Bibliography: Russia (page 132 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 W. S. Jesien, James G. Humphrys, Atlanta Cable News Network, Sara E. Judge, John M. Chapman, John D. Stevens, Alex Inkeles, Catherine Dalipagic-Czimazia, Milwaukee. Inst. of World Affairs. Wisconsin Univ, and Carolyn Pereira.

Jesien, W. S. (1917). Military Training of Youths of School Age in Foreign Countries. Bulletin, 1917, No. 25, Bureau of Education, Department of the Interior. The matter presented in this circular relates to the military training of youths of school age, conducted either as a part of the regular school work or by independent agencies. Military instruction, of the exact nature and to the same extent as that given to soldiers, is not found in the schools of any country of Europe except the special military schools. Such training is confined everywhere to the period of active service, and no attempt has ever been made to impose upon the school the task of producing fully trained soldiers. In many countries having universal military service, the public schools provide for training boys in such elements of military science as may be conveniently combined with their physical training and at the same time prepare them for the active service awaiting every young man. Following a Letter of Transmittal and an Introduction, this bulletin covers the military training of youths in the following countries: (1) British Empire; (2) France; (3) Germany; (4) Austria-Hungary; (5) Switzerland; (6) Sweden; (7) Norway; (8) Italy; (9) Russia; (10) Netherlands; (11) Greece; (12) Japan; (13) Mexico; (14) Argentina; and (15) Bolivia. The following are appended: (1) Program of Preparatory Military Training in Bavaria; and (2) Program of Preparatory Military Training in Switzerland. A Bibliography is also included. (Contains 11 footnotes.) [Best copy available has been provided.]   [More]  Descriptors: Foreign Countries, Military Service, Military Science, Military Schools

Stevens, John D. (1973). From the Back of the Foxhole: Black Correspondents in World War II. Journalism Monographs, No. 27. Black newspapers, like the "Chicago Defender,""The Pittsburgh Courier," and the "Baltimore Afro-American," opened the eyes of Americans to the injustices suffered at home as well as in the armed services. The black press attacked the Navy for its Jim Crowism because when World War II began, the only black sailors were messmen. It attacked the Red Cross for segregating blood by the donor's race. The black war correspondents during World War II had extra problems, but they accepted the challenges of locating and writing about black troops. They were unable to cover the main thrust of the war because blacks seldom had a role in combat; instead they had tough, thankless jobs. Even though they did not win any journalistic prizes, black correspondents made the war easier to bear for the black soldiers and for their loved ones back home. The 27 black correspondents were given regular assignments for black papers or news organizations. The largest number of correspondents (10) went to North Africa and Italy to cover the two major black combat units. Some others worked in the Pacific Theater and Northern Europe, and a few covered such sideshows as Burma, Russia, and Alaska.   [More]  Descriptors: Black Attitudes, Black Community, Black Leadership, Blacks

Albin, Fred, Ed. (1969). Contemporary Soviet Education. A Collection of Readings from Soviet Journals. The materials in this collection first appeared in issues of Soviet Education, a journal of translations from Soviet sources, published by the same publisher, since 1958. An earlier collection, "Education in the USSR," appeared in 1963. An introductory essay is provided by George S. Counts who has served as an editorial advisor to "Soviet Education." Counts discusses the factors which impede outsiders' understanding of Soviet education and briefly discusses its most fundamental and distinctive enduring features, such as its role, scope, focus of power, and social goals, the latter requiring great emphasis on the social sciences. Arranged under these topics: Soviet Youth, Educational Psychology, Preschool Education, Elementary Education, Secondary Education, Higher Education, Grade Repeating, Mathematics Education, Genetics Education, Programmed Instruction, Communist Upbringing, Economics of Education, the 28 articles from the period 1963-1967, are taken primarily from Sovetskaia pedagogika, Narodnoe Obrazovanie, Nachal'naia shkola. The remaining 11 selections are from other journals and national newspapers. A final article gives a statistical summary of Soviet education through 1967, including figures for the Russia of 1914. Descriptors: Communism, Comparative Education, Continuation Education, Educational Economics

