Adriaans analyzes the Armenia Fund Telethon and its road-building campaign connecting Armenia and Nagorno-Karabakh, using fieldwork from the 2013 and 2014 broadcasts. The study treats fundraising media and infrastructure as practices through which diaspora households participate in humanitarian governance and de facto state formation.
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.
A policy study examines gender representation across nine Armenian high-school textbooks plus standards, syllabi, teacher guides, prior local research, and stakeholder interviews.
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.
Blood testing of 159 Armenian children found a 6.0 μg/dl geometric mean and levels above the CDC reference in 68.6 percent across Akhtala, Alaverdi, and Yerevan.
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.
The brief study proposes teaching the Armenian Genocide alongside the Holocaust through alternative readings designed to construct counter-narratives in the classroom.
Reviewing the 2012–2013 Times Higher Education rankings and their institutional criteria, the paper considers conditions for establishing an Armenian research university and connects that capacity to scientific megaprojects underway in Armenia.
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.
Interviews with administrators at five major Armenian research libraries assess missions, services, collections, instruction, access, staffing, facilities, budgets, and outcomes against higher-education library standards two decades after independence.
Dixon compares periods when Turkish military and civilian officials actively defended the state's Armenian Genocide narrative, tracing continuity and change in their strategies.
Baronian examines how scarce and unevenly circulated photographs of the Armenian Genocide can operate as supports for memory amid persistent public denial.
Ulgen analyzes Atatürk's speeches and political writings to trace how portrayals of Armenians helped establish enduring narratives of Turkish innocence and Armenian culpability.
Maksudyan studies Turkish translations about the Armenian Genocide and the self-censorship practiced by translators, editors, and publishers under official historical constraints.
Surveys of one hundred Armenians and interviews with community participants, Hrant Dink, and Mayda Saris examine how the bilingual weekly AGOS voices minority grievances and builds collective Armenian identity while promoting democratization in Turkey.
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.
Mueller uses rhetorical theory to examine the withdrawal of a United States House Armenian Genocide resolution and the public defense offered by Speaker Dennis Hastert.
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