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Thèse--Univ. de Paris. ; Bibliographie: p. 125-129. ; Mode of access: Internet.

The personality of E. Khara-Davan is a landmark for characterizing the history of the peoples of our country in the first half of the 20th century. He became one of the first Kalmyk students who received higher education at the university of the Russian Empire, and the first doctor among the Kalmyk people. He took part in the events of 1917–1920 in southern Russia, collaborated with the Russian Provisional Government, the Soviet government, and the white movement. In the modern historiography, E. Khara-Davan is quite often called a member of the Eurasian movement, who made a great contribution to the formation of its ideology. However, this view contrasts with the fact that he was not part of any organization of the movement and published only two articles in Eurasian publications. The main topic of his works was the history, current state and future structure of the Kalmyk people. There is no doubt that he was deeply influenced by the ideas of the Eurasians, which is especially evident in the texts on the Mongol Empire history as well as in his main work — the book "Genghis Khan as a commander and his legacy". His assessments of the influence of the Mongols on the development of Russian statehood were of a pronounced "Eurasian" character. However, outside of this discourse, the works of E. Khara-Davan practically did not intersect with Eurasian concepts in any way, and even diverged in characterizing the current state and future structure of the peoples of Russia.

Parents in China greatly value higher education for their children, but the intensity and effects of their desire to achieve this goal have largely gone unexamined-until now. Governing Educational Desire explores the cultural, political, and economic origins of Chinese desire for a college education as well as its vast consequences, which include household and national economic priorities, birthrates, ethnic relations, and patterns of governance.Where does this desire come from? Andrew B. Kipnis approaches this question in four different ways. First, he investigates the role of local context b

This research is motivated by the phenomenon of the low character of students in responding to 21st-century globalization. Because of this, it is important to ask whether curriculum policies have prepared students to be adaptive to these dynamics. This article aims to analyze the character content and the gradations of student social development in the domain of attitudes in the applicable educational curriculum in Indonesia. This study used a qualitative content analysis method with a directed type design and a framework of eight character strengths that took the coding, theoretical approach, findings, and analysis stages of the Regulation of the Minister of Education and Culture Republic of Indonesia document number 20 of 2016 concerning Basic and Secondary Education Graduate Competency Standards (SKL). The research found: first, the character content is in the attitude domain; spiritual and social, aimed at shaping the character strength of students to become religious, honest, caring, lifelong learners, and physically and mentally healthy; second, the gradation of student social development still focuses on real social development, and has not included the gradation of virtual social development of students as an effort to respond to 21st-century globalization. Therefore, this study recommends the Indonesian government revitalize the character content of SKL in educational curriculum policies by considering two forms of gradation of both real and virtual social development of students as the next generation of the nation.