Judge, Sara E. (1981). Eastern and Central Kansas Country Schools. Country School Legacy: Humanities on the Frontier. Country schools in eastern and central Kansas are explored from six different aspects: country schools as historic sites; teachers (their roles, rules, and restrictions); reading, writing, arithmetic, and recitation (a day in a rural school); country schools and the Americanization of ethnic groups; country schools as community centers; and country schools today (consolidation, closings, and current uses). Establishment of country schools is traced from temporary sod or wood structures erected by local families to stone structures built to state prescribed specifications. Teachers are characterized as being poorly trained and paid, but highly respected and serving as community role models. The schools are described as having limited curricula and even more limited resources (often there were as many different textbooks as there were families in school), but many eighth graders were able to pass very comprehensive examinations for graduation. Although the majority of early settlers were already "Americans" when they reached Kansas, the schools are shown to have had considerable impact on American Indians and German Mennonite immigrants from Russia. Country Schools are identified as area social, cultural, and oftentimes religious centers. The consolidation movement is traced from 1901 and present uses of school buildings (museums, community buildings, etc.) are illustrated.   [More]  Descriptors: Acculturation, American Indian Education, Community Centers, Consolidated Schools

Alsaker, Francoise D., Ed.; Flammer, August, Ed. (1999). The Adolescent Experience: European and American Adolescents in the 1990s. Research Monographs in Adolescence. Scholars are increasingly recognizing that adolescent development is best understood by acknowledging and examining adolescents' cultural, social, historical, and political contexts. The Euronet for Research on Adolescence in the Context of Social Change project, begun in 1991, is a collaborative effort among research teams from European countries and the United States with the goal of describing perceived living conditions in different countries and cultures and examining the everyday lives of adolescents in each country. This edited monograph is based upon the work of 12 research teams and focuses on adolescents in Bulgaria, Czechoslovakia, Hungary, Poland, Russia, Romania, Finland, France, Germany, Norway, French Switzerland, and German Switzerland, with a United States sample included for comparison. The chapters are: (1) "Cross-National Research in Adolescent Psychology: The Euronet Project" (Francoise D. Alsaker and August Flammer); (2) "Methodological Challenges in Cross-National Research: Countries, Participants, and General Procedures" (Francoise D. Alsaker, Connie Flanagan, and Beno Csapo); (3) "Time Use by Adolescents in an International Perspective. I: The Case of Leisure Activities" (August Flammer, Francoise D. Alsaker, and Peter Noack); (4) "Time Use by Adolescents in an International Perspective. II: The Case of Necessary Activities" (Francoise D. Alsaker and August Flammer); (5) "Future-Oriented Interests" (Jari-Erik Nurmi, Aurora Liiceanu, and Hanna Liberska); (6) "Macrosocial Context and Adolescents' Perceived Control" (Alexander Grob and August Flammer); (7) "A Cross-National Model of Subjective Well-Being in Adolescence" (Alexander Grob, Anna Stetsenko, Collete Sabatier, Luba Botcheva, and Petr Macek); (8) "Adolescents' Preferences for Their Homeland and Other Countries" (Connie Flanagan and Luba Botcheva); (9) "Being a Minority: Hungarian Adolescents in Transylvania, Romania" (Beno Csapo, Erzsebet Czachesz, Aurora Liiceanu, and Sandor Lazar); and (10) "European Adolescents: Basically Alike and Excitingly Different" (Francoise D. Alsaker and August Flammer). Each chapter contains references. Descriptors: Adolescent Attitudes, Adolescent Behavior, Adolescent Development, Adolescents

