Bibliography: Russia (page 123 of 140)

This annotated bibliography is reformatted and customized for the Russia is NOT the Enemy website.  Some of the authors featured on this page include A. V. Andreenkova, Alexander Rabinowitch, Lindsay Putnam, Howard D Mehlinger, Alexander Vucinich, Duluth. Minnesota Univ, Bruce G. Whiting, Charles Hardy, Balazs Nemeth, and Franz Poggeler.

Minnesota Univ., Duluth. (1993). Children: Our Future. Proceedings of a Cross-Cultural Conference of Professionals (Petrozavodsk, Karelia, Russia, August 7-13, 1993). This document is the proceedings of a cross-cultural education conference held in Russia. The conference had four major themes: learning and development, family involvement in education, community and social context of education, and pedagogy. Educational levels discussed ranged from early childhood to university. The body of the document is abstracts of the conference sessions. This is divided into 10 sections: (1) social service and family support; (2) preschool and school pedagogy; (3) pedagogy in higher education; (4) legal issues of children and families; (5) aesthetic education; (6) children's physical and mental health; (7) ecological education; (8) the linguistic program for a Northern European international university; (9) university training for history teachers; and (10) computer science in education. Some specific topics discussed included: county social help systems in Minnesota; early childhood family education; democracy in the elementary school; developmentally appropriate strategies; rural education in North Dakota; foundations for development with children's art; authoritative parenting and teaching; and strategies for conceptual restructuring of early childhood, elementary, and secondary school students. The document also includes an appeal to President Yeltsin, conference recommendations, and appendices containing the conference schedule and brochure.   [More]  Descriptors: Aesthetic Education, Child Development, Child Health, Cognitive Development

Gloeckner, Gene W.; Atkinson, Jerry L. (1990). Technical Education in Russia: Exchanging Educational Values. Soviet children enter elementary school at age 6 or 7. After 4 years of elementary school with the same teacher, they enter secondary school, and after 4 years there, Soviet children earn what might be called a partial secondary certificate. They may then leave school at age 14 or 15. If a student chooses to attend a vocational school or higher-level technical school, the training lasts for 3 years with required on-the-job training. A student may also choose to continue in secondary school for 3 years and then study in a vocational school for 1 year of job-related vocational training or in an institute or university for 5 years. Teachers are prepared in pedagogical institutes. The United States can learn a great deal from the Russian educational system with regard to its emphasis on culture and its close working relationship with local industry. The Soviet system could learn from the United States' experience in demonstrating the practical use of science and mathematics and providing students with access to such tools as computers.   [More]  Descriptors: Comparative Education, Education Work Relationship, Educational Methods, Educational Opportunities

Traviss, Mary Peter (1994). NCEA Goes to Russia and Lithuania, Momentum. Describes the efforts of the National Catholic Educational Association to establish connections between Russian and Lithuanian educators and the Catholic educational community in the United States. Describes the delegation's travels to Moscow, Saint Petersburg, and Vilnius and their interaction with Eastern European educators around in October 1993. Descriptors: Catholic Educators, Intercultural Communication, International Communication, International Cooperation

Vucinich, Alexander (1973). The Beginnings of Sociology in Russia, Rocky Mountain Social Science Journal. The search for a conceptually integrated study of society during the 1860's did not produce a system of sociological thought. It did provide a basis upon which most of Russian sociology was built during the following decades.   [More]  Descriptors: Educational History, History, Social Change, Social Sciences

Andreenkova, A. V. (1995). Materialist/Postmaterialist Values in Russia, Russian Education and Society. Profiles current Russian research on political culture and values. Reports on a study of the spread of materialist and postmaterialist values among nearly 6,000 Russians between 1984 and 1993. Discusses the social and demographic variables that exert the greatest influence on the spread of values. Descriptors: Cross Cultural Studies, Dissent, Economic Factors, Educational Change

Whiting, Bruce G. (1993). The Creative Business Challenges of Russia, Journal of Creative Behavior. The Russian entrepreneur faces major obstacles to any long-term business venture, including hyperinflation, ineffective or missing legal procedures, infrastructure problems, and corruption in government and private sectors. Encouragement of entrepreneurial enterprise formation may help creative Russians help the country find its own prosperity. Descriptors: Business Administration, Creativity, Entrepreneurship, Foreign Countries

