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Purpose: is to study the relationship between the Ministry of Defense and the Ministry of Foreign Affairs in formulating effective military diplomacy.
Method: comparative analysis, and synthesis.
Findings: Military capabilities and means have always been used in diplomacy. As a result, military potential plays an important role in supporting state diplomacy and creates conditions for ensuring the country's national interests. The formation of diplomatic strategy at the national level can be systematically implemented. In order to improve military diplomacy, a document on diplomatic policy (white paper) should be prepared. Currently, the Azerbaijani Army has a branch within the International Military Cooperation Department that coordinates the activities of military attachés, but this branch does not have the potential to carry out special tasks related to military diplomacy or prepare for long-term strategies. From this point of view, a Center for military diplomacy might be established at the base of that department, and one of the priority issues should be the formation of the potential to develop strategies that reflect the long-term perspectives of Azerbaijan's military diplomacy.
Theoretical implications: There are many different approaches and theoretical lenses with which to study international relations and to make sense of events, trends and processes. Although such established theoretical lenses as realism, liberalism, constructivism, Marxism, feminism and others exist, neoclassical realism has been chosen as the means to make sense of this case study.
Practical implications: Practitioners in the field of foreign relations will be able to understand the role of the military diplomacy of the Republic of Azerbaijan in ensuring national interests and they will be able to have a clear picture of the ways of its optimization and the factors influencing this role.
Value: the study examines the role of the military diplomacy of the Republic of Azerbaijan in ensuring national interests and presents a clear picture of the ways of its optimization and the factors influencing this role.
Paper type: theoretical.

The article substantiates the importance of nannies' language for the children's development, namely the danger of long-term use of the phonetic, morphological and syntactic properties of babysitters' language in the process of communicating with the child. The theoretical positions that are the basis for the analysis of the collected research material are related to the theories of symbolic interactionism, constructivism, and the ecological theory of human development. In the research it is assumed that the child's development is dynamic and occurs as a result of structuring and restructuring the experience gained during interaction. It is confirmed that development takes place in a certain environment, but it is worth remembering that the child is not a passive imitator of the stimuli, but as a result of mutual interaction with the environment. The child begins to form one's own image of the surrounding world. It has been found that language serves as one of the elements that allow a person to build an idea of the surrounding reality in mind. The article emphasizes the importance of speech and, more broadly, communicative competences for a child's development. The results of a study conducted among mothers of two- to three-year-old children are presented. Considering this stage of the child's development is considered special because of the phase of the child's speech development, as well as the formation of personality. The study presents a diagnostic survey and includes free communication between mother and child. The paper outlines the characteristic properties of the language of nannies. Based on the results of the study, the consequences for the development of long-term use of nanny's language by adults are shown. The article emphasizes the importance and influence of the communication skills and abilities of babysitters and parents on the child's development and further education, as well as the importance of pedagogical support for effective communication in early childhood.

In the digital age, images have pervaded almost all spheres of public life and politics. International relations are no exception. The visual dimension of world politics attracts increasing attention which resulted in the emergence of the so-called visual turn in the theory of international relations. It gained particular prominence within the framework of constructivism and particularly within one of the central and most widespread constructivist theories, i.e. the securitization theory. The first section of the paper examines the concept of 'visual turn'. The second section considers the current state of art of the securitization theory. The third section outlines key features and possible implications of 'visual securitization' to the study of international relations. To this end, the authors refer to a resonant case of a Syrian migrant boy Aylan Kurdi, who died in 2015 while trying to immigrate to Europe. The fourth section examines some limitations of the 'visual securitization' theory. The authors conclude that the 'visual turn' has led to a certain democratization of securitization practices by opening up new opportunities for the 'bottom-up securitization', or 'people's securitization'. Thus, it questions the traditional monopoly of political elites on the molding of a security narrative. At the same time, the 'visual turn' extends the list of possible reference objects of securitization, which comes to include not only domestic audiences, but also other communities. As a result, 'visual securitization' raises a number of new issues. In contrast to a traditional 'speech act', an image can be open to various interpretations and as such would make the process of interaction with the audience too complicated and inconsistent. The possibility of incorrect interpretation places increased demands on the communicative context and hinders the use of an image as an independent securitization tool. The authors argue that the key to addressing these issues lies in a more active use of artificial intelligence technologies and social networks.

