History Of University Research Articles

The fate of one university in the context of changing borders in Central Europe (Kolozsvár — Cluj — Szeged)

An example of how epoch-making historical events in Central Europe affected the fate of an elite educational institution is the history of the second Hungarian university, founded in 1872 in the main city of Transylvania, Kolozsvár. This university was forced to leave Transylvania as a result of its reunification with the Kingdom of Romania in December 1918 following the First World War. Romanian professors from the “Old Kingdom” entered the university buildings built in the era of Austro-Hungarian dualism, located in the same city that changed its name from Kolozsvár, to Cluj. They were tasked by the new authorities to facilitate the integration of the region into Romania. The Hungarian University moves within the new borders of Hungary, to the city of Szeged. The creating of this powerful center of elite Hungarian culture became one of the essential directions of the cultural policy of the conservative regime. Its representatives saw the transformation of Hungary into a bastion of high European culture on the threshold of the Balkans as one of the ways to compensate for the enormous national infringement that the Trianon Peace Treaty of 1920 was for millions of Hungarians. The resettlement to Szeged, however, by no means put an end to the history of the Hungarian University of Transylvania. After the second Vienna arbitration for the transfer of Northern Transylvania to Hungary (August 1940), the Hungarian university in Cluj was restored, and the Romanian one moved within the narrowed borders of Romania. In the post-war Romania, under the left-wing authorities, and later the communist regime, which was not interested in aggravating the Hungarian-Romanian contradictions, both Romanian and Hungarian universities functioned in Cluj for a decade and a half, until in 1959, amid the rise of Romanian nationalism, an independent Hungarian university was closed.

Research on the Strategy of Improving the Effectiveness of the Strategic Planning of Private Colleges and Universities

The strategic planning of private colleges and universities occupies an important position in the management of colleges and universities. At present, the construction of private colleges and universities in our country is at a critical stage of connotation construction. At present, my country’s economy has entered an innovation-driven "new normal" development. Private colleges and universities should follow the trend of the new normal, actively carry out forward-looking, scientific, and feasible school-running plans, optimize school conditions, improve school-running levels, and enhance core competitiveness. Clear and reasonable strategic positioning and development plans. This article reviews the development history of private colleges and universities, analyzes the characteristics of private colleges and the status quo of strategic planning of private colleges, and proposes that the effectiveness of strategic planning for private colleges should be improved from investment in running schools, brand building, management, focusing on talents, competitive development, and optimizing the environment. Strategic planning is carried out in several aspects such as reform and innovation and education internationalization.

History of the Tamil Nadu Government Dental College and Hospital-Part 1 - “The birth of the glorious institution”

History of the Tamil Nadu Government Dental College and Hospital-Part 1 - “The birth of the glorious institution”

The Wealth of Knowledge: <em>Land-Grab Universities</em> in a British Imperial and Global Context

