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By using the methods of the ethnological research, the present article presents the dynamic of the state of the Bulgarian community in Chicago and its manifestations,as well as the reasons behind the designation of Chicago as the „Bulgarian city“not only by the local Bulgarian group but by the „others“ as well – the society, the authorities and the media in the United States. The study focuses on the spaces ofthe Bulgarians in Chicago and the metropolis, the representative institutions of thecommunity – its churches, schools, cultural and public institutions, the media, thefeasts, the events as well as the places of memory. As a certain manifestation of self-confidence and successful integration of the local Bulgarians in the multiculturalenvironment of Chicago, the article analyses also the book „Chicago – the BulgarianCity“ in which the Bulgarian community describes and identifies itself. This book as well as the examination of the social life and cultural activities of the Bulgarians in Chicago and the suburbs show that the diaspora is interwoven in the American social structure but at the same time maintains its own parallel structure which fits the American nation with its specific character.
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The article is devoted to the features of Ivanovo- Voznesensk industrial development at the turn of the 20th century. It was one of the biggest industrial centers in pre revolutionary Russia. The problem and potential analysis of the local textile industry is made. Also it was studied in the connection with Ivanovo- Voznesensk professional schools activities research. Ivanovo-Voznesensk had more professional schools than contiguous cities.
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The paper considers the problem of personality development of young people in the Russian literature of the 18th–21st centuries. The continuity of the traditions established in the Russian literature of the 18th–19th centuries is observed based on the autobiographical prose of M.N. Murav’ev (“An Inhabitant of the Suburbs”), S.T. Aksakov (“The Childhood Years of Bagrov Grandson”, “The Family Chronicles”), V.P. Krapivin (“The Sixth Bastion”), F.A. Kamalov (“Hello, Artem!”), and B.G Weiner (“A Lapwing along the Road”). These authors refer in their works to the acute problems of childhood and adolescence: moral and spiritual development of the young person, confrontation between the good and evil among children and in their souls, questions concerning protection of the world of children from adults, and relationships between adults and children. The conclusion is made that modern literary works addressed to children form a sustained interest in reading by motivating to it in enjoyable, playful, and seriocomic manner. They proclaim the positive role of books in the development of moral qualities of children and adolescents.
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The present paper for the first time deals comprehensively with the problem of Russian educational realism as a system in the national literary culture of the 1760s–1820s in the context of basic literary discussions of the second half of the 20th and the beginning of the 21st centuries. The hypothesis of the core role of this phenomenon in the development of Russian literature at the turn of the 18th–19th centuries, its syncretical orientation, as well as genre and thematic character is introduced. The prognostic conclusions about the holistic ideology of educational realism in Russia from the perspective of the leading concepts of rationality/emotionality, duty/ virtue, value of a human person without regard to their social class are drawn on the basis of a wide range of historical-literary and literary-theoretical materials. Furthermore, ways of finding prospects for investigating ideologemes of the educational realism and the Enlightenment in the focus of the so-called “middle culture” tasks in its genesis and development are also outlined in the paper. Autonomy of the genre system of the educational realism movement with interpenetration of prose, poetry and drama, which is peculiar to it, is proved in the paper under review on the basis of the most recent scientific data. The structure of the present paper is defined in line with the described research paradigms and obtained analytical results. A systemic review of the basic discussions in literary studies on the phenomenon of educational realism, its existence and meaning is given in its first part. Dwelling on the concepts of both adherents of this idea and its opponents, the author of the article comes to the conclusion about the crucial significance of the concepts of “educational realism”, in particular in the Russian historical-literary process of the last third of the 18th–the first decades of the 19th centuries. Educational realism is one of the key embodiments of the Enlightenment in Russian literature, the first stage of realism development as artistic vision, and the unique epilogue of the national literary culture of the 18th century. The second section of the paper is devoted to analysis of the ideological and thematic, philosophical and esthetical levels of the Russian educational realism system in the context of generating tasks of the “middle culture” of that time. The author’s position on the problem of genre systematicity of the national educational realism of the period of interest is proposed in the third (concluding part) of the work.
