Russians' Views of a Just Society
Survey research on Russians' views of social justice and a fair social order shows that the concept of justice remains a key factor in a Russian sociocultural model. Fairness is linked above all with equal opportunities for everyone, as well as with income differentiation based on factors that are legitimate from the population's point of view.
Purpose. In 2013 and in 2014, Federal Law No. 73-FZ of 25 June 2002 “On Cultural Heritage Objects (Monuments of History and Culture) of the Nations of the Russian Federation” was amended, including, the conceptual apparatus of the cultural heritage system. The latter is divided into tangible and intangible objects; the material cultural heritage includes monuments of history and culture. Objects of cultural heritage, according to legislative definition, have a complex composite structure, which requires analysis and systematization, since at the moment this concept and related to it are used in other acts of substantive law, in particular, in the Criminal Code of the Russian Federation. Objects of cultural heritage, according to legislative definition, have a complex composite structure, which requires analysis and systematization, since at the moment this concept and related to it are used in other acts of substantive law, in particular, in the Criminal Code. Methodology: analysis, synthesis, legal, structural, functional, axiological methods. Conclusions. The object of cultural heritage has the following features: the immovable nature of the cultural heritage object (and associated movable objects and archaeological objects until they are included in the Museum Fund of the Russian Federation), anthropogenic character, age and cultural value of the cultural heritage object — is of fundamental importance as the basis for assigning the object the status of an object of cultural heritage, formal status in the Unified State Register of Objects of Cultural Heritage of the Russian Federation. Scientific and practical significance. The carried out research allows to specify the concept of objects of a cultural heritage and its component parts, thus, defining, in particular, subjects of crimes and offenses that encroach on monuments of history and culture. The findings of this study can be used to create regulatory legal acts that regulate the protection of cultural heritage sites, as well as to be applied in the training process in the training of specialists in the field of criminal and administrative law.
rThe idea of justice has always played an important role in the Russian socio-cultural model. Is it still true today? If so, what is, according to Russians, personal and social justice? What social structure suits their understanding of justice the most? Does it imply any forms of inequality? The chapter addresses these questions with the help of recent national survey data obtained by the Institute of Sociology of the Russian Academy of Sciences
The article considers topical issues of foreign language teaching seen from the axiological angle of different cultures’ pedagogical paradigms and describes some typical characteristics of a number of pedagogical systems. A close attention is paid to various manifestations of the value components characteristic of various educational systems which reveal the existence of an axiological paradigm shift in teaching foreign languages.
The book deals with the philosophical aspects of globalization.
Some classical and contemporary treatments of justice in sociology, interrelations of the concepts of social justice, on the one hand, and of legitimacy, recognition, majority and minority, on the other hand.
Several approaches to the concept of fatherhood present in Western sociological tradition are analyzed and compared: biological determinism, social constructivism and biosocial theory. The problematics of fatherhood and men’s parental practices is marginalized in modern Russian social research devoted to family and this fact makes the traditional inequality in family relations, when the father’s role is considered secondary compared to that of mother, even stronger. However, in Western critical men’s studies several stages can be outlined: the development of “sex roles” paradigm (biological determinism), the emergence of the hegemonic masculinity concept, inter-disciplinary stage (biosocial theory). According to the approach of biological determinism, the role of a father is that of the patriarch, he continues the family line and serves as a model for his ascendants. Social constructivism looks into man’s functions in the family from the point of view of masculine pressure and establishing hegemony over a woman and children. Biosocial theory aims to unite the biological determinacy of fatherhood with social, cultural and personal context. It is shown that these approaches are directly connected with the level of the society development, marriage and family perceptions, the level of egality of gender order.
This book contains the proceedings of the 4th International Conference on Computer Supported Education (CSEDU 2012) which was organized and sponsored by the Institute for Systems and Technologies of Information, Control and Communication (INSTICC) and technically co-sponsored by SPEE (Portuguese Society for Engineering Education), IGIP (International Society for Engineering Education), ROLE (Responsive Open Learning Environments) and IFIP TC3 (International Federation for Information Processing - Technical Committee 3 - ICT and Education).
CSEDU has become an annual meeting place for presenting and discussing learning paradigms, best practices and case studies that concern innovative computer-supported learning strategies, institutional policies on technology-enhanced learning including learning from distance, supported by technology. The Web is currently a preferred medium for distance learning and the learning practice in this context is usually referred to as e-learning or technology-enhanced learning. CSEDU 2012 is expected to give an overview of the state of the art in technology-enhanced learning and to also outline upcoming trends and promote discussions about the education potential of new learning technologies in the academic and corporate world.
This conference brings together researchers and practitioners interested in methodologies and applications related to the education field. It has five main topic areas, covering different aspects of Computer Supported Education, including "Information Technologies Supporting Learning", "Learning/Teaching Methodologies and Assessment", "Social Context and Learning Environments", "Domain Applications and Case Studies" and "Ubiquitous Learning". We believe the proceedings, demonstrate new and innovative solutions, and highlight technical problems in each field that are challenging and worthwhile.
CSEDU 2012 received 243 paper submissions from 58 countries in all continents. A double-blind review process was enforced, with the help of the 297 experts who are members of the conference program committee, all of them internationally recognized in one of the main conference topic areas. Only 29 papers were selected to be published and presented as full papers, i.e. completed work (10 pages in proceedings / 30' oral presentations). 73 papers, describing work-in-progress, were selected as short papers for 20' oral presentation. Furthermore 37 papers were presented as posters. The full-paper acceptance ratio was thus 12%, and the total oral paper acceptance ratio was less than 42%. These ratios denote a high level of quality, which we intend to maintain and reinforce in the next edition of this conference.
The high quality of the CSEDU 2012 programme is enhanced by three keynote lectures, delivered by distinguished guests who are renowned experts in their fields, including (alphabetically): Joseph Trimmer (Ball State University, United States), David Kaufman (Simon Fraser University, Canada) and Hugh Davis (University of Southampton, United Kingdom).
For the fourth edition of the conference we extended and ensured appropriate indexing of the proceedings of CSEDU including DBLP, INSPEC, EI and Thomson Reuters Conference Proceedings Citation Index. Besides the proceedings edited by SciTePress, a short list of papers presented at the conference will be selected for publication of extended and revised versions in the Journal of Education and Information Technologies. Furthermore, all presented papers will soon be available at the SciTePress digital library.
The conference is complemented with two special sessions, focusing on specialized aspects of computer supported education; namely, a Special Session on Enhancing Student Engagement in e-Learning (ESEeL 2012) and a Special Session on Serious Games on Computer Science Learning (SGoCSL 2012).
Building an interesting and successful program for the conference required the dedicated effort of many people. Firstly, we must thank the authors, whose research and development efforts are recorded here. Secondly, we thank the members of the program committee and additional reviewers for their diligence and expert reviewing. We also wish to include here a word of appreciation for the excellent organization provided by the conference secretariat, from INSTICC, who have smoothly and efficiently prepared the most appropriate environment for a productive meeting and scientific networking. Last but not least, we thank the invited speakers for their invaluable contribution and for taking the time to synthesize and deliver their talks.