Bibliography: Russia (page 131 of 140)

This bibliography is selected and organized by the Russia is NOT the Enemy website.  Some of the authors featured on this page include Lloyd deMause, Morges (Switzerland). World Confederation of Organizations of the Teaching Profession, William Francis Mackey, Atlanta Cable News Network, Lannis Temple, Valts Sarma, Ulrich Grochtmann, IWGIA Newsletter, Barbara Taragan, and Edwin J. Hallanan.

Anderson, William; Zharkov, D. S. (1981). Library Services to Hospital Patients and Handicapped Readers Libraries and the Deaf–The Hidden Society [and] Social Achievements of the RSFSR in Providing the Blind with Books. The first of two papers presents suggestions on library services for the deaf by a British university lecturer, and the second provides an enumeration of Russian achievements in providing the blind with books. Based on an outline of the personal and social implications of deafness and unawareness of the deaf on the part of libraries and the general public, the first paper recommends that public libraries initiate education for deaf children in the use of the library, establish contacts with organizations of the deaf, furnish information resources for the deaf, arrange training for staff who will be serving the deaf, and generally encourage those with hearing disabilities to recognize the library as an information provider. Four references are given. The second paper covers publishing and library services for the blind in the Russian Federation (RSFSR). Information is presented on the organization and services of the centralized network of special libraries for the blind and the publication of braille literature and audio recordings or "readers" for the blind on a state-planned basis utilizing the financial resources of the All-Russia Society of the Blind (ARSB). The activities of the Republican Central Library for the Blind are also outlined. Statistical data are provided. Descriptors: Audiotape Recordings, Braille, Foreign Countries, Hearing Impairments

Catlaks, Guntars; Sarma, Valts (1996). Civic Education for Democracy in Latvia: The Program of the Democracy Advancement Center. ERIC Digest. In May 1990, the Republic of Latvia declared the restoration of its independence from the Soviet Union. After that declaration, many Latvians began to reform their schools' curricula and teaching methods. They replaced Soviet-era citizenship courses with new teaching materials and methods appropriate for educating the young citizens of a constitutional democracy. The Democracy Advancement Center (DAC) in Riga, Latvia, founded by Rusins Albertins of the United States, is just one of many civic education projects to emerge in the rush to reform Latvian education. Since 1993, the DAC has designed and developed materials for a new course in civic education at the upper-primary levels of school–the eighth and ninth grades. The DAC staff has been active in promoting civic education in the lower-primary grades as well. Course content stresses interaction between citizens and their constitutional government. Teaching methods emphasize active learning instead of passive reception of information. Teacher training for civic education is another critical component of the DAC's mission, and they have conducted numerous workshops and seminars for teachers in schools in Latvia since 1994. The DAC's relationships with colleagues in other countries–the United States, Poland, Estonia, the United Kingdom, Lithuania, The Netherlands, and Russia–have been crucial to its success. Present and future challenges for the DAC include further promotion and development throughout Latvian Society of knowledge, skills, and attitudes necessary for effective and responsible citizenship in the constitutional democracy of the Republic of Latvia. Contains 12 references.   [More]  Descriptors: Citizenship, Citizenship Education, Civics, Curriculum Development

Kalvemark, Torsten, Ed.; van der Wende, Marijk, Ed. (1997). National Policies for the Internationalisation of Higher Education in Europe. Hogskoleverket Studies 1997:8 S. This report presents an overview and analysis of national policies for internationalization in higher education in Europe over the last 10 years. The study examined six major issues: (1) fundamental political ideas and commitments underpinning national policies; (2) priorities for national policies and motives for their setting; (3) procedures used in the development of national policies; (4) policy implementation; (5) changes in national higher education systems as a result of the internationalization process; and (6) assessment of how national policy affects or is affected by international/multilateral initiatives. The first chapter, titled "Missing Links: The Relationship between National Policies for Internationalisation and Those for Higher Education in General," and the penultimate chapter, "International Comparative Analysis and Synthesis", both by Marijk van der Wende, identify trends and compare the national policies reviewed. The intervening nine chapters review the policies of the following nations or areas: Austria, Denmark, Finland, Germany, Greece, the Netherlands, Sweden, United Kingdom, and Central and Eastern Europe and Russia. The final chapter summarizes the main findings of this study, noting the growing importance of economic motives for internationalization policies, the diminishing conceptual disconnection between internationalization policies and general higher education policy, and the enhanced influence of institutional and market forces. (Individual chapters contain references.)   [More]  Descriptors: Change Strategies, Comparative Analysis, Educational Change, Educational Policy

