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The purpose of the article is to analyze global trends in the practical use of artificial intelligence algorithms in library science in 2019–2023, establish the state of practical use of AI algorithms in libraries of leading countries, identify problems and prospects for the implementation of foreign experience into the practice of Ukrainian libraries.
The methodology of the research includes content analysis, literature review, and systematization. 20% of the most influential (CiteScore metric in Scopus) scientific journals in library and information science in 2019–2023 were selected. Then 100 articles related to artificial intelligence were filtered. Only those articles that have practical results were used for this study.
The results. The analysis of articles allowed to identify the main research topics of artificial intelligence in library science: application of artificial intelligence in: digital linguistics (20%), scientometrics and altmetrics (45,7%), integration with Big Data to ensure data quality (5,7%), research on historical and cultural heritage (11,4%), and integration of AI technologies into library production (17,1%). The results of the conducted research allow to clarify the state of development of AI problems in foreign library science, to determine the methodologies of integrating AI technologies into modern library production.
The scientific novelty of the article is explained by the absence of Ukrainian comprehensive studies on the international experience of implementing AI in library activities, which emphasizes the need for such research.
The practical significance. Examples of practical implementation of AI algorithms are valuable because studying approaches, analyzing mistakes, and conclusions of experienced scientists will improve models of AI application in the work of Ukrainian archives, libraries, and other document-communication institutions.

Although the institutional model of science communication operated well during the corona-pandemic, and relevant public institutions (media, science, politics) garnered higher levels of trust following "rally-around-the-flag" dynamics, other people would develop distrusts towards those institutions and the emerging orthodox corona narrative. Their ideas are often framed as conspiracy theories, and today's globalized media eco-system enables their proliferation. This looming "infodemic" became a prime object of concern. In this article I agnostically study those distrusts from a cultural sociological perspective to better understand how and why people (came to) disbelieve official knowledge and their producers. To do so, I draw on my ethnographic fieldwork in the off- and online worlds of people labeled as conspiracy theorists in the Netherlands, which includes the media they consume, share and produce. Based on an inductive analysis of people's own sense-making, I present three dominant reasons: media's panicky narrative of fear and mayhem; governments sole focus on lockdowns and vaccines; and the exclusion of heterodox scientific perspectives in the public sphere. Each of these reasons problematize a perceived orthodoxy in media, politics and science, and this uniformity bred suspicion about possible conspiracies between these public institutions. Too much consensus gets distrusted. While we can discard those ideas as irrational conspiracy theories, I conclude that these findings have important implications for the way we deal with and communicate about complex societal problems. Next to keeping things simple and clear, as crisis/risk/science communication holds, we need to allow for uncertainty, critique and epistemic diversity as well.

Knowledge transfer between universities and society, as well as the social commitment of universities ('third mission'), are coming increasingly into the focus of public attention and of science policy (section 2). The central role of universities in supporting search and learning processes in society, as well as the need for a change in mindset towards (more) sustainable development, are also emphasised in the context of the Great Transformation towards greater sustainability (section 3). At present, the two strands of discussion are largely unconnected. This article outlines the basic aspects of both fields of knowledge. This demonstrates that the basic understanding is the same in both areas: they share an understanding of knowledge transfer based on recursive exchange processes between science and society, which ideally entail the joint generation (co-production) of knowledge which can be linked both to science and to practice. However, there are 'blind spots' which will be illuminated by focusing on transformative education, an area still marginalised in the debate about transformation. Philosophical and educational reflections (section 4) demonstrate that deeper cultural and individual values, as well as holistic worldviews - i.e. based on the unity of humans, nature and culture - appear to be suitable key orientations for radical transformations towards sustainability. From the authors' perspective, the communication of normative target/orientation knowledge and its scrutiny in scientificallygrounded debates in line with a transdisciplinary understanding of science - in combination with a reflection on the values and mindsets embedded in a holistic education in relation to the environment or values - represents a central 'hinge' for knowledge transfer and for the path from knowledge to action. These aspects are currently underrepresented and deserve more attention in research and development.

