bluuebunny/crossref_metadata_2025 huggingface dataset:
DETERMINAN UKURAN PERUSAHAAN DAN OPINI AUDIT TERHADAP AUDIT DELAY
Authors: Dewi Anggraeni  , Nur Aisyah  , Hasbiah  , Fitri
Published: November 2024

In the Financial Services Authority (OJK) Regulation number 44/POJK.04/2016 all issuers listed on the Indonesia Stock Exchange (IDX) are required to submit their annual financial reports no later than 3 (three) months or 90 (ninety days). Internal factors that affect audit delay are company size while external factors are audit opinions. This study was conducted using a quantitative approach with multiple linear regression methods. The data used are the annual reports of wholesale trading companies listed on the Indonesia Stock Exchange for 2019-2022. In addition, with the purposive sampling technique, issuers must submit their financial reports consecutively during the 2019-2022 period so that only 128 samples meet the requirements. The results show that company size and audit opinion partially have an effect on audit delay. The results of this study confirm that audit opinions have a negative effect on audit delay because the increasing number of unqualified opinions will reduce the number of days of the audit examination process. An issuer that receives an unqualified opinion means that it has met the financial report requirements according to accounting standards and has complied with the rules set for the company. This is also good news for management to immediately submit its audited financial report to interested parties
Reader’s Theatre: A Critical Lens for Engaging Psychology Students with Socio-Political Reality
Authors: Auld Dr Sharon
Published: November 2024

Thanks to the intersection of colonialism, late capitalism and neoliberalism, Western medico-scientific approaches dominate psychological training and practice in the global South. Such approaches position patients as passive, encouraging clinicians to impose universalised assumptions in the psychotherapeutic space. Western approaches also undermine any acknowledgement of the socio-cultural, political, and economic causes of distress - such as racism, sexism, and engineered inequality - so prevalent in multicultural and resource-constricted contexts. Taking a transformational and decolonial stance, there is an urgency to develop alternative approaches to address this neglect. In response, this study employs an action research design - with pre- and post-strategy questionnaires and self-study assignments – and explores the usefulness of reader’s theatre for developing awareness of the impact of taken-for-granted socio-political attitudes, norms, and values on subjectivity. Findings reflect that through this strategy students can acknowledge how experiences that do not correspond to socio-politically endorsed discourses lead to feelings of anger and resentment for some, as well as shame and humiliation for others. Employing reader’s theatre may, therefore, be an important step toward the development of clinicians empowered to work in a respectful and socially just manner with the complexities of distress in the global South.
An Investigation Into the Perceived Effectiveness of GitHub Repositories to Teach Programming
Authors: Adam Ebrahim
Published: November 2024

The utilization of Git for version control and collaboration has long been the staple of the software development industry. To ensure that Computer Science students are industry-ready, academics adopt the use of platforms like GitHub in their teaching in different ways to expose students to these tools. In earlier studies, GitHub has been integrated for the purposes of student management, collection of assessments and facilitation of collaborative programming exercises. This paper explores the use of lecturer-provided GitHub repositories as a tool to support the teaching of core aspects of a programming curriculum. The pedagogical approach constructivism required students to learn core concepts by following repositories to build simpler applications. Thereafter, students are assigned more complex applications to develop. Students were required to work in pairs and submit their repositories for evaluation. This study adopted a case study approach supported by a combination of a student survey and a focus group discussion among lecturers and the teaching assistant involved in the course. Key findings included that integrating GitHub repositories presents several opportunities for collaboration, knowledge enhancement, self-directed learning, and reduced stress. However, this approach also resulted in team and technical challenges becoming prevalent, with students finding their own ways to overcome these challenges. Additionally, lecturers observed varied levels of engagement, reliance on lecturer-provided code, and occasional contextual challenges related to Internet connectivity. Lecturer-provided repositories can be enhanced in terms of structure, the inclusion of more comments explaining code, and through the inclusion of images and video. Recommendations are provided for academics who are looking to integrate GitHub into their teaching practice as well as suggestions for future work.
Pedagogical Presence as a Mediator of Tertiary Students’ Unconscious Conflicts During Learning
Authors: Haselau Tracey
Published: November 2024

