Relevant bibliographies by topics / History of Student Affairs

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'History of Student Affairs'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "History of Student Affairs"

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Farrington, Elizabeth Leigh. "Panel Recounts History of Women Leading Student Affairs." Women in Higher Education 19, no. 4 (April 2010): 17–18. http://dx.doi.org/10.1002/whe.10044.

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Miller, Theodore K., and Richard B. Caple. "To Mark the Beginning: A Social History of College Student Affairs." Journal of Higher Education 70, no. 4 (July 1999): 472. http://dx.doi.org/10.2307/2649314.

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Miller, Theodore K. "To Mark the Beginning: A Social History of College Student Affairs." Journal of Higher Education 70, no. 4 (July 1999): 472–74. http://dx.doi.org/10.1080/00221546.1999.11780775.

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Scott, Robert A., and Pamela M. Bischoff. "Preserving Student Affairs in Times of Fiscal Constraint: A Case History." Journal of Student Affairs Research and Practice 38, no. 1 (September 2000): 122–33. http://dx.doi.org/10.2202/1949-6605.1131.

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Hevel, Michael S. "Toward a History of Student Affairs: A Synthesis of Research, 1996–2015." Journal of College Student Development 57, no. 7 (2016): 844–62. http://dx.doi.org/10.1353/csd.2016.0082.

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Kimball, Ezekiel W., and Andrew J. Ryder. "Using History to Promote Reflection: A Model for Reframing Student Affairs Practice." Journal of Student Affairs Research and Practice 51, no. 3 (July 2014): 298–310. http://dx.doi.org/10.1515/jsarp-2014-0030.

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Young, Robert B. "Examining the History of Student Affairs through the Lens of Professional Education." NASPA Journal 30, no. 4 (July 1, 1993): 243–51. http://dx.doi.org/10.1080/00220973.1993.11072322.

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L White, Chaunte, and Miranda Wilson. "We Built this Joint for Free: Counter-stories of Black American Contributions to Higher Education." Journal for the Study of Postsecondary and Tertiary Education 4 (2019): 123–42. http://dx.doi.org/10.28945/4432.

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Aim/Purpose: Black contributions to higher education are frequently marginalized by some of the field’s most commonly cited historians. The purpose of this conceptual paper is threefold: to demarginalize the role of Black Americans within the higher education history narrative; to demonstrate the need to reconsider the course reading selections used to facilitate learning in this area; and, to emphasize the importance of higher education history as vehicle for understanding current issues across the postsecondary landscape. Background: Sanitized historical accounts often shape Higher Education and Student Affairs students’ learning of the history of American higher education. This is important due to the role historical knowledge plays in understanding current issues across the postsecondary landscape. Methodology: This conceptual paper juxtaposes commonly used higher education history texts against works that center Black higher education history. Elements of Critical Race Theory (CRT) frame this paper and serve as an analytic tool to disrupt master narratives from seminal history of higher education sources. Contribution: This paper contributes to literature on the history of higher education and offers considerations for the implications of course reading selections. Findings: We found that countering the master narratives shows how our contemporary experience has been shaped by colonial processes and how the historical role of Black Americans in higher education is often minimized. Recommendations for Practitioners: Citing how higher education and student affairs instructors’ choices around scholarship have implications for classroom learning and for the future of research and practice, this work recommends diversifying history of higher education course reading selections to help students gain better understanding of the historical impact of white supremacy, systemic oppression, and racism on postsecondary education. Future Research: Further research is needed to understand the impact of course reading selections on HESA student learning and empirically identify frequencies of text usage in history of higher education classrooms
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Early, Steve. "Contemporary Affairs Thoughts on the "Worker-Student Alliance"—Then and Now." Labor History 44, no. 1 (February 2003): 5–13. http://dx.doi.org/10.1080/0023656032000056985.

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Shireman, Robert. "Learn Now, Pay Later: A History of Income-Contingent Student Loans in the United States." ANNALS of the American Academy of Political and Social Science 671, no. 1 (April 27, 2017): 184–201. http://dx.doi.org/10.1177/0002716217701673.

