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It was found that the conceptual and methodological basis of future military specialists' multicultural education are humanistic philosophical, psychological, pedagogical ideas, as well as systemic, axiological, activity, personality-oriented approaches. The notion of a multicultural educational environment in higher military educational institutions of both organizational and pedagogical integrity, which promotes absorption of human, cultural and natural history knowledge, intercultural skills, communicational personal qualities. Built model of multicultural educational environment in higher military educational institutions, defined training and methodological support of its architectural and semantic, social, educational, meaningful and methodical, communication and organizational components.Keywords: culture, multicultural education, intercultural communication, multicultural learning environment, higher military educational institutions.З'ясовано, що концептуальним та методологічним підґрунтям полікультурного виховання майбутніх військових фахівців є гуманістичні філософські, психологічні, педагогічні ідеї, а також системний, аксіологічний, діяльнісний, особистісний підходи. Уточнено поняття полікультурного освітнього середовища у вищих військових навчальних закладах як організаційно-педагогічної цілісності, що сприяє засвоєнню загальнолюдських цінностей, культурно-країнознавчих відомостей, вмінь міжкультурної взаємодії, комунікаційних особистісних якостей. Побудовано модель формування полікультурного освітнього середовища у вищих військових навчальних закладах, визначене навчально-методичне забезпечення його архітектурно-семантичного, соціально-виховного, змістово-методичного, комунікаційно-організаційного компонентів. Ключові слова: культура, полікультурне виховання, міжкультурна комунікація, полікультурне освітнє середовище, модель, курсант.

Using coordinated nineteenth-century birth, marriage, and death records for Catholics and Jews in Altdorf, this analysis investigates the relation between social, economic, and cultural factors and demographic behavior. The constraints of the village economy severely restricted the number of people who could make a livelihood in the village. Yet, improved adult mortality and high fertility created a potential population surplus. The Catholics-mostly farmers and craftsmen-responded not with a restriction of fertility but with the heavy out-migration of young people. Jews-primarily tradesmen and cattle dealers- exhibited mortality consistently lower than that of Catholics; Jewish fertility was initially high, but showed clear signs of limitation by 1870-1899. By midcentury, almost all the Jewish children born in the village who survived to adulthood had left Altdorf, as had a large proportion of their parents. The more dramatic response of the village's Jews is seen as a reaction both to their declining econom ic role in Altdorf and to their increasing assumption of more modern, urban values and life styles. Catholic response thus served to preserve the traditional village life styles whereas the Jewish response accelerated their modernization.

Mentoring Children and Young People for Social Inclusion critically analyses the challenges and possibilities of mentoring approaches to youth welfare and equality. It explores existing youth mentoring programmes targeted towards youth in care, immigrant, and refugee populations, and considers the extent to which these can aid social inclusion. The book compiles works by scholars from different countries focused on how child and youth mentoring has been changing globally in recent years and how these changes are identified and approached in different contexts. The book seeks to address what empowering youth means in different socio-political contexts, how mentoring is approached by governments and NGOs, and how these approaches shape mentoring relationships. It provides insights on how mentoring can tackle structural inequalities and work towards child and youth empowerment. This book will be of great interest for academics, scholars, and postgraduate students in the area of inclusive education and mentoring. It will also be useful reading for social workers, community developers, and practitioners working in NGOs, as well as for governments looking for innovative ways to generate interventions in the educational and social arena.

Dialogue in Multilingual and Multimodal Communities contains a collection of new articles that approach the study of dialogue through the construct of the 'community', that is, a group of people who come together for any number of reasons; e.g. geographical location, a common goal, a search for unity or bonding, or a particular set of circumstances. The authors address a wide range of topics such as dialogic skills as situated practice, the learning of culture, and the negotiation of identities between native speakers and L2 learners. This volume also investigates how native and non-native speakers learn various community-based aspects of dialogic interaction, such as how to interpret social contexts, stances, frames and gestures. Despite different methodologies and frameworks, the studies demonstrate that native speakers and L2 learners alike use multiple 'vocalizations' of a language.

