Articles de revues sur le sujet « Education – Georgia (Republic) »

Aim. The paper aims to study and present the issue of Georgian education, analyze it chronologically and thematically based on past experience. The paper deals with the period of the First Republic of Georgia, 1918-1921, and highlights the place of education and culture in Georgian politics. Moreover, the paper is focused on the connections of modern Georgian politics and the centuries-old traditional heritage and its transformation into the present reality. Method. The paper is presented based on a number of researched documents, empirical material, scientific research papers, monographs, analysis of government documents, historical-comparative method. Result. The paper presents the reality of the first democratic republic in Georgia in 1918-1921, the effective steps of the state for the development of proper education and cultural policy, and its introduction and development in practice. Conclusion. Several empirical materials prove that during the period of the First Republic of Georgia (1918-1921), despite the difficult political situation in Georgia, education in Georgia, with the support of the government and due to the active and creative work of representatives of such field as education, literature, theater, music, cinema, and science. were well developed. This issue is part of the country's internal policy, which is important and relevant today.

PurposeHigher education in the Republic of Georgia has experienced a massive isomorphic transformation since the Rose Revolution of 2003 and continues to transform with aspirations toward Euro-Atlantic integration, compliance with the Bologna Process and as a reflection of the Europeanization of its higher education sector.Design/methodology/approachThis literature review documents and analyzes literature published between 1991 and 2019 on the development of higher education in the Republic of Georgia from 2003 to 2019.FindingsThe findings reflect the evolving political landscape and aspiration for Euro-Atlantic integration against the backdrop of one of the most impoverished education systems in the world, as measured by percentage of gross domestic product spending. More explicitly, what findings have been reported in the international literature on Georgian higher education from 2003 to 2019?Research limitations/implicationsThe choice to review only English publications was deliberate and done after consultation with a leading Georgian scholar, who noted that the Georgian language publishing market is small and of varied quality; leading Georgian scholars most often seek to publish in English journals and books, and all technical and policy reports produced by the Minister of Education, NGOs and large international organizations (e.g. World Bank) are available in English.Originality/valueThis literature review documents and analyzes literature on the development of higher education in the Republic of Georgia from 2003 to 2019 as a reflection of the evolving political landscape and aspiration for Euro-Atlantic integration against the backdrop of one of the most impoverished education systems in the world, as measured by percentage of gross domestic product (GDP) spending. This unique political and economic history makes higher education in Georgia worthy of review.

Since achieving independence in 1991, the Republic of Georgia has made significant progress with democratization and now has what is considered the freest, most independent, and most diverse press among the ex-Soviet Caucasus and Central Asian countries. Improvements have been made in the quality of journalism education as part of a national process of educational reform, but curricula remain hampered by Soviet-era legacies in content and pedagogy. This essay compares a leading university’s curriculum with the UNESCO (United Nations Educational, Scientific, and Cultural Organization) model curricula for journalism education, discusses the purposes and standards of accreditation for journalism and mass communication programs, and concludes that the current accreditation process in Georgia needs improvement.

Since 1991, the health system of the Republic of Georgia has passed through several phases of reform. Privatization and marketization of the healthcare system are among the major reforms. The aim of this study was to analyze the changes in the utilization of, and access to maternal care services during the period 1999–2010. Secondary analysis was done using data from three national reproductive health surveys (RHS). From three RHSs we selected 7,684 women who experienced childbirth/s during 5-years prior to each survey. We analyzed data on pregnancy outcome, type of childbirth, access and utilization of prenatal, natal and immediate postnatal care, and looked at associations with maternal age, ethnicity, educational level, employment status, residence, religion, and economic status. Binary and multinomial regressions were the main statistical models used along with descriptive statistics. We found that the overall utilization of prenatal care services was quite high; in the first wave, it was 92.1% then increased to 95.1% and 98.1% in the second wave and in the third wave respectively. However, utilization of postnatal services was quite low. According to RHS 1999–2000 only 10.7% of mothers utilized postnatal services, which increased to 23.3% in 2010. Women of age group 30–34 were more likely not to use prenatal care services than the other age groups. Rural dwellers, women with lower education level, and women with lower income were less likely to utilize prenatal check-ups. According to the findings from the survey, there were improvements in access to prenatal and natal care as well as utilization of maternal care services over the years. Overall, the use of maternal care has improved during the reforms.

This study examined the role of social categorization in the language attitudes process. Participants ( N = 1,915) from three ethnolinguistic groups residing in the republic of Georgia—Georgians, Armenians, and Azerbaijanis—listened to a speaker reading a text in a Tbilisi-accented (standard variety) and a Mingrelian-accented (nonstandard variety) Georgian guise. We predicted that the three groups would vary in their ability to correctly categorize the two guises and that this intergroup variation in categorization accuracy would result in intergroup variation in language attitudes. These hypotheses were supported. Georgians were more accurate than Armenians and Azerbaijanis in their categorization of both guises. The Tbilisi-accented (Mingrelian-accented) guise was evaluated more (less) favorably when categorized correctly than when miscategorized. This resulted in intergroup variation in language attitudes: Overall, Georgians evaluated the Tbilisi-accented (Mingrelian-accented) guise more (less) favorably than Armenians and Azerbaijanis, due in part to Georgians’ higher categorization accuracy of both guises.

At the present stage, in the context of global economic and political problems, the educational space in countries with a small open economy is of particular importance, since it is recognized as one of the key elements of ensuring public welfare. In addition to the costs directly allocated to education in Georgia, the government finances various retraining courses, the need for which is due to the higher education programs which seem to be incompatible with the labour market. The purpose of this article is to determine the cost efficiency of retraining incurred by the state, and the reasons for these additional costs as well as the aspects of retraining (profession / qualification) provided to higher education diploma holders. This last group is of particular interest to us to determine what causes the need for services provided by the employment agency in the case of people with higher education which, possibly, leads us to gaps in study programs, which, in turn, can be caused by a) higher education programs, which cannot give graduates the proper skills; or/and b) the institution of higher education has not studied the required number of graduates/skills needed in the market (and determines the number of students according to its academic staff) and/or graduates with low academic performance (which are supported by the institution of higher education so as not to lose a voucher) need retraining.

This study is based on the results of the OECD (2018) structured survey of 1,093 teachers at universities in Australia, Colombia, the Czech Republic, Denmark, Georgia, Malta, Vietnam, Turkey, and Argentina, examined policy, the practice of cultural characteristics in training specialists, and teachers' attitudes to cultural diversity. The attitude and perception of cultural features by teachers does not determine the practice of forming a cultural environment and managing this environment to ensure quality education of students of different nations. The main culturological aspects of training are self-expression of cultural and ethnic identities, expression of cultural characteristics and their value through multicultural activities in universities, teaching students to combat ethnic or cultural discrimination. Therefore, the formation of a multicultural environment in higher education occurs through the activities of students and teachers, which complement each other.

Parent participation in school management has been promoted as a strategy for holding schools accountable for education quality and outcomes. However, the evidence has proven inconclusive and limited in explaining mechanisms to affect student achievement. By using public school student data derived from the Programme for International Student Assessment 2015, this study examines how 1) participation of a student’s own parents in school management, which would affect their learning support at home and 2) participation of a group of parents, which would influence school decisions and thus affect the learning environment at school, are associated with student achievement in Croatia, Georgia, Portugal, the Dominican Republic, Mexico, Korea, Hong Kong, and Macao. I found no evidence that parent participation in school management contributed to improving student achievement. Instead, depending on the country, a negative association is derived from either individual-level or school-level parent participation. The associations are not moderated by parents’ socioeconomic status but by school’s openness to parental engagement in some of the countries, indicating that what matters might not be participation per se but the degree of engagement. The findings underscore the importance of understanding mechanisms and conditions in which parent participation affects student learning in context to design effective participatory school governance.

Despite the increasing burden of mental disorders, a lot of people worldwide suffer a gap in receiving necessary care in these countries. To close this gap, the WHO has developed mhGAP training modules aimed at scaling up mental health and substance use disorders services, especially in low- and middle-income countries. This article presents the experience of implementing the Mental Health Gap Action Programme (mhGAP) in Ukraine, Armenia, Georgia, and Kyrgyz Republic. Data were gathered from an electronic questionnaire administered to representatives from higher educational institutions where the Mental Health Gap Action Programme Intervention Guide (mhGAP-IG) was implemented in existing curricula for medical students, interns, and residents in family medicine and neurology, practicing physicians, and master’s program in mental health students. More than 700 students went through the programs that provided the feedback. Evaluations of program effectiveness mainly involved standard discipline tests or pre- and post-tests proposed in the mhGAP trainer manual. This finding suggested that mhGAP-IG can be successfully adapted and implemented both on undergraduate and on postgraduate education levels and among medical and nonmedical specialists. Future evaluations need to more definitively assess the clinical effectiveness of mhGAP-IG implementation.