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The idea of financing higher education with the income that comes afterward has been formally proposed and implemented in the United States, in various permutations, since at least 1971. The attractiveness of the concept is exemplified by the political diversity of its proponents, ranging from Senator Ted Kennedy to President Ronald Reagan, and from presidential candidates Michael Dukakis (Democratic governor who ran in 1988) to Jeb Bush (Republican former governor who ran in 2016). This article examines the design of the various proposals over time, the arguments in support and opposition, and the current state of affairs.
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Dissertations / Theses on the topic "History of Student Affairs"

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Ashley, Evelyn LaVette. "The Gendered Nature of Student Affairs: Issues of Gender Equity in Student Affairs Professional Associations." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288502916.

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Tuberty, Jared T. "The Council of Student Personnel Associations in Higher Education: A Historical Analysis of Inter-Association Collaboration in Student Affairs." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1539097186242367.

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Hirt, Joan Bernard. "Professionalism, power, and prestige: Ideology and practice in student affairs." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185751.

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This study seeks to capture the professional ideology of student affairs administration through an examination of national policy statements published between 1937 and 1987. Both professionalization and deconstruction analytical frameworks are employed to identify the assumptions that underlie that ideology and the powerful social structures those assumptions represent. To explore how the student affairs ideology has been reflected in public expression of professional practice, national conference programs of the American College Personnel Association and the National Association of Student Personnel Administrators are examined. The conference texts from years immediately succeeding and, in one case, preceding publication of the policy statements serve as the foundation for investigating the linkages between professional ideology and professional practice in student affairs. By defining the professional ideology of student affairs administration and demonstrating how the assumptions that underlie that philosophy have been manifested in practice, I reveal how the profession has been shaped and constrained by serving and protecting certain powerful social interests.
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Krapfl, Kristen A. "Judicial affairs: history, moral development, and the critical role of students." Kansas State University, 2011. http://hdl.handle.net/2097/8446.

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Master of Science
Department of Special Education, Counseling and Student Affairs
Kenneth F. Hughey
Judicial affairs play an integral role in the functioning of an institution and in the moral development of students. Thus, it is critical to have an understanding of the structures that are utilized, how to choose the most effective structure for one’s specific institution, and how to successfully bring about the moral and ethical development of students. The purpose of this report is to examine the judicial structures that are in place at institutions of higher education and their impact on students. Topics discussed include the history of discipline and current judicial structures that are commonly utilized (e.g., legalistic, collaborative, honor codes, and restorative justice), how they function, and if an ideal judicial structure exists. In addition, the report addresses the theoretical foundations of moral and ethical development through the work of Gilligan (1982), Kohlberg (1964), Perry (1981), and Piaget (1965), and provides perspectives and insight on the judicial process from both judicial and student affairs administrators as well as students who have experienced the process. The findings presented in the report include the transition from judicial systems run by administrators to those run primarily by students, and the importance of understanding theories of student moral development despite the process that is chosen. Also noted are the significant impact of a student’s moral development on their perceptions of the process and on their resultant behaviors, and the role the campus environment plays in regards to behavior and discipline. Additionally, the findings convey the importance of employing judicial structures that are effective for the student population at the institution, and not subscribing to a one-size-fits-all model. Finally, the crucial role of evaluation and continual improvement in creating an effective structure, and the implications for future practice that come from this are discussed.
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Leftin, Adam Zook. "A Narrative Exploration of Free Speech Events by New Student Affairs Professionals." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594750157591483.

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Graham, Daria-Yvonne J. "Intersectional Leadership: A Critical Narrative Analysis of Servant Leadership by Black Women in Student Affairs." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1523721754342058.

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Young, Marianne R. L. "AN ORAL HISTORY EXPLORATION OF CHANGE AT THE UNIVERSITY OF KENTUCKY FOLLOWING THE VIRGINIA TECH SHOOTING." UKnowledge, 2019. https://uknowledge.uky.edu/epe_etds/62.

