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In the article the scientific achievements of I. Vernadsky in the field of history of economic pupil are considered, from the emergence of economic knowledge, sights, theories, concepts, the origin of economic science and by the end of XIX century. Two main directions of development of economic science are defined: positive and negative. The history of economic pupil as an organic component of all economic science in close relationship with other concrete economic sciences is considered, the country and time when historical and economic doctrines appeared as independent sphere of science. It was established that I. Vernadsky initiated Scientific school on studying the history of economic pupil in Ukraine. The history of economic thought of Ukraine was not investigated. The names of many scholars-economists have been silent or forgotten, often for political reasons. If the scientific achievements are placed mainly in the movement of opposition Marxist-Lenskoyi methodology in compliance with the principles of mass and partisanship. Ignored, prohibited national aspect of research. The purpose of the work is: to examine the classification of schools, theories, concepts and trends of economic science, to divide them into periods, made a scholar from antiquity and to the end of XIX century.; define trends, characters and content of further development of economic of science, including history of economic thought by the researcher; To find out the theoretical and methodological methods used in the study of interrelations of historical and economic science with other branches of knowledge; Show the contribution of Vernadsky in the development of national and world economic Science in the field of economic student history. ; У статті розглядаються наукові досягнення І. В. Вернадського у галузі історії економічних учень, починаючи від виникнення економічних знань, поглядів, теорій, концепцій, зародження економічної науки і до кінця XIX ст. Визначено два основні напрями розвитку економічної науки: позитивний і негативний. Розглянуто історію економічних учень як органічну складову всієї економічної науки у тісному взаємозв'язку з іншими конкретними економічними науками, встановлено країни та час, коли історико-економічні вчення з'явилися як самостійна галузь науки. Встановлено, що І. В. Вернадський започаткував наукову школу по вивченню історії економічних учень в Україні.

This report provides an overview of federal legislative history research, the legislative process, and where to find congressional documents. The report also summarizes some of the reasons researchers are interested in legislative history, briefly describes the actions a piece of legislation might undergo during the legislative process, and provides a list of easily accessible print and electronic resources.

In the early colonial history of South Africa, horses played an important role, both in general transportation and in military operations. Frequent epidemics of African horsesickness (AHS) in the 18th century therefore severely affected the economy. The first scientific research on the disease was carried out by Alexander Edington (1892), the first government bacteriologist of the Cape Colony, who resolved the existing confusion that reigned and established its identity as a separate disease. Bluetongue (BT) was described for the first time by Duncan Hutcheon in 1880, although it was probably always endemic in wild ruminants and only became a problem when highly susceptible Merino sheep were introduced to the Cape in the late 18th century. The filterability of the AHS virus (AHSV) was demonstrated in 1900 by M'Fadyean in London, and that of the BT virus (BTV) in 1905 by Theiler at Onderstepoort, thus proving the viral nature of both agents. Theiler developed the first vaccines for both diseases at Onderstepoort. Both vaccines consisted of infective blood followed by hyper-immune serum, and were used for many years. Subsequent breakthroughs include the adaptation to propagation and attenuation in embryonated eggs in the case of BTV and in mouse brains for AHSV. This was followed by the discovery of multiple serotypes of both viruses, the transmission of both by Culicoides midges and their eventual replication in cell cultures. Molecular studies led to the discovery of the segmented double-stranded RNA genomes, thus proving their genetic relationship and leading to their classification in a genus called Orbivirus. Further work included the molecular cloning of the genes of all the serotypes of both viruses and clarification of their relationship to the viral proteins, which led to much improved diagnostic techniques and eventually to the development of a recombinant vaccine, which unfortunately has so far been unsuitable for mass production. ; Paper given at the 30th World Veterinary Congress, October 2011, Cape ...

Includes lists of fellowships and grants awarded by museums, public and private foundations, and U.S. government agencies for research in the humanities and social sciences. ; Mode of access: Internet. ; Every fifth volume is a cumulative record.

Oral history as a technique for historical documentation was initiated in the North. It has been recognised as an academic discipline in the United States, England, Germany, Spain and Canada for more than half a century. But it is as relevant in developing countries, as was shown by the number of delegates from the South at the thirteenth conference of the International Oral History Society in Rome in June 2004. Oral history has been practised in South Africa since the late 1970s. With the advent of democracy, however, new categories of oral history practitioners, new types of projects and new methodologies appeared. My purpose here is to assess and to comment upon these practices and methodologies. To what extent do they differ from those in use in the rest of the world? Is there a (South) African way of doing oral history?

The new B.Ed curriculum at the University of Kwazulu-Natal proposes the inclusion of a compulsory action research module to provide professional skills that teachers are expected to demonstrate. The Norms and Standards Policy for Educators requires teachers to be transformative. An appropriate educational component would therefore be required to fulfil this need. By acknowledging the potential that action research offers a transformational teaching model, this paper deals with a pedagogical journey from a product-oriented to a process-oriented teacher. Action research does not necessarily change the teacher but it sensitises the teacher to alternative, more democratic practices and a critically reflective disposition. In this paper a method of "self-reflexive historiography" is used that involves reflecting retrospectively on professional development and identifying valuable lessons for the present. The context of the transformational experiences was an action research history teaching project conducted for a M.Ed degree (Davids, 1991). The research question that informs this article is: what are some of the lasting influences of an action research project on a teacher's pedagogical comportment and what lessons were learnt that are relevant to teacher education today? Based on this case study, recommendations are made for the use of action research as pedagogy for professional practice in teacher education and in-service teacher initiatives.