AbstractFor decades anti-pornography sentiment and campaigns were driven largely by religious conservatives citing pornography's "contaminating" moral effects. More recently, however, anti-porn campaigns have sought to support their arguments by appealing to social and cognitive science. This raises the question of whether anti-pornography sentiment is undergoing an "internal secularization," reflected in a growing connection to scientific authority and weakening connection to religious authority, or conversely, whether the use of "science" reflects a more symbolic and tactical framing used by religious conservatives who already oppose pornography. Using the General Social Surveys (1984–2018), I examine how trust in scientific authority and traditional measures of religious conservatism are associated with anti-pornography sentiment and how these associations have changed since the mid-1980s. The positive association between religious conservatism and support for anti-pornography legislation has either remained the same or, in the case of biblical literalism, grown stronger. In contrast, Americans with greater confidence in science or scientists are less likely to support outlawing pornography, and this pattern has not reversed. Indeed, in recent decades, Americans across all levels of confidence in science have declined in their support for banning porn and now differ only minimally. Together these patterns suggest anti-porn sentiment is actually desecularizing, growing more connected to religious conservatism than views about scientific authority. Findings suggest current anti-pornography sentiment does not stem from scientific authority gaining ground among Americans who oppose pornography. Rather, citing scientific research likely reflects efforts to leverage its cultural authority among those already morally inclined to restrict porn's availability.

Abstract. Reducing disaster risk is critical to securing the ambitions of the Sustainable Development Goals (SDGs), and natural hazard scientists make a key contribution to achieving this aim. Understanding Earth processes and dynamics underpins hazard analysis, which (alongside analysis of other disaster risk drivers) informs the actions required to manage and reduce disaster risk. Here we suggest how natural hazard research scientists can better contribute to the planning and development of sustainable and resilient communities through improved engagement in disaster risk reduction (DRR). Building on existing good practice, this perspective piece aims to provoke discussion in the natural hazard science community about how we can strengthen our engagement in DRR. We set out seven recommendations for enhancing the integration of natural hazard science into DRR: (i) characterise multi-hazard environments; (ii) prioritise effective, positive, long-term partnerships; (iii) understand and listen to your stakeholders; (iv) embed cultural understanding into natural hazard research; (v) ensure improved and equitable access to hazard information; (vi) champion people-centred DRR (leaving no one behind); and (vii) improve links between DRR and sustainable development. We then proceed to synthesise key actions that natural hazard scientists and research funders should consider taking to improve education, training, and research design and to strengthen institutional, financial, and policy actions. We suggest that these actions should help to strengthen the effective application of natural hazard science to reduce disaster risk. By recognising and taking steps to address the issues raised in these recommendations, we propose that the natural hazard science community can more effectively contribute to the inter-/transdisciplinary, integrated work required to improve DRR.

This work is the result of a close collaboration between the eight partners of this program, from five European countries, with their different values and cultures, working methods, needs, etc. This plurality reinforces what unites scientists and teachers: the love for knowledge, that both groups create and transmit in a common intellectual space that exceeds any type of borders. PROJECT: Scientific literacy at the school: improving strategies and building new practices of science teaching in early years education (SciLit). ERASMUS+ PROGRAMME OF THE EUROPEAN UNION. 75 pages PDF document ; [EN] The document has been structured into four parts. The first part presents "A New Concept of Scientific Literacy", considering the challenge of new technologies and their influence at school. The second part, "Scientific Competence of Teachers in the Countries of the Project", analyzes the different educational systems of these countries in relation to the scientific competence of their pre-service and in-service teacher, in account of the initial training of the educators and the subsequent continuous training they receive. The third part, "A Proposal to Improve the Learning of Science in Early Stages", presents a historical introduction of the methods of teaching science used in the near past, as well as the description of the new methodology with which the CSIC at School has trained teachers for many years. The fourth point, "Recommendations to Improve Scientific Learning at a Young Age", contains a final analysis and a meditation with suggestions and recommendations to Improving the Teaching of Science in School, considering it as a real ingredient of the common European Cultural Heritage. ; European Commission 2016 -1- ES01- KA201- 025282 ; No

