Artículos de revistas:

1

Kravchenko, Tetiana. "ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF CIVIC IDENTITY OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS IN GREAT BRITAIN". Advanced Linguistics, n.º 11 (11 de agosto de 2023): 169–80. http://dx.doi.org/10.20535/2617-5339.2023.11.278298.

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The article characterizes four main organizational and pedagogical conditions, manifested in a complex combination, which ensure the formation of the civic identity of British students: 1) actualization of the student-centered approach to the educational process; 2) public engagement of student youth in socially significant activities; 3) introduction of socio-pedagogical cooperation between universities and local communities through the mediation of public organizations at the local and national levels; 4) interdisciplinary integration of English as a state language. It is outlined that a student-centered approach to the organization of the educational process in the universities of Great Britain contributes to the involvement of students in active educational and cognitive, and socially significant activities based on the cooperation of all participants in the educational process and reflection of the acquired knowledge and experience, in general, effectively influencing the formation of the civic identity of students. It is emphasized that today in the universities of Great Britain, civic engagement is integrated into three spheres – educational process, research activity and extracurricular socially significant activity. It is noted that educational activities of the universities with the involvement of the community add value to the experience of students during their higher education, providing them with a wide range of opportunities for learning in general and forming their civic identity in general. It was found that the English language plays an important role in the state differentiation of the British, as it covers with its influence not only the spiritual being of this multinational community, but also provides a sense of mutual complementarity and difference from other states. The construction and maintenance of interpersonal relations, which form the social landscape of the state, takes place in the language, which is why the English language, taking into account the subject of our research, carries out the main coordination of social actions. After all, it is common knowledge that language is the main medium for defining, preserving and transmitting socio-cultural experience, as well as a tool for objectifying the subjective meanings of the development of society. In this way, the formation of the civic identity of student youth in Great Britain is considered in close interaction with the interdisciplinary integration of the English language, since the language itself is one of the most important conditions for the existence of any social community.

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2

Savotina, Nataliya. "The Potential for Development of Russian Youth Social Activity". Comparative Professional Pedagogy 6, n.º 1 (1 de marzo de 2016): 14–20. http://dx.doi.org/10.1515/rpp-2016-0002.

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Abstract The article deals with scientific and applied topicality of studying the problem of children and youth social activity. Spheres of social activity display in European tradition, in particular, the European Charter, Great Britain, have been revealed. Comparative analysis of understanding the essence of such a phenomenon in Western theories and scientific pedagogical thought in Russia has been given. The changes occurred in the context of the analysis of the notion during last decades and connected with the development of volunteering, motivation and forms of youth services have been emphasized. The most important tasks in developing social activity of Russian youth have been stated. Different scientific approaches to studying the notion of “social activity” enriching its characteristics have been analyzed. Based on the analysis of results on the organized events the drawbacks, neglects and causes of poor quality of working on the development of youth social activity have been shown. The experience in choosing activities and technologies demonstrated by teachers and pupils from different regions of Russia has been presented. Theoretical analysis of foreign and domestic experience in education has enabled to offer suggestions for the expansion of pupils and students’ social activity in the frame of different models presenting a wide scope for mastering and developing social competency of children and youth. These models have become the foundation for creating a general algorithm for the expansion of children and youth social activity. Pedagogical conditions and perspective directions for solving the problem of social activity development have been outlined in the article.

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3

Яблонская, О. В. "Underage “Builders of Great Britain”: Child Migration in the British Empire". Historia provinciae - the journal of regional history 7, n.º 3 (15 de septiembre de 2023): 870–910. http://dx.doi.org/10.23859/2587-8344-2023-7-3-3.

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Статья посвящена британской детской миграции в XIX – первой половине ХХ в. Исследованы причины и условия переезда, а также значение, которое придавалось расселению молодежи на периферии британского мира. Показано, что на миграционную политику влияли филантропические, социально-экономические факторы, империалистические, национальные и расовые соображения – акценты менялись с течением времени. До середины XIX в. переселение было вызвано желанием помочь бедным детям или стремлением депортировать лишних и опасных жителей из метрополии, со второй половины XIX в. в мигрантах стали видеть инструмент имперской политики. Миграция согласовывалась с доктриной социал-империализма. Она позволяла решить социальные проблемы метрополии, снимала в обществе напряженность, связанную с массовой безработицей, открывала новые возможности для экономического роста всей империи. Молодежь восполняла дефицит трудовых ресурсов доминионов, возделывала неосвоенные земли, распространяла европейские ценности и технологии, консолидировала разрозненных жителей в единую Великую Британию с глобальной британской идентичностью. В переселении несовершеннолетних из грязных и тесных мегаполисов на сельские просторы видели возможность сохранить здоровое поколение и силу англо-саксонской нации. В странах южного полушария мигранты из Альбиона рассматривались как защитники «белой» расы и европейской цивилизации, а потому с конца XIX в. были ужесточены требования к переселению, допускались только представители «правильного» типа мигранта по расовым, социальным, физиологическим, психическим критериям. Многие мигранты добились успехов на новой родине, но некоторые столкнулись с жестокостью, эксплуатацией, социальным остракизмом. Сделан вывод, что идея Великой Британии как глобального сообщества после Второй мировой войны оказалась несостоятельной, имперские цели все больше противоречили национальным задачам, что привело к прекращению переселения детей. Выросшие мигранты, лишившиеся своей родины и связей с родственниками, не сумевшие адаптироваться на новом месте, превратились в смущающее напоминание о «темной странице» имперского прошлого. The article is devoted to British child migration in the 19th – first half of the 20th century. The reasons, conditions for moving, the importance attached to the resettlement of young people on the periphery of the British world are investigated. It is shown that philanthropic, socio-economic factors as well as imperialist, national, and racial reasons influenced migration policy. The emphasis changed over time. Until the middle of the 19th century the resettlement was caused by a desire to help poor children or to deport unnecessary and dangerous residents from the metropolis; in the second half of the 19th century migrants began to be seen as an instrument of imperial policy. Migration was consistent with the doctrine of social imperialism. It made it possible to solve the social problems of the metropolis, relieved tension in society that were associated with mass unemployment, and opened up new opportunities for the economic growth of the entire Empire. The youth made up for the shortage of labor resources in the dominions, cultivated undeveloped lands, spread European values and technologies, consolidated disparate residents into single Great Britain with its global British identity. The resettlement of minors from dirty and cramped cities to rural areas was believed to offer an opportunity to preserve a healthy generation and the strength of the Anglo-Saxon nation. In the countries of the southern hemisphere, migrants from Albion were seen as defenders of the white race and European civilization. That is why in the late 19th century, the requirements for resettlement were tightened, allowing only the “proper” type of migrant according to racial, social, physiological, and mental criteria. Many migrants achieved success in their new homeland, but some of them faced cruelty, exploitation, and social ostracism. It is concluded that the idea of Great Britain as a global community turned out to be untenable after the Second World War. Imperial goals increasingly contradicted national objectives, which led to the cessation of child migration. Deprived of their homeland and ties with their relatives, unable to adapt to new places, child migrants who turned into adults become an embarrassing reminder of the “dark page” of the imperial past.

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4

Skana, Pranvera. "How Social Media Affects Illegal Immigration in Albania?" Interdisciplinary Journal of Research and Development 11, n.º 1 (23 de marzo de 2024): 209. http://dx.doi.org/10.56345/ijrdv11n130.

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The main topic of conversation between Albania and Great Britain at the moment is illegal immigration. The impact that social media has had on the growth in the number of young Albanians traveling to the British island makes these changes even more intriguing. Apps like Tik Tok, Instagram, or Facebook—these previously underutilized mechanisms have transformed into enormous connecting and influencing tools between criminal organizations that readily recruit young people, allowing the growth of illegal commerce. Information is interactive and available in real time due to today's media. Geographically, connections to the targeted people are present everywhere. By showcasing the efforts of "organized groups" via movies, pictures, or letters, these programs build strong relationships based on trust. We are alluding to the TikTok films of Albanian refugees on boats at the Dover port's border with England, which the British press referred to as a "new form of communication". Social media in this situation helps to establish favorable conditions that encourage illegal immigration. Why this subject? Immigration-related concerns are of great importance right now in our nation and abroad. The "communicative" component now provides these innovations a new dimension. The research method is qualitative. Erl Murati, the editor-in-chief of "Gazeta Shqiptare," Bled Koka, the editor-in-chief of "Syri TV/Syri.net," and Zylyftar Bregu, a media researcher, are among the three media specialists who are interviewed. Additionally, 20 interviews with students and youth will be conducted in order to learn more about how to inform them. Quantitative and qualitative statistics will be provided for this article through the TikTok, Instagram, and Facebook accounts that were created specifically for the goal of monitoring the "blogosphere." Received: 19 February 2024 / Accepted: 21 March 2024 / Published: 23 March 2024

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5

Butsyk, S. V. "The Digital Generation in Russian Education: from the Urgency of the Problem to Assessing the Impact of Digitalization on Students". Open Education 24, n.º 3 (27 de junio de 2020): 24–32. http://dx.doi.org/10.21686/1818-4243-2020-3-24-32.

