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Abstract Forty U.S. and Canadian medical libraries are electronically transmitting interlibrary loans to the Eastern European Medical Library of Latvia. This resource sharing initiative is an outgrowth of a pilot project of the International Cooperation Section of the Medical Library Association. The interlibrary loans are sent free of charge using the National Library of Medicine's DOCLINE system. This article will discuss the success of this program and how it started. 相似文献
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David Jacobs 《Slavic & East European Information Resources》2013,14(1-2):68-72
ABSTRACTThe article summarizes the fourth conference of the Baltic Heritage Network, held in Rīga, Latvia on June 30–July 2, 2015. 相似文献
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Iveta Kestere 《Paedagogica Historica: International Journal of the History of Education》2017,53(3):318-341
AbstractThe goal of this article is to reveal how through school theatre activities under authoritarian rule, changes took place in pupil knowledge, skills, attitudes, and behaviour regarding culture, namely, how the process of cultural learning occurs. I use a historical case study, specifically the case of the Valmiera School Theatre, which was the leading theatre group, not only in Soviet Latvia, but also in the entire Soviet Union. My primary sources are eight unstructured interviews, 20 published memoirs, articles in the press, theatre programmes, and photographs. One part of Soviet pedagogy was aesthetic upbringing, which was implemented through state-funded collectives, including school theatre groups. By participating in theatre activities, students gained knowledge of cultural heritage (literature, theatre, art, etc.), the ability to perform and acquire skills in other practical fields, and developed an appreciation of culture as a value. I argue that cultural learning through theatre was demonstrated by the fact that the students transferred their knowledge, skills, and attitudes to a new context, namely, their places of work and public cultural activities (e.g. amateur theatres). This case study also reveals the specific role of school theatre in the process of cultural learning, as well as some sensitive issues in the relationship between knowledge-orientated or formal educational environments, and the informal creativity of school theatre. 相似文献
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Elga Zalite 《Slavic & East European Information Resources》2013,14(4):226-246
ABSTRACTThis paper offers a look at some facets of the 1905 Revolution in Latvia, at the time part of the Russian Empire, and their interpretation in historiography from 1905 to 2015. Using resources in the Stanford University Libraries and the Hoover Institution Library and Archives, the paper provides an overview of the causes and the character of the 1905 Revolution in Latvia while also discussing various debates among historians of 1905. The main focus is on collective violence and political activism. The article is written from the point of view of a librarian and historian. It has two parallel goals: to tell the history of the Baltic collections at Stanford and to acquaint the reader with current scholarship on the subject of 1905 in Latvia. Even though some papers have been written that examine Baltic collections in American libraries, few, if any, of these have concentrated on individual historical topics. 相似文献
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《Slavic & East European Information Resources》2013,14(2-3):69-88
SUMMARY This article discusses Jewish book publishing in most of the Soviet Union's successor states after 1990. All publications on Jewish history, culture, traditions, and religion (Judaism) are included under this rubric. In addition to scholarly and educational publications, fiction translated from Yiddish and Hebrew, and “Russian-Jewish literature” are also included. The author provides statistics and discusses basic themes, linguistic issues, and problems encountered in the post-Soviet states. The article lists different publishers and organizations involved in Jewish book publishing. 相似文献
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《Slavic & East European Information Resources》2013,14(2-3):89-118
SUMMARY This article discusses the development of Jewish publications from the former Soviet Republics, which were acquired by the YIVO library during the last decade. A brief history of Slavic Judaica holdings at the YIVO library is provided, followed by an overview of new publishers and vendors of Slavic Judaica in the CIS countries, especially Russia, Ukraine, Belarus, and Moldova, and in the Baltic States. In addition, an extensive, selected bibliography on the following topics is appended: (1) Reference books, encyclopedias, dictionaries, bibliographies, sources on East European Jewry (2) History of East European Jewry, anti-Semitism, biography (3) Holocaust literature, World War II (4) East European Jewish culture (Yiddish literature in the original and translation, folklore, art, education, theater, fiction, poetry, Jewish wit and humor) and (5) Conferences, congresses, symposiums on East European Jewry. 相似文献
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Iveta Ķestere 《Paedagogica Historica: International Journal of the History of Education》2014,50(6):844-851
This study on a “new” history of education is written from the perspective of a participant in the process of discarding Soviet intellectual and physical boundaries. The fall of the Berlin Wall has, over the past two decades, become a continuous process in post-Soviet societies, when the now liberated historians of education were faced with a new challenge, namely integration into the newly opened world. The only allowed theory, Marxism-Leninism, reduced historians of education to superficial methodology and its trivialisation. However, the collapse of the USSR did not immediately result in new theoretical concepts, because historians were busy discovering fresh facts in newly accessed archives and libraries. Soon, topics on the history of education were being addressed by social scientists, who had succeeded in learning the latest theories, enabling them to present historic material to the general public in a global context. “Acts-and-facts history” slowly lost its place in university courses. Similar to the Revisionists of the 1960s in the West, today historians of education in the Baltics look to the common narratives and borrow theories from the social sciences. Current research in Latvia focuses on the Soviet legacy, internationalisation of education and the stories of those “whose voices have not yet been heard”. 相似文献
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One quarter of all schoolchildren in Latvia go to the publicly funded minority (predominantly Russian) schools. In 2004, the language of instruction in minority schools was changed from essentially minority language to a composite of 60% Latvian and 40% minority. This paper studies the effects of this ‘60/40’ reform on the academic performance of pupils in minority schools. Using data on 2002–2011 centralised exam results for the universe of Latvia's secondary schools, we find that there has been a significant deterioration in the exam performance of minority schools relative to that of majority schools after the reform year 2004. The negative effects were most pronounced in the early years following the reform. 相似文献
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Katrin Kello 《Teachers and Teaching》2016,22(1):35-53
Teaching sensitive and controversial issues (SCIs) is of growing interest in contemporary, increasingly heterogeneous societies. In democracies, different groups and institutions expect their values and worldviews to be conveyed at school. On one hand, there is the expectation that SCIs should be treated neutrally. On the other hand, there are disputes over what exactly should be seen as controversial in the first place. Research on SCIs in social studies and civics has distinguished many pressures that teachers face from the very local – the community and the parents of their pupils – to curriculum policies and issues in broader social and political fields. Research on history teaching has studied ways of dealing with divergences between collective memories, and academic and lay ways of dealing with the past. The present study combines insights from both research strands. Based on interviews with Estonian and Latvian history teachers, I discern teacher positions on, and strategies for, teaching SCIs: hiding or avoiding; finding common ground or smoothing edges; just doing the job; enhancing heterogeneity and leaving the truth open. This study illustrates the complexity and multilayered nature of the challenges that shape teachers’ choices and ways of coping with the various demands they perceive. Dealing with SCIs is shaped by tensions between sociopolitical, academic and educational factors and identities. 相似文献