International audience ; The scientific potential of the Armenian community in Russia, as in the case of the whole Diaspora, is divided into two levels: individual and institutional. The individual level consists of separate specialists of Armenian nationality, acting in various scientific-educational institutions, think tanks, media sphere of the RF. Collectively they are named as scientific-expert community. The institutional level consists of the Armenian scientific-educational establishments (for instance, university centers), analytical and media structures, which are collectively named as centers for Armenianstudies. Among Armenian specialists of the RF in social sciences the professions of economics, history, philosophy, philology, law, psychology and political science prevail. Except of them, there are representatives of sociology, cultural and religious studies. In the RF there are also such specialists of Armenian nationality, who have education in natural sciences (engineering, physical-mathematical sciences, geography, geology etc), but act in analytical structures with political direction – think tanks. Institutional structures in Russia traditionally developed in the framework of universities and academic establishments. In post-soviet years the mentioned structures have grown numerically, and new 356 institutions have been established as well. It is a matter of, especially, analytical-expert institutions, having status of NGO, – think tanks, which are mainly engaged in contemporary applied issues. Armenian scientific-analytical institutions in Russia make valuable studies, implement educational programs, organize conferences, workshops, round tables, publish books, periodicals etc. Both on institutional and individual levels there is significant Armenian scientific potential in the RF. Contemporary problems and challenges ahead the Armenian society (Armenia and Diaspora) have certain place in the area of its activity. The Armenian scientific institutions and individual specialists of the RF have ...

International audience ; The scientific potential of the Armenian community in Russia, as in the case of the whole Diaspora, is divided into two levels: individual and institutional. The individual level consists of separate specialists of Armenian nationality, acting in various scientific-educational institutions, think tanks, media sphere of the RF. Collectively they are named as scientific-expert community. The institutional level consists of the Armenian scientific-educational establishments (for instance, university centers), analytical and media structures, which are collectively named as centers for Armenianstudies. Among Armenian specialists of the RF in social sciences the professions of economics, history, philosophy, philology, law, psychology and political science prevail. Except of them, there are representatives of sociology, cultural and religious studies. In the RF there are also such specialists of Armenian nationality, who have education in natural sciences (engineering, physical-mathematical sciences, geography, geology etc), but act in analytical structures with political direction – think tanks. Institutional structures in Russia traditionally developed in the framework of universities and academic establishments. In post-soviet years the mentioned structures have grown numerically, and new 356 institutions have been established as well. It is a matter of, especially, analytical-expert institutions, having status of NGO, – think tanks, which are mainly engaged in contemporary applied issues. Armenian scientific-analytical institutions in Russia make valuable studies, implement educational programs, organize conferences, workshops, round tables, publish books, periodicals etc. Both on institutional and individual levels there is significant Armenian scientific potential in the RF. Contemporary problems and challenges ahead the Armenian society (Armenia and Diaspora) have certain place in the area of its activity. The Armenian scientific institutions and individual specialists of the RF have ...

Soviet theory of international law for the seventies
Towards the end of the sixties, Soviet leaders became convinced that in order to move forward with the development of Soviet economy, it is necessary to establish closer economic and cultural relations with the industrialized West. One of the facets of this policy was the reorientation of Soviet science of international law, and a less critical view of what was being done scientifically in Western cultures. A turning point took place during the annual meeting of the Soviet Association of International Law, in 1972 at which Professor Tunkin, the leading Soviet publicist criticized the uncritical attitude of his colleagues towards Western science of international law. Since the time, Soviet publicists have adopted the methods of research, techniques of scientific inquiry, and the organization of treaties of international law in the West. Professor Tunkin himself in his studies reaffirmed that there is only one science of international law (Soviet and Western included), that the development of international law is also the achievement of Western scholars, and that only since the October revolution SovieL science armed with the theories of Marx and Lenin are able to perceive more correctly the real development of international law. Soviet scholars began to write with approval about their colleagues in the West, although basic criticism has remained in place. What is even more important, the accepted view now is that there is one general international law binding the capitalist and socialist world, with this reservation however that socialist countries are more respectful of the rights of other countries guaranteed by international law.

