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The article discusses the place of Saratov-based plot in Yu. N. Chumakov's letters addressed to the author of the article. The subject of discussion in the correspondence is the defense of Yu. N. Chumakov's dissertation at Saratov University in 1970 and its role in his scientific biography. The defense of the dissertation with Yu. M. Lotman as the first opponent became the key event of the Saratov plot and its climax. Having singled out fragments from the correspondence related to the plot of Saratov, the author seeks to explain the direction of the ensuing epistolary dialogue, why the defense of the dissertation was perceived by Yu. N. Chumakov as a more than significant event for him, especially in the context of his dramatic biography. The author proves that the defense was an explosion of the linear sequence of the text of life, which dramatically changed the fate of the scientist. The desire to talk in detail about the defense, to find out what impression it made, and to look at what was happening on that memorable day for him through the eyes of the addressee of the letter, betrayed the desire to read and interpret his fate again and again. Particular attention is paid in the correspondence to the personalities of such outstanding philologists, professors of Saratov University as A. P. Skaftymov and E. I. Pokusaev. Yu. N. Chumakov was not A. P. Skaftymov's student and was not familiar with him, but specifically noted the acquisition and subsequent development of the principles of a scientific approach to the work, set out in his theoretical article in 1923. About the personality of E. I. Pokusaev, his supervisor, and the history of the relationship with him, Yu. N. Chumakov wrote in great detail. Having told about the role of E. I. Pokusaev, who supported the dissertation at the defense, and having outlined his complex, large and humanly attractive personality, Yu.N. Chumakov completes the plot of Saratov, which was very meaningful for him, primarily for self-understanding of his scientific path.

Among the countries where language has complicated educational policy, South Africa is probably unique. The white or "European" minority of the population is not only separated from the African, Coloured and Asiatic, it is divided within itself between Afrikaner and English. This creates unusual problems. Afrikaans is a new language which has developed during the past century, and its use is limited almost exclusively to the Afrikaners (the Boers), while English, of course, is not only an international language but also the principal lingua franca of the rest of the African continent. Consequently, even leaving aside the numerous native dialects which cannot be ignored in determining educational policies, political leaders have been faced with the problem of encouraging the wider use of Afrikaans without eliminating the general use of English.

To have won the Henry Dunant Medal comes as more than a surprise. It is a great honour, an honour beyond my wildest expectations. I knew, of course, of the nature and origin of the Medal but only as an interesting fact that had nothing to do with me. Therefore, to be personally part of this great Red Cross event makes me feel very grateful and very happy indeed.

As I walked across AUB's campus one afternoon, I overheard a conversation between two students, a woman and a man. The male student was trying to explain to his friend that there are times when it is necessary for a man to beat a woman. I was tempted to stop. I turned back, and the look on the young woman 's face stunned me more than what the young man was saying.

Why Students' Quality Circles is Necessary in Academics? -- What are the Fundamentals of Students' Quality Circles -- What are the Elements of Students' Quality Circles? -- What are the Basic SQC Tools? -- How to Implement Students' Quality Circles in Academia? -- How Students' Quality Circles are Evolving in the World?.

Im Sommer 1945 sollten französische Intellektuelle im Dienst der Militärregierung das südwestdeutsche Bildungswesen im demokratischen Sinne reformieren und die Ideen von abendländischem Humanismus, europäischer Aufklärung und französischer "civilisation" verbreiten. Doch nicht nur "Umerziehung" und "Kulturmission" standen auf der Tagesordnung, sondern bald auch Begegnung, Aussöhnung und Verständigung. Eine umfassende Auswertung der französischen Archive erhellt die geistigen Grundlagen, Motive und Ziele, aber auch die täglichen Rivalitäten um Konzeptionen und Kompetenzen, die das Handeln der Akteure prägten und ihre Erfolgschancen beeinflussten.