What changes in family and marital relations does the author highlight? Name any three of them.
The answer may include the following changes: 1) the diversity of family forms has increased; 2) people marry less willingly; 3) people get married at a later age; 4) the divorce rate has increased significantly; 5) the number of single-parent families has increased
From the social studies course you know that the family is considered as a small group and as social institution. Name two characteristics of a family as a small group that the author identified. Based on social science knowledge, indicate any three functions of the family as a social institution.
The response must contain the following elements:
1) two characteristics are named: - this is a group of people related by direct family relationships; – adult family members assume responsibility for caring for children.
2) functions are indicated, for example: – educational; – economic; – reproductive; – economic; – emotional; – social status.
The author notes the increasing diversity of family forms. Identify the two family forms mentioned in the text. Based on social science knowledge, give examples of any two other forms of family. Indicate the distinctive feature of any of them.
The response must contain the following elements:
1) two forms of family: – extended; – nuclear;
2) examples, let’s say: – patriarchal; – partnership (democratic).
3) a distinctive feature, for example: – a feature of a partnership-type family is the equality of spouses; – a sign of a patriarchal family is the primacy of the father of the family.
DEFINITION
What meaning do lawyers put into the concept "civil marriage"? Using knowledge from a social science course, make two sentences: one sentence containing information about the conditions of marriage, and one sentence revealing the features of the property rights of the spouses.
Explanation.
The correct answer must contain the following elements
1) the meaning of the concept, for example: “Civil marriage is a form of relationship between a man and a woman, when they live together, run a joint household, their relationship is legalized legally, but not in the church.”;
2) one sentence with information about the conditions for marriage, based on knowledge of the course, for example: “One of the conditions for marriage is the mutual voluntary consent of a man and a woman to enter into marital relations»;
3) one sentence, based on knowledge of the course, revealing the features of the property rights of spouses, for example: “The property that belonged to each spouse before marriage, as well as personal items, are their personal property and are not divided during a divorce.”
ILLUSTRATIONS
Name and illustrate with examples any three grounds for declaring a marriage invalid, provided for by the Family Code of the Russian Federation.
Explanation.
The correct answer can name and illustrate the following grounds for declaring a marriage invalid:
1) if the marriage is concluded between persons, at least one of whom is already in another registered marriage (Mikhail, while outside the Russian Federation, entered into marriage while in another marriage registered in the Russian Federation);
2) the marriage was concluded between close relatives (Alexey and Svetlana got married, being half-brother and sister);
3) the marriage was concluded between the adoptive parent and the adopted child (Vladimir married Nina, whom he adopted);
4) at least one of those entering into marriage was declared incompetent (Ksenia, declared incompetent by the court, married Nikolai);
5) the marriage was concluded without the purpose of creating a family (Pavel married Valentina in order to obtain registration in Moscow.
Name and illustrate with examples any three grounds for divorce in judicial procedure.
Explanation.
The correct answer can name and illustrate the following grounds for divorce in court:
1) the presence of common minor children between the spouses (Ivan and Elena filed an application for divorce by mutual consent. Since the spouses have a common daughter, 6-year-old Vera, the marriage will be dissolved in court);
2) lack of consent of one of the spouses for divorce (Valentina filed an application for divorce from Mikhail. Since Mikhail objects to the divorce, the divorce case will be considered by the court, which will examine the possibility of reconciling the spouses and preserving the family);
3) evasion of one of the spouses from the dissolution of the marriage in the registry office (Irina filed an application for divorce with Vladimir to the registry office. The spouses do not have common children, and Vladimir does not object to the dissolution of the marriage, but does not appear at the registry office for divorce. In connection with Vladimir’s evasion of divorce in the registry office will cause the divorce case to be considered in court).
Name and illustrate with examples any three circumstances that prevent marriage, provided for by the Family Code of the Russian Federation.
Explanation.
The correct answer can name and illustrate the following circumstances that prevent marriage:
1) being in another registered marriage (Fyodor invited Svetlana to marry him, however, since Svetlana was married, the marriage between her and Fyodor could not be registered until the official dissolution of Svetlana’s previous marriage);
2) close relationship (Ivan and Sophia cannot marry, since they are brother and sister);
3) marriages between adoptive parents and adopted children are not allowed (Semyon cannot marry Ekaterina, whom he adopted, despite the lack of blood relationship between them);
4) incapacity of a person as a result mental disorder(Nikolai and Tamara cannot register their marriage, since Nikolai was declared incompetent by the court as a result of a mental disorder).
