The role of legal responsibility in the implementation of the principle of the unity of public authority in Russia

The subject. The article presents a comprehensive general theoretical analysis of the institution of legal responsibility and its role, taking into account the consolidation of the new constitutional and legal principle of the unity of the system of public power.The purpose of the research is to confirm or disprove hypothesis that it is necessary to legislate a full-fledged mechanism of legal responsibility of state bodies and local self-government bodies in order to implement the constitutional principle of the unity of public power.Methodology. The formal legal method, the method of comparative legal analysis, dialectical method and systemic approach were used.The main results, scope of application. The authors found the manifestation of dualism in the work of the institution of legal responsibility. It consists in the ability to bear responsibility both to the state, in connection with various offenses, and to the population itself. A brief description of the loss of trust as a basis for the responsibility of officials is given, taking into account contemporary legislation. Directions for the further development of this legal institution are highlighted. The article examines the opinion of the Russian Constitutional Court on the legitimacy of using the loss of trust as a basis for the responsibility of public authorities. The article examines the normative legal acts, which fix the mechanism for the implementation of the principle of maintaining trust in the activities of the authorities on the part of society. For example, in relation to state civil and municipal employees, a prohibition has been established on statements about the activities of authorities and their assessment, if such actions are not included in the list of their official duties. Such a mechanism for maintaining public confidence in the work of government bodies should contribute to strengthening the unity of the public power system. At the same time we can talk about the existing trend towards a decrease in the level of public confidence in the work of authorized bodies exercising public authority. The corruption and bureaucratization of the activities of officials, the expansion of the powers of law enforcement agencies, a decrease in the independence of the political opposition are pointed to among the possible reasons most often. In this regard, the paper proposes expanding the grounds for responsibility when implementing the procedure for recalling an official.Conclusions. It is necessary to consolidate a full-fledged legislative mechanism of legal responsibility of state bodies and local self-government bodies, which will contribute to the implementation and strengthening of the new principle of the unity of public authority.

Masculinity & Objectification: A phenomenological study of contemporary shifts within masculinity

<p>Notions of masculinity are changing. Many men conduct themselves in ways that blunt traditional hegemonic masculine norms of sexism and homophobia. Do these changes represent movement toward gender equality, or are they workings of an adaptive and amorphous system of power relations that is reshaping to fit with the times? This thesis is grounded within epistemologies of feminist standpoint theory and takes a phenomenological approach to methodology in investigating how men construct and experience their perceptions of masculinity and gender performance within homosocial networks. I conducted three focus groups with different male friend groups, and one focus group of a women’s friend group. These are supplemented with an autoethnographic focus on reflexivity in which I investigate my own thoughts, reflections, and past life experiences in concert with these focus groups. I used objectification as a main theme of study both to understand the more nuanced qualities of its role within gender relations, and as a springboard to understand the wider ramifications of what attitudes toward objectification represented. These focus groups demonstrated wide gaps in phenomenological accounts and understandings of everyday life activity both between women and men, and between men and other men. Two themes emerged from the data. The first trend involved contemporary constructions of masculinity that incorporate historically unmasculine behaviors and attitudes. This is explored within debates of R. W. Connell’s (2005) theory of hegemonic masculinity and two of its offshoots: inclusive masculinity (Anderson 2009), and hybrid masculinity (Bridges & Pascoe 2014). The second theme focused on empathy and the difficulties in its development when relationships of power, domination, and difference are involved. I argue that empathy needs to be developed in ways that favor more affective and compassionate forms of responding to others’ emotions, rather than cognitive or role-taking forms that aim to understand others’ emotions from their perspective. Finally, I incorporate these themes to discuss the possibilities, limitations, and complexities in forming a profeminist consciousness in men. This thesis aims to contribute to debates around recent changes and potential ‘softening’ in the structure of hegemonic masculinity by retaining a critical focus on relationships of power and domination. In doing so, I hope to skirt between the optimism of inclusive masculinity and the cynicism of hybrid masculinity to develop a model of profeminist consciousness that welcomes the softening of masculinity but places equal value in critically reflecting on one’s power, privilege, and position within society.</p>

Masculinity & Objectification: A phenomenological study of contemporary shifts within masculinity