Open educational resources are among the important factors that affect the quality of contemporary education. The new form of education has been recognised by UNESCO and has become an important element in reaching sustainable development goals in educational sector. This article covers the experience of using open educational resources for expert support in justice, based on international experience. To identify the possibility of using open educational resources in the specific area of forensic experts’ education, the authors of the article have conducted a survey among expert community, and the survey results are presented in this study. Representatives of expert institutions from Bosnia-Herzegovina, Bulgaria, Czech Republic, Georgia, Germany, Greece, Israel, Latvia, Montenegro, Poland, Slovenia, Ukraine and other countries have participated in the survey. The analysis of survey results shows that the introduction of open educational resources is acceptable for most respondents. It was found that ‘OER: Forensic Science’ project is going to be the first educational content of the kind to be introduced in forensic expert institutions and universities entitled to support educational activities. It is proven that open educational resources can enhance quality of the learning process at two levels at least. First, it is the quality of teaching and secondly, it is the new digital approach to learning environment that allows access to all studies necessary to perform forensic expert activities.

The Azerbaijani language (also referred as Azerbaijani Turkish) is one of the most important languages of Islam in the South Caucasus region. Nowadays spoken by at least 25 million people in the Republic of Azerbaijan, Iran and Georgia, usage of Azerbaijani as a vernacular language has played an important role in the rise of Islamic reformism in the area during the first decade of the 20th century and, almost a century later, in the Islamic revival that has taken place since 1991. At the turn of the 20th century, two vernacular Qur’ān commentaries by Azerbaijani scholars, Kashf al-Ḥaqāʾiq ʿan Nukat al-Ayāt wa’l-Daqāʾīq (1904–1905) by Mīr Muḥammad Karīm al-Bākuwī and al-Bayān fī tafsīr al-Qurʾān (1908) by Muḥammad Mawlā Zādah al-Shakawī, opened new avenues in the debate about the translatability and interpretation of the Qur’ān in non-Arabic discourses, as well as the status of those sources in local Islamic education. This study argues, despite the many dramatic changes brought about by atheist Soviet policies between 1920 and 1991, the impact of these two early 20th century tafsir on modern-day Azerbaijani Islamic education and scholarship has remained substantial, and their influence can be seen in everything from Qur’ānic studies courses in the current curricula of theological colleges to the most recent translations of the Qur’ān in Azerbaijan and beyond.

Learner-centered coaching and feedback are relevant to various educational contexts. Spaced retrieval enhances long-term knowledge retention. We examined the efficacy of Blank Slate, a novel spaced retrieval software application, to promote learning and prevent forgetting, while gathering and analyzing data in the background about learners’ performance. A total of 93 students from 6 universities in the United States were assigned randomly to control, sequential or algorithm conditions. Participants watched a video on the Republic of Georgia before taking a 60 multiple-choice-question assessment. Sequential (non-spaced retrieval) and algorithm (spaced retrieval) groups had access to Blank Slate and 60 digital cards. The algorithm group reviewed subsets of cards daily based on previous individual performance. The sequential group reviewed all 60 cards daily. All 93 participants were re-assessed 4 weeks later. Sequential and algorithm groups were significantly different from the control group but not from each other with regard to after and delta scores. Blank Slate prevented anticipated forgetting; authentic learning improvement and retention happened instead, with spaced retrieval incurring one-third of the time investment experienced by non-spaced retrieval. Embedded analytics allowed for real-time monitoring of learning progress that could form the basis of helpful feedback to learners for self-directed learning and educators for coaching.

Возросший интерес к винам из стран, считающихся родиной виноделия (Армения, Грузия, Греция, Румыния), связан со своеобразием ароматов и вкусов, обусловленных местными традиционными сортами винограда. Однако сортовой состав автохтонного винограда, используемый в производстве вин в Армении, весьма ограничен. Нами поставлена цель выявить и изучить перспективность малораспространенных, забытых аборигенных армянских сортов винограда для производства высококачественных вин. Актуальность работы связана с увеличением сырьевых ресурсов виноградовинодельческой отрасли республики. Для исследования были выбраны аборигенные красные сорта Тозот, Кохбени, Арени (контроль) из двух регионов Армении. Опытные виноматериалы были приготовлены в условиях микровиноделия. Двухлетние изучения технохимических показателей и органолептическая оценка опытных образцов выявили перспективность использования красных (Тозот и Кохбени) сортов автохтонного винограда в качестве сырья для производства вин высокого качества в разных регионах Армении. Recent years the increased interest in wines from countries considered to be the birthplace of winemaking (Armenia, Georgia, Greece, Romania) is associated with the uniqueness of aroma and flavor of the local traditional grape varieties. However, the variety assortment of autochthonous grapes used in wine production in Armenia is very limited. Our goal is to find out and study the prospects of less common autochthonous Armenian grape varieties for the high quality wine production. The relevance of this work is associated with the increase in the amount of raw materials of the viticultural and winemaking industry of the Republic. Red autochthonous grape varieties 'Tozot', 'Koghbeni', 'Areni' (as the control) from two regions of Armenia were selected for the research. Experimental base wines were produced in the conditions of microvinification. A two-year research of technochemical indicators and organoleptic assessment of experimental samples revealed the potential of using local red varieties ('Tozot' and 'Koghbeni') as raw materials for the high quality wine production in different regions of Armenia. The research was carried out with the financial support of State Science Committee of the Ministry of Education and Science of the Republic of Armenia within the framework of scientific project No. 18T-2K024.

Abstract The European Union (EU) signed Association Agreements on 27 June 2014 with Georgia, the Republic of Moldova, and Ukraine. The Association Agreement (AA) is the EU’s main instrument to bring the countries in the Eastern Partnership (EaP) closer to EU standards and norms. For the citizens of the EaP countries to benefit from these agreements, a more in-depth knowledge of the EU and the EU Member States is required to be reflected in a comparative approach to European Union studies. We examine these implications on the need to expand and adapt, the content and approach to research and teaching European Union studies, with the transdisciplinary approach becoming increasingly dominant, becoming a modern tool for research in social sciences. This contribution aims to offer insight into the implementation of transdisciplinarity in the methodology of education and research as it is determined by current increasing global challenges. This approach should serve as a means of integrating a number of main goals as part of learning, teaching and research processes: strengthening employability of young people and preparing them for citizenship. We discuss the need for modernizing European studies in the EU Member States that could serve as an example for the EU Eastern Partnership countries. We conclude that the theoretical approach to European and related studies of other disciplines and their practical implications should always be transdisciplinary in nature and benefit from direct in-situ exposure and should be fully integrated in university curricula

Following the extensive biographical material, the article explores characteristics of educational backgrounds of the Georgian ruling elite. The defeat of the M. Saakashvili's party in the 2012 elections did not change its qualitative characteristics. A significant part of the Georgian ruling elite received education in Western universities in the field of law, international relations etc., which formed a critical attitude towards Russia. The Georgian ruling elite has established educational standards for its members, and in every new government – no matter which political course is proclaimed – these standards are becoming more dominant. The author has also concluded that education in Western universities and practical activities in Western NGOs are the means used by the elite to form the anti-Russian attitude, and for the West it is a mechanism of the Georgian elite incorporation in its sphere of influence. The author argues that Russian universities are not competitive and attractive for the Georgian elite at present. The qualitative analysis of its educational background explains the nature of Georgia–Russia relations to some extent. It is concluded that a significant difference in educational backgrounds of the Russian and Georgian ruling elites dooms them to serious contradictions. At the same time, the author suggests that owing to the activity of the West, the future elites in other republics of the former USSR will also focus on the Western education.

Journal of Mathematics Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated.Many authors, regardless of whether Journal of Mathematics Research publishes their work, appreciate the helpful feedback provided by the reviewers.Reviewers for Volume 9, Number 2 Alberto Simoes, University of Beira Interior, PortugalAli Berkol, Space and Defense Technologies & Baskent University, TurkeyArman Aghili, University of Guilan, IranCecilia Maria Fernandes Fonseca, Polytechnic of Guarda, PortugalGane Sam Lo, Universite Gaston Berger de Saint-Louis, SenegalMarek Brabec, Academy of Sciences of the Czech Republic, Czech RepublicMaria Alessandra Ragusa, University of Catania, ItalyMohammad Sajid, Qassim University, Saudi ArabiaMohd Hafiz, Universiti Sains Malaysia, , MalaysiaN. V. Ramana Murty, Andhra Loyola College, IndiaOlivier Heubo-Kwegna, Saginaw Valley State University, USAOmur Deveci, Kafkas University, TurkeyÖzgür Ege, Celal Bayar University, TurkeyPeng Zhang, State University of New York at Stony Brook, USAPhilip Philipoff, Bulgarian Academy of Sciences, BulgariaRovshan Bandaliyev, National Academy of Sciences of Azerbaijan, AzerbaijanSanjib Kumar Datta, University of Kalyani, IndiaSelcuk Koyuncu, University of North Georgia, USASergiy Koshkin, University of Houston Downtown, USAShenghua Ni, Vanderbilt University Medical Center, USAVishnu Narayan Mishra, Sardar Vallabhbhai National Institute of Technology, IndiaWaleed Al-Rawashdeh, Montana Tech, USAYifan Wang, University of Houston, USAYoussef Ei Foutayeni, Modeling and Simulation Laboratory Lams Hassan II University, MoroccoYoussef El-Khatib, United Arab Emirates University, United Arab EmiratesZoubir Dahmani, University of Mostaganem, Algeria Sophia WangOn behalf of,The Editorial Board of Journal of Mathematics ResearchCanadian Center of Science and Education

