Bibliography: Russia (page 124 of 140)

This annotated bibliography is curated specifically for the Russia is NOT the Enemy website.  Some of the authors featured on this page include Alexandria Close Up Foundation, William E. Stilwell, Frank H. Klassen, A. Yazvina, John Dowling, Scientific and Cultural Organization United Nations Educational, John L. Collier, Arlington Close Up Foundation, Scientific United Nations Educational, and Susan K. Donley.

Ellebrecht, Ingrid, Ed.; And Others (1993). Informationstechnische Weiterbildung Fur Frauen Von Frauen: Internationaler Workshop = Education in Informatics for Women By Women: International Workshop (Hamburg, Germany, November 30-December 3, 1992). This document presents workshop results and participants' reports from the international conference "Train the Trainers in Information and Communication Technology." The participants consisted of 18 women and one man from Czechoslovakia, Russia, Latvia, Bulgaria, Romania, Mongolia, Jordan, Egypt, and the Philippines. Eleven reports were presented covering the situation of women with reference to employment and unemployment, social conditions, legal rights, family obligations, and the situation before and after the change from communist to democratic rule. The reports of the working groups illustrate attempts to identify the areas needing attention and develop practical measures and solutions. Two working groups examined questions aimed at demonstrating the need for the establishment of women's technical training centers and other areas that need development. It was pointed out that advantages women had during the period of communism/socialism no longer exist. Women face high levels of unemployment and for those in the workforce, a drastic reduction in childcare centers; job retraining in the new market economy is mainly offered to men and women with the same qualifications as men are paid less for the same work. Poverty, social insecurity, and conflicts are predicted, with serious consequences for women. Suggestions include the need for the retraining and continuing education of women in the areas of technology, foreign languages, assertive behavior, and enterprise.   [More]  Descriptors: Continuing Education Centers, Day Care Centers, Developing Nations, Educational Needs

Zimin, B. (1972). Raising the Welfare of the Blind in the USSR. Described are activities and plans of the All-Russia Society for the Blind. Noted is the changing composition of society membership in the direction of more members past 60 years of age and fewer children blinded at birth or early childhood. It is reported that all the blind who wish work are employed, and that the society provides professional training and rational employment. Also reported are production figures of the society during the last 5-year plan period (1966-70) and production awards received by society members. Described are other activities of the society including clubs, recreational activities, lectures, youth work, sports, publications, and evening classes. Among social and welfare services said to be provided are housing, summer camp facilities, medical services, construction of eye hospitals, production of blind education equipment, and training of dog guides. The training of leaders for the society is explained to involve selection of qualified administrators (89% of directors are blind) and periodic refresher courses. Noted is the stable financial position of the society with productive work ensuring solvency and an increased budget of 33% from 1967 to 1970. It is stressed that the society's success is due to the help given by the Communist Party and the Soviet Government.   [More]  Descriptors: Blindness, Community Services, Exceptional Child Services, Foreign Countries

Kulicheva, N. (1972). Organisation of Recreation for the Blind in the USSR. The booklet contains a brief description of recreation under the auspices of the All-Russia Society for the Blind in the Union of Soviet Socialist Republics and a number of photographs illustrating recreational activities. It is noted that approximately 24,000 blind persons participate in recreational activities located in club rooms near their residences and places of work. Mentioned are the following opportunities: participation in instrumental groups such as folk and brass bands, dramatic groups, amateur art groups, study in adult education courses involving 5,000 persons, reading books (braille or talking books) provided by the Prosveshchenie Publishing house in 71 regional libraries, and participation sports involving 22,000 persons in areas such as chess – the favorite – field and track and gymnastics. It is explained that the blind in the Soviet Union have families, work they like, recreational facilities, and opportunities to attend concerts, operas, the cinema, or ice hockey. Included among photographs are portrayals of a group from the Sverdlovsk Club performing the "Youth Dance" and two blind chess masters watched by fans at the Soviet vs. Yugoslavia chess tournament.   [More]  Descriptors: Adult Education, Braille, Dance, Dramatics

Kartalova, Yuliya B. (1996). Cross-Cultural Differences in American and Russian General Conventions of Communication. A study investigated linguistic and non-linguistic conventions of communication between Russians and North Americans and explored how aspects of culture and its institutions are encoded in symbolic meanings in 16 cultural themes (food, money, space, possessions, work, courtesy, marriage, friendship, dating, studying, time, humor, small talk, leisure, religion, planning). The influence of differences in these symbolic meanings on reported instances of Russian-American communication were also identified. In addition, national stereotypes hypothetically created by inadequate interpretations of these themes were elicited and interpreted. Data were gathered through questionnaires administered to 18 American university exchange students in Russia and 20 Russian university exchange students in the United States, and from interviews with an additional 10 American and 7 Russian subjects. Results show marked differences in the symbolic meanings of all 16 themes, and that awareness and successful interpretation of these differences may reduce miscommunication. The different symbolic meanings revealed different attitudes concerning independence, involvement, personal space, and emotionality. The Russian subjects valued personal involvement in communication, while the Americans placed more emphasis on personal space and independence. Contains 12 references.   [More]  Descriptors: College Students, Comparative Analysis, Contrastive Linguistics, Cultural Differences