Introduction. The article is the first to study the use of the symbol of childhood by the USSR and the USA songs for the representation of Cold War issues. Methods and materials. Based on the methodology of constructivism, the author analyzes the reasons for the politicization of the image of childhood and the role of popular music as an instrument of symbolic politics. Qualitative content analysis is used to examine more than 400 songs of the USSR and the USA related to Cold War issues; about 70 of them use the symbol of childhood. The symbol of childhood in the Soviet song. A study of USSR songs demonstrates that images of children were an important component of the "cultural Cold War" on the musical front. The symbol of childhood in the American song. U.S. musical pieces contributed significantly to the legitimation of the Cold War and the construction of images of "us" and "them," including with the help of images of children. Results. The comparative analysis shows that in both the USSR and the USA, it was used to represent such issues as peace, war, security, nuclear weapons, freedom, justice, and the future of humanity. Not only did it create the image of the enemy, but it also deconstructed it by showing the similarity of the two nations in basic values, including attitudes toward children. In addition to the common features, songs in the USA and the USSR also reveal different characteristics. In the former, children are primarily the object of defense; in the latter, they are also subjects of politics and active fighters for peace. In the former, one can find negative images of childhood in the USSR; in the latter, young Americans are first and foremost children, just like everyone else. In the Soviet song, these images remain practically unchanged; in the American protest song, the symbol under study is used to delegitimize the policy of the authorities.

In the context of modern processes of globalization, the problem of preserving architectural heritage as part of national culture is actualized. At the same time, the need for the final development of historical centers, bringing them to the modern requirements of comfort, accompanied by interference in the historical context, pose the task of developing principles and approaches to combining the "old" and "new", taking into account the categories of "integrity", "value", "authenticity", "spirit places" (genius loci) of the historical environment of the city and contributing to the continuity of urban development.The purpose of the article is to highlight the current principles and approaches to architectural activity in the current urban environment, as well as to identify the prerequisites for their formation.Based on the methods of historical research of the evolution of theoretical foundations in the field of preservation and development of historical centers of cities, the development of architectural trends of the XX century and architectural and artistic analysis of modern world design practice, the following prerequisites for the formation of modern approaches to the connection of the "old" and "new" historical environment are identified: the development of theory and practice in the field of preservation of architectural heritage (approval of the categories "monument", "authenticity", "value", "spirit of the place", "layers of time", etc.); the development of modernist architecture (the concept of the correspondence of architecture to its time); the development of postmodern architecture (the emergence of a modern approach, appeal to the styles of the past, "stylization"); the development of digital design technologies at the turn of the XX–XXI centuries (new possibilities of shaping, de-constructivism, nonlinear parametric architecture). The following principles of formation of approaches of modern project activity in the historical urban environment are highlighted: subordination to context (environmental approach, "stylization"); subordination of "old" and "new" (conceptual approach or equality of "old" and "new"); independence (contrast of "old" and "new").

In the world (but not yet in Russia specifically) there is already an extensive and rapidly growing amount of literature on the role and place of emotions both in international relations (IR) and in the foreign policy of states. This gives grounds to talk about the "emotional turn" within the framework of IR as a research discipline. But it is also well known that emotions are studied not only by IR, but in psychology, in various areas of neuroscience and in sociology as well. This article deals with some ontological and epistemological issues, arising from the results of multidirectional efforts of many academics to conceptualize the international political role of emotions on the basis of the leading international relations theories. The immediate goal is the exploration in the chosen subject area of the methodological problem of the integration of social science knowledge with achievements from the field of natural sciences. It is proposed to pay particularly close attention in this sense to the paradigm of affective neuroscience. The phenomenon of emotion, in principle, does not fit well with categories, which until now the IR has been focused on. Methodological imperatives of objective research push for the exclusion of subjective emotional experience from the scope of consideration. Constructivists, in their turn, treat emotion as a cognitive belief rather than as a bodily state. But in the article, the emotion is represented as a phenomenon which is both mental and physical. This is a monist view, going back to Spinoza. The research leads to the conclusion that, although social constructivism has good potential for studying the emotions in IR, when intentionally ignoring the biological nature of emotions, social constructivists can weaken their own position in comparison with those academic opponents, who are committed to instrumental rationalism in their approach. Constructivists thus limit with no good reason their own agenda when studying emotions and hinder the development of a transdisciplinary approach to the study of emotions in IR in particular.

