Articles de revues sur le sujet « Committee on Work Conferences on Higher Education »

IntroductionUK higher education (HE) student numbers are increasing and students report higher levels of mental health and well-being issues. Social prescribing links individuals to community-based, non-medical support. It is widely implemented throughout the UK, and is supported by the Welsh Government. This protocol presents an evaluation of a new social prescribing service to enhance student well-being, a first for UK HE students.Methods and analysisA realist evaluation to articulate why, how and to what extent and circumstances social prescribing works for students, using a mixed-methods sequential design of four cycles. Cycle 1 informs the model and programme theory development of how the model works; activities include a Realist Review, Group Concept Mapping and producing bilingual short films about the evaluation and model. Cycle 2 involves secondary analysis of routine service data, and outcome measurements from students receiving a social prescription. Cycle 3 uses reflective diaries and qualitative realist interviews with stakeholders to understand the process and outcome of the model. Cycle 4 concludes with a world café workshop with stakeholders to agree and finalise the framework specification of ‘how, why, when and to what extent’ the model works. A meta-matrix construction will determine convergence, complementarity or discrepancy across the cycles. An advisory group of key stakeholders informs each cycle.Ethics and disseminationUniversity of South Wales Life Sciences and Education Ethics Committee and Wrexham Glyndwr University (WGU) Research Ethics Sub-Committee approved secondary data analysis of participant demographics (200 805LRL:USW, id441:WGU), outcome measurement tools (200 902LR:USW, id441:WGU) and qualitative data collection (200 804LR:USW, id449:WGU). The authors will publish findings in peer-reviewed journals, produce an evaluation report to the funder and a short film for dissemination via stakeholders, university networks, United Nations Regional Centre of Expertise in Wales, PRIME Centre Wales, Wales School for Social Prescribing Research, conferences and social media.

On 11-13 June 2018 at House of Creative Work "Reymontówka" in Chlewiska near Siedlce, XVI International Scientific Conference was organized by the Institute of Education of University of Natural Sciences and Humanities in Siedlce. This year's conference stayed under „Lifelong learning – the present and the future” motto. The conference was funded from the Minister's of Science and Higher Education, the wherewithal alloted to promulgating education – the number of indenture is 893/P-DUN/2018. The conference co-organizers were: Faculty of Education of the University of Presov (Slovakia), Faculty of Pedagogy and Psychology of the University of Bialystok (Poland), International Higher Education Academy of Sciences in Moscow (Russia), Siedlce Scientific Society in Siedlce (Poland), Polish Committee World Organisation for Early Childhood Education and Care OMEP (Organisation Mondiale pour l’Education Préscolaire). The conference was held under the auspices of the Rector of the University of Natural Sciences and Humanities in Siedlce prof. dr hab. Tamara Zacharuk and Vice-Rector for Science, Art, Sport and Accreditation of the University of Presov prof. PhDr. Milan Portik, PhD.

Colonialism and apartheid influenced South African social welfare policies. After South Africa gained political freedom in 1994, democratic social welfare laws like the White Paper for Social Welfare were implemented (1997). Despite democratic social development initiatives, poverty, unemployment, and inequality marginalise most South Africans. Eurocentrism dominates social work practice and education with significant proposals for higher education decolonisation and indigenisation. Participatory action learning action research approach was used for this study (PALAR). PALAR uses critical, transformational, and democratic research methods to build a social work practice approach for African social systems in South Africa. For this research, an Afrocentric social work practice model was co-constructed for South Africa by black social workers who were purposefully and conveniently selected. The objective was to understand social workers' historical and present conceptualisations of the social development approach. Preliminary findings imply that social development does not address structural inequalities in South Africa, such as race and the land question. For example, after a decade of its adoption, the approach has not significantly addressed large-scale poverty and unemployment. Social development in practice is welfarist, disempowering, not community-based, and insensitive to African culture. Social development services are not adequately integrated. Social development in South Africa towards social welfare is a miscarriage; lacks relevance and appropriateness outside the Euro-North American axis and remains Eurocentric in all aspects. The social development approach does not represent the African values system and nor relatable to the African social systems. South African social work needs to be reimagined. Indigenous knowledge systems need to take precedence to realise relevance of social work practice approaches in South Africa. An Afrocentric turn to social work practice for South Africa's relevance is a viable answer. How to cite this article using ASWNet style Ntloko, N. A. J. (2023). Social workers' historical and contemporary understanding of the social development approach. People centred – The Journal of Development Administration (JDA), 8(2), 48. Social Work and Development Student Conference (SWDSC), 16 June 2023. https://dx.doi.org/10.4314/jda.v8i2.6 Conference Abstract Social Work and Development Student Conference (SWDSC) Held on 16 June 2023, Day of the African Child (DAC) Organised by Africa Social Work and Development Network (ASWDN) Conference Organising Committee: Danzel Rademan, University of the Free State, South Africa (Chairperson); Atuhairwe Collins, Student, Master of Social Work, Makerere University, Uganda (ViceChairperson); Never Winnie James Sebit, South Sudan; Bachelor in Social Work, RCSS, India (Secretary); Tatenda Sukulao, Bachelor of Social Work, Midlands State University, Zimbabwe (Vice-Secretary); Norman T. Manyika, Student, Bachelor of Social Work, University of Zimbabwe (Committee member) and Takudzwa Banda, Bachelor of Social Work, University of Zimbabwe (Committee member). Visit journal website: https://jda.africasocialwork.net

The purpose of the article is to study the use of ICT techniques in Azerbaijan higher education. The objectives of the study are: 1) to substantiate the role of ICT sector in the Azerbaijan national economy, 2) to study the use of ICT sector tools in higher education, in particular in Azerbaijan higher education, 3) to analyse the external factors affecting the implementation of ICT sector tools in Azerbaijan higher education, 4) to analyse internal factors influencing the educational process in Azerbaijan higher education in with the use of ICT techniques and 5) to provide expert assessment of the use of ICT techniques in Azerbaijan higher education. The research methods are the analysis of statistical data, their grouping and comparison, expert evaluation of external (PEST analysis) and internal factors (SWOT analysis) that affect the use of ICT technologies in Azerbaijan higher education. Here were used the statistical data of Azerbaijan State Statistics Committee, electronic pages and internal reports of the Azerbaijan State University of Economics – UNEC. To reveal the role of ICT sector in the national economy, here were used the data for 2015-2022, and data for 2000/01-2021/22 academic years to analyse the activities of Azerbaijan higher education. The main questions of the study were: 1) Is the ICT sector of Azerbaijan sufficiently developed for the application of electronic spheres in the field of banking services, trade, commerce, as well as in the field of medical services and education?; 2) Is the level of ICT techniques provided sufficient for their active application in the field of Azerbaijan higher education?; 3) How has the pandemic contributed to the accelerated use of electronic services – e-education, e-training, e-conference, DocuSign, e-banking etc.? PEST analysis of political, economic, social and technological factors has been conducted and demonstrated the positive and negative assessment of ICT techniques in higher education in Azerbaijan. It has been shown that in a pandemic situation there are both positive and negative aspects of online classes as regards in the fields of techniques, methodology and psychological features. The most significant conclusions concerning ICT implementation in higher education in Azerbaijan after the pandemic have been shown. They cover the following positions: in Azerbaijan, which has 2 artificial satellites, the speed and volume of ICT services should increase; state institutions should support the high level of ICT services in Azerbaijan; both educators and students must have excellent digital skills; control of the quality of education during online education, the use of different tools and technologies in training should take the main place; regular dialogue and feedback should be carried out remotely. SWOT-analysis has been used to examine the opportunities of the ICT sector in higher education in Azerbaijan. It has been established that in the current situation in the Azerbaijanian higher education system, more flexible and optimal content, as well as the implementation of teaching strategies, and the expansion of initiatives related to the promotion of innovations have come to the fore. In the field of higher education attention is paid to the application of distance education, solving and developing the issues of technological equipment and providing quality internet connection. Yet another important direction of the state strategy is improvement of the legislative framework related to the new digital forms of education, as well as development of digital skills of pedagogical staff and students of HEI. Thus, the new world’s situation significantly changes the legal, economic, organizational and managerial regime of HEI functioning. On the one hand, significant investments are needed in new distance learning technologies that ensure the transfer of the educational process into the format of indirect (remote) interaction between teachers and students. On the other hand, it is necessary to take a decision on organizing the remote functioning of educational organizations as objects of management, creation of fundamentally new content, and the retraining of teaching and administrative personnel to ensure their readiness to work with the use of ICT techniques.

The article presents a review of the activities of the scientific school of sociologists of the Urals in the direction of "sociology of youth". The authors note the historical dynamics in the development of youth sociology, its gradual embodiment in the organizational and scientific structure in the form of scientific conferences and Ural sociological readings. The Ural sociological school paid special attention to the problems of youth – the research of this group began in 1973, and ten years later the problem of sociology of youth became one of the most important links of scientific activity of the Ural sociologists. By the end of the 20th century, the problem of the study of youth has become large-scale, began to study a variety of aspects of its activity, and the Committee on Youth Affairs and the Ural Institute of Youth were established in Ekaterinburg. The concept of youth itself is not unambiguous, leading sociologists of the Urals – Yu.R. Vishnevsky, V.T. Shapko point out a number of difficulties in the interpretation of this concept associated with the problems of the integrity of the generation, its systemic quality and diversity of properties of people of this social group. In this regard, various approaches to the study of youth were developed, which allowed to identify their specific features. In this article, the authors dwell upon such aspects of the study of youth sociology as values and value orientations, their relationship to the economic and socio-cultural situation in the country. Dynamics of values of the Ural youth over the period from 1999 to 2016 is monitored. The researchers discuss the phenomenon of the working student, study how the dynamics of full-time student involvement in child labour, its motivational attitudes, communication of work produced with the major obtained in the University, and the problems caused by the combining of these two activities. The study undertaken analyzes the state of modern higher education in its interpretation by leading sociologists of the Ural scientific school. The attention is focused on the school of G.E. Zborovsky, who devoted his science activity to the problems of education, especially higher education in Russia, highlighting a number of problems that allowed to conclude about the lack of a successful system of higher education in Russia.