World Confederation of Organizations of the Teaching Profession, Morges (Switzerland). (1992). The Social Protection of Teachers in Europe. Papers presented at a Workshop of the World Confederation of Organizations of the Teaching Profession (Budapest, Hungary, May 9-11, 1992). This report focuses on social protections of teachers in Europe, synthesizes responses to a questionnaire by 18 European members of the World Confederation of Organizations of the Teaching Profession (WCOTP), and provides an overview of a variety of situations in European countries. The report includes a list of organizations/countries which replied to the questionnaire and information provided by each country. Eight topics are examined as follows: (1) health insurance contributions, reimbursement, sick leave, and legislation; (2) maternity insurance, leave, adoption, paternity, and work conditions; (3) family allowances and what assistance is for; (4) handicapped in the profession; (5) pensions; (6) unemployment protection; (7) death rights and benefits to beneficiaries; and (8) the position of trade union policy in relation to existing social systems, and persons in charge of social protection. Also included are: a draft recommendation on the social protection of teachers; reports on "The Social Protection Role and Economy" in Denmark, France, and Hungary; "Social Protection from a State Perspective" (Norway); "The Right of Teachers" (Poland); and reports on "The Social Protection of Teachers" in Russia, Sweden, and Turkey.   [More]  Descriptors: Elementary Secondary Education, Foreign Countries, Fringe Benefits, Health Insurance

Mackey, William Francis (1973). The Bicultural Education Movement. The increase in world interest in bilingual/bicultural education is a result of decline of colonialism and political imperialism; the rise of new national states, minorities, and internationalism; and the democratization of education. Formerly, bilingual education was the privilege of the elite; now it is the expression of a demand for recognition by the speakers of dialects. In considering bilingual education around the world today, it is evident that there is a complex interaction between the school, the local authorities, the attitudes of the community, and the comparability of resources. The bilingual education situation in the world generally breaks down into those countries balancing between the need for development of a local language and the economic need for a world language, such as the Phillipines, Indonesia, Burma, Ceylon, Pakistan, and many of the African nations; those countries coping with the complex educational situation of many dialects and languages, such as China, Russia, India, Czechoslovakia, and Yugoslavia; and those countries in which minority groups are attempting to establish school programs in their own languages, such as the British Isles and the United States. In other cases, bilingual education is the means of preserving the identities of constituent groups of approximately equal size and political power, such as in Switzerland and Belgium. Descriptors: Biculturalism, Bilingual Education, Bilingual Schools, Bilingualism

Commission on Preservation and Access Newsletter (1994). The Commission on Preservation and Access Newsletter. 1994. The Commission on Preservation and Access was established in 1986 to foster and support collaboration among libraries and allied organizations in order to ensure the preservation of the published and documentary record in all formats and to provide enhanced access to scholarly information. The Commission's newsletter keeps the preservation and access professional updated on current developments, issues, and technologies. This document consists of all 11 issues of this newsletter published in 1994 (November-December was a combined issue). 1994 highlights include: "Cornell Submits Final Report On Digital Technologies Testbed" (January); "Working Paper on the Future" (February); "Developing a European Commission on Preservation and Access" (March); "New Report on Authenticity of Preserved Electronic Information" (April); "American Institute for Conservation (AIC), Commission Exploring Joint Concerns" (May); "Carnegie Supports Study of Implications of Technologies" (June); "M. Stuart Lynn Assumes Commission Presidency" (July); Summary reports of the Medieval Academy of America Committee on Library Preservation and the Scholarly Advisory Committee on Art History (August); "A Science Review: Research on Paper Aging" (September); "Russia Reports on Preservation Reformatting, Collaboration" (October); and "Magnetic Media Partnership to Develop Management Tool" (November-December 1994). Descriptors: Access to Information, Electronic Text, Futures (of Society), Information Industry