The article deals with the role of V.O. Sukhomlynskyi State Scientific and Pedagogical Library of Ukraine in integration and dissemination of pedagogical biographical knowledge, in particular the main forms of the mentioned phenomenon (information and bibliographic resource "Outstanding Teachers of Ukraine and the World", bibliographical series "Outstanding Teachers of the World", "Academicians of NAPS of Ukraine" and "Celebrators of NAPS of Ukraine", etc.)., which provides for: the development of historical and pedagogical knowledge, in particular biographical information about teachers; popularization of the famous teachers' oeuvre; cooperation of the efforts of historical and pedagogical science on the one hand and science which studies biographical information about teachers on the other hand. The systematic and complex activity of scientists of V.O. Sukhomlynskyi SSPL of Ukraine plays a significant role in the development of pedagogical science: in the light of biographics it gives the information about the formation and evolution of innovative teaching ideas in the context of social, political and cultural determinants. The author emphasizes the importance of the science which studies biographical information about teachers as an area of historical and pedagogical science that requires a combination of efforts of scientists from different fields of knowledge. We consider that the following directions of the development of the science which studies biographical information about teachers by the scientists of V.O. Sukhomlynskyi SSPL of Ukraine are prospective: the study of figures of scientists of pedagogy on the basis of the new theoretical and methodological principles and wider representation of the oeuvre of foreign teachers and educationalists in the information and bibliographic resource "Outstanding Teachers of Ukraine and the World"; the transformation of the reading room of V.O. Sukhomlynskyi's Fund into the creative laboratory the purpose of which is to study and popularize it; the realization of historical and biographical research in the field of pedagogical science, etc. ; Розкрито роль Державної науковопедагогічної бібліотеки України імені В. О. Сухомлинського в інтеграції та поширенні педагогічного біографічного знання, зокрема основні форми означеного феномену (інформаційно-бібліографічний ресурс «Видатні педагоги України та світу», біобібліографічні серії «Видатні педагоги світу», «Академіки НАПН України» і «Ювіляри НАПН України та ін.). Аргументовано, що комплексна діяльність науковців ДНПБ України імені В. О. Сухомлинського є вагомим внеском у розвиток педагогічної науки, педагогічного наукознавства, бо сприяє висвітленню крізь призму біографіки інформації про зародження та еволюцію інноваційних педагогічних ідей.

In its 40 years of continuous quarterly publication, the journal Arctic has traced the intellectual history of Canadian and American northern science as driven by concerns for a variety for northern topics, including political systems, natural resources, military activities, cultural change, sovereignty assertion and natural science. Clearly, the future of northern scholarship deeply involves integrated polar information systems and some kind of centrally recognized polar institute entraining binationalism, a multidisciplinary approach and systematic circumpolar publication. Self-governing, self-reliant and land-owning tribal councils in Alaska, Yukon and the Northwest Territories will provide a further impetus to northern research beyond that already in place for 40 years, based largely upon renewable and non-renewable natural resources. The founding principles of the Institute will serve it well in the context of northern scholarship in the 1990s and 2000s, drawing support from recent Canadian and American evaluations of arctic science policy.Key words: Arctic, Arctic Institute of North America, binationalism, multidisciplinary, northern science, northern scholarship ; Durant ses 40 ans de publication trimestrielle ininterrompue, le journal Arctic a retracé l'évolution intellectuelle des études canadiennes et américaines sur le Nord. Ces études étaient motivées par des préoccupations qui se rattachaient à divers thèmes du Grand Nord comme le système politique, les ressources naturelles, l'activité militaire, le changement culturel, la question de la souveraineté et les sciences naturelles. Il est clair que l'avenir de la science du Grand Nord repose en très grande partie sur des systèmes d'information polaire intégrés et sur une sorte d'institut polaire centralement reconnu qui favoriserait un bi-nationalisme, une approche multidisciplinaire et des publications recouvrant toute la zone circumpolaire. Les conseils des tribus auto-gouvernées, auto-suffisantes et propriétaires des terres en Alaska, au Yukon et dans les Territoires du Nord-Ouest donneront un nouvel élan à la recherche dans le Grand Nord en plus de celle qui existe depuis 40 ans, à partir surtout des ressources renouvelables et non renouvelables. Les fondements de l'Institut continueront d'être valables dans le contexte des études nordiques durant les années 90 et au-delà, vu qu'ils ont été confirmés par de récentes évaluations faites par le Canada et les États-Unis sur les politiques de l'étude de l'Arctique.Mots clés: Arctique, Institut Arctique de l'Amérique dur Nord, bi-nationalisme, multidisciplinaire, science du Grand Nord, études nordiques

