In the contribution, through literary content analysis, we present the results of the analysis of the publication The Boy From Block 66: A WW2 Jewish Holocaust Survival True Story (2023). We are convinced that this book can be included in the teaching of Literary Education at various levels of education, especially at the level of application of the historical and integrative approach of introducing students to the literary themes of the Shoah. For two excerpts from this publication, we present several questions and tasks, the aim of which is to guide pupils to an adequate internalization of the tone of the events of the Shoah. We are convinced that (not only) this publication is an adequate narrative in which the events that connote the Shoah are presented authentically and in an attractive way for young readers, and whose presentation in this publication leads to a certain de-abstracting of them.

The article considers the peculiarities of practical implementation of the narrative-digital approach in the process of studying disciplines of literary cycle at philological faculties. The authors emphasize that the key to the effective transition to distance and combined forms of studying is creation of a productive national information and didactic space, with involvement of IT and appropriate level of training of all participants in the pedagogical process. Under these conditions, the application of the narrative-digital approach is promising, which in literary education of philologists is based on interdisciplinary interactive basis, which combines possibilities of narrative methods with computer technology. The integration of digital technologies into philological field causes a number of methodological difficulties, requires all subjects of educational activity to develop digital skills that are not related to professional humanities knowledge, but meet the requirements of trained competitive and highly qualified specialists. The authors conducted a sociological study on the readiness of students of philological specialties of pedagogical universities to implement the narrative-digital approach to educational practice. Research provides optimal software that allows you to implement this approach in practice, offers a selection of didactic tasks, substantiates feasibility of their use in classes of different types.

The aim of this study is to analyse the names given to streets, monuments, spots of interest, et cetera in a street guide of an imaginary city called The Manada, whose map is constructed as a painting. For this analysis, we start from the 257 entries of the Street Guide, select their possible antecedents in literature and contextualize this street guide with respect to these antecedents. Our methodology is focused on two specific aspects of the Street guide: (1) to detect the semantic fields that emerge (with a methodology inverse to the creative one, that is, asking ourselves what key questions would result in the names of the streets) and (2) to detect the literary devices that are put into practice in the names of the places on the map, in order to determine how the relationship with the viewer-reader is established from a connotative level. The main findings of this study demonstrate that this is a unique piece, a new format both pictorial and literary, and that it has transcendence in the theme it deals with: the concealment of systemic violence. Comments about feminism, apotropaic devices and surrealism end our text.

In the intricate tapestry of our ever-evolving world, where complexities abound and change unfurls with unyielding speed, the amalgamation of values, critical thinking, and moral reasoning within the realm of language and literature education emerges as an imperious necessity. For it is through this harmonious integration that we fortify the minds of our students, bestowing upon them the indispensable tools to traverse the labyrinthine paths of multifaceted ethical quandaries, while shaping them into steadfast guardians of our shared global community. This article highlights the connection between language, literature, critical thinking, moral reasoning, and values integration in education. Through language and literature, teachers can incorporate values education in their classroom, which can benefit not only individual students but also society as a whole. Theoretical frameworks such as character education, moral education, and values education provide the basis for this approach. The researcher recommends strategies for incorporating values integration in language and literature curricula, including the use of literary texts that promote critical thinking and moral reasoning skills. The limitations of this approach, including the challenges in assessing the effectiveness of values integration and potential resistance from some stakeholders, are also discussed. Ultimately, this article aims to call on educators to take a proactive role in promoting values integration in language and literature education, guided by the principles of Jesus Christ and the belief that education is not only about acquiring knowledge but developing character as well. Moreover, this concept has a significant and lasting impact on students' overall development that highlights the importance of values and moral reasoning needed to live a better life.

In this paper, we introduce a model for the automatic generation of literary sentences in French. It is based on algorithms that we have previously used to generate sentences in Spanish and Portuguese, and on a new corpus consisting of literary texts in French that we have constructed, called [FR]. Our automatic text generation algorithm combines language models, shallow parsing and deep learning, artificial neural networks. We have also proposed and implemented a manual evaluation protocol to assess the quality of the artificial sentences generated by our algorithm, by testing if they fulfill four simple criteria. We have obtained encouraging results from the evaluators for most of the desired features of our artificially generated sentences.