The Wealth of Knowledge:Land-Grab Universities in a British Imperial and Global Context Caitlin P. A. Harvey (bio) the colonial legacy of the American land-grant university traced by the Land-Grab Universities (LGU) project, of public universities "built not just on Indigenous land, but with Indigenous land," reveals a far-reaching pattern of institutional development that relied on the leasing and selling of enormous tracts of expropriated Indigenous lands to raise universities' endowment capital.1 The mechanism effecting this tremendous land redistribution was the Morrill Act (1862). Yet while it was the largest, the Morrill Act was not the only legislative grant of Indigenous land made to fund higher education in the United States or among settler societies worldwide. Contextualizing the LGU findings within the larger history of land-grant universities in British settlement societies makes clear that the American land-grant phenomenon was just one episode in the expanding territoriality of settler-colonial universities. Particularly in Canada and New Zealand but also in Australia and South Africa, fledgling public universities received substantial blocks of unceded Indigenous territory as financing from their governments. The development of America's educational institutions, therefore, did not unfold in isolation from the trends established in other Anglo-dominant settler societies. When we consider the land-grant university in British imperial and global perspective, the full territoriality of land-grant universities comprises over 15 million acres spread over three continents (table 1). Settlers' provincial and federal governments sponsored land-grant institutions with the aim of applying scientific methods to agriculture, fostering technological innovation, and creating an internationally competitive yet civic-minded workforce.2 In New Zealand (Aotearoa) in 1869, for instance, the Province of Otago's legislators issued deeds of 100,000 acres for the University of Otago, followed by another 100,000 acres on the South Island (Te Waipounamu) in the 1870s.3 The Ngāi Tahu disputed this reallocation. But with the New Zealand Wars ongoing and swayed by the complaints of Otago University's largest land lessee, Robert Campbell, the colonial state evicted the Māori landholders.4 [End Page 97] Click for larger view View full resolution Table 1. Aggregate Totals of University Land by Grant and Location In England, the universities of Oxford and Cambridge had long relied on the rental income generated by landholding. Even today, the Oxbridge colleges "are among the largest institutional landowners" in land-scarce England.5 Settler societies carried on this European custom on a larger and more devastating scale. Particularly where capital was lacking from benefactions, fees, or government subsidies, the resort to land-granting was continuous. As early as 1619, the British government assigned 10,000 acres to a "Henrico College" in Virginia. Warfare with the Powhatan Confederacy and chronic underpopulation ensured that this institution was short-lived.6 Reaching forward to the nineteenth century and prior to the Morrill Act, The Constitutional History of New York indicates that in 1846 the U.S. [End Page 98] government released to "Tennessee 1,300,000 acres of public land in that state for the endowment of a college."7 This land, nearly the size of Delaware, lay to the "south and west of the Congressional reservation line." Supposedly "vacant and unappropriated Lands" existed there after the violent removal of the Cherokee.8 In nearly the same moment, one of the earliest educational land grants in British North America went to King's College, a precursor to the University of Toronto, in 1828. An Anglican bishop, John Strachan, secured 225,944 acres of valuable Crown Reserves for the new college.9 It is likely that much of this property once supported the Mississaugas of New Credit (Mississauga Ojibwa). Under the strain of recurring Indigenous-settler skirmishes, the Mississaugas ceded 250,808 acres of their land—covering most of what is now the city of Toronto and region of York—first to the British Crown in 1787 and then to the Upper Canadian government in 1805. The Toronto Purchase, as these agreements became known, followed the influx of Loyalists into Upper Canada after the American Revolutionary War.10 Following Canadian Confederation in 1867, institutions of higher learning repeated Toronto's (and, by then, also...

Русинская тематика в работах П.Д. Драганова

Pyotr Danilovich Draganov (February 1 (13), 1857 – February 7, 1928), a native of Bessarabia, Russian philologist, historian, ethnographer, bibliographer, and teacher. Born into a family of Bulgarian colonists in the village Comrat of Bessarabian region, he graduated from the Bulgarian Central School in Comrat (1875), then studied at the Chișinău progymnasium, the provincial gymnasium (1875–1877) and the Kharkov gymnasium (1877–1880). After graduating from the gymnasium, he entered the Faculty of History and Philology of the Imperial Kharkov University (1880–1882), then continued his studies at the Imperial St. Petersburg University, graduating in 1885 with a candidate’s degree. In 1885–1887, he taught general history and Church Slavonic language at the St. Cyril and Methodius Male Gymnasium (Thessaloniki, Macedonia). In 1888, he was appointed teacher of the Russian language and literature of the Comrat real school. Since 1893, he taught Russian at the Chișinău Women’s Gymnasium. In 1896, he became a junior assistant librarian at the Imperial Public Library in St. Petersburg, in charge of the category of Slavs and Galician-Russian books of the Manuscript Department of the library. Due to the difficult financial situation, he had to resign from the library and return to teach Russian at the Comrat real school. In 1906–1912, P.D. Draganov worked as an inspector of a real school in Astrakhan, director of a teacher’s seminary in the village Rovnoe of the Samara province. In 1913, he returned to Bessarabia and was appointed director of the male gymnasium in Cahul. When Bessarabia was occupied by Romania, the Romanian authorities issued a decree on the preservation of the gymnasium and proposed to P.D. Draganov to remain its director. However, he decided to return to his native Comrat, where he taught Bulgarian at the Comrat real school until retirement. P.D. Draganov is the author of over 100 historical, literary, ethnographic, philological, bibliographic and critical works. His articles were published in the “Journal of the Ministry of Public Education”, “Historical Bulletin”, “Izvestia of the Imperial Academy of Sciences in the Department of Russian Language and Literature”, “Russian Philological Bulletin” and others. Some of his works have remained unpublished. Most of P.D. Draganov’s studies focus on Bessarabian and Balkan themes. He wrote many works about A.S. Pushkin. Draganov was the founder of Macedonian studies in Russia. One ofhis most important works is “The Macedonian-Slavic Collection” (Issue 1. St. Petersburg, 1894), which received many reviews. Another well-known work of his is the compilation “A.S. Pushkin in Fifty Languages, i.e. Translations from A.S. Pushkin into 50 languages and dialects of the world. A Bibliographic Wreath on the Monument to A.S. Pushkin, Woven for the Centenary of His Birth, May 26, 1799 – May 26, 1899 with a Portrait of the Poet” (St. Petersburg, 1899). Draganov also participated in the compilation of the Bulgarian-Russian Dictionary, published the first universal index Bessarabiana, where he listed the sources and literature published over 100 years since the annexation of Bessarabia to Russia. Among the numerous works by P.D. Draganov, there are studies about Rusins.