Shenderovich, Maya (Turovsky) (1991). Immigrant Pupils from Russia in Our Classrooms, English Teachers' Journal (Israel). Issues related to the immigration of Russian Jewish students into Israel are discussed, with emphasis on teaching them English whether or not they already know Hebrew. Descriptors: English (Second Language), Foreign Countries, Hebrew, Immigrants

Mehlinger, Howard D; Rabinowitch, Alexander (1981). Teaching about Russia and the Soviet Union, Social Education. Introduces a cooperative project undertaken by the USSR Ministry of Education and by various educational institutions in the United States to assess what youth in each country learn about the other country from geography and history textbooks. The objective was to minimize misinformation.   [More]  Descriptors: Comparative Analysis, Comparative Education, Elementary Secondary Education, Geography Instruction

Waldinger, Albert (1980). Retelling: Composition for Young Learners from Russia, Language Arts. Two Russian immigrant children increased their English language skills by retelling folktales about Russian life.   [More]  Descriptors: Elementary Education, English (Second Language), Immigrants, Story Telling

Volkov, Vladimir M.; Milner, Evgeny G. (1992). Man and Running. Russia's Best-Selling Book on Exercise, Health, and Medicine. A Worldwide Literature Search. This book attempts to systematize and generalize the data of world literature concerning the advantages of fast walking and slow running for persons with various cardiovascular diseases. The information and the fitness program outlined are based on experience and research conducted at the Nadezha Health Club in Smolensk, Russia. Major risk factors for cardiovascular disease are discussed, as well as how development of coronary disease can be attenuated or arrested by a prolonged routine of jogging. The effects of fitness running are also outlined in relation to certain diseases and conditions: diseases of the blood vessels of the lower extremities, neurasthenia, gastro-intestinal disease, diabetes, and obesity. A section is also included on running and injuries. The risk factors discussed include: high serum cholesterol, diastolic hypertension, obesity, smoking, unfavorable heredity, insufficient motor activity, and excessive nutrition high in calories. The fundamentals of training which should be applied to fitness running focus on three principles: repetition, incremental improvement, and individualization. Instruction in the basics of fitness running as well as the stages of training vary according to the health, conditioning, and age of participants. Correct planning of weekly and monthly workouts is essential to achieve health benefits. Postexercise recovery should be worked into the routine: a pattern of alternating workouts with rest days. Descriptors: Adults, Aerobics, Cardiovascular System, Exercise Physiology

Kunz, Brian; Putnam, Lindsay (1996). Experiential Education in the New Russia, Zip Lines: The Voice for Adventure Education. Anecdotes of adventure activities with children and staff at two Russian camps demonstrate that Russian people, historically dependent on strong leaders, are fascinated by experiential education because the core concepts of shared leadership and cooperation disrupt old models, ask them to look anew at their capabilities, and create a sense of self-reliance and empowerment within the group. Descriptors: Adventure Education, Attitude Change, Camping, Cultural Differences

Dewey, Donald O. (1986). Never Has Russia Stood So High: "The New York Times'" Assessment, 1941-1942. In many respects the 18 months from June 1941 to December 1942–from the German assault on Soviet Russia to the conclusion of the first year of actual United States participation in World War II–was a brief interval of realism in the United States perception of the Soviet Union. The editorialists of "The New York Times" (probably the most influential newspaper in the United States) were in accord with public sentiment in regarding the military cooperation of the Soviet Union as a blessing offered as a result of expediency and, therefore, as something to be accepted with the same expedient outlook. The heroic defense of Stalingrad late in 1942 gave both the Russian people and the Soviet regime higher status in the eyes of the United States public. Henceforth, "The New York Times" editorials were devoted to researching and presenting similarities between the Soviet Union and the United States rather than differences. Since sentiment marched steadily from opposition to support–from hatred to idealization–it was questionable whether the United States was realistic in its international affairs during the 18 months under consideration.   [More]  Descriptors: Foreign Countries, International Relations, Journalism, Press Opinion

