scholarly journals The british-american direction in the strategy of the Third International in 1941-1943 (on the materials of the «diary» of Georgi Dimitrov)

2019 ◽  
pp. 92-102
Author(s):  
Ihor Rymar
Keyword(s):  
Communist Party ◽  
State Archive ◽  
The Third ◽  
Russian State ◽  
Soviet Foreign Policy ◽  
The Usa ◽  
Characteristic Features ◽  
Resistance Movement ◽  
National Governments

On the basis of diary entries of the Secretary General of the Third International G. Dimitrov, documents of the Russian State Archive of Socio-Political History, and documents of Soviet foreign policy, the author analyzes the characteristic features of the discursive model of the strategy and tactics of the Third International in 1941-1943, especially its activities in the field of propaganda regarding the Communist Party of the USA and the Communist Party of Great Britain during the first period of the German-Soviet war of 1941-1945 and in the process of the formation of the Anti-Hitler coalition. The role of the CPUSA and CPGB in the process of consolidating democratic forces in the struggle against Germany and its allies, the features of their activities in the framework of the discursive model of the Third International of 1941-1943, are characterized. The place and significance of the CPUSA and CPGB in the context of the Comintern’s strategy of providing comprehensive assistance to the USSR in the war with Germany, the deployment of the partisan movement and the Resistance movement in occupied countries, and the establishment of relations with the governments of F. Roosevelt and W. Churchill for a quick end to the war. In the course of the study, the main areas of activity of the American and British Communist Parties, the preservation of distance in cooperation with national governments and especially the intelligence and counterintelligence bodies of the Allies during 1941-1943, were established. A separate place in G. Dimitrov’s recordings is occupied by the problem of opening a second front in Europe in 1942 and propaganda issues related, first of all, to the signing of the British-Soviet and American-Soviet agreements, the problems of their coverage in newspapers and on the radio.

„Arvīd, uz kurieni Tu aizgāji?”: Arvīda Griguļa personības loma Rakstnieku savienības vēsturē

2020 ◽  
pp. 74-84
Author(s):  
Madara Eversone
Keyword(s):  
20Th Century ◽  
Communist Party ◽  
Central Committee ◽  
State Archive ◽  
National Archives ◽  
Literary Heritage ◽  
Literary Process ◽  
Long Time ◽  
The Impact

The article aims to highlight the role of Arvīds Grigulis’ (1906–1989) personality in the Latvian Soviet literary process in the context of the Latvian Soviet Writers’ Union, attempting to discover the contradictions and significance of Arvīds Grigulis’ personality. Arvīds Grigulis was a long-time member of the Writers’ Union, a member of the Soviet nomenklatura, and an authority of the soviet literary process. His evaluations of pre-soviet literary heritage and writings of his contemporaries were often harsh and ruthless, and also influenced the development of the further literary process. The article is based on the documents of the Central Committee of the Latvian Communist Party, the Latvian Soviet Writers’ Union and the Communist Party local organization of the Latvian Soviet Writers’ Union that are available at the Latvian State Archive of the National Archives of Latvia, as well as memories of Grigulis’ contemporaries. It is concluded that the personality of the writer Arvīds Grigulis, although unfolding less in the context of the Writers’ Union, is essential for the exploration of the soviet literary process and events behind the scenes. The article mainly describes events and episodes taking place until 1965, when Arvīds Grigulis’ influence in the Writers’ Union was more remarkable. Individual and further studies should analyse changes and the impact of his decisions in the cultural process of the 70s and 80s of the 20th century.

scholarly journals The Rocky Road to the Formation of the Korean Department of the Eastern Section of the Communist International (1919 – first half of the 1920s)

2021 ◽  
pp. 803-815
Author(s):  
Tatiana A. Ornatskaya ◽  
Keyword(s):  
Foreign Policy ◽  
Political History ◽  
Main Body ◽  
State Archive ◽  
National History ◽  
The Past ◽  
Russian State ◽  
Soviet Russia ◽  
Far Eastern