Университет Гумбольдта и его альтернативы в условиях рыночной науки

In the modern rankings of higher education institutions almost monopolistic American universities (Harvard, Stanford, Princeton, etc.) play the leading role promoting the idea of the “entrepreneurial university”. The classic European university fails in the competition, and the idea of the Humboldt University is losing credibility. Our assumption is that this situation is in the large part due to the historical identity of civilizational missions, elites and forms of communica­tion (“trading zones”) that initiated these types of universities. The comparative history of European and American universities demonstrates that in the first case philosophers played a leading role in achieving the goals of cultural policy, and in the second, there were managers who won in the economic competition. European and American universities were, in different proportions, culture-forming centers and factors of economic development. University reforms were usually initiated from outside: these are its competitors and sponsors, politi­cians, and entrepreneurs. Who exactly takes on the functions of the moderator in the trading zones is a key question for the university’s fate. If a business model-oriented manager builds cooperation, then the university becomes the embodiment of academic capitalism. If a cultural policy is implemented in the interdisciplinary interaction of scientists themselves, then there is a chance to measure the university's development with humanistic values and the ethos of science.

Геоморфология и неотектоника Восточной Сибири. К столетию со дня рождения А. Г. Золотарева

Doctor of Geography, Professor Anatoly Gavrilovich Zolotarev (02.18.1921– 01.15.2011) takes a worthy place in the history of Siberian science and Irkutsk State University. He was a bright and, we can say, unique personality, combining the qualities of a recognized leader, a talented organizer of science and higher university education, a brilliant lecturer and teacher, and, finally, a geologist – a highly qualified investigator. The area of his scientific interests was the geomorphology of Eastern Siberia, the latest tectonics of the Siberian platform and pre-rift transition zones of Eastern Siberia. He examined in detail the stages and features of the formation and structure of the Baikal-Patom step-vaulted uplift, as well as the latest tectonics and geomorphological structure of the Khubsugul region. He developed corrections for calculating the total amplitudes of vertical neotectonic movements – for the initial level, given the fluctuations of the World Ocean and corrections for the lithomorphic level. The result of these studies was the conclusion about the subsidence of some parts of the Siberian platform, and not their uplift, as previously thought. These new data were taken into account when compiling maps of the latest tectonics of the south of Eastern Siberia on a scale of 1: 1,500,000 under the guidance of A.G. Zolotarev. Zolotarev created a powerful Siberian scientific and educational geomorphological school, distinguished by high efficiency both in the field of fundamental and applied geomorphology, and in the training of specialists in geomorphology.