Nemeth, Balazs, Ed.; Poggeler, Franz, Ed. (2002). Ethics, Ideals and Ideologies in the History of Adult Education. Studies in Pedagogy, Andragogy, and Gerontagogy. This book, which focuses on how personality, societal values and politics have influenced the mission of adult education, contains 34 papers originally presented at a 2000 conference on the history of adult education. Following a Foreword (Poggeler) and Preface (Nemeth) the papers are: "The Globalization of Adult Education and the One World Concept: Aspects of Their History, Present and Future" (Poggeler); "Adult Education in a Voluntary Social Movement: the Education Work of the British Anti-Apartheid Movement, 1959-94" (Fieldhouse); "Adult Education and Cooperation: The History of a Dutch Walden" (van Gent); "Questions of Value in Adult Education: A Theoretical-Scientific and Methodological Challenge in the History of Adult Education" (Theile); "Influence of Ideas and Institutions on the Culture and Adult Education in Hungary" (Felkai); "The Changes Of Folk ANF Worker's Universities in Slowenia Between 1945-1991" (Jug); "THR Folk High Schools From the View of Political and Social Problems of Poland" (Solarczyk); "Basic Conceptions and Aims in Some Theories of Adult Education Through History" (Popovic); "The Role of Scientific Positivism in European Popular Educational Movements: France and Radical Free Masonry" (Steele); "Samuel Smiles and the Ideology of Self-Help" (Cooke); "How Adult Education Participates in the Making of 'Active Society'" (Bouverne-De Bie); "Local and Global Experiences and Dimensions of German Adult Education" (Hinzen); "Adult Education and the Human Rights Movement: Toward a Global Research Agenda for the History of Adult Education" (Boucouvalas); "The Performance-Directed or Task-Oriented Approach as a Teaching and Learning Concept in Adult Education" (Paape); "The Assimilation Possibilities and Problems of East European Adult Education After the Political Change: The Example of Hungary" (Petho); "Ideological and Paradigmatic Changes in the History of a German Further Education Centre Based on the Centre of Further Education, Aachen" (Putz); "Struggle and Compromise: A History of South African Adult Education from 1960 to 1999" (Aitchison); "Idealists and Liberal Adult Education in the West of Scotland" (Turner); "Through a Glass Darkly: The Seduction of an Adult Education Social Movement" (Benn); "Adult Education and Social Movements: A Century of (Informal) Learning in Social Movements" (Dekeyser);"Grundtvig: From a European and Romanian Perspective" (Sacalis); "Self-Fulfilling Prophecy in Adult Education as an Ethical Issue" (Cser); "The Social-Historical Conditionality of the Constitution and Activities of Croatian People's and Workers' Universities" (Ceptic); "The Transformation of Adult Education from Culture to the World of Work" (Tosse); "Lloyd Ross and the Education of Australian Workers" (Morris); "From the Workers' Education to the Work Development: Historical Stages and Changing Interests in the Finnish Trade Union Education" (Tuomisto); "Social Based Adult Education: The Development of Workers' Education and Training in Pecs Hungary at the Turn of the 19th and 20th Century" (Koltai, Nemeth); "Adult Education An Ideal of Modernity: The End of Adult Education as a Social Movement" (Jarvis); "The History of the Finnish Adult Education System" (Ropponen); "Advanced Teaching Movement in Croatia and Its Influence on National Education" (Lavrnja, Klapan); "Some Changes in the Sphere of Adult Education in Russia in the Transitional Period: Socio-Psychological Aspects" (Mryakina); "Adult Education in Romania in the Last Ten Years Requirements and Realities" (Sava); "Social-Educational Aims and Forms of Adult Education on Distance in the 1980s in Poland: TV Vocational Agricultural School and Radio-TV High School for Working People" (Gajda); "Dutch Andragology in Transformation" (Katus). Some of the papers contain figures and tables. All of the papers contain bibliographies, some of them substantial. Descriptors: Adult Education, Adult Learning, Agricultural Education, Andragogy

Sanchez de Puerta, F. (1994). Chayanov and Social Agronomy in Russia (1918), European Journal of Agricultural Education and Extension. Chayanov's ideas on rural development (farmer participation in agricultural evolution, increasing the scope and differentiation of extension activities, and using methods adapted to farmers' characteristics) could be usefully applied today in reforming Russian agriculture. Descriptors: Agronomy, Educational History, Extension Education, Farmers

Hardy, Charles (1992). Minard's Graphic of Napoleon in Russia, New England Journal of History. Describes the use of Charles Minard's graphic of Napoleon's 1812 Russian Campaign as an instructional tool in history classes. Maintains that the graphic, created in 1861, can be analyzed by students to determine six historical and geographical factors involved in Napoleon's defeat. Includes a copy of Minard's graphic. Descriptors: European History, Foreign Countries, Geography Instruction, Graphs

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