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Uluslararası ilişkiler alanında bugüne kadar geliştirilen kuramlar içinde “güç” olgusu anahtar kavramların başında gelmektedir. Fiziksel olarak güç, mevcut kuvvetlerin kullanılması ile elde edilen verimliliktir. Davranışsal bir tanımlama ile güç, istenilen sonuçları elde etmek için başkalarının davranışlarını değiştirme yeteneğidir. Uluslararası ilişkilerde güç ise, bir devletin başka bir devlete karşı uyguladığı ve normal şartlar altında o devletin yapmak istemeyeceği bir şeyi yapmasını sağlamaya yönelik etkidir2. Bir devletin uluslararası ilişkilerde uyguladığı politikanın tek vasıtası güçtür. Bu vasıtaya geliştirmek devletin amaçlarından biridir. Siyasetin bir vasıtası olarak kullanılmayan veya kullanılma becerisi gösterilmeyen yeteneğin güç olma niteliği yoktur. Politika, devletin güç ve kaynaklarını ulusal çıkar doğrultusunda hazırlama ve kullanma sanatıdır. Stratejik başarı her şeyden önce güç bileşkesinin, amaca ve zamana göre uygun kullanımını gerektirir.
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At the result of the decline of the Soviet Union the role and perspectives of Turkey in Central Asia have changed. This was resulted with the end of Soviet danger, continued for the century, as well as joining to military-political processes of the region. The role of Turkey in Central Asia didn’t cast doubt on anybody from the beginning of 1990s. It got into the agenda national interests of turkey, ethnic and religious approach in the Central Asian policy of Turkey. The history of the Turkish state, its cultural, ethnic and linguistic unity with above mentioned region created large perspectives for this state as well. The essential of Turkey in Central Asia confronted with jealousy by such states as the USA, Russia, Iran, China and India. Since the beginning of XXI century, speaking frankly after September 11, 2001 all these states did their best to accurate their policy, related to this region. Namely this formed some dangers for the regional policy of Turkey as well. Especially beginning from 2000, Russia, Iran and China attempted to approach to one another, and this was against America and Pakistan. According to this, it’s obvious to create the Triple Alliance of “Russia-China-Iran” against the priority of the US and her allies. The establishment of Shank hay organization can be considered the sample of this alliance. Doubtless, to keep the healthy positions in Central Asia in such difficult circumstances is very vague and Turkey was waited for by struggle according to this situation. It is important to shape special determined relations with Central Asian countries in the context of struggle of the US, Russia and Iran for the region. Among these, above mentioned states, only Turkey has ethnic, linguistic and religious unity with the countries of the region. That’s why Turkey has more chance to create tight relations as well.
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Josip Broz TİTO’nun 1980’de ölümünden sonra, Yugoslavya içinde 20 yıl sürecek olan dağılma sürecinin başladığı tarihtir. Tito tarafından oluşturulan Sosyalist Federatif Yugoslavya Cumhuriyetleri içinde tırmanan etnik milliyetçilik, başta dini,siyasi ekonomik görüş ayrılıkları dağılma sürecinin kanlı bir biçimde tamamlanmasına neden olmuştur. Dağılma sürecinde ilk olarak Slovenya ve Hırvatistan Milletvekillerinin Belgrad’ta Yugoslavya Parlamentosunu protesto ederek terk ettiklerinde Yugoslavya’da tansiyonun birdaha düşürülemediği kanlı savaşların başladığının en büyük işaretiydi. Sırplar ise bütün bu gelişmelere rağmen Yugoslavya’nın tek varisi oldukların ve SFYC temsil ettiklerini idda etmekteydiler ve Yugoslavyanın bölünmesine asla izin vermeyeceklerinin federasyonu oluşturan herhangi Yugoslav devleti tarafından federasyondan ayrılma talebinde bulunulursa buna karşı gerekirse JNA-Yugoslavya Halk Ordusu tarafından müdahele edeceklerinin belirtiyorlardı. JNA-Yugoslavya Halk Ordusunun % 75 Sırp subay ve askerleri oluşturuyordu.Bu bakıma JNA Sırpların kontrolü içindeydi.20 yıl sürecek olan dağılma süreci içinde 1980-1999 Yugoslavya içinde gerçekleşen Slovenya, Hırvatistan, Bosna ve Hersek, Kosova Savaşlarında bizzat JNA-Yugoslavya Halk Ordusunun silahlarıyla donatılmış olan Sırplar girdikleri köy kasabaları yerlebir etmişlerdir.