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The objectives of this research are: 1) an analysis of possible pedagogical strategies in relation to two age categories of Russian students (primary schoolchildren; older teenagers and youth) related to the new digital generation; 2) testing an experimental methodology for assessing the degree of influence of digitalization on the activities of older adolescents and youth on a relatively wide range of educational institutions (regular school, two different lyceums, institute) and for a relatively long period (two academic years).Materials and research methods are based on a number of foreign works in the field of pedagogy, psychology, neurophysiology, conducted in the USA, Great Britain, Singapore and a number of other countries, starting from the 2000s, as well as studies from the mid-2010s on the digital generation of Russia. The authors used the methodology for assessing the degree of influence of digitalization on students’ activities, previously published in the journal “Open Education” (No. 1/2019).Results of a study conducted during 2018 and 2019 in several schools of various types and a higher educational institution of one of the largest Russian regions allowed us to make an assumption about the noticeable significance of one of the two key indicators of the author’s methodology – “Significant Impact of Digitalization in the Activities of Students”. According to the author, it may indicate a lower or higher motivation of students in relation to educational and cognitive activities, including those resulting from the positive or negative impact of digitalization.Conclusion. The article describes two pedagogical strategies in relation to different age categories of students, aimed at increasing the motivation for using digital devices for educational and cognitive purposes. The first strategy is aimed at primary schoolchildren and was clearly demonstrated in the early 2000s at the Singapore Institute of Education. The second strategy, aimed at older adolescents and young people, requires the presence of certain social conditions and the consideration of a number of individual factors (average daily time of using digital devices; share of time using digital devices for educational and cognitive purposes; high-quality control of students’ parents or high self-control of students). Testing of the indicated experimental technique allowed the author to identify the boundary numerical values of these factors. At the same time, it is noted that the achievement of a slight negative impact of digital devices on the educational and cognitive activities of students does not require the complete fulfillment of absolutely all three of these factors.

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6

Espinoza, Francisco, Alys Young y Claire Dodds. "Political participation among deaf youth in Great Britain". PLOS ONE 19, n.º 4 (4 de abril de 2024): e0301053. http://dx.doi.org/10.1371/journal.pone.0301053.

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Variations in political participation are linked to demographic factors, socioeconomic disparities, and cultural-ethnic diversity. Existing research has primarily explored reduced political involvement among individuals with disabilities, particularly in electoral politics. However, little research has attended the involvement of deaf people specifically. This is of interest because deaf youth are at an intersection of disability, language and cultural identity with their language affiliations and rejection or acceptance of disability evolving through childhood. This study draws from original data collected via an online survey, comprising 163 deaf young respondents aged 16-19 in Great Britain. We compare their levels of political participation with those of general population peers to explore how sociodemographic factors, alongside variations in self-identification as deaf, and meaningful interactions with other deaf people contribute to explain their political engagement. The results challenge conventional wisdom by demonstrating that deaf youth participate more actively in politics than their hearing peers in various forms of political involvement, including collective, contact, and institutional activism. We also recognize differences among deaf youth and propose that social aspects of identity formation, particularly embracing a deaf identity and having deaf friends, can boost certain forms of political engagement. In summary, this study underscores the importance of acknowledging the diversity of deaf youth in terms of affiliation with various forms of deaf identity, rendering their experience different from both disabled and hearing youth. By identifying the factors driving heightened political participation, policymakers and advocates can develop strategies to enhance political engagement among all young people, regardless of their hearing status.

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7

Balina, T. A., A. A. Balina, S. E. Gasumova y T. D. Popkova. "FEATURES OF SOCIAL PROBLEMS OF YOUNG PEOPLE IN RUSSIA, GREAT BRITAIN AND CHINA". Bulletin of Udmurt University. Series Biology. Earth Sciences 30, n.º 2 (30 de julio de 2020): 231–43. http://dx.doi.org/10.35634/2412-9518-2020-30-2-231-243.

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The state youth policy requires deep study and justification by representatives of social sciences, including sociology and socio-economic geography, which allows us to synthesize various methods of studying society and its well-being. Social geography, having a spatial approach, allows us to determine the territorial features of the course of social phenomena, to identify cause-and-effect relationships between them, to study the general and specific features of the development of territorial communities and population strata. Using the example of Great Britain, China and Russia, the current social problems of young people in countries with different types of socio-economic development are revealed through a comparative analysis of socio-demographic processes. In the context of concepts of well-being, the article considers various aspects of social dependency as a new and little-studied phenomenon. It is revealed that the UK, which implements the liberal principle of public welfare policy, has extensive experience in social work with young people, and the pioneering research of NEET-youth is of international significance. In China social dependency has acquired specific forms, which is largely determined by the principle of egalitarianism, the consequences of demographic policy and traditional mentality. The analysis of modern problems of Russian youth has shown that the rejection of the paternalistic model of social protection of the population had a negative impact on the situation of young people. The article analyzes the results of statistical, sociological research, expert evaluation, included interviews, etc., which revealed the social problems of Russian, British and Chinese youth, including the phenomenon of dependency. It was revealed that the study of dependency in the framework of youth policy and social work will help to activate the younger generation, accelerate its inclusion in society, and improve technologies for solving social problems.

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Owens, John R. y Larry L. Wade. "Economic Conditions and Constituency Voting in Great Britain". Political Studies 36, n.º 1 (marzo de 1988): 30–51. http://dx.doi.org/10.1111/j.1467-9248.1988.tb00215.x.

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The extent to which levels and trends in local unemployment and income influenced the Conservative vote in 633 separate British constituency elections in 1983 is estimated in several regression models. Long-term influences on voting are controlled by the endogenous variables of social class and territoriality. It is argued that this research design is superior to previous ones that have treated general elections as national elections in exploring the economic theory of voting. Sensitivity analysis (the use of several models to illuminate the research problem posed) suggests that, unlike America congressional elections, current rates and trends in local unemployment and income exerted a substantial and systematic influence on constituency voting.

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9

Зарудна, І. А. "РОЗВИТОК СОЦІАЛЬНИХ КОМПЕТЕНТНОСТЕЙ СТУДЕНТІВ ВИЩОЇ ОСВІТИ У ВЕЛИКОБРИТАНІЇ". Spiritual-intellectual upbringing and teaching of youth in the 21st century, n.º 3 (2021): 341–43. http://dx.doi.org/10.34142//2708-4809.siuty.2021.82.

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The article is devoted to the analysis of the tools of education of social competencies of Stedun youth in Great Britain. Parliamentary debates are considered among the main tools. The author describes the technology of holding a parliamentary debate competition.

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Тетяна Коляда. "SOCIAL CONDITIONS FOR THE DEVELOPMENT OF SECONDARY EDUCATION IN GREAT BRITAIN". Social work and social education, n.º 5 (23 de diciembre de 2020): 179–92. http://dx.doi.org/10.31499/2618-0715.5.2020.220814.

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The article considers the social conditions for the development of secondary education in Great Britain (XIX – first half of the XX century). It was founded that an important factor in the formation of the British education system was the influence of the ruling class of aristocrats (landlords) and the petty nobility. It was founded that education of the majority of the population depended on the area, financial status of the family and religion. It was emphasized that religion played a significant role in the field of mass education. It has been shown that in the early nineteenth century, English society was engulfed in a movement of evangelical revival, as a result of which the Anglican Church could not control all its faithful, unlike the Catholic Church in Europe. It is determined that industrialization, urbanization and democratization have created conditions for social, political and economic transformations that required educated personnel. As a result, a number of laws were passed initiating reforms in primary and secondary education.

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11

Wels, Jacques. "The Impact of Extending Working Lives on Youth Employment in Great Britain". Journal of Intergenerational Relationships 18, n.º 1 (30 de julio de 2019): 31–47. http://dx.doi.org/10.1080/15350770.2019.1596186.

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12

Rikowski, Glenn y Mike Neary. "Working Schoolchildren in Britain Today". Capital & Class 21, n.º 3 (octubre de 1997): 25–35. http://dx.doi.org/10.1177/030981689706300103.

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In the scary media world of abused childhoods, child labour has become a major journalistic event. The news headlines record children working in conditions thought to have been abolished by social democratic reform. In spite of this mounting documentary evidence—supported by research undertaken by trade unions and pressure groups such as the Low Pay Unit—Tory ministers argued that child labour was not a problem. The Government's interest in youth was not the demoralisation of young workers at work, but the insubordination of youth, expressed as, among other things, crime, drug-taking and classroom disorder. The problem for conservative policy is the remoralisation of young people through the imposition of a new authority and the production of guides to the virtuous life.