This paper explores the notion of presence pedagogy in the private higher education sector, drawing on contributions from social constructivism and psychoanalysis, specifically the concept of affective containment. Higher education is a space that, by its nature, invokes feelings of defensiveness, uncertainty, weakness and anxiety in students, who arrive in the tertiary space carrying their own unconscious conflicts that interact with the external world. These unconscious processes culminate in behaviours and interactions that influence learning and relational dynamics with their educators. This theoretical paper presents an explanation of the unconscious, but observable processes that neoliberal students transition through in the learning process and offers a position that can usefully serve educators in negotiating and containing these unconscious processes. This paper offers the argument that presence pedagogy can be usefully employed as a method for the educator to perform the role of ‘container’ of these unconscious processes. Presence pedagogy is conceptualized as an educator’s capacity to be reassuring and attentive to their students and draws on relational practices such as an ethics of care to enact appropriate psychological and pedagogical care for the student in learning contexts. This paper proposes that presence pedagogy can usefully mediate students’ unconscious conflicts to settle into a productive place of learning, where the tensions between inner worlds and external demands are contained by the educator and adapted into meaningful learning experiences. By dovetailing an ethics of care with core constructivist tenets, educators can simultaneously hold the student, and the line, forging productive learning experiences while maintaining boundaries and professionalism. In so doing, the student is ‘contained’, and anxieties are mediated to facilitate a learning experience in which anxiety is tolerated and processed by both student and educator. This is not an easy task, nor without risks and limitations, but this paper offers imaginings of how a presence pedagogy might be enacted in a contact private tertiary environment to meaningfully engage with students’ unconscious conflicts in the learning space.
Implicit to explicit: A Framework for Supporting Blended Design Education with Microlearning
Authors: Geyser Maretha , De Weerdt Marili , Carstens Lizette
Published: November 2024

Design is an iterative process involving cycles of divergent and convergent thinking. To navigate these cycles effectively, designers need a range of competencies. These include information gathering, sense-making, imagination, ideation, shape-giving, iterative reflection, critical evaluation, collaboration, and discipline-specific knowledge. To develop these competencies, design education typically occurs in a studio environment that follows a learning-by-doing approach, simulating industry practices. However, the tacit knowledge—unspoken insights and intuitions—that informs the application of domain knowledge is often not visible, making it difficult for students to connect theory with practice and potentially hindering their learning. The cognitive apprenticeship model is a pedagogical approach that enhances learning-by-doing by integrating theory and practice throughout the design process, making tacit knowledge explicit and accessible. Within the context of blended learning, where face-to-face classes are complemented by technology-enabled learning, microlearning emerges as an innovative teaching and learning approach that delivers activities in structured, bite-sized pieces. This method is designed to minimise cognitive load and to help students grasp complex implicit concepts. In this paper we explore how microlearning, an innovative teaching and learning approach, might be integrated into learning by doing approaches within blended learning settings in the design studio to make tacit knowledge explicit. The paper is the first part of a larger study exploring how microlearning activities might support learning-by-doing within blended learning environments during the various phases of the design process. An integrative review of literature on the design process and related design competencies, cognitive apprenticeship and microlearning, theoretically informed the development of a conceptual framework outlining the dynamics between learning-by-doing and microlearning activities to foster connections between theory and practice. The framework will be used in subsequent research to inform the design and trialling of microlearning activities to support learning-by-doing in practical design modules. This research contributes to existing understanding of educational approaches that support learning-by-doing in design education and lays the foundation for further research to inform the design of appropriate and meaningful microlearning activities.
Technostress Among Information Specialists/Librarians at a Private Higher Education Institution in South Africa: Are They Spared?
Authors: Pasipamire Edmont
Published: November 2024

In the digital age, information specialists at Private Higher Education Institutions (PHEIs) played a crucial role in managing vast amounts of digital information and providing essential services to support academic activities. However, the increasing reliance on technology brought about a phenomenon known as technostress—stress or psychosocial strain experienced due to the use of information and communication technologies (ICT).  The aim of this study was to explore information specialists/librarians' experiences of technostress in the context of technology integration into library services at a private higher education institution in South Africa.  It sought to identify the specific challenges librarians faced due to the adoption and use of technology and to understand how these challenges affected their daily tasks, job performance, and overall job satisfaction. The study was underpinned by the Transactional Model of Stress and Coping (Lazarus & Folkman, 1984), which provided a framework for understanding how individuals cognitively appraised and coped with stressful situations. Utilizing a qualitative approach guided by the interpretivist paradigm, the research gathered comprehensive data through qualitative semi structured interviews. A purposive sample of information specialists from a leading Private Higher Education Institution (PHEI) was selected, and thematic analysis was employed to analyse the interview transcripts. Participants were invited for semi-structured interviews until saturation was achieved. The thematic results of the qualitative study illustrated the effects of technostress on information specialists at the PHEI.  Participants experienced system failures, technical glitches, and challenges with new tools, which significantly increased their stress levels. This stress manifested itself in physical symptoms such as eyestrain and headaches, as well as emotional symptoms such as anxiety and frustration, often exacerbated by increased screen time and poor ergonomics. The impact on work performance varied, with some experiencing minimal or positive impacts on productivity, while others experienced significant disruption to their work and well-being. The findings improved the understanding of technostress in higher education and provided recommendations for creating a supportive work environment and promoting the well-being of information specialists/librarians. Practical suggestions were made to address the identified challenges and improve the wellbeing and effectiveness of information specialists within the PHEI. This study informed strategies to effectively combat technostress among information specialists/librarians at a PHEI.
Enhancing Engagement in Business Communication Course Content Development through Stakeholder Mapping and Analysis at South African HEIs: A Review of Literature
Authors: Zizipho Mdletye
Published: November 2024