Dalipagic-Czimazia, Catherine (1993). Dostoyevsky and Europe. A Secondary Education for Europe. The overarching theme of this monograph is how a Russian intellectual, Fyodor Dostoyevsky, saw himself in the European context. By reference to various of Fyodor Dostoyevsky's romanesque works, the monograph proposes an account of the development of the European awareness of an author nevertheless greatly attached to his native land, and of his influence on European culture. Sections of the monograph discuss the influence of European culture on Dostoyevsky; his attitude towards Europe; his socio-political, religious and philosophical ideas in relation to Europe; and his contribution to European culture. The monograph concludes that through his quest for a spiritual principle, through his longing for justice but also for freedom, and through his aspiration towards the ideal, Dostoyevsky ranks with the greatest European thinkers. Six one-page "working texts" (excerpts from novels) of Charles Dickens, Dostoyevsky, and Albert Camus; and a time line relating events in Dostoyevsky's life and works to cultural, political, social, and artistic life in Russia and in Europe are attached. Descriptors: Authors, Cultural Context, Cultural Influences, Foreign Countries

Humphrys, James G.; Koller, Albert M., Jr., Ed. (1994). Community Colleges for International Development, Inc.: The Vision and the History, 1976-1994. Focusing on organizational structure, operational policies, and scope of activities, this monograph relates the history of the Community Colleges for International Development, Inc. (CCID), a cooperative endeavor to promote international education in two-year colleges. The first chapter describes CCID's formative years, from its foundation in 1976 by Brevard Community College, Bunker Hill Community College, Delaware Technical and Community College, Florida Junior College, and Navarro Community College to develop opportunities for international education, to its expansion to nine colleges and training agreements with Taiwan and the Republic of Suriname by the end of 1980. Chapter 2 reviews organizational growth between 1981 and 1985, highlighting the educational exchange of CCID-member students with West Germany, the training of Suriname students and teachers at CCID institutions, and the expansion to 11 members in 1985. Chapter 3 reviews activities between 1986 and 1988, including student and faculty exchange programs in Europe, while chapter 4 describes CCID reactions to global events from 1989 to 1994, highlighting projects in Eastern Europe, Suriname, Russia, and Taiwan, as well as the expansion to 21 full and 41 affiliate members by 1993. Footnotes are included for each chapter. Appendixes include a CCID financial summary for 1976-1994, and a list of member colleges showing years of membership and college personnel on the CCID Board.   [More]  Descriptors: Community Colleges, Consortia, Cooperative Programs, Educational History

Irwin, Wallace, Jr., Ed.; And Others (1980). American Foreign Policy for the '80s: A Voter's Guide to the Facts and Issues. The purpose of this guide is to provide voters, officeholders, and candidates with background information on major foreign policy issues so that they can follow the 1980 presidential debates and reach their own informed conclusions. Thirteen major foreign policy topics are covered. The material is written in telegraphic style to get the essential information into a limited space. All facts have been carefully researched and the approach is strictly impartial and nonpartisan. Each topic includes a section tracing administration policy and concludes by presenting alternatives to present policy, with main arguments pro and con. A few additional readings are listed for each subject. Topics treated are: Leadership: President vs. Congress; U.S. Defense Policy; International Terrorism; Energy: U.S. Dependence on Foreign Oil; Trade and the Dollar; The UN and Third-World Development; Southern Africa; China and Taiwan; Cambodia, Vietnam and the Refugee Crisis; The Caribbean and Central America; The Arab-Israeli Conflict; Iran, Afghanistan and the Persian Gulf; and After Afghanistan: The U.S. and Russia. Descriptors: Adult Education, Debate, Developing Nations, Economics