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13

Chernysh, A. R. "Social integration of youth as a form of social protection of youth". Analytical and Comparative Jurisprudence, n.º 4 (27 de noviembre de 2022): 175–80. http://dx.doi.org/10.24144/2788-6018.2022.04.31.

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The article examines the concept of integration to achieve the process of inclusion of youth in the development of civil society, taking into account the socio-cultural context, taking into account the historical patterns of the country's development. Current legislation in the field of social protection of youth, in the field of employment, provisions of the Constitution of Ukraine regarding the legal regulation of the process of labor integration of youth are analyzed. The works of theorists of labor law and social security law O.M. Yaroshenka, Yu.M. Shchotova, P.M. Rossokhatskgo, T.A. Kolyady were studied. etc. on the subject of the problems of youth implementation of the right to work, as a guarantee of the development of spiritual, creative potential and economic independence. The article draws attention to the problems and obstacles faced by young people in the process of realizing their labor rights. Emphasis is placed on the importance of professional training that a young person can undergo to increase their competitiveness in the labor market. Just as professional training is the process of acquiring or improving professional knowledge, abilities and skills by a person in accordance with his vocation and abilities, which ensures the appropriate level of professional qualification for professional activity and competitiveness in the labor market. The experience of such highly developed countries as Great Britain, Germany, Japan, France, and the USA was studied. Measures taken by countries to limit youth unemployment are noteworthy. The example of Bulgaria is given, where the practice of developing age-differentiated employment programs for young people is widespread; Germany, where there is professional selection and career guidance at an early age; the combination of professional training and production activities at the expense of specially created government funds by local authorities takes place in Denmark; encouraging employers to employ young people aged 16 to 26 in the form of reduced amounts of social contributions for them as a kind of tax benefits is actively used in France and Spain; the active practice of involving young people in six-month internships with at least the minimum wage has a positive effect on the further employment of young people in Australia. Proposals are given for the introduction of advanced foreign experience.

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14

Nottingham, Christopher J. "Recasting Bourgeois Britain?" International Review of Social History 31, n.º 3 (diciembre de 1986): 227–47. http://dx.doi.org/10.1017/s0020859000008208.

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In Recasting Bourgeois Europe, his study of the responses of the major States of Western Europe to the conditions created by the First World War, Charles Maier makes only, according to his standards, passing reference to Great Britain. Initially this must appear quite reasonable, for if one compares the post-war situation of Britain with that of most of Continental Europe it must seem that Britain escaped, or at least experienced with a greatly reduced intensity, the disorder which beset other nations. It might therefore be assumed that the efforts of the British political elite to adjust to the post-war world are less worthy of attention than those of their Continental counterparts.

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Rodríguez Blanco, César. "The origins of casual culture: hooliganism and fashion in Great Britain". Culture & History Digital Journal 8, n.º 1 (17 de julio de 2019): 016. http://dx.doi.org/10.3989/chdj.2019.016.

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This dissertation attends to the study of football hooligans’ subcultures. In particular, it addresses a general synthesis of the beginnings of casual culture in Great Britain, within the context of the cultural transition process of the 1980s, and within a political, social and cultural context greatly influenced by the new Conservative government of Margaret Thatcher. It makes a chronological review of the stylistic evolution and the attitudes of the casuals, based on the concept one-upmanship, facing the different realities that happened in approximately a decade. From the birth of the punk movement in the late seventies to the emergence of rave and club cultures at the end of the following decade. It also includes the element of violence in football, both inside and outside the stadiums, through several events that exemplify the level of violence achieved in those years. Throughout the text it tries to record the relevance of the study of youth expressions and activities for a better understanding of wider historical and cultural processes.

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Thomson, Gerald. ""We Are Making Good under the Honor System": The Social Rehabilitation of Juvenile Males through Militarism, Moral Reform, and Enforced Work Routines at the British Columbia Boy's Industrial School, 1919–1934". Journal of the History of Childhood and Youth 17, n.º 1 (enero de 2024): 41–59. http://dx.doi.org/10.1353/hcy.2024.a916839.

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Abstract: Industrial schools were the dominant mechanisms for the social rehabilitation of wayward juveniles in North America from the late nineteenth to mid-twentieth century. The research concerning such schools in shaping young lives is scattered within the historiography of youth. Girls were taught domestic skills and boys were trained in trades such as agriculture. Forced labor was not punishment but seen as moral uplift for troubled youth. This article studies the British Columbia Boy's Industrial School from 1919 to 1934 under David Blackwood Brankin, whose "honor system" combined discipline, strict work routines, regimented leisure, and a minimum of compulsory schooling. Brankin's court missionary work in Great Britain and military career shaped his vision of juvenile social rehabilitation until his retirement in 1934. His replacement was an educator trained in psychology and mental hygiene methods of youth reclamation.

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NAROVLIANSKIY, Oleksandr. "EDUCATIONAL TOURISM IN GREAT BRITAIN". Dnipro Academy of Continuing Education Herald. Series: Philosophy, Pedagogy, Vol. 2 No. 2 (2023) (29 de diciembre de 2023): 74–78. http://dx.doi.org/10.54891/2786-7013-2023-2-17.

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The article is devoted to the organisation of educational excursions in the UK and their role in the educational process of secondary schools. The purpose is to analyze the existing experience of organising school trips and to identify opportunities for using this experience in modern education in Ukraine. The historical origins of educational excursions are identified. The results of surveys and other studies conducted in the UK to determine the attitude of teachers to excursions as an element of the educational process, as well as the problems that arise in their organisation, are highlighted. Current experience of conducting excursions in various subjects - history, geography, natural sciences, mathematics, social sciences, computer technology. The article identifies the most popular educational tourism sites in the UK and highlights the methods used to organise school tours (specially designed tours related to the school curriculum, master classes, workshops, etc.) It is noted that special educational and training centers have been set up at certain facilities to conduct training sessions. It is noted that in Britain, excursions to government facilities such as the Parliament, the Royal Palace, the residence of the head of government, and the court have become widespread. It is determined that most museums and other visitor attractions establish preferential conditions for receiving groups of schoolchildren or provide opportunities for free visits. The problems that hinder the development of educational tourism at the present stage of development, in particular, lack of funding, are identified. The role of charitable foundations in the development and support of school excursions and the directions of their activities are highlighted. The experience of involving business structures, in particular Hyundai, in supporting educational tourism is analyzed. The unique experience of parliamentary support for educational tourism through the development of special bills on outdoor education, which are at different stages of consideration by the parliaments of Great Britain, Scotland and Wales, is indicated. The elements of experience that can be used in domestic education are identified.

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Koshkarov, Yurii, Iryna Asieieva y Polina Aliyeva. "ESTABLISHMENT OF THE STATE AS A POWERFUL INSTRUMENT OF PROTECTION AGAINST SOCIAL RISKS: INTERNATIONAL EXPERIENCE". Bulletin of the National Technical University "KhPI". Series: Actual problems of Ukrainian society development, n.º 2 (31 de enero de 2024): 68–73. http://dx.doi.org/10.20998/2227-6890.2023.2.12.

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The article is devoted to the analysis of the experience of the formation of the state as a powerful tool against social risks on the example of the countries of Western Europe (Germany and Great Britain); the concept of a social state is given as such, which creates all possible conditions for the realization of economic, social and cultural human rights, for independent provision of the necessary level of material well-being by an initiative and socially responsible person for himself and his family members; the activities of the International Labor Organization and the International Social Security Association are reviewed; the social experience of the formation of such states as Germany and Great Britain is analyzed; it has been proven that a number of political, social and economic factors became the impetus for more comprehensive social protection in the countries of Western Europe.

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Clair, Amy, Jasmine Fledderjohann, Doireann Lalor y Rachel Loopstra. "The Housing Situations of Food Bank Users in Great Britain". Social Policy and Society 19, n.º 1 (27 de mayo de 2019): 55–73. http://dx.doi.org/10.1017/s1474746419000150.

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Food bank use in Great Britain has risen substantially over the last decade. The considerable socioeconomic disadvantage of the food bank user population has been documented, but little research has examined whether housing problems intersect with insecure food access. Using data from 598 households accessing assistance from twenty-four food banks operating in Great Britain in 2016–2017, we found that nearly 18 per cent of households were homeless, with more having experienced homelessness in the past twelve months. Renters from both the private and social rented sectors were also overrepresented in the sample. Households in both private and social rented housing reported high rates of rent arrears and poor conditions; those in private housing were also more likely to live in homes with damp, to have moved in past year, and to be worried about a forced move in future. Overall, housing problems are widespread among food bank users; policy interventions are needed.