From the experience of the department of methods of teaching history of the Moscow state pedagogical university in a distant format

From the experience of the department of methods of teaching history of the Moscow state pedagogical university in a distant format

ИСТОРИКО-ТЕМАТИЧЕСКАЯ ЭКСПОЗИЦИЯ "СТАНОВЛЕНИЕ И РАЗВИТИЕ НАУЧНО-ТЕХНИЧЕСКОГО И КАДРОВОГО ОБЕСПЕЧЕНИЯ МЕХАНИЗАЦИИ И ЭЛЕКТРИФИКАЦИИ СЕЛЬСКОГО ХОЗЯЙСТВА"

The article considered the formation concept of a historical-thematic exposition "Formation and development of scientific, technical and personnel support for the agriculture mechanization and electrification in Russia", covering the historical period from the 18th to the 21st century. The characteristics of the development stages of agriculture mechanization and electrification in Russia in the specified period were given. The creation history of the first agricultural uni-versities which began the systematic training of specialists for agriculture, including for working with agricultural machines and tools was presented. The authors noted the contribution of leading scientists and specialists in the field of agriculture and machines maintenance to the formation of agroengineering science and highly qualified personnel training.

After the Blast: The Ecological Recovery of Mount St. Helens by Eric Wagner

87 Reviews It is surprising that more scholarship has not been written on water pollution abatement in western Oregon, given McCall’s regard. Speaking for the River corrects that oversight with deep research and convincing analysis — a testament both to the author’s work and to the Portland State University History Department, where he began this project over a decade ago as a master’s student. In the end, Hillegas-Elting offers a thesis that squares with most environmental histories on natural-resource regulation. “In claiming to speak for the river,” he writes in closing, “we are, in fact, speaking for ourselves” (p. 238). Such a self-critique made me wonder what we might be missing, then, by limiting our scope to White liberal activists, scientists, and politicians. To what extent has water pollution affected communities of marginalized race and class? What have Native people thought of settlers’ Janus-faced relationship with the Willamette? And what do we make of Oregon’s powerful anti-fluoridation movement, which draws on the language and legacy of environmentalism ? Regardless of the direction future research takes, Speaking for the River sets up historians to better understand the Willamette River’s history, as well as the ways in which we continue to misunderstand its beautiful, temperamental intricacies. Taylor E. Rose Yale University AFTER THE BLAST: THE ECOLOGICAL RECOVERY OF MOUNT ST. HELENS by Eric Wagner University of Washington Press, 2020. Illustrations, maps, 248 pages. $29.95 cloth. In After the Blast, Eric Wagner sheds light on how the 1980 eruption of Mount St. Helens generated new ways of thinking about enduring ideas in ecology and evolution. Wagner brings readers into conversation with a fascinating array of scientists, from the foremost senior scientists to those who played supporting roles. This scholarship demonstrates that scientific advancements about complex systems rarely develop through inquiry by individuals alone; rather they develop through the loosely interconnected efforts of a research community — often one that evolves over time and across geographies. This book, a work of environmental science writing by an author with advanced science training (Ph.D., Biology, University of Washington), is organized in four parts: More than the Boom; Natural Experiments; Of Logs and Lakes; and Changes to the Land. Through these sections, readers gain insight into how scientists tapped into the “unprecedented opportunity . . . to test on the grandest of scales some of the oldest and most durable theories in ecology and evolution about how life responds to a massive disturbance, how it recovers from one, or how it does not” (p. 5). An epilogue, Volcán Calbuco, which focuses on a southern Chilean mountain that erupted in 2015, brings the narrative into the present by reporting on the field-based interactions between Mount St. Helens scientists and Chilean scientists, prospectively propelling advancements in the southern hemisphere. Readers with an interest in the natural history of the Pacific Northwest as well as those with interest in the history of environmental science will find much utility in this work. Particularly interesting are the discussions of the evolution of key ecological concepts, especially ecological succession, disturbance, and biological legacies. Also interesting is discussion of the H.J. Andrews Experimental Forest as one of the first sites of the Long-Term Ecological Research (LTER) Program of the National Science Foundation. Readers with an interest in other historical fields (environmental history, forestry history, public lands history, regional history) also will find a number of relevant insights. These historical perspectives, however, are not specifically applied in this book. Consequently, the scholarship is best appreciated as an environmental science narrative, rather than a historical argument. 88 OHQ vol. 122, no. 1 Wagner’s scholarship is strong. He conducted interviews with tens of scientists, often in field settings, to substantiate the narrative. The ecological precision and nuance that emerges from these interviews indicates sustained , careful, mutually respectful interaction between the author and scientists to get the story right. In addition, the author draws on his background in biology to anchor key insights. For instance, Wagner communicates how an eminent scientist bequeathed a carefully tended dataset to a scientist trained in the use of new analytical tools. This transfer of data across the generations of scientists resulted...