Life as a researcher includes a large amount of competition and a heavy workload. Professor's tasks comprise, besides their own research, to lead your research team, to have the responsibility for higher education, expertise in diverse contexts, review of scientific articles, to seek financial support, to work with national and international committees, to serve in administrative posts at the university and in international associations, to write articles, books and book chapters, to attend meetings and conferences, and to address the many other tasks that may arise throughout one's career. This makes one dependent on skillful co-workers, which should not be taken for granted. Given the constant flow of incoming requests, one has to think and choose before agreeing to commit to a task at hand, in order to not set aside your own research. This demands a high capability to prioritize. The choice of a life partner who can share both professional and private interests, a partner who understands, encourages and supports, while at the same time gives the necessary critical feedback, is a treasure. Freud said “love and work are the cornerstones of our humanness”, but work must be pleasurable thus try to combine work, love, and play.Disclosure of interestThe author has not supplied his declaration of competing interest.

Introduction. The relevance of the topic of the article is due to the importance of the Soviet education system in the development of Russian society, despite political, economic and social changes in society. The article analyzes the reasons for the reform of public education in the USSR in the late 1950s – early 1960s, examines the concept of polytechnic training in Soviet secondary schools in the late 1950s, combining schooling with productive labor. The concept of polytechnic training in Soviet secondary schools stimulated the reform of public education. The restructuring of secondary and higher education was designed to play a major role in eliminating the essential difference between physical and mental labor, in creating the conditions necessary for the country's transition to communism.Materials and methods. This study is based on an analysis of documents related to party office work in the 1960s-80s: decrees, resolutions and decisions of congresses, conferences and plenums of the Central Committee of the CPSU. The methodological basis of the research is a complex of general scientific, special historical methods, as well as the theory of modernization. The retrospective method, evaluating events and phenomena in their historical development, played a big role. A comparative analysis made it possible to compare the documentation of different times in order to establish the qualitative level of the changes taking place in the USSR in the field of education.Results. The article analyzes the problems of the formation of the Soviet polytechnic school. In the conditions of a planned economy, technical schools and vocational schools of the USSR trained specialists primarily for the needs of Soviet industry. The role of public education, the increase in the number of extended-day schools and boarding schools is considered. The inconsistency of the reform of public education in the USSR, which did not bring the expected results, is analyzed. The emphasis on the polytechnic school did not allow the development of the scientific component, interfering with the intellectual development of school students, the education reform led to a deterioration in the quality of the study of basic sciences.Conclusion. The article uses special historical methods: comparative historical, retrospective, chronological. The study was carried out on the basis of a problem-historical analysis taking into account the social conditions of that time.

It is pointed out in the National Education Conference and the National Conference on Ideological and Political Work in Colleges and Universities that colleges and universities should apply for ideological-political courses throughout the whole process of higher education, which provides incentives for deepening the reform and ideological-political practice of management engineering and operations research courses. Based on the integration of the CDIO teaching concept and Python and the immersive teaching process of the operations research course, this paper designs the teaching reform and practice of student-oriented management engineering and operations research course, which leads students to realize the algorithm design, program implementation, and visualization of operations research modeling and machine learning step by step. On this basis, based on the inventory management and its expansion model in operational research, taking grain supply chain management as the case object, this paper explores the strategic deployment of the CPC Central Committee and the state to realize the dynamic balance of grain supply and demand at a high level and deal with the uncertainty of the external environment with the security and stability of grain supply, from the perspective of variable cost, supply capacity, consumption demand, holding cost and shortage cost in the model. The research results are conducive to strengthening students' problem analysis and modeling ability, programming, and in-depth analysis, and have theoretical and practical value.

Objective – The primary objective of this study was to gather quantitative information on the need, development, acquisition, and application of pedagogical knowledge by academic librarians with teaching responsibilities. Design – Online survey questionnaire. Setting – Higher-education (HE) institutions (i.e., post-secondary institutions such as colleges and universities) in the United Kingdom. Subjects – Subject librarians from 82 HE libraries (one from each). Methods – Of the 191 HE institutions in the United Kingdom (determined via a now-unavailable directory), 137 supplied an online staff directory with contact information. One subject librarian from each HE institution was contacted; librarians were selected from the online directory by taking a name systematically from a different point in each listing (i.e., first, second, third, etc). Each librarian was sent an email that contained an introductory message as well as a link to the questionnaire. The online questionnaire was created using Survey Monkey and piloted before and after input. It employed mostly multiple-choice tick boxes as well as open-ended questions and comment boxes. The 35-question survey questionnaire was developed in part through email interviews with two leading researchers in the field (identified via the literature). Responses were received from 82 librarians (60%). The answers were analyzed and cross-tabulated using SPSS. Komogorov-Smirnov tests were done to determine the significance of some results. Open-ended questions and comment boxes were placed into categories using Microsoft Excel to identify patters and themes. Main Results – The 82 librarians who responded to the survey came from a wide variety of backgrounds: the majority were subject librarians from Arts & Humanities (31%), had spent more than ten years in their position (38%), worked full-time (71%), were members of pre-1992 HE institutions (59%), and went by the job title of Subject Librarian (30%) (or a slight variation thereof). Respondents indicated a significant amount of variation in terms of the number of hours spent preparing and teaching each week, ranging from 0 to 25 hours per week (FT staff) and 0 to 12 hours (PT staff). Eleven librarians spent 40% or more of their time teaching. Due to the high standard deviation (5.71), however, and the fact that many librarians indicated difficulty providing precise figures, these percentages should only be used as general estimates. The study found that librarians were involved in a variety of teaching settings, including on-the-spot support, writing materials, teaching small groups, conducting one-on-one instruction, and teaching large groups. Evaluation was not indicated as a regular practice. With regard to pedagogical development, most training was of an informal nature learned on the job (75%) or through trial and error (61%). Other training methods included short courses or training programs, conferences, peer-support groups, and committee work. The most valuable lessons librarians took from their training were awareness of different learning styles (37%), the use of new techniques (29%), and contribution of planning and preparing (27%). A Kolmogorov-Smirnov test was performed on the correlation between involvement in formal training and knowledge of designing learning activities or teaching and learning theories (97.4% and 100% likelihood of a significant impact, relatively). While the authors state in the article that a Chi-square test was done, the original thesis upon which the article is based (available via http://dagda.shef.ac.uk/dissertations/2006-07/External/Cox_Laura_MALib.pdf), notes that the test was not completed as more than 20% of the expected counts were less than five (a frequent limiting constraint of the test). The vast majority felt their work was either important or very important; that they were sufficiently qualified and knowledgeable; and that they were confident providing the sessions. Responses were mixed when it came to determining whether additional training would improve their confidence or aid them in their teaching role. The majority of respondents also felt they had reasonable or extensive knowledge of topics related to their teaching roles (e.g., delivering sessions and information literacy). Indeed, when questioned as to what could improve the effectiveness of their teaching only 36 (44%) responses were given: subject knowledge and e-learning/new technologies were indicated as the most helpful. Librarians indicated that their preferred delivery methods when learning new skills were (in order of popularity): formal sessions, on-the-job development; short courses; and other options (e.g., increased library school training). The majority of respondents noted there were enough opportunities available for them to develop their teaching skills. When asked at the end for additional comments on teaching knowledge and development in general, responses were varied, although many offered suggestions for ways of improving the development and provision of teaching skills within the library profession as a whole. Conclusion – The authors posit that information literacy instruction has become a major component of the job requirement of a subject librarian. Survey results indicate that subject librarians recognize the value of pedagogical knowledge but question the importance of the theoretical aspects; spend a significant amount of time on various types of instruction; learn on-the-job; feel they are sufficiently knowledgeable in their role and feel confident providing instruction; and favour short-courses or formalized programs for continued learning. Future studies would benefit from interviews, additional tools to track instruction details, and perhaps a larger scale.

The International Scientific and Practical Conference “European Integration Processes in the XXIst Century: Key Trends, Basic Challenges and New Opportunities” was aimed to further the illumination of the Ukrainian and foreign scholars’ academic contribution to the European studies. The conference was organized at the premises of the sub-department of modern and contemporary history of the foreign countries of History Department of the Taras Shevchenko national university of Kyiv on March 27, 2018. The Ukrainian Scholars and Studiers Association for European Integration, Institute of Higher Education of the National Academy of Pedagogical Sciences of Ukraine together with the National Office “Erasmus+” of Ukraine acted as the co-organizers of the event. The plenary session was opened by the complimentary speeches delivered by the Vice-Rector for Research of the Taras Shevchenko national university of Kyiv, Professor Victor Martyniuk and by the dean of the History Department, Professor Ivan Patryliak. The co-head of the steering committee of the conference, head of the sub-department of modern and contemporary history of the foreign countries of History Department of the Taras Shevchenko national university of Kyiv, Professor Oleg Mashevskyi delivered his speech “Ukraine in the EU’s policy during the revolutionary events of November 2013 – February 2014” during the plenary session. After the plenary session which was followed by the coffee break, the sectional work commenced.

