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Sustainable development has become one of the burning issues on a global, local and individual levels as a result of climate changes, pollution, rapid development and changes in the global information, economic, industrial and business sectors and value systems. In this sense, education for sustainable development, as part of lifelong learning, has become one of the most important strategic and educational policy issues in Serbia. The aim of this paper is to highlight the potential of geography as a school subject, with special reference to the role of the subject matter of geoheritage and geodiversity in education for sustainable development. The aim of pointing the benefits of integrated and out-of-classroom approaches in teaching geography, which favour an active, experiential and exploratory approach to learning about geodiversity and geoheritage, is that students can acquire competencies in sustainable development. As outcomes of geography classes, competencies also represent a basis for raising awareness and increasing accountability and responsibility in individuals for preserving geoheritage and geodiversity as part of the Serbian national treasure. [ABSTRACT FROM AUTHOR]

In the paper the models of socially-oriented economies are characterized. It is revealed the concept of social market economy and social functions of the state. The composition of social policy is determined. It is characterized such models of socially-oriented economies as continental, Anglo-Saxon, Scandinavian, Southern European, neoliberal and paternalistic. It is proved that the most successful version of the welfare state is a Scandinavian welfare model. It is conducted the comparison of the social economy models. It is defined the criteria by which models of the social market economy differ. It is proved that under current economic conditions a new paradigm of social policy that combines three forces: state, market and civil society. It is highlighted the general trends of functioning of the European social-oriented economies. [ABSTRACT FROM AUTHOR]

Abstract: In this paper the author discusses Boris Akuninʼs novel Altyn-tolobas. The two plot lines in the novel (the seventeenth-century journey of Kornelius von Dorn and the journey to the “new Russia” by his descendant) are shown to run parallel, as they both appear to involve the transfer from “civilized” European cultural space to “uncivilized” Russia. However, it is demonstrated that this simple opposition of “Russia” and “The West” is much more ambiguous and complicated than it might seem at first glance. [Copyright &y& Elsevier]

Abstract: In this paper the author discusses L.V. Nikulin''s travelogue The Seven Seas, published in 1936 and describing his journey through Europe in 1933. In the article Nikulin''s manner of writing is analysed, the use of digressions, of actual and fictitious meetings with several characters in different countries, the use of newspapers and periodicals. Ultimately Nikulin''s goal is to demonstrate the decay and rise of fascism in the European countries, set against the superiority of the young Soviet Union. [Copyright &y& Elsevier]

The paper deals with problems of using the Latin and French languages under the highbrows. Both languages functioned as a special means of conversation within the groups where they meant the group identity of the speakers. Russian Linguist E. D. Polivanov nominated such languages social group dialects. Latin was the language of the literate in the early Middle Ages and later till the 18th century. French served as a mean of communication of the social elite in Europe in 18th and 19th centuries. Many abstracts from belles-lettres show the social usage of Latin and French in European states and in Russia. [ABSTRACT FROM AUTHOR]