Creative activity, which ends with the creation of intellectual property objects, are mostly carried out by individuals employed in various private sectors or scientists working in higher education/research institutions. Therefore, the question who is the owner of the intellectual property object (invention), employee/inventor, whose direct participation with and usage of intellectual labor, the object was created by, or the employer, whose material technical base, experience and the other resources were used to create the invention, does not lose relevance. Georgia belongs to the continental, i.e. Romano-Germanic legal system. Modern Georgian intellectual property law has undergone a very interesting path of development since the restoration of independence. It should be noted that Georgia is the first country from the former Soviet republics to establish a national patent agency in 1992 (12,246). In this article, the authors focus on the basic regulations of Georgian and German patent law that regulate the ownership of an invention created by employees. As it is known, in Georgia the issue is resolved by the „Patent Law“, while in Germany, in addition to the patent law, there is an „Employee Inventions Act“. The scientific article consists of an introduction, a main part and a conclusion. The introduction presents the urgency of the legal problem. The main part, on the one hand, discusses the legal status of inventions created by employees, gives the relationship between patent law and labor law on this issue (on the example of Georgian legislation) and, on the other hand, the authors analyze the German ,,Employee Inventions Act“, which we find a detailed arrangement of an issue of interest to us in. The law is structured in such a way that the balance between the interests of the employee and the employer is maximally maintained, the rule of compensation is provided, a distinction is made between service and free inventions, and ways of resolving disputes between the parties are provided. The legal basis for arbitration is in the foreground. There is also a court of law under the jurisdiction of which these disputes are considered.

The article explores the constitutional practice of normative regulation of the right to freedom of thought and religion, enshrined in Art. 35 of the Constitution of Ukraine and in similar norms of the constitutions of the states of continental Europe. The necessity to state the stated norm in the new version is substantiated. It is determined that the right to freedom of worldview and religion, which is enshrined in Art. 35 of the Constitution of Ukraine, relates to civil rights of man and citizen and consists of three basic elements: freedom of thought, freedom of conscience and freedom of religion. This right includes the freedom to profess any religion or not to practice any religion, to freely send religious cults and rituals, as well as to conduct religious activities. It is noted that in the states of continental Europe the constitutional and legal regulation of the right to freedom of opinion and religion is implemented differently. Thus, in the constitutions of Andorra, Bulgaria, Bosnia and Herzegovina, Armenia, Georgia, Estonia, Lithuania, Macedonia, Romania, San Ma-rino, Serbia, Czech Republic and Montenegro, the analyzed law is enshrined along with other human rights. In other constitutions of European states, the law under study is formulated in a separate article. It is stated that the constitutions of European states use unequal verbal designations of this right. In particular, such terminological expressions as "freedom of conscience and religion", "freedom of cults", "freedom of conscience, religion and other beliefs", "freedom of conscience and religion", "freedom of conscience", "freedom of religion and worship", " freedom of religion ”,“ freedom of choice of religion ”,“ freedom of conscience, religion and worship ”,“ freedom of religion and conscience ”,“ freedom of religious beliefs ”, which differ but have much in common. The expediency of deleting the term “freedom of world outlook” from Part 1 of Art. 35 of the Constitution of Ukraine and the consolidation of the term "freedom of conscience", which in its content, first, covers a broad sphere of spiritual, world-view of human being, and second, acts as the freedom of choice and assertion of the individual in the system of religious coordinates. It is proposed taking into account the European experience of constitutional and legal regulation of the right to freedom of opinion and religion of the provision of Art. 35 of the Constitution of Ukraine shall be read as follows: “Everyone has the right to freedom of conscience and religion. This right includes the freedom to profess any religion or not to practice any religion, to freely send religious or ritual rites alone or collec-tively, to conduct religious activities. The exercise of this right may be restricted by law only in the interests of public order, the health and morals of the population, or the protection of the rights and freedoms of others. Churches and religious organizations in Ukraine are separated from the state and the state education system from the church. No religion can be recognized as binding by the state. Churches and religious organizations are equal before the law. It is forbidden to compel a person to choose and profess any religion or belief, to participate in re-ligious and ritual ceremonies or activities of a religious organization and to receive religious education.”

The aim of the presented research is to give a deep insight into the life and work of three Georgian women from noble families who played a huge role in the exchange of education, science and culture worldwide after World War II. The subject of the research is the three Georgian women who, even though had to live under the shadow of their men family members’ achievements and fame, said their word in the development of various fields such as medicine, cinematography, antique literature… and contributed to establishment of ties in the mentioned fields with Bulgaria, Hungary, Czech Republic, Greece, Belgium, Germany and Russia. Nino Javakhishvili (1914-2012), Tinatin Kaukhchishvili (1919-2012) and Tinatin Virsaladze (1907-1985) proved that women are equal to men; women too can make changes not only within their country but across the seas and oceans as well. The research methodology is based on comprehensive study of the resources to find out interesting facts from the life and activities of the women who had to go through not easy “path of their life” due to all political pressures or other constraints, however, played inevitable role in the development of science and culture beyond the borders of their country.

-Edward L. Cox, Judith A. Carney, Black rice: The African origin of rice cultivation in the Americas. Cambridge MA: Harvard University Press, 2001. xiv + 240 pp.-David Barry Gaspar, Brian Dyde, A history of Antigua: The unsuspected Isle. Oxford: Macmillan Education, 2000. xi + 320 pp.-Carolyn E. Fick, Stewart R. King, Blue coat or powdered wig: Free people of color in pre-revolutionary Saint Domingue. Athens: University of Georgia Press, 2001. xxvi + 328 pp.-César J. Ayala, Birgit Sonesson, Puerto Rico's commerce, 1765-1865: From regional to worldwide market relations. Los Angeles: UCLA Latin American Center Publications, 200. xiii + 338 pp.-Nadine Lefaucheur, Bernard Moitt, Women and slavery in the French Antilles, 1635-1848. Bloomington: Indiana University Press, 2001. xviii + 217 pp.-Edward L. Cox, Roderick A. McDonald, Between slavery and freedom: Special magistrate John Anderson's journal of St. Vincent during the apprenticeship. Jamaica: University of the West Indies Press, 2001. xviii + 309 pp.-Jaap Jacobs, Benjamin Schmidt, Innocence abroad: The Dutch imagination and the new world, 1570-1670. New York: Cambridge University Press, 2001. xxviii + 450 pp.-Wim Klooster, Johanna C. Prins ,The Low countries and the New World(s): Travel, Discovery, Early Relations. Lanham NY: University Press of America, 2000. 226 pp., Bettina Brandt, Timothy Stevens (eds)-Wouter Gortzak, Gert Oostindie ,Knellende koninkrijksbanden: Het Nederlandse dekolonisatiebeleid in de Caraïben, 1940-2000. Volume 1, 1940-1954; Volume 2, 1954-1975; Volume 3, 1975-2000. 668 pp. Amsterdam: Amsterdam University Press, 2001., Inge Klinkers (eds)-Richard Price, Ellen-Rose Kambel, Resource conflicts, gender and indigenous rights in Suriname: Local, national and global perspectives. Leiden, The Netherlands: self-published, 2002, iii + 266.-Peter Redfield, Richard Price ,Les Marrons. Châteauneuf-le-Rouge: Vents d'ailleurs, 2003. 127 pp., Sally Price (eds)-Mary Chamberlain, Glenford D. Howe ,The empowering impulse: The nationalist tradition of Barbados. Kingston: Canoe Press, 2001. xiii + 354 pp., Don D. Marshall (eds)-Jean Stubbs, Alejandro de la Fuente, A Nation for All: Race, Inequality, and Politics in Twentieth-Century Cuba. Chapel Hill: University of North Carolina Press, 2001. xiv + 449 pp.-Sheryl L. Lutjens, Susan Kaufman Purcell ,Cuba: The contours of Change. Boulder CO: Lynne Rienner, 2000. ix + 155 pp., David J. Rothkopf (eds)-Jean-Germain Gros, Robert Fatton Jr., Haiti's predatory republic: The unending transition to democracy. Boulder CO: Lynn Rienner, 2002. xvi + 237 pp.-Elizabeth McAlister, Beverly Bell, Walking on fire: Haitian Women's Stories of Survival and Resistance. Ithaca NY: Cornell University Press, 2001. xx + 253 pp.-Gérard Collomb, Peter Hulme, Remnants of conquest: The island Caribs and their visitors, 1877-1998. Oxford: Oxford University Press, 2000. 371 pp.-Chris Bongie, Jeannie Suk, Postcolonial paradoxes in French Caribbean Writing: Césaire, Glissant, Condé. New York: Oxford University Press, 2001. 216 pp.-Marie-Hélène Laforest, Caroline Rody, The Daughter's return: African-American and Caribbean Women's fictions of history. New York: Oxford University Press, 2001. x + 267 pp.-Marie-Hélène Laforest, Isabel Hoving, In praise of new travelers: Reading Caribbean migrant women's writing. Stanford CA: Stanford University Press, 2001. ix + 374 pp.-Catherine Benoît, Franck Degoul, Le commerce diabolique: Une exploration de l'imaginaire du pacte maléfique en Martinique. Petit-Bourg, Guadeloupe: Ibis Rouge, 2000. 207 pp.-Catherine Benoît, Margarite Fernández Olmos ,Healing cultures: Art and religion as curative practices in the Caribbean and its diaspora. New York: Palgrave, 2001. xxi + 236 pp., Lizabeth Paravisini-Gebert (eds)-Jorge Pérez Rolón, Charley Gerard, Music from Cuba: Mongo Santamaría, Chocolate Armenteros and Cuban musicians in the United States. Westport CT: Praeger, 2001. xi + 155 pp.-Ivelaw L. Griffith, Anthony Payne ,Charting Caribbean Development. Gainesville: University Press of Florida, 2001. xi + 284 pp., Paul Sutton (eds)-Ransford W. Palmer, Irma T. Alonso, Caribbean economies in the twenty-first century. Gainesville: University Press of Florida, 2002. 232 pp.-Glenn R. Smucker, Jennie Marcelle Smith, When the hands are many: Community organization and social change in rural Haiti. Ithaca NY: Cornell University Press, 2001. xii + 229 pp.-Kevin Birth, Nancy Foner, Islands in the city: West Indian migration to New York. Berkeley: University of California Press, 2001. viii + 304 pp.-Joy Mahabir, Viranjini Munasinghe, Callaloo or tossed salad? East Indians and the cultural politics of identity in Trinidad. Ithaca NY: Cornell University Press, 2001. xv + 315 pp.-Stéphane Goyette, Robert Chaudenson, Creolization of language and culture. Revised in collaboration with Salikoko S. Mufwene. London: Routledge, 2001. xxi + 340 pp.

