The article analyzes the trends in the development of citizen science in Russia in the context of the influence of the neoliberal socio-economic order on the formation of this concept and the transformation of its practices. Despite widespread criticism of neoliberalism, due to the global spread of the ideas and values that form the basis of this doctrine, the domestic system of organizing scientific activities remains significantly influenced by it. The development of citizen science is analyzed within the framework of the concept of scientific communication models–the “deficit model”, the “dialogue model”, and the “engagement” or “participatory model”. Emphasis is placed on the differences in approaches to defining the concept of “citizen science” among representatives of natural and social sciences. It is shown that Russian researchers theoretically consider citizen science as a benefit and an effective tool for strengthening social solidarity and popularizing scientific knowledge, thus sharing Anglo-Saxon approaches and calling for the development of this direction. However, in real practice, the development of citizen science in Russia faces serious obstacles: examples of the implementation of citizen science projects are few, public involvement is minimal, and due attention is not given to the popularization of the phenomenon among the general public. It is shown that international experience in attracting volunteer researchers in science is insufficiently manifested in the Russian scientific and informational space. Emphasis is placed on the role of citizen science practices in a sovereign state. The conclusion is made that citizen science in Russia, as a social institution designed to popularize science among the general public, does not seem to function.
The 19th century was a time of building trade and economic relations between the Russian Empire and Norway in the field of fishing and harvesting of marine animals. The increased consumption of fish and fish products in the two neighbouring countries, as well as in European countries, stimulated the development of fishing in the Arctic Ocean and in the coastal waters of the two states. The modernization of the fishing fleet, the improvement of fishing facilities, and the expansion of the geography of the fisheries covering the northern islands all contributed to an increase in the volume of fish and marine animals harvested. Spitsbergen, Novaya Zemlya, Greenland, Franz Josef Land, Medvezhy Island, etc. have become fishing areas for Norwegian and Russian fishermen. Bilateral treaties between the Russian Empire and Norway enabled Pomor fishermen to fish in Norwegian coastal waters. During the period under consideration, large entrepreneurs began to stand out in the Russian North, owning a large number of fishing vessels and selling fish and fish products not only on the Russian domestic market, but also abroad (mainly in European countries). By the end of the 19th century, fishing and harvesting of marine animals had become the leading branch of the economy of the Russian North, and trade and economic cooperation between the Russian Empire and Norway in the field of fishery was an example of mutually beneficial cooperation between the two neighbouring powers. Development of a unique language Russenorsk (a pidgin language) actively used both by Pomors and Norwegians has also contributed to strengthening of Russian-Norwegian trade-economic rela- tions in the Russian North. The article analyzes Russian-Norwegian trade treaties and uses rare pre-revolutionary sources in Russian, Norwegian, Danish, English, and Spanish.
The article examines the translation of an Arctic text as a complex process of intercultural knowledge transfer. The research problem consists in exploring ways to ensure a coherent and adequate transfer of different types of Arctic knowledge to the Chinese reader despite substantial cognitive and cultural differences between the Russian and Chinese worldviews. The relevance of the study is determined by the insufficient development of the cultural and cognitive aspects of its representation in Chinese academic and social discourse. The aim of the research is to identify the mechanisms of transferring knowledge about the Arctic in the process of translating the book “Approaching the Arctic” into Chinese and to analyze this process using systems analysis. The scientific novelty of the work lies in the application of a complex analytical model of systems analysis that integrates three fields of knowledge (knowledge transfer theory, Arctic studies and translation studies). This makes it possible to view translation not as a purely linguistic operation, but as a multi-level process of using scientific, historical and cultural knowledge in the course of its transfer. The methodology of the study is based on the principles of the systems approach, which ensures a holistic description of the interaction between the source text, the translator’s cognitive actions and operations, and the cultural expectations of the target reader. The practical significance of the research lies in the possibility of applying its results when making translation decisions for texts about the Arctic. The study contributes to the development of the systems approach in translation studies and to the investigation of mechanisms of intercultural transmission of regional knowledge.
This article carries out a comparative cognitive study of metaphorical models used in the Russian and English language media to shape the image of Russian entrepreneur and founder of the social platforms “VKontakte” and Telegram Pavel Durov. The aims of this study are to identify and describe metaphorical models used to conceptualize the image of Pavel Durov in Russian and foreign media discourse. This research is based on the provisions of the conceptual metaphor theory and includes the methods of continuous sampling, component and frame analysis, as well as comparative and statistical methods. The primary research material includes metaphors that depict the activities of Pavel Durov presented in foreign and Russian media texts published in RIA Novosti, Kommersant, The New York Times, The Guardian, Lenta.ru, CNN, Aljazeera.com, etc. from 2018 to 2025. The analysis conducted has shown the similar tendency of sociomorphic metaphors’ predominance in both media but with different connotations: Russian language media texts tend to depict a negative image of Pavel Durov while English language media reveal him as a contradictory image combining the elements of glorification and criticism. Metaphorical modelling of the image of Pavel Durov in the Russian and English language media represents itself as a powerful tool of shaping public opinion by reflecting not only Durov’s real deeds but also some cultural stereotypes, social expectations and media tendencies. The obtained results underline the importance of a critical approach towards metaphors interpretation in media discourse, their role in shaping public personalities’ images and may be useful in conducting further research of media images’ metaphorical modelling.
This article examines the organization and activities of school cooperatives in the European North in the 1920s. The aim of the paper is to provide a general overview of school cooperation in the region under the New Economic Policy, a period of its widespread development. The relevance of the study lies in the significance of the value potential of youth communities and the increased interest in cooperative-type schoolchildren’s labor associations in various regions of the country. The practical significance of the study lies in the possibility of using historical experience in the implementation of projects to create voluntary adolescent organizations of the economic type. Based on the archival documents and printed sources introduced into scientific circulation for the first time, the study examines school cooperatives operating in the European North in the 1920s. In the course of the study, student cooperatives that existed in the Arkhangelsk, Vologda, and Northern Dvina provinces, as well as Karelia, were analyzed; the most common types of student cooperatives (consumer societies and agricultural artels) in cities and rural areas were identified. This article explores the role of teachers and adult cooperative members in organizing children’s cooperative societies. It describes the preparatory work for establishing school cooperatives (discussions about cooperation, excursions to consumer societies, general student meetings to adopt charters and determine membership and share dues). It also identifies instances of collaboration between school cooperatives and workers’ and employees’ cooperative organizations. The main activities of student cooperatives are described: providing students with textbooks and writing materials, and providing them with hot breakfasts. Shortcomings have been identified in the commercial practices of some student consumer societies (selling goods on credit). Meanwhile, properly organized cooperative activities generated profits for the school, which was used for cultural, educational, and charitable purposes. However, the commercial aspect of student cooperative associations’ activities conflicted with the goals of the Soviet school, leading to the curtailment of the school cooperative movement.