Call My Name, Clemson: Documenting the Black Experience in an American University Community by Rhondda Robinson Thomas

Reviewed by: Call My Name, Clemson: Documenting the Black Experience in an American University Community by Rhondda Robinson Thomas Anne Mitchell Whisnant Call My Name, Clemson: Documenting the Black Experience in an American University Community. By Rhondda Robinson Thomas. Humanities and Public Life. (Iowa City: University of Iowa Press, 2020. Pp. xiv, 297. $19.95, ISBN 978-1-60938-740-2.) As founder of the “Call My Name: African Americans in Clemson University History” project, Rhondda Robinson Thomas has been a leader in the emerging “campus history as public history” movement. Students, scholars, alumni, and the public have called on universities worldwide to explore, interpret, and reckon with the legacies of their historical involvement in Indigenous dispossession, slavery, white supremacy, and other exploitative and exclusionary activities. Inspired by Brown University’s research on its institutional connections to slavery, Craig Steven Wilder’s book Ebony and Ivy: Race, Slavery, and the Troubled History of America’s Universities (New York, 2013), and the push by student and faculty activists, many campuses have established commissions and task forces, renamed buildings, and installed memorials and exhibits. The Universities Studying Slavery consortium has sponsored several conferences on these issues. Such efforts have been limited and contested almost everywhere, as new revelations have undermined treasured institutional myths and traditions. And yet, with the widespread involvement of many stakeholders and a notable grassroots component fueled by the work of librarians and archivists, the campus history movement is one of the most exciting arenas of public history today. Thomas’s “Call My Name” project and this book’s reflections on that work at Clemson, a state-supported, post–Civil War university in upstate South Carolina, are remarkable contributions to these efforts. Part personal reflection and memoir, part project progress report, part institutional history, and part community discussion, this innovative and engaging book should be a key resource for anyone delving into the histories of their own campus. With its honest recounting of the messy processes of research, the challenges of coalition and community building, and the difficulties of working within the university’s embedded power structures, Thomas’s work is especially appropriate for faculty and students in public history courses. Clemson provides a jarring case study because it sits on South Carolina proslavery politician John C. Calhoun’s thousand-acre Fort Hill plantation, where seventy to eighty enslaved Black people once labored. Calhoun’s house—later opened by the university as a museum that for years elided its history of slavery—still stands at the center of campus. After the Civil War, when Clemson (founded in 1889 and opened in 1893, to white men) was developing, Black prisoners (including teenagers) leased from the state labored to build the campus’s first structures. Although the first Black student (Harvey Gantt) did not arrive at Clemson until 1963, Thomas’s team’s research in state, local, and institutional records [End Page 722] and newspapers demonstrates how Black wage workers, community members, visiting musicians, and others have been present throughout Clemson’s history, supporting a university that—for many of those years—they could not attend. Highlighting these Black participants in Clemson’s story, calling more than a thousand of them by name, and placing herself (a sixth-generation Black South Carolinian who joined the faculty in 2007) as a part of that story, Thomas reframes Clemson’s history in a way that can be a model for campus history projects everywhere. Trained as a scholar of African American literature and urged by her department chair to remain that, Thomas notes, “I situate myself as a storyteller rather than a historian” (p. 234). Call My Name, Clemson: Documenting the Black Experience in an American University Community reflects this approach by incorporating multiple voices—of those being documented by and of those contributing to the project—in a “call-and-response” structure that frames chapters on the evolution of the multifaceted initiative (p. 2). And yet, Thomas’s need to assert that she is not a historian says more about disciplinary silos than it does about the nature and quality of her work. This book has much to teach all of us—historians or not—about the processes of history, the politics...

