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SummarySOCIETAL TYPES AND DEVELOPMENT STRATEGIESThis article asserts that agents of social change have often narrowly conceived and thus misinterpreted the nature of their target systems, especially target systems at the macro–level – societies. Change programs initiated within such limited or distorted conceptions would undoubtedly have serious negative consequences. At present, the modernization process has come to be appreciated as a very complex phenomenon for which the customary societal dichotomies of social theorists have been found seriously wanting and in need of revision and expansive interpretation.Drawing upon the contributions of a number of contemporary thinkers who have pioneered this new typologizing effort, the author proposes a tentative paradigm which in expanded form, he suggests, could be employed as a tool or simulation device by change agents in the general assessment of infrastructural characteristics and its implications for program decisions.The paradigm posits three ideal–typical societal orders: the folk, the feudal, and the urban–industrial – all of which, as constructed, are asserted to have potentially both diachronic and synchronic comparative application.Following some of the arguments of the theorist Sjoberg (1952), the final section of the article attempts to focus upon certain of the more salient characteristics of each of these societal types and to note how they bear different implications for development strategies.RésuméTYPOLOGIES DBS SOCIéTéS ET STRATEGIES DU DéVELOPPEMENTLes agents du changement social ont, souvent, conçu de maniére trop étroite et de ce fait, mal interprété la nature de leurs objectifs, particuliérement au niveau macrosociologique. Les schémas de transformation élaborés à l'aide de conceptions aussi limitées et déformées auront, sans aucun doute, d'importantes conséquences negatives. A l'heure acruelle, le processus de modernisation est perçu comme un phénoméne trés complexe pour lequel les habituelles dichotomies des théoriciens sociaux nécessitent une interprétation élargie.S'appuyant sur les contributions d'un certain nombre de penseurs contemporains, pionniers de cet effort de classification, l'auteur propose un modéle expérimental qui, dans une forme élargie, suggéret–il, pourrait être utilisé comme outdl de sensibilisation ou de simulation par les agents du changement en matiére d'analyse ou dévaluation des infrastructures ou de leurs implications dans les programmes d'action.Ce modéle met en lumiére trois types idéaux de sociétés: la societe «primitive«, la société féodale et la société urbaine–industrielle. De par Ieur construction ces modéles permettent des comparaisons diachroniques et synchroniques.Reprenant certains arguments du théoricien Sjoberg (1952), la derniére partie de l'article est un essai de définition des caractéristiques les plus saillantes de ces types de sociétés et de leurs implications quant aux stratégies de développement.ZusammenfassungGESELLSCHAFTSTYPEN UND ENTWICKLUNGSSTRATEGIENDer Beitrag behauptet, daß die Agenten des sozialen Wandels die Natur ihrer Zielsysteme, besonders die Zielsysteme auf der Makroebene, namlich die Gesellschaften, oft zu eng begriffen und daher falsch interpretiert haben. Programme des Wandels, die innerhalb begrenzter oder verzerrter Konzeptionen begonnen werden, –würden unzweifelhaft ernsthafte negative Folgen haben. Gegenwärtig wird der Modernisierungsprozeß als ein sehr komplexes Phänomen betrachtet, für das die üblichen Gesellschaftsdichotomien der sozialen Theoretiker sich als sehr mangelhaft erwiesen haben. Sie bedurfen der Revision und der expansiven Interpretation.Auf Grund der Beiträge mancher gegenwärtiger Denker, die diesen neuen Versuch zur Typologisierung angestrebt haben, schlägt der Verfasser versuchsweise einen Rahmen vor. Dieser könnte nach seiner Meinung in erweiterter Form als ein Werkzeug oder als Simulations–instrument von den Agenten des Wandels für die allgemeine Beur–teilung der Infrastrukturmerkmale und ihrer Bedeutung für Programmentscheidungen benutzt werden.Dieser Rahmen geht aus von drei idealtypischen Gesellschaftsordnungen: der archaischen, der feudalen und der städtisch–industriellen. Nach dieser Konstruktion wird angenommen, daß sie alle sowohl fur den diachronischen als auch den synchronischen Vergleich anzuwenden sind.Unter dem Einfluß der Argumente von Sjoberg versucht der letzte Teil des Beitrages sich auf einige der wichtigsten Merkmale jedes dieser Gesellschaftstypen zu konzentrieren und festzustellen, welche verschiedene Bedeutung sie für Entwicklungsstrategien haben.

