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Osvita

University of Alberta. Canadian Institute of Ukrainian Studies

Published: 1985

Total Pages: 290


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A detailed analysis of the corruption economies of Ukrainian and Belarusian bureaucracies and their roots in post-transitional politics.
Breaking the Tongue examines the implementation of the Ukrainization of schools and children's organizations in the 1920s and early 1930s.
This contributed volume is devoted to the recent history and evolution of mathematics education in Eastern Europe, exploring how it was influenced by social and political changes in this part of the world. Despite the broad recognition of the importance of these changes, little scholarship exists that examines the ways in which they were followed by changes in the teaching of mathematics in the post-socialist countries. Indeed, the analyzed processes are complex and vary across the states. Accordingly, this book touches on many factors--including differences in cultures and traditions – that find expression in the teaching of mathematics. Specifically, this volume seeks to explore what changes there were in education in general and in the position of mathematics in school education in these years, and how these changes may be explained and documented; what changes there were in the content of mathematics education and its assessment, and how were they motivated and adopted; what new textbooks appeared and what new methodological ideas were offered in them; how and why mathematics teacher education and/or professional development changed; what was the role (if any) of foreign influences on mathematics education, etc.The book will be of interest to both researchers in mathematics education and practitioners-teachers, as well as a broader audience of historians and educators exploring the political aspects of education.
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How does the disintegration of the Soviet system help us to understand the character of library and information institutions and practices within post-soviet space? This title brings together diverse reflective essays, reports and empirical analyses of the changing character of the post-soviet library world to address the question.
Winner of the 2022 Ab Imperio Award for the Best Study in New Imperial History and History of Diversity in Northern Eurasia This first English-language synthesis of the history of Dnipro (until 2016 Dnipropetrovsk, until 1926 Katerynoslav) locates the city in a broader regional, national, and transnational context and explores the interaction between global processes and everyday routines of urban life. The history of a place (throughout its history called ‘new Athens’, ‘Ukrainian Manchester’, ‘the Brezhnev`s capital’ and ‘the heart of Ukraine’) is seen through the prism of key threads in the modern history of Europe: the imperial colonization and industrialization, the war and the revolution in the borderlands, the everyday life and mythology of a Soviet closed city, and the transformations of post-Soviet Ukraine. Designed as a critical entangled history of the multicultural space, the book looks for a new analytical language to overcome the traps of both national and imperial history-writing.
Over thirty years in the making, the most comprehensive work in English on Ukraine is now complete: its history, people, geography, economy, and cultural heritage, both in Ukraine and in the diaspora.
INAP, the International Network on Innovative Apprenticeship has steadily grown to incorporate researchers from all over the world. In 2019 it's 8th international conference hosted by Konstanz University, Germany, points to various issues linked to contemporary apprenticeship reforms and reconfigurations, which indicates the need for apprenticeships to deliver on its promise of workplace skills and for it to evolve and also to change as the world economies develop. Apprenticeship is a model of work and training, which has benefits for many different types of economies and societies. Specific areas of research are represented in Konstanz by the following topics and from different countries' perspectives: - Governance and Stakeholders - Teaching and Learning - Academisation in Apprenticeships - Diversity and Inclusiveness - Internationalisation and Transfer of VET Services - Future Work: New Employment Patterns - Future Work: Industry 4.0 - School to Work Transition and Youth Employment - Modern Fields of TVET Research and Practice
This study focuses on the first group targeted in the genocide known as the Holodomor: Ukrainian intelligentsia, the “brain of the nation,” using the words of Raphael Lemkin, who coined the term genocide and enshrined it in international law. The study’s author examines complex and devastating effects of the Holodomor on Ukrainian society during the 1920–1930s. Members of intelligentsia had individual and professional responsibilities. They resisted, but eventually they were forced to serve the Soviet regime. Ukrainian intelligentsia were virtually wiped out, most of its writers and a third of its teachers. The remaining cadres faced a choice without a choice if they wanted to survive. The author analyzes how and why this process occurred and what role intellectuals, especially teachers, played in shaping, contesting, and inculcating history. Crucially, the author challenges Western perceptions of the all-Union famine that was allegedly caused by ad hoc collectivization policies, highlighting the intentional nature of the famine as a tool of genocide, persecution, and prosecution of the nationally conscious Ukrainian intelligentsia, clergy, and grain growers. The author demonstrates the continuity between Stalinist and neo-Stalinist attempts to prevent the crystallization of the nation and subvert Ukraine from within by non-lethal and lethal means.