1951–1958 ГОДЫ – ВРЕМЯ ПЕРВЫХ: У ИСТОКОВ СОЗДАНИЯ МАТЕРИАЛЬНОЙ БАЗЫ ФИЛИАЛА КУЙБЫШЕВСКОГО ИНДУСТРИАЛЬНОГО ИНСТИТУТА ПРИ КУЙБЫШЕВГИДРОСТРОЕ В СТАВРОПОЛЕ (ТОЛЬЯТТИ)

The paper analyzes the role of the city forming construction of the Kuibyshev hydroelectric power station (KGS) on the Volga and opening in a small town of Stavropol a branch of Kuibyshev Industrial Institute (KII) affiliated to Kuibyshevgidrostroy (since 2001 – Togliatti State University). The research is focused on historical and pedagogical analysis of the processes which influenced the university formation and development, its facility development in the first years of the university history. The paper considers the aspects of the planned construction of the university buildings in the Central District in the new town of Stavropol, and the projects that were not implemented, or built and functioned for a short time. The analysis is focused on the initial stages of the improvement of university premises and territory. Based on the analysis of archival data and museum expositions an imaginary route of an excursion over the territory of the university of that period was recreated. For the first time, two-stage plan for the reconstruction of the compact accommodation for students of the KII branch is published. The first stage of the study covers the period from 1951 to 1953, during which the infrastructure of the university was created for its temporary operation until the city of Stavropol was totally flooded. The results of the second stage of the study (the period of the construction of the hydroelectric power station from 1954 (after the flooding of the historical territory of the city of Stavropol) till 1958) made it possible to reconstruct the university infrastructure in the new territory of the city. The original buildings were almost completely lost – buildings for a different use were erected in their place. Therefore, recognition of the earliest existing territories that are part of the university infrastructure is of particular value. It has been established that an important role in the creation of the university facilities was played by the government, city authorities and the management of the construction site of the Kuibyshev hydroelectric power station. The formation of the first higher school in Stavropol, which later grew into Togliatti State University, contributed to the rapid development of the entire urban infrastructure. It was revealed that for the period of the KGS construction the university facilities and resources provided the opportunity for high-quality training of engineering personnel that met international standards.

Pengembangan E-Modul Berbasis Software FlipBook maker Materi Peninggalan Megalitik Di Pasemah Dalam Mata Kuliah Sejarah Indonesia Kuno Di FKIP Universitas Sriwijaya

This scientific work titled E-modules Development Software-based FlipBook maker megalithic relics in Pasemah in the course of ancient Indonesian history in FKIP Sriwijaya University. Development research uses ALESSI and Trollip development models consisting of three stages, namely planning stage, design stage and development stage. Next after going through the planning, design and development phases, the researchers conducted an alpha test of E-module Software-based FlipBook Maker to the material experts, learning design experts, and media experts with declared valid and decent results Piloted. The practicality of E-module based on Flipbookmaker Software is obtained based on the results of beta test of 3 (three) students with a percentage of 89.0, 96.0, and 94.55 which means to be in a very practical category. The effectiveness of E-module Software based FlipBook Maker is obtained from the results of the field trials, there was an increase in student learning outcomes with the acquisition of the N-gain score of 0.76 with high category. Based on the results of this study it can be concluded that the E-module Software based flipbook maker on megalithic relics in Pasemah in ancient Indonesia history courses developed proved valid, practical, and effective to use In learning.