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Sovyetler birliyi ve sosyalist sistem çöktükten sonra bağımsızlığına kavuşan cumhuriyetler, bir takım stratejik görevleri üstlendi. Bunlardan en önemlisi devlet bağımsızlığını ilan etmek, bu bağımsızlığı korumak ve demokratik bir hukuk devleti olma yönünde gelişmeyi sürdürmektir. Temelde demokratik prensiplere ve özgürlüklere dayanan yeni demokratik Anayasanın yürürlüğe konulması da bu yönde atılmış önemli bir adım gibi değerlendirilebilir
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From 2004 through 2015 a Strategy for Educational Integration of Children and Students from Ethnic Minorities has been worked out and elaborated by the Ministry of Education. This article aims to examine the relationship between the Strategy and the state educational standards, regarding the problems of educational integration - the standards for inclusive education and for civic, health, environmental and intercultural education.
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This article discusses the role of gifts and hospitality in Bulgarian peasant tradition in the context of peasant society structure: small and middle size family households organized to overcome difficulties and constraints of an underdeveloped society of „communal capitalism“ where most of the young people could not enter labor market outside villages. Overpopulation results in specific strategies of economic behavior: family members worked to make their households most productive through their efforts, mutual aid between village families in critical moments of agricultural cycle, as well as intensive social interaction in the most important social events in peasant communities: birth, wedding, rites of passage, funerals, calendar customs, rites and holidays, etc. All of them contained gifts exchanges and hospitality that reflect relative social equality and regular exchange of services between families. Most archaic gifts – oral blessings and actions, presented by ritual groups („koledari“, „survakari“, „kukeri“, etc) are directed to positive influence on actual and future fruits of nature and humans health. They are exchanged for material gifts and hospitality. Collective participation in gift exchange and hospitality includes rites aimed to overcome critical moment in the families and villages: long illness or epidemics. All the collective rituals expressed unity against social and natural crises.
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The article presents in chronological order the donations which have come in thespecialized ethnographic archive of the Institute of Ethnology and Folklore Studieswith Ethnographic Museum. It analyzes the dynamics of the donations, their thematiccontent, territorial range, and the motivation of the donors as well as traces the processof transformation of the personal documents into public socially significant culturalfacts.
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The author supports the thesis that reading has an important place in Bulgarian lessons at primary school level. In support of that are presented practically tested diagnostic tools for measuring reading skills at the beginning and at the end of second class grade.
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Lodz is a perfect example of the industrial, multiethnic city, which was developing very intensively during the XIX century. The changes concerned also the social structure and lifestyle of its inhabitants. Creating of the new ideas and cultural customs affected the morals and principles. Jews as a constituted group of city residents, were experiencing those changes as well. Systematically they took part in urban everyday life and became the attractive customer for the local entertainment industry. The article presents the analysis of the reception of early cinema in the Yiddish local newspaper „Lodzer Tageblat”, for the first time published in 1908. The presence of announcements and advertisements proves that Jews constituted an important part of Lodz’s audience in premises offering different entertainment programs. By putting reception of early cinema to the context of all other municipal entertainments offered by the local theatres, circus and cinematographs, I refer to to other research in early movie‐going in Łódź.
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The aim of this text is to create a conceptual apparatus (a categorial grid) that would make it possible to explain all possible manifestations of oppositional culture in autocratic regimes. I distinguish two basic understandings of oppositional culture: social and domain-specific. The first is the totality of disapproval attitudes towards an autocratic political regime. The latter includes all manifestations of artistic creativity that are critical of the existing political regime. I distinguish three basic typologies of opposition cultures in the latter sense due to the following criteria: organizational shape, place of artistic expression and levels of negation of a given regime. The first typology concerning the organizational shape allows for the differentiation of opposition culture entities due to their numbers and the strength of social bonds created while performing this social role. The second typology makes it possible to define the space of freedom for the subjects of the opposition culture, and the third one – the level of refutation of a given political system.
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