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Ohotnykova, Olha Volodymyrivna. "IMPLEMENTATION OF THE MERITOCRATIC PRINCIPLE IN EUROPEAN PUBLIC ADMINISTRATION SYSTEMS". International Journal of Legal Studies ( IJOLS ) 4, n.º 2 (30 de diciembre de 2018): 91–101. http://dx.doi.org/10.5604/01.3001.0013.0005.

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The article analyzed the experience of forming the personnel of the public administration system in France, Germany, Great Britain, Poland, Latvia. The author defined the procedures for selection and formation of a management elite in these countries. The article noted that the main stages of selection and formation of managerial personnel is the passage of the system of examinations on language proficiency and knowledge of legislation. The author stated that in France, Germany, Great Britain, Poland, Latvia there is no legislative regulation of the meritocratic principle as a principle of selection of talented specialists. In addition, the personal qualities of the managerial elite remain to be neglected. Separately, the question of creating a reserve of talented youth is needed, which will allow permanent rotation of staff in the system of public administration, and also create conditions for the development of personnel, depending on their talents and abilities. The author proposes ways to improve the system of examinations and procedures for recruiting.

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Tovkanets, Anna y Liudmila Lendel. "PRIMARY EDUCATION IN GREAT BRITAIN AT THE BEGINNING OF THE XXI CENTURY: GOALS, CONTENT AND TASKS". Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», n.º 1(52) (1 de junio de 2023): 214–17. http://dx.doi.org/10.24144/2524-0609.2023.52.214-217.

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The article substantiates the peculiarities of the development of primary education in Great Britain at the beginning of the 21st century. The goals and tasks of school education are defined: transfer of cultural experience (elements of cultural experience that are recognized as valuable by a significant part of society); socialization of youth (useful models (norms) of behavior and values, understanding of tasks, skills and knowledge necessary for the social roles performance); preparing for mastering a specific profession; formation of general (extracurricular) skills. In the primary education, the emphasis is placed on acquiring knowledge regarding the development of basic competences on the development of the ability to assimilate the content of social experience. The tasks of primary education in Great Britain are singled out: expanding the horizon of children's activities in the social-cultural environment; providing assistance to children in acquiring practical skills and ideals of the values of a democratic society (tolerance, responsibility and respect for the rights of others); stimulating the development of knowledge, skills and the formation of views; preparing the student to overcome obstacles, to independently search for a solution to any problem. The British model of school education content is characterized as a combination of personality-oriented and competence-based, contributing to the schoolchildren socialization, providing the opportunity to become a competent person with formed ability to apply the acquired knowledge and skills in a specific life situation to solve practical tasks. It was concluded that the modern approach to the development of primary education in Great Britain consists in the rapid implementation of the function of promoting the education of student, strengthening the subject position of the teacher, his high mobility and flexibility.

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Soboleva, Anastasiya Nikolaevna. "Housing and living conditions of working youth in the plants of Buryat-Mongolian ASSR during the Great Patriotic War". Исторический журнал: научные исследования, n.º 5 (mayo de 2020): 86–93. http://dx.doi.org/10.7256/2454-0609.2020.5.34352.

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The object of this research is the youth of Buryat-Mongolian ASSR as most active social group within the social structure of 1941 – 1945, which was the major source for replenishment of labor reserves. The subject of this research is the examination of core financial and social problems faced by the youth working at the defense industry plants of the republic. Special attention is given to analysis of the impact of wartime struggles and hardships upon household and food procurement. It is noted that shortage of housing, low salaries, insecure life, poor nutrition, deficit of clothing and footwear often led breach of employee discipline. The article explores the important vectors in the activity of Komsomol with regards to housing and living conditions, as well as various forms of financial and psychological incentives that promote adaptation of youth to working at the industrial plant. The scientific novelty consists in introduction into the scientific discourse of a number of previously unpublished source that were collected specifically for this research. As a result of the conducted research, it was established that working youth, who for the most part came from rural localities to the city, were put in quite difficult social and living conditions, experiencing critical problems in the process of adaptation; however, they accomplished significant labor achievements and made their contribution to the common Victory.

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23

Melnyk, Mariana I. y Iryna V. Leshchukh. "European Experience in the Formation and Implementation of Youth Policy in the Context of Social Protection, Youth Development, and Preservation of Human Potential". Business Inform 9, n.º 548 (2023): 32–40. http://dx.doi.org/10.32983/2222-4459-2023-9-32-40.

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The article studies the European experience of formation and implementation of youth policy in the context of social protection, youth development, and preservation of human potential on the example of the Nordic countries (Norway, Denmark, Sweden, Iceland, Finland, Great Britain, and the Baltic countries). The common features of the youth policy of the studied countries are revealed as follows: the inter-sectoral nature of youth policy; multi-aspectivity in substantiating the strategic objectives of youth policy; decentralization of the administration system; observance of parity between the State and the civil society structures; focus on strengthening the involvement of young people in the life of society; ensuring equal opportunities for different social groups of young people; protection of young people in the labor market, etc. The basic principles laid down by the Nordic countries in the substantiation and implementation of youth policy are established as follows: participation of young people in public life at the local and regional levels should become part of the general policy of involving citizens in public life; the strategies that are implemented in all areas should include a youth component, so local and regional authorities are obligated to ensure in practice various forms of youth participation in the life of society; the provisions and various forms of participation in society apply to all young people without discrimination. This study will be useful in developing specific proposals for upgrading the National Youth Strategy until 2030, as well as in updating the list of measures for its implementation in 2024-2030.

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Szabó, Fanni. "Labour-market conditions of the youth in the Derecske-Létavértes sub region". Acta Agraria Debreceniensis, n.º 51 (10 de febrero de 2013): 173–77. http://dx.doi.org/10.34101/actaagrar/51/2085.

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Researches of the youth have been of great interest in social studies in the past decades, since up-coming generations provide supplies for the future, they are the so-called next generation. The problem of the young being afflicted by unemployment is more and more apparent, and not only in Hungary; moreover, in smaller, underprivileged settlements it is even more on the increase. Considering conditions of the youth in the labour-market, we can gain a valuable insight in their lifes as well as their opportunities and future prospects.

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Karužaitė, Daiva. "Higher Education Changes in Great Britain in XX–XXI centuries". Pedagogika 117, n.º 1 (5 de marzo de 2015): 16–32. http://dx.doi.org/10.15823/p.2015.064.

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The article reveals development and essential changes of higher education in Great Britain in XX–XXI centuries. During last century Great Britain higher education system has changed dramatically – from elite higher education in the beginning of XX century, which was available for very small part of society, to mass higher education with variety of institutions and education programs. Nowadays there is almost half of Great Britain population (of certain age group) obtaining higher education certificate or diploma. The junction of XX and XXI centuries was signed with significant shift in the gender structure of higher education students: more women obtained fist university degree than men. Ten years later the same was recorded in higher degrees. The intense change of Great Britain higher education from elite to mass inevitably influenced the higher education finance sector. Great Britain used to cover all expenses of higher education from the budget. However, the financial crises occurred in the last decade of XX century, and the government was forced to seek for new financing models of higher education. First time in Great Britain higher education history the tuition fee was introduced. Striving to ensure the higher education accessibility for all social groups in Great Britain, the tuition fees were complemented with the grants and loans with special repayment (or without) conditions. Nevertheless, the financial reform, started in 1998, already was changed several times and has raised lots of critics. Along with the financial reform Great Britain deals with the higher education quality issues. There was no essential discussions about higher education quality in the beginning of the XX century as it was elite higher education. Moving to the mass higher education with variety of institutions and dramatically growing student number, the quality question becomes relevant. Despite the owning the largest number of worldwide level elite universities in Europe, Great Britain seeks to ensure the quality in all higher education institutions in the country. Therefore the Quality Assurance Agency for Higher Education was established. The Agency puts students and the public interest at the center of everything they do. Great Britain higher education quality policy is implemented basing on the Quality Code for Higher Education.

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Fuhg, Felix. "Ambivalent Relationships: London's Youth Culture and the Making of the Multi-Racial Society in the 1960s". Britain and the World 11, n.º 1 (marzo de 2018): 4–26. http://dx.doi.org/10.3366/brw.2018.0285.

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The emergence and formation of British working-class youth cultures in the 1960s were characterized by an ambivalent relationship between British identity, global culture and the formation of a multicultural society in the post-war decades. While national and local newspapers mostly reported on racial tensions and racially-motivated violence, culminating in the Notting Hill riots of 1958, the relationship between London's white working-class youth and teenagers with migration backgrounds was also shaped by a reciprocal, direct and indirect, personal and cultural exchange based on social interaction and local conditions. Starting from the Notting Hill Riots 1958, the article reconstructs places and cultural spheres of interaction between white working-class youth and teenagers from Caribbean communities in London in the 1960s. Following debates and discussions on race relations and the participation of black youth in the social life of London in the 1960s, the article shows that British working-class youth culture was affected in various ways by the processes of migration. By dealing with the multicultural dimension of the post-war metropolis, white working-class teenagers negotiated socio-economic as well as political changes, contributing in the process to an emergent, new image of post-imperial Britain.

