This book is based on the collection of articles centered around Russia and its policies. The articles are grouped under three parts. The first part contains articles on international relations, Russian foreign policy, and the situation in the world. The main themes they cover include Russian policy in Asia and the Eurasian integration — in which Moscow plays the most active role.
The second part looks at the theorization of Russia’s internal processes, issues concerning reforms to the communist system, its troubled transition from Communism, and analysis of the country’s current political regime. While elaborating on various reforms and transition from the communist system, the author has suggested certain alternatives concepts. Many of the articles analyze the shortcomings and inconsistencies of the modern Russian political system.
The third part is devoted to current issues in Russian politics, the democratization process, growing authoritarian tendencies, mass protests, and that evaluate the programs and policies of individual leaders. The book will be of interest to those specializing in Russian foreign and domestic policy as well as to all those interested in following the developments of this country, its role in the world, and the global situation in general.
The book is aimed at developing students' listening and speaking skills via utilizingTED-talks on a variety of topics including education, time management, politics, discrimination, and modern inventions.
The book is the second edition of the book "English for Humanities" designed for undergraduate university students.
Proceedings of Third Workshop "Computational linguistics and language science"
Liberalism in Russia is one of the most complex, multifaced and, indeed, controversial phenomena in the history of political thought. Values and practices traditionally associated with Western liberalism—such as individual freedom, property rights, or the rule of law—have often emerged ambiguously in the Russian historical experience through different dimensions and combinations. Economic and political liberalism have often appeared disjointed, and liberal projects have been shaped by local circumstances, evolved in response to secular challenges and developed within often rapidly-changing institutional and international settings. This third volume of the Reset DOC “Russia Workshop” collects a selection of the Dimensions and Challenges of Russian Liberalism conference proceedings, providing a broad set of insights into the Russian liberal experience through a dialogue between past and present, and intellectual and empirical contextualization, involving historians, jurists, political scientists and theorists. The first part focuses on the Imperial period, analyzing the political philosophy and peculiarities of pre-revolutionary Russian liberalism, its relations with the rule of law (Pravovoe Gosudarstvo), and its institutionalization within the Constitutional Democratic Party (Kadets). The second part focuses on Soviet times, when liberal undercurrents emerged under the surface of the official Marxist-Leninist ideology. After Stalin’s death, the “thaw intelligentsia” of Soviet dissidents and human rights defenders represented a new liberal dimension in late Soviet history, while the reforms of Gorbachev’s “New Thinking” became a substitute for liberalism in the final decade of the USSR. The third part focuses on the “time of troubles” under the Yeltsin presidency, and assesses the impact of liberal values and ethics, the bureaucratic difficulties in adapting to change, and the paradoxes of liberal reforms during the transition to post-Soviet Russia. Despite Russian liberals having begun to draw lessons from previous failures, their project was severely challenged by the rise of Vladimir Putin. Hence, the fourth part focuses on the 2000s, when the liberal alternative in Russian politics confronted the ascendance of Putin, surviving in parts of Russian culture and in the mindset of technocrats and “system liberals”. Today, however, the Russian liberal project faces the limits of reform cycles of public administration, suffers from a lack of federalist attitude in politics and is externally challenged from an illiberal world order. All this asks us to consider: what is the likelihood of a “reboot” of Russian liberalism?
My book examines the function and development of the cult of saints in Coptic Egypt. For this purpose I focus primarily on the material provided by the texts forming the Coptic hagiographical tradition of the early Christian martyr Philotheus of Antioch, and more specifically – the Martyrdom of St Philotheus of Antioch (Pierpont Morgan M583). This Martyrdom is a reflection of a once flourishing cult which is attested in Egypt by rich textual and material evidence. This text enjoyed great popularity not only in Egypt, but also in other countries of the Christian East, since his dossier includes texts in Coptic, Georgian, Ethiopic, and Arabic. This work examines the literary and historical background of the Martyrdom of Philotheus and similar hagiographical texts. It also explores the goals and concerns of the authors and editors of Coptic martyr passions and their intended audience. I am arguing that these texts were produced in order to perform multiple functions: to justify and promote the cult of a particular saint, as an educational tool, and as an important structural element of liturgical celebrations in honour of the saint.
