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Food insecurity is a multifaceted phenomenon, which affects an individual's life right from the embryonic stage. Being a crucial factor, it substantially impacts the pregnancy phases, including aggravating stressful pregnancy events, by compromising the adequate quantity and quality of food. Focusing on low-income countries, this review aimed to evaluate the effects of maternal food insecurity on pregnancy complications and adverse perinatal outcomes, emphasizing the socio-cultural and economic determinants associated with maternal food insecurity. Since food insecurity significantly affects pregnant women while causing maternal mental disorders and adverse feto-maternal outcomes, especially in low-income countries, it needs a comprehensive approach to address socio-cultural, economic and political confounders at local, national and global levels.

The main objective of the doctoral dissertation is to examine the social determinants of the marital and reproductive behavior of young people from Southeastern Serbia. More specifically, the research aims to examine the evaluation and practices of certain models of the marital and reproductive behavior of young people, while identifying differences toward particular socio-cultural, socio-economic and socio-demographic determinants. A combination of qualitative (in-depth interviews) and quantitative (interviewing and scaling) methods and techniques was used in the research. The sample consisted of persons aged 15 to 35 years old from Southern and Eastern Serbia (qualitative presurvey – 26 respondents; quota sample in the quantitative (main) survey – 500 respondents). The results of the research show that young people in Southeastern Serbia highly value both marriage and parenting in the traditional sense, as well as cohabitation and out-of-wedlock parenting. Although there is a discrepancy between attitudes and practices, there is an increase in cohabitation and parenting in extramarital communities among young people. Out of the examined social determinants, socio-cultural factors are dominant (marital/partnership status of respondents and their parents, type of community, parental status, level of traditionalism, family structure and family size, level of education of respondents and their parents). Among socio-economic determinants, housing status and housing (in)dependence stand out. Other socio-economic factors (employment status, income level, material situation in the family, housing conditions) do not have a unique impact, so they cannot be considered decisive for the marital and reproductive behavior of young people. The type of settlement is a significant factor, primarily when it comes to evaluating rather than practicing certain models of the marital and reproductive behavior of young people. In rural areas, marriage and parenthood are still valued in the traditional sense at the attitudinal level, while cohabitation and out-of-wedlock parenting are manifested at the practice level. The research points to a certain shift towards the individualization of young people, which is evident in highlighting certain factors for choosing a partner, in giving importance to particular reasons and conditions for cohabitation and parenting. However, it is observed that in rural youth, the process of individualization takes place more slowly and that for them it is still difficult to disconnect from traditional views.

The aesthetic approach is typical for the philosophical systems of the Antiquity, where perfection was associated primarily with the harmony of the Cosmos, and the philosophy of the Renaissance, which implies a close link between perfection and creativity. An ontological approach according to which the perfection of a person is based on the values of society, takes its origin from the philosophical studies of the Mid Modern Period. The German philosophical studies of that time which focused on the theory of moral and ethical perfectionism were analyzed. Religious definition of human desire for perfection constantly transforms along with changes in the historical progress of mankind. It is determined that the ideas of the pragmatism philosophy serve as bases for perfectionism ideas of the present. In the philosophy of pragmatism the idea of perfectionism serves not only as a worldview position, but as a definite activity guide also., Розкрито уявлення про перфекціонізм в етичному та культурологічному вимірі. Акцентовано на важливості історико-філософського аспекту проблеми перфекціонізму. Розкрито динаміку змін змісту і форм філософських концепцій вдосконалення людини у естетичній, релігійний, онтологічний площинах. Естетичний підхід є характерний для філософських систем Античності де досконалість пов’язувалась перш за все з гармонією Космосу, та філософії епохи Ренесансу, що передбачає тісний зв’язок досконалості і творчості. Онтологічний підхід згідно якому вдосконалення людини здійснюються на основі цінностей соціуму, бере свій початок з філософських студій Нового часу. Проаналізовано тогочасні філософські студії Німеччини, в центрі вивчення яких стала теорія морально-етичного перфекціонізму. Релігійне розуміння прагнення людини до досконалості постійно трансформується разом зі змінам в історичному поступі людства.