Abstract Within the framework of learning, online learning pedagogy and technology-assisted learning (online or electronic learning) are known to help create effective and rich learning environments and processes by eliminating space and time barriers. In such an environment, there is a question of the emergence of a new pedagogy. It has often been discussed how different electronic learning is from traditional learning environments. A large number of pedagogical approaches have been developed on electronic learning, which underlie the learning and teaching processes and practices carried out in schools, universities, home environments. Since computers and the Internet are involved for any learning and teaching method, electronic learning covers a wide pedological approach from problem-oriented learning to Simulator learning. Attention should be paid to how learning technologies will provide individual students with basic pedagogy and guidance on learning performances, where real learning difficulties and feedback are concerned. Proponents of the structural view assert that learning is a process that takes place through activity and advocate that feedback should be provided individually. Learning experience with a constructive, comparative and exploratory nature thanks to new technologies, motivation to learn is increasing, and self-confidence and independent learning are supported with the new virtual reality. While there is a direct one-sided interaction related to the subject to be learned in the traditional learning method, a two-sided learning process is achieved with other learners and learning material thanks to new technologies. New learning models developing in parallel with different approaches have discovered the constructivist learning method (constructivism), arguing that learning will happen spontaneously, with participant-centered and computer-aided education and knowledge creation processes, individuals should no longer worry too much about their own learning. Key Words: Educational Technologies, Informatics, Communication, Multiculturalism, Multilingualism

Post-conflict peacebuilding is a complex and multifaceted process that seeks to restore peace and stability in societies that have been ravaged by violent conflicts. Minority rights are an integral part of this process, as they play a crucial role in promoting social cohesion, reconciliation, and sustainable development in the post-conflict context. Unfortunately, minority rights are often marginalized and underrepresented in postconflict peacebuilding efforts, leaving minority groups at risk of continued discrimination and exclusion. The neglect of these rights hampers the prospects for lasting peace and hinders the contributions of minority populations to post-conflict societies. This paper examines or analyses the significance of minority rights in postconflict societies. It provides an in-depth examination of issues such as (a) the impact of religion on the formation of majority and minority dynamics in diverse societies, (b) the transformative potential of information technology and its role in fostering inclusive communication, (c) the interplay between primordialism and constructivism in understanding ethnic identities and their implications for the practice of consociational democracy; (d) the inclusivity of peacebuilding approaches and their integration of reconciliation across various facets of post-conflict development. To achieve this, the paper employs a multidisciplinary and non-empirical approach to desk research, including an extensive literature review, qualitative analysis of case studies from conflict-ridden regions, and a critical examination of consociational democracies. This methodological diversity enables a comprehensive exploration of minority rights' complex dynamics in peacebuilding contexts. Finally, the paper argues that achieving sustainable peace requires acknowledging the pivotal role of minority rights and fostering inclusive approaches that empower diverse community members to contribute actively. Despite its limitations, the consociational model offers an adaptable framework for balancing the preservation and reconstruction of ethnic identities in post-conflict settings. Moreover, involving historically marginalized groups, such as women and youth, is essential for building more equitable and peaceful societies.

The field of this research is the area of Thrace in Greece, in which people from various ethnic groups coexist for almost a century. Most of these ethnic groups moved to the area, after voluntary migrations in 1923. The newcomers were classified as "refugees" and were treated hostilely by the locals. One of these ethnic groups that was treated hostilely was the Gagauz, a Turkish-speaking ethnic group. The aim of this research is to study the acculturation strategies of the Gagauz in their attempt to be accepted in Greek society. This study attempts to investigate the way in which the Gagauz construct and reconstruct their ethnic identity through dance. Data was gathered through the ethnographic method as this is applied to the study of dance. The interpretation of the research data in order to approach the ethnic identity of the Gagauz was based on the theoretical perspective of cultural and social construction or constructivism. This theory, in order to highlight the ethnic identity of the Gagauz, is used under the analytical terms of "acculturation" according to the multicultural model proposed by Berry. From the analysis and interpretation of the ethnographic data, it was found that the construction of the ethnic identity of the Gagauz in Greece is a fluid process, in the reconstruction of which an important factor is the degree of its acculturation. The Gagauz, experiencing a social reality that seeks to have multiple identities at the same time, change the meanings of their actions always in relation to their social environment. Thus, on the one hand, they choose to have a Greek Thracian ethnic identity, on the other Gagauz ethnic identity, and on a third level they self-identify as Greek Gagauz. So, depending on their circumstances and feelings, they choose a different ethnic identity.