Science as a social institution is a system of scientific organizations and institutions.
Social organizations are characterized by the following characteristics:
1. presence of a goal;
2. distribution of organization members by roles and statuses;
3. division of labor, specialization in professional basis;
4. construction on a vertical hierarchical principle with the allocation of control and controlled subsystems;
5. availability specific means regulation and control of the organization’s activities;
6. the presence of an integral social system.
The social essence of an organization is manifested in the realization of its goals through the achievement of personal ones. Without this connection, a union between the whole (organization) and the part (person) is impossible. People will be part of an organization only if they have the opportunity to receive a salary, communicate, have the opportunity for professional growth, etc.
The purpose of science as a social institution is the production of new knowledge, the application of new knowledge in production, in everyday life, in culture.
There is a hierarchical structure in science: academician, doctor, candidate of sciences, senior researcher, laboratory assistant have their own job responsibilities, the roles they must perform.
In addition, there are scientific standards for obtaining, processing and analyzing scientific information, verified by previous research practice.
Science includes a network of institutions: academies of sciences, research and development institutes, laboratories and bureaus, botanical gardens, experimental stations, scientific communities, libraries, coordination and planning bodies scientific research, publishing houses, etc. and means to achieve goals, in particular scientific equipment.
Science as a social institution has a system of sanctions: rewards, punishments (awarding academic titles, positions, recognition of copyright, etc.), as well as the presence of specific means of regulation and control. There are acts on the introduction of this or that scientific innovation, the Academy of Sciences plays a regulatory role in the form of regulations issued by it, etc.
Science as a social institution is connected with other social institutions of society: production, politics, art.
In addition to the explicit functions performed by science described above, there are implicit (hidden) functions: in particular, such a hidden function for a long time, for example, in the USSR-Russia, there was prestige in doing science, scientists belonging to the spiritual elite.
Science as a social institution is in constant change: old institutions and organizations are closing, new ones are emerging. The process of formation of new institutions is called institutionalization.
Science as a social institution arose simultaneously with the advent of science.
Already in the era of antiquity, the first scientific institutions appeared in the form of private schools, scientific communities under the patronage of famous thinkers or at churches. So everyone knows: the Pythagorean society, where the pursuit of science was given an honorable first place, Plato's scientific academy, where he taught for 40 years, Aristotle's Lyceum, the school of Hippocrates.
In the Hellenistic era, the prototype of the first medieval universities was the School of Scholars of Alexandria at the Library of Alexandria (museum), which contained about 500,000 books. Creation of a unique library, influx of scientists and manuscripts from different countries caused significant development of mathematics, mechanics, and astronomy.
In the Middle Ages, similar schools existed in monasteries. In the late Middle Ages, theological universities arose: the University of Paris (1160), Bologna, Oxford (1167), Cambridge (1209), Padua (1222), Naples (1224), Prague (1347), etc.
The main feature of these scientific organizations was that scientific disciplines studied here in general, without specialization. The main attention was paid to humanitarian knowledge. Only at the end of the 17th century. Natural science and technical disciplines are beginning to be taught at universities.
Becoming modern science, which occurred in modern times, was marked by the creation of academies. In 1603, the “Lynx Academy” was created in Rome - from the motto “the eyes of a scientist should be as keen as the eyes of a lynx.” In this academy, in the spirit of Galileo's teachings, lectures were given and individual experiments were carried out.
But an academy in the fuller sense of this concept was the Royal Society of London, organized in 1660, the Paris Academy of Sciences - 1666, the Berlin Academy of Sciences - 1700. As a result, by the end of the 17th century. Most European scientists were members scientific academies and societies.
In 1724, the Academy of Sciences was founded in St. Petersburg. It was government agency, well equipped for that time with scientific equipment: there was an astronomical observatory, a chemical laboratory, and a physics office were equipped. The greatest scientists of that time worked here - M.V. Lomonosov, L. Euler and others. In 1775, on the initiative of M.V. Lomonosov, Moscow University was opened.