Статья предполагает анализ естественных и социокультурных факторов развития основных цивилизационных моделей - западной и восточной и, как следствие, выявление основ специфики общения в обществах данного типа. Поскольку общение реализуется через социальное взаимодействие и детерминировано социальными связями того или иного общества, авторы обосновывают определяющие факторы развития Запада (благоприятные природно-климатические условия, хорошие природные ресурсы, относительно небольшая территория, открытость для нововведений, высокий уровень развития экономики, частная собственность, католицизм и протестантизм и т.д.) и Востока (консерватизм земледельческой культуры, кочевое скотоводство, родоплеменная организация, сезонность деятельности, неразделенность человека от природы, неравномерное распределение природных ресурсов, коллективизм, идеократизм и т.д.). Данные факторы представляют собой технологический компонент развития Запада и человеческий компонент развития Востока, и определяют характер и особенности социальных связей в рассматриваемых обществах. Они способствуют формированию таких черт западного человека, как трудоголизм (постоянная реализация трудовой деятельности), индивидуализм (отсутствие коллективизма, личная и экономическая свобода), рационализм, экстравертированность (открытость к внешнему миру и к изменениям в себе), целерациональность (ожидание эффективного результата деятельности), и таких черт восточного человека, как коллективизм, интровертированнсть сознания, идеализм, пассивность, консерватизм). В западном обществе социальные связи имеют более формализованный и регламентированный характер, а также ориентированы в большей степени на личностный успех, нежели на коллективизм и традиции, свойственные Востоку. Используя ретроспективно-компаративный анализ, применяя методы аналогий, экстраполяций, генетический, системный, структурно функциональный, авторы обосновывают базисные (целерациональный и ценностно-рациональный) типы социального действия как основы межличностного общения в западной и восточной среде. Принимая то, что все культуры экологичны по своей природе, следовательно все социокультурные компоненты объективны и естественны, можно предполагать различные типы взаимоотношений людей в зависимости от совокупного действия комплекса различных факторов., The article assumes an analysis of the natural and sociocultural factors of the development of the main civilizational models - the western and eastern and, as a result, the identification of the basis of the specificity of communication in societies of this type. Since communication is realized through social interaction and is determined by the social connections of this or that society, the authors substantiate the determining factors of the development of the West (favorable climatic conditions, good natural resources, relatively small territory, openness for innovations, high level of economic development, private property, Catholicism and Protestantism, etc.) and the East (conservatism of agricultural culture, cattle breeding, tribal organization, seasonality is active ty, undivided man from nature, the uneven distribution of natural resources, teamwork, ideokratizm etc.). These factors are the technological component of the development of the West and the human component of the development of the East, and determine the nature and characteristics of social ties in the societies in question. They contribute to the formation of such features of a Western person as workaholism (constant implementation of labor activity), individualism (lack of collectivism, personal and economic freedom), rationalism, extroversion (openness to the outside world and to changes in oneself), selectivity (expectation effective result of activity), and such traits of an eastern person as collectivism, introverted consciousness, idealism, passivity, conservatism). In Western society, social ties are more formalized and regulated, and are also focused more on personal success than on collectivism and traditions characteristic of the East. Using reparative-comparative analysis, using the methods of analogies, extrapolations, genetic, systemic, structurally functional, the authors substantiate the basic (purpose-oriented and value-rational) types of social action as the basis of interpersonal communication in Western and Eastern environments. Assuming that all cultures are ecological in nature, therefore all sociocultural components are objective and natural, we can assume various types of human relationships depending on the cumulative effect of a complex of various factors., №4(124) (2019)