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Following the mass shooting at Virginia Tech on April 16, 2007, institutions of higher education appeared to restructure themselves and change the way that they worked with students who may pose a risk to self or others. They formed committees, sometimes known as Communities of Concern, to help review these concerns and respond appropriately. The purpose of this study was to examine how the Community of Concern Committee at the University of Kentucky was developed following the incident at Virginia Tech. Particular attention was focused on the change and learning that took place. Using the frames of single-loop and double-loop learning, this study examined six oral history accounts of the development of the Community of Concern Committee at the University of Kentucky. The oral histories coupled with historical documents provided a timeline of events related to the development of the committee. In addition, the oral histories revealed a complex learning process which blended single and double-loop learning to guide this institutional change. The comparison between this incident and other legal issues within higher education was explored as well as the opportunity to expand this exploration outside of the current case study.
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Stuart, Niall T. "Attitudes towards international affairs among the students and staff of the University of Edinburgh, 1914-1939." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/2673.

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This thesis examines attitudes toward international affairs held by students and staff at the University of Edinburgh between 1914 and 1939, particularly those relating to the issues of war and peace. Specific ideological areas to be looked at include religious influences, nationalism and imperialism, racial concepts, health, fitness and eugenics, and Marxism. Primary sources made use of throughout include the private papers and publications of officials and teaching staff at the university, newspaper letters and reports, University Court, Senatus, Faculty and other committee papers and minutes, official University publications and course text books, and student publications, society minutes and debating records. In the main body of the thesis the relevant positions of the student body and University official and staff are looked at separately and a generally chronological approach followed, with the overall period divided up into World War One, the 1920s, and the 1930s respectively. The conclusion seeks to evaluate the reasons why both students and staff offered up a generally vigorous support for Britain’s war efforts in both 1914 and 1939, this in spite of the widespread popularity of pacifistic ideas throughout the period covered.
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Gerda, Janice Joyce. "A History of the Conferences of Deans of Women, 1903-1922." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1100290629.

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Thomas, James W. "CAMPUS AS HOME: AN EXAMINATION OF THE IMPACT OF STUDENT HOUSING AT THE UNIVERSITY OF KENTUCKY IN THE PROGRESSIVE ERA." UKnowledge, 2017. http://uknowledge.uky.edu/epe_etds/47.

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This dissertation explores how student housing impacted the college campus of the University of Kentucky in the Progressive Era. Student housing has long been part of the college ideal but lacked full engagement by many administrators. Through three examinations, housing will be shown to have directly influenced the administrative, social, and staffing elements of the college campus. The role student housing played in the interaction of political, rural, and sociological changes on the campus during the time period allows exploration in detail while addressing the changes within those areas of the state as well. While housing was an afterthought by the administration due to oversight and lack of funding throughout much of the examined history (1880-1945), its consideration was still an essential part of student life and part of the college ideal. Housing was a place wholly of the student – while administrators set policies and the government had a concern for it at various times, it was also a place where, originally, a “boys will be boys” mentality slid by, unapproved, but unthreatened. However, how did the politics of the state shape the college and its housing experience? How did the addition of women students, the first of many major additions that were foreign to the original student population of mostly rural males, change the campus and its structures? Originating in the “environment” of student-centered housing – be it boarding houses, Greek houses, or dormitories, the students who populated these facilities would cajole, alter, and sometimes force the campus through both intentional and unintentional engagements and interactions. This dissertation shall establish an understanding of how the administration, particularly the presidency, viewed student housing. Following the introduction, three sections shall detail instances of housing influencing the campus climate in ways previously understudied. First, an examination of the political climate of the state interacted with concerns about student housing as a key factor in ending the presidency of Barker. The second section will show how a judicial ruling created new forms of student services – granting in loco parentis control but also creating the need for the diversification of services beyond what had existed previously. The third section will denote, in detail, how housing women changed the college campus – expanding its borders and the need for services. Through such examinations, a previously unexplored role of student living quarters as affecting the growth and development of the University of Kentucky into the institution it is now shall become apparent.
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Books on the topic "History of Student Affairs"

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To mark the beginning: A social history of college student affairs. [S.l.]: American College Personnel Association, 1998.

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Prescott, Heather Munro. Student bodies: The influence of student health services in American society and medicine. Ann Arbor: University of Michigan Press, 2007.