КHIBI – KHDTUBA – KHUBA: 90 years of history

2020 is a jubilee year for Kharkiv National University of Civil Engineering and Architecture. The article is devoted to the analysis and presentation of the main pages of the University history. Emphasis is placed on the causes and peculiarities of the events that are connected with the foundation of the building institute in 1930. Among the basic stages of history, the attention is drawn to its creation and importance of preparation of qualified personnel of builders and architects during industrialization; features of work of institute during the Second World War and during post-war restoration; rapid development of KHIBI in 1950th – opening of new specialities and formation of scientific schools, expansion of a contingent of students, including the beginning of preparation of foreign listeners is marked. In the following decades there was a steady development and expansion of the structure of the university, cooperation with foreign higher educational institutions, introduction of scientific achievements of teachers of the institute into production. At the time of Ukraine's independence, new tendencies in higher education (humanization of the scientific process, introduction of new methods of teaching and control of students' knowledge, activation of research work in accordance with the requirements of national and world science, etc.) are being implemented – granting the status of a university, and later the status of a national university. The author notes the main achievements of the University during the leadership of each of the directors / rectors of KHIBI – KHTUBA – KHNUBA. The prospects of KHIBI development are determined by its high status of a higher educational institution in the architectural and construction area of modern Ukraine and the potential of its staff. At the end of the article it is concluded that the university has an outstanding history, which was created by teachers, scientists, employees, students and graduates of the university, each of whom made a significant contribution to the achievements of our Alma Mater.

DO WE NEED PRIVATE UNIVERSITIES?

The theses of the report are devoted to the problem of functioning of private universities in society, deter-mining their place in the educational process. A parallel is drawn with the work of private educational institutions in the United States, which have a glorious history of development dating back to the XVII century. The author of the theses relies on the analysis of special literature on this issue, formulates the success factors of American universities and the «failure factors» of Yakut private universities, and also refers to a large-scale sociological study of graduates of the Yakut Institute of Economics conducted under her leadership (Yakutsk, 469 respondents, 2016, 2017, 2018). The Author of the theses of the report con-cludes that in Russia the history of private universities began in the 90s of the twentieth century, it is quite dramatic. Branches of the capital's private universities operating in the province are at the greatest disad-vantage today. At the same time, sociologists should work on mistakes, study in detail the pros and cons of non-state universities and suggest ways to correct the situation.

Місія університету в західноєвропейській культурі (етичні та соціологічні аспекти) Ч. ІІ.

The paper by Sergiy Kurbatov and Mariya Rohozha “The Mission of University in the Western European Culture”(Part II) is devoted to the analyses of transformation of the university as social institution and cultural phenomenon in our time, which we started at the first part of this paper, that was published in “Philosophy of Education”, 2017, № 2 (21)). If the previous paper of these authors included a long chronological period from the origin of the university in late Medieval time up to the 20th century, the current paper is concentrated on analyses of radical challenges, that university faced at the end of the 20th century and at the beginning of the 21st century. For example, such popular in contemporary English language literature concept as the end (or the death) of university is observed. The authors tried to analyze sociological attempts to measure the main university activities in the form of international university rankings and the possibilities to develop in Ukraine the ideal models of university, which any system of university rankings have. The special stress was made on the influence of COVID 19 pandemic on transformative processes and institutional development of universities in the nearest future. The main challenges of the 21st century are crucial for the university, because this institution lost monopoly of producing and distribution of advanced knowledge for the first time in history. From the tactic viewpoint, university is less competitive than the different training programs and online courses, it is too conservative and bureaucratic one. But the authors think that in strategic perspective university has a chance for renovation, proving the old maxima that the values and spiritual dimensions of being and the relevant environment are crucial for human being. Almost the millennium of university history proves its ability to pass through the dramatic historical transformation and to continue to maintain its essence.