The accurate perception of culture-specific emotions of the people living in the host country, may be the most significant, and yet the most underestimated challenge for the international students in the process of adjusting to a new culture. The latest report of the Institute of International Education (IIE) about Russia, confirmed that, in the year 2020, around 353,000 international students are currently studying in the Russian Federation. The studies of van de Vijver in 2007 and 2009 have confirmed that the foreign students from former Soviet republics or former USSR countries (students from post-soviet states, not including Russia: Armenia, Azerbaijan, Belarus, Estonia, Georgia, Kazakhstan, Kyrgyzstan, Latvia, Lithuania, Moldova, Tajikistan, Turkmenistan, Ukraine and Uzbekistan) have lower degrees of perceived cultural distance with Russian culture, this can be explained by the fact that the students from former Soviet republics can speak Russian language fluently, and share religion and traditions with Russian culture. Consequently, the group of students from former USSR countries adapt better to Russia in comparation to the rest of international students. The results of our study in 2020, revealed that the perception of Russian culture-specific emotions among international students studying in the Russian Federation, is significantly predicted by the similarity between the culture of the international students living in Russia and the culture of Russian society. Moreover, our study confirmed that the group of students from former Soviet republics, or former USSR countries, perceived more similarities with Russian national culture; therefore, this result is consistent with the findings of the aforementioned studies of van de Vijver in 2007 and 2009. Thus, we can consider that the accurate recognition of Russian culture-specific emotions and the perceived similarities to Russian cultural standards, may be very significant for the international students studying in the Russian Federation, especially for their process of adjusting to Russian culture. Nevertheless, further research on this topic is needed.

The article discusses training personnel for national republics conducted at Gorky Higher Party School in the 1940–1980s. The basis for establishing Gorky Higher Party School was a one-year party school and inter-regional courses that laid the foundations for the development of party education. The analysis of the documents of the State Socio-Political Archive of the Nizhny Novgorod region makes it possible to trace the evolution of training party and Soviet cadres for forty-five years. On August 12, 1946, a decision was taken to establish Gorky Regional Party School, geared to train top staffers of seven regions and four autonomous republics of the Volga region. The training was conducted with careful preparation on the part of students and teachers. In the early years of the school much attention was paid to the study of the Russian language. By the end of the 1950s, the problem of the shortage of party and Soviet workers was solved. This conditioned the establishment of an age limit for applicants, as well as refusal of admission to Gorky Regional Party School to persons with higher education. Advanced training courses were created for such candidates in the early 1960s. Subsequently, a correspondence department received a significant development, along with the inter-regional courses of party and Soviet workers. Organization of the educational process is also transformed: three new study support centers were opened in the regional centers of the recruitment zone in 1979. The result of opening new educational and consulting centers was a decrease in the number of full-time students from national republics. At the same time, there is an increase in the number of students at the correspondence department and at inter-regional courses. Retraining of personnel at inter-regional courses was carried out in the form of theoretical as well as practical classes, at which representatives of the party and Soviet elite spoke to the audience (for corresponding cohorts). In the 1980s, practical training on the basis of regional government bodies was actively developed as part of coursework. In the 1980s, the area of Gorky Higher Party School was expanded due to training managerial personnel for the Azerbaijanian, Armenian, Georgian, Kazakh and Uzbek Soviet Socialist Republics. Respectively, the composition of students’ nationalities in the school significantly expanded, too. Thus, establishment of Gorky Higher Party School was of great importance for training national senior executives.

Abstract Discourse in this paper is represented by the totality of texts (Koller, 2004, p. 18) covering events in former Soviet republics such as Ukraine, Georgia and the Baltic countries. Over 100 texts have been collected from the most popular Russian newspapers, Argumenty i Fakty and Komsomol’skaia Pravda, between 2004 and 2010 in order to compile a “discourse of Russian satellites.” Even though the contemporary Russian press avoids the totalitarian habits of Soviet times such as monoglossia, dysphemisms (language of insults), sanctions and social commands, it still attempts to exercise control over the formation of readers’ opinions. The Russian press tries to channel the reaction of their audience toward disapproval of independent nations. The objective of this article is to summarize those narrative techniques which generate negative responses toward sovereign countries of the former Soviet Union. These techniques, which are called “strategies for discrediting opponents,” include sourcing favorable and unfavorable opinions, humorous framing, ironic statements and constructing a negative background. The means of control are subtle, but they are no less effective than through direct coercion.

The article briefly analyzed the biography of the students of I.P.Lviv, the associate professor of the Chernihiv Pedagogical Institute. The purpose of our article was to show the biography of the students of the lecturer I.P.Lvov, who was known all the world. Our graduates were born and grew up in the Chernihiv region. We briefly wrote about the graduates of I.P.Lvov, and there are P. Tychyna, H. Verevka, F. Los and V. Dyadychenko. All of them grew up and lived in difficult times, when Ukraine was part of the Soviet Union. I. P. Lvov’s students made an outstanding contribution to science, culture of pedagogy in Ukraine. P. Tychyna was a famous Ukrainian poet, interpreter, public activist, academician, and statesman of the Ukrainian Soviet Socialist Republic. He was born in a big family. His father was a village deacon and a teacher in the local grammar school. In 1900, he became a member of an archiary chorus in the Troitsky monastery near Chernihiv. Simultaneously P. Tychyna studied in the Chernihiv theological school. In 1907−1913 P. Tychyna continued his education in the Chernihiv Theological Seminary. In 1913−1917, he was studying at the Economics department of the Kiev Commercial Institute. At the same time, he worked on the editorial boards of the Kiev newspaper Rada and the magazine Svitlo. In the summer, he worked for the Chernihiv statistical bureau. In 1923, he moved to Kharkiv, entering the vibrant world of early post-Revolution Ukrainian literary organizations. Later he started to study Georgian, and Turkic language, and became the activist of the Association of Eastern Studies in Kyiv. P. Tychnya printed many works, but we viewed only Major works Clarinets of the Sun, The Plow, Instead of Sonnets or Octaves, The Wind from Ukraine, Chernihiv and We Are Going into Battle, Funeral of a Friend, To Grow and Act. H. Veryovka was a Ukrainian composer, choir director, and teacher. He is best known for founding a folk choir, and he was director it for many years, gaining international recognition and winning multiple awards. Veryovka was also a professor of conducting at the Kyiv Conservatory, where he worked alongside faculty including B. Yavorsky, M. Leontovych. H. Veryovka was born in town of Berezna. In 1916, he graduated from the Chernihiv Theological Seminary. In 1918−21 H. Veryovka studied at the Lysenko music school studying a musical composition by B. Yavorsky. In 1933, he received an external degree from the institute. Since 1923 Veryovka continued to work at the Lysenko institute and later Kiev Conservatory. In 1943 in Kharkiv, H. Veryovka organized his well-known choir and until his death was its art director and a main conductor. In 1948-52 he headed the National society of composers of Ukraine. F. Los was born in the village of Pivnivchyna. He studied at the Chernihiv Institute of Social Education. He taught at the secondary school of Volochysk then at the Gorodiansky Pedagogical College of the Chernihiv Region. In 1935, he was a post-graduate student to the Institute of History of the All-Ukrainian Association of Marxist-Leninist Institutes. He researched on the rural community of the early twentieth century. F. Los worked in institutes at such departments: the head of the Department of History of the USSR and Ukraine of the Kiev Pedagogical Institute, the lecturer of the Higher Party School by the Central Committee of the Communist Party (Bolshevik), Taras Shevchenko National University of Kyiv, and the professor of the History Department. He published over 200 scientific papers, such as: 15 textbooks on the history of Ukraine co-authored about 20 collective monographs, collections of articles, collections of materials and documents. He buried in Kiev. V. Dyadychenko was a researcher, lecturer and methodologist. He was born in Chernihiv in a family of statistician. He graduated from the Chernihiv Institute of Public Education. Having received a diploma of higher education, he taught at the Mykolaiv Pedagogical Institute. Later V. Dyadychenko moved to Kiev and worked at the Institute of History of Ukraine Academy of Sciences of the Ukrainian SSR. In the Taras Shevchenko National University of Kyiv V. Dyadychenko worked at such chairs: the Department of History of the USSR, the history of the Middle Ages and the ancient history, archeology and museology. Professor V. Dyadychenko collaborate in the writing of school-books on the history of Ukraine for students in grade 7-8. V. Dyadychenko was social and political active worker. In 1973, he died.