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United States. Congress. House. Committee on Foreign Affairs. Subcommittee on Asian and Pacific Affairs. The wave of protest in the People's Republic of China: Hearing before the Subcommittee on Asian and Pacific Affairs of the Committee on Foreign Affairs, House of Representatives, One Hundred First Congress, first session, May 4, 1989. Washington: U.S. G.P.O., 1990.

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Student affairs committee. Washington, DC: Association of Governing Boards of Universities and Colleges, 2011.

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M, Estanek Sandra, ed. Rethinking student affairs practice. San Francisco: Jossey-Bass, 2004.

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L, Reynolds Amy, and Mueller John A. 1961-, eds. Multicultural competence in student affairs. San Francisco: Jossey-Bass, 2004.

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Assessment methods for student affairs. San Francisco: Jossey-Bass, 2009.

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C, Stamatakos Louis, Rogers Russell R, and ERIC Counseling and Student Services Clearinghouse., eds. Reform in student affairs: A critique of student development. Greensboro, N.C: ERIC Counseling and Student Services Clearinghouse, School of Education, University of North Carolina at Greensboro, 1994.

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Jeremy, Stringer, and Barr Margaret J, eds. The handbook of student affairs administration. 3rd ed. San Francisco, CA: Jossey-Bass, 2008.

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Barr, Margaret J. The handbook of student affairs administration. 2nd ed. San Francisco: Jossey-Bass, 2000.

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Book chapters on the topic "History of Student Affairs"

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Remley, Theodore P., and Brian M. Shaw. "College Counseling and Student Affairs." In Introduction to the Counseling Profession, 433–56. 7th edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315537061-19.

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Littlefield, Jennifer. "Student Learning Outcomes Undergraduate Public Affairs Education." In Undergraduate Public Affairs Education, 89–102. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003227120-7.

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Lowe, Norman. "Foreign affairs, 1815–30." In Mastering Modern British history, 35–47. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-01398-9_3.

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Lowe, Norman. "Foreign Affairs 1815–30." In Mastering Modern British History, 34–50. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-11106-0_3.

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Lowe, Norman. "Foreign affairs 1815–30." In Mastering Modern British History, 31–44. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14668-0_3.

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Mijers,, Esther. "Daniela Prögler, English Students at Leiden University, 1575–1650. ‘Advancing your abilities in learning and bettering your understanding of the world and state affairs’." In History of Universities, 173–75. Oxford University Press, 2015. http://dx.doi.org/10.1093/acprof:oso/9780198743651.003.0008.

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"International Student Affairs." In The International Encyclopedia of Higher Education Systems and Institutions, 1859. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_300423.

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Willis, Edward M., and Andrew T. Arroyo. "Student Affairs Administrators." In Effective Leadership at Minority-Serving Institutions, 46–64. Routledge, 2017. http://dx.doi.org/10.4324/9781315452296-3.

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Comrie, Andrew. "7. Student Affairs." In Like Nobody's Business, 165–200. Open Book Publishers, 2021. http://dx.doi.org/10.11647/obp.0240.07.

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Regazzoni, Susanna. "Da Neruda, Asturias, Borges e Carpentier a Rigoberta Menchú: l’America Latina a Ca’ Foscari." In Le lingue occidentali nei 150 anni di storia di Ca’ Foscari. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-262-8/014.

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This essay outlines the history and development of Spanish-American Literature as a subject of university teaching at Ca’ Foscari University of Venice. It has a fairly recent history which began when Franco Meregalli, after a long tour in Southern America, sponsored by the Italian Ministry of Foreign Affairs, for some lectures in several universities, started a course on Spanish-American literature. During his first period as a university teacher, Meregalli had met Giuseppe Bellini in Milan. So in 1969 he called his former student Bellini, who was by then an expert on Spanish-American authors, to teach Spanish-American Literature in Venice. Bellini stayed in Venice for 16 years and left Ca’ Foscari to go back to his home university (Milan) in 1985. Between 1969 and 1984, many important Spanish-American writers, such as Miguel Angel Asturias, Pablo Neruda, Jorge Luis Borges and several others, came to Venice to lecture on their own works. After Bellini, the Uruguyan poetess Martha Canfield and, later on, Susanna Regazzoni, a former student of Bellini’s, took over the courses of Spanish-American literature, thus keeping alive, with the help of Margherita Cannavacciuolo, the Venetian tradition of Spanish-American Studies.
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Conference papers on the topic "History of Student Affairs"

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Maisyara, Helvi, Hasan Saragih, and Dr Derlina. "Effect of Cooperatif Learning Strategy and Interest Learning to Learning Outcomes History Student Class X SMK 1 Affairs Peureulak Lesson Year 2018/2019." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.61.