The role of stakeholder engagement in higher education institutions has received attention from academics and industry practitioners. This paper thus aims to gain insights into the assumption of stakeholder mapping and analysis by South African higher education institutions in the course content development activities of business communication modules. Although stakeholders are assumed to form an integral part of decision-making in HEIs, questions have been raised about the efficacy of engagement initiatives that are directed towards them, and whether or not the said initiatives are delivered to the relevant constituents. Within the context of course content development, effective stakeholder engagement is the cornerstone of curating educational experiences that enhance the learning experiences of students. A desk research methodology was undertaken to explore data from existing studies that are centred on stakeholder analysis and mapping, in order to examine findings from studies that have investigated utilising this approach to enhance engagement with stakeholders for module development purposes. The researcher analysed articles, e-books, reports and websites, extracted from electronic databases such as Google Scholar, EBSCOhost and ResearchGate. The findings conveyed the value of involving stakeholders in course content development, they also highlighted the importance of stakeholder mapping and analysis in getting Higher Education Institutions to classify their stakeholders accordingly. This promotes an inclusive approach, ensuring that no one is left behind in conversations, relating to business communication course content development, it also ensures that the requirements of all stakeholders are fulfilled. Collaboration with stakeholders leads to the creation of effective business communication modules that meet contemporary workplace demands.
Optimising Instructional Design Strategies to Mitigate Cognitive Overload
Authors: Harilal Cymbeline , Sokhela Cebelihle , Van Der Walt Mariana
Published: November 2024

A lack of unified instructional design strategies to mitigate cognitive overload in higher education necessitated this study to explore how instructional design could mitigate cognitive overload in first-year commerce students. Grounded in the Cognitive Load Theory (CLT), which posits that excessive information impedes conducive student learning experiences and metacognition.  The research is situated within a South African private higher education institution (PHEI) and explores a qualitative analysis using a three-pronged approach. Firstly, a literature review on CLT and its application in instructional design impacting students' learning experiences was conducted. Secondly, the researchers evaluated the institution’s 2023 instructional design of modules and their presentation through the learning management system (LMS) using multimedia learning. The purposive sample consisted of eight first-year modules within the Bachelor of Commerce degree program to assess the learning design elements against the principles of CLT. The researchers, being three instructional designers used secondary data and peer-reviewed the module evaluations to validate the findings and verify the impact of CLT on students' learning based on the institution's existing instructional design strategy. By evaluating the PHEI’s current instructional design practices against CLT principles, this study aimed to identify effective strategies to manage cognitive load and enhance the student learning experience within the higher education context. The research findings of this study indicated that the integration of CLT into instructional design could mitigate cognitive overload, thereby improving the student learning experience, and metacognition and providing guidelines for the refinement of instructional design strategies. The value of the research outcomes was anticipated to contribute to the development of improved instructional design strategies using multi-media learning to address cognitive load. The value of the research outcomes was anticipated to contribute to the development of improved instructional design frameworks and strategies that addressed cognitive load, enabling effective and conducive learning environments in higher education. These insights aimed to guide future research in curriculum design and teaching and learning practices in higher education and to recommend instructional design strategies to manage cognitive load thus mitigating the challenges of cognitive overload experienced by students and enhancing the student learning experience.
Beyond Content: A Trauma-Informed Framework for Academic Writing Evaluation
Authors: Namburi Subhangi , Hopkins Gail
Published: November 2024

The paper proposes a novel framework for assessing student academic writing integrating an understanding of trauma into the evaluation process. This framework emphasises the importance of recognising linguistic markers in student writing that may indicate underlying psychological distress, such as post-traumatic stress disorder (PTSD). Traditional higher education academic assessments often overlook these markers, focusing on content quality and adherence to formal writing standards. This oversight could lead to missed opportunities for early intervention, particularly in educational settings where students do not openly disclose their mental health challenges. Building on trauma-informed pedagogy, this study explores how Natural Language Processing (NLP) models can be leveraged to identify linguistic markers associated with poor mental health, such as PTSD, anxiety, and depression, within students' academic writing. By analysing writing patterns like non-linear narrative structures, obsessive thoughts, and disjointed syntax, we argue that NLP can offer an essential tool for early detection of trauma-related challenges. Such markers are often overlooked in traditional grading systems, which prioritize form and rhetoric. A case study using student writing samples demonstrates how changes in rhetorical fluency and writing quality can correlate with a documented decline in mental health. The results of NLP analysis reveal a progressive decline in coherence, lexical diversity, and thematic focus, which align with known linguistic markers of trauma. These findings underscore the potential of NLP to serve as an early-warning system, alerting educators to the need for intervention and support. Despite the promise of these methods, current NLP models face limitations in linguistic diversity, reproducibility, and population bias. Therefore, we advocate for the development of more inclusive models built on ethical frameworks that consider the socio-rhetorical contexts of student writing. Additionally, large and secure datasets are required to ensure representativeness, with attention to student privacy concerns. Ultimately, this paper calls for higher education institutions to adopt trauma-sensitive evaluation frameworks that integrate academic and emotional well-being, ensuring more equitable and compassionate assessments.
The impact of Implementing Gamification Elements on Motivation, Engagement and Academic Achievement
Authors: Mitchell Bruce , Co Mary Jesselyn
Published: November 2024