The article highlights the process of formation of the Korean Department of the Eastern section of the ICCA under the conditions of existence of the buffer state — the Far Eastern Republic. It was to strive for geopolitical compromise in face of the Civil War and the Allied Intervention. The paper discusses conditions for establishment and reasons for further expansion of the Korean section. On the basis of documents from central and regional archives that are being thus introduced into the first scientific use, the contradictions of the national section formation are shown, the positions of the warring parties and the role of Soviet Russia representatives in the settlement of conflicts are highlighted. The conclusion is made about further directions of work with Korean communists. The past provides an opportunity to take a critical look at the events of a century ago, while the opening of the Comintern archives allows the open press to saturate its content with new data. The main body of unpublished documents on the activities of the Communist International is contained in the fond 495 of the Russian State Archive of Socio-Political History, however, information on some aspects may be found in other federal and regional archives. It is no secret that foreign communists played their role in the foreign policy of Soviet Russia, and their help was big. However, the process of bringing them to work in the interests of the RSFSR has not yet been fully studied. Expediency, cost, and consequences of their work may be arguable, but only one conclusion is allowed: this page of national history should not be forgotten, it has to find its researchers. Recently, the study of the activities of departments and sections of the Communist international has not been popular among researchers either. The notions of ideological work have fallen by the wayside, pushed away by the Soviet past of the Comintern departments and sections. However, in our view, some aspects of the activities of divisions and sections of the Comintern remain relevant.

INNOVATIONS IN POLICY OF TEACHING AT THE UNIVERSITIES IN THE CONTEXT OF ACADEMIC REVOLUTIONS

2020 ◽  
Keyword(s):  
Higher Education ◽  
Developed Countries ◽  
University Education ◽  
University Teaching ◽  
The European Union ◽  
The Third ◽  
Educational Processes ◽  
The Usa ◽  
The Developed Countries

Categories of the academic revolutions and innovations in a perspective of educational policy at the higher school are considered. Special attention is paid to the development of innovations in training at the foreign and Ukrainian universities, since X1X of a century up to now. It is noted that agricultural, industrial, global, demographic and other revolutions created basis for the academic revolutions which resulted from transformations of society and caused innovations in higher education systems. The contribution of the academic revolutions in strengthening of role of the universities in society is confirmed. The major innovations in training stimulated university teaching throughout all academic revolutionary periods (after 1867, 1945, 1983) in developed industrial and developing countries, such as the USA, some states of the European Union and Ukraine. Emergence of innovations in policy of teaching at the universities during the first academic revolution, their modification during the second one, and new turns in transformation of innovations during the third academic revolution is investigated. Introduction of innovations in teaching differed in intensity and scale during the academic revolutions. On examples of teaching it is shown how political and ideological processes in society influenced functioning of the universities. An attempt to compare educational processes during three revolutions and to reveal the most innovational period was made. It is proved that innovations in training were implanted in three academic revolutions, the third one turned out to be the most innovative. The major innovations in policy of teaching were connected with the development of scientific and technical knowledge that contributed to the emergence of the information society. The developed countries offered the introduction of policy of cooperation in the higher education that made impact on innovations in university education. The Coronavirus pandemic of 2019/20 demonstrated the need to use various forms of Internet communications (Zoom, Google Classroom, Moodle, Whereby, etc.) to switch to new opportunities to teach students in higher education institutions around the world at the beginning of the XXI century.

