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The article discusses the issue of refraction of the categories “publitsistika” (publicism) and “publitsistichnost” (with the elements of publicism) in the work of I. A. Bunin. It is shown that the definition of “publitsistika” in the categorical sense is applicable, first of all, to his works of the period of emigration, which are of a socio-political nature. Particular attention is paid to the origins of literary-critical and memoir publitsistika, outlined in Bunin’s early articles and essays, in which signs of “publitsistichnost” are found, expanding the boundaries of the declared topic to the level of social problems. The author dwells on certain features characteristic of the future publiсistic manner of the writer: a tendency to polemics, a straightforward position, open attacks towards opponents, the use of artistry. The relevance of the study is due to the need to consider early literary critical articles, essays by Bunin, his «Speeches on the anniversary of the newspaper “Russkie vedomosti”» and publiсistic of the mature period as an integral creative process that has its own dynamics. The novelty of the research is seen in the proposed approach to considering the specifics of the writer’s publicistic heritage, which consists in a systemic and holistic understanding, the involvement of integrative humanitarian knowledge as a context and comments. It is proposed to use mathematical and informational research methods approved by the author in the textual analysis of Bunin’s publicistic works.

Despite innovative technological "solutions" to address ongoing water crises in Indigenous communities, significant disparities persist in Canada. Financial investment in infrastructure is necessary, but it is hardly sufficient to address the real problem: entrenched colonialism. One of the greatest challenges in decolonizing research is to prevent that research from reproducing the very categories it is seeking to critique and dismantle. We share findings from thematically-analyzed interviews with academic and community-based researchers who conducted water research with a stated intent to implement Western and Indigenous knowledge systems. Findings revealed that while there is co-learning, ontological and epistemological assumptions carried into these relationships often impede truly integrative practice. Respondents shared how they worked through these persistent barriers of a colonial system.

Indigenous (First Nations, Inuit, and Métis/Metis) peoples in Canada experience persistent and disproportionate water-related challenges compared to non-Indigenous Canadians. These circumstances are largely attributable to enduring colonial policies and practices. Attempts for redress have been unsuccessful, and Western science and technology have been largely unsuccessful in remedying Canada’s water-related challenges. A systematic review of the academic and grey literature on integrative Indigenous and Western approaches to water research and management identified 279 items of which 63 were relevant inclusions; these were then analyzed using a realist review tool. We found an emerging trend of literature in this area, much of which called for the rejection of tokenism and the development of respectful nation-to-nation relationships in water research, management, and policy.

The tasks of integrative content requires the use of knowledge and skills on various themes both one discipline and different disciplines. Mostly in the classroom (or in homework) the tasks on the properties absorption of different concepts using different theories are considered. Thus knowledge within only one discipline is formed, knowledge of the narrow sense (one subject). Such knowledge is "prescriptional", we call it idealized. After all, it is far from models of the real professional problems and problems of life in general, in order to solve them it is necessary to apply knowledge and skills acquired in different themes of the same objects,life experience. Practical formation of integrative knowledge requires statement of the educational problems before the subjects of studying, the problems within the "narrow objectivity" can not be resolved at all, or such kind of solving is too difficult to solve, for example, the nature and the context of solving problems (scientific approaches to solving problems, creating mathematical models, methods for solving such models, means of solving, application of methods, analysis of the models solution and the right choice, the inspection of solutions, etc.) will sink in the conglomeration of technical operations. The problems with integrative content are usually more complicated than the problems of "narrow objectivity." In our problems the index of such difficulty is the essence of educational content, which is disclosed in the previous paragraph. The problems solution proposed in this article requires knowledge of the structural geometry (circle construction, touching two or three laps): with analytic geometry (method of coordinates on the plane; the distance between two points on the coordinate plane); algebra (system drawing irrational equations, method for solving such system, the solution of the system, analysis of the results and the right choose of the desired solution for found criterion, testing of the solution system, the notion of vector and its coordinates); on mathematical analysis and algebra in school course with advanced study of mathematics or specialized colleges (concept of infinite numerical sequence and its convergence, the rules of convergence in infinite sequences of numbers, the concept of numerical range and its convergence, the rules of numerical series convergence, calculations of members of infinite and partial sums of the numerical series with pre-specified accuracy); with Maple (organization of linear programs, organization of cycles, conditional branches, the concept of sets and lists and work with them, solving systems of nonlinear equations, the construction of drawings in program mode, the syntax of Maple, creation of the program in accordance with the method of solving the problem in general, the mathematical model and its solution method, criterion for selection of the desired solution models, conditions and parameters of the original problem. Solving problems of the integrative content forms integrative knowledge as knowledge of a higher level compared with a simple set of one discipline knowledge, develops search and research skills, creativity, generates creative potential, mathematical and information culture of a subject of study. Such problems are not resolved by typical methods and the same typical algorithms, it is necessary to find a way to create a solution and the corresponding algorithm for each of them.