The new B.Ed curriculum at the University of Kwazulu-Natal proposes the inclusion of a compulsory action research module to provide professional skills that teachers are expected to demonstrate. The Norms and Standards Policy for Educators requires teachers to be transformative. An appropriate educational component would therefore be required to fulfil this need. By acknowledging the potential that action research offers a transformational teaching model, this paper deals with a pedagogical journey from a product-oriented to a process-oriented teacher. Action research does not necessarily change the teacher but it sensitises the teacher to alternative, more democratic practices and a critically reflective disposition. In this paper a method of ?self-reflexive historiography? is used that involves reflecting retrospectively on professional development and identifying valuable lessons for the present. The context of the transformational experiences was an action research history teaching project conducted for a M.Ed degree (Davids, 1991). The research question that informs this article is: what are some of the lasting influences of an action research project on a teacher?s pedagogical comportment and what lessons were learnt that are relevant to teacher education today? Based on this case study, recommendations are made for the use of action research as pedagogy for professional practice in teacher education and in-service teacher initiatives.

The new B.Ed curriculum at the University of Kwazulu-Natal proposes the inclusion of a compulsory action research module to provide professional skills that teachers are expected to demonstrate. The Norms and Standards Policy for Educators requires teachers to be transformative. An appropriate educational component would therefore be required to fulfil this need. By acknowledging the potential that action research offers a transformational teaching model, this paper deals with a pedagogical journey from a product-oriented to a process-oriented teacher. Action research does not necessarily change the teacher but it sensitises the teacher to alternative, more democratic practices and a critically reflective disposition. In this paper a method of "self-reflexive historiography" is used that involves reflecting retrospectively on professional development and identifying valuable lessons for the present. The context of the transformational experiences was an action research history teaching project conducted for a M.Ed degree (Davids, 1991). The research question that informs this article is: what are some of the lasting influences of an action research project on a teacher's pedagogical comportment and what lessons were learnt that are relevant to teacher education today? Based on this case study, recommendations are made for the use of action research as pedagogy for professional practice in teacher education and in-service teacher initiatives.

The history of curriculum is a relatively recent phenomenon within the history of education as a research area and as a scientific discipline. The historiography of education may traditionally be seen to consist of two main domains: the history of educational ideas, and the history of educational systems and institutions and educational legislation. The history of the curriculum adds a third main domain finding its place in between the two others, and taking as its research area the content and inner aspects of schooling, like the school subject. Further the development and changes in the internal nature of schooling can only be established by historical studies which means recognizing the history of the curriculum as a central aspect of the historiography of education, complementing and not replacing other work going on within the history of education.

Governments have been using computers since the early 1950s and academics have been writing about government's use of computers for almost as long. This paper explores this literature and examines the evolution of research into and thinking about the use of information and communications technology (ICT) in government and public administration over the past 50 years. Questions asked include to what extent the technology of the time influenced this research, how themes and topic of interest have changed over this period and what lessons for future research can be drawn from a better knowledge of the past.

The history of emotions has become a thriving focus within the discipline of history, but it has in the process gained a critical purchase that makes it relevant for other disciplines concerned with emotion research. The history of emotions is entangled with the history of the body and brain, and with cultural and political history. It is interested in the how and why of emotion change; with the questions of power and authority behind cultural scripts of expression, conceptual usages, and emotional practices. This work has reached a level of maturity and sophistication in its theoretical and methodological orientation, and in its sheer quantity of empirical research, that it contributes to emotion knowledge within the broad framework of emotion research.

Congressional Research Service (CRS) products, such as CRS Reports and Issue Briefs, are valuable reference tools that can assist reference professionals in providing service to a wide range of patrons and should not be overlooked. This paper details the history leading up to the creation of CRS beginning with the formation of the Library of Congress, the establishing of CRS's congressional agency predecessor, the Legislative Reference Service, to its present form as the Congressional Research Service; explains what kind of products CRS creates and why; and provides a brief legislative history of congressional efforts to publicly disseminate CRS products, integrated with public discourse on the subject.

The growing academic interest in the history of disability, both in Scandinavia and internationally, is strongly linked to the political disability movement and its need to face present and future struggles for independence, equality and citizenship by constructing a new history of disability. Another origin of interest is more genuinely academic, with increasing awareness among scholars in various disciplines of how boundary work in relation to concepts of normalcy, deviance and disability may function as a powerful tool in historical analyses. A third point of departure for historical research on disability may be labelled "skeleton research" aroused by media revelations of past social practices, which are now seen as abusive and repressive. This paper argues that by adding an international historical context of comparison to the field of disability research, new theoretical perspectives on disability studies in general are offered, supporting the idea of applying disability as a theoretical tool for analysis along with race, gender, age and class. As a first and explorative effort at trying to introduce the Scandinavian case to the international scene of history of disability the number of examples given will be limited, and attempts at analyses will be tentative and fairly approximate.

The aim of this paper is to explain and discuss timeline interviews as a method for doing life history research. It is a 'how to' article explaining the strengths and weaknesses of using a timeline when conducting qualitative interviews. The method allows the interviewee to participate in the reporting of the interview which may give raise to ownership and sharing of the analytical power in the interview situation. Exactly for this reason, it may not be the most appropriate method for interviewing elites or for conducting insider interviews where positionality can be at play. The use of the timeline should not lead the nterviewer or the interviewee to assume linearity and coherence; it is an rganising principle for the events. It provides an opportunity for linking the story with the wider social, political and environmental context during the interview. hile the method is very suitable for life story research, it can also be used for ther types of studies where interviews are made.

Shipping list no.: 2007-0018-P (v. 1); 2008-0341-P. (v. 2); 2009-0442-P (v.3). ; Includes bibliographical references. ; v. 1. 1942-62 -- v. 2. 1961-1973 -- v. 3. 1973-1995. ; Mode of access: Internet.