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Bulanova, M. B. y E. A. Artamonova. "The NEET youth: European context and Russian realities". RUDN Journal of Sociology 20, n.º 1 (15 de diciembre de 2020): 64–72. http://dx.doi.org/10.22363/2313-2272-2020-20-1-64-72.

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The article attempts to identify features and provide a social portrait of the NEET youth in the European and Russian contexts. The developed European countries faced the NEET phenomenon in the late 20th - early 21st century: according to the Eurostat definition, this group includes young people aged 15-24, unemployed or economically inactive, who do not study and do not get vocational training - in 2017, the NEET youth made on average 14.7% of the working population. In Russia, the number of NEETs is at the average European level - 15%. According to the classification of the International Labor Organization (ILO), there are two groups of NEETs: NEET-unemployed and NEET-inactive. The authors consider as the determining factor of becoming a part of the NEET group one’s unwillingness to work and study, i.e. the criteria of being NEET is not working (rather than being unemployed) and not studying (rather than being economically inactive). Thus, it is the forms of ‘social dependency’ of the NEET youth that make the study of this group so difficult. The article examines objective and subjective reasons for the emergence of this group and social consequences of being in the NEET group, whose representatives try to benefit from the situation. The authors show that the assessment of the NEET youth as marginal, i.e. a transitional and unstable group, encourages European states to provide assistance to these young people to help them to get out of the situation of non-working and non-studying. The article provides some examples of such assistance in Italy, Great Britain, Poland, Spain, and the Netherlands.

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Molnár, Zoltán. "The The role of women during the first world war in Great Britain 1914-1918". Hadtudomány 34, E (8 de julio de 2024): 133–47. http://dx.doi.org/10.17047/hadtud.2024.34.e.133.

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This summer marks 110 years since the outbreak of the First World War, which fundamentally shaped the entire 20thcentury, also known by contemporaries as the Great War. The conflict, lasting four years, not only unfolded on the battlefields but also profoundly transformed the daily lives of the warring states' home fronts. A large portion of men were conscripted, leaving behind tasks for those at home and women to create essential economic and social conditions necessary for continuing the war efforts. This study examines how the First World War altered the traditional social and economic roles of women established in the 19thcentury, and how their societalstatus changed as a result of wartime conditions, specifically focusing on Great Britain, a member of the Entente. It explores the activities women engaged in both on the home front and in the theatres of war.

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Osadchay, G. I. y A. A. Chernikova. "Kyrgyzstan Youth and their historical memory about the Great Victory". Alma mater. Vestnik Vysshey Shkoly, n.º 7 (julio de 2021): 77–84. http://dx.doi.org/10.20339/am.07-21.077.

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Presented are results of a sociological study (qualitative comparative analysis of in-depth interviews) in the historical memory of Kyrgyzstan young citizens as one of participating states of Eurasian integration, namely, their ideas about World War II and formation of historical memory, as well as understanding and interpretation of integration processes between countries of NIS. For the Soviet Union citizens, the victory in World War II was not just a socio-historical milestone. Social time is a key element in formation of historical memory. It is interesting how the social time of historical events can be interpreted quite subjectively in a given community. Since the Victory was the most important event in the history of the Soviet Union, it can be assumed that historical memory of the war serves as a social link of integration processes. Therefore, the study of descendants historical memory of the victors in the Great Patriotic War becomes an interesting and scientifically urgent task. The specificity of this study was the methodology based on the use of a qualitative comparative analysis of results of in-depth interviews of Kyrgyzstan young citizens. More than 400 persons were interviewed using a non-random sample, and no less than 50 informants from each group, selected by the snowball method. The empirical object of research is the youth of the Kyrgyzstan Republic, belonged to the generation of “millennials” and “postmillennials” (18–38 years old). The historical memory of the Great Victory is largely connected with today’s ideas about the Eurasian integration of the NIS. Although it would seem that the content of the social memory of young people does not have a direct impact on the process of Eurasian integration, but as a potential force, it can spontaneously manifest itself in public life, or under certain conditions and the presence of an organized force, it can be included in the socio-political discourse.

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Smirnova, Galina Evgen'evna. "Russian-speaking community of Great Britain today: stereotypical perception, new realities, and development prospects". Человек и культура, n.º 4 (abril de 2021): 34–46. http://dx.doi.org/10.25136/2409-8744.2021.4.36213.

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The subject of this research is the Russian-speaking community of Great Britain in the modern sociocultural context, which is traditionally characterized by distinct national, cultural and social disunity. The object of this research is the Russian world of Great Britain within the framework of modern Russian-British relations and sociocultural context of the country of residence. The attitude towards Russian-speaking immigrants from the former USSR republics was affected by multiple stereotypes. The current changes in foreign policy, deterioration of relations between the two countries, amendments to British legislation, Brexit, on the one hand, while economic cooperation and cultural exchange between the countries on the other hand, influence life of the community, forming a new context of being in a foreign cultural environment. The novelty of this research lies in the attempt to assess the impact of the ongoing social processes upon the image, public perception, and quantitative indicator of the Russian community in Great Britain, which is extremely relevant due to the absence of such data in the research literature. Based on the historical and analytical analysis of media materials, sociological surveys, legislative and diplomatic documents, it becomes evident that the number of Russian-speaking citizens who are ready to make Britain their place of residence has significantly reduced compared to the end of the previous century, and there are no prospects that this number would increase. The lifestyle these people is also undergoing changes due to the introduction of new laws in Great Britain. In the conditions of the overall deterioration of political situation, the contacts in economic and cultural spheres remain unchanged, creating a positive image of Russia in the eyes of the British people, as well as the presence of initiatives to improve cooperation between the two countries.

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Williams, Parris, Hazel Cheeseman, Deborah Arnott, Laura Bunce, Nicholas Hopkinson y Anthony Laverty. "Use of tobacco and e-cigarettes among youth in Great Britain in 2022: Analysis of a cross-sectional survey". Tobacco Induced Diseases 21, January (21 de enero de 2023): 1–9. http://dx.doi.org/10.18332/tid/156459.

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Rota, Michael W. "Moral Psychology and Social Change: The Case of Abolition". Journal of Interdisciplinary History 49, n.º 4 (marzo de 2019): 567–90. http://dx.doi.org/10.1162/jinh_a_01338.

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The examination of a test case, the popular movement to abolish slavery, demonstrates that the insights of recent psychological research about moral judgment and motivated reasoning can contribute to historians’ understanding of why large-scale shifts in cultural values occur. Moral psychology helps to answer the question of why the abolitionist movement arose and flourished when and where it did. Analysis of motivated reasoning and the just-world bias sheds light on the conditions that promoted recognition of the moral wrongfulness of chattel slavery, as well as on the conditions that promoted morally motivated social action. These findings reveal that residents of Great Britain and the northern United States in the eighteenth and nineteenth centuries were in an unusually good position to perceive, and to act on, the moral problems of slavery. Moral psychology is also applicable to other social issues, such as women’s liberation and egalitarianism.

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Hasanova, Leila. "THE ROLE OF THE YOUTH CENTER IN THE DEVELOPMENT OF SOCIAL AND EMOTIONAL SKILLS: PRACTICAL CASES". Social work and social education, n.º 1(12) (30 de abril de 2024): 133–39. http://dx.doi.org/10.31499/2618-0715.1(12).2024.305276.

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The youth center in a general education institution play an important role in the development of students’ socio-emotional skills. Socio-emotional learning (SEL) are considered to be an asset necessary for academic and personal success. They include a variety of characteristics, such as communication, empathy, self-regulation, conflict resolution, and many others, which are defined as «21st century skills». A youth center in a school acts as a platform for developing these skills by providing students with opportunities to interact, collaborate, and develop as individuals. The creation of a youth center is based on student participation in the process of its formation, which contributes to the implementation of the key levels of understanding of SEL: knowledge acquisition, critical thinking and embodied understanding. Studies show that the vast majority of students support the initiative to create a youth center, which indicates the need for a safe place for self-realization and socialization. The Youth Center offers a variety of areas for student development, including a coworking space, a lounge area, and a media area. Each of these areas creates a favorable environment for free expression and development of students’ abilities. The youth center creates a safe environment for socialization and development of these skills. The youth center involves the active participation of students in the creation of the center, which contributes to their personal development. The main areas of influence of the youth center that contribute to the comprehensive development of students are: education, leisure, volunteering, social adaptation,cultural life, sports and health, psychological safety, civic position and career development. A great advantage of opening youth centers in educational institutions is the openness of their space, namely, regardless of social status, any student can attend such a center; students themselves choose what will be held in the youth center; all conditions of the center provide for barrier-free access and provide comfortable conditions for everyone. The creation of a youth center will promote social interaction, self-expression, emotional literacy and conflict resolution, which are important components of personal development and adaptation in the modern world.