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Liu, Zhi, and Yunji Cai. "Construction Management of Student Affairs Center Guided by the Student-Based Idea." In 1st International Conference on Education: Current Issues and Digital Technologies (ICECIDT 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210527.016.

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Gunsema, Mitypova. "STUDENT ARCHIVE PRACTICE: CONNECTION TO SCIENTIFIC RESEARCH." In Archives in history. History in archives. Ottisk, 2018. http://dx.doi.org/10.32363/978-5-6041443-5-0-2018-77-82.

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Akopov, Garnik V. "CONTEMPLATION: THE RATIO OF CONSCIOUS AND UNCONSCIOUS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact010.

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"In psychological science, the concept of contemplation is not included in the most important categories of psychology, such as activity, consciousness, personality. The dictionary meanings of the term “contemplation” are ambiguous. In psychology, in addition to the categorical analysis of contemplation (S.L. Rubinstein) and its attribution to fundamental concepts (A.V. Brushlinsky), there are also interpretations of contemplation, which are synonymous to intuition (A. Bergson) and meditation (V.F. Petrenko, Han F. De Wit), insight (preconceptual thinking - T.K. Rulina), mystical states (W. James, P.S. Gurevich). Contemplation, unlike intuition, meditation and insight, does not have a previous reportable history. In our studies, contemplation is considered as an unconscious mental phenomenon that exists in the forms of a process, state, and also the properties of an individual (contemplative personality). Not coinciding with the processes of attention, memory, perception, thinking, etc., contemplation, however, is activated on their basis. The difference lies in the uncontrollability of this process, since its contents are not presented to consciousness. Therefore, contemplation is also different from dreams, experiences, intentions and other internally substantive mental phenomena. Despite the fact that consciousness does not have access to the content of contemplation (access-consciousness), the process itself is realized by man. In this we see the difference between contemplation as unconscious activity and Freudian understanding of the unconscious. Other differences are: involuntary entry and random exit from the state of contemplation; emotional equipotentiality of contemplation, i.e. the invariability of the emotional background of contemplation from the beginning to the exit from it. In ontogenesis, contemplation is most clearly represented in infancy, in youth, and in old age, as well as during periods of age and other life crises. Reminiscences of students record the age range from 11 to 17 years as the most saturated with contemplation; least at the age of 6-8 years (L.S. Akopian). Contemplation as an unconscious activity periodically replaces purposeful activity, contributing to the maturation, correction, transformation of the person’s life meanings in their micro-, meso- and macro-macro dimensions. Contemplation also fulfills the function of partially liberating oneself from an excess of affairs, concerns, plans, aspirations, and other forms of conscious activity. The development of practice-oriented forms of actualization of contemplation will expand the range of psychotherapeutic methods."
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Runkai, Zhu, Cen Gang, Ai Yining, and Jiang Xingfei. "Design of Student Affairs Management Platform Based on College System." In 2020 15th International Conference on Computer Science & Education (ICCSE). IEEE, 2020. http://dx.doi.org/10.1109/iccse49874.2020.9201855.

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Bo, Chen, Cen Gang, Feng Tianxiang, and Shen Feixin. "Student affairs management system design based on mobile application EAider." In 2017 12th International Conference on Computer Science and Education (ICCSE). IEEE, 2017. http://dx.doi.org/10.1109/iccse.2017.8085524.

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Hou, Minghao, Mingming Luo, and Aishu Zhang. "The Application of Information Management System in University Student Affairs." In 3rd International Conference on Science and Social Research (ICSSR 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icssr-14.2014.139.