Barker, Bruce O.; Christian, Duane (1987). A Study to Report the Teaching about Japan in Secondary World History Classrooms in Texas, Oklahoma, and Louisiana. This study assessed the extent to which information about Japan is taught in secondary world history classrooms in Texas, Oklahoma, and Louisiana. The sample used for this study was 475 world history teachers, randomly selected, in K-12 school districts scattered across Texas, Oklahoma, and Louisiana. A 21-item questionnaire was mailed to each of the teachers. Responses were received from 195 teachers. The Statistical Analysis System (SAS) computer program for the social sciences was used to list the frequency distributions and to calculate the mean, standard deviation, and range for each of the variables taken from the questionnaire. From the study sample, it was determined that the amount of teaching time devoted to the study of Japan varies significantly among teachers. While world history teachers spend between six to seven class hours teaching about Japanese history, little time is given to teaching about Japan's economic growth or about its role as a world trade leader. Teachers reported that only about one-third of their students are likely to view an educational film or filmstrip on Japan, and few of their students hear guest lecturers on Japan. However, teachers rank the importance of teaching about Japan rather high. Only teaching about Russia and China were rated as more important topics.   [More]  Descriptors: Area Studies, Asian History, Foreign Countries, History Instruction

Taragan, Barbara (1993). Realms of the Russian Bear. Nature. Teacher's Guide. This curriculum guide was developed for use with public television's Nature series. The materials in the guide are designed to help students actively participate in the study and experience of nature. Students are encouraged to view the programs as naturalists would, observing animals in their environment, noting their behavior, examining factors that affect their health, and drawing conclusions. Each lesson in the Teacher's Resource Guide includes: (1) a "Program Overview" that presents background information and brief synopses of the program to be viewed; (2) "Objectives" that provide the teacher with measurement goals; (3) "Vocabulary" that features definitions of unfamiliar terms; (4) "Before Viewing the Program" that familiarizes students with the subject and allows them to set purposes for viewing; (5) "After Viewing the Program" that provides discussion questions to help students assess the main points of the program; and (6) a "Naturalist's Guide" (student worksheet) to be duplicated and distributed to students. The programs highlighted in this guide focus on the spectacular hidden riches of the diverse lands of Russia and the Central Asian Republics. Program titles include "Green Jewel of the Caspian,""The Arctic Frontier,""The Red Deserts,""The Celestial Mountains,""Siberia-The Frozen Forest," and "Born of Fire."   [More]  Descriptors: Earth Science, Ecology, Elementary Secondary Education, Environmental Education

Tapia, Ivan, Ed. (1993). Environmental Education, Bildung und Wissenschaft. Articles in this double issue of a journal concerned with education and science cover a range of topics with a particular focus on the environment. They include: (1) a profile of Jens Reich, a scientist with interests in the economy and society; (2) a report on an upcoming education summit to decide on reform in university studies; (3) four contributions that discuss German efforts to infuse environmental education into the school curriculum; (4) a "Viewpoint" article by Ernst Ulrich von Weizsacker on the global environment crisis and the tasks of higher education and science in the 21st century; (5) three contributions on educational policy consisting respectively of a discussion on opportunities for young foreigners in German schools and professions, a vocational training report identifying a lack of skilled workers, and an article on the promotion of gifted persons in the Federal Republic of Germany; (6) a report on the intensification of industrial research in the former East Germany; and (7) two contributions in the area of international cooperation, one concerning Arctic research with Russia and the other concerning change of emphasis in German vocational training aid.   [More]  Descriptors: Ecology, Educational Change, Elementary Secondary Education, Environmental Education