This study investigates the influence of gamification on students' motivation, engagement, and academic achievement in a managerial communication course at a large Australian university. Amidst growing concerns about student disengagement in traditional educational settings, gamification has emerged as a promising instructional approach. Utilising game elements like points, and leaderboards, this quasi-experimental study sought to create a more engaging and motivating learning environment. The intervention was conducted in weeks 5-8 of the semester, with students participating in gamified online activities and in-class challenges that contributed to a team-based leaderboard. The research design included pre- and post-gamification surveys using the Higher Education Student Engagement Scale (HESES), the Gameful Experience Questionnaire (GAMEFULQUEST), and the Questionnaire on Motivation for Cooperative Learning Strategies (CMELAC). Independent samples t-tests were conducted to analyse the data, focusing on five engagement variables: academic engagement, cognitive engagement, social engagement with teachers, social engagement with peers, and affective engagement. The results, based on responses from 665 students (410 pre-intervention and 255 post-intervention), indicated significant increases in cognitive engagement and social engagement with teachers post-gamification. Cognitive engagement scores showed a notable improvement, with students reporting higher satisfaction, enjoyment of intellectual challenges, and motivation to study. Similarly, social engagement with teachers improved, with students feeling more understood and supported by their instructors. However, there was no significant change in academic engagement and social engagement with peers. This suggests that while gamification can enhance specific aspects of the learning experience, its effects on overall academic performance may vary. The study concludes that gamification has the potential to positively impact certain dimensions of student engagement, particularly cognitive and social aspects, but its influence on academic outcomes remains complex. These findings underscore the need for further research into the nuances of gamification and its role in educational contexts. Educators are encouraged to consider the implementation of gamified elements to foster a more dynamic and interactive learning environment.
HEI Educators’ Views on Traditional and Online Teaching and Learning: Post Pandemic
Authors: Khoza Nomfundo , Nosiphiwe Mgudlwa , Mbangiswayo Sive
Published: November 2024

Every aspect of society, especially education, has been profoundly impacted by the COVID-19 pandemic. Nearly all institutions and universities have transitioned from traditional learning to online teaching and learning during the outbreak in order to maintain academic continuity. The goal of the present research is to evaluate how traditional teaching and learning in HEIs, particularly during the post-pandemic period, were affected by online learning. Technology has been used for many years to enhance the teaching and learning process. Therefore, the introduction of technology into many educational contexts was hastened by the COVID-19 pandemic. However, educators confronted a variety of difficulties they had never faced before as a result of the abrupt change to distance learning. Following a qualitative mode of inquiry, the current study sought to discover how a group of 20 South African educators handle their post-pandemic teaching. The researchers conducted in-depth, semi-structured questionnaires with HEI educators to accomplish their goal. Educators were tasked with detailing their journey from in-person to fully online teaching, and later adjusting to a blended format of face-to-face and online instruction. The research aimed to enhance post-COVID-19 teaching by employing various technological, pedagogical, and administrative strategies for both online and traditional learning. In the long run, this was intended to enhance the integration of technology into the pedagogical setting even further. The study's findings laid the groundwork for developing accessible online tools to support academic instructors in effectively utilizing widely adopted online pedagogical techniques.
Mapping the Evidence Around the Use of AI-powered Tools in South African Universities: A Systematic Review
Authors: Mbangeleli Noluthando , Funda Vusi
Published: November 2024

The integration of Artificial Intelligence (AI) in higher education is rapidly expanding on a global scale, transforming the realms of teaching, learning, and administrative functions. In this regard, this systematic scoping review seeks to map the current evidence regarding the implementation of AI-powered tools within South African universities. This systematic scoping review was carried out in accordance with the framework proposed by Arksey and O’Malley. An advanced literature search was conducted in the following databases Sabinet African Journal = 65m, Web of Science = 841, Emerald Insight = 417, Science Direct = 30, EbscoHost = 254, and Google Scholar = 3,470. The identified articles were uploaded to Rayyan software for initial screening. We assessed their relevance by analysing the titles and abstracts. After applying the inclusion and exclusion criteria to the articles obtained from the database search, 11 papers were selected for the study.  Notably, three themes were identified following a thematic analysis and these includes the usage of AI-powered tools in South African universities; the challenges connected with using these technologies as well as the strategies required to address these challenges. This systematic scoping review highlights a significant rise in AI tool adoption in South African higher education, noting their benefits in enhancing academic support and efficiency. However, it also raises concerns about ethical issues such as increased cheating, unequal access to technology, infrastructural challenges, and data insecurity.
‘Please Think Critically’: A Theoretical and Conceptual Analysis of Curriculum Delivery of Law Degrees
Authors: Sherinda Mihloti Basil
Published: November 2024