Assessment of the prevalence of osteoporosis among children with hemophilia and its relation to serum 25(oh) vitamin D and serum rankl

Osteoporosis is one of the comorbidities that complicating hemophilia. Recurrent hemarthrosis, chronic arthropathy and immobilization all are factors that make patients with hemophilia prone to this complication. Till recently the major emphasis of the osteoporosis diagnosis is the dual-energy X-ray absorptiometry (DEXA) scan, however, the definition of osteoporosis in pediatrics not only low bone mineral density measured by DEXA scan but also required the presence of clinically significant fracture history. Investigation target is evaluating the osteoporosis prevalence between cases with hemophilia, assessing the risk factors increasing its incidence including diet habits, the severity of hemophilia, duration between the first diagnosis of the disease and enrollment in the study and chronic hepatitis C infection. Also, considering the role of vitamin D deficiency, and another potential indirect mechanism mediated through Receptor activator of NF-Kappa-B, the Receptor activator of NF-Kappa-B ligand (RANK-RANKL) pathway has been suggested in the pathogenesis of bone disease and osteoclastic activity but remains controversial.Thirty-nine hemophilia pediatric patients were recruited from hematology clinic, Cairo university hospital, history taking, and examination were done focusing on the musculoskeletal system and dietetic data. Twenty normal age-matching children enrolled as a control group. DEXA scan results showed normal bone mineral density in 28 patients (71.8%) and osteoporosis in 11 patients (28.2%). The median Z score of patients was -1.40 (-2.2 – -0.6). There was a statistically significant decrease of bone mineral density in patients with hemophilia comparing with a control group with P-value <0.001, also we observed significantly higher serum RANKL in the group of patients with low bone mineral density ensuring the relation between RANKL and osteoclastic activity.

ACCESSION OF KAZAN KHANATE TO RUSSIA IN THE ASSESSMENTS OF AMERICAN HISTORIANS OF THE MIDDLE 20th CENTURY

The article analyzes the views of American historians of the middle 20th century on the problem of accession of Kazan Khanate to Russia. Studies on the history of Russian foreign policy have become relevant in the West with the beginning of the «cold war», the purpose of these studies was the need to identify the historical origins of «expansionist» foreign policy of the USSR and Russia. Searching the roots of “Russian expansionism”, Western science of the middle 20th century came to the conclusion about the non-European character of the Russian statehood, about Byzantine and Mongolian origins of the Russian state ideology, which substantiated its claim to world domination. Harvard University historians specializing in the history of Russia and the countries of Eastern Europe, in their works developed the concept of dual nature of the Russian state foreign policy ideology in the middle 16th century. On the one hand, this ideology was based on the Mongolian political tradition inherited from the Golden Horde. On the other hand, Russian ideology was influenced by the Byzantine political tradition. In the works of E. Keenan and Ya. Pelenski’s accession of Kazan Khanate to Russia was presented as the first embodiment in practice of Moscow rulers’ claims to dominate in the political space of Eastern Europe. At the same time, Kazan’s accession was a powerful impetus for the formation of the Russian state ideology, which was based on historical, dynastic, national and religious justifications for the claims to Kazan Khanate. Raised in the works of American historians, questions about Russian political culture and ideology of the 16th century, their reflection in the sources and interpretation of ideas by modern researchers maintain their scientific relevance today.

La dictadura argentina en foco: el problema de las hijas e hijos de los represores por Teresa Basile

A presente entrevista nasceu como proposta de atividade a ser desenvolvida no interior da disciplina História do Tempo Presente: teoria e historiografia, do curso de pós-graduação no interior do Programa de Pós-Graduação em História da Universidade do Estado de Santa Catarina. Nosso objetivo é trazer à baila a pesquisa da professora Teresa Basile que desenvolve estudos sobre a segunda geração afetada pela ditadura nos anos 70 do século XX na Argentina, a saber; as filhas e filhos de repressores argentinos que condenam os crimes praticados pelos seus pais. Basile explora o tema abordando os vínculos entre literatura, violência, política e memória, nas literaturas latino-americanas das últimas décadas. Portanto, trata de temas que nos levam a perceber as violências praticadas pelo Estado no passado recente, nos fazendo refletir sobre as permanências dessas violências no presente e nas lutas que tentam cessar essas repetições na atualidade.

Некоторые данные об истории Московского Университета со страниц Справочника календаря на 1949-1950 год, обнаруженного в одном частном архиве

Некоторые данные об истории Московского Университета со страниц Справочника календаря на 1949-1950 год, обнаруженного в одном частном архиве