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Prinanda, Devita. "The Dynamics of the Post-Truth Era in Africa: - History and Critical Thinking." In International Conference on Contemporary Social and Political Affairs. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008821203320338.

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Tsang, Edmund, Laura Darrah, Paul Engelmann, Cynthia Halderson, and Dana Butt. "Work In Progress - academic and student affairs collaboration to enhance student success in engineering and applied sciences." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350868.

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"Efficient and Automated Management for Student Affairs at Institutions of Higher Education." In The 5th International Conference on Advanced Computer Science Applications and Technologies. Clausius Scientific Press Inc., 2017. http://dx.doi.org/10.23977/acsat.2017.1005.

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Reports on the topic "History of Student Affairs"

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Watson, Shannon. Student Employment in Student Affairs Units: Characteristics of Educationally Purposeful Environments. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1053.

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Hatfield, Lisa. The Scholarship of Student Affairs Professionals: Effective Writing Strategies and Scholarly Identity Formation Explored through a Coaching Model. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2308.

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Hutt, Ethan. A Brief History of the Student Record: A Paper for the Asilomar Conference on Student Data and Records in the Digital Era. Ithaka S+R, September 2016. http://dx.doi.org/10.18665/sr.283886.

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Prysyazhnyi, Mykhaylo. UNIQUE, BUT UNCOMPLETED PROJECTS (FROM HISTORY OF THE UKRAINIAN EMIGRANT PRESS). Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11093.

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Abstract:
In the article investigational three magazines which went out after Second World war in Germany and Austria in the environment of the Ukrainian emigrants, is «Theater» (edition of association of artists of the Ukrainian stage), «Student flag» (a magazine of the Ukrainian academic young people is in Austria), «Young friends» (a plastoviy magazine is for senior children and youth). The thematic structure of magazines, which is inferior the association of different on age, is considered, by vital experience and professional orientation of people in the conditions of the forced emigration, paid regard to graphic registration of magazines, which, without regard to absence of the proper publisher-polydiene bases, marked structuralness and expressiveness. A repertoire of periodicals of Ukrainian migration is in the American, English and French areas of occupation of Germany and Austria after Second world war, which consists of 200 names, strikes the tipologichnoy vseokhopnistyu and testifies to the high intellectual level of the moved persons, desire of yaknaynovishe, to realize the considerable potential in new terms with hope on transference of the purchased experience to Ukraine. On ruins of Europe for two-three years the network of the press, which could be proud of the European state is separately taken, is created. Different was a period of their appearance: from odnogo-dvokh there are to a few hundred numbers, that it is related to intensive migration of Ukrainians to the USA, Canada, countries of South America, Australia. But indisputable is a fact of forming of conceptions of newspapers and magazines, which it follows to study, doslidzhuvati and adjust them to present Ukrainian realities. Here not superfluous will be an example of a few editions on the thematic range of which the names – «Plastun» specify, «Skob», «Mali druzi», «Sonechko», «Yunackiy shliah», «Iyzhak», «Lys Mykyta» (satire, humour), «Literaturna gazeta», «Ukraina і svit», «Ridne slovo», «Hrystyianskyi shliah», «Golos derzhavnyka», «Ukrainskyi samostiynyk», «Gart», «Zmag» (sport), «Litopys politviaznia», «Ukrains’ka shkola», «Torgivlia i promysel», «Gospodars’ko-kooperatyvne zhyttia», «Ukrainskyi gospodar», «Ukrainskyi esperantist», «Radiotehnik», «Politviazen’», «Ukrainskyi selianyn» Considering three riznovektorni magazines «Teatr» (edition of Association Mistciv the Ukrainian Stage), «Studentskyi prapor» (a magazine of the Ukrainian academic young people is in Austria), «Yuni druzi» (a plastoviy magazine is for senior children and youth) assert that maintenance all three magazines directed on creation of different on age and by the professional orientation of national associations for achievement of the unique purpose – cherishing and maintainance of environments of ukrainstva, identity, in the conditions of strange land. Without regard to unfavorable publisher-polydiene possibilities, absence of financial support and proper encouragement, release, followed the intensive necessity of concentration of efforts for achievement of primary purpose – receipt and re-erecting of the Ukrainian State.
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