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Parsons, Samantha y Lucinda Platt. "The social relationships of three generations identified as disabled in childhood". Longitudinal and Life Course Studies 11, n.º 4 (1 de octubre de 2020): 519–50. http://dx.doi.org/10.1332/175795920x15955998470689.

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Social isolation and loneliness have received substantial attention for their impacts on well-being and mortality. Both social isolation and loneliness can be experienced by anyone across the life course, but some are more vulnerable than others. One risk factor for poorer social outcomes is disability. We draw on data from three longitudinal studies, the National Child Development Study (Great Britain), Next Steps (England) and the Millennium Cohort Study (UK) to compare social relationships across three generations, born between 1958 and 2000/02 in countries of the UK. We examine social relationships at different life stages and how they differ between those who were and were not identified as disabled when they were teenagers. Adjusting for family background and educational attainment, which are associated with both disability and poorer social outcomes, we identify the long-term consequences of childhood disability for risks of social isolation among the older cohort. For the younger cohorts, we evaluate early indications of such patterns. We find substantially smaller intimate and friendship networks, and lower perceived social support among 50-year-olds who were disabled in childhood. Today’s disabled youth and teenagers also experience greater social isolation and risks of loneliness than their non-disabled contemporaries.

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Długozima, Anna. "SOCIAL INFRASTRUCTURE OF BURIAL NATURE IN POLAND BY VOIVODSHIPS – CONDITIONS AND DIRECTIONS OF CHANGES". Acta Scientiarum Polonorum Administratio Locorum 19, n.º 1 (16 de febrero de 2020): 19–31. http://dx.doi.org/10.31648/aspal.4382.

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Eurostat and the Central Statistical Office (GUS) forecasts predict that the demographic aging rate will have doubled by 2050. The consequence of this situation will be an increasing death rate and a dynamic increase in the demand for space for depositing corpses and remains. Nowadays, no research has been conducted on the social infrastructure of burial nature. That is why the aim of the research, which results presents this article, was to determine the resource in the aspect of mentioned above infrastructure by voivodeships (number and distribution of cemeteries, crematoria, number of deaths, new cemetery investments). This research has been based on the data provided by the Local Data Bank, Polish Funeral Association, the District Sanitary and Epidemiological Stations, National Heritage Board of Poland and the Cremation Society of Great Britain. The results indicate regional differences in the development of burial facilities. In addition, the research allowed to determine the conditions and changes in the aspect of functioning of cemeteries and crematoria in Poland.

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Sigsworth, Michael y Michael Worboys. "The public's view of public health in mid-Victorian Britain". Urban History 21, n.º 2 (octubre de 1994): 237–50. http://dx.doi.org/10.1017/s0963926800011044.

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What did the public think about public health reform in mid-Victorian Britain? Historians have had a lot to say about the sanitary mentality and actions of the middle class, yet have been strangely silent about the ideas and behaviour of the working class, who were the great majority of the public and the group whose health was mainly in question. Perhaps there is nothing to say. The working class were commonly referred to as ‘the Great Unwashed’, purportedly ignorant and indifferent on matters of personal hygiene, environmental sanitation and hence health. Indeed, the writings of reformers imply that the working class simply did not have a sanitary mentality. However, the views of sanitary campaigners should not be taken at face value. Often propaganda and always one class's perception of another, in the context of the social apartheid in Britain's cities in the mid-nineteenth century, sanitary campaigners' views probably reveal more about middle-class anxieties than the actual social and physical conditions of the poor. None the less many historians still use such material to portray working-class life, but few have gone on to ask how public health reform was seen and experienced ‘from below’. Historians of public health have tended to portray the urban working class as passive victims who were rescued by enlightened middle-class reformers. This seems to be borne out at the political level where, unlike with other popular movements of the 1840s and after, there is little evidence of working-class participation in, or support for, the public health movement.

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Gobiani, Miranda. "Jocular Verbal Contests within a Group of Georgian Boys". Kadmos 5 (2013): 177–210. http://dx.doi.org/10.32859/kadmos/5/177-210.

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Linguistic studies of youth language in adolescents are a subject matter of sociolinguistics which, for its part, explores certain social and cultural conditions. This sphere of interest incorporates the following lexical and lexicographical issues and also some pragmalinguistic aspects, such as ways of greeting, supportive reactions to conversations, interjections, etc. The formation of new words and phrases in the vocabulary of youngsters has aroused great interest from the perspective of sociolinguistics to highlight the topicality of social role and age, and the interrelation between gender and language.

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Marchenkov, R. R. "CONDITIONS AND DYNAMICS OF THE TRANSFORMATION OF THE OFFICER CORPS OF THE GREAT BRITAIN IN THE SECOND WORLD WAR". Vestnik Bryanskogo gosudarstvennogo universiteta 01, n.º 05 (25 de marzo de 2021): 102–10. http://dx.doi.org/10.22281/2413-9912-2021-05-01-102-110.

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This article covers the internal features of the British officer corps before and during the Second World War. The author touches upon the issues of social composition and ways of recruiting officers. The article describes the dynamics of transformation processes in this category of the military segment in war.

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Yerokhin, Vladimir. "CELTIC FRINGES AND CENTRAL POWER IN GREAT BRITAIN: HISTORY AND MODERNITY". Izvestia of Smolensk State University, n.º 1 (49) (26 de mayo de 2020): 226–44. http://dx.doi.org/10.35785/2072-9464-2020-49-1-226-244.

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The article deals with history of interrelations between political centre and Celtic fringes of Great Britain in modern and contemporary times. As soon as nationalist movements in Celtic fringes became more active from the mid 1960s, the need appeared to analyze the history of interrelations between central power and Celtic regions in order to understand causes of Celtic people’s striving for obtaining more rights and even state independence. The article ascertains that attitude of central power to Celtic fringes was complicated by ethno-cultural differences between Englishmen and Celtic people, which resulted in discrimination of Scotland, Wales and Ireland by London's policy towards Celtic regions. Since British industrialization evolved the central power in Great Britain, it created conditions for balanced comprehensive development of industrial economy only in English counties, whereas Celtic regions were permitted to develop only branches of economic activity which were non-competitive to English business. The level of people’s income in Celtic fringes was always lower than in English parts of Great Britain. There was an established practice that English business dominated in Celtic regions and determined the economic development of Celtic regions. The English as distinct from Celts had prior opportunities to be engaged on more prestigious and highly paid positions. Celtic population’s devotion to preservation of their culture and ethno-cultural identity found expression in religious sphere so that Nonconformity and Presbyterianism accordingly dominated among Welshmen and Scotsmen. Political movements in Celtic fringes put forward ethno-cultural demands rather than social class ones in their activities. During the first half of the XX century the opposition between Celtic fringes and central power in Great Britain showed that in parliamentary elections Celtic population gave their votes mainly for the members of Labour Party. From the mid-1960s nationalist movements in Celtic fringes became more active. They began to make slogans of political independence. The author of the article comes to conclusion that interrelations of central power in Great Britain towards Celtic fringes can be adequately described by notions of I. Wallerstein’s world-system analysis and M. Hechter's model of internal colonialism.

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Sidorov, Sergey. "V International Scientific Conference “Military History of Russia: Problems, Search, Decisions” Devoted to the 75th Anniversary of the Victory in the Great Patriotic War (September 11–12, 2020, Volgograd)". Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija 26, n.º 1 (marzo de 2021): 253–60. http://dx.doi.org/10.15688/jvolsu4.2021.1.22.

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The article presents information about the V International scientific conference “Military history of Russia: problems, search, solutions” held in Volgograd on September 11–12, 2020, dedicated to the 75th anniversary of Victory in the Great Patriotic War. The conference was held at Volgograd State University. The conference was informative and representative in its composition: more than 220 representatives of scientific institutions of the Russian Academy of Sciences, civil and military universities and centers, archives, museums and libraries in 48 cities of Russia, Azerbaijan, Belarus, Great Britain, Kazakhstan, USA, Turkmenistan and Ukraine. Among the participants of the conference there was a corresponding member of RAE, 39 doctors and 82 candidates of sciences. Along with professors and associate professors, the conference was attended by young scientists: assistant lecturers, postgraduate students, master students, students and schoolchildren. The article analyzes the work of the plenary session, sections, round tables and the discussion platform. The mainstream sections were the following: “Patriotic War: history and modernity”, “National economy of the USSR during the Great Patriotic War”, “Social history of the Great Patriotic War”, “Lower Volga and the Don during the Great Patriotic War”, “Source base for the study of the Great Patriotic War”, “Problems of historiography of the Great Patriotic War”. The permanent sections presented reports on military history in ancient times, the middle ages, modern and contemporary times, social protection of the population in wartime, and international aspects of the Battle of Stalingrad. The round tables discussed issues of military and political security of society and the state, problems of military memorial tourism in the Russian Federation, and international aspects of military conflicts. The discussion platform was dedicated to patriotic education of children and youth.