Tollingerova, Dana (1977). The International Symposium on the Further Education of Teachers in the Use of Educational Technology (Prague, November 1977). A symposium on the gap between equipping schools with educational media and teachers' effective use of the media was organized in 1977 by the European Information Centre for Further Education of Teachers (Prague, Czechoslovakia). It was attended by 35 Czechoslovak and 22 foreign experts from Europe and Russia, and a representative each from the United Nations Educational, Scientific, and Cultural Organization and the International Council for Educational Media. The main objective of the symposium was to contribute to the solution of problems caused by inadequate teacher training in the use of educational technology. Discussions and papers on three themes were presented: (1) the changing roles of teachers in contemporary schools and the need to train and motivate teachers to use educational media as instructional tools; (2) methods and forms of training teachers to use new equipment, during both preservice and inservice education; and (3) possibilities for international cooperative efforts among European countries. Final recommendations stated that training in educational media must be considered part of a teacher's lifelong learning experience, and that the United Nations Educational, Scientific, and Cultural Organization and other international organizations should seek and promote methods of advancing teachers' experiences with educational media. Descriptors: Educational Media, Educational Technology, Educational Trends, Foreign Countries

Close Up Foundation, Arlington, VA. (1995). Current Issues: Critical Issues Confronting the Nation and the World. 1996 Edition [and Teacher's Guide.]. This book accompanied by the Teacher's guide, focuses on policy issues being discussed and debated by U.S. policymakers. The book provides essays on current issues facing the nation and the world. Ten chapters highlight domestic policy issues and 10 chapters are about foreign policy issues. This book informs readers about important concerns of today and leaves judgments up to the individual. The book is divided into three sections. Part 1, "The Federal Government", includes: (1) "Introduction"; (2) "The Clinton Administration"; (3) "The 104th Congress"; (4) "The Supreme Court"; and (5) "The Federal Budget". Part 2, "Domestic Policy Issues", contains: (1) "Introduction"; (2) "The Economy"; (3) "Education"; (4) "Women and Minorities"; (5) "Poverty"; (6) "Health Care"; (7)"Immigration"; (8) "Energy"; (9) "Environment"; (10) "Constitutional Rights"; and (11) "Crime and Drugs". Part 3, "Foreign Policy Issues", includes: (1) "Introduction"; (2) "Russia"; (3) "Defense"; (4) "Latin America"; (5) "The Middle East"; (6) "International Trade"; (7) "Europe"; (8) "Nuclear Proliferation"; (9) "World Poverty"; (10) "Sub-Saharan Africa"; and (11) "East Asia." Each chapter provides basic background information, identifies key questions, and gives arguments from both sides of the issue. Descriptors: Constitutional Law, Crime, Economics, Education

Dowling, John (1980). War Peace Film Guide. Revised Edition. This filmography is a selective listing of 287 films dealing with the topics of war and peace for use with K-12 and college students and with adults. The annotated guide will be of use to anyone planning a world affairs program and of special value to those interested in the problem of war. A wide variety of subject areas are treated in the films. Many deal with area studies of the countries of Africa, China, India, Latin America, the Mideast, Northern Ireland, Russia, and Vietnam. Other topics treated include the arms race, conscience/protest, history, holocaust, military duty, non-violence/violence, nuclear war, international law, propaganda, revolution, terrorism, and world development. Descriptive information for each citation includes a full annotation, whether the film is color or black and white, length in minutes, distributor, and review references. A section of the guide is devoted to "Film Program Development Aids." Suggestions for a film program, planning ideas, a sample discussion guide, and a study unit are provided. There is also a subject index to the films, a listing of human resources, and a selected bibliography of background readings. Descriptors: Adult Education, Area Studies, Disarmament, Elementary Secondary Education

