Взаимовлияние медиаконтента и культуры повседневности cельского поселения Юга России: проблема нового времени и пространства
Results of a research project, realized by the Laboratory of Media Research of the Centre of Fundamental Research of the National Research University “High School of Economics” and by the Don State Technical University, became the empirical basis of the article.
Different approaches to defining the term «downshifting» are considered. Conception of downshifting as an actual social tendency is presented. Necessity of modern downshifters images presented in mass media is substantiated. Interviews with downshifters published in electronic mass media during 2008-2010 are analyzed in the empirical research. Three types of «successful downshifters» are identified: 1) experience seekers, who are not fixed on a single activity and are seeking new areas for self-realization; 2) those who successfully made their childhood hobby a profession; 3) seekers of calm, harmonic and natural life outside of big cities (developing countries – Thailand, Egypt, India and rural territories in Russia).
Models of business cultures proposed by G.Hofstede and F.Trompenaars - Ch.HampdenTurner are widely used in cross-cultural management. At the same time, many researchers using the findings of cross-cultural comparisons obtained with the framework of the models, treat the basic concepts related to cultural values, on the basis of authors’ or common interpretations. I argue this is a flawed approach which has to be substituted by the usage of empirical indicators underlying the models. The problem is illustrated with the value dimension of individualism – collectivism.
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.
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.