The article is devoted to the explication of the methodological problems in the field of war and peace studies. The author tried to make a conceptual historical, and philosophical observation of the genesis of the understanding of war and peace. At the same time, the modern discourse is determined by the activity of recognized organizations and the high-impact journals. Using the methodology of discourse and institutional analysis, the author tries to define the key ‘edge’ points of the mentioned discourse. At the same time, the modern cases of war conflict demonstrated their hybrid nature. The case analysis of the Ukraine hybrid war and the other countries let the author represent the holistic logic for understanding the development of the methodology of war and peace studies research, understanding one’s multidisciplinary nature, etc. The Ukrainian case also involved the methodological approaches of the postcolonial (neo-colonial theory) for understanding the drivers and breaks of the war conflict, which could be heuristic for the development of future ideas in the field of non-conflict humanity development.
The concept of the virtual university is relatively new and it is necessary to distinguish a number of contradictory points in its verification. Firstly, it is the quality of the education received. The problem of educational process content at the virtual university, organization of control and level of accomplished tasks, issues of intellectual abilities and critical thinking development, reflexivity of consciousness are the subject of heated discussions of both the supporters and opponents of the virtual university idea. Secondly, there is the question of the way of thinking. The virtual space involves a network mode of organization characterized by openness of the structure, poly variability of determination and expediency of modal logic. The phenomenon of virtual university is the result of responding to the needs of social transformation. In such model, the content of the social roles of the teacher and the student changes significantly. The competence of the modern teacher is not limited to knowledge. After all, the most experienced academician is not able to absorb all the information in a certain science, and obviously loses in the volume of assimilated information to any search engine.
During the development of model of translation was ordered sequence of processes through which the computer term passes from the original language to a foreign equivalent. It was determined that the individuality of translator and his awareness of information and communication technologies affect the translation of the term. The translator will make a more accurate and adequate translation of not only the word, but also the text as a whole, if he will know this area well. The next point of the model is the context of the text (sentence). Because, due to the context, without knowing the words, the translator guesses its meaning on the intuitive level. The last point of this model is the translation method: transcription and transliteration, use of semantic equivalents, morpheme or lexical copying, explication or descriptive translation.
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