Integration Patterns in Host Societies Analysed on the Basis of Alphabet Book Content for Russian Schools in Limitrophe States in the First Third of the Twentieth Century
The paper examines the content of ABC-books published for Russian-speaking children in Latvia, Estonia and Poland in 1920’s, and explicates the nexus between socio-cultural context and representation of social environment and child’s interactions to explore strategies of adaptation offered to children. The textbooks were quantified using a target codifier. The results are embedded in the context of theories of intergenerational cultural transmission and integration of minorities. The textbooks published for Russian-speaking children in Poland and Estonia exemplify a classical post-figurative type of intergenerational transmission to ensure group cohesion protecting from assimilation. The model of transmission in ABC-books published in Latvia is based on encouraging a child to establish values and guidelines independently. Thus, Latvian ABC-books allow a child to join a network of tenuous relationships for integration into a dominant culture. So, the study provides a retrospection to strategies of the Russian-speaking minorities’ consolidation and integration into the dominant societies.
The article discusses the issues of intergenerational cultural transmission on the example of the primers, published for Russian children in Latvia in 1920–1930-ies. The conceptual framework of the study made up of classical and contemporary theories of social cohesion and intergenerational cultural transmission. In the textbooks, published in the liberal period of the 1920-ies, the child is motivating to the self-development of values and behavioral practices, with recommended by adult community funds of knowledge and education. So the community orients child for inclusion in the network of weak ties, weakening the internal cohesion, but preparing the child for integration into the dominant culture. The primer, published a decade later, includes signs of «closure» of the group: «the immutability» of transmitted values, the illusion of stability, homogenizing the community in both horizontal and vertical measurements provides intra-group cohesion, protecting the group from the cultural diff usion and assimilation. Comparison of the identifi ed strategies with the results of the content analysis of textbooks published in diff erent cultural and political contexts, allows us to estimate the described model as a universal strategy of adaptation of minorities to the changing attitudes and politics of the majority.
The problems of the methodology of measuring the cohesion of local communities are considered. Presented method of qualitative evaluation of cohesion local (neighboring) communities allows us to calculate the integral indicator of cohesion, to make a "portrait" community cohesion at the individual indicators, and to identify the types of social cohesion within the community. Recommendations on the application of the methodology and statistical data processing are given. For scientists and specialists developing problems of social integration, methodology and methods of collecting and analyzing sociological data. It can be used in the educational process with students and postgraduates receiving education in the field of sociology and psychology.
As the discourse around societal cohesion grows and policy makers increasingly turn their attention towards improving cohesion, understanding its role for the lives of individuals becomes ever more important. Our study examines whether the social cohesion of the immediate living context is related to the strength of Big Five personality traits among individuals. Using data from a community survey of 6252 adults living in 30 rural sub-districts in the Kyrgyz Republic, where social cohesion is a sizable policy concern, we conduct a multilevel analysis of the relationship between sub-district cohesion and individual personality. Results indicate that higher levels of cohesion are significantly related to higher individual levels of agreeableness, conscientiousness and openness. However, no relationship is found with extraversion or neuroticism. Thus, where a social entity has higher cohesion, this entity will also have inhabitants with a greater prosocial and communal orientation towards others, greater conscientiousness and more openness to experience. These findings imply that social cohesion may be one geographical social indicator related to variation in personality traits. Moreover, the findings suggest that understanding social cohesion requires both macro- and micro-perspectives and that its connection to these particular personality traits should be taken into consideration.
In upcoming decades, the Baltic Sea States will face considerable challenges with regard to population ageing. In the majority of the countries (Finland, Germany, Latvia, Lithuania, Poland, the Russian Federation and Sweden), between 31% and 28% of the population will be 65 years or older in 2050. For the remaining countries (Denmark, Estonia, Iceland and Norway), the corresponding numbers range between 27% and 24% (UN Population Division, 2001). This disproportionate age distribution yields significant social and economic consequences, mainly due to a shrinking labour force and increasing financial imbalances within the region’s social security, pension and healthcare systems. Sustainable policies are needed to address the causes and consequences of demographic change, as population ageing will have strong impacts, not only on economic growth, but also on social cohesion (between social groups) and social sustainability (between generations) within the region. Therefore, it is essential to learn more about how to best make use of the resources at hand by fostering active and healthy ageing, and increasing the labour force participation of older people.
In this volume, 11 chapters are dedicated to describe the specific situation in each of the Baltic Sea State countries. The authors are researchers with profound expertise of the national situation of the workforce participation of older adults, whose articles compile the national status quo, highlight pathways of reforms in the retirement system, and provide evidence- based policy recommendations for prolonging working lives. Thus, the discussion paper provides thorough evidence and enables debate of the issues at hand from a comparative perspective, as well as in light of the Baltic Sea States region as a whole.
The article examines the social cohesion of the habitants of the Russian village, the features of which are closely related to the social transformations of recent years. Based on the analysis of the results of qualimetric (social cohesion) and qualitative (life-style) research, the authors assess the level and character of the social cohesion, and offer the explanations for the low integration of the rural community into Russian society at the societal level. The analysis of the interview transcripts is made with the emphasis on the subjective aspects of transformational and integrative processes in the countryside, which are examined through the analysis of villagers’ experience. Based on interviews with rural habitants, the authors examine the nature of their cohesion, which makes it possible to partially explain the feeling of hopelessness, narrowness of the time perspective, social fatigue, nostalgia for the past and behavioral passivity, low civil and protest activity, preventing the integration of the rural community into the new economic and social relations and strengthening general solidarity of Russian society. The authors conclude that "minimalistic" expectations, "the traditionalist" labor attitudes and the tendency to isolation of the peasant make up a coherent ethical system developed on the basis of the crisis of social and personal identity, the narrowing of time perspective, feelings of low self-efficacy.
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.
The results of cross-cultural research of implicit theories of innovativeness among students and teachers, representatives of three ethnocultural groups: Russians, the people of the North Caucasus (Chechens and Ingushs) and Tuvinians (N=804) are presented. Intergroup differences in implicit theories of innovativeness are revealed: the ‘individual’ theories of innovativeness prevail among Russians and among the students, the ‘social’ theories of innovativeness are more expressed among respondents from the North Caucasus, Tuva and among the teachers. Using the structural equations modeling the universal model of values impact on implicit theories of innovativeness and attitudes towards innovations is constructed. Values of the Openness to changes and individual theories of innovativeness promote the positive relation to innovations. Results of research have shown that implicit theories of innovativeness differ in different cultures, and values make different impact on the attitudes towards innovations and innovative experience in different cultures.
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.