This guide accompanies the following article: Sarah E. Rusche and Zachary W. Brewster, '"Because they tip for shit!" The Social Psychology of Everyday Racism in Restaurants,'Sociology Compass 2/6 (2008): 2008–2029, 10.1111/j.1751‐9020.2008.00167.xAuthor's IntroductionThe context of the article is very relatable to students, many who have worked in restaurants and most who eat in them. Sociologically, this article taps into three major topical areas: racism and discrimination, social psychology and workplaces. This research shows how racist discourse in workplaces shapes servers' discriminatory behavior toward African‐American customers. This article also exposes students to important concepts of social psychology, such as: status beliefs, stereotype activation, cognitive bias, attribution errors, performance expectations, and self‐fulfilling prophecies.Author Recommends:Bonilla‐Silva, Eduardo. 2002. 'The Linguistics of Color‐Blind Racism: How to Talk Nasty about Blacks without Sounding "Racist."'Critical Sociology 28: 41–64.According to the author, color‐blind racism constitutes the primary racial ideology of the post‐civil rights era. This ideology is characterized by linguistic practices surrounding whites' discourse about race‐related issues in the United States. The author outlines five components of the post‐civil rights racial ideology: (1) as a result of the current normative climate most whites, avoid directly expressing their racial views; (2) whites cautiously express their racial views using a variety of 'semantic' moves that conceal their racial prejudices (e.g., 'I'm not prejudiced, but ..., 'I am not black, so I don't know,''Yes and no, but ...,'); (3) whites tend to project racial motivations onto blacks and in doing so they are able to avoid taking responsibility for their own sentiments and actions (e.g., blacks don't want to be friends with us); (4) whites often use diminutives in color‐blind racetalk. For instance, whites rarely say that they are opposed to a racialized matter, such as interracial marriage, but instead express such views by prefacing their position with a diminutive (e.g., 'I'm a little against interracial marriage'); (5) when whites are pushed to discuss sensitive racial topics they often become incoherent and incomprehensible. The author concludes by discussing the potential for race‐neutral policies to emerge out of research that fails to consider the rhetorical tools that whites utilize to preserve the false and socially constructed perception of color blindness.Dirks, Danielle and Stephen K. Rice 2004. 'Dining While Black: Tipping as Social Artifact.'Cornell Hotel and Restaurant Administration Quarterly 45: 30–47.The authors locate the documented racial tipping differential within the context of everyday racism that African Americans, in particular, continue to encounter. The authors' qualitative analysis reveals the existence of what they describe as a 'culture of white servers' within restaurant establishments. Indicative of such a culture are anti‐black sentiments among predominately white wait staff. Such anti‐black sentiments are evidenced in derogatory stereotyping and coded language utilized by servers to privately disparage African‐American patrons. The documented anti‐black beliefs and attitudes among servers constitute the underlying cause of both covert and overt discriminatory server behaviors. Among other examples of racial discrimination, the authors delineate instances wherein servers' expressed an unwillingness to serve black patrons and to avoid doing so they actively engaged in negotiations with other white servers in a game of 'Pass the [Black] Table'. Moreover, the authors find that when servers are 'forced' to wait on African Americans they often admittedly provide inferior service by exerting a minimum amount of effort to these guests. In short, the authors argue that the racial tipping differential is, in part, a manifestation of a server initiated self fulfilling prophecy wherein restaurant servers adhere to racial stereotypes concerning the tipping practices of black patrons and therefore feel justified in discriminating – both overtly and covertly – when delivering service to them. African Americans in‐turn reciprocate with lower than average tips thereby reaffirming servers' anti‐black sentiments.Feagin, Joe R. 1991. The Continuing Significance of Race: Antiblack Discrimination in Public Places. American Sociological Review, 56: 101–116.Drawing on in‐depth interviews with 37 middle‐class African Americans, the author highlights the continuing significance of anti‐black public‐place discrimination. The author's analysis provides an empirical challenge to contemporary claims that discrimination no longer threatens economically advantaged African Americans. To the contrary, the author's research details incidents of public‐place discrimination (e.g., restaurants, retail stores, pools, public streets, etc.) including avoidance, poor service, verbal epithets, threats, and harassment. The author also explores African Americans' coping responses to such disparate treatment. Findings show that in response to public accommodation discrimination (e.g., restaurants, stores, etc.) victims are likely to engage the perpetrator in a verbal confrontation or may withdraw to avoid the time and energy that a confrontation requires. Street discrimination, on the other hand, offers victims less protection and is more likely to involve violence, leaving their responses more restricted. Common responses to street discrimination include withdrawal, resigned acceptance, or quick verbal retorts. The author argues that the nature and consequences of contemporary discrimination can only be understood once the important intersection between the individual's and group's accumulated experiences with discrimination are considered.Fiske, Susan T. and Shelley E. Taylor. 1984. 'Social Schemata' in Social Cognition, Reading, MA: Addison‐Wesley.In this chapter from Social Cognition, Fiske and Taylor explain the concept social schemata, discussing a wide range of research on its functions. Social schemata, or schemas, are 'cognitive structures' that store organized knowledge about some object, idea or person. A schema organizes and stores information in a related way, sort of like a filing cabinet of prior experience. Schemata help individuals process information – about situations, objects, or people – efficiently. A fundamental assumption of this concept is that perceivers actively construct their own reality through the creation and interpretation of meaning. This assumption is important when considering that schemata are virtually unchanging; the schemas become real to those who hold them. What the authors call the perseverance effect suggests that schemata tend to persevere despite evidence that contradicts the schema. (For example, relating to Rusche and Brewster's research, a server with a schema that views black patrons as poor tippers will be activated despite experiences with black patrons who tip well). It is much more difficult to change a schema than it is to develop one. While Fiske and Taylor argue that schemata do not generally change, they also note that discrepancies are the most common catalysts for schema change. Since the information does not fit the schema, the perceiver must consider the reasons and further consider the accuracy of the schema.Mallinson, Christine, and Zachary W. Brewster. 2005. '"Blacks and Bubbas": Stereotypes, Ideology, and Categorization Processes in Restaurant Servers'. Discourse.'Discourse and Society 16: 787–807.In this paper, the authors analyze data from 15 in‐depth interviews with restaurant servers to investigate how stereotypes and categories are formed in casual interaction and casual discourse. Findings suggest that servers categorize customers by drawing on race and class based cues, which are subsequently used to produce two distinct but related types of discriminatory discourse –'racetalk' and what the authors term 'regiontalk'. According to the authors, racetalk and regiontalk can be understood as constituting structured forms of discourse that appears to cast the speaker as 'color‐blind' or 'class‐blind' but that actually serves to justify his or her race‐ and class‐based stereotypes, attitudes, and discriminatory behaviors against racial minorities and lower‐class southern whites –'redneck/bubbas'. Findings show that when categorizing black patrons, race alone is sufficient to invoke cultural stereotypes that correspond with the cognitive category of 'black' in servers' minds. As such, servers do not differentiate between black patrons. In contrast, servers' categorization of 'redneck' patrons draws on many regional and/or class‐based characteristics that are manifested in markers of cultural capital (such as linguistic behavior, table manners, and style of dress, which may be similar to class status markers). Another key difference between racetalk and regiontalk delineated by the authors involves the use of positive self‐presentation. Findings demonstrate that servers generally follow their use of negative other‐presentation with positive self‐presentation when speaking about black patrons, but this is not the case when speaking about the redneck social type. While there are marked differences between the two forms of discourse the authors argue that both racetalk and regiontalk can be seen as discourses of colonialism, since they both reflect and maintain stereotypes and categorizations that draw upon, support, and sustain the ideology of white supremacy that has dominated past and present American society.Ridgeway, Cecilia L. and Kristan Glasgow Erickson. 2000. 'Creating and Spreading Status Beliefs.'American Journal of Sociology, 106: 579–615.The authors outline findings from two experiments that lend support to status construction theory, which claims that status beliefs are spread through interaction and behavior. Status beliefs are shared cultural beliefs that people in one group are more esteemed and competent than those in another group. These status beliefs create social distinctions based on categories such as race, age, gender, and occupation. Status beliefs are extremely pervasive and are a product of categorization processes, for without these categorizations, important social distinctions could not be made. In addition, they are also maintained and reproduced through the spreading of these beliefs throughout the culture by individuals and institutions. Status beliefs can be 'spread' and taught to others who share nominal characteristics like race or job title. The first experiment discussed found that by treating 'the other' according to the status beliefs, actors teach the belief to their peers (e.g. race‐peers; workplace peers). The second experiment showed that those who witness these behaviors also develop the status belief. The implications of the spreading of status beliefs are far‐reaching in that this process enables dominant groups to spread status beliefs that will be widely embraced.Online Materials: 1. Understanding Race – Lived Experience http://understandingrace.com/lived/index.html RACE is a project of the American Anthropological Association. Using historical and scientific examinations of race, as well as lived experiences with racism, the RACE project seeks to reveal the 'unreality' of race. Most relevant for this article is the section on lived experience, where students can play games about everyday experiences in 'different' shoes, take quizzes about stereotypes, explore how race is defined on censuses across the globe, see a film about the contradictions black girls face regarding the beauty standard, read a blog where experiences of racism and discrimination have been documented and discussed, and much more. The other sections of this project can provide supplemental learning opportunities for students including the history of racial classification, timelines, details on human variation, and information about what genetics, biology and health have to do with race. 2. FRONTLINE http://www.pbs.org/wgbh/pages/frontline/ FRONTLINE's website is user friendly and provides a host of resources for educators of the behavioral and social sciences. On this website teachers will find a large library of documentaries that have aired on The Public Broadcast Station (PBS) over the last 26 years. While this site offers something relevant to just about any sociology course that one teaches the documentaries exploring diversity in America are particularly noteworthy. A Class Divided and The O. J. Verdict are two specific documentaries that are relevant to any course on race and ethnic relations. The website also provides teachers with lesson plans, discussion questions, active learning exercises, and student assignments that align with each of the one hour documentaries.Sample syllabus:This article can be used in multiple settings, but would be especially relevant to courses on racism or social psychology. To maximize breadth, we have included units for which this article may useful. Depending on the focus of the course, this article can be used differently, either emphasizing the discussion about racism and discrimination, or by emphasizing the social‐psychological processes in a course in this field.
 Unit – Racism and Discrimination Concepts:
 Everyday Racism New Racism or Color‐blind Racism Systemic Racism Racist Discourse Stereotypes Discrimination
Readings: Antecol, Heather and Deborah A. Cobb‐Clark. 2006. 'Racial and Ethnic Discrimination in Local Consumer Markets: Exploiting the Army's Procedures for Matching Personnel to Duty Locations.'The Australian National University Centre for Economic Policy Research, Discussion Paper No. 544. Available online at <http://econrsss.anu.edu.au/pdf/DP544.pdf>.Coates, Rodney D. 2008. 'Covert Racism in the USA and Globally.'Sociology Compass 2: 208–231. Reference Online. DOI: 10.1111/j.1751-9020.2007.00057.xDirks, Danielle and Stephen K. Rice 2004. 'Dining While Black: Tipping as Social Artifact.'Cornell Hotel and Restaurant Administration Quarterly 45: 30–47.Essed, Philomena. 'Everyday Racism' in A Companion Study of Race and Ethnic Relations. David Theo Goldberg and John Solomos [eds]. 2002. Blackwell Reference Online. DOI: 10.1111/b.9780631206163.2002.00020.xFeagin, Joe R. 1991. The Continuing Significance of Race: Antiblack Discrimination in Public Places. American Sociological Review 56: 101–116.Mallinson, Christine, and Zachary W. Brewster. 2005. '"Blacks and Bubbas": Stereotypes, Ideology, and Categorization Processes in Restaurant Servers' Discourse.'Discourse and Society 16: 787–807.Rusche, Sarah E. and Zachary W. Brewster. '"Because they tip for shit!": The Social Psychology of Everyday Racism in Restaurants.'Sociology Compass 2/6 (2008), pp. 2008–2029. DOI: 10.1111/j.1751-9020.2008.00167.xSwim, Janet K., Lauri L. Hyers, Laurie L. Choen, Davita C. Fitzgerald, and Wayne H. Bylsma. 2003. 'African American College Students' Experiences with Everyday Racism: Characteristics of and Responses to These Incidents.'Journal of Black Psychology 29: 38–67.Tomaskovic‐Devey, Donald, Marcinda Macon, and Matthew Zingraff. 2004. 'Looking for the Driving While Black Phenomena: Conceptualizing Racial Bias Processes and Their Associated Distributions.'Police Quarterly 7: 3–29.Van Dijk, Teun A. 'Discourse and Racism' in A Companion Study of Race and Ethnic Relations. David Theo Goldberg and John Solomos [eds]. 2002. Blackwell Reference Online. DOI: 10.1111/b.9780631206163.2002.00017.x
 Unit – Social Psychology of Everyday Racism Concepts:  Self‐fulfilling prophecy Stereotypes; Stereotype Activation Social Cognition Attribution Errors Racist Discourse Readings: Berard, Tim J. 'The Neglected Social Psychology of Institutional Racism.'Sociology Compass 2/2 (2008), pp. 734–764. DOI: 10.1111/j.1751-9020.2007.00089.xBonilla‐Silva, Eduardo. 2002. 'The Linguistics of Colorblind Racism: How to Talk Nasty about Blacks without Sounding "Racist"', Critical Sociology, 28, 1–2, 41–64.Correll, Shelley J. and Cecilia L. Ridgeway. 2003. 'Expectation States Theory.' In Delamater, John [ed.]. 2003. Handbook of Social Psychology, Springer: New York.Devine, P. G. 1989. 'Stereotypes and Prejudice: Their Automatic and Controlled Components.'Journal of Personality and Social Psychology 56: 5–18.Fiske, Susan T. 2000. 'Stereotyping, Prejudice, and Discrimination at the Seam between the Centuries: Evolution, Culture, Mind, and Brain.'European Journal of Social Psychology 30: 299–322.Fiske, Susan T. 2004. 'Intent and Ordinary Bias: Unintended Thought and Social Motivation Create Casual Prejudice.'Social Justice Research, 17: 117–127.Kaiser, Cheryl R. and Carol T. Miller. 2001. 'Stop Complaining! The Social Costs of Making Attributions to Discrimination.'Personality and Social Psychology Bulletin 27: 254–263.Kawakami, Kerry, Heather Young, and John F. Dovidio. 2002. 'Automatic Stereotyping: Category, Trait, and Behavioral Activations.'Personality and Social Psychology Bulletin 28: 3–15.Pettigrew, Thomas. 1979. 'The ultimate attribution error: Extending Allport's cognitive analysis of prejudice.'Personality and Social Psychology Bulletin 5: 461–476.Ridgeway, Cecilia L. and Kristan Glasgow Erickson. 2000. 'Creating and Spreading Status Beliefs.'American Journal of Sociology 106: 579–615.Rusche, Sarah E. and Zachary W. Brewster. '"Because they tip for shit!": The Social Psychology of Everyday Racism in Restaurants.'Sociology Compass 2/6 (2008), pp. 2008–2029. DOI: 10.1111/j.1751-9020.2008.00167.xTomaskovic‐Devey, Donald, Marcinda Macon, and Matthew Zingraff. 2004. 'Looking for the Driving While Black Phenomena: Conceptualizing Racial Bias Processes and Their Associated Distributions.'Police Quarterly 7: 3–29.Focus and discussion questions:

How does the authors' use of triangulation improve their research results?
What is the relationship between systemic racism and social‐psychological aspects of racism?
What role does workplace discourse play in servers' discrimination? In what other contexts is discourse used to promote, justify or minimize discrimination?
Are there further‐reaching consequences for blacks apart from the quality of dining experiences? In what other contexts might these social‐psychological processes play out
If restaurant managers or owners wanted to eliminate racist discourse and discrimination against blacks in their restaurants, how could they go about doing it?

Project Ideas: 1. Racist Discourse Assignment (Adapted from an assignment developed by Christine Mallinson, University of Maryland, Baltimore County)Now that you have read our article as well as research by Bonilla‐Silva (2002), Dirks and Rice (2004), and Mallinson and Brewster (2005), you are ready to begin doing research to corroborate what you have learned from these authors. Thus, for this assignment you will collect and analyze evidence of racialized restaurant server discourse. Such discourse is disproportionately evidenced when servers converse about patrons' tipping behaviors. Begin by visiting The Original Tipping Page (http://tipping.org), a website that is specifically geared toward restaurant servers and which includes a job‐related discussion board. On this site, restaurant servers post messages on discussion boards and debate issues related to their jobs, including the tipping practices of patrons. Task: Search these online postings and gather data about how servers talk about racial differences in tipping behaviors. On The Original Tipping Page, collect servers' online postings by clicking on the 'Forums' link in the toolbar at the top of the home page. From there, you can access the discussion board by clicking on the 'Enter the Board' link at the bottom of the page and then clicking on the 'Tipping Forum' link on the following page. Upon entering the 'Tipping Forum', students can read/search various postings from servers for evidence of 'racetalk,' racial prejudice, stereotyping, and discrimination (be sure to search the archives too). When analyzing1 the data you collected, look for patterns in servers' discourse and pay particular attention to the properties of racetalk as described by Bonilla‐Silva (2002) and Mallinson and Brewster (2005). There are many other server blogs that you are encouraged to explore in search of data on servers' racialized discourse, which provide opportunities for analytic comparison. These include but are not limited to: The Bitter Waitress (http://bitterwaitress.com), The Insane Waiter (http://allprowaiter.blogspot.com), Waiter Rant (http://WaiterRant.Net), The Stained Apron (http://stainedapron.com), Raging Server (http://www.ragingserver.com/), and The Upset Waitress (http://upsetwaitress.com). 2. Restaurant Ethnography Assignment For this assignment, you will collect data and write a short ethnography on the racialized nature of restaurant establishments. Your first task is to select a restaurant that will serve as your research site. Because you will be spending a considerable amount of time in this restaurant, we suggest taking some time to think about the type of restaurant that you find most interesting. For instance, you may want to explore the racialized nature of small locally owned and operated restaurants (e.g., 'ma and pop' type establishments). Alternatively, you may think about doing your field research in a corporate owned chain restaurant (e.g., Red Lobster, Outback Steak House, Applebee's, etc.), such as those explored in Rusche and Brewster's (2008) research. Another option is to explore the racialized nature of 'ethnic' restaurants, such as Chinese, Mexican or Indian restaurants. Owing to the fact that students will be doing their research in different types of restaurants, we encourage instructors to allocate class time to discussing emergent similarities and differences across research sites.Once you have chosen a research site of interest to you, it is time to begin doing research by visiting your chosen restaurant (we suggest requiring students to log a minimum of hours to be determined by the instructor). While in the field, you should attempt to position yourself in a location that allows you to observe the interactions between servers, customers, and managers (e.g., the bar area or host stand). While observing the activities of the restaurant, you should take brief notes on what you see, hear, and think. These notes will permit you to identify patterns in observed behaviors and interactions over the course of your research. These notes will become the data that you will later analyze. While it is impossible to foresee the exact patterns that you will find, existing research should inform your analysis. There is a wealth of empirical evidence that shows that contemporary racism is subtle in nature in contrast to the overt nature of Jim Crow era racism. The subtle nature of contemporary racism will likely make it difficult to identify racialized workplace patterns. We encourage you to carefully observe both server–customer interactions as well as those among servers, if you have the vantage point to do so. Some questions that you might explore include: Are there are any differences in the way white servers interact with white customers versus black patrons? Do white servers smile at whites when greeting them more than comparable black tables? Do servers appear to be more friendly or welcoming when providing service to whites compared with blacks? Do white and black customers appear equally satisfied or dissatisfied with their service? How do you know? Do servers 'check in' with white tables more than black tables?Once you have collected and analyzed the data, it is time to write an analytic paper using data excerpts to support your argument. Details for this assignment will vary by instructor but can include analytic memos or other sociological research reports.Notes* Correspondence address: Pomona College. Email: serusche@chass.ncsu.edu

1 The data students collect can be analyzed in class and facilitated by the instructor or alternatively can be analyzed on their own time and turned in as a course project or term paper. We also suggest that instructors consider having students complete the assignment in small groups.