Burnout has become an increasingly recognized problem in higher medical education and is particularly prevalent within the field of Neurology and its training programs. Many previously reported wellness initiatives in other residencies focused mainly on community/team building. We developed a comprehensive Wellness Curriculum (WC) and established a new role of Resident Wellness Liaison in order to facilitate wellness across the department and training program. Here we present a 6-step outline of our WC which can easily be adapted to the needs of other programs. The steps include creating a Wellness Committee with a Resident Wellness Liaison, identification and optimization of institutional resources, identifying and troubleshooting barriers to wellness, providing education and reflection on wellness, showing appreciation to each other, and assessing the impact of the implemented strategies. In order to measure the impact of our WC and to perform a needs assessment for future directions, we posed questions—grounded in the theory of drivers of burnout and engagement—to our residents (N = 24) at a noon conference in the summer of 2020. Interventions implemented at our institution have been very well received by residents, as evidenced by their comments and feedback. Themes that were highlighted by residents include enjoying flexibility, having a welcoming social support system at work, and being able to find meaning in the day-to-day work. The creation of a comprehensive WC is a feasible and meaningful intervention for addressing resident wellness in a Neurology training program and could be adapted to other programs.

Modern humanistic tendencies of development of higher pedagogical education put forward high requirements to pedagogical staff in general and preschool teachers in particular, their independence, creativity, responsibility for own professional growth. These provisions are regulated by the State National Program "Education" ("Ukraine of the XXI Century") (1993), the Laws of Ukraine "On Education" (2017), "On Preschool Education" (2001), the National Doctrine for the Development of Education in Ukraine (2002), the Basic component of preschool education in Ukraine (2012). Both methods of material and moral encouragement of preschool workers have a great influence on their professional growth. The article identifies the following main methods of encouragement of preschool staff: moral – an honorary certificate, a badge of honour, announcement of gratitude, receiving an honorary title, awarding the employee at meetings and others. Among the main methods of material encouragement there is the method of awarding preschool specialists, providing preschool workers with extra days off, rewarding them with valuable gifts and others. The leading methods of professional encouragement included sending preschool staff to problem conferences, methodological seminars, exhibitions which were illustrated with materials on the most topical issues of preschool education; providing assistance to preschool workers in printing manuals, permission to develop and implement author's programs, demonstration lessons, etc. It has been established that the further development of the issue of encouragement of preschool staff to professional activities was facilitated by the adoption of a special resolution of the Central Committee of the Communist Party and the Council of Ministers of Ukraine "On measures for further development of children's institutions to improve education and health care" which became a kind of impetus for the spread of forms and methods of motivating preschool workers to professional development. The analysis of scientific and pedagogical sources suggests that the success in addressing the issues of the encouragement of preschool staff to professional development through education contributed to the creation of an extensive network of preschool institutions in different regions of Ukraine (Cherkasy, Kherson, Khmelnytsky, Mykolaiv, Kirovohrad, Volyn, Kyiv, Ternopil, Zaporizhia, Poltava regions) where the total number of preschool teachers increased 2.5 times. Thus, the conducted historical and pedagogical analysis of the works of scholars shows that the main methods of moral stimulation to the professional activity of preschool staff in the 50-60s of the XXth century included inviting teachers to participate in courses, seminars and meetings, the organization of self-education of these employees by studying the best pedagogical experience and scientific and pedagogical literature; rewarding them with vouchers to the sanatorium, free issuance of manuals; announcement of gratitude; studying and spreading advanced pedagogical experience; awarding preschool workers with badges, medals and awarding them honorary titles; patronage of kindergartens of the city, rural institutions of preschool education; expressing gratitude to the employee at meetings of different levels, etc.

The article analyzes extrajudicial instances for resolving sports disputes, identifies their role and advantagesover courts. It is noted that in practice, sports relations cannot exist without disputes, and the latter can take placebetween athletes, on the one hand, and coaches, sports organizations, mediators, etc., on the other hand; betweenathletes (on both sides), or when an individual athlete is not a party to the dispute at all. It is established that the mostcommon disputes today are about objective judging, anti-doping, fair play.As a result of the analysis of literature sources, it was found that in all national federations of Ukraine orassociations (except the Football Federation) such specialized bodies, as a rule, do not exist. The executive bodiesof the federation are empowered to resolve disciplinary disputes, and the powers to review them on appeal arevested in higher governing bodies (for example, congresses, conferences, general meetings). This provokes situationswhere sports disputes are considered by federation leaders who do not have the appropriate legal education, or evenhave a legal education but do not have relevant experience in resolving such disputes, which negatively affects thequality of sports disputes, as often unfair decisions are made or those that contradict the regulations of internationalfederations in certain sports.The work of such an independent international arbitration body as the Court of Arbitration for Sport, which isauthorized to resolve sports or sports-related disputes, is analyzed. These disputes are divided into two groups; GroupI includes commercial disputes arising from contractual relations between professional clubs, between clubs andathletes, sports agents, disputes over the specifics of transfer activities, agreements on the transfer or distributionof television and other media rights, etc., and group II – disciplinary disputes considered by the Court of Arbitrationfor Sport as a court of the first instance or a court of appeal in the case of a dispute between national authorities.It is concluded that to protect the rights and legitimate interests of sports entities, there is an extensivesystem of national and international out-of-court bodies for resolving sports disputes. Despite this, Ukraine has anunderdeveloped system of such bodies, as only the football sphere has an effective mechanism for resolving sportsdisputes at the national level, and therefore there is a significant need to establish a Sports Arbitration Court underthe National Olympic Committee of Ukraine to protect the rights of other sports.

One of the main objectives of the College's Charter is “to promote public education”. The Public Education Committee, which was established in 1986, and is now a Special Committee of Council, has been actively promoting media coverage of College policy, materials for the general public, new research and information about good practice in psychiatry. A large part of the work of the Public Education Committee involves media activity, such as regular press releases, press conferences and responding on a daily basis to the growing number of media enquiries from all over the world.

IntroductionHeavy goods vehicle (HGV) drivers exhibit higher than nationally representative rates of obesity, and obesity-related comorbidities, in comparison to other occupational groups. Their working environments are not conducive to a healthy lifestyle, yet there has been limited attention to health promotion efforts. We have developed a Structured Health Intervention For Truckers (the SHIFT programme), a multicomponent, theory-driven, health-behaviour intervention targeting physical activity, diet and sitting in HGV drivers. This paper describes the protocol of a cluster randomised controlled trial designed to evaluate the effectiveness and cost-effectiveness of the SHIFT programme.Methods and analysisHGV drivers will be recruited from a logistics company in the UK. Following baseline measurements, depots (clusters) will be randomised to either the SHIFT intervention or usual-care control arm (12 clusters in each, average cluster size 14 drivers). The 6-month SHIFT intervention includes a group-based interactive 6-hour education session, worksite champion support and equipment provision (including a Fitbit and resistance bands/balls to facilitate a ‘cab workout’). Objectively measured total daily physical activity (steps/day) will be the primary outcome. Secondary outcomes include: objectively measured light-intensity physical activity and moderate-to-vigorous physical activity, sitting time, sleep quality, markers of adiposity, blood pressure and capillary blood markers (glycated haemoglobin, low-density lipoprotein-cholesterol, high-density lipoprotein-cholesterol). Self-report questionnaires will examine fruit and vegetable intake, psychosocial and work outcomes and mental health. Quality of life and resources used (eg, general practitioner visits) will also be assessed. Measures will be collected at baseline, 6 and 12 months and analysed according to a modified intention-to-treat principle. A full process evaluation and cost-effectiveness analysis will be conducted.Ethics and disseminationEthical approval was obtained from the Loughborough University Ethics Approvals Sub-Committee (reference: R17-P063). Study findings will be disseminated through publications in research and professional journals, through conference presentations and to relevant regional and national stakeholders via online media and at dissemination events.Trial registration numberNCT10483894.

On the occasion of the anniversary celebrations in Ukraine, the Cabinet of Ministers established a special Organizing Committee, which was commissioned to head the Vice-Premier for Humanitarian Affairs. The work plan of the Organizing Committee is divided into six sections, in particular: "Public and religious events, charity and charity activities", "Informative and educational clarification, publishing and publishing work", "Scientific-organizational measures", etc. Ukrainian scholars-religious scholars will take part in organizing and conducting the cycle of conferences "Christianity: History and Present" on the basis of the Department of Religious Studies. It includes the conferences "Christianity and Ukraine" (November 1997), "Christianity and spirituality" (May 1998), "Christianity in the context of world history and culture" (May 1999) and "Christianity and modern social processes "(January 2000). On the basis of the Ostroh Academy an international conference on the education of youth on the principles of Christian morality will be held. The consequences of the work of the conferences will be reflected in the two-volume monograph "Christianity: History and Modernity". It is planned to complete the publication of the tenth volume "History of Religion in Ukraine", to publish the first volume of the three-volume "Ukrainian Religious Encyclopedia", the monograph "Christianity in the context of history and culture of Ukraine".

From its earliest days ARLIS has carried out its work through committees and working parties: the Education Committee (which has organised conferences and courses since 1972), two standards working parties (which have produced guidelines on standards for art libraries), the Cataloguing and Classification Committee (which ‘was preceded by working parties on the Dewey Decimal Classification system and on the Anglo American Cataloguing Rules) and the Visual Resources Committee. A diagram shows the relationship of committees and working parties to Council. (The ARLIS committees concerned with the national coordination of art library resources, and with international matters, are discussed elsewhere in this issue of the Journal.)

