Modern Russian history of community development, The nature of our TOSs is voluntary activities on a local level and initiatives inspired by local residents a transformation in the relationships between TOSs and local authorities. This includes moving from conflicts, lack of understanding and lack of support, to invitations to deliberate, share information, and the inclusion of representatives of TOSs in different municipal commissions and the working groups. Now the state tolerates, needs, and encourages community work in many ways, Our new and very important task is the expansion of formal education to address community issues, and the creation of a new specialty of community organizer. This will be similar to the Western Bachelor of Arts in Community Development with new competences (capacity to listen, explain, and help people to learn about and deal with local issues) and new skills (proposal writing, fundraising, crowdfunding, participatory methods of working with local constituents, and collaboration with local authorities on tasks such as participation in decision-making, negotiations, conflict resolution, and moderation). This education is for community leaders and activists,.
The article analyzes modern trends of Russian patriotism, which are considered from the point of view of the global context of patriotic education, civic education and nation-building. The author cites the all-Russia polls, as well as the results of the sixth wave of World Value Survey (2010-2014). She also demonstrates the results of the empirical research conducted by the method of content analysis using ATLAS.ti. The research covers eight strategic documents of patriotic education of the United States, Singapore, China and Russia. Key findings from the study are as follows. (1) The abrupt nature of the Russian patriotism shows that external events play a major role in its formation rather than public policy. The consolidation of the Russian society is not realized through the cultivation of positive patriotic values, but on the basis of negative factors. Their influence can only lead to a blind, but not to the constructive patriotism. (2) Russian program documents demonstrate the emphasis on a militarist bias of patriotic education, and this is the evidence of a blurring legal and theoretical basis of formation of patriotism in Russia. Patriotic education cannot exist for its own sake. Also, it cannot only develop the emotional component of state identity. This prevents the formation of constructive patriotism and involves cultivating such qualities as unconditional love for the homeland, convinced devotion to public authorities, unquestioning positive evaluation of the government structures, and the rejection of critical evaluation, readiness to defend the state up to the sacrifice. (3) There is a need to harmonize the “official” definition of patriotism with the concepts of civic education and nation-building. Patriotism can be regarded as love of country, devotion to the state, which is expressed in the knowledge of the historical and contemporary achievements of the country, the free support of spiritual and moral values, the manifestation of citizenship based on the active participation in the activities of civil society, constructive criticism of the government and express their point view. Such definition of patriotism integrates emotional relationship of the citizen to the country, the state, civil and national identity. It emphasizes the importance of the traditions and values, and creates a construct of active and free of social behavior without infringing alternative values, traditions and attitudes that exist in the world.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.