We present the education policy of the years of the first Republic of Georgia (1918-1921) by observing the main newspapers of the mentioned period ( "Ertoba", "Sakhalkho Sakme", "Sakartvelo", "Sakartvelos Republika"). As you know, the young democratic republic faced many problems. Addressing the issue of nationalization was largely based on a fundamental transformation of the education system. The return of the native language, first of all, required the Georgianization of the educational program, which, in turn, required both material and intellectual resources. Membership of a large European family was associated with the revival of science in Georgia. The issue of Georgia's territorial integrity was also directly related to public education. Accordingly, the education policy of the Sovereign Republic had to be considered in different contexts. Although not a single work has been devoted to the life of Georgia during the years of independence, they are mainly of a historiographical nature. Our research, in particular, focuses on the specifics of the education policy presented in the media, and in-depth research of the issue in this regard is the main task. Based on the theories of media effects, in particular agenda setting and framing, we have outlined the role of the media in leading to a highly contradictory path to education reform. It turned out that the formation of an education system in the Georgian multi-party press was one of the priority issues and different parties pursued a uniform policy on this issue. The media message was as follows: we would connect Europe with the development of science, and we would become a member of the European family only if we were a full-fledged nation. The framework of these messages is defined by the spatial orientation of Georgia - Georgia, not through Russia, but should be directly connected to Europe.

Aim. To introduce the scientific community to the main results of the international scientific and practical conference “National Identity and Patriotism in States in the Conditions of International Crises” which was held on October 28, 2022 and organized by the Department of Comparative Political Science of the Faculty of Political Science of Lomonosov Moscow State University with the support of the electronic network publications “Bulletin of the Moscow Region State University”.Methodology. This article presents the abstracts of the speeches of the conference participants who devoted their reports to the problems of national identity and patriotism. The authors were researchers from Moscow State University named after M. V. Lomonosov, INION RAS, Institute of Sociology FNISTs RAS, Northern (Arctic) Federal University named after M. V. Lomonosov (Arkhangelsk), Eurasian National University named after L. N. Gumilyov (Republic of Kazakhstan), University of Mumbai (Republic of India), University of Tair Recep Tayyip Erdogan (Republic of Turkey).Results. Using materials from Russia, Kazakhstan, Turkmenistan, Georgia, Belarus, Latvia, China and the Republic of Korea, the speakers showed a wide range of problems of national identity and patriotism. The main attention was paid to the topical issues of the formation of national identity and patriotism, the specifics of national identity in Russia and post-Soviet countries, the impact of stigmatization that fragments national identity and marginalizes the discourse of patriotism.Research implications. The published materials are of significant theoretical and practical importance in ensuring the sovereignty of Russia and other states, preserving and developing national identity and patriotic education of citizens under the influence of destructive socio-political technologies. The conclusions and recommendations of the researchers can contribute to the solution of urgent political, educational and educational problems.

Abstract Background Georgia has a significant risk of ongoing HIV and HCV outbreak. Within this context, harm reduction aims to reduce risk associated with drug use through community activities, such as peer recruitment and involvement. The aim of this study was to identify significant differences between known and hidden populations, and attest to the ongoing utility of peer-driven intervention across multiple years in recruiting high-risk, vulnerable populations through peer networks. It was hypothesised that significant differences would remain between known, and previously unknown, members of the drug-using community, and that peer-driven intervention would recruit individuals with high-risk, vulnerable individuals with significant differences to the known population. Methods Sampling occurred across 9 months in 11 cities in Georgia, recruiting a total of 2807 drug-using individuals. Standardised questionnaires were completed for all consenting and eligible participants, noting degree of involvement in harm reduction activities. These data underwent analysis to identify statistically significant different between those known and unknown to harm reduction activities, including in demographics, knowledge and risk behaviours. Results Peer recruitment was able to attract a significantly different cohort compared to those already known to harm reduction services. Peer-driven intervention was able to recruit a younger population by design, with 25.1% of PDI participants being under 25, compared to 3.2% of NSP participants. PDI successfully recruited women by design, with 6.9% of PDI participants being women compared to 2.0% in the NSP sample. Important differences in drug use, behaviour and risk were seen between the two groups, with the peer-recruited cohort undertaking higher-risk injecting behaviours. A mixture of risk differences was seen across different subgroups and between the known and unknown population. Overall risk, driven by sex risk, was consistently higher in younger people (0.59 vs 0.57, p = 0.00). Recent overdose was associated with higher risk in all risk categories. Regression showed age and location as important variables in overall risk. Peer-recruited individuals reported much lower rates of previous HIV testing (34.2% vs 99.5%, p = 0.00). HIV knowledge and status were not significantly different. Conclusions Significant differences were seen between the known and unknown drug-using populations, and between previous and current research, speaking to the dynamic change of the drug-using culture. The recruitment strategy was successful in recruiting females and younger people. This is especially important, given that this sampling followed subsequent rounds of peer-driven intervention, implying the ability of peer-assisted recruitment to consistently reach hidden, unknown populations of the drug-using community, who have different risks and behaviours. Risk differences were seen compared to previous samples, lending strength to the peer-recruitment model, but also informing how harm reduction programmes should cater services, such as education, to different cohorts.

ABSTRACT Objective: To inform strategies aimed at improving blood pressure control and reducing salt intake, we assessed educational inequalities in high blood pressure (HBP) awareness, treatment and control; physician’s advice on salt reduction; and salt knowledge, perceptions and consumption behaviours in eastern Europe and central Asia. Design: Data were collected in cross-sectional, population-based nationally-representative surveys, using a multi-stage clustered sampling design. Five HBP awareness, treatment and control categories were created from measured BP and hypertension medication use. Education and other variables were self-reported. Weighted multinomial mixed-effects regression models, adjusted for confounders, were used to assess differences across education categories. Settings: Nine eastern European and central Asian countries (Armenia, Azerbaijan, Belarus, Georgia, Kyrgyzstan, Republic of Moldova, Tajikistan, Turkey and Uzbekistan). Participants: Nationally-representative samples of 30,455 adults 25-65 years old. Results: HBP awareness, treatment and control varied substantially by education. The coverage of physician’s advice on salt was less frequent among participants with lower education, and those with untreated HBP or unaware of their HBP. The education gradient was evident in salt knowledge and perceptions of salt intake but not in salt consumption behaviors. Improved salt knowledge and perceptions were more prevalent among participants who received physician’s advice on salt reduction. Conclusions: There is a strong education gradient in HBP awareness, treatment and control as well as salt knowledge and perceived intake. Enhancements in public and patient knowledge and awareness of HBP and its risk factors targeting socioeconomically disadvantaged groups are urgently needed to alleviate the growing HBP burden in low- and middle-income countries.

The purpose of the analysis carried out within the framework of the article is to identify the problems of human development in the Armenian economy caused by educational factors. The objectives of the study are the follows: to show the place and importance of the educational component in the concept of human development, to study the dynamics and trends of growth of educational indicators of human development in the Republic of Armenia through statistical analysis carried out on the basis of the methodology of the World Human Development Reports, as well as to identify the problems caused by that indicators. According to the results of the study, the main quantitative educational indicators of human development are expected years of schooling and mean years of schooling, showing the population involvement in educational process, inferior to analogous indicators of Georgia, but they are at a sufficient level and tend to stabilize. Nevertheless, signs of a decrease in the attractiveness of higher education, ceteris paribus, may have a negative impact on these indicators in the near future.