Purpose The purpose of this paper is to report the training of college librarians, academic and management staff, IT managers and students on how to organise, manage and use a user-friendly library. In Uganda, as in many countries, the problem is that school and/or college libraries are managed by librarians who may have good cataloguing and management skills, but who do not have the pedagogic skills and knowledge of the school curricula that are necessary for librarians to be able to guide and mentor both teachers and students or organise curriculum-related activities or facilitate research. The development of user-friendly libraries contributes in improving education quality through nurturing the interest of students and teachers in literacy activities and active search for knowledge. Under the stewardship of the Belgium Technical Cooperation and the Ministry of Education in Uganda, library stakeholders were trained on how to put users – rather than themselves – in the centre of the library’s operations and introduced to active teaching and learning methodologies and activities with emphasis on getting engaged in transforming spaces, services, outreach to users and collections. Several measures, short and long term were taken to address the gaps limiting the performance of the librarians. Given the disparities in the trainees’ education level and work experience, the training was delivered in seven modules divided into three units for over eight months in 2015. By the end of the training, trainees developed unique library strategic plan, library policies and procedures, capacity to use library systems, physical design and maintenance systems, partnerships, library structure and staff job descriptions. Design/methodology/approach To effectively engage the participants each topic was conducted using active teaching and learning (ATL) methodologies, including: lecture with slides and hands-on practice – each topic was introduced in a lecture form with slides and hands-on exercises. The main goal was to introduce the participants to the concepts discussed, offer opportunities to explore alternative approaches, as well define boundaries for discussion through brainstorming. The question-answer approach kept the participants alert and to start thinking critically on the topic discussed – brainstorming sessions allowed thinking beyond the presentation room, drawing from personal experiences to provide alternatives to anticipated challenges. The goal here was for the participants to provide individual choices and approaches for real life problems; group discussions: case study/ scenario and participant presentations – participants were provided with a scenario and asked to provide alternative approaches that could solve the problem based on their personal experience at their colleges. By the end of the group discussion, participants presented a draft of the deliverable as per the topic under discussion. More so, group discussions were an excellent approach to test participant’s teamwork skills and ability to compromise, as well as respecting team decisions. It was an opportunity to see how librarians will work with the library committees. Group discussions further initiated and cemented the much-needed librarian–academic staff – college management relationship. During the group discussion, librarians, teaching staff, ICT staff and college management staff, specifically the Principals and Deputy Principals interacted freely thus starting and cultivating a new era of work relationship between them. Individual presentation: prior to the workshop, participants were sent instructions to prepare a presentation on a topic. For example, participants were asked to provide their views of what a “user-friendly library” would look like or what would constitute a “user-friendly library”; the college library of HTC-Mulago was asked to talk about their experience working with book reserves, challenges faced and plans they have to address the challenges, while the college librarian from NTC-Kaliro was asked to describe a situation where they were able to assist a patron, the limitations they faced and how they addressed them. Doing so did not only assist to emotionally prepare the participants for the training but also helped to make them start thinking about the training in relation to their libraries and work. Take-home assignment: at the end of each session, participants were given home assignments to not only revise the training material but also prepare for the next day training. Further the take-home assignments provided time for the participants to discuss with their colleagues outside of the training room so as to have a common ground/ understanding on some of the very sensitive issues. Most interesting assignment was when participants were asked to review an article and to make a presentation in relation to their library experiences. Participant reports: participant reports resulted from the take-home assignments and participants were asked to make submission on a given topic. For example, participants were asked to review IFLA section on library management and write a two-page report on how such information provided supported their own work, as well as a participant report came from their own observation after a library visit. Invited talks with library expert: two invited talks by library experts from Consortium of Uganda University Libraries and Uganda Library and Information Science Association with the goal to share their experience, motivate the participants to strive higher and achieve great things for their libraries. Library visitation: there were two library visits conducted on three separate days – International Hospital Kampala (IHK) Library, Makerere University Library and Aga Khan University Hospital Library. Each of these library visits provided unique opportunities for the participants to explore best practices and implement similar practices in their libraries. Visual aids – videos, building plans and still photos: these were visual learning aids to supplement text during the lectures because they carried lot of information while initiating different thoughts best on the participants’ past experience and expertise. The training advocated for the use of ATL methodologies and likewise similar methodologies were used to encourage participants do so in their classrooms. Findings Addressing Key Concerns: Several measures, both long and short term, were taken to address the gaps limiting the performance of the librarians. The measures taken included: selected representative sample of participants including all college stakeholders as discussed above; active teaching and learning methodologies applied in the training and blended in the content of the training materials; initiated and formulated approaches to collaborations, networks and partnerships; visited different libraries to benchmark library practices and encourage future job shadowing opportunities; and encouraged participants to relate freely, understand and value each other’s work to change their mindsets. College librarians were encouraged to ensure library priorities remain on the agenda through advocacy campaigns. Short-term measures: The UFL training was designed as a practical and hands-on training blended with individual and group tasks, discussions, take-home assignments and presentations by participants. This allowed participates to engage with the material and take responsibility for their own work. Further, the training material was prepared with a view that librarians support the academic life of teaching staff and students. Participants were tasked to develop and later fine-tune materials designed to support their work. For example, developing a subject bibliography and posting it on the library website designed using open source tools such as Google website, Wikis, blogs. The developed library manual includes user-friendly policies and procedures referred to as “dos and don’ts in the library” that promote equitable open access to information; drafting book selection memos; new book arrivals lists; subscribing to open access journals; current awareness services and selective dissemination of information service displays and electronic bulletins. Based on their library needs and semester calendar, participants developed action points and timelines to implement tasks in their libraries at the end of each unit training. Librarians were encouraged to share their experiences through library websites, Facebook page, group e-mail/listserv and Instagram; however, they were challenged with intimate internet access. College libraries were rewarded for their extraordinary job. Given their pivotal role in the management and administration of financial and material resources, on top of librarians, the participants in this training were college administrators/ management, teaching and ICT staff, researchers and student leadership. Participants were selected to address the current and future needs of the college library. These are individuals that are perceived to have a great impact towards furthering the college library agenda. The practical nature of this training warranted conducting the workshops from developed but similar library spaces, for example, Aga Khan University Library and Kampala Capital City, Makerere University Library, International Hospital Kampala Library and Uganda Christian University Library. Participants observed orientation sessions, reference desk management and interviews, collection management practices, preservation and conservation, secretarial bureau management, etc. Long-term measures: Changing the mindset of librarians, college administrators and teaching staff is a long-term commitment which continues to demand for innovative interventions. For example: job shadowing allowed college librarian short-term attachments to Makerere University Library, Uganda Christian University Library, Aga Khan Hospital University Library and International Hospital Kampala Library – these libraries were selected because of their comparable practices and size. The mentorship programme lasted between two-three weeks; on-spot supervision and follow-up visits to assess progress with the action plan by the librarians and college administration and college library committee; ensuring that all library documents – library strategic plan, library manual, library organogram, etc are approved by the College Governing Council and are part of the college wide governing documents; and establishing the library committee with a job description for each member – this has strengthened the library most especially as an advocacy tool, planning and budgeting mechanism, awareness channel for library practices, while bringing the library to the agenda – reemphasizing the library’s agenda. To bridge the widened gap between librarians and the rest of the stakeholders, i.e. teaching staff, ICT staff, college administration and students, a college library committee structure and its mandate were established comprising: Library Committee Chairperson – member of the teaching staff; Library Committee Secretary – College Librarian; Student Representative – must be a member of the student Guild with library work experience; and Representative from each college academic department. A library consortium was formed involving all the four project supported colleges to participate in resource sharing practices, shared work practices like shared cataloguing, information literacy training, reference interview and referral services as well a platform for sharing experiences. A library consortium further demanded for automating library functions to facilitate collaboration and shared work. Plans are in place to install Koha integrated library system that will cultivate a strong working relationship between librarians and students, academic staff, college administration and IT managers. This was achieved by ensuring that librarians innovatively implement library practices and skills acquired from the workshop as well as show their relevance to the academic life of the academic staff. Cultivating relationships takes a great deal of time, thus college librarians were coached on: creating inclusive library committees, timely response to user needs, design library programmes that address user needs, keeping with changing technology to suite changing user needs, seeking customer feedback and collecting user statistics to support their requests, strengthening the library’s financial based by starting a secretarial bureau and conducting user surveys to understand users’ information-seeking behaviour. To improve the awareness of new developments in the library world, college librarians were introduced to library networks at national, regional and international levels, as a result they participated in conferences, workshops, seminars at local, regional and international level. For example, for the first time and with funding from Belgium Technical Cooperation, college librarians attended 81st IFLA World Library and Information Congress in South African in 2015. College libraries are now members of the Consortium of Uganda University Libraries and Uganda Library and Information Science Association and have attended meetings of these two very important library organisations in Uganda’s LIS profession. The college librarians have attended meetings and workshops organized by these two organisations. Originality/value At the end of the three units training, participants were able to develop: a strategic plan for their libraries; an organogram with staffing needs and job description matching staff functions; a Library Committee for each library and with a structure unifying all the four project-support Colleges; a library action plan with due dates including deliverables and responsibilities for implementation; workflow plan and organisation of key sections of the library such as reserved and public spaces; furniture and equipment inventory (assets); a library manual and collection development policy; partnerships with KCCA Library and Consortium of Uganda University Libraries; skills to use Koha ILMS for performing library functions including: cataloguing, circulation, acquisitions, serials management, reporting and statistics; skills in searching library databases and information literacy skills; skills in designing simple and intuitive websites using Google Sites tools; and improved working relationship between the stakeholders was visible. To further the user-friendly libraries principle of putting users in the centre of the library’s operations, support ATL methodologies and activities with emphasis on getting engaged in transforming spaces, services, outreach to users and collections the following initiatives are currently implemented in the colleges: getting approval of all library policy documents by College Governing Council, initiating job shadowing opportunities, conducting on-spot supervision, guide libraries to set up college library committees and their job description, design library websites, develop dissemination sessions for all library policies, incorporate user-friendly language in all library documents, initiate income generation activities for libraries, set terms of reference for library staff and staffing as per college organogram, procurement of library tools like DDC and library of congress subject headings (LCSH), encourage attendance to webinars and space planning for the new libraries.