Introduction. The topic of the article is relevant, since the memory of the Civil War of 1936–1939 is an important factor of political processes in modern Spain, including the positioning and discourse of political parties. Methods and materials. The purpose of the article is to determine the semantic dominants of the construction of the memory policy by the political parties of Spain in 2007–2021. The research is carried out on the basis of social constructivism, the concepts of historical memory of P. Nora and A. Assman, and discourse analysis. A secondary analysis of the results of sociological surveys was conducted. Analysis and results. The article reveals the political orientation of the "Act on Historical Memory" of 2007 and the proposals of political parties on its reform. It is proved that the ruling Spanish Socialist Workers' Party is interested in reviewing the policy of memory, deepening its anti-Francoist content. The left-wing parties – "Unidas Podemos" and "Mas Pais", as well as the Catalan parties, most radically advocate the adoption of a new law on historical memory, honoring the victims of the war. The centerright forces-the People's Party and "Ciudadanos" ("Citizens") to limit the effect of the 2007 Act, portraying the parties to the conflict – Republicans and nationalists – as equally responsible for the violence. The right-wing radical party "Vox" openly considers itself the successor of Francoism and its unitarian program, placing all the blame on the Republicans. The activity of parties of Catalonia and the Basque Country in the field of constructing historical memory is evaluated, the trends of contrasting the memory of the Civil War in public opinion throughout Spain, as well as Catalonia and the Basque Country are shown. Conclusion. In general, the policy of remembering the Civil War for 2018–2021 has become much more important for public opinion, which is explained by the current political competition.

The Management Information System (MIS) in Higher Vocational Education such as Polytechnics functions to coordinate and monitor the planning, implementation, and evaluation of education activities, especially at the study program level. The current MIS serves BAAK's data and information needs, reporting for internal management and providing PD-DIKTI Database. MIS has not fully served the needs of internal customers. The aim of this research is to describe in depth the process of planning and evaluating MIS at the study program level. This research is limited to MIS academic services and support preparation for study program's accreditation of BAN-PT. The theoretical study is supported by theological foundation of Al Qur'an and Hadits, the philosophical constructivism and the theory of Total Quality of Management (TQM). This research uses a qualitative descriptive approach, explore deeply into the data and information needs for students, lecturers, study program, and BAAK. The informant involved internal Polban namely BAAK's person, head of department and study program, lecturers and students, reviewing statute documents, strategic plans, academic regulation, laws and government's regulations related to polytechnic's management. This research reveals that the current MIS program is not based on customer's needs yet by paying attention to business processes in planning, implementing, and evaluating teaching and learning process. MIS in implemented stage solely for BAAK needs, does not yet serve data needs for study programs, lecturers and students, including not yet supports the preparations of program study's accreditation by BAN-PT. Customers are still difficult to get the information needed. The results of the evaluation show that there is a gap between data and information due to several inhibiting factors and a management system that is not yet based on complete data. The novelty of this research is MIS which is integrated with the current management system. MIS is designed comprehensively, not partially on ...

Donald Trump's 2016 successful electoral bid came as a surprise both to the public and pundits. Soon after the upset election, conventional wisdom settled on an explanation: that Trump's victory was linked to Americans that felt left behind by globalization and the current political establishment. Conventional wisdom provided quick and straightforward answers. Nevertheless, these answers were incomplete. Chief among the missing elements of the improvised explanation was the radicalization of the Republican party. To fully understand how the transformation of the Republican Party resulted in President Trump's election and his foreign policy, this article will analyze the case through constructivist lenses. According to this perspective, identity plays a crucial role in both domestic and international politics. By providing an analysis of American identity and especially of the identity of the Republican Party, constructivism provides useful knowledge in the interpretation of both Trump's election and his administration's foreign policy. We argue that what really explains Trump victory in the electoral college in the November 2016 electoral process (he lost the popular vote by about three million votes) are ideational, identity-related factors—not his personality or the globalization-related arguments conventional wisdom focuses on. ; La exitosa candidatura electoral de Donald Trump en 2016 fue una sorpresa tanto para el público como para los grupos expertos. Poco después de la inesperada elección, la sabiduría popular se decidió por una explicación: que la victoria de Trump estaba vinculada a los estadounidenses que se sentían rezagados por la globalización. La sabiduría popular proporcionó respuestas rápidas y directas, lo que la hicieron ganar tracción tanto en la prensa como en las redes sociales y la bibliografía especializada. Sin embargo, estas respuestas eran incompletas. El principal de los elementos que faltaban en la explicación improvisada era la radicalización del partido republicano. Para comprender ...

