6.6. RUSSIAN SCS
Model 29. Initial period of the Slavonic world existence, with undeveloped socio-cultural differences
(from ancient times until 882 AD)
Model 30. Period of the socio-cultural differences defining in the Slavonic world.
Early accumulation of the Russian SCS territory and population; establishing the internal and external buffer zones
(from 882 until end of the XI century)
Model 31. Socio-cultural contest for creating the most efficient socio-cultural standard for Russian SCS. Socio-cultural integration with barbarian-nomadic SCS (from the end of the XI century until 1572)
Model 32. Creating the united Russian state, with utmost homeland, based on Moscow socio-cultural standard
(from 1572 until 1700)
Model 33. Imperial program of the Russian SCS: creating naturally dependent vassals and further homeland growth; expansion into neighbouring SCS-s as resistance to Western SCS pressure onto these SCS-s
(from 1700 until 1917)
maintaining balance of socio-cultural powers in the World (from the end of the XX century and for some future)
6.6. HINDU SCS
Model 36. Initial period of the Indian population existence and rise of the ancient Hindu civilizations
as a form of sporadic colonization of the territory. Rise of the Hindu SCS religious, cultural and social foundations (2500-s - 327 BC)
Model 43. Initial existence of the South-American population and sporadic colonization of the territory
in form of the most ancient civilizations (from ancient times until the end of the XV century)
Spatial colonization / assimilation of the territory and creating the renewed basis for South-American SCS
(from 1490-s until the 1823 Monroe Doctrine)
based on the national states principles. Permanent military-political and economic presence of Western SCS (represented by the USA) (1823 - 1918)
Introduction of economic, social and military innovations. Further creating the internal buffer zones. Co-operation of South-American and Russian SCS-s in the struggle against permanent presence of the USA (1918 - 1980-s)
Model 47. Liberation of the South-American SCS homeland from military, economic and political presence of all
the alien socio-cultural systems. Creating the buffer zone with Western SCS (in the mixed socio-cultural region
with Western predominance in North America). Operative conversion of the submitted Western economic
and social innovations (from 1980-s and for some future)
Model 48. Prognostic stage: Socio-cultural contest in South-American SCS
and its re-structuring in accordance with the own renewed socio-cultural standards
(this period may last for a 100 years or more)
Model 49. Prognostic stage: Further intensive development of the South-American SCS territory
based on its own socio-cultural standards (quite distant future)
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sion. It may border with an external socio-cultural buffer zone as well as an internal buffer zone of a neighbouring SCS. Organisation of an internal buffer zone is characterised by many distinctive qualities determined by the specific evolutionary process of the SCS this particular buffer zone belongs to. EXTERNAL SOCIO-CULTURAL BUFFER ZONE - type of the socio-cultural formations that evolves ...
... и безэквивалентные лексические единицы как ключ к пониманию специфики национальной концептосферы [Текст]/О.М. Смирнова // Вестник Нижегородского университета им. Н.И. Лобачевского, 2008. – №3. – С. 241–245. 21. Соловова, Е.Н. Социокультурные лакуны: типология, причины появления и способы заполнения при изучении иностранных языков [Текст]/ Е.Н. Соловова, Е.А. Кривцова // Иностранные языки в школе ...
... носит разговорный характер. Из эвфонических изобразительных средств в них встречается только аллитерация. Глава 2. ПРОЕКТИРОВАНИЕ СИСТЕМЫ УПРАЖНЕНИЙ ДЛЯ ФОРМИРОВАНИЯ СОЦИОКУЛЬТУРНОЙ КОМПЕТЕНЦИИ НА СТАРШЕЙ СТУПЕНИ ОБУЧЕНИЯ 2.1 Этапы работы с пословицами и поговорками на уроке английского языка Прежде чем приступить к описанию технологии работы с пословицами и поговорками на уроке с целью ...
... для развития творческого потенциала (и, прежде всего, творческого мышления) для подрастающего поколения. Именно поэтому вопрос о проектировании познавательной среды для выпускников общеобразовательных школ в системе дополнительного образования является актуальным. С учетом выше изложенного, при проектировании познавательной среды необходимо учитывать и социокультурный контекст. Именно поэтому ...
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