Картографические методы в цифровую эпоху: новые возможности для изучения городских практик
The article presents the possibilities and limitations of cartographic methods, i.e. methods where one of the data sources are images of space or geolocation information about the studied object. These methods are most widely used in the sociology of the city. The specificity of both traditional and modern cartographic methods, which are used in various studies of urban practices, is analyzed. The basic typology of cartographic methods is given. The example of the use of cartographic methods to describe the factory areas is proposed.
The coursebook "Cadastral Engineering" is aimed at developing the professionally oriented communicative competence of students majoring in city cadastral engineering, metrology, standardization and certification, and electronic engineering. The book can be used by undergraduate, graduate and post-graduate students, along with post-doctorate fellows and a wide variety of learners whose proficiency level is at least B1.
It is highlighted in the paper that intercultural communication is the transmission of “verbal messages across a cultural linguistic border” (Jakobson) .To cover the entire field of intercultural relationship and sufficient conditions for translation one should specify the variables that constitute the invariant for translation and necessary condition to satisfy the classification of a certain message as a translation in relation to another message. Close analyses of some lexical units of secondary nomination on sociolinguistic and cultural axes make us believe that they are real examples (prototypes) of integral elements of intercultural discourse and they represent some mental maps or frames of norms and values of this or that culture. As different languages classify the world and the human experience differently it is pointed out that the dividing lines do not exist in reality but only in the language. The last is linked to reality through conceptual representation. It reflects the problem and relativity of transformation of realities into conceptual classification. The mental object is precise. But the difficulties begin when we have to apply our mental objects to realities that do not correspond exactly to our mental schema. To compile lexical entries of culturally specified units it is necessary to show how languages encode a particular experience of the world or how extra linguistic reality is interpreted. Language and culture may produce differences in cognitive processes which affect conceptualization. The existence of some ambiguity and misunderstanding makes interlocutors look up into dictionaries or reference books to see and comprehend the difference between source and target cultural items. The forthcoming analysis is based on some theoretical principles that provide a frame of reference for it. Among them cognitive approach should be mentioned first of all.
The article constitutes a part of author’s studies on regions and mental geography of the Russian empire. The military actions within own territory normally produce a dramatic and long impact on the spatial imaginations. The Crimean war with its center in newly incorporated New Russia has helped to include this region to the mental maps as the Russian space. The article shows the new symbolic geography formation. It also analyses the efforts of propaganda aimed at maintaining the imperial durability. A special attention is paid to the state militia. The citizen soldiers – nobles and law classes representatives – had the unique opportunity to visit a number of regions. For the inhabitants of Central Russia the border with Little Russia was essential. The perception of Jews has demonstrated xenophobia long before pogroms. Although the authorities had enough reasons to be afraid of separatism, the final conclusion was that the imperial construction is rather healthy. As a result of such a conclusion an elaboration of this construction hasn’t become a part of common program of reforms in Russia. The author used unpublished documents, in particular those preserved in Kiev. The article is a part of the most significant recent international project on the Crimean war. The English translation of the article is published in USA.
Proceedings of papers presented at the Joint Workshop on Borderlands Modelling and Understanding for Global Sustainability carried out under the auspices of three international associations of researchers: 1) ISPRS - International Society for Photogrammetry and Remote Sensing; 2) IGU - International Geographical Union; 3) ICA - International Cartographic Association.
The digest contains the reports of the participants of the international scientific and practical conference “From the maps of the past – to the maps of the future”, held on November 28–30, 2017 in Perm and Kudymkar, within the framework of the project “Preservation, study and popularization of the heritage of the Ural cartographers of the middle XVIII – early XX centuries”, supported by the Russian Geographical Society.
The digest is addressed to specialists who use modern geoinformation technologies in solving problems of spatial development of territories, historians, geographers and to everyone interested in the history of cartography and local history.
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.