Yazvina, A. (1972). General Principles of Organisation of Production. Briefly described with accompanying photographs are development of employment opportunities for the blind and the current status of production by the blind in the Union of Soviet Socialist Republics. It is explained that with the founding of the All-Russia Society for the Blind in 1925, efforts were made to train the blind in workshops. The return of numerous skilled and professional soldiers blinded in World War II is said to have directed rehabilitation efforts from traditional jobs such as weaving baskets to provision for training according to each individual's choice. Noted is current employment of 55,400 blind persons in establishments run by the society, 13,300 of the blind in state factories, and 8,000 blind in agriculture. Preparation is said to include vocational training in special schools, acquisition of work skills in secondary polytechnic classes, and learning self-care skills in work rehabilitation schools. Training of workers in the society's enterprises is seen to involve a theoretical or practical course and the following steps: orientation, mastery of technique and operation, and independent work. Noted is growth of the original small workshops to 247 factories or industries producing items such as electro-radio-lighting articles, and having 200 – 400 workers. The factories are said to net large profits which are used to employ physicians and psychologists, and to construct production, cultural, residential and welfare facilities. Cited is incidence of the blind in specialized schools and professions such as the law.   [More]  Descriptors: Employment, Exceptional Child Services, Foreign Countries, History

United Nations Educational, Scientific, and Cultural Organization, Bucharest (Romania). European Centre for Higher Education. (1993). Academic Freedom and University Autonomy. Papers on Higher Education Series. This volume contains speeches and papers given at the International Conference on Academic Freedom and University Autonomy held in Sinaia, Romania, May 5-7, 1992. Section 1 contains introductory addresses by Federico Mayor, Maitland Stobart, Hinrich Seidel,and Walter Kamba. Section 2 contains 18 papers that address connotations and challenges of academic freedom and university autonomy. Among topics discussed in this context are human rights and academic freedom, the development of international standards concerning the status of higher education teaching personnel, continuing education, leadership, the advancement of knowledge, accountability in multi-university national systems, tensions between public universities and state governments, and academic freedom in the United States. Section 3 contains nine case studies involving the following nations: Hungary, Poland, Russia, Turkey, the United States, Spain, Serbia, and Macedonia. This section also includes three papers on market mechanisms in higher education in the nations of Norway, Poland, and the United States. Also in Section 3 are four papers on the social responsibilities of higher education. Section 4 contains the conference's closing address by Marco Antonio R. Dias. (Some papers contain references.) Descriptors: Academic Freedom, Case Studies, College Faculty, College Instruction

Donley, Susan K.; And Others (1990). A Sampler of Ethnic Crafts. This curriculum guide provides a sampler of the wide variety of expression practiced by cultural groups all over the world. The guide was developed to help fill the need for multicultural art resources that are respectful of both modern art education philosophy and of authentic, sensitive representation of other cultures. The types of materials represented in the guide include, fiber and fabric, paper and leather, wood, ceramic, metal, and other materials. Some of the ethnic groups represented include peoples from Ghana, Laos, Russia, and Peru, as well as Native Americans and German immigrants to Pennsylvania. To help teachers introduce each of the crafts within a cultural context, an illustration and short description of each craft tradition is provided, as well as directions on how to create the craft work in the classroom, motivation suggestions, background information, and a map for each of the ethnic groups represented. A 22-item bibliography appears at the end of the book for teachers who wish to explore further.   [More]  Descriptors: Art Education, Art Products, Educational Resources, Elementary Secondary Education

Population Reference Bureau, Inc., Washington, DC. (1978). The Future and Population: What Will a No-Growth Society Be Like? A Teaching Module. This teaching module for high school students and adults examines the future of zero population growth in 26 countries by the year 2000. The module contains an essay for students to read, followed by exercises, activities, and discussion questions based on the essay. Objectives include understanding the components of population change, identifying important issues which may arise as societies approach zero population growth, and evaluating options involved in planning for the future. The essay explores aspects of future life in the selected countries which will probably reach zero population growth by 2000. These countries, all of which are industrialized and relatively wealthy, include Australia, France, East and West Germany, Japan, the United States, and Russia. It is hypothesized that no-growth society in these countries will produce the following: large numbers of people in the older age groups and a consequent need to plan for pensions, health care, and other services; fewer opportunities for promotions in jobs but more emphasis on equality; and less pressure on energy, housing, transportation, and the environment. Activities based on the essay include a crossword puzzle, small group work, role playing, and opportunities for students to describe their predictions about the future. The module also includes an issue of Interchange, the Population Reference Bureau newsletter, which reports on population related matters and describes new teaching tools. Descriptors: Adult Education, Birth Rate, Educational Objectives, Futures (of Society)

