WAYS OF DEVELOPMENT OF KOMI POETRY IN THE SECOND HALF OF THE 20TH - FIRST QUARTER OF THE 21ST CENTURIES
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Bibliographic record
Abstract
The article examines the process of the historical development of Komi poetry in the 1946-2020s. The author's composition of several periods is presented in detail: the first post-war decade, 1960-1980s, 1990-2000s. The closest attention is paid to the characteristics of the work of the leading poets of these years: I. Vavilin, S. Popov, F. Shcherbacov, A. Vaneev, V. Popov, G. Yushkov, A. Misharina, V. Timin, G. Butyreva, A. Luzhikov; their main genre and thematic preferences are determined. For the first time, the description of the unified process of development of Komi poetry in the second half of the 20 - first quarter of the 21 centuries includes the newest period of the 1990s - 2000s in its connection with previous periods. A review of poetic works (poems and verses) over several decades led to the conclusion that Komi poetry since the end of the Great Patriotic War has gone through a difficult, ambiguous of development. It suffered significant losses during the repression of the 1930s and during the war years, but was able to recover and reach a new level of development. During these years, several generations of authors took part in the development of Komi poetry, turning in their work to the development of a variety of topics, genres, forms. The process of mastering by poetry in different periods of genres of European and Eastern literatures is especially noted: rubai, sonnet and wreath of sonnets, vers libre, tanka, hokku. The development of such a major lyric-epic genre of poetry as a poem is traced as one of the most important in the work.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it