Религиозность и этническая идентичность у представителей различных конфессий
Bilingual education including, on the one hand, access to dominating language, and, on the other, - teaching in minority languages or teaching only languages themselves at school is an important part of language politics of a state. In many regions we observe a paradoxical situation: school education does not promote acquisition of a disappearing language, though it is highly valued by members of community. The article considers features of teaching minority languages at school in the Russian Federation on two examples - Nivkh and Kalmyk. Interviews with parents, pupils, former pupils and teachers allow to describe teaching native language at school as a procedure of maintaining identity of community.
“Empire Speaks Out” is a result of the collaborative international research project whose participants aim to reconstruct the origin, development, and changing modes of self-description and representation of the heterogeneous political, social, and cultural space of the Russian Empire. The collection offers an alternative to the study of empire as an essentialized historical phenomenon, i.e. to those studies that construe empire retrospectively by projecting the categories of modern nation-centered social sciences onto the imperial past. It stresses dynamic transformations, adaptation, and reproduction of imperial patterns of sociability and governance. Chapters of the collection show how languages of rationalization derived from modern public politics, scientific discourses of applied knowledge (law, sociology, political economy, geography, ethnography, physical anthropology) and social self-organization influenced processes of transformation of the imperial space.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.
This article describes the expierence of studying factors influencing the social well-being of educational migrants as mesured by means of a psychological well-being scale (A. Perrudet-Badoux, G.A. Mendelsohn, J.Chiche, 1988) previously adapted for Russian by M.V. Sokolova. A statistical analysis of the scale's reliability is performed. Trends in dynamics of subjective well-being are indentified on the basis the correlations analysis between the condbtbions of adaptation and its success rate, and potential mechanisms for developing subjective well-being among student migrants living in student hostels are described. Particular attention is paid to commuting as a factor of adaptation.