In this monograph I consider the role of institutional entrepreneurs –“projectors” in transferring organizational forms and building new secular school in Russia in the first half of the 18th century. During the period from the beginning of Peter I’s reforms until the accession of Catherine II, the institutional landscape of education in Russia has changed quite drastically. Pre-Petrine and the early Petrine schools were, in essence, pre-modern institutions: a “school” was conceived as a set of students gathering around an autonomous “master”-teacher and his "apprentices". By the time of Catherine II’s accession, however, Russia had a number of recognizably modern schools that differed little in their structure from the classical schools of the 19th century. These institutions were regulated by written instructions mandating, among other things hierarchical organization of faculty and staff; functional delineation of duties; regulation of the learning process and daily behavior of pupils and teachers; formal procedures for assessing and monitoring the students’ achievements and conduct. These schools were designed not just for training, but for achieving internalization by pupils of prescribed patterns of behavior and thinking to be attained through detailed modeling of their daily life and special organization of school space, including a pupil’s isolation from the outside world and constant monitoring. Separate chapters of the book to come out as a result of this project are devoted to the key episodes of implementing these new organizational forms. In the process, we propose a model of constructing the institutional landscape of modernity “from below,” not as the product of abstract “state policy,” but as an outcome of diverse efforts of individual actors, “institutional entrepreneurs,” for whom the introduction of these new organizational forms was a means to realize their own career strategies in competition with other courtiers and bureaucratic players. In the course of this project, we reconstruct the process of transfer of new organizational forms in education in Russia in the first half of the 18th century; demonstrate the role of key players in this process, their motivations, the social, financial, administrative and symbolic resources available to them, and their modes of action; reveal the competitive environment in which they operated; clarify the role of the monarch and the state apparatus in introduction of new organizational forms; identify factors affecting sustainability of new organizational forms. As a result, we propose a model and typology of institutional entrepreneurship as applied to early modern period and demonstrate its relevance to a wide range of countries beyond Russia.
This training manual is addressed to law students, learning English for professional purposes.
The book consists of two parts:
Part 1 – Legal Listening
The main aim of the materials of the 1st part is teaching students listening to texts on legal topics in English. The materials are supplied with the recording of texts to practice in-class listening (on CD), they also contain communicative tasks and key answers as well as scripts. The texts cover the following themes: The Practice of Law, Company Law, Contract Law and Employment Law.
Part 2 - Legal Reading is directed to teaching students different kinds of reading based on authentic legal texts.
The texts of all the sections cover the following topics: Company Law, Contract Law, Family Law.
Both parts of the manual envisage exercises for both inclass and out-of- class work, including the use of the Internet.
The book includes Progress tests with answers.
The given book is aimed at bachelor students for Law facultywhoo need to create a project proposal for their Final paaper. Inthis book students will find recommendations for writinf research proposals and samples of papers with detailed analysis , exercises and theoretical framework. The students will be able to present the results of their scintific studies either in oral or wriiten form.
Looking at pictures can be a delightful, exciting or moving experience, but some pictures – and these are often the most rewarding – require some explanation before they can be fully understood. Delving into the origins, designs and themes of over 100 pictures from different periods and places, this book illuminates the art of looking at – and talking about – pictures. Woodford shows how you can read a picture by examining the formal and stylistic devices used by an artist, and explores popular themes and subject matters, and the relationship of pictures to the societies that produced them. The book is supplemented by a glossary of key terms, ranging from art movements and technical terms to religious and classical terminology, to give readers all the information they need at their fingertips.
The concept of sacred insanity is widespread among many religions of the world and through many ages and cultures. The present volume collects the contributions of the symposium Holy Fools and Divine Madmen, held in Munich in 2015. Employing interdisciplinary approaches, these studies cover a wide geographical and cultural range, from Byzantium westward to Italy and Ireland, and eastward to Islamic Iran, and to India and Tibet
Linguists have long classified languages according to the ways in which their intransitive subjects, transitive subjects, and direct objects align with respect to case marking and/or agreement. The two main divisions are known as the (nominative–)accusative and ergative(–absolutive) alignments. Under an accusative alignment pattern, the intransitive subject (abbreviated here as S) and the transitive subject (A: for agent, or agent-like argument) are encoded the same way (nominative), while the transitive direct object (O) is encoded separately (accusative). Under an ergative alignment pattern, on the other hand, S and O have identical encoding (absolutive) while A has its own separate case (ergative); see Comrie (1978); Dixon (1979; 1994); Manning (1996); Aldridge (2008); McGregor (2009); among others. These alignments can be expressed not only through case marking but also through agreement; S and A may determine the same agreement, in contrast to O, or S and O may license the same agreement, in contrast to A.
The study guide is aimed at students of economics to facilitate their mastery of ESP - English for Specific Purposes. The book consists of 10 lessons devoted to different aspects of globalization: concept definitions, mechanisms of socio- cultural and economic influence on society, and changes occurring thereof: markets libaralization, an increase in human vulnerability and a deterioration in psychological well-being, as well as prospects of development in global society.