Cuba, the USSR, and the Non-Aligned Movement

2020 ◽  
pp. 148-173
Author(s):  
Michelle Getchell
Keyword(s):  
Russian Federation ◽  
Primary Source ◽  
Leadership Role ◽  
Contemporary History ◽  
State Archive ◽  
Document Collections ◽  
The Third ◽  
Russian State ◽  
The Russian Federation ◽  
The Third World

Based on archival research in the Russian State Archive of Contemporary History (RGANI) and the Foreign Policy Archive of the Russian Federation (AVPRF), as well as on published primary source document collections, this paper argues that Cuba’s role as Soviet ally conflicted with Fidel Castro’s desire to assume a leadership role in the Non-Aligned Movement. As Castro sought to balance his aspirations for leadership of the Non-Aligned Movement with his obligations as Soviet ally, Soviet officials attempted to capitalize on Cuba’s position in the movement to achieve a closer relationship between the Third World and the socialist bloc. U.S. officials struggled to discredit Castro and delegitimize his claims to non-aligned status, but were ultimately unable to prevent the movement’s turn toward a more pronounced anti-American stance in the 1970s and early 1980s.

The Comintern

2013 ◽  
Author(s):  
Alexander Vatlin ◽  
Stephen A. Smith
Keyword(s):  
Communist Party ◽  
Popular Front ◽  
Linguistic Communication ◽  
Policy Conflict ◽  
Labour Movement ◽  
The Third ◽  
Soviet Foreign Policy ◽  
History Of ◽  
Relationship Of ◽  
The Relationship

The essay falls into two sections. The first examines the history of the Third International (Comintern) from its creation in 1919 to its dissolution in 1943, looking at the imposition of the Twenty-One Conditions on parties wishing to join the new International in 1920, the move from a perspective of splitting the labour movement to one of a united front in the early 1920s, the shift to the sectarian ‘third period’ strategy in 1928, and the gradual emergence of the popular front strategy in the mid-1930s. It examines the institutions of the Comintern and the Stalinization of national communist parties. The second section looks at some issues in the historiography of the Comintern, including the extent to which it was a tool of Soviet foreign policy, conflict over policy within the Executive Committee of the Comintern (ECCI), and the relationship of ECCI to ‘national sections’, with a particular focus on the Vietnamese Communist Party. Finally, it discusses problems of cultural and linguistic communication within the Comintern.

scholarly journals Multiplication of Whole Numbers in the Curriculum: Singapore, Japan, Portugal, the USA, Mexico, Brazil, and Chile

2020 ◽  
pp. 25-35
Author(s):  
Raimundo Olfos ◽  
Masami Isoda ◽  
Soledad Estrella
Keyword(s):  
Lesson Study ◽  
National Curriculum ◽  
National Council ◽  
Curriculum Standards ◽  
Specific Content ◽  
Whole Numbers ◽  
The World ◽  
The Usa ◽  
National Governments

AbstractThis chapter shows how the teaching of multiplication is structured in national curriculum standards (programs) around the world. (The documents are distributed by national governments via the web. Those documents are written in different formats and depths. For understanding the descriptions of the standards, we also refer to national authorized textbooks for confirmation of meanings.) The countries chosen for comparison in this case are two countries in Asia, one in Europe, two in North America, and two in South America: Singapore, Japan, Portugal, the USA (where the Common Core State Standards (2010) are not national but are agreed on by most of the states), Mexico, Brazil, and Chile, from the viewpoint of their influences on Ibero-American countries. (The National Council of Teachers of Mathematics (NCTM) standards (published in 2000) and the Japanese and Singapore textbooks have been influential in Latin America. Additionally, Portugal was selected to be compared with Brazil). To distinguish between each country’s standard and the general standards described here, the national curriculum standards are just called the “program.” The comparison shows the differences in the programs for multiplication in these countries in relation to the sequence of the description and the way of explanation. The role of this chapter in Part I of this book is to provide the introductory questions that will be discussed in Chaps. 3, 4, 5, 6, and 7 to explain the features of the Japanese approach. (As is discussed in Chap. 1, the Japanese approach includes the Japanese curriculum, textbooks, and methods of teaching which can be used for designing classes, as has been explored in Chile (see (Estrella, Mena, Olfos, Lesson Study in Chile: a very promising but still uncertain path. In Quaresma, Winsløw, Clivaz, da Ponte, Ní Shúilleabháin, Takahashi (eds), Mathematics lesson study around the world: Theoretical and methodological issues. Cham: Springer, pp. 105–122, 2018). The comparison focuses on multiplication of whole numbers. In multiplication, all of these countries seem to have similar goals—namely, for their students to grasp the meaning of multiplication and develop fluency in calculation. However, are they the same? By using the newest editions of each country’s curriculum standards, comparisons are done on the basis of the manner of writing, with assigned grades for the range of numbers, meanings, expression, tables, and multidigit multiplication. The relationship with other specific content such as division, the use of calculators, the treatment of multiples, and mixed arithmetic operations are beyond the scope of this comparison. Those are mentioned only if there is a need to show diversity.