The article considers the features of scientific activity of student youth in higher education, current problems and ways to solve them. Students’ scientific activity at higher education institutions is an integral part of the educational process. The main centers of scientific work at higher schools are scientific societies, the purpose of which is to conduct and intensify scientific research, publish their results, expand scientific and creative contacts on the principles of voluntariness, collegiality, openness, freedom of scientific creativity and equality of rights. Educational and scientific activity of student youth at higher schools begins with the students’ revision for seminars and practical classes, writing essays and creative tasks, term papers and ends with the writing and defense of bachelor’s or master’s thesis. In addition to educational and scientific work, research and development activities are actively carried out at higher schools. Students are involved in research work of departments, scientific schools; on the basis of academic integrity they prepare and publish scientific articles, materials and abstracts of conferences, test the results of departmental research, as well as individual research papers at various scientific and practical events (conferences, round tables, seminars, etc.), participate in national and international contests of student research papers in various specialties and projects, receive grants for research in various fields and countries. For student youth involved in scientific activities, it is extremely important to improve language and foreign language training, develop soft skills through psychological training, master “Fundamentals of Research” course, know how to use modern digital tools in research, as well as to create educational environment of research activities at higher schools and motivate students taking into account their needs, aspirations and desires.

Abstract I started my chemistry adventure while in high school, where I was the only female in a science and mathematics-oriented class. During our Junior year of high school, we were sent to the desert, close to the Red Sea in Israel to build roads. In the summers, we were in a Kibbutz on the border to help with the work needed. After work, we had time to discuss our future. Upon graduating from high school, I was drafted into the army, and in the evenings, started my college education and majored in chemistry. After finishing my term in the army, I continued my undergraduate studies in chemistry while raising my son. As I was conducting research on isotope effects, I realized that I wanted to make chemistry accessible to all. My tenet in life is that equal access to Science Education is a human right. I developed a method of teaching chemistry using art, music, dance, drama, and cultural backgrounds which attracted students at all educational levels to chemistry. I felt that as chemists, we have obligations to make the planet a better place for humankind. At this point, I became very active in working towards Scientific Freedom and Human Rights; helping chemists in the Soviet Union, China, Chile, Guatemala, and many other countries. The American Chemical Society established the Subcommittee on Scientific Freedom and Human Rights in 1986 and I chaired this committee for 26 years. At great risk to my personal safety, we succeeded in preventing executions, releasing prisoners of conscience from jail and bringing dissidents to freedom. This work led me to use chemistry as a bridge to peace in the Middle East by organizing Conferences which bring together chemists from 15 Middle East Countries with five Nobel Laureates. The Conferences allow the participants to collaborate on solutions to problems facing the Middle East and the World. The issues are; Air and Water Quality, Alternative Energy Sources, and Science Education at all Levels. Eight conferences were held and the ninth is scheduled for 2019. More than 600 Middle East scientists already participated in these conferences. Considering that most of the participants are professors or directors of science institutions who have access to thousands of students, the number of people in the network is in the thousands. Between the conferences, the cross-border collaborations are ongoing despite the grave situation in the Middle East. In these conferences, the participants succeed in overcoming the chasms of distrust and intolerance. They do not just form collaborations, but form friendships. Hopefully, we will manage to form a critical mass of scientists who will be able to start the chain reaction for peace in the Middle East. Commitment, perseverance, and many times, bravery, helped me to overcome the obstacles I encountered.

Tracing the literature on writing conferences during four tension points in higher-education enrollments--the 1890s, the 1930s, the 1950s, and the 1970s--the author suggests that conferences have been championed primarily at those moments when students were both more numerous and more diverse, an urge countered, however, by faculty working conditions. Looking at the present, then, he argues that the need for conferencing and the pressures that preclude extensive one-to-one work seem an amalgam of these earlier eras and continue to threaten the teaching-learning ideal that conferences represent.

The purpose of this study was to understand the factors and process involved in developing a commitment to multicultural education. The two questions that guided the study were (a) What kinds of life experiences contribute to a commitment to multicultural education ? and (b) What is the process by which individuals become committed to multicultural education ? The research methodology of content analysis was used to answer the first question and phenomenology was used to answer the second. The theoretical population for this study included all teachers in the United States who are committed to multicultural education/diversity. The tangible population included members of the National Association for Multicultural Education (NAME). The criterion sample for the study was those members of NAME who (a) were affiliated with prekindergarten through higher education in 1997, and (b) attended the 1997 NAME Annual Conference (n = 330). A questionnaire consisting of one open-ended and various standard demographic questions was mailed to the sample. Content analysis of the returned questionnaires revealed 11 factors that contributed to developing a commitment to multicultural education. Telephone interviews were also conducted with 45 volunteer respondents from the sample. Phenomenological analysis of the interviews strongly suggested thai a four-stage process can be used to describe the development of a commitment to multicultural education. The results of the study have implications for multicultural education and teacher education. Foremost in the conclusions of this study are the support for (a) cultural immersion experiences and (b) course work in multicultural education that evokes a critical analysis of the sociopolitical status quo in U. S. society.

AbstractWriters of this article share their seminal work of creating the Latin American Region (LAC) as part of the United States NASPA‐Student Affairs Administration in the Higher Education Association's Global Division. Webinars, exchanges, conferences, some research initiatives, and a new student affairs administration minor as part of a higher education master's degree are beginning to shape the work of student affairs in South America.

Regulatory and legal framework for the implementation of control functions in the committees of the Ukrainian Parliament is considered. The list of tools of control functions is summarized: hearings in the committee, consideration of control issues, conducting “round tables” and field meetings, etc. Peculiarities of legislative support in the spheres of education and science as an object and subject of parliamentary control are analyzed. The work practice of the Committee of the Verkhovna Rada of Ukraine on Education, Science and Innovation in the implementation of control functions during committee hearings was studied.

Social work programs are mandated by the Council on Social Work Education to develop and maintain ongoing relationships with social work practitioners and others involved in social services and policy making. A Professional Advisory Committee is one way for programs to receive input from community professionals to strengthen the educational goal of preparing competent, effective professionals. To date, there is little literature in social work on program advisory committees. However, higher education and management literature, along with social work literature on task groups, can provide some direction for developing, maintaining, and effectively using a Professional Advisory Committee in social work program development.