The purpose of the research. To identify the director's tools for conveying the authorial understanding of history. To prove that the director's authorial vision in working on film history does not always depend on the script written by the playwright. The article explores the directorial interaction with the film text in fiction films and identifies two forms of director's engagement with film dramaturgy and examines the distinction between the "theatrical" approach to working with film text and the authorial interpretation of the story. The object of the research is films with realized unity of time, place, and action, serving as examples of the space for potential directorial authorial approach.
The methodology. In the article the following scientific methods are applied: research (to collect information about the chosen topic), deductive method (to identify certain stylistic features of films with the rule of three unities), comparative method (to identify the features of the director's work), and generalization method (to write conclusions).
The results. In conclusion, films with embodied unity of place, action and time serve as a vivid basis for illustrating the interaction of the director with the cinematic context: working on such projects requires the ability to create a complex cinematic context and tell a story within limited possibilities without violating the artificially defined canon of the three unities. Through the analysis of selected cinematic contexts and the identification of the director's toolkit used in them, authorial experiments with local narratives were divided into two groups. The first group included films in which the director works in a theatrical manner and simply transfers the action from the script to the screen, while the second group includes films with an existing authorial interpretation of the story, where the rule of the three unities is complemented by the director's concept. Studying the director's approaches of the second group allowed for the identification of four main tools for narrating a complex cinematic context, which complement or even contradict the script content: 1) the director-author's chamber view ("camera-pen") — to convey the directorial intonation of attitude towards characters and emphasize his authorial meanings and accents; 2) the chamber view of the character-author to convey his thoughts, attitude towards other characters, motivations, internal events, emotions, experiences, etc.; 3) audiovisual expression of the character's state and associations through associative editing, to narrate the character's perception of events; 4) a special, non-mediated cinema-theatrical actor's existence to narrate complex characters and human relationships. None of these tools is usually inherent in the screenplay of the film, therefore, their application does not affect storytelling but only complements it with new meanings.
The scientific novelty. It is the first comprehensive study of the director's aspect of interaction with the film text, depending on the author's intention.
The practical significance. Prospects for further research are related to the following aspects of the evolution of cinema art, which require scientific attention: the methodology of directorial interaction with text and subtexts; directorial innovations in "screenlife" films, where the rule of the three unities is observed; director's approaches to the cinematic adaptation of theatrical plays, and so on. Overall, the analysis of directorial tools is a dynamic and relevant process in light of the development of cinema industry technologies and the desire to experiment with formats and meanings of authorial expression.

My paper highlights some meanings of the metaphor of aging, used by André Gorz (1923-2007) in his homonymous article published in Les Temps Modernes in December 1961 and January 1962, the first part of which was republished by Gallimard in 2005 (copyright Éditions Galilée in 2004) as a coda to the new edition of one of his "most philosophical" pieces, The Traitor (1958), as noted by Christophe Fourel in André Gorz, a thinker for the 21st century (Éditions La Découverte, 2009, p. 10). Aging is a process based on inertia and generating – because aging also generates – more and more inertia. But what kind of inertia, that of continuing the movements testifying to the vivacity of body and mind, or that of resisting them, therefore of stopping the rest, of flowing into it while forgetting the previous momentum? To the healthy young man of 36, the metaphor of aging appears to have a bitter correspondence with the shock of suddenly feeling the end of existence while living it. The well-known tripartite division of life – childhood youth, maturity, old age – has been transformed into the youth, old age diptych because maturity itself has become the negation of youth, not a mere stable state but already a slope, a masked old age, a fact. If yet young, "he started over again" (André Gorz, The traitor, followed by The aging, p. 377) that is to say, he was the author of audacious movements that took into account only his aspirations of creativity, aging requires of him only the qualities that conform to the specific roles that are asked of him and that are expected to be assumed without the slightest doubt. The phenomenology of this becoming, meticulously dissected, envisages not only the transformation of the unique being who is the subject of the story (but not the master of the phenomenological approach as such because he is desperate before "the cowardice" of his "free choice" of "integration" into the anonymity of the "Others" producing the society which imposes this decline on him ("Aging (II)", Les Temps Modernes, nº 188, January 1962, p. 829- 852 (830-832). Because the picture of the individual, torn between his existential resistance against all the factors that impose inertia and, on the other hand, the conformism that has become "his nature", extends into the representation of society which is the counterweight to this individual and at the same time frames him. The development of the metaphor of aging has involved the phenomenology of its elements, among which the principal, inertia, and the phenomenology itself has generated messages of social philosophy, pioneers of the powerful ideas commented on in the philosophical thought of the decades later. The phenomenology of the text is and describes awareness, namely the awakening of consciousness, and the metaphor is a manifestation of this process. The metaphor of the aging of the individual thus resonates with the theoretical descriptions of crises and decadence, of degeneration: here, of the capitalist society. The construction of André Gorz is a suggestive model. Today our conclusion in front of such models can only forget the hypocritical criticisms of the phases of the decline, indeed accomplices for their persistence: and, thus, to learn from the previous models. But, it must be emphasized, the metaphor of inertia refers to the awareness of the limits of the figurative meanings of such – and these – metaphors. The awareness of the text is an awareness of metaphors, too, and thus, they become means of intellectual resistance for man.