Close Up Foundation, Alexandria, VA. (1997). Current Issues: Critical Policy Choices Facing the Nation and the World. 1998 Edition [and] Teacher's Guide. This student text and teacher's guide feature current events and policy issues that are in discussion today. The books offer background on important domestic and foreign policy issues and present arguments from both sides of key issues. The books are divided into three sections. Section 1, "The Federal Government," contains: (1) "The Clinton Administration"; (2) "The 105th Congress"; and (3) "The Supreme Court." Section 2, "Domestic Policy Issues," includes: (1) "The Budget Deficit"; (2) "Constitutional Rights"; (3) "Crime and Drugs"; (4) "The Economy"; (5) "Education"; (6) "Environment"; (7) "Health Care"; (8) "Immigration"; (9) "Poverty"; and (10) "Women and Minorities." Section 3, "Foreign Policy Issues," contains: (1) "Defense"; (2) "Democracy and Human Rights"; (3)"International Trade"; (4) "Weapons Proliferation"; (5) "World Poverty and Foreign Aid"; (6) "East Asia"; (7) "Europe"; (8) "Latin America"; (9) "The Middle East"; and (10) "Russia." A 60-item list of books and articles that provide further information and perspectives on many of the topics covered is given. The teacher's guide contains lesson plans for each unit. Also included are unit test materials, unit test answers, student handouts, and student handouts for lower reading levels. Descriptors: Citizenship Education, Controversial Issues (Course Content), Current Events, Foreign Countries

United Nations Educational, Scientific and Cultural Organization, Paris (France). General Information Programme. (1984). International Symposium on Harmonization of Education and Training Programmes in Information Science, Librarianship and Archival Studies. (Paris, France, October 8-12, 1984). Final Report and Introductory Statement. This two-part document comprises an introductory statement and final report of a meeting that promoted the harmonized development, at regional and national levels, of theoretical and practical training programs for all kinds of information specialists. The meeting was attended by 19 experts from 17 countries–Brazil, Ethiopia, France, India, Jamaica, Japan, Morocco, Nigeria, Norway, People's Republic of China, Peru, Portugal, Russia, Senegal, the United Kingdom, the United States, and Yugoslavia–as well as the representatives of two organizations of the United Nations system and observers from international non-governmental organizations. The introductory statement sketches the background for consideration of the harmonization question and includes discussion of the practical benefits, particularly to developing countries, of combining education and training for information scientists, librarians, and archivists. Notes and an outline of a common core curriculum, the orientation of the symposium, and references are included. The final report includes sections on harmonizing study programs in management, the application of technology, and user studies. An action plan of proposed activities, and notes on implementation completes the report. Notes include sections on educational efforts, professional training, management, applications of information technology, and user studies and user education. A meeting agenda and list of participants is appended. Descriptors: Archives, Curriculum Development, Developed Nations, Developing Nations

Stilwell, William E., III (1982). Resource Management for the 80's. (Gloom and Doom in Academia or How to Live Underwater). Trends in human resource management and the preparation/employment of psychologists are considered, along with the types of available data on training and employment. Because of Russia's Sputnik, the 1950s in the United States were characterized by an infusion of federal funds to college science and human service programs. During the 1970s, the financial and enrollment situation resulted in cutbacks in programs, college faculty positions, and funding of research. Three approaches have been used in resource management: (1) a massive data-based approach that used the best available data; (2) a focused data gathering approach by single professional groups such as educational or counseling psychologists, and (3) a speculative approach that used the best available judgments on what should occur 20 years in the future. Predicted future roles for counseling psychologists have included teaching about development, helping people interact with the environment, and being activists for the human services. A model for understanding employment and training patterns for the next 5 to 7 years is being developed, based on a study of the 100 largest research institutions and the 100 largest U.S. employers for counseling, developmental, educational, and school psychologists. A bibliography is appended. Descriptors: Employment Opportunities, Employment Statistics, Futures (of Society), Higher Education

Klassen, Frank H., Ed.; Collier, John L., Ed. (1972). Innovation Now! International Perspectives on Innovation in Teacher Education. The articles in this collection present international perspectives on change and innovation in teacher education. It is divided into six topic areas. Part one offers views on the social and economic implications of teacher education. In part two the problems and challenges for reform in teacher education in East Africa, Poland, France, Italy, and the Federal Republic of Germany are considered. The third part deals with systemic reforms in the content, structure, and philosophy of teacher education in the Federal Republic of Germany, Belgium, and the United States. Part four contains discussions on the effectiveness of teacher education and innovations in curriculum, methodology, and organization in Denmark, Bulgaria, Czechoslovakia, Rumania, Russia, and Spain. The fifth part is concerned with innovative teacher education within the framework of current social realities in Thailand, Hungary, the German Democratic Republic, and, in the United States, the Temple-Philadelphia Portal School and West Virginia. In the final part, issues in inservice teacher education are addressed in three articles presenting viewpoints from the United Kingdom and Yugoslavia. Descriptors: Change Agents, Competency Based Teacher Education, Curriculum Development, Developing Nations

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