scholarly journals The Legal Regulation of the Penitentiary Justice of the USSR (1944 – 1956)

2021 ◽  
pp. 051-063
Author(s):  
D. N. Shkarevsky
Keyword(s):  
Russian Federation ◽  
Legal Regulation ◽  
State Archive ◽  
Second Stage ◽  
Russian State ◽  
The Russian Federation ◽  
Characteristic Features ◽  
Chelyabinsk Region ◽  
Prison Camp ◽  
Two Stages

In this article, on the basis of documents stored in the funds of the State Archive of the Russian Federation, the Russian State Archive of Socio-Political History and the United State Archive of the Chelyabinsk Region, the regulation of the penitentiary justice authorities is considered. The aim of the paper is to identify the characteristic features of the regulation of the activities of the penitentiary justice bodies. The number of those convicted by the penitentiary courts for the period of their existence (1946–1956) is revealed. The characteristic features of the regulation of the activities of the penitentiary justice bodies are highlighted. These include the following. Firstly, the delphic language resulting in the lack of clearly defined competence for the penitentiary courts; their functions expanded and narrowed. Secondly, the inconsistency of the regulatory framework manifested in the fact that by-laws passed by the Ministry of Justice contradicted the legislation and limited the rights of the accused and defendants. The practice of the Judicial Collegium for Penitentiary Courts of the USSR Supreme Court was not consistent. The author distinguishes two stages in the development of the competence of prison camp courts. The first one that lasted until the early 1950s was the period of expansion. The second stage was reduction of competence. At the same time, initially the reduction of competence was not common. But, after the death of I. Stalin, this process became widespread.

scholarly journals A Path of the Reformation of China’s Stock Issuance Registration System

2017 ◽  
Vol 2 (1) ◽  
pp. 61
Author(s):  
Hui Liu
Keyword(s):  
Communist Party ◽  
Central Committee ◽  
Securities Market ◽  
Basic System ◽  
Registration System ◽  
Audit System ◽  
The Third ◽  
The Reformation ◽  
Stock Issuance

Securities issuance audit system is the most basic system of a country's securities market, other systems play the role of ensuring its operation smoothly. The Third Plenary Session of the Eighteenth Central Committee of the Communist Party of China has established the registration system of stock issuance as the reform target. The registration system, that most mature markets used, can make up for the shortage of approval system of China's stock issuance audit system at present. However, the registration system also has a higher realization of the foundation. This paper analyzes the shortcomings of the stock issuance under the approval system, discusses the basis of the implementation of the registration system, and puts forward some suggestions for reference from the functions of the CSRC, the qualities of investors and the supporting system of stock issuance.

scholarly journals Slachtoffer van communistische terreur? De moord op onderwijzer Herman De Vos, 13 september 1944

2019 ◽  
Vol 78 (3) ◽  
pp. 222-246
Author(s):  
Robbe Meerpoel
Keyword(s):  
Communist Party ◽  
Vice Chairman ◽  
Resistance Movements ◽  
Trial Analysis ◽  
The Press ◽  
Main Culprit ◽  
Actual Target ◽  
Resistance Movement ◽  
Newspaper Articles