Բոստոնում հրատարակված «Հայրենիք» ամսագրի առաջին համարում տպագրված է հայ գրականության գլուխգործոցներից մեկը՝ Համաստեղի (Համբարձում Կելենյան, 1895-1966) «Չալոն» պատմվածքը։ Չալոն գրական տիպ է: Գյուղի անտեր ու թափառական շունը՝ Չալոն, շուրջը տեղի ունեցող դեպքերի ու երևույթների մասին իր սեփական «կարծիքն» ունի: Նա հավատարմորեն ծառայում է բոլո՛ր մարդկանց՝ առանց խտրականության, գյուղի բոլո՛ր երեխաների խաղընկերն է: Հեղինակի սերը կենդանու նկատմամբ փոխանցվում է ընթերցողին։ Մարդկանց հավատարիմ ու նվիրված Չալոն կյանքի գնով փրկում է Գոթանենց լավագույն եզանը: Համաստեղը կերտել է նաև քաղաքաբնակ շնիկի կերպար «Սքիփին» պատմվածքում։ Ընթերցողը չթաքցրած հեգնանքով է նայում Սքիփիի՝ ամենօրյա խնամքից, հատկապես լողանալուց խուսափելու զուր ջանքերին ու յուրովի խղճում մարդկանց հարկադրանքին ենթակա շնիկին: Համաստեղը, չկորցնելով չափի զգացումը, շանն օժտում է մտածողությամբ, երախտագիտության, սիրո զգացումներով՝ չանցնելով մարդկենդանի սահմանը։ Չա-լոյի հավասարակշռված նկարագիրը հմայում է ընթերցողին, որը շան հետ անցնում է նրա կյանքի երջանիկ ու ողբերգական դեպքերի միջով, ավելին՝ կատարվածի նկատմամբ Չալոյի ցուցաբերած բացառիկ մարդկային վերաբերմունքով չափում և արժևորում է իրեն, իր արաքները։ Հեղինակը ցույց է տալիս, որ կենդանու նկատմամբ դրսևորած վերաբերմունքով էլ հստակ տարբերվում են ՄԱՐԴ-ը և մարդակերպ էակները։ Համաստեղի «Չալոն» պատմվածքի գրական զուգահեռներն առկա են Հովհաննես Թումանյանի, Ռուբեն Զարդարյանի, Անտոն Չեխովի, Մարկ Տվենի, Արամ Հայկազի և այլոց ստեղծագործություններում։
Օсенью 1922 года в Бостоне стал издаваться журнал «Айреник» («Родина»), в первом номере которого был опубликован один из шедевров армянской литературы – рассказ Амастега «Чало – (Амбарцум Келенян, 1895-1966). Чало – литературный тип. Это деревенский бродячий пес, у которого есть свое «мнение» об окружающем мире. Он верно служит всем – как взрослым, так и детям. Амастег наделил собаку мышлением, чувством благодарности и любви. Уравновешенный характер Чало очаровывает читателя, который оценивает себя и свои действия сквозь призму отношения к животным. Литературные параллели рассказа «Чало» имеются в произведениях Ованеса Туманяна, Рубена Зардаряна, Антона Чехова, Марка Твена, Арама Айказа и других.
In autumn of 1922, the magazine "Hayrenik" began to be published in Boston, in the first issue of which one of the masterpieces of Armenian literature, the story "Chalo" by Hamastegh (Hambardzum Kelenyan, 1895-1966), was published. Chalo is a literary character. Chalo, a homeless and stray dog of the village, is a living creature with its own "opi-nion" about the events and phenomena surrounding him. It faithfully serves all people indi-scriminately, and is the playmate of the all children in the village. The reader loves and respects Chalo, as the author does. Chalo saves the best bull of Gotans family at the cost of his life. He also created an image of a city dog in the story "Skippy". The reader looks with undisguised irony at Skippy's futile attempts to avoid daily care, especially bathing, and in his own way pities the dog subject to human coercion... Hamastegh, without losing a sense of proportion, endows the dog with thinking, feel-ings of gratitude, love and does not overstep the bounds of human-animal. Chalo's ba-lanced character captivates the reader who goes through the happy and tragic events of the dog's life, moreover, the reader measures and evaluates himself/herself and his/her actions with the exceptional human attitude displayed by Chalo: HUMAN and human-like beings are clearly distinguished in relation to the animal. It is no secret that love wins in the relationship between man and animal. In the article, Hamasteg's story "Chalo" is presented in parallel analysis with the works of Hovhannes Tumanyan, Ruben Zardaryan, Anton Chekhov, Mark Twain, Aram Haykaz and others.

PurposeThis study aims to explore how teachers in a large, diverse district could use a complex adolescent literacy curriculum, and it coincided with the start of the coronavirus 2019 pandemic, also a time of great upheaval for this nation. The authors and district partners collaboratively designed document sets that could help students explore socially complex historical topics with discipline-specific reading and writing support. These challenges led to fully virtual PD and redesigned cognitive tools and lesson materials that could be used in a fully distanced learning environment.Design/methodology/approachPD and data collection were ongoing and iterative, as the authors' goals were to understand variability in teachers' understanding and how the social unrest in the nation and the need for distance learning would influence their application of our curriculum. Data sources included teacher artifacts, interviews and implementation surveys and anonymized student work samples. The third author wrote memos during webinars and district meetings. The authors employed a grounded theory approach to analyze teachers' evolving understandings of how to teach students to make judgments, their lesson differentiation and their attention to social justice issues.FindingsTeachers who attended the authors' online PD increased their knowledge of the authors' cognitive apprenticeship (CA) approach to instruction, demonstrating more sophisticated understandings of important historical thinking skills and the need to provide students with explicit instruction and appropriate cognitive scaffolds. By the end of the year, teachers also showed ease in using new technological platforms and a more flexible use of disciplinary thinking scaffolds in ways the authors hoped. Finally, teachers in the authors' sample (and their students) frequently made connections between topics and sources in the authors' curriculum and ongoing societal problems (such as systemic racism) in this nation.Research limitations/implicationsThe authors' original sample of teachers was over 70; however, this number eventually fell to nine teachers (about 12.5% of the eligible participants) due to many ongoing challenges (e.g. teaching while parenting) during this time period. The authors note that teachers who remained engaged with the authors had over 10 years of experience and all but one had at some point been in a leadership position such as a team lead or department head. It is possible that experience teachers found on the authors' curriculum intervention to be too challenging to implement during the pandemic.Practical implicationsOnline PD can be successful when sessions focus on content that teachers will use with students. We provided video models showing teachers how to teach historical reading and writing using the authors' tools and supports authors' platform. Although brief, the authors gave teachers opportunities for collaborative practice during webinars, and time to share challenges related to virtual teaching. In return, teachers shared what was working for them and allowed the authors to use anonymized student materials as the basis for subsequent materials for teaching students to make historical judgments.Social implicationsAll students, including those with learning or attentional disabilities/difficulties, emergent bilingual students, underrepresented students or marginalized students, must learn to grapple with complex historical and political information. Doing so will support their ability to make sense of conflicting and/or politicized information that pervades the media today and to judge for themselves what counts as evidence and truth.Originality/valueAlthough there are a small number of teachers, this study shows that a strong research partnership between a university and district office can support the successful implementation of a complex historical literacy curriculum that allows students to explore social justice issues while learning important disciplinary literacy skills. Future work will share student learning outcomes.

Resumen: Este proyecto analiza la campaña publicitaria #YoNoMeQuito, lanzada en 2016 por la compañía automotriz puertorriqueña Bella Group, como un punto de articulación de identidad nacional puertorriqueña dentro del contexto de una crisis económica y fiscal bajo el neoliberalismo. Después de que el gobernador Alejandro García Padilla anunciara que la deuda de Puerto Rico era impagable, un ambiente de incertidumbre plagó la sociedad puertorriqueña. A pesar de que las palabras del gobernador parecían abstractas, los puertorriqueños ya atestiguaban los crecientes costos de vida, el deterioro de las infraestructuras públicas, los esfuerzos de privatización, el alza en criminalidad, la falta de oportunidades profesionales, y el incremento en la migración. Ante un futuro incierto para los habitantes de Puerto Rico, campañas como #YoNoMeQuito buscaban ofrecer una seguridad ontológica nacionalista basada en discursos de libertad individual, productividad y resiliencia. En este artículo, el autor realiza un análisis discursivo de la campaña #YoNoMeQuito que contextualiza la formación discursiva dentro de los procesos históricos y decisiones que llevaron a la crisis económica y fiscal de Puerto Rico. Luego de contextualizar los procesos históricos que contribuyeron a las condiciones materiales de la crisis, el artículo analiza como #YoNoMeQuito construye una identidad nacional basada en soportar las realidades socioeconómicas del territorio. Abstract: This essay analyzes the 2016 ad campaign #YoNoMeQuito, organized by the Puerto Rico-based automotive dealer Bella Group as an articulation of Puerto Rican cultural nationalism within the context of an economic and fiscal crisis shaped by neoliberalism. After Governor Alejandro García Padilla announced in 2015 that Puerto Rico's public debt was unpayable, uncertainty plagued Puerto Rican society. Although the words of the governor seemed abstract, Puerto Ricans were already witnessing increasing cost of living, deteriorating public infrastructure, privatization efforts, a surge in criminality, a lack of professional opportunities, and soaring migration. As Puerto Ricans confronted an uncertain future, campaigns such as #YoNoMeQuito sought to provide nationalist ontological security to individuals through messages based on individual freedom, productivity, and resilience. In this article, the author conducts a discursive analysis of the #YoNoMeQuito campaign that contextualizes the historical processes and decisions that led to Puerto Rico's economic and fiscal crisis. An economic and fiscal crisis is both material and affective. After discussing the historical processes that contributed to the material conditions of the economic crisis, the article analyzes how #YoNoMeQuito constructs a national identity based on enduring the harsh socio-economic realities of the territory. Résumé: Ce projet analyse la campagne publicitaire #YoNoMeQuito, lancée en 2016 par l'entreprise automobile portoricaine Bella Group, comme un point d'articulation de l'identité nationale portoricaine dans le contexte d'une crise économique et fiscale sous le néolibéralisme. Après que le gouverneur Alejandro García Padilla a annoncé que la dette de Porto Rico était irremboursable, une atmosphère d'incertitude a pesé sur la société portoricaine. Bien que les paroles du gouverneur aient semblé abstraites, les Portoricains étaient déjà témoins de l'augmentation du coût de la vie, de la détérioration des infrastructures publiques, des efforts de privatisation, de l'augmentation du nombre de crime, du manque d'opportunités professionnelles et la hausse de l'immigration. Face à un avenir incertain pour les habitants de Porto Rico, des campagnes telles que #YoNoMeQuito ont cherché à offrir une sécurité ontologique nationaliste basée sur des discours de liberté individuelle, de productivité et de résilience. Dans cet article, l'auteur effectue une analyse discursive de la campagne #YoNoMeQuito qui contextualise la formation discursive dans les processus historiques et les décisions qui ont conduit à la crise économique et fiscale de Porto Rico. Après avoir contextualisé les processus historiques qui ont contribué aux conditions matérielles de la crise, l'article analyse comment #YoNoMeQuito construit une identité nationale basée sur le soutien aux réalités socio-économiques du territoire.