The book comprises study materials for learning English. It aims at developing students' communication skills which are necessary for using English in every day life and professional activities. The book provides learners with extra opportunities for developing their listening, pronunciation, vocabulary and speaking skills through the use of authentic video content selected in accordance with the requirements of the ESL course.
The resource book is a collection of twelve lessons based on a selection of TED talks about different aspects of modern life. The selected TED talks not only enhance the learners’ English language proficiency but also develop the learners’ professional competencies and expand their outlook. All the lessons have a regular structure and include exercises for developing vocabulary, listening, reading, speaking, note-taking and writing skills. A quick test has been developed for each lesson checking the student’s assimilation of the material. Through authentic models of effective communication, students build fluency to achieve academic and personal success. The resource book can be used both for classroom activities and for independent work.
The book is devoted to qualifying parts of speech: adjective and adverb.
The book is devoted to linguistic problems of professional information exchange among specialists of various fields.
This book constitutes the refereed proceedings of the 7th Conference on Artificial Intelligence and Natural Language, AINL 2018, held in St. Petersburg, Russia, in October 2018. The 19 revised full papers were carefully reviewed and selected from 56 submissions and cover a wide range of topics, including morphology and word-level semantics, sentence and discourse representations, corpus linguistics, language resources, and social interaction analysis.
In the 1990s a number of Western art critics, with Dave Hickey foremost among them, rejected the critical aesthetics of negation and distance as elitist, favoring a more mutualist, egalitarian potential they associated with beauty. This article tests the legitimacy of paralleling the New Academy and the concurrent beauty trend in the West. The focus of my analysis falls on the career of Olga Tobreluts between 1990 and 2003. As I argue, the similar appeal to beauty in the work of Tobreluts and the New Academy in fact partakes of both negation and affirmation while ignoring their difference, undermining the opposition between enthrallment and estrangement (or beauty and the sublime) that made the Western debate about beauty possible.
ince 2015, our journal’s publisher, Taylor & Francis, has sponsored the Canadian Association of Slavists’ Taylor & Francis Book Prize. It is awarded annually for the best academic book in Slavic, East European, and Eurasian Studies published in the previous calendar year by a Canadian author (citizen or permanent resident). The winner of the 2018 prize, to be awarded at the annual conference of the Canadian Association of Slavists at the University of British Columbia in June, is Lynne Viola of the University of Toronto for her book, Stalinist Perpetrators on Trial: Scenes from the Great Terror in Soviet Ukraine (Oxford University Press, 2017). To mark Professor Viola’s achievement and to further the discussion of her important work, Canadian Slavonic Papers/Revue canadienne des slavistes invited three international scholars who work in related fields of Soviet history to comment on the book. Following interventions from Alan Barenberg, Wendy Z. Goldman, and Tanja Penter, Professor Viola offers a response.
Despite a persistent interest in verb processing, data on the neural underpinnings of verb retrieval are frag- mentary. The present study is the first to analyze the contributions of both grey and white matter damage affecting verb retrieval through action naming in stroke. We used voxel-based lesion-symptom mapping (VLSM) with an action naming task in 40 left-hemisphere stroke patients. Within the grey matter, we revealed the critical involvement of the left precentral and inferior frontal gyri, insula, and parts of basal ganglia. An overlay of white matter tract probability masks on the VLSM lesion map revealed involvement of left-hemisphere long and short association tracts with terminations in the frontal areas; and several projection tracts. The involvement of these structures is interpreted in the light of existing picture naming models, semantic control processes, and the embodiment cognition framework. Our results stress the importance of both cortico-cortical and cortico-sub- cortical networks of language processing.
For a long time Japanese was taken to be a language lacking a subject-object asymmetry in subextraction. Two recent experimental studies have challenged this conclusion suggesting that Japanese complex NP (CNP) subjects are more opaque to subextraction than CNP objects (Jurka 2010; Jurka et al. 2011). Given the significance of this claim for the cross-linguistic landscape of subextraction phenomena, this study further explores the nature of subextraction phenomena in Japanese with three acceptability judgment experiments. We show that overt subextraction (scrambling) out of CNP subjects and objects results in similar acceptability ratings once the relative weight and order of constituents are properly controlled for. Recent experimental work which suggested that Japanese has a subject-object asymmetry to subextraction predicted that wh- in-situ adjuncts should lead to greater degradation for subextraction out of subjects as compared to subextraction out of objects. To test this prediction, we also present novel experimental data on wh-in-situ phrases inside subjects and objects in Japanese. Our results show that the argument/adjunct status of wh-in-situ phrases does not interact with the subject/object status of the CNPs, further invalidating the recent claims. Together these findings support the traditional view that Japanese has no subject-object asymmetry in subextraction, whether overt or covert. Having restored the status of Japanese as a language with no subject-object asymmetry in subextraction, we discuss possible reasons that could account for the absence of such an asymmetry. We suggest that the lack of asymmetry is due to Japanese subjects’ inability to satisfy the EPP on T/C; we further contend that cross-linguistic variation in subject transparency follows from whether or not the feature D comes from subjects.