Impressing discoveries in the field of the genetic code have been described by its researchers by means of the terminology borrowed from linguistics and the theory of communications. Leading experts on structural linguistics believe for a long time already that languages of human dialogue were formed not from an empty place, but they are continuation of genetic language or, anyhow, are closely connected with it, confirming the idea of information commonality of organisms. The aticle continues the theme about a connection of linquistic languages with the genetic language. It describes results of comparative study of long Russian literary texts (novels by L.Tolstoy, F.Dostoevsky, A.Pushkin, etc.) and long sequences of hydrogen bonds in double helixes of DNA of different organisms. Formalisms of quantum informatics are used in modeling some of these results taking into account thoughts of many researches about possible using principles of quantum informatics in organisation of living bodies.

The purpose of this study is to analyse the ways of visualization of hidden violence through a map of the city of violence called La Manada City, in its transformation from defensive to artistic strategies. For this analysis, firstly we propose the contextualization of the artwork and its authorship, and later, the research about the artistic and visual resources of the 257 items that make up the map and its guide street, in a sort of rustic hypertext of the emotions linked to the violence in the territory. The main findings of this study demonstrate the strength of the strategy used as a survival method in cases of bullying. As a conclusion, in spite of the therapeutic effects, this work cannot be understood as Art Therapy, but as combat art: it provides an understanding of the emotional city, of the disadvantaged groups that inhabit it, from the most local (as a transcript of the city of Seville) to global and universal effects on community life.

The article is devoted to applications of 2-dimensional hyperbolic numbers and their algebraic 2ⁿ-dimensional extensions in modeling some genetic and cultural phenomena. Mathematical properties of hyperbolic numbers and their bisymmetric matrix representations are described in a connection with their application to analyze the following structures: alphabets of DNA nucleobases; inherited phyllotaxis phenomena; Punnett squares in Mendelian genetics; the psychophysical Weber-Fechner law; long literary Russian texts (in their special binary representations). New methods of algebraic analysis of the harmony of musical works are proposed, taking into account the innate predisposition of people to music. The hypothesis is put forward that sets of eigenvectors of matrix representations of basis units of 2ⁿ-dimensional hyperbolic numbers play an important role in transmitting biological information. A general hyperbolic rule regarding the oligomer cooperative organization of different genomes is described jointly with its quantum-information model. Besides, the hypothesis about some analog of the Weber-Fechner law for sequences of spikes in single nerve fibers is formulated. The proposed algebraic approach is connected with the theme of the grammar of biology and applications of bisymmetric doubly stochastic matrices. Applications of hyperbolic numbers reveal hidden interrelations between structures of different biological and physical phenomena. They lead to new approaches in mathematical modeling genetic phenomena and innate biological structures.

In this paper, we thoroughly explore the complex realm of cryptography, examining its historical, cultural, and metaphorical aspects. We delve into the roots of cryptography, tracing back to its Ancient Greek origins where it meant the study of secure and hidden writing. We also reveal the historical significance of cryptography in times of war and conflict, showcasing how it has been a vital tool for encoding messages and maintaining confidentiality. Furthermore, we uncover the surprising connection between cryptography and love, highlighting moments from history, such as the encrypted letters between Marie Antoinette and Axel von Fersen during the French Revolution, which showcase the human desire to communicate and connect even during times of turmoil. This paper delves into the cultural and metaphorical representations of cryptography, with a specific focus on the iconic characters Alice and Bob and how they are reinterpreted in different cultural contexts. The paper draws parallels between the complexities of the intertwining of logical, emotional, technical, and personal narratives in cryptographic discourse, offering insights into the lasting legacy of cryptographic metaphors in explaining complex concepts and emphasising the universal human desire for secure and intimate connections.