The purpose of the article. In recent decades, modern Chinese opera has overcome national limitations and is increasingly attracting interested and appreciative listeners on different continents. Jin Xiang (1935–2015) is one of the modern Chinese composers who made this historical breakthrough with his work. He is the author of nine operas, among which the most famous was created in 1987. Wild Land (原野, there are also other translations of this title: "Plain", "Desert", "Big Field") and "Sunrise" (日出) that was created in the last year of his life. And if a number of researchers have devoted their scientific works to the analysis of the first of them, thanks to a considerable amount of time — thirty-five years since its writing, then the second has not yet been thoroughly studied by Chinese and foreign musicologists. However, the success of its two first nights on the stages of Beijing (2015) and Shanghai (2017) and the artistic resonance of these cultural events certainly make it necessary to carry out a musicological and, more broadly, an art-critical analysis of this composition.
The methodology combines a purely musicological complex (music-theoretical, music-historical and music-performance methods), which contributes to a comprehensive understanding of the specifics of the operas "Sunrise" by Jin Xiang and "La Traviata" by G. Verdi, with the method of comparative analysis, which allows drawing conclusions about the specifics of the literary primary source, and the comparative method necessary to establish the similarities and differences of the storylines in the libretto of the operas "Sunrise" (by Wang Fang, one of Cao Yu's daughters) and "La Traviata" (by Francesco Maria Piave), and the corresponding musical the specifics of the literary primary source, and the comparative method necessary to establish the similarities and differences of the storylines in the lib-retto of the operas "Sunrise" (by Wang Fang, one of Cao Yu's daughters) and "La Traviata" (by Francesco Maria Piave), and the corresponding musical operas by Jin Xiang and G. Verdi.
The results. The analysis of the opera "Sunrise" allows us to state that it organically combines the national Chinese and European principles of music-theatrical drama. The composer's reinterpretation of the Chinese tradition of singing in the part of the main heroine is successfully combined with the use of numerous European features in the parts of other characters, choral episodes, and sometimes also in orchestral accompaniment. All this allows us to emphasize Jin Xiang's successful embodiment of one of the main lines in the works of numerous Chinese composers of the late XX and early XXI centuries: the desire to apply the dialogical principle "East-West", which is realized in a combination of national and Western artists, in particular innovative — from the middle to the end of the XX century — traditions when they create modern bright opus.
The practical significance. Comparison of storylines, dramaturgical decisions and musical characteristics of the main characters, primarily female, of the European opera "La Traviata" and the Chinese "Sunrise" requires a more detailed musical and textual analysis, which can be logically carried out in subsequent publications. This should lead to a deeper understanding and comprehension of the trends that are inherent in this and a number of other bright opera works by Chinese composers of the late XX and early XXI centuries, which present modern Chinese musical culture to the world.

В настоящее время можно с уверенностью говорить о смене вектора парадигмы российского образования в рамках предмета «Иностранный язык». Сегодня китайский язык активно и уверенно завоевывает новые позиции, распространяясь с Востока во все регионы страны. Одним из направлений политики в области образования является формирование межкультурной иноязычной компетентности. В данной статье рассматривается вопрос о формировании межкультурной иноязычной компетентности с учетом психосоматического подхода в обучении тонам китайского языка. Этот подход является обязательным в преподавании тоновых языков, так как задействует новый канал восприятия, которым обычно не пользуются в преподавании европейских языков. Реализация психосоматического подхода может осуществляться как в рамках дисциплины «Практический курс китайского языка», так и вне аудитории. Указанный подход является одним из четырех основных направлений холистического подхода в обучении китайскому языку. В статье представлена авторская модель применения метода ассоциативных легенд в движении для запоминания тонов китайских лексических единиц. Автор также делится опытом проведения зарядки «Цигун» со студентами и сотрудниками вуза, что вносит дополнительный колорит из области культуры страны изучаемого языка в палитру красок урока и выходит за пределы традиционного преподавания дисциплины. Основные положения исследовательской работы могут найти применение как в рамках преподаваемой дисциплины, так и во внеурочных мероприятиях в вузах и школах, в которых затрагиваются вопросы синологии. Проведенная автором работа по применению психосоматических приемов на уроке китайского языка позволяет сделать вывод об эффективности использования движений телом наряду с методом использовании ассоциативных легенд как непосредственно для запоминания тонов китайских слов, так и для общей активации умственной деятельности.
Today we can confidently speak about the change in the paradigm of of Russian education within the scope of the "Foreign Language" subject. The Chinese language is gaining new positions, spreading from the East to all regions of the country. One of the policy directions in the field of education is the formation of intercultural foreign language competence. The study deals with the issue of the formation of intercultural foreign language competence, taking into account the psychosomatic approach in teaching the tones of the Chinese language. This approach is mandatory in the teaching of tone languages, as it involves a new channel of perception, which is usually not used while teaching European languages. The implementation of this approach was carried out within the framework of the discipline "Practical course of the Chinese language", as well as outside the classroom. The psychosomatic approach is one of the four main directions of the holistic approach in teaching Chinese. The article discusses the author's model of applying the method of associative legend in motion to memorize the tones of Chinese lexical units. The author also shares her experience of "Qigong" exercises for students and university staff, which gives an additional color the culture of the country of the studied language into the palette of colors of the lesson, which goes beyond the traditional limits of teaching disciplines. The main conclusions of the research work can be applied both within the framework of the taught discipline and in extracurricular activities of both the university and schools dealing with issues of Sinology. The author's work on the application of psychosomatic techniques in the Chinese language class allows us to conclude about the effectiveness of using body movements along with the method of using associative legends both directly for memorizing the tones of Chinese words and for the general activation of mental activity. Keywords:psychosomatics in learning, meridians, qigong, Chinese language, intercultural foreign language competence, tones in Chinese, holistic approach