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Rydzewski, Paweł. "Between Economy and Security. Dilemmas of Sustainable Development in the Covid-19 Era – an Example of Great Britain". Problemy Ekorozwoju 15, n.º 2 (1 de julio de 2020): 15–21. http://dx.doi.org/10.35784/pe.2020.2.02.

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The coronavirus Covid-19 pandemic has disrupted social stability in many countries around the world. This has consequences for sustainable development. In a situation of stability, two competing pillars of sustainable development: the economic and the environmental one, are in the lead – as long as the basic needs of most people are satisfied. In the conditions of instability, the social pillar begins to dominate, pushing the economic and environmental pillars to the background. The fight against the pandemic is or has been carried out in different countries in different ways. We can talk about the Chinese, Taiwanese, or European models, among others. In the United Kingdom, the laissez-faire model was used for a short time. This was an interesting strategy (though a very risky one) that attempted to reconcile different pillars of sustainable development in the face of crisis, seeking a compromise between health considerations, social situation, and the requirements of the economy. However, this approach was quickly rejected under the influence of public opinion, the media and scientific authorities. In the situation of impending crisis, the social pillar began to dominate. The dilemma economy vs. security was resolved according to the hierarchy of needs (with security being a more basic need). This is a tip for the future – for social policy and planning in times of stability. In a situation of deep biological crisis (as opposed to economic crises), the social factor comes to the fore in the end, at the expense of all others. Within the social factor, the hierarchy of goals will be established according to the hierarchy of needs.

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42

Triyogo, Agus. "The Impact of Napoleonic War toward Great Britain’s Condition as Reflected in William Thackeray’s Vanity Fair (Sociological Approach)". EDULIA: English Education, Linguistic and Art Journal 1, n.º 1 (15 de septiembre de 2020): 1–7. http://dx.doi.org/10.31539/edulia.v1i1.1569.

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The purpose of this study is to describe the social conditions that occurred in England after the Napoleonic war. This type of method is library research. Data collection was carried out through observation and documentation. Data were analyzed using a sociological approach. The results showed that the condition of British society after the Napoleonic war was still good in its education system with modern and intellectual thinking. British society realizes that education is very important for everyone to be more responsible. In fact, social relations that were conducive to change become individuals during war. The Napoleonic war had a negative impact on the life of British society, especially on psychological conditions and economic development. In conclusion, Britain's socio-economic life was destroyed after the war. All economic sources such as industry, agriculture and factories are getting worse. People only think how to protect themselves from war. Keywords: Great Britain, Impact, Napoleonic War, Sociological Approach, Vanity Fair

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43

Kupchyk, Oleh. "Taras Shevchenko Kyiv State University’s international cooperation with scientific and education institutions of Western countries in 1944–1975’s". European Historical Studies, n.º 22 (2022): 71–85. http://dx.doi.org/10.17721/2524-048x.2022.22.5.

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The article reveals the international cooperation of Taras Shevchenko Kyiv State University with scientific and educational institutions of Western countries in 1944–1975. It was noted that at the end of the Second World War (1944–1945), Kyiv University couldn’t establish ties with educational and scientific institutions of Western countries due to the reconstruction of the city and the university itself. During the period of post-war reconstruction (1946–1950), the Soviet-Western confrontation was added to the mentioned problems, which then turned into the Cold War. However, the liberal social and political changes in the USSR associated with de-Stalinization (1953–1956) and the Khrushchev «Thaw» (1956–1964) had a positive impact on the international activities of the Soviet higher school and KSU named T. G. Shevchenko. It is indicated that since the mid-1950s, delegations and individual scientists from France, Austria, Belgium, and Sweden began to visit Kyiv University. Since the second half of the 1950s, teachers and scientists from Finland and Great Britain, as well as Communist Party leaders, and representatives of student and trade union organizations from Western countries visited Kyiv University to give lectures and deliver scientific reports. However, in 1959–1960, plans for the teaching work of Taras Shevchenko Kyiv State University in the Great Britain universities remained unrealized. Nevertheless, since then, teachers and scientists of Kyiv University have actively participated in international scientific events held in Western countries (Madrid, Paris, London, Vienna, and Stockholm). Some teachers completed internships at universities in Italy, France, and Great Britain. Students also did internships in these countries. Mostly, these were senior-year students of the Faculty of Philology who were studying foreign languages. It is noted that the scientific works and teachers of Taras Shevchenko Kyiv State University were published abroad. Among them were Professor Mytropolskyi Yu. (in Great Britain and Sweden), Professor Vsekhsvyatskyi S. (in Great Britain and Belgium), Professor Bileckyi A. (in Greece), Professor Marynych O. (in Great Britain and Sweden) works. Scientists of Kyiv University worked with colleagues from universities and scientific institutions of the West on common scientific themes. The international book exchange of Kyiv State University, as of July 1, 1965, was held with such universities as the Taylor Institute at the University of Oxford, the University of Oslo, the Mathematical Institute at the University of Bonn, Liège (Belgium), Besanson and Cannes (France) universities, and also by the academies of sciences of Denmark and Ireland. The emergence of an international détente in the relations between the West and the USSR at the end of the 1960s had a positive effect on the ties of Taras Shevchenko Kyiv State University with the countries of the West. The number of their youth at Kyiv University continued to grow. Thus, if in 1969 one representative of a Belgian and a Frenchman studied at the university, then as of January 1, 1975, 60 students from the «capitalist countries» studied at the university. In turn, the cooperation of Taras Shevchenko Kyiv State University with educational and scientific institutions of Western countries in 1975–1991 remains understudied. However, this is the subject of the next scientific research.

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Otrokov, O. Yu. "THE INFLUENCE OF INSTITUTES FOR PUBLIC PARTICIPATION ON NONCONFORMIST BEHAVIOR OF MODERN RUSSIAN YOUTH". Sovremennaya nauka i innovatsii, n.º 1 (41) (2023): 175–83. http://dx.doi.org/10.37493/2307-910x.2023.1.20.

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The article examines the conformism and nonconformism of youth in modern Russian conditions, the forms of its manifestation in various institutional environments, as well as factors affecting the conformity of youth. The analysis of the influence of various institutions of civic participation on the degree of manifestation of youth nonconformism and its transformation into other forms of behavior is carried out. Social and political requirements of youth are changing rapidly, at the same time transforming methods of work with this group of citizens. In the near future great transformation is anticipated in the field of state youth policy due to a number of innovations formed in the context of implementation of Federal Law "On youth policy in the Russian Federation". Position of young people towards not only state and politics, but social foundations and values also plays by no means unimportant role here. The youth is more and more faced with the choice between submission to major opinion (complete acceptance of social values) and insistence on one's own point of view, one's own way, formats for representation of one's position. The article considers different approaches to define conformism and nonconformism terms with due account for current status of youth attitude development, as well as formats and mechanisms of influence that will potentially allow to transfer nonconformism into other, more gentle manifestations of youth participation in the social and political life of the country. The institutionalized forms of youth public participation play a major role in such transformation. Among the forms that to a greater degree exert influence on the youth author distinguishes four large groups of institutions: youth non-profit organizations in form of social organizations; youth associations; youth public authorities; consultative entities formed by the government authorities, and authorities for youth outreach of different tiers. In all these forms, the youth demonstrate its conformity differently. Some forms, such as youth parliaments and governments form conformist perception of reality to the fullest extent, while in non-profit organizations of certain directions of activities such influence is scarcely demonstrated. Youth engagement in institutionalized forms of public participation allows the youth, on the one hand, to demonstrate its conformity, and, on the other hand, to satisfy the need in alteration of the existing order. The author arrives at conclusion that youth nonconformism varies depending on forms and attitude of the institute for public participation where the youth carry out its activities, as well as on its role in such institute. To influence the degree of nonconformism it is essential to organize interaction with institutes of youth participation and their social and political attitude.

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Moroz, E. V. y I. L. Pervova. "Social transmission of different generations in the context of sustainable development of Russian society". Sociology and Law 14, n.º 3 (25 de septiembre de 2022): 274–83. http://dx.doi.org/10.35854/2219-6242-2022-3-274-283.