The education system of ancient Greece provided for primary, secondary and higher education, the latter was represented by such educational institutions as ephebic, sophistic, rhetorical and philosophical schools. Teaching skills were low for elementary edu­cation, but at the level of higher education, both teaching practice and pedagogical theory. The outer components of education and teaching skills development in Ancient Greece were technic-and-economic progress and political expansion, democratic form of government, and a way of life that demanded all-sided education. The inner factors (norms and values) were Homerus’ epos as ethical ideal that “educated Greece”, the culture of men’s closed society, widely spread personal freedoms, agonistic spirit of society, success and glory cult, develop­ment of rational thinking and science, the widely spread belief in value of education, the ideal of a well-educated person., Система образования Древней Греции предусматривала началь­ное, среднее и высшее образование, последняя была представлена такими образова­тельными институтами, как эфебии, софистические, риторические и философские школы. Преподавательское мастерство было низким для элементарного образования, но на уровне высшего – активно развивается как преподавательская практика, так и педагогическая теория. Внешними факторами развития образования и преподава­тельского мастерства в Древней Греции являются технико-экономический прогресс и политическая экспансия, демократическая форма правления, уклад жизни, который требовал разносторонней образованности. Внутренними (нормы и ценности) – гоме­ровской эпос как этический идеал, который «воспитал Грецию», культура закрытого мужского клуба, распространенность личностных свобод, агонистический дух обще­ства, культ успеха и славы, развитие рационального мышления и науки, распростра­ненность убеждения о ценности образования, идеал разносторонне образованной лич­ности., Розглянуто систему освіти Стародавньої Греції, що передбачала початкову, сере­дню та вищу освіту, остання була представлена такими освітніми інститутами, як ефебії, софістичні, риторичні та філософські школи. З’ясовано, що викладацька майстерність була низькою для елементарної освіти, але на рівні вищої – активно розвивалася як викла­дацька практика, так і педагогічна теорія. Визначено, що зовнішніми чинниками розвитку освіти та викладацької майстерності у Старода­вній Греції є техніко-економічний прогрес та політична експансія, демократична фо­рма правління, уклад життя, який вимагав різ­носторонньої освіченості. Внутрішніми (норми та цінності): гомеровський епос як етичний ідеал, що «виховав Грецію», куль­тура закритого чоловічого клубу, пошире­ність особистісних свобод, агоністичний дух суспільства, культ успіху та слави, роз­виток раціонального мислення та науки, розпо­всюдженість переконання про цінність освіти, ідеал різносторонньо освіченої особи­стості.

Розглянуто систему освіти Стародавньої Греції, що передбачала початкову, середню та вищу освіту, остання була представлена такими освітніми інститутами, як ефебії, софістичні, риторичні та філософські школи. З'ясовано, що викладацька майстерність була низькою для елементарної освіти, але на рівні вищої – активно розвивалася як викладацька практика, так і педагогічна теорія. Визначено, що зовнішніми чинниками розвитку освіти та викладацької майстерності у Стародавній Греції є техніко-економічний прогрес та політична експансія, демократична форма правління, уклад життя, який вимагав різносторонньої освіченості. Внутрішніми (норми та цінності): гомеровський епос як етичний ідеал, що "виховав Грецію", культура закритого чоловічого клубу, поширеність особистісних свобод, агоністичний дух суспільства, культ успіху та слави, розвиток раціонального мислення та науки, розповсюдженість переконання про цінність освіти, ідеал різносторонньо освіченої особистості. The education system of ancient Greece provided for primary, secondary and higher education, the latter was represented by such educational institutions as ephebic, sophistic, rhetorical and philosophical schools. Teaching skills were low for elementary edu-cation, but at the level of higher education, both teaching practice and pedagogical theory. The outer components of education and teaching skills development in Ancient Greece were technic-and-economic progress and political expansion, democratic form of government, and a way of life that demanded all-sided education. The inner factors (norms and values) were Homerus’ epos as ethical ideal that "educated Greece", the culture of men’s closed society, widely spread personal freedoms, agonistic spirit of society, success and glory cult, develop-ment of rational thinking and science, the widely spread belief in value of education, the ideal of a well-educated person.