At the end of the XVIII - early XIX centuries the process of uniting researchers working in various fields of knowledge received further development: physical, chemical, biological and other scientific communities emerge: “French Conservatory of Technical Arts and Crafts” (1795), “Meeting of German Naturalists” (1822), “British Association for the Advancement of Progress” (1831), etc. They provided material support in carrying out any experiments by novice scientists.
In the 18th century The general growth of science and information, the spread of experimental methods and the complication of their technology, and the increasing labor intensity of scientific research led to the emergence of stable, permanent scientific teams. Laboratories, departments, and institutes appear as a reaction to the need for collective activity.
At the end of the 18th century. There is a need for the training of experienced experimental scientists: in particular, the Polytechnic School in Paris (1795), where Lagrange, Laplace, Carnot and others taught. At the same time, scientific teams emerged, uniting several scientists and their assistants in one scientific laboratory (the prototype scientific school). The creation of scientific schools was determined by the insufficient preparedness for research activities of university students who had not received higher education within the walls. educational institutions practical skills necessary for experimental work.
In the middle of the 19th century. From the general structure of scientific institutions, research units (laboratories) are finally distinguished, developing more or less narrow areas of science: the Cavendish Laboratory in Cambridge, etc. Here, in addition to managers, not only technicians and laboratory assistants work, but also research fellows. In the second half of the 19th century. Similar laboratories are moving from academies to higher education institutions: they are appearing in universities in Germany, Russia, France and other countries. There is a parallel existence and competition between scientific teams-laboratories and individual scientists.
Science is acquiring the features of a mature organism, the profession of a scientist is firmly rooted in society, and the need for targeted training of scientific personnel arises. At the beginning of the twentieth century. a wide network of research laboratories and institutes not related to the educational process, independent of higher educational institutions, is emerging. Numerous scientific teams emerged that received the status of laboratories, departments, etc.; the organization was formally established by official documents. But informal scientific groups that do not have legal rights - scientific schools - survived and continued to exist.
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Help urgently! and got the best answer
Answer from Aunt Motya[guru]
Education as a social institution
A social institution is an organized system of connections and social norms that brings together significant social values and procedures that satisfy the basic needs of society. Any functional institution arises and functions, fulfilling one or another social need.
Each social institution has both specific features and common features with other institutions.
The characteristics of the educational institution are:
1. attitudes and behavior patterns - love of knowledge, attendance
2. symbolic cultural signs - school emblem, school songs
3. utilitarian cultural features - classrooms, libraries, stadiums
4. oral and written code - rules for students
5. ideology - academic freedom, progressive education, equality in education
Education is a social subsystem that has its own structure. As its main elements, we can distinguish educational institutions as social organizations, social communities (teachers and students), the educational process and a type of sociocultural activity.
M. S. Komarov "Education as a social institution."
The following four functions of the educational institution have the greatest cultural and social significance.
1. Transmission and dissemination of culture in society is the first and most significant of them. Its essence lies in the fact that through the institution of education there is a transfer from generation to generation of cultural values, understood in the broadest sense of the word (scientific knowledge, achievements in the field of art and literature, moral values and norms of behavior, experience and skills inherent in various professions and etc.). Throughout human history, education has been the main source of knowledge, the most important tool for enlightening society. Let us also not forget that the culture of each nation has its own national-ethnic characteristics, and therefore the education system plays an exclusive role important role in maintaining and preserving the national culture, its inimitable and unique features, by joining which the individual becomes the bearer of the national psychology and national consciousness of a given people.
2. The function of socialization, or the formation of attitudes, value orientations, and life ideals that dominate society in the younger generation. Thanks to this, young people are introduced to the life of society, socialized and integrated into social system. Teaching the native language, the history of the fatherland, the principles of morality and ethics serve as a prerequisite for the formation of a generally shared system of values accepted in a given society and culture among the younger generation. The younger generation learns to understand other people and themselves, and becomes a conscious participant in public life. The content of the process of socialization and upbringing of children carried out by the education system largely depends on the value standards, morality, religion and ideology prevailing in society. In pre-industrial societies, religious education was an integral part schooling. In a modern industrialized society, religion (church) is separated from the state, under whose control is the formal education system, therefore religious education and upbringing is carried out either within the family or in special non-state educational institutions.