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This study explores the value-oriented behaviors associated with membership in prominent youth organizations in the Soviet Union and the United States of America during the Cold War. The archetypal heroic ideals and values of the Soviet Octoberists and Pioneers and the U.S. Boy Scout and Girl Scout organizations were examined. Key political, religious, and psychological differences were found in the Soviet and U.S. youth organizations. Somewhat surprising were the many similarities that were also found. Suggestions are offered for building individual and group identities in Russia and the United States today based upon the conscious choice of values and ideals relevant for living in the Post-Cold War era. (Contains 3 tables and 14 references.) (Author/BT)

The mechanics of the Soviet library system, the availability of libraries to the citizenry, organizational components, and the development and planning principles of librarianship as they follow Leninist national policy are discussed in this paper by V.V. Serov, Head of the Main Library Directorate, USSR Ministry of Culture. A program of library system construction within the socialist state designed by V.I. Lenin stresses the role of libraries in disseminating knowledge and politically educating the working people. The Decree of the Central Committee of the Communist Party of the Soviet Union further developed the library's role and centralized the library network structure. State control ensures the availability of library services to all Soviet citizens, beginning with public libraries and extending to specialized facilities for scientific and technical professionals. The State oversees the centralized library network, providing equipment and techniques, methodological and research activities, library construction, and preparation of library staff. Problems still exist with centralized acquisition, the preparation of library personnel, and the improvement of the material and technical base of many libraries. In a comment paper, Alphonse Trezza, Executive Director of the National Commission on Libraries and Information Science, discusses library service and future planning implications in the United States as compared with the Soviet library system. (CWM)

The organization and development of the library education system in the USSR is described by K. I. Abramov of the Moscow State Institute of Culture and is summarized in a comment paper by Charles D. Churchwell, Washington University. Abramov begins by stating the philosophical basis for the existence of libraries and librarians in the USSR, and describes the indispensable roles they are expected to play in the development of a socialist society. A description of the library education system notes persons who have played prominent roles in the development of the theory and practice of librarianship in Russia, but focuses on the specific parts of the library education network. Programs and courses, and their organization, are detailed. Changes taking place in library education in Russia are reviewed and a statement of plans for continued growth and improvement of both libraries and library education is provided. Churchwell makes some comparisons between library education in the United States and the USSR. He also amplifies Abramov's presentation, raises questions regarding the system of library education, and notes possible improvements for the future. (CWM)

An objective description of the programs and outline of the problems of the Lenin State Library are presented by I.P. Osipova of the Lenin State Library of the USSR, and a comparison between that library and the Library of Congress (LC) is presented by Frank M. McGowan. The Lenin Library serves as national library of the USSR, state repository of domestic and foreign printed materials, cultural information center, center for selected bibliography and interlibrary loan, research center in library science, and methodological and consultative center for Soviet libraries. Osipova discusses these functions in detail and notes that the library's information work deals with reference services, preparation of information sources, and the establishment of reference tools. The centralization and branch-networks of the Soviet libraries are stressed, and problems are briefly mentioned. In commenting on this paper, McGowan notes Osipova's avoidance of controversial issues and subjectively compares the Lenin Library and LC. The most significant difference is that the former is an officially designated national library, with broadly defined responsibilities, while the latter is not. The national responsibilities and services of both libraries are contrasted, and problems concerning growth of staff, space allocation, and collection development are noted. (CWM)

In describing the role of Soviet libraries in the satisfaction of information needs of specialists, I.K. Kirpicheva has provided a comprehensive picture of the extensive system for the State System Scientific and Technical Information (SSSTI) in support of the accelerated development of Soviet science and technology. Information needs arising at various stages of research and in the practical realization of scientific and technological developments are classified as needs satisfied mainly through information services, through library services, or through informal channels; improvement of services to the information user is accomplished through a cooperative information network along with the utilization of library science user research. A centrally controlled, national integrated plan underlies the information network with a set of unified principles and standards covering all levels of information transfer. In a reaction paper, M.S. Day, Director of the National Technical Information Service, notes the comprehensiveness of the SSSTI plan but questions the formal structure linking and cross-linking the libraries regarding possibilities for change. In addition, Day probes different usages of formal and informal communication channels in the USSR and the United States and asks for elaboration of other problems. (CWM)