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The article deals with the problem of vulnerability of population groups in a state of social transmission on the example of two basic age groups — youth and the elderly. Social transmission is considered as a phenomenon caused by the transitivity of social status and psychophysiological state (from youth to maturity and from maturity to old age). These periods of transmission can be associated with a state of uncertainty, increased tension, irritation, frustration, uncertainty of prospects, fear of making a mistake in choosing a behavior strategy and a number of other states determined by the search for a rational choice that determines a new social status. At the same time, the authors note that, despite the presence of a certain age specificity, youth and the elderly are characterized by a general vulnerability to social risks arising in this condition. Risks arising in a state of social transmission can be considered a factor that has a direct impact on the individual’s place in society self-perception, and lead to irreversible results in the absence of successful overcome. The theoretical assumptions presented in the article are confirmed by the results of a pilot empirical research, which showed that both young people and elderly people express serious concerns about the state of social transition, and note a significant number of associated social risks, due to both inevitable age-related changes and the need to choose a further life path in changing social status conditions. In conclusion the authors underline that social transmission is of great importance in the context of social problems overcoming in youth and the elderly, and propose a new vista in Russia’s sustainable development optimization.

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46

Vakulyk, Iryna, Halyna Voskoboinikova, Mykola Haharin, Mariia Chabaiovska, Viktoria Dovzhuk y Marysya Tomashevska. "Globalization of the education space in EU countries and Great Britain through radical information reform". Revista Amazonia Investiga 12, n.º 65 (30 de junio de 2023): 29–38. http://dx.doi.org/10.34069/ai/2023.65.05.3.

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The article reveals the main principles of globalization of the educational space in the EU countries and Great Britain through radical information reformation. The action plan, which includes the six dimensions disclosed in the article, is of great importance from 2020 to 2025 for the formation of the European Education Area (European Education Area), in the conditions of the COVID-19 pandemic and for the development of innovativeness. Measures developed by the European Commission to achieve the specified dimensions are proposed (increasing and monitoring the quality of education; paying attention to gender sensitivity and inclusiveness in education; modernizing digital transformations in education, increasing the competence and motivation of specialists involved in the educational field). The importance and necessity for the education of distance learning programs based on educational models that are known all over the world (in the example of Great Britain) is shown. In the field of information, constant changes and improvements are taking place, leading to the emergence of a qualitatively new type of social system. The information society is the main and necessary in the educational space, therefore the article shows the basic prerequisites of technological, spatial, economic, cultural, and political approaches to the improvement of the information society.

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47

Mülberger, Annette. "Ciencia y política en tiempos de guerra fría: un examen psicológico de niños españoles en el exilio". Universitas Psychologica 13, n.º 5 (11 de junio de 2014): 1941. http://dx.doi.org/10.11144/javeriana.upsy13-5.cptg.

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During the Second World War, physicians, psychiatrists, social workers, and psychologists developed a growing interest in studying the effect war had on the bodies and minds of children. Many of the observations were carried out in the 1940s in France, Great Britain, and the United States. With respect to the Spanish youth, no such interest related to the Civil War is known. The present article deals with a psychological study undertaken towards the end of the 1940s in France by a Spanish physician (named A. Piñar) with exiled children and teenagers, a study ignored up to now. The physician aimed at knowing what memories the children had from their experiences of the Civil War and the World War II, as well as evaluating the psychological consequences of these experiences. The study constitutes one of the few examples of a research exposing in a synthetic and clear way the emotional state of the Spanish youth at that time. It is important to situate the study in its scientific and historical context, with a particular focus on the political interests of the author. The physician called for medical and humanitarian attention to young immigrants. However, the historical moment was rather inconvenient for this, due to the new political situation marked by the Cold War.

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48

Sundue, Sharon Braslaw. "Confining the Poor to Ignorance? Eighteenth-Century American Experiments with Charity Education". History of Education Quarterly 47, n.º 2 (mayo de 2007): 123–48. http://dx.doi.org/10.1111/j.1748-5959.2007.00086.x.

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In 1738, the English evangelist George Whitefield traveled to the new colony of Georgia intending to establish “a house for fatherless children.” Inspired by both August Hermann Francke, the German Pietist who had great success educating and maintaining poor orphans in Halle, and by charity schools established in Great Britain, Whitefield's orphan house and charity school, named Bethesda, opened its doors early in 1740. For years, Whitefield devoted himself tirelessly to ensuring the success of the Bethesda school, preaching throughout Britain and North America on its behalf. Whitefield's preaching tour on behalf of his beloved Bethesda is well known for its role in catalyzing the religious revivals known collectively as the Great Awakening. The tour also marked an important shift in the history of education in America. News of the establishment of the orphanage at Bethesda coincided with new efforts to school the poor throughout the colonies. Drawing on both the British and German models of charity schooling that were highly influential for Whitefield, eighteenth-century Americans began or increased commitments to charity schooling for poor children. But the European models were not adopted wholesale. Instead, local administrators of the schooling experiments deviated from these models in a striking way. In America, elites offered some children the opportunity for extensive charity instruction, but not necessarily children at the bottom of the social hierarchy. This article will argue that the execution of these charity schooling programs was contingent upon local social conditions, specifically what appears to have been local elites' desire to maintain a certain social order and ensure a continued supply of cheap labor.

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Gorlov, V. N. y S. N. Artemov. "PROBLEMS OF WORKING YOUTH IN MOSCOW REGION SOCIETY IN THE POST-WAR YEARS". History: facts and symbols, n.º 2 (8 de junio de 2022): 7–18. http://dx.doi.org/10.24888/2410-4205-2022-31-2-7-18.

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The article is devoted to the influence of workers' dormitories on Soviet youth, to show Soviet dormitories of working youth as a characteristic legacy of the Soviet era, as a dwelling through which the process of managing young workers was carried out. On the basis of the conducted re-search, the contradiction between the housing needs of Soviet citizens and the extremely difficult housing conditions of young workers in the post-war years is shown, the relationship of production processes with the solution of workers' housing issues is shown. The problems of the social policy of the Soviet state, its influence on the lifestyle of Soviet citizens, which is important for understanding the social relations of modern society, are considered. The non-permanent form of housing for young workers was implemented in such a peculiar type of Soviet housing as a dormitory. Quite a large part of young people lived in Soviet dormitories, unable to have their own living space. They were in an environment that was not able to provide them with a full rest and home comfort. The article deals with the problems of collectivist forms of education of young workers, which have a great impact on the lifestyle of Soviet citizens, which is important for understanding the social relations of modern society. The purpose of the study is to show the dormitories of working youth as a socio-cultural phenomenon, an institution of collectivity, through which the process of managing young workers was carried out. Dormitories for working youth have become a characteristic legacy of Soviet housing construction. In the work based on the principles of objectivity and consistency, comparative-historical and concrete-historical methods are used. The study was carried out on the basis of a problem-historical analysis taking into account the social conditions of that time.

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Negrova, Yoana. "PROTECTION OF CHILDREN - YOUTH MENTAL HEALTH IN A SCHOOL ENVIRONMENT". Knowledge International Journal 34, n.º 4 (4 de octubre de 2019): 1071–74. http://dx.doi.org/10.35120/kij34041071n.

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Maintaining good mental health in childhood is an important element of healthcare for each country. Efforts to protect child health are being are being carried out not only by medical, health and social care specialists, but also by the people who make up the social circle of the child. During this period, parenting techniques, as well as their behavior and attitude towards the child, play a vital role. Especially important is the support and assistance that parents and relatives give to the child in communicating with him. When unacceptable parenting practices, that degrade the child's personality, are undertaken, family counseling is needed to reduce the psycho-emotional stress and harassment applied to the child's psyche. To a great extent, worrying, depressive, neurotic and psychotic conditions are due to an inadequate family and social environment. The lack of conditions for development and proper social functioning of the child causes emotional imbalance, which the child can hardly cope with.In the case of untimely taken measures during school-age, psychotic disorders can cause many problems, the overcoming of which necessitates the inclusion of professionals from different fields. Child psychiatrists, clinical psychologists, psychologists, occupational therapists, social workers and educators form a multidisciplinary team that adequately takes decisions with regard to information received from parents, relatives and institutions. Mental health professionals have definedmanifestations of themental diseases as: emotional disorders, phobias, anxiety states and depression, aggression and antisocial behavior, hyperkinetic disorders, developmental disorders, primarily affecting children with autism and those with pervasive developmental disorders. The multidisciplinary team also takes action to implement the decisions taken to improve the quality of life of people experiencing difficulties in their personal development. Often in school age in people who do not have pathological changes in mental development, the social environment is this important factor that determines their behavior by which they are graded in society. Lack of attention by parents, excessive rigidity, strictness, hyperprotection, family conflicts and problems, school and social difficulties, predispose to a negative behavioral change. Behavioral anomalies are indicative of the low percentage of pupils with mental health problems attending mass schools. They self-exclude themselves from school and society as a whole because of the inability to meet the expectations of the environment. The individuals fall into social isolation as it predisposes them to participate in antisocial actions. This is a major reason for imprisonment, social degradation and marginalization.Teacherswithinschoolsarewellplacedtoobservechildrenday-to-dayandidentifybehaviourwhichsuggeststhatthechildmaybesufferingfrom a mentalhealthproblemorbeatrisk of developingone.

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