The work is a study of the role of natural factors (psychophysical and socio-cultural) that influenced the shape of the spiritual life of Saint. Albert Chmielowski (1845–1916). Although the first cause of his spiritual life was supernatural grace, natural factors also influenced to some extent the way it was manifested. In the analysis of psychophysical factors affecting the spiritual life of Brother Albert, in which psychological theoretical models have been used (RB Cattell’s sixteen-factor model, P. Costa and R. McCrae’s five-factor model, GW Allport’s criteria of personality maturity and the K. Dąbrowski’s theory of positive disintegration), showed their influence on some areas of Saint. Albert’s spiritual life. Similarly, socio-cultural factors (including the role of the family environment, participation in the armed struggle, artistic activity, and the impact of culture and society at the turn of the 19th and 20th centuries in Poland and in the world) influenced in a bottom-up manner on creating Chmielowski’s spiritual profile. The richness of his nature (artistic talents, various experiences, and especially experienced suffering) bore fruit thanks to the cooperation with grace, deep spiritual life, which was a synthesis of active service with a contemplative life, the centre of which was Humble Christ (Ecce Homo). The thesis, referring to the theological axiom: “grace builds on nature and improves it”, shows the complex and broad influence of various natural dynamisms which God uses to develop human’s talents, bringing him to holiness. For the people interested in Saint Albert’s spirituality and Polish spirituality in the late 19th and early 20th centuries the publication can help to understand the process of developing the spiritual life against the background of an epoch. The study can also serve the congregations founded by Saint Albert for which a deepened study of their founder’s spiritual personality and its psychophysical and environmental conditions is always valid. The research on the determinants of the spiritual life can also be useful for monastic, seminary teachers or the leaders of religious groups showing that for spiritual formation it is crucial to take the human development into account (e.g. the knowledge of personality features and alumni’s typical conditions). The work can also be used by psychologists, psychotherapists and teachers that take into consideration the spirituality in developing some attitudes and working on the integral development of others. Both the historians and art historians making a research into Adam Chmielowski’s artistic biography can find some hints referring to the connections between the culture, art and the spiritual life.

Позитивними факторами розвитку освіти та викладацької майстерності у Стародавній Греції були визнання греками цінності освіти, а також, певною мірою, розселення греків. Негативними факторами, що впливали й на систему освіти, були втрата Грецією своєї незалежності, економічний занепад, а також втрата населенням позитивної віри в свої власні сили для досягнення успіху, зменшення особистісних свобод. Найбільш значущими є втрата ідеалу різносторонності грецької освіти, а також розквіт релігійного світосприйняття та згасання раціонального, наукового мислення. The analysis of education development in historical retrospective is a topical problem in pedagogy theory and practice for it enables the study of the available experience, outlining certain tendencies and regularities in forming, evolvement, and decline of education systems in different epochs. The Ancient Greece education system of Hellenic and Roman periods preserves the settled forms of primary secondary, and higher education shaped in the classical period. The education gets quantitative development through geographic encompassing of Mediterranean states, while simultaneously the state of stagnation in education system, caused by the crisis in Greek culture, entailed negative consequences for intellectual life, and finally led to its decline. When creative sources in mathematics, astronomy, physics, and philosophy dry out, this tells on quality of education and it loses the inspiration for contents renewing, for perfection. Dispersing of Greeks had contradictory consequences: spreading of education on the one hand, and “brains emigration” from Hellada on the other hand. The positive factor that contributed to the spread of education, traditions of “obligatoriness” of education for young people was the feeling of great esteem to education, Greeks’ aspiration for knowledge, recognition of the value of education and intellectual work by broad strata of population. The negative factors of gradual decline were both political-and-economic (the loss of independence by Greece together with political freedoms and democratic form of government; internal and external wars; class struggle; decrease in the level of life and poverty) and psychological aspects (loss of positive belief in their strengths and diminishing personal freedoms). The most significant negative factors were the prevalence of verbosity in the education contents, decline in studying music, gymnastics, and sciences by young people (that is, the loss of the ideal of versatility of Greek education for the populace; emergence of narrow specialization in sports, music, sciences), as well as boom in religious perception of the world and decline in scientific thinking.

International audience; Kenya has participated in the Commonwealth games since 1954, the Olympics since1964, the All African Games since 1965 and the World championship since 1983. The tradition of dominance in middle and long distance running began in the 1968 Mexico City Olympics. The total medal tallies in men track events (800m-10,000m) in Olympic Games (excluding boycotted Games of 1976 & 1980) stands at 86 medals, of which 56 are from long distance events (http/www.iaaf.org). This athletic performance of Kenyan middle and long distance runners has led to a series of studies. Many researchers have sought to explain the runners' success at international level. Many of these studies were based on biological characteristics and ethnic traits of middle and long distance athletes. The social sciences have been under represented in the search to explain this phenomenon. Many studies have not considered Kenyan middle and long running abilities as a socially constructed reality. Data for this paper was sought from secondary sources including written and audiovisual support materials. Articles on Kenyan middle and long distance running were reviewed. This included internet browsing of information materials on historical and socio-cultural determinants of athletic abilities among Kenyan middle and long distance runners. This paper therefore sought to document the historical and socio-cultural environment responsible for promoting middle and long distance running abilities.