<p>Notions of masculinity are changing. Many men conduct themselves in ways that blunt traditional hegemonic masculine norms of sexism and homophobia. Do these changes represent movement toward gender equality, or are they workings of an adaptive and amorphous system of power relations that is reshaping to fit with the times? This thesis is grounded within epistemologies of feminist standpoint theory and takes a phenomenological approach to methodology in investigating how men construct and experience their perceptions of masculinity and gender performance within homosocial networks. I conducted three focus groups with different male friend groups, and one focus group of a women’s friend group. These are supplemented with an autoethnographic focus on reflexivity in which I investigate my own thoughts, reflections, and past life experiences in concert with these focus groups. I used objectification as a main theme of study both to understand the more nuanced qualities of its role within gender relations, and as a springboard to understand the wider ramifications of what attitudes toward objectification represented. These focus groups demonstrated wide gaps in phenomenological accounts and understandings of everyday life activity both between women and men, and between men and other men. Two themes emerged from the data. The first trend involved contemporary constructions of masculinity that incorporate historically unmasculine behaviors and attitudes. This is explored within debates of R. W. Connell’s (2005) theory of hegemonic masculinity and two of its offshoots: inclusive masculinity (Anderson 2009), and hybrid masculinity (Bridges & Pascoe 2014). The second theme focused on empathy and the difficulties in its development when relationships of power, domination, and difference are involved. I argue that empathy needs to be developed in ways that favor more affective and compassionate forms of responding to others’ emotions, rather than cognitive or role-taking forms that aim to understand others’ emotions from their perspective. Finally, I incorporate these themes to discuss the possibilities, limitations, and complexities in forming a profeminist consciousness in men. This thesis aims to contribute to debates around recent changes and potential ‘softening’ in the structure of hegemonic masculinity by retaining a critical focus on relationships of power and domination. In doing so, I hope to skirt between the optimism of inclusive masculinity and the cynicism of hybrid masculinity to develop a model of profeminist consciousness that welcomes the softening of masculinity but places equal value in critically reflecting on one’s power, privilege, and position within society.</p>

Effects of Defense Suppliers’ Practice of Online Character Education on the Employees’ Learning Motivation and Perception of Integrity During COVID-19

The 21st century marks a period where the pursuit of innovation, the advance of information media, and diverse values have gained great significance. In the face of information, economic impacts, and other challenges, developed countries in particular have come to emphasize online character education, as cultivating the people’s character to have a positive attitude toward life. Teaching people desirable core values and moral thinking to cultivate pleasant character could enhance personal happiness and social harmony, boost national competitiveness, and be the key to a more harmonious society in the future. Education is the stable rock of ethics and morality, and like the foundation upon which to build a house, an unstable rock would result in the danger of collapse. People’s sense of propriety, justice, integrity, and honor, as well as morality, is in decline. In such a social climate, online character education plays an extremely important role. Taking employees of defense suppliers for the Ministry of National Defense, Taiwan, as empirical subjects, 226 employees proceeded with our 20-week (4 h per week, for a total of 80 h) experimental teaching research. The research results reveal that: (1) online character education would affect learning motivation, (2) online character education would affect the perception of integrity, and (3) learning motivation presents significantly positive effects on the perception of integrity. Our results suggest that online character education and discussion is expected to help defense suppliers cultivate good social interaction skills and character to build harmonious interpersonal relationships.

Plant root development: is the classical theory for auxin-regulated root growth false?

One of the longest standing theories and, therein-based, regulation-model of plant root development, posits the inhibitory action of auxin (IAA, indolylacetic acid) on elongation growth of root cells. This effect, as induced by exogenously supplied IAA, served as the foundation stone for root growth regulation. For decades, auxin ruled the day and only allowed hormonal side players to be somehow involved, or in some way affected. However, this copiously reiterated, apparent cardinal role of auxin only applies in roots immersed in solutions; it vanishes as soon as IAA-supplied roots are not surrounded by liquid. When roots grow in humid air, exogenous IAA has no inhibitory effect on elongation growth of maize roots, regardless of whether it is applied basipetally from the top of the root or to the entire residual seedling immersed in IAA solution. Nevertheless, such treatment leads to pronounced root-borne ethylene emission and lateral rooting, illustrating and confirming thereby induced auxin presence and its effect on the root — yet, not on root cell elongation. Based on these findings, a new root growth regulatory model is proposed. In this model, it is not IAA, but IAA-triggered ethylene which plays the cardinal regulatory role — taking effect, or not — depending on the external circumstances. In this model, in water- or solution-incubated roots, IAA-dependent ethylene acts due to its accumulation within the root proper by inhibited/restrained diffusion into the liquid phase. In roots exposed to moist air or gas, there is no effect on cell elongation, since IAA-triggered ethylene diffuses out of the root without an impact on growth.