Abstract Background Physical inactivity is a major risk factor for non-communicable diseases. However, recent and systematically obtained national-level data to guide policy responses are often lacking, especially in countries in Eastern Europe and Central Asia. This article describes physical inactivity patterns among adults in Armenia, Azerbaijan, Belarus, Georgia, Kyrgyzstan, Republic of Moldova, Tajikistan, Turkey and Uzbekistan. Methods Data were collected using the Global Physical Activity Questionnaire drawing nationally representative samples of adults in each country. The national prevalence of physical inactivity was calculated as well as the proportional contribution to total physical activity (PA) during work, transport and leisure-time. An adjusted logistic regression model was applied to analyze the association of age, gender, education, household status and income with physical inactivity. Results National prevalence of physical inactivity ranged from 10.1% to 43.6%. The highest proportion of PA was registered during work or in the household in most countries, whereas the lowest was during leisure-time in all countries. Physical inactivity was more likely with older age in eight countries, with female gender in three countries, and with living alone in three countries. There was no clear pattern of association with education and income. Conclusion Prevalence of physical inactivity is heterogeneous across the region. PA during leisure-time contributes minimally to total PA in all countries. Policies and programs that increase opportunities for active travel and leisure-time PA, especially for older adults, women and people living alone will be an essential part of strategies to increase overall population PA.

Abstract Background Physical activity is key for preventing obesity and development of noncommunicable diseases later in life. Previous research suggests that socioeconomic factors, such as parental education or income, may influence a child’s risk of obesity. However, previous research on this has provided heterogeneity in results. Our aim was to investigate the socioeconomic disparities between physical activity, sedentary behaviour and sleep patterns in school-aged children aged 6 to 9 years in 24 European countries, using a large nationally-representative sample of children from 24 countries (Albania, Bulgaria, Croatia, Czechia, Denmark, France, Georgia, Ireland, Italy, Kazakhstan, Kyrgyzstan, Lithuania, Latvia, Malta, Montenegro, Poland, Portugal, Romania, Russian Federation – only Moscow, San Marino Republic, Spain, Tajikistan, Türkiye and Turkmenistan). Methods COSI collected information on physical activity patterns of children, sedentary behaviour and sleep duration through a questionnaire filled by parents. Among these, the paper focused on the following behaviours: Transportation to and from schools, Time spent on practising sports, Time spent on actively/vigorously playing, Time spent watching TV or using electronic devices and Hours of sleep per night. For the paper purpose, countries were grouped in 4 macro-regions according to United Nations “Standard Country or Area Codes for Statistical Use”. Results Findings indicated that a high prevalence of motorized school transport among children of employed parents in Southern Europe. The highest prevalence of insufficient sports and active play was among families from West-Central Asia who meet the end of the month with troubles, the highest prevalence of excessive screen time is among families from Eastern Europe, where both parents have a low level of education and the highest prevalence of insufficient sleep is among families from West-Central Asia where both parents have a high level of education. Conclusions There are important differences in the socioeconomic determinants of PA, sleep and screen related behaviours both between countries and sub-regions across the WHO European Region. This analysis of results from the COSI survey provides important insights that can help guide policy makers to take action to address the childhood obesity epidemic.

06–782Baumgardner, Robert J. (Texas A&M U, USA; Robert_Baumgardner@tamu-commerce.edu), The appeal of English in Mexican commerce. World Englishes (Blackwell) 25.2 (2006), 251–266.06–783Bunta, Ferenc (Temple U, USA), Ingrid Davidovich & David Ingram, The relationship between the phonological complexity of a bilingual child's words and those of the target languages. International Journal of Bilingualism (Kingston Press), 10.1 (2006), 71–88.06–784Christiansen, Pia Vanting (Roskilde U, Denmark), Language policy in the European Union: European/English/Elite/Equal/Esperanto Union?Language Problems & Language Planning (John Benjamins) 30.1 (2006), 21–44.06–785Cook, Vivian, Benedetta Bassetti, Chise Kasai, Miho Sasaki & Jun Arata Takahashi, Do bilinguals have different concepts? The case of shape and material in Japanese L2 users of English. International Journal of Bilingualism (Kingston Press) 10.2 (2006), 137–152.06–786Costa, Albert (U Barcelona, Spain; acosta@ub.edu), Wido La Heij & Eduardo Navarrette, The dynamics of bilingual lexical access. Bilingualism: Language and Cognition (Cambridge University Press) 9.2 (2006), 137–151.06–787Dagenais, Diane, Elaine Day & Kelleen Toohey (Simon Fraser U, Canada), A multilingual child's literacy practices and contrasting identities in the figured worlds of French immersion classrooms. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.2 (2006), 205–218.06–788Dailey-O'Cain, Jennifer & Grit Liebscher, Language learners' use of discourse markers as evidence for a mixed code. International Journal of Bilingualism (Kingston Press), 10.1 (2006), 89–109.06–789De Groot, Annette M. B. (U Amsterdam, The Netherlands; a.m.b.degroot@uva.nl) & Ingrid K. Christoffels, Language control in bilinguals: Monolingual tasks and simultaneous interpreting. Bilingualism: Language and Cognition (Cambridge University Press) 9.2 (2006), 189–201.06–790Finkbeiner, Matthew (Harvard U, USA; msf@wjh.harvard.edu), Tamar H. Gollan & Alfonso Caramazza, Lexical access in bilingual speakers: What's the (hard) problem?Bilingualism: Language and Cognition (Cambridge University Press) 9.2 (2006), 153–166.06–791Francis, Norbert (Northern Arizona U, USA), Democratic language policy for multilingual educational systems: An interdisciplinary approach. Language Problems & Language Planning (John Benjamins) 29.3 (2005), 211–230.06–792Glaser, Evelyne (Johannes Kepler U, Austria), Plurilingualism in Europe: More than a means for communication. Language and International Communication (Multilingual Matters) 5.3&4 (2005), 195–208.06–793Hélot, Christine (U Marc Bloch, France) & Andrea young, Notion of diversity in language education: Policy and practice at primary level in France. Language, Culture and Curriculum (Multilingual Matters) 18.3 (2005), 242–257.06–794Hernandez, Arturo E. (U Houston, USA; aehernandez@uh.edu) & Gayane Meschyan, Executive function is necessary to enhance lexical processing in a less proficient L2: Evidence from fMRI during picture naming. Bilingualism: Language and Cognition (Cambridge University Press) 9.2 (2006), 177–188.06–795Herrero, Elba Alicia (New Jersey City U, USA), Using Dominican oral literature and discourse to support literacy learning among low-achieving students from the Dominican Republic. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.2 (2006), 219–238.06–796Kroll, Judith F. (Pennsylvania State U, USA; jfk7@psu.edu), Susan C. Bobb & Zofia Wodniecka, Language selectivity is the exception, not the rule: Arguments against a fixed locus of language selection in bilingual speech. Bilingualism: Language and Cognition (Cambridge University Press) 9.2 (2006), 119–135.06–797Leung, Constant (King's College London, UK; constant.leung@kcl.ac.uk), Language and content in bilingual education. Linguistics and Education (Elsevier) 16.2 (2005), 238–252.06–798Low, Winnie W. M. (Pentecostal Lam Hon Kwong School of Hong Kong, China) & Dan Lu, Persistent use of mixed code: An exploration of its functions in Hong Kong schools. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.2 (2006), 181–204.06–799Lung, Rachel (Lingnan U, Hong Kong, China; wclung@ln.edu.hk), Translation training needs for adult learners. Babel (John Benjamins) 51.3 (2005), 224–237.06–800Maloof, Valerie Miller (Gwinnett County Public Schools, USA), Donald L. Rubin & Ann Neville Miller, Cultural competence and identity in cross-cultural adaptation: The role of a Vietnamese heritage language school. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.2 (2006), 255–273.06–801Matiki, Alfred J. (U Botswana, Gaborone, Botswana), Literacy, ethnolinguistic diversity and transitional bilingual education in Malawi. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.2 (2006), 239–254.06–802Mills, Jean, Talking about silence: Gender and the construction of multilingual identities. International Journal of Bilingualism (Kingston Press) 10.1 (2006), 1–16.06–803Montrul, Silvina, On the bilingual competence of Spanish heritage speakers: Syntax, lexical-semantics and processing. International Journal of Bilingualism (Kingston Press) 10.1 (2006), 37–69.06–804Mooko, Theophilus (U Botswana, Gaborone, Botswana), Counteracting the threat of language death: The case of minority languages in Botswana. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 109–125.06–805Müller-Saini, Gotelind (U Heidelberg, Germany) & Gregor Benton, Esperanto and Chinese anarchism 1907–1920: The translation from diaspora to homeland. Language Problems & Language Planning (John Benjamins) 30.1 (2006), 45–73.06–806Myers-Scotton, Carol (U South Carolina, USA; carolms@gwm.sc.edu), Natural codeswitching knocks on the laboratory door. Bilingualism: Language and Cognition (Cambridge University Press) 9.2 (2006), 203–212.06–807Napier, Jemina (Macquarie U, Australia; jemina.napier@ling.mq.edu.au), Training sign language interpreters in Australia: An innovative approach. Babel (John Benjamins) 51.3 (2005), 207–223.06–808Park, Hyeon-Sook, Structural characteristics of proper nouns in Korean–Swedish discourse. International Journal of Bilingualism (Kingston Press) 10.1 (2006), 17–36.06–809Queen, Robin M., Phrase-final intonation in narratives told by Turkish–German bilinguals. International Journal of Bilingualism (Kingston Press) 10.2 (2006), 153–178.06–810Roelofs, Ardi (Nijmegen Institute for Cognition and Information, Nijmegen, the Netherlands; ardi@mpi.nl) & Kim Verhoef, Modeling the control of phonological encoding in bilingual speakers. Bilingualism: Language and Cognition (Cambridge University Press) 9.2 (2006), 167–176.06–811Rosenhouse, Judith, Lubna Haik & Liat Kishon-Rabin, Speech perception in adverse listening conditions in Arabic–Hebrew bilinguals. International Journal of Bilingualism (Kingston Press) 10.2 (2006), 119–135.06–812Salomon, Frank (U Wisconsin–Madison, USA) & Emilio Chambi Apaza, Vernacular literacy on the Lake Titicaca High Plains, Peru. Reading Research Quarterly (International Reading Association) 41.3 (2006), 304-326.06–813Sandel, Todd L. (U Oklahoma, Norman, USA), Wen-Yu Chao & Chung-Hui Liang, Language shift and language accommodation across family generations in Taiwan. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 126–147.06–814Scott Shenk, Petra, The interactional and syntactic importance of prosody in Spanish–English bilingual discourse. International Journal of Bilingualism (Kingston Press) 10.2 (2006), 179–205.06–815Smith, Daniel J., Thresholds leading to shift: Spanish/English codeswitching and convergence in Georgia, U.S.A., International Journal of Bilingualism (Kingston Press) 10.2 (2006), 207–240.