IWGIA Newsletter (1992). International Work Group for Indigenous Affairs Newsletter, July 1991-December 1992 = Boletin de Grupo Internacional de Trabajo sobre Asuntos Indigenas, Septiembre 1991-Diciembre 1992. This document contains seven consecutive English-language issues of the IWGIA Newsletter, from July 1991 through December 1992, followed by the seven corresponding issues in Spanish. These newsletters provide educators with a resource on the history, current conditions, and struggles for self-determination of indigenous peoples around the world. Articles on the United States and Canada discuss: (1) the consequences of the James Bay Agreement for Native land claims in Quebec; (2) threats to Native land rights in British Columbia and Alberta; (3) gender discrimination in Canadian government rules defining a "status Indian"; (4) environmental concerns over hydroelectric development projects in Quebec; (5) the Inuit Circumpolar Conference on conservation of the Arctic environment and indigenous human rights; (6) the history and current situation of Native Hawaiians with regard to relations with the federal government, land claims, and self-determination; (7) thoughts about resistance and linguistic and cultural preservation from Indian representatives on a United Nations Working Group; (8) Guatemalan Maya living in "Indiantown" in south Florida and working as seasonal or migrant farm laborers, changes and conflict in the community, need for services, and collaborative anthropological research; and (9) statement of the National Chicano Human Rights Council on the militarization of the U.S.-Mexican border. Also included are articles on indigenous peoples in countries of Asia, Africa, Latin America, and Russia. Descriptors: American Indians, Canada Natives, Civil Liberties, Conservation (Environment)

Temple, Lannis, Ed. (1993). Dear World: How Children around the World Feel about Our Environment. This book is a collection of letters and drawings created by children, that illustrate what they like to do with nature, their fears about the future of nature, and how they would like to treat nature. The book's author traveled the world and visited schools from a variety of areas, including large, medium, and small cities, country towns, and areas with beautiful scenery. A spectrum of upper elementary children were involved from rich to poor. Chapters contain photographs of children, and reproductions of their letters and paintings. Each chapter highlights a separate country and begins with a short introduction describing the author's experiences. The following countries were studied: Thailand, China (Beijing), Vietnam, Japan (Hiroshima), Nepal, Ukraine, Iran, West Bank, Israel, Ethiopia, Tanzania, South Africa (Johannesburg), Romania, Germany (The Black Forest), The Netherlands, Cuba, Venezuela (Caracas), Brazil, Nicaragua, USA (Dallas), Canada, Cook Islands, Australia (The Northern Territory), Japan (Shikoku), India, China (Tibet), Russia (Siberia), Kuwait, South Africa (Soweto), Mali (Timbuktu), Egypt, Monaco, Germany (Berlin), Sweden, England, Dominica, Venezuela (The Andes), Argentina, Colombia, Costa Rica, USA (Harlem), USA (Alaska), Australia (Sydney), Papua New Guinea, and Antarctica. Descriptors: Childrens Art, Elementary Education, Environment, Environmental Education

Hallanan, Edwin J. (1992). Regionalization–Deja Vu Again?. The subject of regionalization or the consolidation of schools has been a major issue of discussion and educational research for the past 15 years. A fact that has come out of the research is that consolidation is expensive. Yet, some observers continue to recommend consolidating the remaining school districts. When schools are closed, children have to be bussed at a tremendous cost. In order to accommodate the larger school districts, land has to be bought and schools built, which could cost billions of dollars. Additional staff would also need to be hired to fill these new school buildings. In terms of human costs, larger schools are conducive to depersonalization, which leads to student dropout and drug or alcohol problems. Regionalization would also disenfranchise the schools from their communities by drastically reducing the number of school board members. Additionally, it is almost impossible to fairly distribute one budget among several school districts involved; some always feel shortchanged. An alternative to regionalization is to be creative and improve the things that we have and work together toward common goals. We need to quit comparing our educational system to Japan or Russia; our system and the needs of our students are different. We need to think before we leap (or spend) and not jump on every "educational bandwagon." Descriptors: Consolidated Schools, Cost Estimates, Creativity, Economic Impact