Educational conditions reflect society’s cultural traditions and political system, in turn affecting society’s development. The development of the younger generation is guided by way of education, for which reason working out educational policy requires the participation of society’s various interest groups. This article analyses changes in the teaching of history in the transitional period from the Soviet era to restored independent statehood. The development of subject content, the complicated role of the history teacher, the training of history teachers, and the start of the renewal of textbooks and educational literature are examined. The aim is to ascertain in retrospect the developments that took place prior to the restoration of Estonia’s independence, in other words the first steps that laid the foundation for today’s educational system. Legislation, documents, publications, and media reports preserved in the archives of the Ministry of Education and Research and the Archival Museum of Estonian Pedagogics were drawn upon in writing this article, along with the recollections of teachers who worked in schools in that complicated period. These recollections were gathered by way of interviews (10) and questionnaires (127). Electronic correspondence has been conducted with key persons who participated in changes in education in order to clarify information, facts, conditions and circumstances. The discussion in education began with a congress of teachers in 1987, where the excessive regulation of education was criticised, along with school subjects with outdated content, and the curriculum that was in effect for the entire Soviet Union. The resolution of the congress presented the task of building a national and independent Estonian school system. The congress provided an impetus for increasing social activeness. An abundance of associations and unions of teachers and schools emerged in the course of the educational reform of the subsequent years. After the congress, the Minister of Education, Elsa Gretškina, initiated a series of expert consultations at the Republic-wide Institute for In-service Training of Teachers (VÕT) for reorganising general education. The pedagogical experience of Estonia and other countries was analysed, new curricula were drawn up and evaluated, and new programmes were designed for school subjects. The solution was seen in democratising education: in shaping the distinctive character of schools, taking into account specific local peculiarities, establishing alternative schools, differentiating study, increasing awareness and the relative proportion of humanities subjects and foreign language study, better integrating school subjects, and ethical upbringing. The problems of schools where Russian was the language of instruction were also discussed. The Ministry of Education announced a competition for school programmes in 1988 to find innovative ideas for carrying out educational reform. The winning programme prescribed compulsory basic education until the end of the 9th grade, and opportunities for specialisation starting in the second year of study in secondary school, that is starting in the 11th grade. Additionally, the programme prescribed a transition to a 12-grade system of study. Schools where Russian was the language of instruction were to operate separately, but were obliged to teach the Estonian language and Estonian literature, history, music and other subjects. Hitherto devised innovative ideas for developing Estonian education were summed up in the education platform, which is a consensual document that was approved at the end of 1988 at the conference of Estonian educators and in 1989 by the board of the ESSR State Education Committee. The constant reorganisation of institutions hindered development in educational conditions. The activity of the Education Committee, which had been formed in 1988 and brought together different spheres of educational policy, was terminated at the end of 1989, when the tasks of the committee were once again transferred to the Ministry of Education. The Republic-wide Institute for In-service Training of Teachers, the ESSR Scientific-Methodical Cabinet for Higher and Secondary Education, the ESSR Teaching Methodology Cabinet, the ESSR Preschool Upbringing Methodology Cabinet, and the ESSR Vocational Education Teaching and Methodology Cabinet were all closed down in 1989. The Estonian Centre for the Development of Education was formed in July of 1989 in place of the institutions that were closed down. The Institute for Pedagogical Research was founded on 1 April 1991 as a structural subunit of the Tallinn Pedagogical Institute, and was given the task of developing study programmes for general education schools. The Institute for the Scientific Research of Pedagogy (PTUI) was also closed down as part of the same reorganisation. The work of history and social studies teachers was considered particularly complicated and responsible in that period. The salary rate of history teachers working in secondary schools was raised in 1988 by 15% over that of teachers of other subjects, since their workload was greater than that of teachers of other subjects – the renewal of teaching materials did not catch up with the changes that were taking place in society and teachers themselves had to draw up pertinent teaching materials in place of Soviet era textbooks. Articles published in the press, newer viewpoints found in the media, published collections of documents, national radio broadcasts, historical literature and school textbooks from before the Second World War, and writings of notable historians, including those that were published in the press throughout the Soviet Union, were used for this purpose. Teachers had extensive freedom in deciding on the content of their subject matter, since initially there were no definite arrangements in that regard. A history programme group consisting of volunteer enthusiasts took shape at a brainstorming session held after the teachers’ congress. This group started renewing subject matter content and working out a new programme. The PTUI had already launched developmental work. There in the PTUI, Silvia Õispuu coordinated the development of history subject matter content (this work continued until 1993, when this activity became the task of the National Bureau of Schools). The curriculum for 1988 still remained based on history programmes that were in effect throughout the Soviet Union. The greatest change was the teaching of history as a unified course in world history together with themes from the history of the Estonian SSR. The first new curriculum was approved in the spring of 1989, according to which the academic year was divided up into three trimesters. The school week was already a five-day week by then, which ensured 175 days of study per year. The teaching of history began in the 5th grade and it was taught two hours per week until the end of basic school (grades 5 – 9). Compulsory teaching of history was specified for everyone in the 10th grade in secondary school, so-called basic education for two hours a week. The general and humanities educational branches had to study history three hours a week while the sciences branch only had to study history for two hours a week. Students were left to decide on optional subjects and elective subjects based on their own preferences and on what the school was able to offer. The new conception of teaching history envisaged that students learn to know the past through teaching both in the form of a general overview as well as on the basis of events and phenomena that most characterise the particular era under consideration. The teacher was responsible for choosing how in-depth the treatment of the subject matter would be. The new programmes were implemented in their entirety in the academic year of 1990/1991. At the same time, work continued on improving subject programmes. After ideological treatments were discarded, the aim became to make teaching practice learner-oriented. The new curriculum was optional for schools where the language of instruction was Russian. Recommendations for working with renewed subject content regarding Estonian themes in particular were conveyed by way of translated materials. These schools mostly continued to work on the basis of the structure and subject content that was in effect in the Soviet Union, teaching only the history of the Soviet Union and general history. Certain themes from Estonian history were considered in parallel with and on the basis of the course on the history of the Soviet Union. The number of lessons teaching the national official language (Estonian) was increased in the academic year of 1989/1990 and a year later, subjects from the Estonian curriculum started being taught, including Estonian history. The national curriculum for Estonian basic education and secondary education was finally unified once and for all in Estonia’s educational system in 1996. During the Soviet era, the authorities attempted to make the teaching profession attractive by offering long summer breaks, pension insurance, subsidised heating and electricity for teachers in the countryside, and apartments free of charge. This did not compensate the lack of professional freedom – teachers worked under the supervision of inspectors since the Soviet system required history teachers to justify Soviet ideology. The effectiveness of each teacher’s work was assessed on the basis of social activeness and the grades of their students. The content and form of Sovietera teacher training were the object of criticism. They were assessed as not meeting the requirements of the times and the needs of schools. Changes took place in the curricula of teacher training in 1990/1991. Teachers had to reassess and expand their knowledge of history during the transitional period. Participation in social movements such as the cultural heritage preservation movement also shaped their mentality. The key question was educational literature. The government launched competitions and scholarships in order to speed up the completion of educational literature. A teaching aid for secondary school Estonian history was published in 1989 with the participation of 18 authors. Its aim was set as the presentation of historical facts that are as truthful as possible from the standpoint of the Estonian people. Eesti ajalugu (The History of Estonia) is more of a teacher’s handbook filled with facts that lacks a methodical part, and does not include maps, explanations of terms or illustrations meant for students. The compendious treatment of Estonian history Kodulugu I and II (History of our Homeland) by Mart Laar, Lauri Vahtre and Heiki Valk that was published in the Loomingu Raamatukogu series was also used as a textbook in 1989. It was not possible to publish all planned textbooks during the transitional period. The first round of textbooks with renewed content reached schools by 1994. Since the authors had no prior experience and it was difficult to obtain original material, the authors of the first textbooks were primarily academic historians and the textbooks had a scholarly slant. They were voluminous and filled with facts, and their wording was complicated, which their weak methodical part did not compensate. Here and there the effect of the Soviet era could still be felt in both assessments and the use of terminology. There were also problems with textbook design and their printing quality. Changes in education did not take place overnight. Both Soviet era tradition that had become ingrained over decades as well as innovative ideas could be encountered simultaneously in the transitional period. The problem that the teaching of history faced in the period that has been analysed here was the wording of the focus and objectives of teaching the subject, and the balancing of knowledge of history, skills, values and attitudes in the subject syllabus. First of all, Soviet rhetoric and the viewpoint centring on the Soviet Union were abandoned. The so-called blank gaps in Estonian history were restored in the content of teaching history since it was not possible to study the history of the independent Republic of Estonia during the Soviet era or to gain an overview of deportations and the different regimes that occupied Estonia. Subject content initially occupied a central position, yet numerous principles that have remained topical to this day made their way into the subject syllabus, such as the development of critical thinking in students and other such principles. It is noteworthy that programmes for teaching history changed before the restoration of Estonia’s independence, when society, including education, still operated according to Soviet laws. A great deal of work was done over the course of a couple of years. The subsequent development of the teaching of history has been affected by social processes as well as by the didactic development of the teaching of the subject. The school reform that was implemented in 1987–1989 achieved relative independence from the Soviet Union’s educational institutions, and the opportunity emerged for self-determination on the basis of curricula and the organisation of education.

Abstract BACKGROUND: Incorporation of nurses and advanced practice providers (APPs) creates an opportunity to enhance the work of clinical trial consortia in providing care to children with central nervous system tumors enrolled on clinical trials. Within PNOC, nurses and APPs led an effort to engage nurse scientists in collaborative work. A formalized APP and nursing committee confirmed multi-institutional interest for this effort via a widely distributed, electronic survey. OBJECTIVES: The primary aim was to assess the need for a nursing and APP committee by surveying nurses, APPs, physicians, and CRCs across academic institutions within US and international sites. A secondary aim was to explore educational needs of nurses and APPs and establish resources to augment clinical trial protocol initiation and compliance. METHODS: A de-identified, electronic Qualtrics survey was distributed to all PNOC member institutions in Fall 2021. Participants were divided into 3 groups: physicians, nurses or APPs, and CRCs. RESULTS: A total of 68 participants from 20 different institutions completed surveys. All groups confirmed support for a formalized nursing and APP committee within PNOC. Nurses requested education on targeted therapies, specific study protocols, general neuro-oncology information, and late effects. Barriers for nurse participation included lack of dedicated time (50%) and travel funding for conferences (39%). The surveys elicited physicians overwhelmingly identified key needs for APP or nursing involvement in standardizing protocolized care across institutions (100%), education for patients and staff (95%), and protocol development (89%). CONCLUSIONS: Based on multi-institutional survey results, a nursing and APP working group has been established within PNOC. In response to the needs-based survey, the working group provides a quarterly nursing newsletter, offers education sessions and mentorship opportunities, and participates in multi-disciplinary, disease-specific working groups. Future efforts will review the impact of this committee on protocol development and compliance and overall clinical care of pediatric neuro-oncology patients.

Abstract This article demonstrates the expansion of the assessment program at Charter Oak State College in measuring and improving student learning. The strength of the Charter Oak assessment process and, indeed, the quality of its educational programs is largely the result of Charter Oak's unique faculty structure. The “core faculty,” recruited from the full-time faculties at two- and four-year higher education institutions in Connecticut, recommend policy and program enhancements, advise and mentor students, and serve as members of the assessment committee. Charter Oak's online teaching faculty members are selected based on their academic and practical expertise. Most teach at colleges and universities throughout the United States. While Charter Oak does not itself employ full-time faculty, both the core faculty and the online faculty participate actively in the assessment process.