The example of Ukraine shows that the indicator of fiscal sustainability s1a for one year can be used to diagnose the current state of the state budget. Six principles of construction of such an indicator are considered, which include: 1) construction of the indicator s1a for the current year; 2) calculation of the value of the indicator s1a for the current year every month, that is, with the frequency with which information on the implementation of the Ukraine's State Budget for the period from the beginning of the current year to the current month of the current year is published; 3) calculation of the indicator s1a based on the planned value of the state debt of Ukraine at the end of the current year, the actual value of the state debt of Ukraine at the end of the previous year, the planned and forecast values for the current year of the rest of its components; 4) the assumption that the planned values of the components of the indicator s1a are those whose values are approved in the regulatory and legal acts of Ukraine for the current year (namely: the Resolution of the Cabinet of Ministers of Ukraine on approval of the forecast of economic and social development of Ukraine regarding the nominal GDP and the Law of Ukraine on the State Budget of Ukraine for the current year regarding the remaining components) or calculated based on the above mentioned approved values; 5) the assumption that the planned values of components of the indicator s1a for a month of the current year are equal to one twelfth of their planned values for the current year; 6) the assumption that the forecast values of the components of the indicator s1a for the current year are equal to the sum of their actual values for the period from the beginning of the current year to the current month of the current year and their planned values for the current month and the following months of the current year. It is indicated that when constructing the indicator s1a on the specified principles, it can be calculated not only as a fiscal gap of the one-year budget constraint, but also in two alternative ways: by calculating the difference between the actual value of the change in the state debt of Ukraine for the period from the beginning of the current year to the current month of the current year and its planned value for this period, as well as by calculating the difference, taken with the opposite sign, between the actual value of the adjusted balance of the State Budget of Ukraine for the period from the beginning of the current year to the current month of the current year and its planned value for this period. The author reveals the diagnostic capabilities of the indicator s1a namely: the ability to reflect the current state in the state finance sector, as well as in the financial sector in whole, the ability to define the impact of its components on it, the ability to define the impact of amending the Law of Ukraine on the State Budget of Ukraine for the current year and the Resolution of the Cabinet of Ministers of Ukraine on approval of the forecast of economic and social development of Ukraine on it. It is noted that the use of the indicator s1a will strengthen the validity of decisions on issues of fiscal and debt policy.

The purpose of the study is to determine the socio-psychological factors influencing the effectiveness of social-psychological assistance to the Ukrainian population in wartime conditions and their possible approbation as the use of relevant experience to ensure effective professional training of future psychologists in higher educational institutions. Research tasks: 1) determination of the social and psychological needs of the war-affected population of Ukraine; 2) determination of the level of social and psychological provision of assistance to victims; 3) determination of the conditions and means of ensuring the development of social and psychological assistance to the affected population.
To solve the research task – to determine the level, conditions and means of ensuring the development of socio-psychological assistance to the affected population, the following research methods were used: theoretical analysis, synthesis and applied research using standardized methods.
The state of readiness of Ukrainian psychologists to provide appropriate assistance to the population, development of the necessary psychological and methodological materials was analyzed. The peculiarities of psychological assistance to the injured are highlighted using the example of one of the first psychologists who developed a methodical guide aimed at the psychological and mental rehabilitation of injured Ukrainians. Emphasis is placed on psychological diagnosis and individual and group psychocorrection, psychotherapy (primary psychological assistance to displaced persons, assessment of the severity of the impact of a traumatic event, self-assessment of the level of depression in psychological diagnosis, short psychotherapy in an individual and complex multi-directional approach to getting out of a traumatized state in group work with displaced persons) and the importance of the positive influence on the development of this assistance of the relevant personal and professional qualities and properties of future psychologists.
In order to identify the conditions and means of ensuring the development of socio-psychological assistance to the affected population, a number of methods were used in the study: 1) "Self-esteem" test (by S.A. Budassi); 2) Method "Self-assessment of mental state: well-being, general activity, mood (SAN)" (authors: V.A. Doskin, N.A. Lavrentyeva, V.B. Sharay, M.P. Miroshnikov); 3) "Scale of reactive and personal anxiety" (developed by C.D. Spielberger, adapted by Y.L. Khanin); 4) "Professional identity study methodology (MVPI) (author L.B. Schneider).
178 students of the III-IV courses of the Institute of Pedagogy and Psychology of the National Pedagogical University named after M.P. Drahomanov and 5th courses of the Faculty of Psychology named after T.G. Shevchenko and the Faculty of English of the National Linguistic University.
From the analysis of the conducted methods, it was found that the researched future psychologists, who are oriented to practical activities under the guidance of mentors, have inadequately inflated self-esteem, an average level of cognitive activity, and an average level of anxiety during training, which correlates with an insufficient level of development of their professional self-identity. This indicates an inadequately inflated self-esteem, insufficient self-determination, inadequate self-satisfaction, self-expression, and insufficient self-regulation of the subjects during training.
Therefore, it is necessary to pay special attention to creating conditions, finding means to increase opportunities for future psychologists to achieve a conscious, positive professional identity at the stage of educational and professional training, as this is an important basis for the effective formation of their professional identity in the future, as future reliable qualified specialists, the professional level of which will meet public demands, the needs of psychological assistance to victims of the war in the country.
Keywords: socio-psychological assistance, psychological-methodical support, professional self-identity, personal-professional qualities and attributes, future psychologist

Статья посвящена таким актуальным вопросам этнополитической истории как раскулачивание советских финнов и немцев и депортация по этническому признаку. Благодаря спецпереселенцам власти решили проблему нехватки рабочей силы на стройках первых пятилеток в отдаленных регионах, в том числе и в Мурманской области. Отмечается, что раскулаченные крестьяне составляли самую многочисленную группу спецпереселенцев в районе апатитовых разработок. Решение об отправке семьи на спецпоселение принималось местными органами власти, а решение о депортации целых народов по этническому признаку - верховной властью. В отличие от депортации финнов и немцев в 1940-е гг., процесс раскулачивания проходил по социальному признаку (ликвидация кулачества как класса), а не по этническому. В статье обращается внимание на то, что депортации носили превентивный характер, так как советские финны и немцы были в этническом родстве с народами, ведущими войну против СССР. Также в статье приводятся примеры мобилизации немцев и финнов в трудовую армию. Отмечаются случаи отправки в трудовую армию женщин с немецкой родословной. Депортация советских финнов и немцев по распоряжению властей имела пагубные последствия для сохранности их этносов и национальных культур. В статье рассматриваются этапы депортации в зависимости от места проживания. Основываясь на полученных интервью, автор делает вывод о том, что пребывание на территории Финляндии или Германии в годы войны крайне негативно отразилось на дальнейшей жизни репатриантов. В статье анализируется трансформация этнической самоидентичности под влиянием политики государства в отношении советских финнов и немцев. Основными материалами послужили интервью, полученные у представителей семей с финской и немецкой родословной, а также их семейные архивы.
The article is devoted to such topical issues of ethnopolitical history as dekulakization of Soviet Finns and Germans and deportation on ethnic grounds. With the help of special settlers, the authorities solved the problem of labor shortage at the construction sites of the first five-year plans in remote regions, including Murmansk Oblast. It is noted that the dispossessed peasants constituted the largest group of special settlers in the area of apatite mining. The decision to send a family to special settlement was made by local authorities, and the decision to deport entire nations on ethnic grounds was made by the supreme power. Unlike the deportation of Finns and Germans in the 1940s, the process of dekulakization was performed according to the social criterion (liquidation of the kulaks as a class) rather than ethnic one. The article draws attention to the fact that the deportations were of a preventive nature, since the Soviet Finns and Germans were ethnically related to the nations that were waging war against the USSR. The article also provides examples of mobilization of Germans and Finns into the labor army. The instances of sending women with German ancestry to the Labor Army are pointed out. The deportation of Finns and Germans by order of the authorities had disastrous consequences for the preservation of those ethnic groups and their national culture. The article discusses the stages of deportation depending on the place of residence. Based on the interviews conducted by the author, it can be concluded that staying in Finland or Germany during the war years had an extremely negative impact on the future life of repatriates. The article analyzes the transformation of ethnic self-identity under the influence of state policy towards Soviet Finns and Germans. The main materials were interviews with the representatives of families with Finnish and German ancestry as well as their family archives.