Cable News Network, Atlanta, GA. (1996). CNN Newsroom Classroom Guides, May 1-31, 1996. These classroom guides, designed to accompany the daily Cable News Network (CNN) Newsroom broadcasts for the month of May, provide program rundowns, suggestions for class activities and discussion, student handouts, and lists of related news terms. Topics covered include: United States-Israel anti-terrorism accord, the comeback of baseball merchandising, marketing strategies, Indian elections, and safety in laying underground pipes with a robotic backhoe (May 1-3); Israel-Palestine peace talks, political protest music, the Bosnian War Crimes tribunal, official police presence at fast food restaurants, pollen allergies, schism between F. W. De Klerk's and Nelson Mandela's political parties in South Africa, (May 6-10); candidate "marketing," difficulties of Liberian refugees, fat content of foods, the U.S. threats of trade sanctions on China, the history of the United Farm Workers' union, Bob Dole's resignation from the Senate, space shuttle launches, biorhythms, and the Dead Sea Scrolls online (May 13-17); the Endeavor lift-off, "cyber-campaigns," an oil-for-food agreement between Iraq and the United nations, the controversy over renewing China's Most Favored Nation status, attracting a professional sports team to one's town, microbes in drinking water, treatments to reduce pain, and the dissolution of a Chinese gun-smuggling operation (May 20-24); a peace agreement between Russia and Chechnya, economic growth in India, the Amish, traffic control during the 1996 Olympics, the Whitewater verdicts, and the cliffhanger in the Israeli elections (May 28-31).  Descriptors: Cable Television, Class Activities, Current Events, Discussion (Teaching Technique)

Cable News Network, Atlanta, GA. (1995). CNN Newsroom Classroom Guides. October 1995. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of October, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Topics covered by the guides include: bedroom community business, freedom of expression and national security, Sao Tome and Principe, military takeovers, Internet job search, trial terminology, vocal ability and voice strain, hurricanes, and media and justice (October 2-6); future colleges, hurricane damage, Kenya elephant relocation, the Richter scale, union vs. business, self respect, fish venting, gravity, and the three sins of journalism (sensationalism, unverified quotations, and point of view) (October 9-13); the marriage of technology to human need and enterprise (i.e., tele-garden), Tuk Tuk power (Thailand), Million Man March, China's grain king, entrepreneur interviewing, laser guns, and fact vs. opinion (October 16-20); Internet telephone, controlling the Internet, Philippines cartoons, (United States/Russia politics (action/reaction), and perfume wars, media filters (October 23-27); shyness, poem creation, and world emerging diseases and border control (October 30-31).   [More]  Descriptors: Cable Television, Class Activities, Current Events, Discussion (Teaching Technique)

Wisconsin Univ., Milwaukee. Inst. of World Affairs. (1977). Domestic Developments in China and the Future of U.S.-China Relations. Proceedings of the Wisconsin Conference on China (Wisconsin, May 13-14, 1977). Proceedings are presented from a conference convened to examine recent developments in China and to provide recommendations for U.S. policy options vis a vis China. Participants included Asian American scholars, college and high school teachers, foreign policy experts, congressmen, and representatives from business, religious, and agricultural communities. The document is presented in two major sections, corresponding to the two major conference panels. Speeches in section I, domestic developments in China, are entitled "Political Trends and Leadership Changes,""Domestic and Foreign Economic Policy Issues," and "Rural Life and Social Change." Topics discussed include the succession of Mao Tse-tung, economic growth, foreign financial assistance, foreign trade, and changes in family life. Speeches in section II focus on the future of relations between the United States and China. They are entitled "Some Historical Perspectives,""Normalization: What do We Win? What do We Lose?""Normalization: Multilateral Implications,""Taiwan: Future Options," and "U.S. Policy Toward China–A Congressional View." Topics include American and Chinese views of China, China and Russia, Chinese politics, and diplomatic relations. For each speech, information is presented on background and affiliation of the author, major subject headings, and a summary of the speech. Descriptors: Asian History, Developed Nations, Developing Nations, Foreign Countries

Chapman, John M., Ed. (1979). 1978-79 Michigan Social Studies Textbook Study, Volume II. This document, Volume II of a two-volume report on the extent to which four elementary level social studies programs reflect the multi-racial, multi-cultural nature of American society, contains individual reports of each reviewer. Fifteen reviewers examined textbooks and accompanying instructional materials according to the degree to which they accurately reflect our multi-cultural society, portray people from other areas of the world, are concerned with the handicapped and women, are adequate for bilingual and gifted students, are at appropriate reading levels, and accurately reflect current scholarship in social studies education. Textbooks and/or programs reviewed were "Concepts and Inquiry" (Allyn and Bacon, 1978), "The Social Sciences: Concepts and Values" (Harcourt, Brace, Jovanovich, 1970), the "Holt Databank System" (Holt, Rinehart, and Winston, 1972), and "Windows on Our World" (Houghton Mifflin Company, 1976). The findings are organized according to reviewer, each of whom was assigned a specific topic in analyzing all four programs. These topics are Blacks, Hispanics, American Indians, Africa, Asia, Middle East, Russia and Eastern Europe, Handicapped, Women, Bilingual, Gifted and Talented, Readability (two reviewers), and social studies scholarship. General findings demonstrate that none of the programs is adequate in all categories; significant deficiencies exist in terms of sex bias, handicapped, and American Indians; and much work is required before textbooks will accurately reflect our pluralistic society.   [More]  Descriptors: Bilingual Students, Cultural Pluralism, Disabilities, Elementary Education