This two-part overview of contemporary Russian anthropology focuses in detail on the work of several
scholars and situates it in the changing landscape of Russian academia. The main issue I address is the debated
academic identity of anthropology as ‘historical science’ as it is officially classed in Russia. Proceeding in a
case-study manner, I aim to re-conceptualise the relationship between anthropology and history from the
point of view of the anthropology of time, not merely by historicising anthropology but also by anthropologising
history. I ask what temporal frameworks underscore the relationship between anthropology and
history as it is thought about by the scholars I explore.
overview of contemporary Russian anthropology focuses in detail on the work of several
and situates it in the changing landscape of Russian academia. The main issue I address is debates
about an academic identity of Russian anthropology as ‘historical science’. Given that in Western anthropology,
history has become one of the leading modes of anthropological analysis and that the turn to history
marked a radical repositioning of anthropology’s very subject, it is important to explore how such configurations
of history and anthropology work in other anthropological traditions and what the reasons are for
turning to history or, conversely, avoiding it, for specific national, continental and transnational anthropological
schools. In this article, I explore these questions by focusing on anthropology in Russia with an aim of
reassembling the relationship between anthropology and history from the point of view of the anthropology
of time. I ask what temporal frameworks underscore the relationship between anthropology and history. I
explore these understandings ethnographically, that is, through ethnographic interviews with Russian scholars
in addition to close readings of their works.
This article focuses on an analysis of the culture of memory that has developed in contemporary Russia. At the center of the research are the biographies of former collaborators who took part in Nazi crimes and then, after the liberation of Soviet- occupied territories, were mobilized into the Red Army and sub- sequently performed exploits honored by awards. Information that these men were arrested by the NKVD after the war can be found in their personal files, which are not accessible to the broad public. Instead, the fact of their awards and a brief description of their exploits can be found on the site ‘Podvig Naroda’ [Exploits of the People], which has open access. The state memory policy in contemporary Russia, as in the Soviet era, is aimed at emphasiz- ing the heroism of Red Army soldiers; their criminal activities remain in the shadow of the medals they received.
In the interview to Ab ImperioJournal within the series “Conversation with Author” Pieter Judson shares the research laboratory behind his revisionist account of the history of the Habsburg Empire (The Habsburg Empire: A New History) which was published by Harvard University press in English in 2016. The interview reveals an interesting historiographic situation at the end of the 20thcentury when historians of the Habsburg Empire felt the need to differentiate its experience from the domineering perspective coming from the history of the Russian Empire, while historians who rediscovered the imperial dimension in Russian history followed the ideal-type of the Habsburg multinational empire. The major thrust of revising the history of Habsburg Empire by Judson is twofold: to explore in the long dureeperspective the vitality of the empire-building (“state-building from above” and “state-building from below”) in the Habsburg case through institutions and subjecthood, i.e. to decenter the national narratives about the composite Habsburg space and the idiom of inevitable decline of the Habsburg empire as another “sick man” in Europe; and to advance a systematic and symmetric comparison of modern statehood in Europe, in which the Habsburg case does not look exotic, having the imperial dimension. The interview touches on the question of global and comparative history of empires, the usefulness of comparative taxonomy of colonial-continental empire, the problem of analytical languages and hegemony of nation-centered imaginary in description of the historical experience of empire, the balance between political and social and cultural history approaches to understanding empire, and, finally, on the reception of the book in the region.
Increasing workplace demands on foreign languages skills in professional settings call for a number of considerable changes in the university learning context regarding foreign language teaching. The present study aimed to assess the language needs within and across employed university graduates, first, third, and fourth-year students of non-language majors to further inform such changes. All four language skills, the context of both current foreign language education programs and the use of a foreign language at the workplace were considered. Questionnaires including Likert scale, multiple choice, and open-ended items were distributed among 110 students and 35 currently employed graduates. Descriptive statistics and one-way Analysis of Variance (ANOVA) followed by Tukey HSD and Holm-Bonferroni tests were used to analyze the data. The results indicated several areas of agreement among the participants: A clear need for all four language skills to be developed as high as C2 level and the consistent need to improve speaking. However, several noticeable discrepancies between the perceptions of the target groups regarding the context of workplace language use, such as how often, where, and with whom they expect to communicate, and need for professionally oriented foreign language were revealed. Overall, students may need to be more informed about the challenges regarding the workplace context for language use.