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Tatiana Radchenko,Svetlana Avdasheva 글로벌지식마케팅경영학회 2014 Global Marketing Conference Vol.2014 No.9
Traditionally marketing policies are considered to be the matter of choice by market participants. It is normally so, except the operators of essential facilities (such as pipelines or electric grid) or companies where prices are subject of direct price regulation (heating, gas and electricity supply etc.) However, in some exceptional circumstances responsible government agencies impose regulatory constraints on important marketing decisions of the companies outside regulated industries. One important example are remedies imposed by competition agencies, especially in BRICS countries, which sometimes take form of public regulated commercial policies as a set of rules for largest (dominant) sellers in B2B sectors how to select counterparties, how to set contract terms and how to enforce contracts. Wider use of commercial policies in a regular basis is recently under consideration in Russia. The goal of the paper is to discuss the expected impact of remedies application on the marketing policies, managerial incentives and performance of the companies, which are subject of remedies, by the example of several Russian cases. Our main conclusion is that impact of marketing policies and managerial incentives is the key to predict the impact of remedies on competition itself.
Clothing as a representation of the threedimensional space in Olonkho
( Tatiana N. Nikolaeva ),( Lina M. Gotovtseva ),( Sofya V. Kholmogorova ) 한국알타이학회 2018 알타이학보 Vol.0 No.28
The article considers the traditional clothing of Sakha people based on the text of the heroic epic Olonkho. The authors focus on identifying and describing the clothing of Olonkho characters, representing the three worlds - Upper, Middle, and Under Worlds. It is established that the text of this Olonkho contains a detailed description of the headdress and its details, outerwear (fur coats, coats, etc.), and footwear, thus providing insight on the inhabitants of the three worlds. In this regard, the epic text acts as a source for reconstructing the coded informative material. The function of clothing as an indicator of the social status and the financial situation of its owner is revealed.
Inquiring Educational Games: A Framework for designing and Developing CS Games
Tatiana Rincon,Shinchun Kang(강신천) 한국컴퓨터교육학회 2021 컴퓨터교육학회 논문지 Vol.24 No.1
학생들은 현재 학습 과정에서 적극적인 역할을 하고 있다. 매일 교사는 특히 컴퓨터 사고 및 컴퓨터 과학의 기초와 관련된 분야에서 학생들에게 동기를 부여하는 데 더 많은 어려움을 느끼고 있다. 이러한 이유로 CS 영역의 학습 과정을 지원하기 위해 교육용 게임을 사용하는 것이 점점 더 많은 관심을 받고 있다. 그러나 학습 참여와 동기를 높이기 위해 어떤 종류의 게임이 유용한 지 고려하는 것이 중요하다. 이 연구는 학생들의 관심사를 기준으로 CS 교육 게임을 설계하는 프레임 워크를 제시하는데 목적이 있다. 지속적인 피드백을 통해 프레임 워크를 사용하면 게임이 지속적으로 향상되어 학생들의 요구 사항을 충족하고 학습 참여도를 높일 수 있다. Students currently are taking an active role in the learning process. Teachers find more challenging to keep students motivated especially in areas related to Computational thinking and Fundamentals of Computer Science. For that reason, the use of Educational Games to support the learning process in Computer Science areas is getting more and more attention. Therefore, it is important to consider what kind of games are actually useful to increase the learning engagement and motivation. This work presents a Framework to design Computer Science Educational Games taking the students interests as its baseline. With a constant feedback, the framework allows the game to improve continuously to satisfy students’ needs and increase their learning engagement.
( Tatiana Bodrova Gogenmos ) 한국통역번역학회 2005 FORUM Vol.3 No.1
This article compares the conclusions of the authors of the Interpretive Theory of Translation on the text as the object of translation with the ? discourse theory ? of Russian thinker and literary critic M. Bakhtine, contained in his various writings on the philosophy of language. Danica Seleskovitch and Marianne Lederer share the same view as Bakhtine on the definition of the text and its main caracteristics in verbal interaction. We show that, unbeknownst to each other, Mikhail Bakhtine and the authors of the Interpretive Theory have reached similar conclusions on the text defined as a unit of communicative interaction. First of all, a text is determined by its sense as a whole, unlike words and sentences which only possess language meanings. Second, a text (and its sense) is unique, non-repetitive and original, while words and sentences, inasmuch as they are linguistic units, can be repeated and reproduced ad infinitum, because they exist even outside the context of a communication situation. Furthermore, texts, as verbal interaction units, always possess an author and are receiver-oriented; they are always linked to other texts (intertextuality) and point to ? values ?. Other characteristics of the text, mentioned only by Bakhtine, are also described here; notably, the change of speakers, the ? finished ? aspect of the discourse utterance and its expressive intonation.
Tatiana, Tereshkina,Svetlana, Tereshchenko The International Promotion Agency of Culture Tech 2016 International Journal of Advanced Culture Technolo Vol.4 No.3
The concept of intergenerational and intercultural approaches in education and learning are changing nowadays. Intergenerational approach in the third age education and learning programs can be defined as planned activities that link various generations with the goal of exchanging knowledge, experiences and receiving mutual benefits. The goal is to connect people by using mutually beneficial activities that encourage understanding, cooperation and respect between generations, as well as contribute to the society. Intercultural approach in the third age education is connected with activities that link people of various cultures aimed at receiving mutual benefits. This paper discusses the development of third age education in Saint Petersburg, Russia and shows how the intercultural and intergenerational approaches are used in this type of education. The third age universities in Saint Petersburg do not have a lot of experience in this. In the article examples of the using intercultural and intergenerational approaches in the third age education are showed.