The development and use of library statistics in the Soviet Union and systems of reporting are discussed in this speech by E.A. Fenelonov, Ministry of Culture of the Russian Soviet Federal Socialist Republic, and are compared with statistical development in the United States by Vernon E. Palmour of King Research, Inc. Fenelonov emphasizes the use of library statistics in evaluation, planning and forecasting of future activities. A history of statistical development begins with major attention toward measurement and evaluation of external manifestations of library developments and moves toward the forecasting approach to the problems of library business. Fenelonov stresses the centralization of library reporting and details the procedures used in the collection and processing of statistical data. The use of library statistics in management and coordination are described, and future collection and utilization methods are mentioned. An appendix lists the exponents of library statistics in different forms of library reports. Palmour briefly discusses similarities and differences in the use of library statistics in the United States and the USSR, and poses questions regarding national standards and reporting systems. (CWM)

The development and management of children's libraries and library services in the USSR are discussed by N.S. Kobzarenko, State Republican Library for Children of the Ukraine, and comparisons and contrasts between that system and the U.S. system are outlined. Kobzarenko notes that library services for children, established along directives from V.I. Lenin, exist to help schools ensure educational process, to aid in the development of a child's personality and morals, and to assist parents, teachers, and educators with questions regarding children's reading. Materials are regulated through a centralized State library system which publishes books through its own publishing houses. Librarians are trained in the guidance of reading using various detailed methods and programs. The improvement of professional skills of the staff is recognized through methodical centers for research and through government standards. Marilyn Miller, from the University of North Carolina School of Library Science, points out that library services in the United States and the USSR reflect each nation's ideological, social, and economic philosophies while both are dedicated to the welfare of the children served. Objectives for public library service, programming, and collections are compared. (CWM)

Looking back upon the centuries one would suspect that in earlier ages universities of medieval France and Italy were very different from the multiplicity of organizational and institutional forms of higher education institutions in modern times, and yet one would be surprised how much these old "universitas" and modern universities have in common. One of the common features may be corruption and academic misconduct that can often bee seen in universities. The increasing scale and scope of corruption in higher education in the former Soviet Bloc as well as numerous other countries urges a better understanding of the problem within the context of socio-economic transformations. Corruption in higher education is deeply rooted in the organizational structure of each higher education institution. Corruption has a long history and a proud tradition. Corruption in higher education is an organic part of corruption overall, with its culture, traditions, functions, and mechanisms. The goal of this paper is to present a description of modern day higher education corruption from a historical perspective. This paper is based on the techniques of positive analysis along with some elements of comparative analysis, and withstands from normative or moral judgments. A well-structured description of higher education corruption in a historical context is helpful in developing strategies for its eradication or prevention. This paper first presents the concept of corruption as a historical category and then analyzes corrupt legacies at the stages of admission, teaching and learning, and graduation. It also addresses issues of funding, discrimination against foreign nationals, publishing, and state-university relations. The genesis of forms of corruption and the determination of corruption as such is understood in a changing historical context.

The history and structure of education in the Netherlands, the relationship of that structure to educational systems in selected other countries, and the current status of educational innovation in the Netherlands are the major topics of this paper. The author discusses briefly the development of national educational policy, the place of private education, and the roles of national, provincial, and municipal governments in administering and funding different parts of the system. He next describes the characteristics of and legal foundations for the different levels of the educational structure: nursery, primary, special, secondary (including pre-university, general, and several vocational programs), and higher education (including both universities and advanced vocational institutions). Brief descriptions of the educational systems of the United States, England and Wales, Sweden, and the Soviet Union are provided, and major differencs between the Dutch system and those of the other countries are analyzed. Arguing that significant change is needed, the author concludes with a discussion of innovative trends in Dutch educational thought, noting in particular the implications of changes proposed by the current Minister of Education. A brief description of the Netherlands' Educational Research Institute in the North (RION) is appended. (PGD)