One would believe that with the increasing importance attached to consumers in contemporary affluent societies, the difficulty to understand today's 'butterfly' or 'unmanageable' consumers seems to double simultaneously. Modern consumers defy traditional segmentation by age, gender or income. Classical criteria to distinguish different homogeneous groups of consumers with corresponding behavioral intentions and patterns, have lost much of their explanatory power. Hence, the behaviour of the inhabitants of modern consumer society can no longer be understood by 'straight' and measurable segmentation criteria only. In order to meet the complexities of modern consumer behaviour, it is suggested that we need to improve our understanding of socio-cultural and socio-psychological influences on consumer choices. Such are awarded to be supplementary to socio-demographic (e.g. age, gender) or socio-economic (e.g. income, occupation) criteria, which are traditionally used in consumer studies. Our contribution to this quest for new perspectives, in which consumption is both seen as an economic/materialistic and a socio-cultural/attitudinal phenomenon, is called the consumer images approach. The underpinnings of this approach are the dimensions materialism/nonmaterialism and individualism/collectivism. Based on these two dimensions, four consumer images are distinguished in a four-quadrantic continuum. This implies that consumer images are not another set of taxonomies to 'box in' consumers. The consumer images approach is in tune with lines of thought in the recent renaissance of the sociology of consumption. To illustrate this, a presentation of the multifaceted consumer will be given that is interlarded with quotations from several new studies on contemporary consumerism which give evidence of the current vitality of scholarly interest in consumption.

Beginning with France in the 1950s, alcohol consumption has decreased in Southern European countries with few or no preventive alcohol policy measures being implemented, while alcohol consumption has been increasing in Northern European countries where historically more restrictive alcohol control policies were in place, even though more recently they were loosened. At the same time, Central and Eastern Europe have shown an intermediate behavior. We propose that country-specific changes in alcohol consumption between 1960 and 2008 are explained by a combination of a number of factors: (1) preventive alcohol policies and (2) social, cultural, economic, and demographic determinants. This article describes the methodology of a research study designed to understand the complex interactions that have occurred throughout Europe over the past five decades. These include changes in alcohol consumption, drinking patterns and alcohol-related harm, and the actual determinants of such changes. Łukasz Wieczorek

This diploma thesis is dealing with the influence of culture on the foreign policy of Venezuela, showing how socio-cultural determinants are reflected in formation and ideological basis of foreign policy and its realizing on the international stage. The thesis is divided into two parts - the first part is dedicated to the characteristic of venezuelan national culture in general, based on surveys of Hofstede and Inglehart, and in particular, based on such a phenomenon as caudillism, populism and personality cult of Simon Bolívar. The second part of the thesis is handling with the political-economic development in the second half of 20th century. The emphasis is on how the politics in Venezuela which has changed profoundly with the election of Hugo Chávez is reflected in the foreign policy of Venezuela.

El estudio del lenguaje de la mujer a partir de datos más o menos empíricos no es algo nuevo. Con el paso del tiempo ha evolucionado no sólo la forma en que dichos estudios se llevan a cabo, sino también la interpretación que tiene lugar a partir de los datos obtenidos. En este trabajo pretendemos hacer un repaso de los estudios más relevantes que se han hecho en los últimos años y analizar la evolución que ha sufrido la situación de la mujer en la sociedad de forma paralela a los mismos. Mantenemos que estos dos fenómenos están íntimamente relacionados. Women's language has been for a long time the subject of empirical approaches based on an analysis of fundamentally quantitative data. However, both the data and the method of analysis have not always been as scientific and objective as their authors claimed they were. With the passage of time this type of studies has evolved not only in its methods, but also in the interpretations drawn from the data obtained. Not surprisingly, the conclusions usually run parallel to the philosophic trends in society when the analysis was carried out. We attempt to have a closer look and revise the evolutíon of women's role in society from the interpretation of studies on language and gender. We finally maintain the hypothesis that both phenomena are inextricably related.