This paper aims to perform an analysis of pedagogy and theory of the law degree. Pedagogy is the method and practice of teaching. The paper proposes that law education may accommodate a pedagogy of the development of ‘alternative critical scholarship’ in relation to law students. It employs the phrase ‘Please think critically’ because it is common in the history of legal education that the most successful scholars, and litigators all lived by the mantra: ‘please think critically’. It does not argue that a critical law student must be trained to be disruptive without cause, but that our methodology in curriculum delivery must encourage the law student to de/construct legal doctrine or concepts. This exercise may be accommodated as an alternative model for legal research. Thus, this paper contributes knowledge to critical legal research methodology. The research problem in this paper hinges on the fact that law students learn the skills of litigation (or problem-solving in the legal context) from learning by rote legal principles that are trite. They often do not learn the skills to perform a historical, theoretical and philosophical or doctrinal analysis of a/the law. This paper argues that to address this problem, they may be encouraged to learn about the epistemology, ontology, morality, philosophy of history and African philosophy. This will arm them with the tools to approach the established legal principles with an ability to re/think, re/imagine, and/or re/de/construct the law. This type of study may, wholly or in part, be dependent on research from other disciplines. The development of this critical law student is dependent on the manner they are taught, assessed and developed in and out of the classroom. To encourage critical thinking, the student may be assessed on their ability to critique established legal instruments: the legal doctrine, nature of the law, new and proposed legislation, new case law and judges’ legal interpretations. The critical analyses and thoughts on alternative theories like decolonial schools of thought and African jurisprudence may be reflected in their dissertation.
Images of Medieval Rus’ in book miniature: To understand and to see
Authors:   Russian State University for the Humanities, Chernyy Valentin D.
Published: November 2024

The article deals with the interpretation of miniatures in illustrated medieval chron-icles. Two case studies are taken as examples: Radziwill Chronicle of the late 15th century illu-minated with miniatures that still preserve archaic features of original drawings, and the Illustrated Chronicle of Ivan the Terrible of the 16th century. These monuments contain impor-tant material exemplifying the theme of Russia and evincing the singularity of their artistic language and drawing techniques. To better interpret those miniatures, we proceed from the fundamentals of Christian worldview to the function of images in Middle Ages. The artist- drawer was well aware of Christian cosmology. His world consisted of an infinite and invisi-ble ‘Heaven’ and a limited in space ‘Earth’ where historical events unfolded, being depicted in a narrow horizontal band, commenting historical events closely to the text. At the same time, the artist used traditional graphic tools to create images laden with recognizable connota-tions. Visual images did not so much depict a topic or an object to be illustrated, but rather conveyed their typological features. Further evolution of the artistic language of fine arts dur-ing the Late Middle Ages is evidenced in the miniatures of the Illustrated Chronicle of Ivan the Terrible. In the course of time the narrative aspect of book miniatures has matured, strength-ening their function as information sources in their own rights within the overall composition of the book and saturating it with suggestive details, thus truly portraying the events instead of just indicating or signifying.
Identity of ancient philosophers in Eastern Orthodox iconography: Appearance, clothing, dicta
Authors:   Empress Catherine II Saint Petersburg Mining University, Dorofeev Daniil Yu.
Published: November 2024

The article explores the iconography of philosophers in the decoration of Eastern Orthodox churches. The tradition of depicting ancient philosophers in medieval Orthodox churches (Byzantium, Greece, Russia, Bulgaria, Romania) is poorly studied. The discussion in the paper is focused on one specific aspect of the problem, namely the identification of depicted philosophers. This problem is of particular interest owing to idiosyncratic connota-tions of philosophers’ images in medieval Christian culture, different from those in ancient Greece and ancient Rome. Appearance, clothing and dicta in inscriptions are helpful to deter-mine identity, but are not the only means of identification. For example, in various regional traditions the same philosopher is identified by different citations. The article also analyzes such attributes as a headdress (wide-brimmed hat, cap, oriental turban, royal crown), a beard and philosophers’ cloak. For issues of appearance, “Hermeneia” by Dionysius of Fourna is an important guide. The synthesis of the textual and the visual is instrumental in the formation of iconographic traditions. The influence of the text “Prophecies of the Hellenic Sages” on the iconography of ancient philosophers in Russia in the 16th–17th centuries is a remarkable exam-ple. Particular attention in the paper is paid to the iconography of Plato and Aristotle.
Architecture and fresco decoration programs in Novgorod’s monastic churches
Authors:   State Institute for Art Studies, Tsarevskaya Tatiana Yu.
Published: November 2024