Op 13 september 1944 werd de Aalsterse onderwijzer en medeoprichter van de Vlaamsche Kinderzegen Herman De Vos door leden van het verzet neergeschoten. Het was pas wanneer deze verzetsgroep in mei 1945 nog een tweede moord pleegde dat een onderzoek werd geopend. Tijdens het proces dat in 1950 aan het Gentse assisenhof werd gevoerd, werden de daders in de pers voorgesteld als een groep ontspoorde verzetsleden die verbonden waren met de lokale communistische partij. Herman De Vos werd afgebeeld als een willekeurig slachtoffer van het bevrijdingsgeweld. De casus werd later door voormalige collaborateurs gebruikt om het verzet in diskrediet te brengen en de framing van een repressie ‘zonder maat of einde’ kracht bij te zetten. Deze beeldvorming werd dominant in de herinnering aan de bevrijding in Aalst, doordat historici zich op tijdens het proces verschenen krantenartikelen baseerden om de moord te reconstrueren. Onderzoek van de procesdossiers bracht echter nieuwe elementen over de rol van de verschillende verzetsorganisaties en de lokale communistische partij aan het licht. De hoofdverantwoordelijke voor de moord gebruikte communisme als dekmantel om het geweld te rechtvaardigen. Herman De Vos was een toevallig slachtoffer omdat het eigenlijke doelwit, VTB-ondervoorzitter Jozef Van Overstraeten onvindbaar was. De opdracht om hem te vermoorden werd wel degelijk gedekt door het Aalsterse verzet._________ A victim of communist terror?The murder on the teacher Herman De Vos, September 13, 1944 On September 13, 1944, the teacher and co-founder of the ‘Vlaamsche Kinderzegen’ [Flemish Child Blessing], Herman De Vos, was shot in Aalst by members of the resistance. An investigation however would only be initiated after this resistance movement had committed a second murder in May 1945. During the trial – taking place at the court of assize in Ghent in 1950 – the press depicted the culprits as a group of deranged members of the resistance that were associated with the local communist party. Conversely, De Vos was portrayed as an incidental victim of the violence that ensued after the liberation of Belgium, later granting former collaborators a case to discredit the resistance, and enhance their framing of the repression as being ‘without rule or resolution.’ Moreover, this portrayal has become ubiquitous in the memory of the liberation of Aalst as historians have mainly focused on contemporaneous newspaper articles to reconstruct the trial. Analysis of the trial transcripts and documents however sheds a new light on the role of the different resistance movements and local communist party. The main culprit of the murder used communism as a pretext to justify the violence. In addition, De Vos was an unintended victim because they could not locate their actual target, Jozef Van Overstraeten, vice-chairman of the VTB [Flemish Tourist Association]. The order to murder Van Overstraeten had, in fact, been supported by the resistance in Aalst.

History of the Ecclesiastical Seminary Library in Ryazan (18th cent.)

2010 ◽  
pp. 100-104 ◽  
Author(s):  
Pavel V. Pichigin
Keyword(s):  
Educational Institution ◽  
State Archive ◽  
Russian State ◽  
History Of ◽  
Ancient Documents ◽  
State Archives ◽  
First Time ◽  
Library Collections

The article is related to the history of creation and development of the Riazan Ecclesiastical Seminary and its library in the 18-th century. The materials of the Russian State Archives of Ancient Documents (RSAAD), State Archive of the Ryazan Region and other sources are used in it. This let to see the position of the Ecclesiastical Seminary Library in the history of the national enlightenment as well as the role of charity in the formation of the library collections of this educational institution. The author for the first time introduces the document — “The book catalogue of the Ryazan Ecclesiastical Seminary Library” (“Katalog knig biblioteki Ryazanskoi dukhovnoi seminarii”) for scientific use. The article is of interest for historians, library scientists, experts in the Russian charity history.

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