Abstract Georges Sorel’s ideas about education are key to making sense of his critique of the Third Republic. Cutting across the heated debates over classical as opposed to modern curricula, Sorel drew on a complex account of the nature of scientific knowledge to offer a sustained defense of education within the factory and on the picket line as a source of individual autonomy. Sorel’s refusal of the practices and modes of institutionalization of liberal education in his own time is a standing challenge for those who would defend liberal education today.

This case study uses the approach by the Texas government to attempt a state takeover of Houston Independent School District (HISD) to examine the impact of framing on awareness and acceptance of executive action. This work extends recent studies in Georgia and Massachusetts that find stakeholder relationships, the role of Republican governors, and assigning blame as key components of takeover analysis. Using framing analysis, this case study analyzes the impact that framing the takeover action and approach has on these relationships. These findings present an understanding of how narrative construction makes an executive action consistent with administrative and political power to gain acceptability.

04–255 Belcher, Diane D. Trends in teaching English for Specific Purposes. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 165–186.04–257 Burden, P. (Okayama Shoka U., Japan; Email: burden-p@po.osu.ac.jp). An examination of attitude change towards the use of Japanese in a University English ‘conversation’ class. RELC Journal (Singapore),35,1 (2004), 21–36.04–258 Burns, Anne (Macquarie U., Australia; Email: anne.burns@mq.edu.au). ESL curriculum development in Australia: recent trends and debates. RELC Journal (Singapore), 34, 3 (2003), 261–283.04–259 Bush, Michael D. and Browne, Jeremy M. (Brigham Young U., USA; Email: Michael_Bush@byu.edu). Teaching Arabic with technology at BYU: learning from the past to bridge to the future. Calico Journal (Texas, USA), 21, 3 (2004), 497–522.04–260 Carlo, María S. (U. of Miami, USA; Email: carlo@miami.edu), August, Diane, McLaughlin, Barry, Snow, Catherine E., Dressler, Cheryl, Lippman, David N., Lively, Teresa J. and White, Claire E. Closing the gap: addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly (Newark, USA), 39, 2 (2004), 188–215.04–261 Chambers, Gary N. and Pearson, Sue (School of Education, U. of Leeds, UK). Supported access to modern foreign language lessons. Language Learning Journal (Oxford, UK), 29 (2004), 32–41.04–262 Chesterton, Paul, Steigler-Peters, Susi, Moran, Wendy and Piccioli, Maria Teresa (Australian Catholic U., Australia; Email: P.Chesterton@mary.acu.edu.au). Developing sustainable language learning pathway: an Australian initiative. Language, Culture and Curriculum (Clevedon, UK), 17, 1 (2004), 48–57.04–263 Chin, Cheongsook (Inje U., South Korea; Email: langjin@inje.ac.kr). EFL learners' vocabulary development in the real world: interests and preferences. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 43–58.04–264 Corda, Alessandra and van den Stel, Mieke (Leiden U., The Netherlands; Email: a.corda@let.leidenuniv.nl). Web-based CALL for Arabic: constraints and challenges. Calico Journal (Texas, USA), 21, 3 (2004), 485–495.04–265 Crawford, J. (Queensland U. of Technology, Australia; Email: j.crawford@qut.edu.au). Language choices in the foreign language classroom: target language or the learners' first language?RELC Journal (Singapore), 35, 1 (2004), 5–20.04–266 Derewianka, Beverly (Email: bevder@uow.edu.au). Trends and issues in genre-based approaches. RELC Journal (Singapore), 34, 2 (2003), 133–154.04–267 Esteban, Ana A. and Pérez Cañado, Maria L. (U. de Jaén, Spain). Making the case method work in teaching Business English: a case study. English for Specific Purposes (Oxford, UK), 23, 2 (2004), 137–161.04–268 Fang, Xu and Warschauer, Mark (Soochow University, China). Technology and curricular reform in China: a case study. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 301–323.04–269 Foster, James Q., Harrell, Lane Foster, and Raizen, Esther (U. of Texas, Austin, USA; Email: jqf@hpmm.com). The Hebrewer: a web-based inflection generator. Calico Journal (Texas, USA), 21, 3 (2004), 523–540.04–270 Grabe, William (Northern Arizona University, USA). Research on teaching reading. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 44–69.04–271 Grünewald, Andreas (University of Bremen, Germany). Neue Medien im Unterricht: Status quo und Perspektiven. [New media in the classroom: status quo and perspectives.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 4–11.04–272 Hahn, Laura D. (U. of Illinois at Urbana-Champaign, USA). Primary stress and intelligibility: research to motivate the teaching of suprasegmentals. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 201–223.04–273 Hai, T., Quiang, N. and Wolff, M. (Xinyang Agricultural College, China; Email: xytengha@163.com). China's ESL goals: are they being met?English Today (Cambridge, UK), 20, 3 (2004), 37–44.04–274 Hardy, Ilonca M. and Moore, Joyce L. (Max Planck Institute of Human Development, Germany). Foreign language students' conversational negotiations in different task environments. Applied Linguistics (Oxford, UK), 25, 3 (2004), 340–370.04–275 Helbig-Reuter, Beate. Das Europäische Portfolio der Sprachen (II). [The European Language Portfolio (II).] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 173–176.04–276 Hughes, Jane (University College London, UK; Email: jane.hughes@ucl.ac.uk), McAvinia, Claire, and King, Terry. What really makes students like a web site? What are the implications for designing web-based learning sites?ReCALL (Cambridge, UK), 16, 1 (2004), 85–102.04–277 Jackson, J. (The Chinese U. of Hong Kong). Case-based teaching in a bilingual context: perceptions of business faculty in Hong Kong. English for Specific Purposes (Oxford, UK), 23, 3 (2004), 213–232.04–278 Jenkins, Jennifer (Kings College London, UK). Research in teaching pronunciation and intonation. Annual Review of Applied Linguistics (New York, USA.), 24 (2004), 109–125.04–279 Kanda, M. and Beglar, D. (Shiga Prefectural Adogawa Senior High School, Japan; Email: makiko-@iris.eonet.ne.jp). Applying pedagogical principles to grammar instruction. RELC Journal (Singapore), 35, 1 (2004), 105–115.04–280 Kang, I. (Korea Advanced Institute of Science and Technology; Email: iyang@mail.kaist.ac.kr). Teaching spelling pronunciation of English vowels to Korean learners in relation to phonetic differences. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 157–176.04–281 Kiernan, Patrick J. (Tokyo Denki University, Japan; Email: patrick@cck.dendai.ac.jp) and Aizawa, Kazumi. Cell phones in task based learning. Are cell phones useful language learning tools?ReCALL (Cambridge, UK), 16, 1 (2004), 71–84.04–282 Kim, Eun-Jeong (Kyungpook National U., South Korea; Email: ejkbuffalo@yahoo.co.kr). Considering task structuring practices in two ESL classrooms. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 123–144.04–283 Kondo, David and Yang, Ying-Ling (University of Fukui, Japan). Strategies for coping with language anxiety: the case of students of English in Japan. ELT Journal (Oxford, UK), 58, 3 (2004), 258–265.04–284 Lin, Benedict (SEAMO RELC, Singapore). English in Singapore: an insider's perspective of syllabus renewal through a genre-based approach. RELC Journal (Singapore), 34, 2 (2003), 223–246.04–285 Lu, Dan (Hong Kong Baptist U., Hong Kong; Email: dan_lu@hkbu.ac.hk). English in Hong Kong: Super Highway or road to nowhere? Reflections on policy changes in language education of Hong Kong. RELC Journal (Singapore), 34, 3 (2003), 370–384.04–286 Lui, Jun (U. of Arizona, USA). Effects of comic strips on L2 learners' reading comprehension. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 225–243.04–287 Lukjantschikowa, Marija. Textarbeit als Weg zu interkultureller Kompetenz. [Working with texts as a means to develop intercultural competence.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 161–165.04–288 Lüning, Marita (Landesinstitut für Schule in Bremen, Germany). E-Mail-Projekte im Spanischunterricht. [E-Mail-Projects in the Spanish classroom.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 30–36.04–289 Lyster, R. (McGill U., Canada; Email: roy.lyster@mcgill.ca). Differential effects of prompts and recasts in form-focussed instruction. Studies in Second Language Acqusition (New York, USA), 26, 3 (2004), 399–432.04–290 McCarthy, Michael (University of Nottingham, UK) and O'Keeffe, Anne. Research in the teaching of speaking. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 26–43.04–291 Mitschian, Haymo. Multimedia. Ein Schlagwort in der medienbezogenen Fremdsprachendidaktik. [Multimedia. A buzzword for language teaching based on digital media.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 131–139.04–292 Mohamed, Naashia (U. of Auckland, New Zealand). Consciousness-raising tasks: a learner perspective. ELT Journal (Oxford, UK), 58, 3 (2004), 228–237.04–293 Morrell, T. (U. of Alicante, Spain). Interactive lecture discourse for university EFL students. English for Specific Purposes (Oxford, UK), 23, 3 (2004), 325–338.04–294 Nassaji, Hossein and Fotos, Sandra. Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 126–145.04–295 Pérez Basanta, Carmen (U. of Granada, Spain; Email: cbasanta@ugr.es). Pedagogic aspects of the design and content of an online course for the development of lexical competence: ADELEX. ReCALL (Cambridge, UK), 16, 1 (2004), 20–40.04–296 Read, John. Research in teaching vocabulary. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 146–161.04–297 Rössler, Andrea (Friedrich-Engels-Gymansium in Berlin, Germany). Música actual. [Contemporary music.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 4 (2004), 4–9.04–298 Sachs, Gertrude Tinker (Georgia State U., USA; Email: gtinkersachs@gsu.edu), Candlin, Christopher N., Rose, Kenneth R. and Shum, Sandy. Developing cooperative learning in the EFL/ESL secondary classroom. RELC Journal (Singapore), 34, 3 (2003), 338–369.04–299 Seidlhofer, Barbara. Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 200–239.04–300 Silva, Tony (Purdue U., USA) and Brice, Colleen. Research in teaching writing. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 70–106.04–301 ková, Alena. Zur jüngeren germanistischen Wortbildungsforschung und zur Nutzung der Ergebnisse für Deutsch als Fremdsprache. [The newest German research in word formation and its benefits for learning German as a foreign language.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 140–151.04–302 Simmons-McDonald, Hazel. Trends in teaching standard varieties to creole and vernacular speakers. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 187–208.04–303 Smith, B. (Arizona State U. East, USA; Email: bryan.smith@asu.edu). Computer-mediated negotiated interaction and lexical acquisition. Studies in Second Language Acquisition (New York, USA), 26, 3 (2004), 365–398.04–304 Son, Seongho (U. Kyungpool, South Korea). DaF – Unterricht digital. [A digital teaching of German as a foreign language.] Deutsch als Fremdsprache (Leipzig, Germany), 2 (2004), 76–77.04–305 Spaniel, Dorothea. Deutschland-Images als Einflussfaktor beim Erlernen der deutschen Sprache. [The images of Germany as an influencing factor in the process of learning German.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 166–172.04–306 Steveker, Wolfgang (Carl-Fuhlrott-Gymnasium Wuppertal, Germany). Spanisch unterrichten mit dem Internet – aber wie? [Internet-based teaching of Spanish – how to do this?] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 14–17.04–307 Stoller, Fredricka L. Content-based instruction: perspectives on curriculum planning. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 261–283.04–308 Thompson, L. (U. of Manchester, UK; Email: linda.thompson@man.ac.uk). Policy for language education in England: Does less mean more?RELC Journal (Singapore), 35,1 (2004), 83–103.04–309 Tomlinson, Brian (Leeds Metropolitan U., UK; Email: B.Tomlinson@lmu.ac.uk). Helping learners to develop an effective L2 inner voice. RELC Journal (Singapore), 34, 2 (2003), 178–194.04–310 Vandergrift, Larry (U. of Ottawa, Canada). Listening to learn or learning to listen?Annual Review of Applied Linguistics (New York, USA), 24 (2004), 3–25.04–311 Vences, Ursula (University of Cologne, Germany). Lesen und Verstehen – Lesen heißt Verstehen. [Reading and Comprehension – Reading is Comprehension.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 5 (2004), 4–11.04–312 Xinmin, Zheng and Adamson, Bob (Hong Kong U., Hong Kong; Email: sxmzheng@hkusua.hku.hk). The pedagogy of a secondary school teacher of English in the People's Republic of China: challenging the stereotypes. RELC Journal (Singapore), 34, 3 (2003), 323–337.04–313 Zlateva, Pavlina. Faktizität vs. Prospektivität als Stütze beim Erwerb grammatischer Erscheinungen im Deutschen. [Factuality versus Prospectivity in aid of the acquisition of grammar phenomena in German.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 158–160.