Aim/Purpose: The aim of this paper is to explore trends and motivations for doctoral students’ participation in domestic and international conferences. We draw on doctoral students’ perceptions and experiences from four contexts (USA, Scotland, England, Australia) to further explore variations across different global contexts. Background: There is increased recognition of the importance of conferences within doctoral education. Yet very little is known or understood about doctoral students’ participation and motivations for participating in conferences. Methodology: Our sample includes doctoral students from four institutions studying in a School of Education. We used an online survey and follow-up focus group interviews to investigate doctoral students’ perceptions and experiences of conferences. Contribution: There are few studies on doctoral students’ participation in conferences. This study contributes to the literature on doctoral students as it investigates the trends and rationale for doctoral students’ participation in national and international conferences. We highlight the importance of conferences as learning sites for doctoral students. Furthermore, our research highlights dissimilarities and ambiguities in the provision of support for doctoral students’ regarding what we describe as the social aspect of their researcher learning and development, in this case, in networking activities. Findings: Our findings show that a) at both the individual (doctoral students) and institutional level, there is an implicit understanding of the importance of networking and yet programs rarely formally require conference attendance; b) students’ motivations to attend conferences may be mediated by their career aspirations and supportive structures (i.e., funding); and c) conferences support doctoral students’ learning and confidence in future networking. Recommendations for Practitioners: Our recommendations to doctoral education training programs and/or supervisors are to explicitly discuss and promote networking and/or conference attendance, and to find ways to support students to engage in networking outside their immediate study environment. Recommendation for Researchers: Our recommendation to researchers is to further investigate the importance of networking behaviors and experiences on doctoral student training and/or career outcomes. Impact on Society: This research highlights the importance of recognizing the learning needs of doctoral students who are expected to work in a complex, globally connected society as part of the reality of higher education in the 21st century. Future Research: Results from the study could help inform a larger study on the trends and motivations of doctoral students’ networking across all disciplines.

On November 28-29, 1997, the first international scientific conference in the cycle of 4 international scientific conferences "Christianity: History and Present" was held in Kyiv, which was planned for 1997-2000. The conference was co-organized by the National Academy of Sciences of Ukraine (Department of History, Philosophy and the Law), the State Committee of Ukraine for Religious Affairs, the Ukrainian Association of Religious Studies, the Lviv Museum of the History of Religion. The coordinator of the conference was the Department of Religious Studies at the Institute of Philosophy named after G. Skovoroda of the National Academy of Sciences of Ukraine. Participation in the conference was attended by Ukrainian scholars - philosophers, historians, religious scholars from many Ukrainian cities who work in various fields - academic education, education, culture, government institutions, as well as foreign scholars from Canada, Poland, and the USA.

Despite decades of improvements in education, report cards have hardly changed; educators see them as necessary evils that add little to a student's education but fear. Increasingly, though, some schools are trying new ways of communicating with parents that can reduce violence at home and actually enhance learning. In Attleboro, report cards now include a warning to parents not to let their frustration over grades turn into violence. In Baltimore, middle-school students earn "improvement points" and compete against themselves, not their peers. Setting Their Own Goals A school in Manhattan, Kan., has replaced report cards with triangular parent-student-teacher conferences in which the children set their own educational goals and then assess how well they have done ... While scattered schools around the country are experimenting with alternatives to the report card—portfolios of work, evaluations by the teacher or parent conferences—report cards remain the most important communication between school and home in a vast majority of schools ... The biggest problems arise when parents overreact. Child advocates in several cities say that when report cards are issued, reports of child abuse go way up. The National Committee for Prevention of Child Abuse, a group in Chicago, has a national awareness campaign, with advertisements that read, "Stop the Report Card Reflex."

The aim of the study is to optimize the structure of training to ensure the formation of professional skills. The task is the definition of e-learning tools that should be used to ensure the effectiveness of professional training and retraining. The object of the study are especially implementation of competence-based approach in higher education, the subject of study – the use of LMS tools during trainings and business games for the masters of economics. The study is experimental and was conducted in the disciplines which form a cycle of continuous mathematical training. Virtual learning environments, which are used in the educational process are Moodle and Google Classroom. It was shown the effectiveness of visual conference for the formation of professional skills not only students full-time study, but also for professionals undergoing training or retraining. Further research in this area should be associated with the development of the system of assessment of independent work of the student and his work during a visual conference.

The aim of the study is to optimize the structure of training to ensure the formation of professional skills. The task is the definition of e-learning tools that should be used to ensure the effectiveness of professional training and retraining. The object of the study are especially implementation of competence-based approach in higher education, the subject of study – the use of LMS tools during trainings and business games for the masters of economics. The study is experimental and was conducted in the disciplines which form a cycle of continuous mathematical training. Virtual learning environments, which are used in the educational process are Moodle and Google Classroom. It was shown the effectiveness of visual conference for the formation of professional skills not only students full-time study, but also for professionals undergoing training or retraining. Further research in this area should be associated with the development of the system of assessment of independent work of the student and his work during a visual conference.

This is an escape from individualism, competition, and transmissive education practices which are the norms within higher education conferences of the neoliberal university. It is built from the script of a video abstract submitted to a call for keynote presenters for an international congress. Using tricksters and poetic presentations, we offer an open work inviting readers to have fun and make meaning from our provocative attempts.

The Joint Information Systems Committee (JISC) information environment aims to offer seamless and integrated access to a wide range of digital collections and resources through a common interface. Portals are a primary means through which such resources will be delivered to users, facilitating the discovery of information. Portals can deliver their functionality by embedding distinct portal services in Web environments familiar to the user, such as an institutional portal or virtual learning environment. Initial work on such embedding has started, though this promises to be a major area for future development.

Education for sustainable development (ESD) is one of the great challenges that university faculties have to face. Therefore, a multidisciplinary team from the faculty of Engineering of Gipuzkoa (EIG) at the University of the Basque Country (UPV/EHU) has developed pedagogical approaches to apply in construction degrees, namely Civil Engineering and Technical Architecture. Pedagogical tools, such as problem-based learning (PBL) or research-based learning (RBL), and environmental tools, such as the life cycle assessment (LCA) and computational thinking (CT), have been used; in doing so, they acquire a sustainable approach to work “soft-skills” competencies into sustainability. For example, research-based tools have helped to revalorize waste both outside and inside the university; they have contributed to more sustainable industrial processes, collaborative research projects, and participation in conferences and scientific publications. Based on academic results, the designed tools are appropriate for teaching in Technical Architecture and Civil Engineering degrees; however, to demonstrate their potential in terms of sustainable education, holistic rubrics based on in-depth quantitative educational research are required. Thus, to analyze the ability of the students to incorporate sustainability principles in their work, the multidisciplinary team presenting this paper plans to collaborate with psychologists and sociologists within the framework of the Bizia-Lab program of the UPV/EHU.

Institutional actions and policies implemented by universities hold the potential to significantly impact the inclusion of women in leadership roles within STEM fields. This article describes the methodological design approved by the local ethics committee to conduct the research in Brazil, with the primary objective of understanding the degree to which discursive productions on gender affect women’s career experiences and leadership paths within STEM fields in higher education. Discursive productions include structures of power such as university policies, climate, culture, and projects. It is expected that the work will provide valuable insights and support for researchers sharing similar goals and who work to reduce gender inequalities in STEM.

This study found that in six states, most hospices (73 percent) had access to some type of ethics committee; however, less than 1/3 maintain a hospice-specific ethics committee. Social workers, although integral to the hospice team, were only members of about one-half of the hospice committees. Further, the study examined social workers' current participation and role expectations of social workers and committee chairs for social work participation. Both groups viewed that social workers were important contributors and expected higher participation in all the three main activity areas—case consultation, policy, and education—than currently took place. As the particular skills and values of social work parallel both the purpose of ethics committees and hospice philosophy, and as these data suggest, opportunity exists for social workers to take on a greater role on hospice ethics committee and may be an important resource in the formation of such committees.

The aim of the article is to provide a justification for the introduction of “research competency” concept and to describe the ways of its formation among students of higher medical institution, based on the experience of the Students' Scientific Society (SSS) work at the Department of Internal Medicine 3 of State Institution “Dnipropetrovsk Medical Academy of the Ministry of Health of Ukraine”. The need to implement the research competency in the medical students training is substantiated in this article on the base of current legislation of Ukraine and today's requirements. A SSS work at a clinical department is analysed as one of the possible ways of the research competency acquisition, with the aspects that contributes to the development of the desired skills as well as those that may impede its mastery. Research work is a powerful impetus to the motivation to learn, as it directs students to scientific research. During working at SSS, students learn how to make a literary search, critically assimilate and assess of primary research literature and formulate a scientific problem, which require solution. At next step, they choose and apply the appropriate research methods that could be used in solving this problem. And finally, participants comprehend the statistics and process the obtained data followed by their scientific papers presentation in literary scientific sources or conferences. The work at SSS helps graduates be more competitive in today's job market as it brings up and cultivates professionally required qualities, including teamwork, ability to manage time and workload properly, an understanding of medical ethics and a range of communication skills. Currently, working in a SSS remains one of the best available options for introduction of the research competency in the training of the medical students, but it does not provide complete involvement of all undergraduate students, as required by the law of Ukraine.

The role of Educational and methodological associations, established in 1987 on the basis of an order of the Ministry of Higher Education of the USSR, in an improvement of higher education in the country is shown. The activity of the educational and methodological committee on a specialty «Automotive and tractor industry» of the Educational and methodological association of higher education institutions in the field of education of transport vehicles and technological transport complexes in a development and an improvement of the educational process in the higher education institutions that train skilled personnel for the automotive and tractor industries has been described and analyzed. The periods of historical transformations of the collective of the educational and methodological committees and the main activities in which the members of the educational and methodological committee took an active participation are shown. A brief description of the qualification level of the heads of the departments and leading professors of the departments which is part of the educational and methodological committee is given. The contents of the orders of the Ministry of Education and Science of the Russian Federation on the formation of new Federal educational and methodological associations and Federal educational and methodological associations in the system of higher education on the enlarged groups of specialties and training’s directions, including, in the direction of training 23.00.00 Land transport processes and technology are briefly discussed. Excerpts from the provisions on the activities of the Coordinating council of the Federal educational and methodological associations and the Council of federal educational and methodological associations on a large group of specialties and orientations of training and tasks to be addressed by them in their work. On the basis of the conducted analysis of the long-term activity of the educational and methodological committee, it is proposed to use the rich practical experience accumulated by its members for an improvement of the educational process of the automotive and tractor departments of technical higher education institutions of the country in modern conditions. It was proposed about the expediency of participation the members of the educational and methodological committee in the work of the Federal educational and methodological association of higher education «Land transport processes and technology» as members of the Councils in the direction of the training of «Ground transportation and technological complexes» and the Council on the specialty «Ground transport and technological vehicles».

