Съесть или не съесть? Современная модель потребления через призму выбрасывания продуктов питания: на примере москвичей
Following Western and American trends, modern Russian society is going through a change in consumption patterns, particularly related to food products. After Russia’s transition from a “deficit society” to “a society of (over)consumption,” the question regarding the further direction of development arises. If Western countries are now moving toward “conscious consumption,” which is ideologically based on environmental concerns, then Russia has yet to make a choice. In this regard, it is necessary to understand how Russian food management
will develop in the future. For this paper, an indicator often bypassed by researchers in the study of nutrition practices was chosen—food wasting. This research is based on 22 in-depth interviews and attempts to identify the semantic contexts that keep informants from wasting food or that stimulate food waste food. According to the results of the study, it became clear that, in addition to the expected rational attitudes tied to the optimization of food management, this issue is interpreted in terms of informants’ values, coupled with the social embeddedness of their practices of throwing out or saving food products, whose roots originate in the Soviet past and are transmitted from generation to generation.
The research was carried out an econometric analysis of the relationship of food spending residents of St. Petersburg on a number of factors. It has been established that the presence of the food embargo and the rise in oil prices increases the cost of food. High GDP growth reduces them. CPI product category affects differently.
The article presents the results of the first representative study of ethical consumption in Russia. The level and profiles of ethical consumption, as well as the main types of ethical consumers have been identified. Factors affecting the partition of individuals into the different types of consumers have been defined using the multinomial logit regression. On this basis, the paper draws implications on the potential and the conditions of expansion of ethical consumption in Russia.
Results of a study related to conditions for development of an ethical consumption are systematized. Empirical study data permitted to clarify levels, attitudes and factors of involving student youth in ethical consumption practices. By means of regressive analysis we found out that a basic role in real inclusion of young Russians in ethical consumption is played by economic, value activity and institutional factors. A conclusion is made about potentialities and expansion conditions of this practice in Russia.
The main idea of the paper is that the persistence of the current global crisis can be explained by phenomenon of investor myopia. When agents exclude from the consideration values of future variables after some “threshold” time point they may refuse from investing in durable productive assets. So, investor myopia – as an extreme form of short-termism – inhibits long-run economic development and can prolong crisis.
The underlying causes of investor myopia have institutional and cultural nature and exert influence on the human behavior with time lags.
On the one hand, investor myopia is a reaction on the higher uncertainty due to ineffective institutions leading to a lack of enforcement or lack of punishment for opportunistic behavior. These aspects are very serious problem in some post-socialist countries like Russia or Ukraine. On the other hand, investor myopia is a reflection of values of economic culture emphasizing the importance of maximizing short-term financial gains and/or current consumption. It means that in the developed countries investor myopia can be a product of both evolution of money manager capitalism (including financialization) and dynamics of mass consumption society. Therefore prolonged crises are, perhaps, the inherent features of the modern capitalistic societies characterized by the dominance of financial markets (where institutional investors rule the roost) and values of consumptive society.
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.