The first Soviet-American Library Seminar provided general comparisons and contrasts, similarities and dissimilarities, between Soviet and American libraries, and stressed the differences in understanding library terms, the need for long-range planning, demographic changes and their effect on library services, and library automation. An introductory session outlined procedures to be observed and presented representatives of the host organizations. Opening presentations described the library as a "multimedia catalog of many civilizations" and praised the collaboration between the USSR and the United States in the library field, observing that such cooperation is within the terms of the Helsinki accord. During the formal afternoon sessions, Soviet delegates presented condensed versions of prepared papers and American reactors commented on each paper and asked questions drawn from prepared reactions. Afternoon presentations from the Soviet representatives discussed development and planning in Soviet library systems, library statistics, the role of the national library, the role of libraries in the satisfaction of the information needs of specialists, the network of children's libraries, and training of librarians. (CWM)

A study investigated three United States and three foreign newspapers to determine the direction or bias of coverage of the 1983 Korean Airline (KAL) incident and any differences in coverage. It was hypothesized (1) that the amount of space allotted to the story in U. S. newspapers would be greater than that in foreign newspapers; (2) that there would be no significant differences in the direction of the news stories among the six newspapers; and (3) that the percentage of news stories containing harsh descriptions of Soviet actions would be significantly greater than the percentage of stories reporting only the general facts of the incident. The newspapers that met the criteria established for selection (related to size, frequency of publication--and for the foreign papers--geographic location) were "The New York Times,""The Washington Post,""The Chicago Tribune,""The Times" (London), "The Arab News," and "The Korea Herald." One hundred ninety-two news stories that reported the KAL story between September 2 and 11, 1983, were content analyzed and coded. Hypothesis one was not supported. The six newspapers selected gave their readers a total of 6,218 square inches of KAL news, of which 39.1% represented U. S. publications. Hypothesis two was supported--there were no significant differences among the six newspapers in the direction of news stories. Hypothesis three was also supported. News stories containing harsh descriptions of the Soviet action were more prevalent than stories reporting only the general facts of the incident. (Tables of data are included, and notes are attached.) (NKA)

Education in the U.S.S.R. is much more strongly oriented toward the scientific and technical fields than is that of the United States. This may be an asset in the development of specialists with the ability to attain the short-term technological targets of the Soviet economic plan. However, the more flexible, theoretical, broader-based higher education system in the United States may produce specialists with an ability to innovate, with an ability to adapt to technological change, and with a greater latitude for interfield mobility as the demands of the economy change. A comparative analysis is presented of: (1) the structure of education in the two countries; (2) general education--elementary and secondary; (3) transition from incomplete to complete secondary education; (4) specialized secondary schools; (5) higher education; and (6) graduate training. A set of statistical tables providing a quantitative comparison of entrance, enrollment, and completion of the various stages in the educational process in the two countries is appended. (JD)

A comparative analysis of values education in the United States, Germany, Japan, Great Britain, the Soviet Union, Sweden, and Canada analyzed eight assertions: (1) No institution with education as its primary aim can be value neutral; (2) Countries differ in values which characterize their political cultures and in values which are taught in school; (3) None of the countries studied has had a uniformly high level of success in transmitting civic values; (4) The learning of values is strongly influenced by factors outside the school's control; (5) Educational policy has been somewhat effective in bringing about desired changes in values; (6) The learning of values in school is not limited to mandated programs of moral and civic education; (7) Several nations have developed curricular goals to promote common core values; and (8) Television and other mass media have an important and often negative effect on young people's values. It is recommended that coalition agenda be formed, providing a description of values that ought to be learned in school, together with the actions needed if these values are to be embodied in educational practice. (JD)

A study was made to examine effects of peer collaboration on children's cognitive development and to ascertain whether effects of collaboration varied across American and Russian cultures. A total of 84 girls and boys (42 from a kindergarten in Moscow and 42 from an elementary school in Ithaca, New York), 5 through 7 years of age, initially participated individually in a pretest requiring prediction of the way a beam would tip when different weights were placed at differing distances from a fulcrum. On the basis of pretest results, children were assigned to (1) a control group in which children were again tested individually; (2) an "equal rule" group pairing same-age, same-sex children who had used the same prediction rule on the pretest; or (3) an "unequal rule" group pairing same-age, same-sex children who had used different prediction rules on the pretest. Seven increasingly sophisticated rules for prediction have reliably been differentiated. In the treatment phase of the study, disagreeing subjects discussed their disagreement until agreement was attained. Subjects were individually post-tested and improvement in rule use was recorded. Findings indicated that cognitive conflict in pairs produced different outcomes depending on whether a child's partner was more advanced or less advanced in the use of prediction rules. The only differences across cultures were sex differences. (RH)