Studying architecture and frescoes of Novgorod’s monastic churches of the second half of the 14th century, one has to face the fact that the purpose of some annexes as well as internal compartments is yet unknown and their liturgical function remains unclear. Our insufficient understanding of ‘architectural iconography’ of these additional spaces compli-cates the interpretation of the murals with all their semantic nuances. Monastic churches of Novgorod had a tendency to gradually phase out external extensions while increasing the partitioning of the western part of the nave. In this article we attempt to clarify the pur-pose of these new spaces using the example of Novgorod’s suburban monastic churches and to characterize the programs of their fresco decorations assuming multifaceted function of these extra spaces, including their symbolic significance. The iconographic program of the narthex in the Assumption Church in archbishop’s Volotovo monastery served as a kind of a prelude to the decoration of the main space and corresponded to the beginning of the Assumption evening service following the traditions of Palaeologan Renaissance. A less ‘the-ological’ program of the narthex of the Church of the Savior in Kovalevo monastery whose ktetors were Novgorod boyars, emphasized the connection between the healing of body and soul with salvation in Christ, indicating adherence to local liturgical traditions as well as the influence of the Western Balkans’ artistic culture. But, despite the differences in traditions, both decorative programs of the vestibules prepared the faithful for the entry into the main space of the church as into the House of Divine Wisdom. The character of female images in these monasteries correlated with the type of a monastery: Volotovo was a male monastery, while Kovalevo, most probably, was of the mixed type. An unusual location of the monas-tic theme in the painting of the choir of another suburban monastic church, Nativity in the Red Field, is, in our opinion, linked to the purpose of its associated monastery which served a large cemetery.
About one group of ornamental motifs in the frescoes of the Assumption Church on Volotovo field
Authors:   State Institute for Art Studies, Orlova Maria A.
Published: November 2024

The ornamental repertoire of the fresco decoration program of the Assumption Church in Volotovo is distinguished by its extraordinary richness and diversity. Ornamental friezes with ‘architectural’ antiquicising motifs cover the walls and pillars of the church, in particular curb, bar and console friezes, meanders and geometricized plant forms on wooden ties. All of them are quite traditional for Byzantine painting of the first half of the 14th century when classicizing motifs became popular. However, ornamental compositions at the top of the frescoes, on the window slopes, on the vaults of the choir chambers and on the pre-apse arch, as well as in the altar zone are quite unique for their pronounced oriental flavor. These orna-mental compositions look like copies of Golden Horde toreutics. The Mongol conquests con-tributed to large- scale migration processes and new cultural contacts as well as the emergence of new tastes and fashions. The ethnic composition of the craftsmen working for Mongols was quite diverse, which is evidenced in the forms and ornamentation of their artworks. At the same time in Palaeologan Byzantium we see little interest in orientalizing motifs in the back-ground of traditionally prevailing taste for antiquity. It is remarkable that oriental forms are conspicuously absent from other Novgorod monuments, which are normally classified into the same group as frescoes in Volotovo, namely the Church of the Savior on Ilyina Street and Theodore Stratilates Church. Apparently, the influence of the Golden Horde civilization was so significant, that its ornamental repertoire had a wider circulation, greater accessibility and popularity than we are ready to presume.
The cult of saints and the establishment of interregional ties in Old Rus’: Sacred visualization of cross- cultural processes
Authors:   Yaroslav-the-Wise Novgorod State University, Avanesov Sergey S.
Published: November 2024

The article explores visual symbols of cross- cultural processes in medieval Rus’ in the 15th–16th centuries by examples of Novgorod and Moscow represented by their two major saints. During this period, the formation of a common cultural and political space of Muscovy took place. One of the indications of imminent unification was that regional saints (‘genii loci’) were integrated in the united literary, artistic, and liturgical spaces. The article analyses the inception of iconographic compositions featuring two locally venerated saints–St. Varlaam of Khutyn (Novgorod) and St. Sergius of Radonezh (Moscow). These iconographic compositions are (1) painting decoration of the church of St. Sergius of Radonezh in the Novgorod Kremlin, (2) painting decoration of the church of St. Simeon the God-Receiver in the Novgorod Zverin Monastery, (3) the white cowl of Novgorod Archbishop Vasily Kalika, (4) the Muscovite icon of the Mother of God Hodegetria, (5) the tablet icon from the menolo-gium of the Novgorod St. Sophia Cathedral and (6) the icon of the Smolensk Savior on the Spasskaya Tower of the Moscow Kremlin. The author argues that the practice of sacred vis-ualization of cross- cultural processes demonstrates the crucial role of religious conceptual-ization and artistic embodiment of saintly figures acting as guarantors, even as personifica-tions of unifying tendencies. Sacred images initiated rather than illustrated new cultural and political trends, entering the sphere of everyday religious practices as heralds of expected changes. In this way, locally venerated saints Varlaam of Khutyn and Sergius of Radonezh, co-present in a joint artistic space, visually indicated the formation of an all-Russian cultural tradition, thereby outgrowing their previous strictly local status and entering the global host of saints of the universal Church.
Christian values and the problem of self-presentation by Sergei Parajanov: “a Saint in prison”
Authors:   Yerevan State University, Simyan Tigran S.
Published: November 2024