Title Page -- Preface -- Organization -- Table of Contents -- Using Models to Inform Policy: Insights from Modeling the Complexities of Global Polio Eradication -- Toward Culturally Informed Option Awareness for Influence Operations with S-CAT -- Introduction -- Example Scenario: Reducing Piracy Off the West-African Coast -- Improving Option Awareness by Assessing Alternative Plans -- Modeling in S-CAT -- Assessing Plans in S-CAT -- Improving Option Awareness by Explaining Forecasted Effects -- Summary and Discussion -- References -- Optimization-Based Influencing of Village Social Networks in a Counterinsurgency -- Problem Statement -- Technical Approach -- Optimization Formulation -- Results -- References -- Identifying Health-Related Topics on Twitter An Exploration of Tobacco-Related Tweets as a Test Topic -- Introduction -- Methods and Results -- Data Sampling and Collection -- Comprehensive Dataset Analysis -- Tobacco Subset Analysis -- Discussion and Conclusion -- References -- Application of a Profile Similarity Methodology for Identifying Terrorist Groups That Use or Pursue CBRN Weapons -- Introduction -- Data and Measures -- Profile Similarity -- Results -- Concluding Remarks -- References -- Cognitive Aspects of Power in a Two-Level Game -- Introduction -- Description of the IPD^2 Game -- A Cognitive Model of IPD^2 -- Human Data and Model Simulation Results -- Discussion -- References -- Predicting Demonstrations' Violence Level Using Qualitative Reasoning -- Introduction -- Related Work -- Qualitative Reasoning and Simulation -- Modeling Violence Level in Demonstration -- Models Evaluation -- Summary and Future Work -- References -- Abstraction of an Affective-Cognitive Decision Making Model Based on Simulated Behaviour and Perception Chains -- Introduction -- An Affective-Cognitive Decision Making Model.

The formation of future philologists' professional competence in the aspect of axiological approach is studied in the paper. Taking into account axiological ideas, a set of cultural-and-humanistic educational functions are identified. Among them there are: development of spiritual strength, abilities and skills that enable a person to overcome life's obstacles; formation of character and moral responsibility; providing opportunities for personal and professional self-realization; mastering the means that are necessary to achieve intellectual and moral freedom; creating conditions for creative and spiritual growth of an individual. As far as humanistic aim of education is concerned, a number of problems is outlined. Among them there are: awareness of the intrinsic value of an individual as a carrier of high humanistic principles, its unique individuality and creative nature; recognition of the harmonious development of a personality as goal and the main purpose of a man; understanding of creative nature of activity, awareness of the need of spiritual costs and self-improvement for its implementation; development of humanitarian culture as a set of personality traits - the unity of the internal moral essence and external behavioral expression, subtle perception of beauty and ugliness in human relationships, empathy, sensitivity, expressiveness, optimism, kindness. Several approaches to the classification of educational values were suggested. Among them there are horizontal plane of existence of pedagogical values (values-goals, values-means, values-knowledge, values-relationships and values-qualities) and vertical plane of existence of pedagogical values (social-and-educational, vocational-and-group and individual-and-personal values), emphasizing the syncretic nature of these values.

This updated study of sports and recreation utilizes the most current research, introducing the latest innovations and analyses in new chapters while revising and expanding chapters from the previous edition. Presenting diverse methodological and conceptual approaches, this anthology reflects the current view of sports as a "natural laboratory" for ecologically valid research. This collection contains literature reviews, innovative theories and methods, and essays on various psychological and social aspects of sports, games, and organized play

How is social media changing contemporary understandings of crime and injustice, and what contribution can it make to justice-seeking? Abuse on social media often involves betrayals of trust and invasions of privacy that range from the public circulation of intimate photographs to mass campaigns of public abuse and harassment using platforms such as Facebook, Twitter, 8chan and Reddit - forms of abuse that disproportionately target women and children. Crime, Justice and Social Media argues that online abuse is not discontinuous with established patterns of inequality but rather intersects with and amplifies them. Embedded within social media platforms are inducements to abuse and harass other users who are rarely provided with the tools to protect themselves or interrupt the abuse of others. There is a relationship between the values that shape the technological design and administration of social media, and those that inform the use of abuse and harassment to exclude and marginalise diverse participants in public life. Drawing on original qualitative research, this book is essential reading for students and scholars in the fields of cyber-crime, media and crime, cultural criminology, and gender and crime. --