Reading Russian Sources is an accessible and comprehensive guide that introduces students to the wide range of sources that can be used to engage with Russian history from the early medieval to the late Soviet periods. Divided into two parts, the book begins by considering approaches that can be taken towards the study of Russian history using primary sources. It then moves on to assess both textual and visual sources, including memoirs, autobiographies, journals, newspapers, art, maps, film and TV, enabling the reader to engage with and make sense of the burgeoning number of different sources and the ways they are used. Contributors illuminate key issues in the study of different areas of Russia’s history through their analysis of source materials, exploring some of the major issues in using different source types and reflecting recent discoveries that are changing the field. In so doing, the book orientates students within the broader methodological and conceptual debates that are defining the field and shaping the way Russian history is studied. Chronologically wide-ranging and supported by further reading, along with suggestions to help students guide their own enquiries, Reading Russian Sources is the ideal resource for any student undertaking research on Russian history.

This highly successful program assists in the development of all the language skills (listening, speaking, reading, and writing) by presenting realistic settings, situations, and contexts. Perfect for use in an intermediate or advanced Russian course, V Puti offers conversational exercises, various readings (biographies, poems, literature and historical texts) and grammatical explanations and practice.

Thousands of students have found these books the ideal way to master the grammar of their chosen language. They offer a step-by-step explanation of a concept as it applies in English, a presentation of the same concept as it applies in the target language, the similarities and differences between the two languages, stressing common pitfalls for English speakers and including review exercises with an answer key.

This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.

Russia today represents one of the major examples of the phenomenon of "electoral authoritarianism" which is characterized by adopting the trappings of democratic institutions (such as elections, political parties, and a legislature) and enlisting the service of the country's essentially authoritarian rulers. Why and how has the electoral authoritarian regime been consolidated in Russia? What are the mechanisms of its maintenance, and what is its likely future course? This book attempts to answer these basic questions. Vladimir Gel'man examines regime change in Russia from the collapse of the Soviet Union in 1991 to the present day, systematically presenting theoretical and comparative perspectives of the factors that affected regime changes and the authoritarian drift of the country. After the fall of the Soviet Union, Russia's national political elites aimed to achieve their goals by creating and enforcing of favorable "rules of the game" for themselves and maintaining informal winning coalitions of cliques around individual rulers. In the 1990s, these moves were only partially successful given the weakness of the Russian state and troubled post-socialist economy. In the 2000s, however, Vladimir Putin rescued the system thanks to the combination of economic growth and the revival of the state capacity he was able to implement by imposing a series of non-democratic reforms. In the 2010s, changing conditions in the country have presented new risks and challenges for the Putin regime that will play themselves out in the years to come.

Vol. 19, no. 1 consists of the Federation's Annual report, 1924/25.

Chronicles the history of the Russian Empire from the Mongol Invasion, through the Bolshevik Revolution, to the aftereffects of the Cold War.