Formal and informal relations in the period of transition
Formal and informal relations in Soviet industrial production informal relations in the Soviet system of production on a particular kind of love and the specificity of Soviet production the mechanism of paternalistic management of the enterprise - the limits of paternalism paternalism in Russian enterprises - our understanding the position of women in production middle management in industrial production in the transition to the market we didn't make the plan payment systems and the restructuring of production relations in Russia.
Social Networks in Post-Soviet Russia. Continuity and Change in the Everyday Life of St. Petersburg Teachers
Tiivistelmä-Referat-Abstract The articles of this dissertation examine the everyday life in post-Soviet Russia through the analysis of personal networks. The focus is laid on the socialist legacies in post-Soviet Russia: the mixtures and tensions between the patterns of thought and behaviour inherited from the socialist era and the requirements posed by the emerging new social order. The comparative data on personal networks of secondary school teachers was gathered in spring 1993 in St. Petersburg and during the springs of 1993 and 1994 in Helsinki. Forty teachers in St. Petersburg and thirty-eight in Helsinki kept a diary of their important social relations for fifteen days. In addition, a theme interview was carried out and a who-knows-whom matrix of the personal network members was constructed for each respondent. In 1996 the same study was carried out in St. Petersburg with twenty teachers, six of whom had also participated in the 1993 study, and five psychologists. The substantial results of this study show first, the continuing and distinct importance of personal networks in general and of informal exchange networks of goods, services and information in particular in post-Soviet teachers' daily life. Compared to Finns, the study reveals differences in the nature and functioning of the Russian teachers' networks and show the relative weakness of the Russian teacher's professional identity. The observed combination of their work-related networks and weakly crystallized professional identity are in line with the 'community orientation' of their organized activities. Russian teachers' solidarity seems to be rather directed towards actual members of one's own school community pupils included than in an abstract manner towards all practitioners of the same profession as is the case in Finland. This community orientation implies potential for a different kind of collective action and suggests that the Russian civil society may differ from Western ideals. Methodologically, this study shows the potential and advantages of a comparative micro-approach. It argues for the use of an empirically defined notion of personal network in studies on post-socialism and suggests more emphasis to be placed on network formation.
European Neutrality in Historical Perspective
This chapter places the neutrality policies of the established European neutral states—Austria, Finland, Ireland, Sweden and Switzerland—in historical context. It explores the origins of neutrality in the idea of non-belligerency in war and the history of neutrality in modern European international politics, highlighting the way in which quite a wide variety of states were or sought to be neutral at various points in the nineteenth century or the first half of the twentieth century. The chapter then shows how the Cold War division of Europe resulted in Austria, Finland, Ireland, Sweden and Switzerland (along with Yugoslavia) emerging as a distinctive neutral group of states between the two blocs. The chapter also reviews how the European neutral states’ foreign and security policies have adapted since the end of the Cold War. It finishes with some conclusions about neutrality in general and the neutrality of the established European neutral states in particular.