Suchergebnisse

The processes of globalization/glocalization in contemporary world give rise to s cross-cultural communication across the cultures (Gudykunst, 2003) where a crucial role is played by advertising. The current investigation is dedicated to cross-cultural aspects of Russian advertising and deals with the adverts created for Russian and foreign companies working in Moscow in late 2000s to mid 2010s. The study aims to highlight not so much economical or political components of cross-cultural advertising communications as their cultural constituents. The analysis of textual and visual content of the adverts based on the semiological approach (Barthes, 2013) showed that cross-cultural communication in advertising in Russia mostly involves "global symbols" (Urri, 2002), well-known touristic referents of concrete cultures. Symbols from the sign systems of different cultures are not only translated by advertising by means of semantic codes alien to them, but the signs and their referents are re-encoded in a substantial way. The postmodern cross-cultural game in advertising constructs the culture's external and internal self-representations on the basis of its external ethnic images which have developed in foreign cultures. Cross-cultural communication in Russian advertising creates a multi-layered blend of cultures and imparts new cultural meanings into authentic artifacts and images and the semiosphere of the intercommunicating cultures in general. DOI:10.5901/mjss.2015.v6n6s5p250

The article analyzes the correlation between the screen reality and the first-order reality in the digital culture. Specific concepts of the scientific paradigm of the late 20th century are considered as constituent principles of the on-screen reality of the digital epoch. The study proves that the post-non-classical cultural world view, emerging from the dynamic "chaos" of informational and semantic rows of TV programs and cinematographic narrations, is of a fractal nature. The article investigates different types of fractality of the TV content and film plots, their inner and outer "strange loops" and artistic interpretations of the "butterfly effect".

Analyses paradigmatic foundations of digital culture that supersedes the (post)postmodern. It reveals paradigmatic constants and structural­semantic patterns of digital culture from the perspective of digital humanities and fractal conception in particular and suggests an explanation of diversity of local cultural configurations, peculiarities of socio­cultural transmission and periodic actualisation of socio­cultural attractors of the past epochs.

Abstract. Central Georgia is an area strongly affected by earthquake and landslide hazards. On 29 April 1991 a major earthquake (Mw  =  7.0) struck the Racha region in Georgia, followed by aftershocks and significant afterslip. The same region was hit by another major event (Mw  =  6.0) on 7 September 2009. The aim of the study reported here was to utilize interferometric synthetic aperture radar (InSAR) data to improve knowledge about the spatial pattern of deformation due to the 2009 earthquake. There were no actual earthquake observations by InSAR in Georgia. We considered all available SAR data images from different space agencies. However, due to the long wavelength and the frequent acquisitions, only the multi-temporal ALOS L-band SAR data allowed us to produce interferograms spanning the 2009 earthquake. We detected a local uplift around 10 cm (along the line-of-sight propagation) in the interferogram near the earthquake's epicenter, whereas evidence of surface ruptures could not be found in the field along the active thrust fault. We simulated a deformation signal which could be created by the 2009 Racha earthquake on the basis of local seismic records and by using an elastic dislocation model. We compared our modeled fault surface of the September 2009 with the April 1991 Racha earthquake fault surfaces and identify the same fault or a sub-parallel fault of the same system as the origin. The patch that was active in 2009 is just adjacent to the 1991 patch, indicating a possible mainly westward propagation direction, with important implications for future earthquake hazards.

В статье подробно рассматривается современный научный задел по проблеме создания адаптивной среды для слабовидящих и незрячих студентов педагогического вуза. Авторы приводят психофизиологические характеристики слабовидящих и незрячих лиц. Анализируются данные опроса преподавателей по проблеме обучения слабовидящих и незрячих студентов. Приводятся программные и аппаратные средства обучения слабовидящих и незрячих, позволяющие в значительной степени облегчить процесс обучения студентов с нарушениями зрения, описывается опыт их применения и выявляются наиболее эффективные из них.The article gives detailed consideration of modern scientific research made on the problem of creation of adaptive environment for visually impaired students in teacher training universities. The authors give psychophysiological features of blind and partially sighted persons. The research also analyses the results of the survey conducted among teachers which is based on the problem of teaching blind and partially sighted students, describes different types of software and hardware used for teaching visually impaired students and which allow to facilitate teaching process of such students, outlines practice of implementation of the described soft- and hardware and reveals the most efficient kinds.

The cardinal change of the technological and socio-economic paradigm all around the world makes investigations related to the problems of professional self-determination of the younger generation extremely topical. In the conditions of economic and cultural globalisation, an important component of the professional competence of university graduates is the ability to realise their professional skills and present developed projects in the English-language media space. The article reveals methodological possibilities of the project activity in the ESP course as a pedagogic support for the socio-professional self-determination of students in a non-linguistic university. It determines principles and methods of using specialised Internet resources for developing educational projects in English that contribute to students' professional self-determination and their social adaptation in the international professional community. The authors suggest a typological classification of practice-oriented projects that can be implemented in the ESP course – informational (abstract-review), analytical (historical, socio-cultural, cross-cultural and other research projects) and creative (creation of an original content – design, models, technological solutions, etc.). It is concluded that the project activity in the ESP course, the results of which can be included in the professional portfolio, is a significant element of socio-professional self-determination of students of a non-linguistic university.