The Cultural Component in Advertising Analysis. A Non-numerical Vision of the Programmatic Advertising

2019 ◽  
pp. 346-360
Author(s):  
Pedro Antonio Hellín Ortuño
Keyword(s):  
Cultural Component

“DON VALLEY” WINE-MAKING CLUSTER AS AN ENOGASTROTOURISM DEVELOPMENT SITE: SOCIO-CULTURAL COMPONENT

2020 ◽  
Author(s):  
Е.V. Pokazannik ◽  
Keyword(s):  
Project Management ◽  
Geographic Location ◽  
Tourist Destination ◽  
Wine Making ◽  
Rostov Region ◽  
Regional Cluster ◽  
Educational Programmes ◽  
Development Site ◽  
Cultural Component

“Don Valley” is more than a historic or geographic location, - it is an official name of a wine-making area, proposed by Rostov Region administration for consolidation of local wine-makers under the single mega-brand. Specialized regional cluster “Don Valley” is “an association of leading scientific, educational, industrial, engineering and innovative organizations and enterprises of the Rostov region, operating in the following areas: wine-making, manufacturing of components for wineries, scientific-research and educational programmes, development of retail infrastructure, promotion of wine-tasting and gastronomic tourism, and viniculture”3. The creators of the cluster official web-site declare “Made on the Don” brand communication as their primary goal, along with promotion of wine in the region. The article reviews the specifics of Don region from a standpoint of its attractiveness as a tourist destination. The mandatory components are named that together with the enogastronomic sphere can contribute to the growth of demand for tourist routes of various content and duration. The key role of cultural and historic component in successful promotion of the Don winemaking in the tourism market is emphasized. It is noted that enogastrotourism can be developed successfully in Don region through socio-cultural project management based on the thorough analysis of specifics of the region as a whole and its individual components affecting the marketing and advertising solutions.

CLASSIFICATION OF RUSSIAN CULTURE-BOUND TERMS AND THEIR EQUIVALENTS BASED ON THE TRANSLATION OF “QUIET FLOWS THE DON” BY M. A. SHOLOKHOV

2020 ◽  
Vol 76 (4) ◽  
pp. 149-155
Author(s):  
SVETLANA S. UZHAKINA ◽  
Keyword(s):  
English Language ◽  
Great Influence ◽  
Political Life ◽  
Daily Routine ◽  
The Novel ◽  
Russian Culture ◽  
The Subject ◽  
Cultural Component ◽  
Historical Epoch

The classification of Russian culture-bound terms used in the novel “Quiet Flows the Don” by M. A. Sholokhov and in its translation into the English language. The novel “Quiet Flows the Don” by M.A. Sholokhov and its translation into English done by Robert Daglish have served as the source for the research of culture-bound terms. These terms have been classified on the basis of the subject division offered by S. Vlakhov and S. Florin. It is proved that the interest to the study of culture-bound terms is still important. The relevance of the research is determined by the fact that despite numerous research papers in this field the origin, classification and translation of these terms still need some investigation. The aim of the present study is to classify the culture-bound terms taken from the novel “Quiet Flows the Don” by M.A. Sholokhon and its translation into the English language. As a result, there have bben taken 407 samples of the lexical units with a cultural component which were classified according to the subject principal offered by S. Vlakhon and S. Florin. The culture-bound terms have a great influence on a foreign reader as they are cultural units that transmit the information of the daily routine and the historical epoch described in the novel. The culture-bound terms taken from the novel “Quiet Flows the Don” by M.A. Sholokhov and its translation are analyzed and classified. The division of the culture-bound terms according to the subject principal allowed to reveal that most terms refer to the daily routine, social and political life and military terms.

NESCO World Heritage Sites as a key for intercultural dialogue, humanist ideals and interfaith harmony

2021 ◽  
Vol 27 (2) ◽  
pp. 74-82
Author(s):  
А. Belekova ◽  
Keyword(s):  
World Heritage ◽  
Intercultural Dialogue ◽  
World Heritage Sites ◽  
Heritage Sites ◽  
World Heritage List ◽  
The World ◽  
Cultural Component ◽  
Set Up ◽  
Cis Countries ◽  
Education Science