"Der Band vereint Beiträge zur erziehungswissenschaftlichen qualitativen Forschung in Brasilien und Deutschland. Neben der Systematisierung der Bedeutung qualitativer Zugänge in beiden Ländern und in der pädagogischen Ausbildung liegt sein besonderer Schwerpunkt auf der dokumentarischen Methode, die in dem Sammelband in drei Kapiteln bezogen auf die Anwendung auf Gruppendiskussionen, Interviews sowie Bild- und Filmmaterial vorgestellt wird. Dabei finden sich jeweils Aufsätze zu methodologischen Grundlagen und methodischen Verfahrensweisen, wie auch solche zu ihrer Anwendung mit Beispielen aktueller erziehungswissenschaftlicher Studien aus Brasilien und Deutschland. Der Band bietet damit die erste umfassende englischsprachige Einführung in Methodologie und Forschungspraxis der dokumentarischen Methode." (Autorenreferat). Inhaltsverzeichnis: Nicolle Pfaff, Ralf Bohnsack, Wivian Weller: Reconstructive Research and the Documentary Method in Brazilian and German Educational Science - An Introduction (7-38); I. Qualitative Methods in Educational Science: Bernadette A. Gatti, Marli André: The Relevance of Qualitative Research Methods in Education in Brazil (41-51); Heinz-Hermann Krüger: The Importance of Qualitative Methods in the German Educational Science (53-74); Gerhard Riemann: The Significance of Procedures of Ethnography and Narrative Analysis for the (Self-)Reflection of Professional Work (75-95); II. The Documentary Method and the Interpretation of Group Discussions: Ralf Bohnsack: Documentary Method and Group Discussions (99-124); Karin Schittenhelm: School-to-Work Transitions of Young Women. A Cross-Cultural Approach Based on Group Discussions (125-142); Wivian Weller: The feminine presence in youth (sub)cultures: the art of becoming visible (143-163); Nicolle Pfaff: Social Distinction in Children's Peer Groups: First Results from Brazil and Germany (165-192); III. The Documentary Method and the Interpretation of Interviews: Arnd-Michael Nohl: Narrative Interview and Documentary Interpretation (195-217); Rógerio A. Moura (oder Rogério De Moura): CSOs and the Structure of Professional Education Programs in the Context of Youth Care: The Point of View of Coordinators in Brazil and Germany (219-235); Arnd-Michael Nohl, Ulrike Selma Ofner: Migration and Ethnicity in Documentary Interpretation - Perspectives from a Project on Highly Qualified Migrants (237-264); IV. The Documentary Method and the Interpretation of Pictures and Videos: Ralf Bohnsack: The Interpretation of Pictures and the Documentary Method (267-292); Alexander Geimer: Cultural practices of the reception and appropriation of films from the standpoint of a praxeological sociology of knowledge (293-309); Astrid Baltruschat: Film interpretation according to the documentary method (311-342); Andrea Salisch (oder Sabisch): Recording and Representing Aesthetic Experience in Diaries (343-363).

The Faculty of Political Science of Florence – the oldest school of political and social science in Italy, founded in 1875 by Carlo Alfieri and named after his father Cesare – has a tradition of study that is widely recognised, even abroad, to which the cultural project of this series is related. The first book is dedicated to the research activity carried out by Luciano Cavalli and the profound traces that it has left on Italian and European sociology. Now Professor Emeritus, Luciano Cavalli taught and worked at the "Cesare Alfieri" for many years from 1966 on. Around his commitment as a "pioneer" of sociology in Italy he mustered an array of sociologists, active in different universities, many of whom have opened up new frontiers within the discipline and have successfully cultivated a dialogue with the other social sciences, as the contents of the book clearly illustrate. This extensive collection of essays offers a clear image of the fertile sociological work that burgeoned around the scientific commitment of Luciano Cavalli and was often generated by his own action of cultural stimulus. The three sections into which the book is divided – Portrait of an intellectual, The sociology of political phenomena and Sociological theory and social change – address issues of great relevance to the contemporary sociological debate. The rapport between the democratic construction of the modern State and the role and functions of the leadership, the relations between citizens and leaders, the various forms of the democratic institutional structures and the transformations of political culture are interwoven with the Neo-Weberian interpretation of the charisma theory that Cavalli masterfully proposed. Also particularly significant and topical are the critical reflections made by writers whose scientific itinerary has run parallel to that of Cavalli for decisive stretches, and who were and are bound to his teaching when they tackle arguments such as the changes in urban life, immigration and the problems of economic, political and social development in our times.