Policy concerning faculty training and development in Estonian universities is examined, looking at current practices in comparison with those of the former Soviet Union. It is argued that since democratization there is little effort and some resistance to faculty renewal, despite new labels given to academic qualifications. University privatization is predicted as a result. (MSE)

Reviews the educational system and developments in Eastern Europe and the former Soviet Union since World War II. Contends that reforms that brought intellectual freedom and pluralistic thinking have led to demands for autonomy from government control. Concludes that education is still linked to socio-economic, cultural, and political struggles and that predictions about educational reforms are impossible to make. (CFR)

This paper outlines the teacher education process in the USSR, England, France, and West Germany. While the content is mainly limited to the secondary school teacher, the study encompasses the entire educational system of the country and, therefore, occasionally mention is made of various other educational levels. The structure of the teacher education system is examined within the framework of the function it serves. Included in the discussion of the programs are considerations of cultural needs and philosophies governing the education of teachers. Briefly addressed are questions of prospects, problems, and changes in teacher training. (JD)

A study examined the ideological rift reflected in two communist-oriented and one Western-oriented Nicaraguan newspapers. It was hypothesized that items in "La Prensa" would refer to the United States more favorably and more frequently than they would refer to the Soviet bloc, while items in "Barricada" and "Diario" would refer to Soviet allies more frequently and more favorably than they would to United States affairs. Three composite weeks for each newspaper were studied. Coders decided whether each of 615 items reflected favorably, neutrally, or unfavorably on the government of the nation cited, and assigned a news topic category to each item. The numbers of unfavorable and favorable items referring to the United States in "La Prensa" were virtually identical, and most items were neutral, leaving little basis for government accusations of blatantly pro-United States sympathies. The precentage of Soviet bloc items rated unfavorable, however, was over half, implying a lack of balance in dealing with communist nations. Results involving "Barricada" and "Diario" devoted considerably more attention to the United States, mostly unfavorable, while those items referring to the Soviet Union and its allies were largely favorable. (HTH)

A study was undertaken to arrive at a broad overview of the Soviet training utilization of foreign area specialists. To gather data for the study, researchers examined European, United States, and Soviet publications and interviewed Soviet emigres and U.S. specialists on the Soviet Union. According to these data sources, specialized training for Soviet foreign and double area specialists can begin as early as primary school and continue through postgraduate studies. An examination of the career opportunities and career roles of Soviet area specialists reveals that they occupy positions in the educational community, research organizations, the media, government agencies, party organizations, military organizations, intelligence services, missions abroad, commercial enterprises, and international exchanges. Because the foreign area specialty is one of the few Soviet professions that legitimizes contacts with foreigners and travel abroad and because a steady demand for their services exists, Soviet foreign area specialists enjoy a prestigious, relatively risk-free career position. The Soviet recognition of the need for numerous African, Latin American, Chinese, and Middle Eastern specialists ensures a trend toward diversity in the Soviet international field. Finally, it would appear that the large group of double area specialists in the Soviet Union reflects Soviet efforts both to counterbalance a closed society and to benefit from other countries' successes. (MN)

A Study investigated the informal methods of governmental information control used in four countries--the United States, Great Britain, West Germany, and the Soviet Union--to determine how the governments discretely and quietly limited unfavorable publicity. The examination revealed seven possible control methods: (1) preemptive leaks, (2) coverups, (3) "rough stuff," (4) persuasion, (5) retaliation against whistle blowers, (6) limitations on national freedom of information policies, and (7) establishment mentality. The examination showed that governments in all four countries desired to limit information about their activities. Similarly, the media in all four countries appeared to be compliant. There were, however, important differences; in the Soviet Union, informal controls were sometimes literally a matter of life and death, while those in the other three nations appeared to be more humane. (FL)