The problem of forming future and current teachers’ integrative knowledge as knowledge of a higher level in comparison with the knowledge of certain subjects (mathematics and informatics) is reduced to the solution of specific educational situations that require the simultaneous application of knowledge and skills from various subjects while solving them. These problems include the problem of computer-aided constructing of certain educational tasks with pre-defined properties. At the heart of solving this problem a creation of mathematical model of the required mathematical object, its study and solution are laid. Mathematical model of a certain educational task contains a set of parameters, and selection of the values of these parameters determines the properties of the educational task. In turn, the properties of the educational task in the process of its formalizing turn into certain conditions, such as equations or inequalities. The formalization of a set of determined properties of the set of mathematical tasks leads to a system of equations and inequalities. So, our problem is reduced to the construction of a mathematical model as a system of equations and inequalities. The first version of the mathematical model must be investigated for consistency, completeness, minimality of conditions. After adjustment (change, withdrawal or addition of certain conditions) the mathematical model is subjected to solving, namely finding the right settings. This process is called solving the mathematical model, a mean of solution created or found by the author of a mathematical model. Mathematical models of educational tasks constructing in mathematics are created in such a way that the solutions of the mathematical models will be figures chosen beforehand, for example, integers from a certain period. Different vectors- solutions of mathematical model define specific examples of a particular type of the examples. In this article a continuous fractional rational function is constructed with exactly two extremes. Thus, certain scientific approaches and ways of solving the mathematical model are considered. In fact a method to find an acceptable solution of the mathematical model as a system of equations and inequalities is described. Based on the method of solving the model, algorithms and programs written in Maple are established to automate the process of solving the model. Herewith the model solutions are generated beforehand by user’s choice. Different vectors- solutions of mathematical models define various mathematical problems of the same type. This article describes a general approach developed by the author for creation and solving of a mathematical model constructing a specific function. However, given author's technology of constructing works equally well in constructing polynomials with a number of extremes, different types of irrational, logarithmic equations and inequalities, systems of linear equations, matrices with predetermined eigenvalues, fractional rational equations and inequalities, etc.

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The European Union Sport Unit has identified the societal and educational role of sport as a central topic in its new research agenda. It is argued that European Union (EU) citizens should be supported to learn continuously across the life course. In the sport/physical activity (PA) context, the role of teachers, coaches and exercise instructors (among others) is pivotal to the delivery of this aspiration. Yet, in this paper, we argue that entrenched barriers between teaching, coaching and exercise instruction and the lack of a well-developed, integrative underpinning knowledge base centred on pedagogy are serious impediments. We suggest that the development of a new integrative subdiscipline in the Academy may help pedagogy, and pedagogy academics, to make a stronger contribution to addressing these barriers and gaps. ‘Sport & Exercise Pedagogy’ (SEP) is proposed as an education-based, boundary-crossing, multi/interdisciplinary area of study located in the field known variously as ‘Sport & Exercise Sciences’, ‘Kinesiology’ and ‘Human Movement Sciences’. SEP places individuals and their life course learning at its core. A new cross-border1policy initiative from the island of Ireland illustrates the potential for SEP to contribute to PA/public health agendas. [ABSTRACT FROM PUBLISHER]

We describe a comprehensive three-year programme in Software Engineering (SE) for high-schools which has been operated in Israel for the last two decades. The aim of the programme is to expose young students to computing, and to motivate them to continue their academic studies in that field. The programme has evolved over the years in accordance with the changes in the discipline of computing. It introduces students to scientific methods, principles of design, implementation of computer systems. Currently it consists of a three-phase modular structure: (a) natural sciences, (b) computer science, (c) advanced specialized topics in computing. During the third year, students are required to develop as a final assignment a comprehensive software project, namely a computer system in a specific, specialized domain. [ABSTRACT FROM AUTHOR]