The book "Tuzla Processes: 1970s," by Prof. Dr. Kadrija Hodžić, professor at the Faculty of Economics, University of Tuzla, presents a comprehensive study of the course of political events related to the role of Pašaga Mandžić in the development of Tuzla and the Tuzla region. It is important to keep in mind that Pašaga Mandžić belongs to the leading communist cadres who organized an uprising against the fascist occupation of the country in Bosnia and Herzegovina in 1941. As a prominent anti-fascist fighter, Pašaga Mandžić will become the commissioner of the First Partisan Strike Battalion, formed in Srednje near Sarajevo, in March 1942. Together with Avdo Humo, Rodoljub Čolaković and Đuro Pucar - Stari, he participated in the preparations for the First, Second and Third Sessions of ZAVNOBIH. At the Third ZAVNOBIH Session in 1945 in Sarajevo, Pašaga Mandžić was elected a member of the first People's Government of Federal Bosnia and Herzegovina. In the post Second World War period, Pašaga Mandžić performed numerous duties, from the president of the Tuzla District to other duties in the republican bodies of Bosnia and Herzegovina. In the early 1970s, at the invitation of the leadership of the League of Communists of the Municipality of Tuzla, Pašaga Mandžić, as a pensioner, came to Tuzla and with his experience contributed to the economic development of his hometown. After the dismissal of Sead Babović, Secretary of the Municipal Committee of SK Tuzla, Pašaga Mandžić with his views on the development of Tuzla's economy comes into dispute and conflict with the current political leadership of Tuzla. The actual showdown between the leadership of the League of Communists of Tuzla and Pašaga Mandžić took place at the Eighth Session of the OKSK Tuzla in 1971. However, that conflict did not have the character of a political affair. Pašaga Mandžić's deeper conflict with the League of Communists of Bosnia and Herzegovina arose on 26 June 1973, at an extended session of the Central Committee Secretariat, Communist Party of Bosnia and Herzegovina, when Pašaga Mandžić individually raised the question of organizing and leading the uprising in Eastern Bosnia. Pašaga Mandžić 's position was assessed as a form of nationalism dangerous for treating the character of the uprising and the national liberation struggle in Bosnia and Herzegovina. At that time, it was not only the ideological critique of Pašaga Mandžić. Accusations followed against Pašaga Mandžić and a group of people who worked more closely with him in Tuzla than the Central Committee and the State Security Service. The brutal procedure of the State Security Service against the members of the Tuzla group was carried out, and then the court process in Tuzla. There is also a belief that Pašaga Mandžić was protected from prosecution by Josip Broz Tito on the Đuro Pucar's intercession. Author Prof. Dr. Kadrija Hodžić conducts many years of research on Tuzla processes on an interdisciplinary basis. The results of the research shed light on everything that took place in the Tuzla processes of the 1970s. The whole result of the research enables a new social evaluation of the role of Pašaga Mandžić in the national liberation struggle and socio-economic development of Bosnia and Herzegovina and the hometown of Tuzla after the Second World War. In the coming decades, a reliable critical evaluation of the contribution of the research of Prof. Dr. Kadrija Hodžić establishes complete historical truths about a revolutionary figure such as Pašaga Mandžić.

Purpose. The aim of the article is to analyse a national park director's legal position, roles, tasks and legal forms of operations in ensuring the safety of tourists visiting a national park. The objective of this analysis is also to determine whether the legal position, competencies and legal forms of activity at the disposal of the national park director are sufficient to ensure the safety of tourists visiting the national park.

Method. The theoretical nature of this article determines the choice of research methods and their application. A dogmatic method (analytical and dogmatic) involving legal exegesis using linguistic and non-linguistic rules of legal interpretation is the predominant method applied in the article.

Findings. The national park director's legal status (including his/her position in the system of administering entities) is not clearly defined by the legislator and therefore, raises doubts. The legislature has not explicitly included this entity into the local authorities of consolidated and non-consolidated government administration. The legislator defines a national park director as a national park authority and a nature protection authority, directly indicating that this authority performs the tasks of a regional director aimed at nature protection within the national park area. The director of a national park may be classified as an administering entity, or on account of his/her tasks and powers, a public administration authority in a functional sense. However, it is misleading to treat national park directors as public administration authorities sensu stricto, i.e. the authorities who are part of the state machinery (authorities acting directly on behalf of the state or local self-governments), whose basic and, in principle, sole purpose is to perform public administration tasks (e.g. minister, province administrator, commune head). However, some authors consider national park directors to be public administration bodies sensu stricto [Makuch 2020, p. 527]. It has been confirmed in research that there is great diversity concerning tasks, powers and legal forms of operations at the disposal of a national park director, which can be used to ensure the safety of tourists visiting national parks. These are legal and factual activities of regulatory and non-regulatory nature. The tasks and competencies of national park directors include, first of all, protecting national park resources (environmental protection), which is the essence of their existence, and also providing access to national parks so as to ensure the safety of people who visit them.

Research and conclusions limitations. The author focuses on analysis of the national legal framework. The origin of institutions and comparative legal analyses have been omitted.

Practical implications. In the research, the current legal status is shown, and this can be considered the basis for further legislative work.

Originality. To date, research on the national park directors' tasks, roles and legal forms of operation in ensuring the safety of tourists visiting national parks has been very scarce. Most of such issues are raised while discussing wider problems related to nature protection as well as tourism, and are not subject to in-depth examination [Wolski 2010, pp. 75-83]. In this context, it is worth noting that not only the national park directors' tasks and legal forms of activity require detailed analysis and evaluation, but their status in the state system and position in the system of administering entities as well. The current findings in this field are not sufficiently comprehensive and require further clarification.

Type of paper. The article presents some theoretical concepts. It is a general overview article.

The article is devoted to revealing the peculiarities of the texture program performance reproduction of a musical work. Based on the consideration of the textural program as a sequence of changes in the musical performance during the process of developing the form of the work, the performer-pianist must build the appropriate means of performance: artistic and technical ones. An important role here belongs to the author and the editorial remarks, the content of which, however, is quite conditional and requires individual performance correction.
The topicality of the chosen topic lies in the need for in-depth consideration of the problems of musical texture and its attributes in the piano-performance specification.
The purpose of the research is to identify the performance component of the piano work textural program, to propose an algorithm for its analysis on a specific example of B. Liatoshynskyi's cycle.
The methodology: the article uses a set of general scientific and special musicological approaches for developing the content of the stated topic. Among them are the following methods: systematic and structural method, it is aimed at revealing the essence of the phenomenon of the musical work textured program; a deductive method, it determines the course of research in the direction from a general part (textural program of a musical work) to a special (specificity of textural performance during a piano work) and a specific one (textural programs of plays of the cycle by B. Liatoshynskyi); genre and stylistic types of analysis from the point of view of reproduction of these phenomena in textural programs; texture analysis as a kind of musicological analysis; performance analysis, which is aimed at identifying the features of the textural attributes of the work under consideration.
The results of the study show that the process of a piano work performance in the direction of its full interpretation is inseparable from analytical observations on the texture program and its attributes. The set of analytical and performance-technical procedures has as its ultimate goal the act of performing a piano work, in which the composer's intentions are reproduced by means of the individual style of the pianist.
The novelty of this study is the extrapolation of ideas about the piano work textural program on the interpretive activities of the performer. Embodying own understanding of the textural process and its attributes in the interpretation, the performer demonstrates personal version of the work sound image, revealing the means of the drama and composition art features.
The practical significance of the study lies in the possibility of using its provisions and conclusions in the courses "Musical Interpretation", "Analysis of Musical Works", "History of Piano Performance", as well as in classes specializing in "piano" for bachelors and masters of the higher educational institutions of art and culture of Ukraine.
Conclusions. Thus, the concept application of the piano work "texture program" in relation to the activities of the performer-interpreter raises a number of issues related to the means of the performance center: dynamics, articulation, agogics, in their vision by the musical composer and directly the performer. In this context, the identification and implementation of the piano work textured program gives the key to the disclosure of its ideological and artistic content, a clear understanding of the drama and form features, implemented in the act of performance.