Abstract Background Nowadays, medical cannabis still remains inaccesible for patients in the former Union of Soviet Socialist Republics (USSR). Even registered medicinal products based on herbal or synthetic cannabinoids, like Sativex, are practically unavailable due to their high cost and narrow scope of application (for example, in Lithuania). However, before the absolute prohibition of medical cannabis in the USSR, in line with Single Convention of 1961, the State Pharmacopoeia of the USSR (eighth edition) published monographs on such medicinal products as “Herba Cannabis indicae”, “Extractum Cannabis indicae spissum” and “Fructus Cannabis”, which could be prescribed by physicians with precaution. Objectives Formation of a holistic approach aimed at the creation of appropriate conditions for the development of medical cannabis market and the improvement of life quality and health of Ukrainian patients. Methods We analyzed legislation and regulation mechanisms for medical cannabis in the USSR, and the present availability of these products for patients in the former USSR, such as Lithuania, Georgia, Estonia, Russian Federation, and Ukraine. Four hundred thirty-five Ukrainian pharmacy students participated in the quantitative analysis (a survey) that took place on April–May, 2019 at Bogomolets National Medical University (Kyiv, Ukraine). They were surveyed about legalization of medical cannabis in Ukraine, advisability of including cannabis and cannabinoids related data into educational programs, and other issues. Qualitative analysis we applied consisted of the stakeholder analysis and Strength, Weakness, Opportunity, and Threat (SWOT) analysis. We classified the key stakeholders into the patients, healthcare professionals, legislative and regulatory bodies, pharmaceutical companies, pharmacies, etc., and ranked them based on their power and interest in the development of potential medical cannabis market in Ukraine. We also identified their expectations and goals. SWOT analysis allows us to evaluate predictable risks and opportunities, as well as strong and weak aspects of the effective development of medical cannabis industry in Ukraine. Results According to the survey among pharmacy students, about 80% support the legalization of cannabis for medical purposes. However, two-thirds of them think that there is a risk of illicit turnover. Nearly half of the respondents are not informed or poorly informed about cannabis therapeutic properties. At the same time, nearly 90% consider that materials on medicinal properties of cannabis and cannabinoids should be included in the training program. Nowadays, such stakeholders as legislative and regulatory bodies have the highest power over the development of potential medical cannabis market in Ukraine: more than two million Ukrainian patients still cannot access an effective cannabinoids based treatment. There are over 20 thousand children among them suffering from drug-resistant epilepsy due to the lack of adequate legislation. Moreover, a lot of stakeholders with high level of interest, such as growers, manufacturers of cannabidiol (CBD) products, pharmaceutical companies, pharmacies, higher education institutions, even scientists and healthcare professionals are still waiting for the legalization of cannabis for medical and scientific purposes in Ukraine. SWOT analysis shows that present business structures, educational and scientific institutions, regulatory bodies, and the competency of domestic specialists are strong enough to develop a new market of cannabis-based medicinal products in Ukraine. However, a long-term ban on medical cannabis requires more time for creating the entire ecosystem. This market can be quite attractive in Ukraine. It is characterized by high growth rates, low entry barriers and a substantial demand. Yet, its advancement depends significantly on the appropriate regulatory framework, high level of awareness among health professionals and society as a whole, and involvement in scientific study to become a part of the global medical cannabis market. Discussion The holistic approach is aimed to improve health and life quality of Ukrainian patients through cannabis-based medicinal products. It consists of three components: changes in legislation and regulation procedures; changes to value orientations in society; observance of stakeholders’ interests and purposes. Specific recommendations are worked out to realize this approach in Ukraine.