literature. In addition to this fundamental differentiation, I also wish to suggest another, more concrete grid that should assist in this effort of locating world literature as a construct. This grid is essentially chronotopic and consists of several vectors. One needs to be aware of at least four major reference points: time, space, language, and, crucially, what one could term self-reflexivity—how literature itself reflects on, and creates images of, "world literature," thus opening up spaces for interrogation and dissent from the currently prevalent notions of world literature. In what follows, I will address these four points in sections of varying length.
The article examines the concept "world literature" and the soviet approaches to it. It order to show a possible new perspective, it offers a new interpretaion of the contribution made by the soviet literary critics.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.