The article focuses on promoting intercultural cooperation and strengthening international community on the example of UNESCO World Heritage sites, inscribed into the World Heritage List that is being formed on the basis of the World Heritage Convention of 1972. UNESCO is a universal intergovernmental UN structure responsible for international cooperation in the sphere of education, science, culture and communication. One of the main activities of the Organization is the world heritage conservation and intercultural dialogue. The article analyzes the UNESCO role in the geopolitical architectonics of Eurasia in which the World Heritage gains a qualitatively new meaning. In the context of a sustainable development the integration of promoting intercultural interaction and heritage safeguarding becomes particularly urgent. The article deals with several initiatives aimed at enhancing the cultural component of the Eurasian integration, including the goals and perspectives of discussion platforms set up for experience exchange in the sphere of World Heritage sites’ conservation and their management. The article seeks to identify the most important challenges and goals of the cooperation strategy between UNESCO and the institutions concerned in the field of the intercultural dialogue promotion in the Eurasian area that seems to be very important both for Russia and the CIS countries, and for the perspectives of the emerging global civilization of the future

scholarly journals Polyethnic Societies: The Religious – Cultural Component of Economic Activity

2019 ◽  
Vol 17 (3) ◽  
pp. 154-164
Author(s):  
Galina S. Solodova
Keyword(s):  
Economic Activity ◽  
Neoclassical Economic ◽  
Economic Motivation ◽  
Religious Factors ◽  
Cultural Component

The prolonged domination of the neoclassical economic school led to the emphasis on the role of formal, quantitative factors and laws. There was a certain narrowing and abstraction of a set of analyzed indicators, exclusion of cultural, social, religious factors as having no causal potential. However, the socio-economic motivation of a person is extremely complex and ambiguous. A full-fledged analysis of economic processes cannot be done without taking into account non-economic elements – religion and culture.

scholarly journals SOCIO-CULTURAL DYNAMICS OF ACTIVITY OF THE LIBRARY OF BORYS GRINCHENKO KYIV UNIVERSITY

2016 ◽  
Author(s):  
Viktoriia Zotova ◽  
Oksana Matviichuk
Keyword(s):  
Cultural Dynamics ◽  
University Libraries ◽  
Cultural Centers ◽  
Cultural Component ◽  
The University

It is examined the general issues of development of the university libraries as cultural centers. It is analyzed a socio-cultural component of the library of Borys Grinchenko Kyiv University; it is noted its positive sociocultural dynamics

scholarly journals Informal religiosity of central Volga area and Ural area «Muslim» peoples in 1960-1970

2016 ◽  
Vol 5 (2) ◽  
pp. 126-130
Author(s):  
Azat Korbangalievich Idiatullov ◽  
Lilia Nadipovna Galimova
Keyword(s):  
Soviet Union ◽  
Islamic Law ◽  
Modern World ◽  
Religious System ◽  
The Soviet Union ◽  
Islamic Religion ◽  
Soviet Time ◽  
The Subject ◽  
Middle Volga ◽  
Cultural Component

In recent years there has been an increased interest in Islam and Islamic law. Islam plays a very significant role in the modern world. Close interaction between legal and religious prescriptions of Islam, the religious basis of Muslim law, Muslim character is not in doubt. The article analyses informal religiosity of Muslim peoples of the Middle Volga and Urals in the 1960-1970. This time for relations between the authorities and Islamic institutions is relatively liberal. The restoration and development of official, allowed in the Soviet Union, as well as quite nontraditional for the Soviet time Islamic practices are noted by the authorities in the Middle Volga and the Urals. The reports name such informal forms of religiosity as neo-paganism, wandering mullahs, unofficial Muslim groups, worship, places of burial of saints and Sufi sources. The authorities, the party authorities, the official Muslim clergy stopped all forms of unofficial religiosity. For the Muslim peoples Islam has often been the subject of interest as a cultural component of their traditional worldview rather than a religious system. The authors believe that the Islamic religion has moved from ethno-cultural to the personal, informal level.

scholarly journals The Necessity of Endowing EFL Learners with the Fifth Language Skill: A Key to a Successful Learning Experience

2021 ◽  
Vol 12 (4) ◽  
pp. 340-348
Author(s):  
Fatma ZAGHAR ◽  
El-Alia Wafaâ ZAGHAR
Keyword(s):  
Cultural Awareness ◽  
Learning Experience ◽  
Cultural Knowledge ◽  
Cultural Learning ◽  
Human Beings ◽  
Intercultural Encounters ◽  
The Status ◽  
Cultural Component ◽  
The University