Recognizing a clear call to dismantle traditionally racist structures within our nation, doctoral students at the University of Pittsburgh School of Social Work formed the Anti-Racist Doctoral Program Student Committee (ARDPSC) to push for systemic changes within our school and profession to eliminate anti-Black racism. Our student-led initiative is an innovative approach for two reasons. First, we strengthened our community virtually despite the limitations of COVID-19 and virtual spaces. Second, although collective organizing among students can be seen as threatening, we held a tension between agitation and collaboration, and contributed to, rather than disrupted, implementation of anti-racist reform. We map our experiences onto the Consolidated Framework for Implementation Research (CFIR) using narrative data and documents produced by our committee. First, we describe how we built anti-racist group processes, established brave working environments, and integrated processes to reflect on change at various system levels. Next, we describe our actions to push our school and profession to be anti-racist and assess outcomes using the CFIR. Finally, we share our reflections on how to continue this work. We hope to document our experiences and reflect on how social work student groups can contribute to dismantling white supremacy and rebuilding institutions with an anti-racist approach.

Latin American higher education in recent decades has experienced the main world trends, relative to the massification of student access, insufficient state funding, increase of private institutions in the tertiary education system, as well as a regional debate on its consideration as a good public guaranteed by the State, increasing the relevance of the university mission in solving global needs. Through the comparative method developed through a documentary analysis, the influence in Latin America of the Supranational Policy on social responsibility of UNESCO higher education institutions is analyzed. The results show this influence in the Region, through the Declarations of the UNESCO World Conferences on Higher Education, materialized in the actions developed by the International Institute for Higher Education in Latin America and the Caribbean (IESALC), such as the holding of the Regional Conferences on Higher Education or the creation of the Regional Observatory of Social Responsibility for Latin America and the Caribbean (ORSALC). In addition, there is an academic debate between the concept of university social responsibility, established in the Region since the beginning of the new Millennium, related to managing the impacts of university work on its stakeholders, evolving towards the recognition of higher education as a good public and a human right as an expression of a territorial social responsibility, effectively contributing to the achievement of the 2030 Sustainable Development Goals. It is concluded that the analyzed Supranational Policy must consolidate its influence in the Region in the long term, by implementing some actions key strategies, such as strengthening the Latin American Higher Education Area or research on the contributions that Latin American universities must make to effectively guarantee higher education as a common good in the Region.

The article provides an analysis of the existing systems of support for the scientific activity of employees of higher educational institutions. In today’s world, in the conditions of the distancing of education, science and other industry of human activity caused by the pandemic and war, there is a need for high-quality and multifunctional software. For scientists at all stages of their activity, it is necessary to use modern web technologies and software. Nowadays, during the full-scale war between Russia and Ukraine, higher education institutions are actively practicing the implementation of web technologies for organizing not only online learning of students and pupils, but also implementing distance work of employees of the higher education institutions, a large part of which is scientific work. In the article we analyze the Open Conference System and the Easy Chair for organization and holding scientific conferences. There are a large number of systems that can perform tasks related to the organization of conference stages, materials management and other important tasks. During the research, it was determined that conference support systems are divided into several types depending on the functionality provided to the user. When people choose a web system for organizing scientific activities of employees, the main criteria is the availability of the resource, which includes convenient functionality, easy start in work, protection of personal materials and personal data. We have determined that among the analyzed systems there is a lack of functionality that would allow us to conduct statistics of employees. Systems for conducting conferences should be expanded in the field of supporting the results of scientific activity.

In this article I autoethnographically examine and reflect upon the connection between racialized emotions and epistemic violence in higher education. By having a closer look at one of the seminars I attended and my work in the General Student Committee, I analyse how every racialized emotion is consequential. Drawing on Ahmed’s (2012), Bonilla-Silva’s (2019), Lutz and Abu-Lughod’s (1990) and other’s notions of emotion and power I discuss my experiences and strengthen the understanding of emotion in race-related issues and knowledge-discourse.

The article discusses the goals and objectives of educational work in the student environment, presents the results of curatorial work at the faculty of mechanics and methods of their implementation, the formation of a highly qualified and erudite personality, as well as participation in sports events and competitions. Ongoing curatorial work allows you to successfully complete the tasks. During training, we use innovative teaching methods using interactive information and reference materials. The faculty of mechanics also pays great attention to holding scientific and practical conferences. Our graduates are highly qualified specialists who meet all modern requirements, patriots and citizens of their country, highly moral, cultured people with a wide erudition, which is the ultimate goal of higher education.

The discussion of the new Curriculum for pedagogical training of teachers of technical disciplines, prior to its approval by the IGIP Executive Committee in the fall of 2019 is considered. The previous version of this Curriculum was approved in 2013. Over the past period, there have been significant changes in the use of ICT in training, discussed in the proposals of the National IGIP Offices, in the proceedings of the Annual IGIP Conferences, including the International Conference ICL-IGIP held in Tallinn on 23–25 September, 2020. At this Conference, IGIP President Hanno Hortsch in his presentation has published the IGIP curriculum in the form of a table (now we present it in translation into Russian) and reported about his vision of its use. The authors formulate their point of view on the topic basing on the overview of the presentations given at this Conference and relevant articles published in the latest issues of the journal “Higher education in Russia”.

The movement for school improvement based on common academic standards for all students cannot succeed, the author argues, without raising teachers to a new level of professionalism that equips them not only for effective teaching to higher standards in the classroom but for active public leadership of statewide school reform efforts. In turn, such professionalism will be possible only when six different constituencies put an end to their relative isolation and come together, to educate each other to the changes needed and to collaborate in bringing them about: teachers themselves; education school deans and faculties; chairs and members of university arts and sciences departments; local school administrators and school committee members; state departments of education; and lay members of state education and university governing boards.

The article considers aspects of the dual education system which are implemented in advanced higher education institutions of the Republic of Kazakhstan. The ranking of the best universities for the implementation of the dual education sys-tem is analyzed within the framework of previous studies on the matter. It is not-ed that in the system of dual education a significant role is given to the formation of the personality of the specialist. It is emphasized that dual education is aimed at raising awareness of students' educational and professional activities. The main competences of the student at different levels (practical training, content and structure of educational programs, level of mutual trust, level of adaptation to the work process, level of learning motivation, level of precision in understanding the profession, level of standardized training) are described. The importance of prac-tical orientation of the education system based on acquired competences (solving real production problems, reforming research work, participation in scientific and practical conferences) is emphasized. Recommendations on the process of intro-ducing dual education are provided and models are offered for classification of professional development resources, components of conceptual model, principles of formation of the structure and content of the educational programs, indicators of professional skills, and indicators of professional skills development.

IntroductionVaccination is a fundamental intervention in disease prevention; therefore, the advice and recommendations of health professionals have a major influence on the population’s decision to be vaccinated or not. Professionals must have sufficient competencies to carry out their work and recommend vaccination with evidence-based knowledge. The aim is to design and validate a strategy to improve professional competencies in vaccination to positively influence adherence and increase vaccination rates in the population.Methods and analysisTraining will be designed based on evidence and previous studies and piloted with healthcare providers. To test changes in knowledge, a pretest and post-test will be conducted. To test feasibility, a think-aloud method will be used with participants and triangulated with focus groups using SWOT (strengths, weaknesses, opportunities and threats) analysis. Transfer will be measured using the questionnaire ‘factors for the indirect evaluation of transfer’ and an efficacy questionnaire 1½ months later; for satisfaction, an ad hoc questionnaire will be used. A summative approach will be used for the analysis of the focus groups and descriptive and bivariate statistics for the questionnaires.Ethics and disseminationThis study was approved by the Andalusian Research Ethics Committee, Spain (approval number: 0524-N-20). The results will be made available to the public at journal publications and scientific conferences.

This is a description of activities of the Historical Association of Tanzania, which was founded in 1966 at the University College, Dar es Salaam. It is divided into six sections. Section One dwells on how higher education institutions around the world enabled their history departments to form historical associations that connected them with the masses of people in the respective countries. Section Two describes the most successful beginnings for the Historical Association in Tanzania marked by, among other things, setting up of an Executive Committee elected through meetings of representatives of history teachers from various regions in the country; production of reading materials for schools; and holding of annual conferences that resulted in publication of books based on papers presented during the conferences. The third section gives a picture of decline in the years from the late 1970s, as manifested in the ceasing of production of paper series, irregularity of meetings and a major drawback in publication of books. Section Four discusses some aspects of revival as witnessed in the period from1983 to 1986, including the resumption of the annual conferences that had stopped for a number of years. The fifth section looks at the period from 1998 to 2001, during which an aspiration for growth was signaled although no practical outcomes were registered. Despite the registration of HAT as an NGO in 1999 the state of ‘dementia’ continued till 2015, when the Department of History at the University of Dar es Salaam started taking promising measures that were still continuing at the time of writing of this article.