Campbell, Clifton P. (1975). Renewal in Education with Emphasis on Careers. Government statistics reveal nearly 2.5 million students leave schools yearly without adequate work preparation. Support for career education, as a renewal force, is needed to redirect educational emphasis from academic elitism to open access for occupational preparation. Vocational school graduates choose advanced education almost as often as their academic counterparts. As a primary administration aim, the United States Commissioner of Education advocates career education for all American children. Expansion of that position should provide career education to all regardless of age or social background; we are on the threshold of providing citizen's entitlement to occupational preparation. Career education is a systematic way to (1) acquaint elementary and middle school students with the work world, (2) prepare high school and college students to enter and advance in their chosen field, and (3) allow adults to re-enter formal education, upgrade skills, or enter new fields. To meet changing work needs, we must provide exposure and experience before job entry preparation and retraining opportunities. Perhaps career education should be offered first to students in school and then periodically after employment. Through paid educational leaves, workers in many countries (France, Russia, etc.) continue formal education, without age limit. Descriptors: Access to Education, Adult Education, Career Education, Educational Change

Pereira, Carolyn (1984). The Education of Juan Abdul Tipsuda. A Case Study of the New Immigrant in Chicago. The great variety of cultural and legal backgrounds of present-day immigrants to Chicago and the lack of adequate resources with which to fund programs has made assimilation a difficult challenge. Chicago schools are committed to provide bilingual programs to students with limited proficiency in English and 75 bilingual programs have been developed. Although plans call for citizenship instruction in students' native languages, there are no programs or materials available. Programs for adults usually focus on teaching enough English to meet basic needs. Learning about the American legal system is rarely emphasized, yet this is a crucial need because so many students, both young and older, come from societies with legal systems different from that of the United States. Some programs, such as the Citizens Information Service, begun by the Illinois League of Women Voters, have tried to provide such information but more must be done. A possible way to improve citizenship education is by using concrete cases, such as the case of Walter Polovchak (the 12-year old who refused to return to Russia with his parents), to provide useful information about the American legal system. A format designed by the Constitutional Rights Foundation for use by teachers in bilingual programs is described. Appendixes contain a list of 18 major bilingual programs taught by language and a sampling of curriculum materials on United States history and citizenship.   [More]  Descriptors: Adult Education, Bilingual Education Programs, Citizenship Education, Elementary Secondary Education

Inkeles, Alex, Ed. (1977). Annual Review of Sociology, Volume 3, 1977. This book contains 15 articles reviewing significant developments in sociology in 1977. The first paper discusses the major trends and research evidence on the relationship between work-related technology and job satisfaction. A review of research dealing with social crisis and disaster is presented in the next article. The third paper reviews measurement in social stratification. Trend studies which use a survey sample and census data, an overview of family interaction literature, and methods for modeling the structure of relationships among variables with systems of equations are treated in the next three papers. The seventh article examines mortality trends. The eighth looks at the social structure of Mainland China. Surveys of the current state of the field of political socialization, of empirical and theoretical investigations conducted by symbolic interactionists, and of research in the areas of socialization and personality are presented. The last four papers deal with mobility and stratification in Russia, recent trends in Polish sociology, demography and the family, and the study of slavery. Descriptors: Demography, Essays, Family (Sociological Unit), Job Satisfaction

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