After war began in Artsakh/Karabagh on 27 September 2020, scholars in Caucasian, Ottoman, Armenian, Turkish, and broader Middle Eastern fields reconsidered research legitimacy, goals, practice, and ethics amid forty-four days of violence.
A survey of recent Armenian medical graduates finds gaps in clinical, research, and leadership skills alongside strong interest in further training and diaspora engagement.
The article surveys Ottoman Armenian intellectuals from 1800 to 1923, linking education abroad, translations, and work in medicine, law, theater, press, and other fields to modernization.
A nationally representative 2016 STEPS sample of 2,380 Armenian adults measures inactivity and sitting, finding 21.6% below WHO activity guidance and distinct age, employment, education, and Yerevan patterns.
Ratings from 173 participants estimate when 299 nouns and verbs are learned in Western Armenian and six other languages, finding broadly comparable acquisition ages and ordering across 32 languages.
A Cyprus classroom case situates translanguaging against Greek diglossia, migration, and a multilingual history including Western Armenian, Sanna, Gurbetcha, Turkish, and English, while criticizing assimilative Greek-L2 policy.
Interviews with three generations of Colorado Armenians examine identity work in a community estimated at 2,916 people. A Denver Saturday school, Apostolic churches, a genocide khachkar, the Sardarapat highway sign, and SOAR charity link language, religion, memorialization, and assistance to Armenia.
A library-focused article identifies interdisciplinary collection challenges in Armenian Studies and argues that Berkeley should consult researchers and professional associations when planning holdings.
Interviews with twelve Armenian Quebecers trace how school, church, and family support cultural continuity while also teaching French and Quebec social norms. Respondents describe institutional completeness as a basis for both Armenian identity and civic integration amid inherited genocide trauma.
A survey of one hundred Armenian tourism students and graduates evaluates curriculum satisfaction, practical preparation, employment experience, teaching methods, and labor-market alignment.
A school-based survey of 214,283 adolescents across forty-two countries reports Armenia's multi-site chronic-pain prevalence at 13.2 percent and compares age and sex patterns.
A film analysis argues that buildings, streets, and squares make Yerevan an active agent in Dovlatyan's 1972 Chronicle of Yerevan Days.
Repeated testing of 42 Armenian-English kindergarteners showed gains in both languages, but weaker growth in Armenian expressive vocabulary and a preference for English use.
This study examines how Armenian teachers of English engage with classroom research and reflective practice. It identifies reported obstacles and frames recommendations for strengthening teacher-led inquiry in Armenian EFL settings.
Using experimental tasks with Armenian children and adolescents, the study measures gender patterns in competition, altruism, and risk-taking rather than assuming that Western findings transfer unchanged.
A master's multimedia project organizes Los Angeles Armenian-American history, current community organizations, identity maintenance, and intergenerational prospects into four website sections.
At Artsakh State University, an experiment compared students’ educational adaptation outside examinations with responses during exams and mental testing, using anxiety, intelligence, and health measures.
Focus groups and interviews evaluating continuing medical education in Nagorno Karabagh found stronger physician networks, updated skills, and professional confidence, alongside equipment, staffing, and facility barriers that made some training unusable.
Գիրքը համեմատում է Հայաստանից դուրս գործող հայագիտական կենտրոնների ներկա վիճակը Ամերիկայում, Եվրոպայում, Մերձավոր Արևելքում և հետխորհրդային երկրներում՝ ներկայացնելով հիմնադրման պայմանները, համայնքային դերը, գործունեության ուղղություններն ու արդի խնդիրների լուծումները։
Stakeholder focus groups and interviews evaluating a free Nagorno Karabagh physician-education program found stronger professional exchange, knowledge, and confidence, but limited application where hospitals lacked equipment and technology.
The dissertation uses critical incidents and concept mapping to study how first-generation Armenian American community college students identify and organize college experiences that affected their sense of self.
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