Cable News Network, Atlanta, GA. (1996). CNN Newsroom Classroom Guides, August 1-30, 1996. These classroom guides, designed to accompany the daily Cable News Network Newsroom broadcasts for August, 1996, provide program rundowns, suggestions for class activities and discussion, student handouts, and lists of related news terms. Top stories covered include: investigation into the Centennial Olympic Park bombing; and Whitewater trial verdicts (August 1-2); floods and famine in China; U.S. anti-terrorism measures; NASA's press conference on latest findings about life on Mars; fossil discoveries that attribute to a Mars origin; and the decline of juvenile crime (August 5-9); Bob Dole's selection of Jack Kemp as his running mate; unity as the theme of Day One of the Republican National Convention; Newt Gingrich's and Susan Molinari's addresses to the GOP Convention; Elizabeth Dole's address to the Convention; and Dole's acceptance of the GOP nomination (August 12-16); the nomination of Ross Perot for president by the Reform Party; Democrats' preparation for the Convention; the Russia/Chechnya conflict; President Clinton's tobacco regulation proposal; and President Clinton's signing of the welfare reform bill (August 19-23); an interview with President Clinton; the Democrats' opening of the Convention; Day Two of the Convention, focusing on a "families first" agenda; Day Three of the Convention and the "two sides" of President Clinton; and the renomination of the Clinton-Gore ticket (August 26-30). Descriptors: Cable Television, Class Activities, Current Events, Discussion (Teaching Technique)

deMause, Lloyd, Ed. (1995). The History of Childhood. The Master Work Series. First Softcover Edition. The history of childhood is of major importance to any study of human society. This book reviews systematically the attitudes and practices of parents toward their children in different Western cultures and time periods. The chapters of the book are: (1) "The Evolution of Childhood" (Lloyd deMause); (2) "Barbarism and Religion: Late Roman and Early Medieval Childhood" (Richard B. Lyman, Jr.); (3) "Survivors and Surrogates: Children and Parents from the Ninth to the Thirteenth Centuries" (Mary Martin McLaughlin); (4) "The Middle-Class Child in Urban Italy, Fourteenth to Early Sixteenth Century" (James Bruce Ross); (5) The Child as Beginning and End: Fifteenth and Sixteenth Century English Childhood" (M. J. Tucker); (6) "Nature versus Nature: Patterns and Trends in Seventeenth-Century French Child-Rearing" (Elizabeth Wirth Marvick); (7) "Child-Rearing in Seventeenth-Century England and America" (Joseph E. Illick); (8) "A Period of Ambivalence: Eighteenth-Century American Childhood" (John F. Walzer); (9) "'That Enemy Is the Baby': Childhood in Imperial Russia" (Patrick P. Dunn); and (10) "Home as a Nest: Middle Class Childhood in Nineteenth-Century Europe" (Priscilla Robertson). Each article contains references. Descriptors: Child Caregivers, Child Rearing, Children, Cultural Influences

Grochtmann, Ulrich; Kraft-Dittmar, Alice; Sander, Martin (1997). Transferability of Distance-Education-Qualifications. ZIFF Papiere 107. This document examines the transferability of distance learning qualifications within the 16 member states of the European Union and 18 Eastern European countries. Chapter 1 explains the document's structure, and chapter 2 presents basic information about the legal background regulating the recognition of academic and vocational qualifications in the European Union. The following programs and networks in Eastern Europe are discussed in chapter 3: the United Nations Educational, Scientific, and Cultural Organization's European Centre for Higher Education; European Community Course Credit Transfer System; European Network of Information Centres; International Network for Quality Assurance Agencies in Higher Education; and PHARE (originally called Poland and Hungary: Assistance for the Reconstruction of the Economy). The 16 sections in chapter 4 include the following information for each member state of the European Union (Austria, French-speaking Belgium, Dutch-speaking Belgium, Denmark, Finland, France, Germany, Greece, Ireland, Italy, Luxembourg, Netherlands, Portugal, Spain, Sweden, United Kingdom): policies and procedures for recognition of distance education; bilateral or multilateral agreements regarding recognition of training; and useful addresses of sources of specific information about recognition of training in the specific country. Chapter 5 contains comparable information for 17 Eastern European countries: Albania, Belarus, Bosnia and Herzegovina, Bulgaria, Croatia, Czech Republic, Estonia, Hungary, Latvia, former Yugsolvia Republic of Lithuania, Macedonia, Moldova, Poland, Romania, Russia, Slovak Republic, Slovenia, and Ukraine. The bibliography contains 30 references. Appended is a list of seven directives regarding recognition of professional education and training.   [More]  Descriptors: Articulation (Education), Comparative Analysis, Credits, Distance Education

Leave a Reply

Your email address will not be published. Required fields are marked *