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A panoramic, interdisciplinary survey of Russian lives and “a must-read for any scholar engaging with Russian culture” (The Russian Review). In this interdisciplinary collection of essays, distinguished scholars survey the cultural practices, power relations, and behaviors that characterized Russian daily life from pre-revolutionary times through the post-Soviet present. Microanalyses and transnational perspectives shed new light on the formation and elaboration of gender, ethnicity, class, nationalism, and subjectivity. Changes in consumption and communication patterns, the restructuring of familial and social relations, systems of cultural meanings, and evolving practices in the home, at the workplace, and at sites of leisure are among the topics explored. “Offers readers a richly theoretical and empirical consideration of the ‘state of play’ of everyday life as it applies to the interdisciplinary study of Russia.” —Slavic Review “An engaging look at a vibrant area of research . . . Highly recommended.” —Choice “Volumes of such diversity frequently miss the mark, but this one represents a welcomed introduction to and a ‘must’ read for anyone seriously interested in the subject.” —Cahiers du Monde russe
One-time lovers who share libertarian ideals find themselves on opposite sides of the Iron Curtain in the 1960s. They continue to seek a path to liberation and their letters record the repression and satisfactions they experience under different manifestations of the modern state. A beautiful, tender and inspiring collection. In all actuality, a collection of work from Fredy Perlman.
Student CD-ROM to accompany Nachalo Book 1, 2nd Edition
Beyond Vision is the first English-language collection of essays on art by Pavel Florensky (1882–1937), Russian philosopher, priest, linguist, scientist, mathematician – and art historian. In addition to seven essays by Florensky, the book includes a biographical introduction and an examination of Florensky’s contribution as an art historian by Nicoletta Misler. Beyond Vision reveals Florensky’s fundamental attitudes to the vital questions of construction, composition, chronology, function and destination in the fields of painting, sculpture and design. His reputation as a theologian and philosopher is already established in the English-speaking world, but this first collection in English of his art essays (translated by Wendy Salmond) will be a revelation to those in the field. Pavel Florensky was a true polymath: trained in mathematics and philosophy at Moscow University, he rejected a scholarship in advanced mathematics in order to study theology at the Moscow Theological Academy. He was also an expert linguist, scientist and art historian. A victim of the Soviet government’s animosity towards religion, he was condemned to a Siberian labor camp in 1933 where he continued his work under increasingly difficult circumstances. He was executed in 1937.
This is the most innovative, comprehensive, and scholarly bilingual dictionary of Russian idioms available today. It includes close to 14,000 idioms, set expressions, and sayings found in contemporary colloquial Russian and in literature from the nineteenth century to the present. The Russian idioms are provided with many English equivalents to render idioms in various contexts. Illustrative examples are cited to show how the idioms are used in context. Each entry also contains a grammatical description of the idiom, a definition—an innovative feature for a bilingual dictionary—and stylistic and usage information. A most notable part of the work is the alphanumeric index that makes finding the right expression very easy.
The Handbook of Technology and Second Language Teaching and Learning presents a comprehensive exploration of the impact of technology on the field of second language learning. The rapidly evolving language-technology interface has propelled dramatic changes in, and increased opportunities for, second language teaching and learning. Its influence has been felt no less keenly in the approaches and methods of assessing learners' language and researching language teaching and learning. Contributions from a team of international scholars make up the Handbook consisting of four parts: language teaching and learning through technology; the technology-pedagogy interface; technology for L2 assessment; and research and development of technology for language learning. It considers how technology assists in all areas of language development, the emergence of pedagogy at the intersection of language and technology, technology in language assessment, and major research issues in research and development of technologies for language learning. It covers all aspects of language including grammar, vocabulary, reading, writing, listening, speaking, pragmatics, and intercultural learning, as well as new pedagogical and assessment approaches, and new ways of conceiving and conducting research and development. The Handbook of Technology and Second Language Teaching and Learning demonstrates the extensive, multifaceted implications of technology for language teachers, learners, materials-developers, and researchers.
Russian: From Intermediate to Advanced is a vibrant and modern course designed to help students achieve advanced proficiency in Russian. Offering a flexible modular approach structured around contemporary themes, the course further develops reading, listening, speaking, and writing skills while also expanding the student’s cultural literacy. Key features include: Structured chapters presenting a wide assortment of readings that include blogs, forums and surveys as well as opinion pieces and commentaries. Each text is accompanied by assignments with increasing levels of difficulty. Authentic and up-to-date readings, video and audio excerpts covering a range of relevant social and cultural topics, including Demography, Youth Culture, Politics and Society, Economics and Globalization. Video clips from news programs that are used not only to develop listening comprehension but also introduce students to contemporary Russian society. Particular attention to helping students acquire advanced vocabulary and the ability to converse, discuss and argue about issues with extended paragraph-length discourse. Special focus on the development of strong listening and reading comprehension skills, ensuring that students understand the ideas and supporting details in narrative and descriptive texts and connected discourse. A free companion website at http://www.russian.ucla.edu/AdvancedRussian/ offering student and instructor video and audio resources, sample syllabi and tests as well as additional materials. Written by a highly experienced author team that has co-authored the first year Russian textbook Beginner’s Russian (2010) and the second-year textbook V Puti (2005). Russian: From Intermediate to Advanced will be an essential resource for undergraduate students in their third and fourth year of Russian language study. It is also suitable for heritage learners of Russian who have mastered literacy and are familiar with the grammatical structure of Russian.
Play is one of humanity's straightforward yet deceitful ideas: though the notion is unanimously agreed upon to be universal, used for man and animal alike, nothing defines what all its manifestations share, from childish playtime to on stage drama, from sporting events to market speculation. Within the author's anthropological field of work (Mongolia and Siberia), playing holds a core position: national holidays are called "Games," echoing in that way the circus games in Ancient Rome and today's Olympics. These games convey ethical values and local identity. Roberte Hamayon bases her analysis of the playing spectrum on their scrutiny. Starting from fighting and dancing, encompassing learning, interaction, emotion and strategy, this study heads towards luck and belief as well as the ambiguity of the relation to fiction and reality. It closes by indicating two features of play: its margin and its metaphorical structure. Ultimately revealing its consistency and coherence, the author displays play as a modality of action of its own. "Playing is no 'doing' in the ordinary sense" once wrote Johan Huizinga. Isn't playing doing something else, elswhere and otherwise ?
This volume illustrates how language revival movements in Russia and elsewhere have often followed a specific pattern of literacy bias in the promotion of a minority’s heritage language, partly neglecting the social and relational aspects of orality. Using the Vepsian Renaissance as an example, this volume brings to the surface a literacy-orality dualism new to the discussion around revival movements. In addition to the more-theoretically oriented scopes, this book addresses all the actors involved in revival movements including activists, scholars and policy-makers, and opens a discussion on literacy and orality, and power and agency in the multiple relational aspects of written and oral practices. This study addresses issues common to language revival movements worldwide and will appeal to researchers of linguistic anthropology, sociolinguistics, education and language policy, and culture studies.