The article is devoted to the analysis of drawings and collages by Sergei Parajanov, made by him during his second prison term (December 17, 1973–December 30, 1977). It is shown how Parajanov reveals his difficult experiences through the visualization of Christian images and values. Based on the analysis of empirical material, the author semiotically reconstructs Parajanov’s emotional world. The article traces how Parajanov’s instincts and ethical values as a person gave rise to his archetypal visual texts based on the oppositions ‘thief vs. saint’, ‘top vs. bottom’, ‘right vs. left’, etc. The study of visual material is carried out in the context of Sergei Parajanov’s prison letters; accordingly, his works of art are interpreted in the context of verbal discourse. This approach allows us to see Parajanov’s work in the aspect of a combination of fiction and reality. The article substantiates the thesis that the prisoner Parajanov purposefully expressed his emotional states through archetypal (Christian) narratives, oppositions, symbols. During his stay ‘on the zone’ the artist created many ‘compressed’ visual texts–drawings, col-lages, the main narrative of which is a ‘saint’ in prison in different visual mise-en-scenes.
The 13th century icon ‘The Mother of God Eleousa’from a private collection in Moscow
Authors:   The Mikhail Abramov Museum of Russian Icon, Evseeva Liliya M.
Published: November 2024

The origin of this ‘Eleousa’ icon is unknown. In 1949, the image was in a private col-lection in Rome. The icon suffered losses. The board was sawed off at the bottom; the back-ground was re-primed; the layers of paint are incompletely preserved. The iconography of the image is Byzantine and the manner of painting complies with Byzantine canons. However, the holy faces and naked body parts are statuesque and impress the viewer with their materiality. A likely provenance is Sicilian, artist’s familiarity with Byzantine tradition being the strong-est evidence. The master was likely influenced by stone sculpture, flourishing in Sicily and Southern Italy in the first half of the 13th century. Such imitation of sculptures in painting was well known to contemporary Roman artists, e. g., Pietro Cavallini and Jacopo Torriti.
СОСТОЯНИЕ КУЛЬТОВЫХ СООРУЖЕНИЙ КЕРЧИ В НАЧАЛЕ XX ВЕКА
Authors: В.Ю. Квашнин
Published: November 2024

В статье выявляются тенденции развития культовых сооружений города Керчи в начале XX века. Рассмотрено развитие христианских, мусульманских и иудейских культовых сооружений Керчи накануне и в годы Октябрьской революции.
РОЗНИЧНАЯ И МЕЛОЧНАЯ ТОРГОВЛЯ В САМАРЕ В НАЧАЛЕ XX ВЕКА (ПО ДОКУМЕНТАМ ЦЕНТРАЛЬНОГО ГОСУДАРСТВЕННОГО АРХИВА САМАРСКОЙ ОБЛАСТИ)
Authors: М.В. Нестерова
Published: November 2024

В статье представлены некоторые аспекты розничной и мелочной торговли в г. Самаре в начале XX века. Благодаря документам архивных фондов Канцелярии Самарского гражданского губернатора, Самарской казенной палаты и Самарской городской управы удалось сформировать представление о деятельности торговых заведений. Большое внимание уделено изучению документов о предоставлении лицам, желающим заниматься торговлей, промысловых свидетельств, журналов поверки торговых и промышленных предприятий и личных промысловых занятий.
Б. Сигал. СУД НАД МАТЕРЬЮ, ВИНОВНОЙ В РАСПРОСТРАНЕНИИ СКАРЛАТИНЫ
Authors: Л.А. Кремнева
Published: November 2024

Представлена публикация редкого издания – книги Б. Сигал «Суд над матерью, виновной в распространении скарлатины» (М., 1925). Произведение призвано было способствовать санитарному просвещению среди малообразованных слоев общества.
ДЕЯТЕЛЬНОСТЬ САМАРСКОЙ ЕПАРХИИ В СФЕРЕ ПОДДЕРЖКИ ПОСТРАДАВШИХ ОТ ВОЕННЫХ ДЕЙСТВИЙ В АВГУСТЕ–ДЕКАБРЕ 1914 ГОДА (ПО МАТЕРИАЛАМ ПЕРИОДИЧЕСКОЙ ПЕЧАТИ)
Authors: А.В. Александров
Published: November 2024

В статье осуществлена попытка с опорой на фактический материал, опубликованный в местной прессе, восстановить событийный ряд мероприятий, осуществляемых Самарской епархией и административным аппаратом в пользу раненых и их семей, пострадавших от военных действий в период с августа по декабрь 1914 года, показать многообразие данных мероприятий и их разноплановость.
РЕГИОНАЛЬНАЯ ПРЕССА НАЧАЛА 1910-Х ГОДОВ КАК ИСТОЧНИК ПО ИЗУЧЕНИЮ ОРГАНИЗАЦИИ И ПРОВЕДЕНИЯ ТУБЕРКУЛЕЗНОГО ДНЯ (НА ПРИМЕРЕ САРАТОВА)
Authors: И.В. Максимова
Published: November 2024

