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The article provides an author's version of the division of legal documents into groups, depending on the name of the authority that adopted the act. In the analysis of regulatory and legal support, the relationship between the norms established by international and national legal acts is highlighted. It was noted that based on the normative documents of the Universal Postal Union and the World Philatelic Development Association, relevant thematic postal issues are under consideration. These postal issues inform about the national historical and cultural heritage of the state.

This article discusses multiple aspects of militarization of life of the Soviet people in the 1920-1930s. The authors explore the reasons for this phenomenon, which lay not only in the foreign environment, and in the domestic politics, but also in the ideological foundations of the totalitarian state and society. Special attention is paid to the role of the Komsomol in the militarization of youth education, participation in the economic, political and social life, attempts of militarization of everyday life and private life in general. The article also reveals the role of the universal military duty and military service in preparation for a young person’s life, the participation of the army in dealing with economic and political problems. Attention is drawn to the militarization of culture and ideological indoctrination of the youth. The article investigates the tragic fate of the inter-war generation. This generation was at the same time the basis for the deployment of a wide social experiment to educate the new man at the heart of aspirations and expectations which would lay the ideas of socialism as a “bright future” of all mankind. These experiments, which began in the years of civil war, turned in many areas of culture: architecture, art, literature. They represent a strange mixture of modernism and Marxism. All these experiments were subordinated to the main goal – the education of the “new man”. Since the inevitability of military confrontation with the “capitalist encirclement”, it seems clear that the militarization of the country’s life is comprehensive.

The turning points of the history are characterized by people's active participation in one of the most natural for the man social activity - the creation of new self-images. Being incorporated in these images, people are able to realize their involvement in social events. The new ideas and meanings acquire "corporality" in the new images of man and get accumulated in them becoming the reality accessible for the majority of people. Being revealed in the images of people, new ideas obtain real bodies, penetrate to the living tissue of culture, transform into reality, which can be perceived. Man uses their body as a tool for coding significant cultural meanings. The rules of behavior, public manners, the elements of appearance and clothing become the material signs of nonmaterial ideas. They transform into the complex distinguishing system, which allows for the consolidation of people with similar viewpoints. The creation of new visual images comes in hand with the experiments in the field of creating a new language. The authors demonstrate the appearance and creation of such images using the examples of Great French revolution, the revolutionary transformations of Post-reform Russia, Great Russian revolution, cultural revolution of the Chinese People’s Republic. M.M. Zagorulko and I.A. Petrova represent common theoretical approaches to the analysis of cultural revolutions of the New Time and Modern period, to understanding the principles of interaction between the "old" and the "new" in culture. I.A. Petrova carries out analysis of theoretical disputes of A.V. Lunacharsky and A.A. Bogdanov about the possibility of constructing "pure proletarian culture". I.K. Cheremushnikova proves the significance of emblematic images in the culture, the connection between body self-representation and the privileged meanings, adopted during the revolution; she represents numerous examples of man becoming the carrier of new cultural meanings in the process of self-representation. В переломные моменты истории люди активно включаются в одну из самых естественных для человека социальных практик - создание новых образов самого себя, встраиваясь в которые, они способны ощутить свою сопричастность происходящему. Идеи-смыслы обретают свою «телесность» в новых образах человека, аккумулируются в них, становятся данностью, доступной для большинства. Проявляя себя в обликах людей, новые идеи наполняются телесностью, проникают в живую ткань культуры, превращаются в реальность, доступную для чувственного восприятия. Человек использует свое тело как инструмент для кодировки значимых смыслов. Правила общения, манеры, элементы внешности и одежды становятся материальными выразителями нематериальных идей. Они превращаются в сложную опознавательную систему, позволяющую консолидироваться людям похожих взглядов. Параллельно с созданием новых визуальных образов идут эксперименты в области создания нового языка. Авторы приводят примеры возникновения и создания таких образов на примере Великой французской революции, революционных преобразований пореформенной России, Великой российской революции, культурной революции Китайской Народной Республике. М.М. Загорулько и И.А. Петрова сформулировали общие теоретические подходы к анализу культурных революций Нового и Новейшего времени, к пониманию принципов взаимодействия "старого" и "нового" в культуре. И.А. Петрова проанализировала теоретические споры А.В. Луначарского и А.А. Богданова о возможности создания "чистой пролетарской культуры". И.К. Черемушникова обосновала значение символического образа в культуре, показала связь телесного образа с привилегированными смыслами, которые санкционирует революция, привела многочисленные примеры того, как через "образы самого себя" присваивает новые культурные смыслы и становится их носителем.