In Chapter 1 Dudley Creagh writes on synchrotron radiation and its use in art, archaeometry, and cultural heritage studies. Loic Bertrand has written in Chapter 2 on synchrotron imaging for archaeology and art history, conservation, and palaeontology. Dr. Bertrand is Archaeology and cultural heritage officer at the new French synchrotron, Synchrotron Soleil (Orme les Mesuriers, Gif-sur-Yvette, France). He is charged with the task of raising the awareness of cultural heritage scientists to the use of synchrotron radiation for their research. Chapter 3 has been written by Ivan Cole and his associates Dr David Paterson and Deborah Lau. This is concerned with the holistic modelling of gas and aerosol deposition and the degradation of cultural objects. Dr. Cole is Deputy Chief of the Novel Materials and Processes Division of the Commonwealth Scientific and Industrial Research Organization (Melbourne, Australia). He has over twenty years experience in involvement in projects concerned with the preservation of cultural heritage. Ivan is an internationally recognized leader in the field of the life cycle of materials and the development of protective coatings for metals. In Chapter 4, Giovanna Di Pietro describes two different types of experiments she has undertaken in the study of the mechanisms underlying the degradation of photographic media. In the first Dr. Di Pietro describes the degradation of old back-and-white plate. In the second she outlines her attempts to understand the mechanisms by which comparatively modern motion picture film degrades. A significant part of this project involved trying to ascertain exactly what dyes were used by Kodak in their motion picture film from about 1980 onwards. An entirely new technique for the remote investigation of the pigments in paintings is presented by Maria Kubik in Chapter 5. This technique will significantly enhance the ability of conservators to study the palette of pigments used by artists, check for repairs by others, and detect fraudulent paintings. Demonstrates the amazing efforts being made in using physical techniques for the study of art, archaeology and cultural heritage Provides succinct accounts of how cultural heritage is being preserved. Looks at how science is being used to enrich our knowledge of the creative arts

The article by P. Orekhovsky and V. Razumov 'Carnival Time: Russian Higher Education and Science in the Postmodern Era' focuses on the acute problem of the crisis state of modern science and higher education in the Russian Federation. The current situation is considered by the authors 'from the inside', since they are representatives of the university and academic environment, they see many 'weak points' in the system more clearly. Using the metaphor of carnival (according to M.M. Bakhtin), the authors analyzed the postmodern state of intellectual activity, paying special attention to the 'new' roles of teachers and scientists, viewing their spheres rather 'pessimistically'. In addition, the authors also considered other problem areas of the post-industrial society: economics, HR, engineering, technology. Moreover, the article by P.A. Orekhovsky and V.I. Razumov provides an impetus for reflection not only on the topic of the crisis in education as such, but also allows us to look at the transformation of education from the inside. The processes of globalization, technicism, scientism, intellectualization, digitalization, informatization, automation, communication, unification, service, consumerism and at the same time, the observed crisis phenomena in the economy, science, education have covered all spheres of life, including they penetrated into the value - the cultural component of our being. In the proposed work, the main attention is paid to the consideration of the museum's potential (primarily its educational activities) in the context of the crisis of modern culture. In general, the idea of cultural heritage has changed, the discourse about the meaning and prospects of the museum in the 'era when Google is just one click away' (according to D. Scevers) has been updated. Reflections on the status of the museum in the culture of the information society are associated with its economic and social significance, as well as with the modernization of museum work methods. Why do people need a museum and what role can it play in the new educational paradigm? Shall we interpret formal and non-formal education as partners or competitors?