В статье осуществлена попытка комплексной реконструкции первых лет празднования Туберкулезного дня в губернском городе Саратове на материалах двух крупных поволжских газет – «Саратовский вестник» и «Саратовский листок» за 1911–1913 гг. Особое внимание уделено рассмотрению роли местной общественности, включая представителей медицинской интеллигенции, в организации и проведении благотворительной акции, а также в целом постановке дела борьбы с туберкулезом в Саратове. Автор убедительно показывает, что региональная пресса, выступавшая основной площадкой для пропаганды идей Дня белой ромашки и освещения событий, связанных с его реализацией, является важнейшим источником многоплановой информации по изучению данной общественной инициативы.
ОТКРЫТИЕ ГОРОДСКИХ ПУБЛИЧНЫХ БИБЛИОТЕК В САМАРЕ В 1916 ГОДУ И НАЧАЛО ИХ РАБОТЫ
Authors: Я.М. Цыганова
Published: November 2024

В статье на основе архивных документов и материалов самарской периодической печати рассматривается процесс создания сети городских публичных библиотек в 1916 г. Освещается подготовка открытия пяти библиотек и начало их работы с момента открытия до Февральской революции.
КАРЕЛЬСКИЙ ЭКСПОРТ В ПЕРВОЙ ПОЛОВИНЕ 1930-х ГОДОВ (ПО ДОКУМЕНТАМ НАЦИОНАЛЬНОГО АРХИВА РЕСПУБЛИКИ КАРЕЛИЯ)
Authors: М.Р. Каюмова
Published: November 2024

В статье рассматриваются основные причины роста карельского экспорта в первой половине 1930-х гг. в контексте общей истории экономики Карелии. Проанализированы факторы, которые оказывали негативное влияние на развитие экспорта. На примере разных статей экспорта показано, с какими трудностями сталкивались экспортеры в поисках рынков сбыта.
MODELO DE REVISORIA FISCAL CASO PROPIEDAD HORIZONTAL CONJUNTO PORTÓN DEL TEJAR
Authors: Sandra Marcela Espitia González , Paula Gissela Uribe García , Laura Alejandra Hincapié Osorio , Diana Beatriz Chavarría Rodríguez
Published: November 2024

Debido a la pandemia ocasionada por el SARV-COV2 el funcionamiento de los Consejos Técnicos Escolares (CTE) en preescolar del municipio de Puebla, pues se implementó a través de sesiones a distancia para lograr sus objetivos con los aprendientes en esta nueva modalidad. Por lo tanto, se verificó la percepción del colectivo docente respecto al trabajo realizado durante las sesiones del CTE.El diseño metodológico implementado tuvo un corte cuantitativo, no experimental, retrospectivo del funcionamiento de los Consejos Técnicos Escolares (CTE) de educación preescolar durante el período de confinamiento. De esta manera, a partir de una muestra de 370 participantes se implementó un instrumento de nuevo diseño que sometido al Análisis Factorial Exploratorio permitió determinar cinco factores relacionados con las dimensiones del Modelo de Análisis de este estudio: a) diseño de nuevas estrategias, b) aprendizaje organizacional, c) funcionamiento de los CTE, d) evaluación docente, e) formación continua.Que de acuerdo con los resultados permite un mayor análisis de la dimensión del funcionamiento de los Consejos Técnicos Escolares (CTE) donde se concluye que: a) durante pandemia se siguieron sesionando los CTE, a pesar de las dificultades en el trabajo a distancia con los integrantes de cada colectivo docente b) y más de la mitad de los docentes encuestados perciben que sus autoridades no fungen con la responsabilidad que tienen a cargo durante las sesiones del CTE, dejando un área de investigación abierta.
BARRERAS DE ACCESO: LIMITACIONES PARA ACCEDER A LOS SERVICIOS DE SALUD DE LOS USUARIOS ASIGNADOS A LA CLÍNICA DE TENJO-CUNDINAMARCA/COLOMBIA
Authors: Mónica Viviana Vargas Ortegón , Tania Lizveth Orjuela Lara
Published: November 2024

La presente disertación tiene como objetivo analizar dos de las principales variables del desarrollo mexicano expresado en documentos estratégicos y en la evidencia empírica de los primeros tres años del sexenio de gobierno 2018-2024, donde la violencia y la crisis de la pandemia han imperado. Se analizarán y explicarán los esfuerzos que en materia política, institucional y educativa que se han buscado emprender desde planes y programas federales. El objeto de este trabajo es explicar cómo se concibe el control de la seguridad ciudadana y como se adecua la contra reforma educativa para garantizar la obligatoriedad y gratuidad educativa en todos los niveles, y con ello obtener la condiciones necesarias para la estabilidad y desarrollo de país, en este sentido el análisis del Plan Nacional de desarrollo 2019-2024 es muy importante, ya que se observa como un cambio contrastante a los anteriores gobiernos que buscan incidir en la mejora de las condiciones de convivencia social y democrática desde la política de contención de la violencia, haciendo énfasis en la población joven en edad escolar y su comunidad en general, la metodología de esta investigación es cualitativa con un enfoque exploratorio-explicativo, a través del análisis de contenidos del plan nacional de desarrollo 2019- 2024, y el análisis hermenéutico en fuentes documentales. El análisis documental, de contenidos hermenéuticos, nos permitirá evaluar los objetivos institucionales que tenga impacto en las estrategias y líneas de acción en la construcción de una nación moderna y de sus procesos socioformativos.