Generally, multicultural society tends to experience disintegration and conflict, but it is different with the people in Suka Damai Village, Muna Regency. Therefore, this study aims to find the process and typology of the construction of social integration in a multicultural society. This study uses the constructivism paradigm as a tradition of Peter L. Berger and Thomas Luckman which is operated using a qualitative approach with a descriptive method. The informants of this study were from the government, security, traditional shops, religious leaders, youth leaders, educators, and the community who were determined purposively. Data were obtained using participatory observation, in-depth interviews, and documentation studies. The results of this study indicate that the process of social integration in a multicultural society includes three stages. First, externalization begins with the arrival of people from various regions and immediately makes adjustments that quickly form value agreements among ethnic and religious actors, youth actors, educator actors, and government actors. Second, objectivation is the institutionalization of the Suka Damai value into the name of the village and every individual and group from various ethnic groups and religions obeys it. Third, is internalization, where the new generation adapts to the values that have been instilled by its predecessors so that it becomes a product of a society that is socialized through family institutions, educational institutions, government institutions, religious institutions, and social institutions (internalization). The construction process confirms the existence of two patterns of social construction. First, the pattern of social cohesion, namely the integration that is built because of the element of equality in diversity. Second, the pattern of social adhesion, namely the integration that is built up due to differences in elements such as differences in ethnicity, religion, and occupation. This diversity builds bonds of a mutual need for each ...

The purpose of the article is to reveal the peculiarities of the revival of ethnic self-identification by the Greeks of the Azov region by means of stage practices. Research methodology. The historical-cultural method was used (to study the historical period of formation and development of the Greek ethnos of the Azov region); theoretical method (to summarize the data of the material analyzed in the article in order to highlight the main trends of stage practices of the Greeks of the Azov region); structural-functional method (for analysis of the structure of ethnocultural self-identification); cultural-semiotic method (for the study of the method of constructing ethnocultural self-identification as a mental structure through symbolic forms), etc. Scientific novelty. The main constants of ethnocultural identity are studied; the possibility of constructing a positive ethnic identity in contemporary performing arts in general and the ethnic group of the Greeks of the Azov region, in particular, is considered; The peculiarities of the revival of ethnic self-identification by the Greeks of the Azov region by means of stage practices were revealed. Conclusions. Manifestation of ethnocultural self-identification of cultural and artistic practices has a complex semantic and expressive structure and manifests itself as a multilevel system. In accordance with the constructivism and cultural-semiotic approach, the stage practices of the Greek ethnos of the Azov region offer a way to construct ethnocultural self-identification as a mental structure through such symbolic forms as a worldview, ethnic worldview, and artistic worldview. They reflect the consciousness of man and society as a whole, as well as what is important for the Greek ethnic group, and have the greatest potential for building a positive image of the ethnic community.
Keywords: Greek ethnos, Greeks of the Azov region, stage practices, ethnocultural self-identification.

Background: Reading/writing difficulties are embedded in a broad discourse that is related to dyslexia. Therefore, this discourse serves as the basis for the presented study. Because of the results from the scientific community, one of the questions of this study is of possible interdependencies or differences to the pedagogical discourse of teachers. Teachers in Austria, where the study was conducted, are confronted with those scientific findings. The term reading/writing difficulties in the Austrian context refers to the criticism of the discrepancy criterion and is used there in the pedagogical context. Furthermore, this contribution assumes that teachers construct their framework of action. Linked to this is an epistemological perspective on social constructivism.
Aim: The aim of this piece of research is to reconstruct the framework of action for teachers in integration classes at secondary level. In integration classes in Austria can teach up to three teachers. In this context, the question arises as to how these human resources are used by three teachers (teacher for German, the special education needs teacher and the support teacher) regarding reading/writing difficulties.
Methodology: Methodologically, the work is based on reconstructive social research according to Bohnsack. Associated with this is theory formation from the data material. The narrative-based interviews (n=8) were evaluated using the documentary method. The reconstructed action framework enables a differentiated presentation of the orientations and options for action of teachers in integration classes at secondary level.
Results: In conclusion, different options of action in connection with difficulties in reading/writing are discussed due to the orientation framework. Regarding the question of possible interdependencies or differences to the pedagogical discourse of teachers, the study shows that the statements made by the teachers are only partially compatible with current findings of the scientific discourse.