This thesis examines the provision of classroom music education in Australia and compares the situation here with those in England and Russia. In order to do this, I examine the National Review of School Music Education (2005) to gain an understanding of the current state of music education in Australia. Secondly, I review the literature published since 1967 that focuses on the state of school music education, teacher training and support in music, to understand how the issue has been dealt with over the years across Australia, in comparison to England and Russia. The empirical part of this thesis investigates further aspects which I believe the Review did not adequately address. For example, 62.74% primary and 33.78% secondary schools across Australia do not offer classroom music at all. In order to investigate in more depth the system in Australia, four major national surveys were prepared and carried out, involving 258 primary and 141 secondary school teachers who taught classroom music, 10 university lecturers from a number of Australian universities that provide pre-service training to primary school teacher trainees, and 12 teacher music advisors and consultants. The surveys identified such important matters as teachers’ musical backgrounds, formal qualifications and pedagogical training, and linked these to their perceived confidence in teaching music. It is confirmed that teachers’ musical qualifications is the major factor impacting the quality of music programs. Perceptions of pre-service and in-service training and curriculum support were also investigated. Finally, a further inquiry was made into what resources for teaching music are available in each Australian state and territory, and comparisons made across government, Catholic, and independent schools. Based on the historical and international data and the results of the surveys, suggestions are made which might enhance the delivery of music education.

In different countries, the music curricula for primary/ elementary school children has been influenced by many diverse factors including a number of progressive educational practices and a variety of psychological theories. This research gives a detailed analysis of a number of primary/ elementary school programs for general music in Australia (New South Wales, i.e. NSW), in the UK (England), in the Russian Federation and in the United States of America. The research aims to find out to what extent music education in different countries is based on or follows psychological theories of child development and progressive educational practices. Firstly, to acquire an adequate understanding of child education this research examines the philosophical roots of primary/ elementary education and a set of psychological ideas of Piaget and Vigotsky about the nature of children and the nature of knowledge. This provides insight of how children learn (the nature of learning) and the role of the teacher in learning music. Secondly, the research examines the musical content of the syllabae (the nature of subject). It critically compares the following components of curricula and syllabae: philosophy, objectives and contents including musical concepts, activities and music repertoire. This is then subjected to further analysis examining these contents in relation to theories of child development (Piaget and Vigotsky) and traditional and progressive educational practices (where it is applicable). Finally, a questionnaire is aimed at primary school teachers in NSW. These teachers are generalist teachers, there are no specialist music teachers employed as such in public primary schools in NSW. Music is taught in the NSW primary schools by class teachers. The problem is that NSW university faculties of education do not train music teachers as specialists at primary level. They only train generalist teachers. In other countries the situation is different. There are music specialists in the USA, UK and Russia teaching in primary schools. There are also such teachers in primary schools in Queensland, SA, Victoria, and WA and there are some in NSW. The questionnaire was, therefore, designed to enquire into the specific situation in NSW. Finally, issues of further investigation and research of curricula and syllabae in the primary/ elementary school are outlined.

A local classification of locally conformal flat Riemannian Einstein-like four-manifolds as well as a local classification of all locally conformal flat Riemannian four-manifolds for which all Jacobi operators have parallel eigenspaces along every geodesic is given. Non-trivial explicit examples are presented. The problem of local description of self-dual Einstein-like four-manifolds is also treated. A complete explicit solution of the St\"ackel system in dimension four is obtained., Comment: 24 pages, LaTex, no figures