‘They’re you know, their audience’: How women are (ab)used to cement the heterosexual bonds between men

This paper explores how young people (aged 18–24 years) in Ireland attribute young men's sexual harassment and violence against women both to the situational demands of what we call ‘heteromasculine homosociality’ and young men's negotiation of role taking with women. Interpreting young people's explanations for sexual violence, the paper argues that through different forms of sexual harassment and violence, women are (ab)used to cement the heterosexual bonds between men. The argument is explored by drawing on young people's explanations of three forms of sexual harassment and violence: verbal violence, unwanted sexual touching and assault and image-based sexual abuse. The data comes from 28 interviews with young people as part of a European-funded research study that aims to explore both the discourses that young people use in their understandings of gender and violence against women and how young men may be supported in combatting violence against women. Among other implications, we suggest that as well as deconstructing attitudes towards women, prevention work and interventions with men must also focus on men's beliefs about the normative basis for masculine status and belonging between men.

PSYCHOLOGICAL BASIS OF ROLE TAKING IN CROSS-CULTURAL MEDIATION IN TRANSLATION

In the context of cross-cultural mediation in translation the problem of switching between different conceptual and linguistic worldviews is of particular interest. The present paper suggests that this switching should be seen as switching between different linguacultural roles, i.e. the roles of members of the source and target cultures. The aim of this article is to identify and describe the psychological resources, processes and mechanisms involved in taking the role of a member of a different culture. Based on the analysis of relevant literature the following psychological resources required for taking a different linguacultural role have been identified: a) empathy; b) agency; c) creativity; d) reflection; e) willingness to invest in taking a new role. The practical value of the present paper is determined by the fact that a better understanding of the above-mentioned psychological resources, processes and mechanisms can enable improvements in teaching translation and foreign languages to trainee translators by making students’ learning activity more conscious, purposeful and professionally-oriented. Practical recommendations for implementing the proposed ideas are provided.

An Analysis of the Piano Sonata in C Minor, Op. 4 by Frédéric Chopin

"The aura of the composer Frédéric Chopin penetrated the Western European musical culture, touching massively other cultures as well, up to the Chinese one; the certainty through which we recognize the thrill of this aura is mostly due to the fact that ”Chopin’s compositions have opened a new era in the piano’s history”. Being present in the Parisian salon with Rossini and Liszt, the great Pole achieved an organic interweaving between the tradition of Austro-German and French music. The analysis of the sonata No. 1 in C-minor op. 4 builds the core of the present study and relevantly denotes the connection of its architecture together with the set of conventions belonging to the format of the sonata-genre coming from Beethoven. As we know, the Sonata-pattern designed by Beethoven was expanded throughout the Romantic period as well as the conditions under which the aesthetics of Romanticism found a specific corridor reaching its maximum of expression. In a way of an idiomatic, natural model of transmission, the Chopin’s style of conceiving music played its predominant role. Taking into account in this approach theories belonging to the aesthetics field and some theoretical applications with significance for understanding the levers of construction concerning this sonata, op. 4 (composed when the composer was only eighteen (1828)) and Chopin’s approach of the other stages of emancipation within the genre, I will highlight its rules which emphasize implicitly the dialogue with the ”Sonata-Fantasy” genre, as this construct appears (for instance) in sonata op. 58. Keywords: language, two themes sonata, polyphony, form, evolution "

Reciprocity in Chinese Traditions

Chapter 3 explores the possibility of locating principles underlying guanxi in classical Chinese traditions. First, the basis and nature of ‘reciprocity’ in Chinese culture is examined through analysis of the notions of bao and shu, and also renqing. It is shown that the concept of bao, drawn from different literary and institutional settings, is not source to a singular notion of reciprocity. It is also shown that the concept of shu relates to cognitive, affective, and imaginative practices, of role-taking, rather than to the more concrete enactments of exchange. The concept of renqing, widely regarded as both derived from the Confucian tradition and centrally important for guanxi, is shown to relate to everyday practices about which Confucius was uninterested, and which do not require traditional sanction. In positive terms, the chapter clears the ground in order to establish a distinctive account of the secular and self-generating practices of guanxi.

How role-taking in a group-work setting affects the relationship between the amount of collaboration and germane cognitive load

This research investigates how learning groups affect student learning from two perspectives: first, the amount of group work students do, and second, the role that they take within the group. It is not clear from the current research how a student’s role in collaborative learning affects his/her development of critical thinking and the construction of knowledge. The present study looks into whether the positive relationships found between collaboration and germane cognitive load are affected by a learner’s role within the group. Using cognitive load theory, this study analyzed survey responses from a group of university students (n = 1399) who engaged in collaborative study groups when taking online classes in South Korea. While it was found that the amount of collaboration a student engaged in positively affected levels of germane load and that their level of contribution negatively moderated that relationship. In other words, while more group work is beneficial, students who contribute less to the group have greater gains from higher levels of collaboration than students who take a more active role.