In this increasingly interconnected epoch, the teaching of English as a Foreign Language (EFL) along with culture that is considered as a fifth skill has become inevitable. Therefore, EFL teachers are impelled to introduce cultural instruction in their classes. They are then advised to combine the teaching of language skills with the foreign culture because it prepares their learners to behave successfully in intercultural encounters, gain solid cultural knowledge, overcome cultural obstacles, and promote their cultural awareness. The main questions addressed in this research focus on the inclusion of the cultural component in language subjects’ syllabuses, and the type of teaching strategies that can ameliorate the status of cultural instruction. This study points out the key importance of implementing intercultural information in EFL contexts founded on a case study undertaken at the University of Oran 2 in Algeria. This paper targeted a group of Master II students by using an array of data collection means including a questionnaire given to the learners, an interview done with the teachers, and classroom observation sessions carried out by the researchers. The major aims of this work were to verify the learners’ perceptions of cultural learning, and outfit students with core foundations of culture. The results demonstrated that the incorporated teaching techniques have enriched the students’ cultural understanding and intensified their linguistic adeptnesses. It is suggested that these teaching initiatives can aid learners be compassionate, understandable, and tolerant human beings.

scholarly journals Internet-Based Cultural Enrichment in the Polish Language Classroom

2017 ◽  
Vol 4 (1) ◽  
pp. 111
Author(s):  
Kinga Kosmala ◽  
Erik Houle
Keyword(s):  
United States ◽  
North America ◽  
Culture Shock ◽  
The United States ◽  
Language Program ◽  
Language Pedagogy ◽  
Language Classroom ◽  
Polish Language ◽  
Cultural Component ◽  
Target Culture

Most introductory and intermediate textbooks for Polish, currently in use, are written in Poland and intended for intensive language study in-country where the “little-c” cultural component is inherent and immediate in an intensive language program. One of the most widely used textbooks in North America is the series, Hurra!!! po polsku I, II, III. This textbook is based on a communicative approach to language pedagogy and consists of thematic chapters according to aspects of life and culture in everyday society. The intent of the Hurra!!! po polsku series is that students will experience Poland while learning the language. This presents a problem to educators of Polish in the United States. Numerous communicative exercises presuppose acquaintance with the target culture while providing little in the way of input. We have found that students have difficulty relating to many exercises that carry specific cultural information. Our project is based on two specific goals: first, to decrease the amount of time spent in class to explain culture-specific aspects of the textbook; and second, to spare our students at least some amount of the usual culture shock one experiences when traveling to Poland. In this report, we describe a website, exercises, and activities we developed to accompany the textbook.

scholarly journals Significance of the ‘National and Cultural Component’ When Teaching Foreign Languages (Using Korean as an Example)

2021 ◽  
Vol 20 (2) ◽  
pp. 49-56
Author(s):  
Lyudmila A. Voronina ◽  
Sergey A. Letun
Keyword(s):  
Teaching Methods ◽  
Native Speakers ◽  
Foreign Languages ◽  
Lexical Meaning ◽  
Additional Information ◽  
Cultural Information ◽  
Effective Delivery ◽  
Translation Methods ◽  
Cultural Component

Key approaches to clarify the notion of the national and cultural component were explored in application to the task of teaching lexical means of communication to Russian speaking students. The authors highlight its significant features that are important in terms of the teaching methods. A number of conclusions, which are significant for this task, were made based on the results of analyzing Korean sememes. The meanings, which are correlated with the national-cultural information conveying ethnocultural realities of the native speakers of the studied language, were determined. Groups of actual issues related to the determination of the scope of national-cultural information to be mastered by the students, mechanisms of its transmission in teaching and methods for the formation of relevant associations and images were highlighted. It is shown that the scope of accumulation of national-cultural information can vary at a certain level of education, therefore, it seems reasonable to talk about the list of associations as additional information to a certain lexical meaning, which has yet to become knowledge and be subsequently used at the stages of training and application of forming the lexical skills. It is stated that in respect of the linguo-didactic aspect it seems more rational to talk about a certain number of associations necessary for complete disclosure of the lexical meaning of the words, since neither translation nor non-translation methods of semantization by themselves allow students to differentiate the corresponding concepts without additional national-cultural information. Thus, methods of the most effective delivery of such information are to be specified for better results of teaching lexical means of communication to students.

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