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In his short essay about Chopin (1945), Pasternak poses the question:What does realism in music mean?The answer to this question is far from obvious. And certainly the answer given byPasternak, in which he points to Chopin, together with Bach, as one of the great realistsin music; realist, that is, in the same meaning of the word as was Lev Tolstoj  - this answer can of course be disputed. But perhaps even more interesting than theanswer is the question, what it was in Chopin's music that for Pasternak made it into analmost paradigmatic example of realism, not only in music, but in art in general?To try to get an understanding of the possible motives behind such a view, we need totake a closer look at the biography of Boris Pasternak, the development of his views ofart and music in particular, his philosophical view of reality (the possible lastinginfluence from Hermann Cohen and the Marburg school), his idea of realism in generaland his relationship to the ruling idea of socialist realism. In particular, analyzingPasternak's view of realism, as it is expressed in Lejtenant Shmidt (1927), and theviews expounded in Shopen (1945) we will try to discern the development - if any -that has taken place in the 18 years that separate these two works. Other works byPasternak that are central to getting closer to understand his views on realism are Neskol'ko polozhenij (1922), Okhrannaja gramota (1931), which is a kind ofminiature autobiography, as is also Ljudi i polozhenija (1956), equally important.

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Approximately 250 nursery schools and 600 schools were destroyed during the First Karabakh War in Azerbaijan in 1988–94, interrupting the education of over 210,000 school-aged children. Of the 111,043 children until age 5, only 8,300 (7.5%) were registered in preschool, with around 90,000 children out of school and never enrolled. The purpose of this qualitative narrative research study was to explore how the protracted 30-year occupation of around 20% of Azerbaijani lands by Armenian armed forces impacted the educational journey of displaced Azerbaijani school-aged children, who are now adults, during and after the First Karabakh War in 1988-94. It also examined the extent it has affected their full economic integration into society today. Three participants took part in this study. Data collection included one semi-structured interview, a questionnaire, and a follow-up interview. All participants received interview questions prior to their main interview to facilitate reflection of lived experiences. The results indicated that despite years of displacement, hardship, and trauma, the children (now adults) were able to achieve economic prosperity with resilience and high family expectations. This finding suggests that despite experiencing hardship during war, children may be able to achieve economic prosperity if they acquire critical skills to succeed in the labor market with active family involvement, becoming contributing members of society and enjoying financial stability as adults.

This dissertation examines the construction of new national borders in the former Russian Empire after the First World War, between Soviet and British imperial intervention. This forgotten process of border-making had enormous consequences for the shape of the Soviet Union and the 20th-century international order. Through an interdisciplinary approach combining diplomatic, intellectual, military, and material histories, incorporating government documents, memoirs, and personal papers, this work puts the formation of the Soviet Union in international context and connects it with the on-the-ground development of new ideas about the nation-state. The contingent decisions and everyday practices of local Soviet and British officials drew borders around national territories and imagined national spaces in ways that still shape Eastern Europe and Eurasia 100 years later.

The intent of this thesis is to explore why when compared to the former Soviet Republics of Ukraine and Georgia there is a measure of stability in Kazakhstan. Kazakhstan has made it a priority to slowly build a sense of its own nationalism after decades of Soviet control. In over 20 years of independence it has only known violence for an 18-month period. The Republic of Kazakhstan has gone from the leftovers from a dissolved empire to a stable regional power. Kazakhstan’s hegemony in Asia and peaceful ethnic-governmental relations has made it possible for Kazakhstan to have a multi-faceted foreign policy with Russia, China, and the United States and this paper will try to answer the question of how this has been possible.

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